This study sought evidence for a specific cerebellar contribution to cognition by characterising the cognitive phenotype of Spinocerebellar Ataxia Type 6 (SCA-6); an autosomal dominant genetic disease which causes a highly specific late-onset cerebellar degeneration. A comprehensive neuropsychological assessment was administered to 27 patients with genetically confirmed SCA-6. General intellectual ability, memory and executive function were examined using internationally standardised tests (Wechsler Adult Intelligence Scale-III, Wechsler Memory Scale-III, Delis and Kaplan Executive Function System, Brixton Spatial Anticipation test). The patient group showed no evidence of intellectual or memory decline. However, tests of executive function involving skills of cognitive flexibility, inhibition of response and verbal reasoning and abstraction demonstrated significant impairment at the group level with large effect sizes. The results demonstrate an executive deficit due to SCA-6 that can be conceptualised as parallel to the motor difficulties suffered by these patients: the data support a role for the cerebellum in the regulation and coordination of cognitive, as well as motor processes that is relevant to individual performance.

Child sex offenders are typically characterized by empathy problems, cognitive distortions, and social skills deficits. It has been proposed that these characteristics may be attributable to an underlying impairment in the ability to attribute mental states to others (i.e., theory of mind).This study compared a group of nonincarcerated child sex offenders (n = 46) with a group of community controls ( n = 46) matched for age, socioeconomic status, ethnicity, and status as a parent. Both groups completed two measures of theory of mind: one that measures the ability to infer the mental states of adults and another that measures the ability to infer the mental states of children. Offenders were significantly worse than controls at inferring the mental states of adults. In contrast, there were no differences between offenders and controls in their ability to infer the mental states of children. The results are discussed with regard to psychological theory, clinical work, and future research.

Objective: The aim of this study was to explore whether older people with depression and/or anxiety were potentially willing to engage with computerised cognitive‐behaviour therapy (cCBT). Method: A short questionnaire was sent to 60 service users aged 65+ who were identified as having anxiety and/or depression. Results: There was a 63.3% response rate for the questionnaire. Almost half of the respondents said they would be interested in using cCBT, and would be willing to learn the necessary computer skills. Conclusions: This pilot study suggests that older people with anxiety and/or depression may be willing to engage with cCBT. However, a number of important factors are highlighted that would need to be considered in deciding whether to develop access to cCBT for older people.

Few studies have examined the effects of guided imagery on older adults in residential care. This study aimed to evaluate the outcome of group-delivered guided imagery over a 16-day period with a sample of Thai older adults in residential care (N = 31). Residents were randomly allocated to the guided imagery treatment group or usual care control group. No significant differences were found between the two groups regarding affective states, cognitive functioning, or pain. The results are discussed in relation to a ceiling effect and other methodological factors that may have contributed to the lack of positive outcomes. As the evidence base remains inconclusive, it is hoped that future studies will seek to establish the effects of using guided imagery with older adults in residential care.

Background:  CAMHS practitioners must be skilled in transcultural communication in order to meet the needs of their culturally diverse clients. Method:  This article reports on the use of an online cultural competence course1 in promoting transcultural communication with CAMHS practitioners. Results:  A qualitative analysis of practitioners’ course assignments indicated that new learning had occurred in relation to transcultural communication. Moreover, many practitioners reported actual changes to their clinical practice as a result. Conclusions:  The course is considered to be an example of good practice for developing practitioners’ awareness of transcultural communication, and prompting positive practices that may contribute to a more culturally competent CAMHS.