Welcome to this special issue of Behavioural and Cognitive Psychotherapy, a Festschrift to mark the retirement of Professor William Yule. The collection of papers here, covering reading problems, parenting and conduct disorder, the effects of war on civilian children, cognitive factors associated with trauma in children, social-cognitive approaches to post traumatic stress, and the assessment of PTSD in children, can only begin to skim the surface of his contribution to clinical child psychology in over 40 years of research, teaching, and – above all – clinical work. It is fitting that such a collection appears in this journal. Bill joined the BABP (later BABCP) as a founder member in 1972. Three years later, he and Ray Hodgson began to co-edit the new quarterly BABP Bulletin, the forerunner to Behavioural and Cognitive Psychotherapy. Bill retired as Editor of the Journal in 1984, having helped to develop what started out as a single sheet newsletter into a successful, respected, international scientific publication. He is also a former Chair of the Association, and was made an Honorary Fellow in 1984.

William Yule's many contributions to the field of reading disabilities over the last 40 years are reviewed and set in the context of recent research evidence. The value of regression methods in the measurement of reading performance remains valid, but spelling, as well as reading, difficulties need to be assessed in relation to the diagnosis of dyslexia. Although categorical approaches to diagnosis are needed for some purposes, it is likely that the genetic liability to dyslexia is dimensional. Overall, Yule's identification of the key features of specific reading retardation have been confirmed by subsequent research, but the concept of general reading backwardness as a diagnosis has proved less meaningful. The identification of the high rate of comorbidity between reading disability and emotional/behavioural disturbance, highlighted by Yule 35 years ago, has been amply confirmed but the causal mechanisms remain ill-understood.

The aim of the study was to see whether there were lasting effects of a behaviourally-based group parenting programme when delivered in a real life, regular clinical practice setting. Follow-up was one year after the end of a controlled trial that involved four local child and adolescent mental health services in London and Southern England. The participants were fifty-nine children aged 3–8 years referred with antisocial behaviour, whose parents received the Webster-Stratton Incredible Years basic videotape group programme. Those in the waiting list control group were not followed up as some went on to receive the same intervention. Measures included the semi-structured parent interview (PACS) and questionnaire (SDQ) about child behaviour. At follow-up, the original improvement in the intervention group was found to have persisted, with no loss of treatment effectiveness (effect size compared to pre-treatment score 0.91 standard deviations, compared to post treatment score −0.06 SD). The proportion of children in the clinical range before treatment was 68%, at follow-up 37%. Children with the most severe initial problems changed the most; risk factors such as low income, being a lone parent, or being in an ethnic minority did not reduce treatment effectiveness. Parenting groups can reduce serious child antisocial behaviour effectively in the longer term. This is an important ongoing benefit for the children and their families. If this trajectory continues to be maintained in the future, then the poor long-term prognosis, which includes criminality and social exclusion, is likely to be improved.

Exposure to a traumatic event may lead a person to experience posttraumatic stress. But there are wide individual differences in the severity and chronicity of reactions. Some people remain affected for considerable periods of time, but others are able to adjust relatively quickly, and some even go on to report experiencing positive personal changes as a result of experience of trauma. The psychosocial framework proposes that individual variation in response to trauma is attributable to the interaction between various personality and social psychological factors. This is a practical framework for formulation and for developing interventions with people who have problems adjusting to traumatic life experiences. In this paper we provide a retrospective account of the building of the psychosocial framework, and using case examples illustrate its use in formulation and developing intervention with individuals with varying difficulties. We also aim to look beyond this work in the past to subsequent developments and to future directions, in particular the new and emerging field of growth through adversity.

A total of 1695 Norwegian adolescents answered a questionnaire concerning how they perceived and reacted to the threat of war during the 1999 Kosovo war and the 2003 Iraq war. Based on previous research and clinical experience the following hypotheses were formed: a) The Kosovo war, being in closer proximity to Norway, will result in more reactions than the Iraq war; b) There will be more communication between adolescents and adults following the Iraq war than following the Kosovo war, due to education by psychologists via the media in the intervening period; c) Girls will evidence more reactions than boys, in line with previous work; d) Adolescents who score above cut-off on the Impact of Event Scale will report less communication with friends and parents, in line with psychosocial theories of posttraumatic stress and previous empirical findings. The first three hypotheses were generally supported, but findings regarding hypothesis (d) were mixed. It is believed that a more open communicative climate has developed in families and schools following increased attention by professionals and media to the coverage of wars and disasters in the media. Mild reactions to the two wars suggest adolescent resilience. Professionals can play an important role in disseminating information on how such events can be handled by parents, professionals and society at large.

This paper reviews empirical research on cognitive factors associated with the experience of trauma and with the development of posttraumatic stress, Acute Stress Disorder (ASD) and Posttraumatic Stress Disorder (PTSD) in children and adolescents. The review covers three main areas: cognitive experimental and neuropsychological studies; large scale studies on representative samples; and, randomized clinical trial data examining cognitive-behaviour therapy (CBT) interventions. Overall, the conclusions are that progress in all three areas lags far behind that in adult work and that, perhaps, the studies to date raise more questions than they provide answers provided by the studies to date. The paper concludes with detailed empirical recommendations for future research in the three chosen domains.

The Children's Revised Impact of Event Scale (CRIES) is a brief child-friendly measure designed to screen children at risk for Posttraumatic Stress Disorder (PTSD). It has good face and construct validity, a stable factor structure, correlates well with other indices of distress, and has been used to screen very large samples of at-risk-children following a wide range of traumatic events. However, few studies have examined the scale's validity against a structured diagnostic interview based on the DSM-IV criteria for PTSD. In the present study, the CRIES and the PTSD section of the Anxiety Disorders Interview Schedule-Child and Parent Version (ADIS-CP) were administered to a sample of children and adolescents (n=63) recruited from hospital accident and emergency rooms and the validity of the CRIES as a screening tool evaluated. Cutoff scores were chosen from this sample with a low base-rate of PTSD (11.1%) to maximize sensitivity and minimize the likelihood that children with a diagnosis of PTSD would fail to be identified. Cutoff scores were then cross-validated in a sample of 52 clinically referred children who had a high base-rate of PTSD (67.3%). A cutoff score of 30 on the CRIES-13 and a cutoff score of 17 on the CRIES-8 maximized sensitivity and specificity, minimized the rate of false negatives, and correctly classified 75–83% of the children in the two samples. The CRIES-8 (which lacks any arousal items) worked as efficiently as the CRIES-13 (which includes arousal items) in correctly classifying children with and without PTSD. Results are discussed in light of the current literature and of the need for further development of effective screens for children at-risk of developing PTSD.

This paper provides a brief account of Bill-Watchers Anonymous, an unofficial organization dedicated to the task of observing, and reporting on, a major figure in British clinical psychology. The aims and objectives are summarized. Some of the findings made by the members, based on direct observation and investigation, are highlighted. The essentially rewarding nature of this work is emphasized.