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The long-term impact of a father’s involvement in offspring development is understudied. The current study investigated the relations between early paternal engagement (i.e., the amount of time fathers engaged in one-to-one activity with their child), paternal accessibility (i.e., fathers’ physical proximity to their children) and later child behavioral difficulties. Data were obtained from five phases of the Auckland Birthweight Collaborative (ABC) longitudinal cohort study: at the study children’s birth; at 12 months; 3.5 years; 7 years; and 11 years of age. Moderated linear regression analyses revealed that there was a negative, long-term effect of paternal departure from the family household (i.e., reduced paternal accessibility) by 3.5 years of age on children’s total behavioral difficulties and conduct problems scores, but only if departed fathers had been highly engaged during the child’s first year of life. These findings suggest that the relationship between paternal accessibility and paternal engagement is potentially more nuanced than previously thought.

This chapter encourages each clinician to become their own local clinical scientist (Stricker & Trierweiler, 1995) by establishing a results-based accountability model that produces evidence-supported practices. Evidence-supported practice is established from the combination of a treatment approach or intervention (with a rationale to explain why clinical change is expected), a grounding in research literature on the presenting problem(s) and population in treatment, and an assessment of the outcome of treatment (how well does the treatment work). Whereas the chapters that follow focus on the treatment intervention and research literature, this chapter addresses outcome assessment. To best demonstrate the assessment process, this chapter describes a method by which therapists can implement outcome assessment, referred to as results based accountability (RBA;Friedman, 2005), and introduces a new outcome instrument (the Genogram-Based Interactional Measure [GBIM]), currently being field-tested, that measures interpersonal changes during treatment.

Authors aiming to conceptualize a 'cognitive countertransference' continue to search for the most effective way to integrate psychoanalytic theory, and a coherent definition for such a concept. This paper first argues that authentic attempts at integration of the concept of transference into cognitive-behaviourism require a return to seminal work on Übertragung (transference) and Gegenübertragung (countertransference). References to these terms throughout the work of Sigmund Freud and Jacques Lacan are discussed in the context of the overall progression in the work of both theorists. With regard to two fundamental psychoanalytic concepts that underlie a Freudo-Lacanian understanding of transferencethe unconscious and repetitionthis paper subsequently explores how a Lacanian logic may inform the emerging 'cognitive countertransference' literature. This paper contextualizes such thinking within the ongoing psychoanalytic debate regarding the utility of the analyst's participation in the transference relation. Ultimately, this paper argues that a cognitive countertransference may be redundant in favour of an understanding of shared cotransference, or transference relation, which begets simple theoretical conclusions, and technical recommendations. Implications for cognitive-behavioural theory and practice are examined.