Objective: To complement standardized measurement of symptoms, we developed and tested an efficient strategy for identifying (before treatment) and repeatedly assessing (during treatment) the problems identified as most important by caregivers and youths in psychotherapy. Method: A total of 178 outpatient-referred youths, 7–13 years of age, and their caregivers separately identified the 3 problems of greatest concern to them at pretreatment and then rated the severity of those problems weekly during treatment. The Top Problems measure thus formed was evaluated for (a) whether it added to the information obtained through empirically derived standardized measures (e.g., the Child Behavior Checklist [CBCL; Achenbach & Rescorla, 2001] and the Youth Self-Report [YSR; Achenbach & Rescorla, 2001]) and (b) whether it met conventional psychometric standards. Results: The problems identified were significant and clinically relevant; most matched CBCL/YSR items while adding specificity. The top problems also complemented the information yield of the CBCL/YSR; for example, for 41% of caregivers and 79% of youths, the identified top problems did not correspond to any items of any narrowband scales in the clinical range. Evidence on test–retest reliability, convergent and discriminant validity, sensitivity to change, slope reliability, and the association of Top Problems slopes with standardized measure slopes supported the psychometric strength of the measure. Conclusions: The Top Problems measure appears to be a psychometrically sound, client-guided approach that complements empirically derived standardized assessment; the approach can help focus attention and treatment planning on the problems that youths and caregivers consider most important and can generate evidence on trajectories of change in those problems during treatment.

A stages-of-change motivational interviewing (SOCMI) treatment approach was compared with a standard cognitive behavioral therapy gender reeducation (CBTGR) approach in a sample of 528 English-speaking and Spanish-speaking male batterers who were randomly assigned to 49 26-week groups in either condition. Blind ratings of therapist adherence differentiated the two conditions. Language spoken neither predicted outcome nor interacted with treatment. The SOCMI curriculum led to significant reductions in female partners' reports of physical aggression at follow-up, but not to changes in self-reported aggression. Men who were initially less ready to change benefited more from the SOCMI approach while men who were more ready to change benefited more from the CBTGR approach. Results suggest the importance of tailoring abuser intervention programs to individuals' initial readiness to change.

Young adults with autism spectrum disorder (ASD) are attending university in increasing numbers. The importance of acceptance from peers and integration into the university have been recognized as key factors for success. We examined university students' knowledge and attitudes towards students with ASD, underlying factors that contributed to such attitudes, and whether attitudes changed across two cohorts 5-years apart. The later cohort demonstrated greater knowledge and more positive attitudes toward students with ASD compared to students in the first cohort. However, knowledge was not found to be a significant predictor of attitudes and many students who were knowledgeable about ASD still reported negative attitudes toward participating in university and classroom based activities with students with ASD.

This study examined the relations between maternal criticism and externalizing and internalizing symptoms in adolescents who varied in their risk for psychopathology. Both maternal-effects and child-effects models were examined. The sample consisted of 194 adolescents (mean age = 11.8 years) and their mothers; 146 mothers had a history of depressive disorders and 48 did not. When adolescents were in 6th and 8th grade, maternal criticism was measured with the five-minute speech sample and adolescents' symptoms were assessed with the Child Behavior Checklist. Maternal criticism was significantly associated with both adolescents' externalizing and internalizing symptoms, beyond the contribution of the chronicity/severity of mothers' depression history. Maternal criticism did not mediate the relation between maternal depression and adolescent symptoms. In contrast, adolescent externalizing behaviors mediated the relation between chronicity/severity of maternal depression history and maternal criticism in 6th grade. Prospective analyses showed that adolescents' externalizing symptoms in 6th grade significantly predicted maternal criticism in 8th grade, controlling for maternal depression history and prior maternal criticism. Results are discussed in terms of the importance of examining child-effects models in studies of maternal criticism.

Recent advances in statistical techniques for longitudinal data analysis have provided increased capabilities for elucidating individual differences in trajectories of change in child behaviours and abilities. However, most techniques still assume that there is a single underlying distribution with respect to changes over time, about which children are normally distributed. If there are multiple subgroups of youth following distinct developmental trajectories with unique predictors, however, the results of these statistical techniques may provide an incomplete analysis of the data. A newer class of statistical techniques, latent growth mixture modelling, provides a robust framework for examining heterogeneity in patterns of development. This paper illustrates the use of latent growth mixture modelling for examining heterogeneity in developmental trajectories of adolescent antisocial behaviour.