Catherine E. Wood

Fatigue, Wellbeing and Parental Self-Efficacy in Mothers of Children With an Autism Spectrum Disorder

Raising a child with an Autism Spectrum Disorder (ASD) presents significant challenges for parents that potentially have a impact on their health and wellbeing. The current study examined the extent to which parents experience fatigue and its relationship to other aspects of wellbeing and parenting. Fifty mothers of children with an ASD aged 2–5 years participated in the study. Compared with mothers of typically developing children, mothers of children with an ASD reported significantly higher fatigue, with overall scores in the moderate range. Factors associated with high levels of fatigue were poor maternal sleep quality, a high need for social support and poor quality of physical activity. Fatigue was also significantly related to other aspects of wellbeing, including stress, anxiety and depression, and lower parenting efficacy and satisfaction. The need for interventions to specifically target parental fatigue and its impact on families affected by ASDs both in the short and long term is clearly indicated.

The emotional and behavioural functioning of siblings of children with special health care needs across childhood

This study examined the emotional and behavioural functioning of siblings of children with special health care needs identified in the Longitudinal Study of Australian Children (LSAC). Of the 106 siblings identified, 15-52% had emotional and behavioural difficulties in the at-risk or clinical range on the parent-reported Strengths and Difficulties Questionnaire (SDQ) subscales when aged 4-5 (wave 1), 6-7 (wave 2), 8-9 (wave 3) and 10-11 years (wave 4). After controlling for differences in socio-economic position, siblings had significantly higher difficulties on all subscales than their peers without a brother or sister with a special health care need at most time points. Latent growth modelling revealed little change in emotional and behavioural symptoms for siblings across childhood, while behavioural symptoms decreased for their peers. These findings suggest that some siblings are at heightened risk of emotional and behavioural difficulties across childhood, underscoring the importance of assessing and promoting the wellbeing of all family members when providing services to children with special health care needs.

Aggression Replacement Training (ART) in Australia: A Longitudinal Youth Justice Evaluation

This article describes the findings from a two-year longitudinal evaluation of Aggression Replacement Training (ART) in an Australian youth justice custodial setting. Twenty aggressive juvenile offenders (M = 19.6; SD = .60) were assessed at pre-treatment, post-treatment, six-month, and 24-month follow-up. As predicted, participants reported significant reductions in aggressive behaviours and thoughts, cognitive distortions, and impulsivity and some improvement in social problem-solving skills at treatment-end. These treatment effects were maintained at the two-year follow-up. Contrary to expectations, worker ratings of participants aggressive/antisocial behaviours did not show significant reduction at the six-month follow-up. This measure had not previously been used in a correctional setting and the workers may have been unreliable respondents due to their lack of knowledge of the ART participants. Despite efforts, a waitlist comparison group was not obtained. Further investigation with a control comparison and a reliable non-self-report informant is required. However, the results suggest initial support for the cultural and age-related applicability of ART and its social learning procedures for this group of moderate-to-high-risk young-adult offenders.

Aggression Replacement Training in Australia: Youth Justice Pilot Study

This article describes the findings of a 10-week pilot programme of aggression replacement training (ART) in an Australian youth justice, custodial setting. Five male subjects (17–18 years old) completed pre- and post-treatment self-report measures of aggression, social skills, and cognitive distortions typically associated with violent and antisocial behaviour. As expected, results showed a significant reduction in overall aggression and improved social skills from before to after assessment, but the predicted reduction in cognitive distortions was not supported. Treatment outcomes were examined relative to the specific multi-modal (cognitive, behavioural, and affective) components of ART. Hence, results are discussed in relation to a cognitive behavioural theory of change, which underpins ART. A single case study is presented to illustrate qualitative change throughout participation in ART. Overall the results provide preliminary support for the efficacy of ART in an Australian context, and further investigation with a larger, multi-informant sample is warranted.

Bio-ecological factors associated with the psychological distress of fathers of children with autism spectrum disorder: A population-based study of Australian families

Using a bio-ecological framework, the aim of this study was to examine factors associated with psychological distress experienced by fathers of children with autism spectrum disorder from a nationally representative sample of Australian children and their families. Individual (e.g. age and self-efficacy), interpersonal (e.g. partner distress, couple relationship, child behaviour and social support) and social environmental factors (e.g. job quality and financial hardship) were explored as potential predictors of fathers’ distress. Data were drawn from the Longitudinal Study of Australian Children, where 159 fathers of children with autism spectrum disorder were identified. As comparison, 6578 fathers of children without developmental disabilities were identified. Multiple regression analyses showed that experiencing depression within the past year, job quality (e.g. autonomy and access to parental leave) and social support were significant predictors for fathers of children with autism spectrum disorder. The importance of supporting the well-being of fathers of children with autism spectrum disorder is discussed.

Understanding and Responding to Crisis and Trauma in the School Setting

Unfortunately many children experience trauma through a single incident and/or in response to chronic abuse and neglect. In many cases, these children require psychological assistance that targets the trauma symptoms and related difficulties. This assistance often happens in the school setting with school psychologists playing a critical role because of their relevant mental health training. School personnel, teachers, and parents/carers often rely on the school psychologist to provide up to date and relevant information that is informed by research regarding how to best support children who have experienced trauma. In this chapter, attention will be given to the role of the school psychologist in the assessment and treatment of trauma from an Australian context. An overview of crisis and trauma will be presented followed by a discussion of different interventions at varied levels within the educational system, including primary prevention, secondary prevention, and tertiary prevention. Specific school-based interventions for posttraumatic stress will be described as well as an overview of other approaches and resources that are available for managing trauma in the school setting. Specific examples of responses to local disasters will be discussed, which highlight the need for a whole school approach to trauma management. Finally, key challenges and future directions are presented. There is a clear need for the continued development and implementation of novel trauma-informed strategies in educational settings that best meet the needs of children affected by crisis and trauma.