Hallucinations can persist for many years after childhood sexual abuse. If we recognise this, we will not mis-diagnose psychosis and we may treat with psychotherapy (talk). The hallucinations are distinct from hallucinations in schizophrenia though patients have frequently been given that diagnosis. They would generally be classified as pseudo-hallucinations. They are generally self-referential. They can involve all sensory modalities. Three case reports illustrate this link. Methods for interviewing and providing ongoing help are discussed. Issues in phenomenology and diagnosis are considered. Post-traumatic stress disorder is the best diagnostic fit, though psychotic depression may explain some cases. Freud's case of Frau P (1896) was an early report of this link.

Open Day, in the form of two half day single session family clinics, has operated weekly in the ACT Child and Adolescent Mental Health Service since April 1993 and over a thousand families have been seen. Clinicians are often resistant to the concept of single sessions and frequently overestimate the amount of assistance that clients feel they require. However in an era of sharply increasing demand for services, selective use of single family sessions for milder problems, screened by a telephone intake process, has value to both families and workers. Telephone follow‐ups of 100 families in 1994 and 70 families in 1996 found that single session family interviews were well accepted by the large majority of families seen. Clinicians see the program as reducing pressure from clients for early attention, enhancing client motivation when seen at crisis times, providing readily available consultation support from peers, increasing learning opportunities and building inter‐disciplinary team work.

This paper reviews the theoretical and very limited research basis for common ‘practitioner advice’ given to early childhood teachers on the phrasing and presentation of rules. Displayed rule lists are the norm in classrooms and examples are given. Student participation in rule construction is difficult but possible for young children. Typical classrooms have more rules than the optimal four or five. Phrasing for generalisation is difficult to present, but assisted by key words. Omitting pronouns and modal verbs assists brevity and comprehension by young children. Positive phrasing may be unrealistic for very young children, who may need behaviourally specific prohibitions. Difficulties with pragmatic comprehension of abstract concepts are often overlooked. Picture support and possibly signing support for rules is likely to assist rule presentation for young children.

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Therapists meeting families with young children need to understand how children think. This paper aims to help beginner family therapists regain their lost childhood fluency in the language of childthink, by reviewing the clinically relevant essentials. Six to eight year old children learn with their eyes and by doing and touching rather than by talking. Young children think concretely and have a limited vocabulary. Moral realism implies clear cut goodies and baddies. They can externalise troubles and master them assisted by heroic goodies. Their humour is visual and slapstick. Application of childthink is demonstrated with mastering allegories developed by local therapists. General principles are identified and illustrated with White's Sneaky Poo. Case vignettes illustrate other documented allegories for abdominal pain, monster taming, Fierce Fears and The Temper. Newer allegories such as Dreamy Dawdle, Tricky Itch, Slippery Mouth, Tricky Wee and Chubby Lie show promise. This paradigm has much uncharted potential.