Objective: This paper aims to describe the preliminary development of a scale of parental efficacy for parents participating in the Maudsley model of family-based treatment. The purpose of this scale is to provide a means of testing the effect of new and augmentative therapeutic strategies in the Maudsley model on the development of parental efficacy over time. Method: Forty-nine parents of patients with anorexia nervosa completed a preliminary version of the Parents Versus Anorexia Scale (PVA). They also completed the Rotter I/E Scale and the Family Adaptability and Cohesion Evaluation Scale II (FACES II) as comparison measures. Measures of total increase in percentage ideal body weight (%IBW) were taken for the children of 34 of these parents who were participating in family-based treatment. Comparisons were also made between mean PVA scores of parents waiting for treatment and those whose children had gained significant weight as a result of treatment. Results: The Cronbach's alpha for the final seven items of the PVA was 0.78. The scale also has a significant positive correlation with internal control as measured by the Rotter I/E Scale and with the total increase in %IBW that parents had been able to achieve for their children in the process of treatment. FACES II was not sensitive enough to measure differences in family structure for the purpose of this study. A significant difference was found between PVA scores of parents waiting for treatment and those of parents of patients who had gained greater than 10% of ideal body weight as a result of treatment.

Objective: This paper describes a preliminary randomized control trial that explores the use of parent‐to‐parent consultations as a potential augmentation to the Maudsley model of family‐based treatment for anorexia. Method: Twenty families were randomized into two groups, ten receiving standard treatment and ten receiving an additional parent‐to‐parent consultation early on in treatment. Measures of parental efficacy (Parents versus Anorexia Scale), patient distress (Depression Anxiety and Stress Scale) and percentage ideal body weight were taken each week. The effects of parent‐to‐parent consultations on parental efficacy and weight were analysed by comparing data with random effects models. Results: A significant treatment effect was found, with parent‐to‐parent consultations leading to a small increase in the rate of weight restoration. Conclusion: This practice has the potential to enhance weight restoration when included in the Maudsley model of family‐based treatment for anorexia nervosa. Research that tests more potent forms of intervention may also have merit.

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This study examines the relationships between distorted cognitions, motivation, and alexithymia on problem gambling in poker players (n = 96). Respondents completed questionnaires containing the Canadian Problem Gambling Index, Gambling Motivation Scale, Gambler's Beliefs Questionnaire, and Toronto Alexithymia Scale-20. The results suggest that problem gambling is significantly related to distorted cognitions, non-self-determined motivation, and difficulty identifying feelings. Implications are drawn for the development of more relevant intervention, prevention, and treatment strategies.

Gifted children who do not achieve often have problems with motivation and socioemotional adjustment and may also have learning disabilities. This article examines factors such as attachment difficulties and maternal depression as these may contribute to underachievement. The article reviews past and current practices of gifted identification and argues that schools have an important role in the early identification of socioemotional problems and learning difficulties, as these can create barriers to learning and achievement. Although Gagné did include underachievers in his Differentiated Model of Giftedness and Talent, he has also argued that only achieving children should be included in academic talent development programs, and he supports a separate pathway for gifted underachievers. This article demonstrates that such a pathway can be achieved through an inclusive model for gifted achievers and underachievers. A model involves the early triaging of children through identification of giftedness, socioemotional problems, and learning difficulties.