Whilst nearly all couple relationships start out happy, half of all marriages end in divorce. Relationship education is a potentially effective strategy to reduce the prevalence of relationship problems and divorce. The substantial empirical research on the determinants of relationship satisfaction shows that there are key relationship skills, such as communication and conflict management skills, which impact on the course of relationship satisfaction and stability. Relationship education can teach couples these key relationship skills, and this may prevent relationship problems. However, relationship education is not targeted at those couples who need it most. Research needs to be focused on the effects of relationship education for couples at high risk for relationship problems. The reach of education programs to couples can be enhanced by developing flexible delivery education programs. Relationship education programs also need to promote coping with stressful events that often lead to relationship problems, such as the transition into step-families, the onset of chronic illness, and unemployment.

One aim of this study was to describe attitudes, beliefs, and behaviours concerned with testicular and breast self-examination (TSE, BSE); the second was to test the efficacy of the Ajzen and Fishbein theory of reasoned action in predicting self-examination behaviour. Participants comprised 116 male adults with a mean age of 27.9, and 141 female adults with a mean age of 30.0 years. The sample was relatively well-educated, with over half having engaged in some tertiary studies. They completed a questionnaire assessing self-examination behaviours, intentions, beliefs, attitudes, and perceived norms. Results indicated low rates of self-examination for both TSE and BSE. Barriers to self-examination included embarrassment, perceived unpleasantness and difficulty, concern about reliability, and worries about what the tests might reveal. Respondents perceived only moderate levels of support from salient others for engaging in the self-examinations. The theory of reasoned action was strongly supported by the study, with intentions to perform self-examination being predicted by attitudes and subjective norms, and intentions in turn predicting self-examination behaviours.

This study investigated the psychometric properties of the revised Positive and Negative Affect Schedule for Children (PANAS-C; Joiner, Catanzaro & Laurent, 1996) in 228 nonclinical children and adolescents aged between 8 and 15 years. The results revealed that the PANAS-C possesses high internal consistency and encouraging convergent validity, as demonstrated by correlations with the theoretically related constructs of Neuroticism and Extraversion. Construct validity was supported through confirmatory factor analysis, which revealed a two dimensional structure comprising Negative and Positive Affect. Divergent validity was confirmed by the nonsignificant correlation between positive and negative affect. Thus, the PANAS-C was demonstrated to have good reliability and validity, subject to minor changes in item content.

Analyses and interventions were conducted to reduce challenging behaviour in two adolescents with multiple disabilities. A functional analysis of each child's challenging behaviour was conducted initially. Although the results of this functional analysis showed that challenging behaviour occurred during roughly 30 to 60% of the assessment trials conducted under each of several conditions, there was one condition for each child that was associated with little or no challenging behaviour. These conditions were then manipulated using stimulusfading procedures. Initially, the stimuli associated with low rates of challenging behaviour were provided on a nearly continuous and noncontingent basis. Next, exposure to these stimuli was systematically reduced. The present studies suggest that analysis of the conditions associated with low rates of challenging behaviour may be helpful in designing interventions.

A preschool girl who displayed severe noncompliant and disruptive behaviour was taught to successfully complete a card-matching task, to verbalise the task requirements, and to report successful task completion by means of a time-out procedure in combination with correspondence training. In order to bring about this success, time out was successively introduced for three preparatory behaviours (sitting still, keeping hands down, and looking at the task materials), for completion of simple tasks interspersed between trials of card-matching, and for stating the card-matching task requirement. The conditions for implementing time-out were gradually changed from allowing two chances to comply (implemented only after a second request was not complied with) to allowing only one chance (implemented after the first request was not complied with). This changing criterion time-out procedure was used in place of the more commonly used, but possibly more lengthy procedure whereby tasks not performed adequately are broken down into smaller steps and successive approximations are contingently shaped. The success of the time-out procedure is discussed as a potential means of conducting powerful early interventions with young children at risk for diagnoses of attention-deficit/hyperactivity disorder or similar disorders where a failure to correct severe behaviour problems observed at an early age is predictive of the need for more intrusive and expensive interventions later.

Many researchers report the p value of an analysis to communicate whether findings are significant. This may be misinterpreted to imply that if p < .05 the finding is also of clinical significance. Researchers should also report the magnitude of the association, an easily calculated statistic, to allow a better understanding of results when p < .05. Methods for doing this for t, χ2, and F values are given. The clinical significance of an intervention is also commonly determined by whether p < .05. A better understanding, however, is gained by then calculating the effect size (d). This measure enables effects and strengths of association to be compared among studies. Methods for doing this, for the same statistics, are given.