This study conducted the first evaluation of elements of social validity of the FRIENDS program, a cognitive-behavioural treatment package for childhood anxiety disorders. Parents, children, and adolescents were surveyed over time on their global satisfaction with the program, the acceptability of treatment components, and the completion of homework tasks. Results indicated a high level of satisfaction with the FRIENDS program and a high completion rate of homework tasks. Contrary to expectations, children rated the cognitive skills as more useful than adolescents did. Adolescents reported the behavioural strategy of graded exposure as more useful than other strategies. In addition, the relationship between treatment acceptability and clinical outcome was not significant. Limitations of the study and directions for further research are discussed.

This study aimed to (a) appraise the efficacy of a well validated Anglo-Australian anxiety-prevention and stress-resiliency program (FRIENDS) for use with culturally diverse migrant groups residing in Australia, (b) examine the social validity of FRIENDS, and (c) obtain information from both participants and facilitators regarding how the program can best be modified for specific use with non-English-speaking background (NESB) clients. To test the efficacy of the intervention, pre- and post-intervention evaluation of internalising symptoms and coping ability were compared with waiting-list control groups (matched according to ethnic group, gender, and school level). One hundred and six primary and ninety-eight high school students differentiated by cultural origin (former-Yugoslavian, Chinese, and mixed-ethnic) and school level (primary and high school), completed standardised measures of internalising symptoms and were allocated to either an intervention (n = 121) or a waiting-list (n = 83) condition. Both groups were readministered the assessment package for comparison following a 10-week treatment or waiting period. Consistent with a recent pilot study, pre/post-assessment indicated that participants in the intervention condition exhibited lower anxiety and a more positive future outlook than waiting-list participants. Participating students reported to be highly satisfied with the intervention. Despite the overall success of FRIENDS, the program may be enhanced by culturally sensitive supplements so that the program is more applicable for use with NESB participants. Suggestions for treatment program modifications of FRIENDS are discussed.

The ability of a school-based program with training in both cognitive and social skills to prevent depressive symptoms in children (the Penn Prevention Program) was evaluated. Research conducted in Australia has failed to replicate the success of the program in the United States. Also evaluated was the ability of the program to reduce the symptoms of anxiety, the assumption that changes in social skills and cognitive style would be associated with changes in symptoms of depression and anxiety, and the relative merits of the cognitive and social components of the program. Sixty-three children in fifth and sixth grades were randomly allocated to intervention and control groups. There was no evidence that the Penn Prevention Program had any impact on the variables measured at the end of the program or at the 8-month follow-up assessment. Limitations and implications of the present findings are discussed.

The efficacy of prolonged single sessions of live graded exposure (LGE) and computer-aided vicarious exposure (CAVE) for spider phobia was examined in a single-blind, controlled trial. Forty participants diagnosed with specific phobia (spiders) received a prolonged single-session treatment of either therapist-aided LGE comprising exposure only or CAVE, or were assigned to a waiting list. Phobic symptomatology was measured at pre- and post-treatment, and at 1-month follow-up on a range of behavioural and subjective assessments. The results showed that the single-session therapist-aided LGE was superior to both CAVE and the waiting-list control. In contrast with previous findings of comparability between LGE and CAVE, and superiority of CAVE over placebo, the present study found no significant differences between the CAVE and waiting-list groups, with the exception of subjective units of distress, providing little support for single-session CAVE treatment.

In an attempt to facilitate the dissemination and regular implementation of behaviour treatments in real-world settings, research has examined staff attitudes that may pose barriers to these treatments. The purpose of the study reported in this paper is to examine the construct validity of perceived organisational barriers to behavioural programs. One hundred and eighteen staff working in community-based treatment programs for adults and children with severe mental illness completed the Barriers to the Implementation of Behavior Therapy Test. An analysis from a previous study (Corrigan, Kwartarini, & Pramana, 1992) identified two reliable and valid factors that suggested perceived organisational barriers: institutional constraints and insufficient collegial support. Results of a confirmatory factor analysis on data from this study supported the earlier factor structure. Research participants also completed team functioning measures of individual staff burnout, collegial network satisfaction, organisational culture, and team leadership. Attitudes about institutional constraints and insufficient collegial support were found to be associated with burnout, collegial network satisfaction, and organisational culture. Strategies for disseminating behavioural programs must target organisational barriers too.

There are many indications that humans have a tendency to affiliate with nature, and with other living beings, including non-human species. Examples of such affiliation range from spending time in parks and nature reserves to humanising our companion animals to the point that we accord them family-member status and strongly grieve their passing. Research has also shown that humans can benefit significantly from their relationships with non-human animals. For example, studies have indicated that even the mere observation of animals can result in reduced physiological responding to stressors, and in increased positive mood. In the present review, we propose that findings such as these may provide important information regarding the potential benefits to be derived from incorporating non-human animals into intervention strategies, particularly for children. Of specific relevance for children is their fascination with, and attraction to, non-human animals. There is also the very nonjudgemental nature of human–animal interactions (i.e., unconditional positive regard) that has been argued, among other benefits, to serve as a useful “bridge” for the establishment of rapport between therapist and child. However, despite promising avenues of investigation, the area of animal-assisted intervention remains largely neglected by researchers. In this paper, we call for sound empirical investigation into proposals regarding the potential therapeutic benefits of incorporating non-human animals into intervention programs.