Situation-specific outcomes (Home Situations Questionnaire) in a randomized controlled trial of individual versus group parent training for children with Hyperkinetic Disorder/Attention-deficit Hyperactivity Disorder.

Objectives: Assess (a) the variability of behaviour problems in children with Hyperkinetic Disorder/Attention-DeficitHyperactivity Disorder (HKD/ADHD) across a range of family situations and (b) the degree to which behaviour in each situation can be modified through a cognitive behavioural parent training (CBPT). Furthermore (c), compare the effectiveness of training in two different formats and (d) test the proposition that group treatment benefits behaviour in a wider range of situations than individual treatment.

Method: A registered multicentre randomized controlled trial comparing individual and group parent training to treatment-as-usual (TAU) for N = 237 children with HKD/ADHD.

Anxiety and verbal learning in typically developing primary school children: Less efficient but equally effective.

Background: Despite evidence that high levels of anxiety can impair Working Memory (WM) functioning, little is known about how anxiety is associated with classroom learning activities, which make high demands on verbal WM.

Aims: To investigate the association between anxiety and learning on a task which makes high demands on verbal WM.

Sample: Participants were 119 typically developing, Australian elementary school children (M age = 9.

PANAS Models of Positive and Negative Affectivity for Adolescent Boys.

The measurement of affect is often of central interest in adolescent research. Very few studies have investigated the factor structure underlying adolescent responses to the Positive and Negative Affect Schedule, with mixed results. Only two studies reported on the trait version: one in Florida, the other in Chile.

Loving and angry? Happy and sad? Understanding and reporting of mixed emotions in mother-child relationships by 6- to 12-year-olds.

The Evaluative Space Model of emotions allows for the coactivation of positive-appetitive and negative-avoidant systems, but few studies have examined mixed emotions in child development. Existing research suggests children's understanding of opposite valence emotion combinations emerges by approximately 11 years of age. However, it is not yet clear whether various opposite valence combinations are understood at different ages, nor whether children can understand them in others before they have experienced such mixed emotions themselves.

Consumer evaluation and satisfaction with individual versus group parent training for children with hyperkinetic disorder (HKD).

Objectives: The objective of this study was to investigate the social validity of cognitive-behavioural parent training (CBPT) delivered in two formats to parents who have children with hyperkinetic disorder (HKD) with and without medication.

Design: Compared individual with group treatment as part of a multicentre randomized controlled trial.

Method: Obtained a broad range of evaluations and satisfaction ratings post-treatment and related them to pre-treatment and treatment factors.

A short version of the Self Description Questionnaire II: operationalizing criteria for short-form evaluation with new applications of confirmatory factor analyses.

Four studies evaluate the new Self Description Questionnaire II short-form (SDQII-S) that measures 11 dimensions of adolescent self-concept based on responses to 51 of the original 102 SDQII items and demonstrate new statistical strategies to operationalize guidelines for short-form evaluation proposed by G. T. Smith, D.