Clare Roberts

Behavioral family intervention for children with developmental disabilities and behavioral problems

The outcomes of a randomized clinical trial of a new behavioral family intervention, Stepping Stones Triple P, for preschoolers with developmental and behavior problems are presented. Forty-eight children with developmental disabilities participated, 27 randomly allocated to an intervention group and 20 to a wait-list control group. Parents completed measures of parenting style and stress, and independent observers assessed parent-child interactions. The intervention was associated with fewer child behavior problems reported by mothers and independent observers, improved maternal and paternal parenting style, and decreased maternal stress. All effects were maintained at 6-month follow-up.

Three‐year results of the Friendly Schools whole‐of‐school intervention on children’s bullying behaviour

A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio‐ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self‐report data were collected in 29 schools over three years from a cohort of 1968 eight to nine‐year‐olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self‐reported perpetration of bullying. The findings suggest whole‐of‐school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied.

The prevention of anxiety and depression in children from disadvantaged schools

A randomised controlled trial evaluated the Aussie Optimism Program in preventing anxiety and depression. Grade 7 students (n = 496) from disadvantaged government schools in Perth Western Australia, participated. Six schools were randomly assigned to Aussie Optimism and six schools received their usual health education lessons. Students completed questionnaires on depression, anxiety, attribution style, and social skills. Parents completed the Child Behavior Checklist. No significant group effects were found for student-reported data. Parents of intervention group only students reported reductions in internalizing problems at post-test. No follow-up group effects were significant. Students and teachers found the program acceptable.

The Prevention of Depressive Symptoms in Rural School Children: A Follow-up Study

This study investigated the long-term effects of the Penn Prevention Program in preventing depressive and anxious symptoms in Australian rural school children with elevated levels of depressive symptoms, at 18- and 30- month follow-up. Seventh grade students from nine primary schools (n = 90) were randomly assigned to receive the programme and nine control schools (n = 99) received their usual health education classes and symptom monitoring. A no-intervention comparison group (n = 114) from 18 rural primary schools matched to the intervention and control group schools received their usual health education classes and were assessed at pre-intervention and 30-month follow-up. Students completed questionnaires on depression, anxiety, explanatory style and social skills. Parents completed the Child Behavior Checklist. No intervention effects were found for any child-report or parent-report variables at the 18-month follow-up. At the 30-month follow-up, intervention group children reported less anxiety than control or comparison groups. However, there were no effects for depression.

Attitudes and Behaviour of Children Toward Peers with Disabilities

The theory of planned behaviour (Ajzen, 1988) was used to examine the relationship between the attitudes and behaviour of primary school children towards peers with physical disabilities included in regular education. The participants were 188 primary school children aged 8 to 12 years. Childrens attitudes toward peers with disabilities, their behavioural intentions to interact with and befriend such peers, and the amount of control they perceived having over interactional behaviour, were assessed using self-report measures. These variables were used to predict the amount of time children reported spending with their classmates with physical disabilities in the classroom and playground. The results supported the theory of planned behaviour. Childrens attitudes and perceived behavioural control were significant predictors of their intentions to interact with a child with physical disabilities. Intentions predicted actual behaviour to a modest extent, while perceived behavioural control was not directly a...

Children's Attitudes and Behavioural Intentions towards Peers with Disabilities.

Abstract This study used the theory of reasoned action to investigate determinants of primary school childrens attitudes and behavioural intentions towards peers with physical disabilities. The influence of childrens own attitudes toward working with peers with physical disabilities in regular classes and subjective norms provided by their teachers, principals, and parents were used to predict behavioural intentions to befriend and interact with classmates with physical disabilities. The participants were 143 fourth and fifth grade primary school students, their mothers, teachers, and school principals. The students completed an attitude questionnaire and a behavioural intention scale. Their parents, teachers, and principals completed a similar disability attitude questionnaire. The results supported the predictions made by the theory of reasoned action. Childrens own attitudes towards the inclusion of peers with disabilities was the strongest predictor of behavioural intentions to interact with a clas...

