The objective of this article is to outline factors for consideration in the successful engagement of adolescents in therapy. Adolescents face a number of barriers that can affect their ability to successfully engage with mental health clinicians (Booth, et al., 2004). Those working with this population should have a keen awareness of these barriers and their impact. As a first step, preparation for the initial interview with an adolescent is vital. Careful thought should be given to those involved in the assessment process and the manner of their involvement, giving the adolescent as much input as possible. The importance of an honest and respectful attitude should not be underestimated.

The objective of this article is to describe the practical aspects involved in adapting cognitive–behavioural therapy (CBT) to an adolescent population in Australia. Some effective ways to use CBT with adolescents include preparing them for CBT by providing a thorough cognitive–behavioural formulation, describing the cognitive–behavioural approach to therapy in an adolescent-friendly manner, and adapting language and treatment conditions to suit young people's needs.

There have been some challenges to the reliance upon data from randomised controlled clinical trials when identifying ‘evidence-based’ psychotherapy treatments. Similarly, data show that use of treatment manuals does not result in uniform and beneficial outcomes, that some evidence-based treatments are little better than non-specific counselling and that the search for those therapies or components that are effective has been largely fruitless. In an attempt to extend the debate about evidence-based treatments and drawing upon those aspects of cognitive and behavioural therapies that have been shown to be effective in most settings, this article describes valued outcomes analysis and therapy as a means of assisting clients to understand their own behaviour as (sometimes unwanted) adaptations to environmental demands and then to learn alternative ways of achieving the goals they pursue. A case illustration is provided.

A number of critical issues concerning the assessment of children with intellectual disabilities, including definitional problems, psychometric factors, and practical difficulties, are raised in this article. It is suggested that school counsellors and psychologists should consider these issues when assessing children with probable or known intellectual disabilities, particularly when using IQ tests. The use of adaptive scales as an additional means of defining and measuring intellectual disability is also examined. Although no ideal means of formally assessing children with intellectual disabilities is put forward, a range of concerns is explored and some suggestions for appropriate additions and caveats to present practice are proposed.

This article reports on part of a commissioned research study into students with severe challenging behaviour in primary schools serviced by the Catholic Education Office (Parramatta Diocese) in western Sydney. The focus of the study was on the prevalence of severe challenging behaviour and the nature of presenting behaviour. Questionnaires were directed to school staff and information was obtained from 41 of the 53 primary schools in the diocese. Using very conservative criteria, the estimate of numbers of students with severe challenging behaviour was approximately 1 per school. Students were typically male and were academically below average. The most frequently reported challenging behaviour (e.g., calling out, out of seat) was inherently minor in nature for the most part, but at high frequency this could be extremely disruptive to the operation of a classroom. More serious behaviours, such as physical aggression to other school students and staff, were also reported at concerning frequency, noting that such behaviours place staff and other students at risk. The present study adds to the limited Australian data describing students in regular schools with challenging behaviour by providing specific information on the classroom frequency of such behaviour and the academic performance of students.

School psychologists have a unique and multifaceted role within schools and must work with a variety of stakeholders. Therefore, it is important to explore and understand the perspectives of other educational professionals regarding the roles of school psychologists. This study examined the perspectives of principals (N = 21), teachers (N = 86), and school psychologists (N = 81) regarding what they believe should be the role of school psychologists. Participants were working in Catholic, Independent, and Government primary and secondary schools across Victoria, Australia. Results revealed both similarities and differences between the three groups regarding perspectives about school psychologists' role. For instance, the three groups shared similar perspectives that school psychologists should: (a) conduct research on issues relevant to the school, (b) be up-to-date on relevant research, (c) conduct psychological assessments, (d) provide counselling to students, (e) organise group programs for students, (f) organise workshops and provide information to teachers on issues of students' welfare and (g) inform primary students' parents of their child's participation in counselling. However, the three groups also differed in their perspectives about some aspects of the school psychologists' role. It was notable that each of the differences in perceptions between the groups had implications for potential ethical dilemmas, for instance: (a) boundaries, (b) dual relationship, (c) confidentiality/who is the client? and (d) informed consent. Implications for practice and scholarship in the field of school psychology are discussed.

The case is presented of a young boy with a rare chromosome disorder involving an interstitial deletion on chromosome 16 (16q11.2q13). Background information on chromosome disorders is presented along with a review of previous findings about the developmental consequences of chromosome 16q deletions. The case description illustrates the developmental and educational difficulties that may be associated with rare chromosome disorders and raises some important issues for guidance and counselling professionals.

This article reports on the findings of an action research enquiry examining the efficacy of group therapy as a means of facilitating cognitive–behavioural instruction for students who exhibit disruptive behaviours. A curriculum comprising the key tenets of cognitive–behaviour modification was developed and taught over a 9-week period to a group of 12 Year 7 adolescent students selected from a primary school in the Brisbane metropolitan district, Queensland, Australia. Six of the participants for the investigation were identified as ‘at-risk’ of engaging in disruptive behaviours based on extensive observations from members of the school administration team. The remaining students served as role models of prosocial behaviours throughout the intervention. Each session incorporated group discussions and physical challenges that were formulated to facilitate investigation of key concepts of cognitive– behavioural therapy. The findings that emerged from the investigation provide support for the use of group therapy for this form of intervention.

Posttraumatic stress disorder (PTSD) is one of the anxiety disorders with particularly debilitating effects due to flashbacks and hypervigilance in daily life. Treatments commonly focus upon either pharmacological or psychotherapeutic modalities, but there is often a need to merge both of these approaches to deal effectively with the somatic, as well as the psychological, symptoms of PTSD in particular clients. This case study reports the application of a combined approach, using both client-centred counselling plus biofeedback of respiratory sinus arrhythmia to train the client to control his exaggerated sympathetic nervous system responses. Results indicated that both physiological and psychological measures of PTSD in this client significantly reduced during the seven treatment sessions.

University counselling centre professionals in the United States have reported an increased complexity of presenting problems, including concerns related to depression. Whether arising from depression or another disorder, suicide does occur on American campuses and is the second leading cause of death in students of traditional college age. Drawing from mainstream and professional sources, this article provides a description of various institutional changes, ranging from policy changes to information dissemination, that are designed to prevent suicide on college campuses in the United States.

Various course and program formats have been developed to better meet the needs of graduate students. One of them is the development of weekend-only courses and programs. This article examines one weekend counsellor education format in the United States, the St. Bonaventure University program offered in the Buffalo (New York) area, in detail. This program is offered approximately 60 miles from its main campus, and 10 cohorts have graduated since its inception in 1995. Advantages of the program include closer learner–instructor relationships as well as the community spirit that is created through lengthier class times. Covering and learning course material in shorter time spans are important challenges. Suggestions for implementation of a weekend program are included.