Recognition that informal cancer carers experience unmet needs and psychological distress has led to the development of a range of psycho-social interventions.The efficacy of such interventions is examined through a systematic review of the research literature, following National Health and Medical Research Council and Cochrane Collaboration guidelines. Of 13 level II randomised controlled trials (RCTs), only eight showed significant differences across groups, with moderate effect size. This included improvement in caregiver experience or appraisal of caregiving following psycho-education (two studies); improved sexual satisfaction, dyadic coping, relationship quality and communication, or reduced psychological distress, following couple counselling (4); reduced distress following family grief therapy (1); and reduction in distress in bereavement following home palliative care (1). Level III and IV studies were also reviewed, reporting positive effects of psycho-education (5), problem solving (3), an arts intervention (1) and a support group (1). However, methodological concerns limit the generalisability of findings of level III and IV studies. It is concluded that interventions should target those most in need of support; recognise specific needs of carers across cancer type and stage, gender and relationship context; be theory based; and evaluations should utilise RCT designs with outcome measures appropriate to the specific aims of the intervention, rather than global measures of distress.

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Early-onset behavioural difficulties persisting into the pre-school years, can make young children vulnerable to poor long-term outcomes including the development of conduct disorders, which are linked to significantly higher societal costs. Several parenting interventions have been shown to reduce behavioural difficulties in children and this evaluation presents outcomes from the Psychology of Parenting Project (PoPP), a national implementation programme delivered in early years services in Scotland. This evaluation of service implementation reports on a large cohort of children (2204, age: 2–5 years) whose parents/caregivers participated in PoPP group-based parenting interventions. We explored change in parent-reported Strengths and Difficulties Questionnaire (SDQ) scores following either the Incredible Years Pre-school Basic or the Level 4 Group Triple P interventions. Latent profile analysis (LPA) was used to identify statistically distinct sub-groups of children based on SDQ subscale scores (emotional, conduct, hyperactivity, peer problems and prosocial). Pre- and post-intervention SDQ scores were available for 58% of children. Large intervention effects were reported and analyses showed that 60% of “at-risk” children were no longer scoring in the at-risk range post-interventions. LPA identified four statistically-distinct profiles of children. Children from “low” and “moderate” behavioural problem profiles benefited more from Triple P, whereas “severe” and “hyperactivity-focused” problem profiles displayed better outcomes following Incredible Years. When delivered through a robust implementation scheme, these parenting interventions can be effective in routine service settings and produce clinically important improvements. These findings and the identification of distinct profiles of children who may respond differentially to interventions could guide the planning of future dissemination schemes.

Oppositional defiant and conduct disorder are two of the most common childhood adjustment problems. Given the serious short-and long-term implications of these disorders, much research has focused on the assessment and treatment of these behaviour problems. However, most of the large body of literature on these problems has relied upon maternal responses to either forced-choice questions or directed questioning, limiting the qualitative input that the parent may contribute.The present study investigated the qualitative perceptions that mothers held of their child, with and without problems. Significant differences were found between mothers of clinical and nonclinical children. Many of the results supported past quantitative research, but there are new insights into the tendency of clinical parents not only to make more negative and critical comments about their child but also to qualify any positive remarks they made about the child.