A clinical validation of the Dysmorphic Concern Questionnaire

Objective: The current study addressed the concept of dysmorphic concern as a symptom that may exist in a number of disorders. The aims of the study were to: (i) validate a recently developed questionnaire that measures dysmorphic concern, the Dysmorphic Concern Questionnaire (DCQ); and (ii) evaluate the relationship of dysmorphic concern to depressed mood, social phobia, and obsessive–compulsive symptomatology. Method: Sixty-five psychiatric inpatients were diagnosed using the computerized version of the Composite International Diagnostic Interview (CIDI-A). They then completed the DCQ, and questionnaires measuring body dysmorphic disorder (the Body Dysmorphic Disorder Examination, or BDDE), depression, social phobia, and obsessive–compulsive disorder (OCD). The factor structure and convergent validity of the DCQ were determined, and associations with mood and anxiety symptoms explored. Results: The DCQ was found to be a reliable and valid instrument that is sensitive to dysmorphic concern. Furthermore, although dysmorphic concern was associated with body dysmorphic disorder (BDD), depression, social phobia and OCD, only the score from the BDDE predicted DCQ score in a multiple regression analysis. Finally, BDD symptomatology was best defined by the presence of negative body beliefs as measured by the DCQ. Conclusions: Negative body beliefs are the hallmark of BDD. However, the existence of dysmorphic concern does not necessarily imply a diagnosis of BDD. The DCQ is a quick and efficient means of identifying dysmorphic concern in those who present with depression, OCD, social phobia or BDD.

The prevention of depression in children and adolescents

Depression is a common mental health problem, which is increasing in people born in the latter half of this century. It is also becoming more common to experience a first episode of depression in adolescence, a factor that is a significant risk for recurrent and more severe bouts of the disorder. This paper makes a case for universal prevention programs and suggests that efforts should begin in late childhood. In making this case, risk and protective factors for depression are reviewed, along with the efficacy research on early interventions to prevent depression in young people.

Early Intervention for Behaviour Problems in Young Children with Developmental Disabilities

This article reviews research on intervention for young children with dual developmental and behavioural problems. It makes a case for intervention to include family variables and to occur in the preschool years. Behaviour problems are common in young children with developmental disabilities. If untreated these problems are likely to persist and become more challenging and severe in adulthood. Behaviour problems interfere with cognitive, social and emotional development, create additional family stress, often lead to exclusion from community services, and result in additional financial costs to the community. Intervention research provides some support for the effectiveness of parent management training and interventions based upon applied behaviour analysis. However, randomised controlled trials with adequate follow-up periods are required, along with the measurement of outcomes for the family as a whole.

The efficacy of a group cognitive behavioral therapy for war-affected young migrants living in australia: A cluster randomized controlled trial

Background: Preventative and treatment programs for people at risk of developing psychological problems after exposure to war trauma have mushroomed in the last decade. However, there is still much contention about evidence-based and culturally sensitive interventions for children. The aim of this study was to examine the efficacy of the Teaching Recovery Techniques in improving the emotional and behavioral outcomes of war-affected children resettled in Australia. Methods and Findings: A cluster randomized controlled trial with pre-test, post-test, and 3-month follow-up design was employed. A total of 82 participants (aged 10–17 years) were randomized by school into the 8-week intervention (n = 45) or the waiting list (WL) control condition (n = 37). Study outcomes included symptoms of post-traumatic stress disorder, depression, internalizing and externalizing problems, as well as psychosocial functioning. A medium intervention effect was found for depression symptoms. Participants in the intervention condition experienced a greater symptom reduction than participants in the WL control condition, F(1, 155) = 5.20, p = 0.024, partial η2 = 0.07. This improvement was maintained at the 3-month follow-up, F(2, 122) = 7.24, p = 0.001, partial η2 = 0.20. Conclusions: These findings suggest the potential benefit of the school and group-based intervention on depression symptoms but not on other outcomes, when compared to a waiting list control group. Trial Registration: Australian New Zealand Clinical Trials Registry ACTRN12611000 948998.