This study sought to investigate whether an individual difference in beliefs regarding the importance of controlling intrusive thoughts influenced the effect of suppressing negative autobiographical memories. In Phase I of the study, 165 undergraduate students completed the control-subscale of the Interpretations of Intrusions Inventory (III-31). Students with scores in the top (strong beliefs) and bottom (weak beliefs) 30% of the III-31 were selected to participate in Phase II. In Phase II an equal number of students with these ‘strong’ and ‘weak’ beliefs (N = 60) were randomised to either a thought suppression or control condition. As expected, instructions to suppress resulted in a rebound effect; however, contrary to predictions, differences in beliefs regarding the importance of controlling intrusive thoughts did not influence thought suppression ability. The implications of the findings for understanding the influence of metacognition on thought suppression are discussed.

This study assessed the relative merits of sociodemographic variables and psychological variables in understanding women's fear of rape. A comprehensive understanding of the factors involved in women's fear of rape may allow for more effective interventions with women. Four hundred and eleven women, aged 18 years or older participated in the study, which surveyed their fear of rape and experience of rape. In agreement with previous findings, sociodemographic variables contributed significantly but relatively little (13%) to the variance in women's fear of rape. In contrast, psychological factors (perceived likelihood of being raped and perceived severity of consequences) predicted an additional 29% of the variance to this fear. Greater perceived likelihood of being raped functioned as a partial mediating variable between sociodemographic factors of age and relationship status and women's fear of rape. These results are encouraging as psychological models provide more avenues for restructuring such fear and modifying concordant, dysfunctional behaviours. Consequently, these results provide direction to intervention and education programs aimed at reducing women's fear of rape.

Contemporary cognitive theories of obsessive-compulsive disorder (OCD) propose that certain types of dysfunctional beliefs and assumptions play a salient role in the genesis and persistence of OCD (e.g., Clark, 2004; Rachman, 1993, 1997; Salkovskis, 1985). The present study aimed to examine whether the three proposed dysfunctional beliefs — inflated sense of responsibility, thought suppression, and thought-action fusion — play a significant role particularly on the persistence of obsessive–compulsive (OC) symptoms, as compared to other emotional disorders, such as symptoms of depression. The participants of the present study were 109 undergraduate university students, who completed a set of questionnaires, including The Responsibility Attitude Scale (RAS), The Thought Action Fusion Scale (TAF), The White Bear Suppression Inventory (WBSI), The Maudsley Obsessive–Compulsive Inventory (MOCI), and The Beck Depression Inventory (BDI). After a 4-week interval, participants were again asked to complete the MOCI and BDI. Two separate hierarchical regression equations were formulated to examine the factors significantly accounting for the residual changes from Time 1 to Time 2 assessments of OC and depressive symptomatologies. Results of these analyses indicated that while thought suppression (WBSI scores) played a significant role on the persistence of both OC and depressive symptoms across time, the role of inflated sense of responsibility (RAS scores) was specific to the persistence of OC symptoms.

This study examined the efficacy of a modified form of cognitive behavioural therapy, known as cognitive behavioural coaching, in reducing levels of perfectionism and self-handicapping in a non-clinical population. Twenty-eight research higher degree students participated in an intensive workshop series held over 6 weeks. Perfectionism and self-handicapping were measured at the commencement and conclusion of the workshop series, and again 4 weeks later. Levels of perfectionism fell during the workshop series and this reduction was sustained at follow-up. Levels of self-handicapping did not fall during the workshop series but had fallen significantly by follow-up. Participants' level of satisfaction with their candidature progress also improved. This study demonstrates how the principles of CBT can be successfully modified and used with a nonclinical population.

The Picture Exchange Communication System (PECS) is widely used to teach children with language delays, including those with autism, functional language. A feature of PECS is that it incorporates principles deemed by some to be pivotal, leading to broader behaviour change. In this study, a 6-year-old child with autism was taught functional language using PECS. Along with measures of language gains, concomitant changes in nontargeted behaviours (play and TV viewing) following PECS training were observed. Results show increases in manding, initiations and cumulative word counts, as well as positive changes in the nontargeted behaviours.