A brief historical analysis of AACBT's development and current performance suggests that the Association has suffered a loss of environmental support over the last decade. Selected examples of strategies used by other organisations to react to environmental change are presented as initiatives that offer potential for the Association to use in re-establishing itself as a major professional–scientific organisation.

Depression is a serious mental health problem, affecting more young people than ever before. This research reports on the short-term effectiveness of an Optimism and Lifeskills Program for preventing depression in preadolescents. A randomised, controlled trial was conducted with students about to make their transition to high school, in a private girls school. Self-report questionnaires were used to assess the program's effect on depressive and lonely symptoms, attributional style and self-worth, in a sample of 47 grade 7 girls at posttest and 6-month follow-up. Results showed fewer depressive symptoms and more positive self-worth in the intervention group compared to the control group at 6-month follow-up. This research indicates that depression prevention programs can be effective in the short-term and can provide valuable skills to young people making their transition to high school. Implementation issues and suggestions for further research on primary prevention for mental health in schools are discussed.

Anxiety is a highly prevalent problem with various manifestations in young children, especially those with an intellectual disability. Many parents of children with disabilities also experience a wide range of health problems, including anxiety, stress and depression. Very few group-based programs for parents of disabled children have been evaluated, and none of the existing research studies specifically address child or parental anxiety. Given the success of cognitive-behavioural interventions for anxious children without disabilities, it is logical that these interventions be applied to anxious intellectually disabled children. This paper presents a rationale for a new parent training-based early intervention program, targeting anxiety in this population of young people.

Thirty participants diagnosed with specific phobia (spiders) were randomly allocated to receive a treatment dose of either three or six 45-minute sessions of a computer-aided vicarious exposure (CAVE) for spider phobia. Phobic symptom severity was measured at pretreatment, posttreatment and at one-month follow-up on a range of subjective and behavioural measures. Results showed that participants in both groups improved significantly across the majority of outcome measures from pre- to posttreatment and pretreatment to follow-up assessment. There were no significant differences between the three- and six-session groups. Process measures indicated that the six-session treatment group performed approximately twice as much vicarious exposure, however, competence on the program was reached by the end of three sessions. These results suggest that rehearsal of CAVE, beyond the level at which skill learning is consolidated, is not of therapeutic value. Further research is required to ascertain whether other forms of dosage effect may operate in computer-delivered behaviour therapy. For example, delivery of a wider range, rather than amount, of CAVE scenarios, or the delivery of a hierarchy of exposure stimuli on the screen, without a vicarious component, may show a dose-response relationship.

Porirua (a suburb in Wellington, New Zealand) is a problem area for child restraint use and has been targeted by a variety of government-initiated, and largely ineffective, traffic safety campaigns in recent years (e.g., Gouldsbury, 1999). The present study attempted to increase child restraint use in cars at two Porirua Kindergartens, one predominantly Pacific Nations (Kindergarten A), and the other predominantly New Zealand European (Kindergarten B), by providing parents with information packages and vouchers for free child seat rental. An increase in correct child seat use was not observed at either kindergarten, although all unrestrained children observed during baseline at the predominantly New Zealand European kindergarten changed to wearing seat belts after the intervention. This finding suggests that income limitations per se are not the primary factor maintaining child seat non-use. Discussion focuses on the contradictory findings provided by both previous survey and observational research on the effect of ethnicity and income on child seat use. Potential crosscultural differences in the existence and salience of verbal community effects that may maintain child seat use through the avoidance of social punishment contingencies from other parents within the kindergarten are considered as one possible explanation for the present findings.

This paper describes the use of cognitive-behavioural therapy to assist a very experienced Special Olympics tennis player control his unacceptable on-court behaviour. In 10 weekly sessions he was taught to relax both on and off court, change his gloomy self statements and negative predications of his future behaviour, analyse and learn three essential elements of good sporting behaviour and practised these skills under low stress conditions. He assisted in the writing of a book, which described all the stages of his therapy, and he looked at the book often between therapy sessions. At an interstate championship held 3 months later the player won all his early matches but lost in the final series. However he was able to practise relaxation skills and positive self-statements, and perform all the elements of good sporting behaviour.