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Acceptance and commitment therapy (ACT) has substantial support in adult populations but less among adolescents. To date, very little research has evaluated whether it can be delivered in a highly accessible school context. This study examined a 6-hour, weekly ACT-informed school-based group intervention for adolescent girls, focusing on anxiety, depression and building psychological flexibility. Participants (N = 10) who completed the intervention experienced significantly lowered levels of anxiety and increased psychological flexibility, with postintervention scores for all variables trending in the expected directions. Findings provide preliminary support for the efficacy of the intervention and encourages further evaluation of ACT delivered in schools.

As with many Anglophone nations, Australia displays a dualistic housing system dominated by private ownership and private rental, both of which demonstrate an ongoing and intensifying lack of affordability. Despite extensive public subsidisation, rates of ownership have dropped in recent years while the proportion of renters is increasing. Alongside calls for private rental reforms to make this more appropriate as a form of long-term tenure, there is growing interest in intermediate tenure forms to allow easier access to ownership, ease the pressure on the country's marginalised social housing, and provide a greater range of options. Due to their small scale and relative newness in Australia, intermediate tenures such as shared equity, community land trusts, and housing co-operatives remain under-researched and unfamiliar, with previous research showing limited interest in shared equity products amongst potential buyers. This paper presents data from more recent focus groups amongst would-be buyers, showing latent market interest in resale-restricted products, with policy and market implications of both national and international relevance. The work also highlights a role for research in fostering awareness and understanding of such models. [ABSTRACT FROM AUTHOR]

A teacher professional development program using applied behavioural techniques was delivered to primary school teachers. Teachers (N = 78) rated the program highly and reported improved knowledge and skills in managing disruptive student behaviour. Objective measures of teacher (n = 32) pre- and post-workshop data revealed significant changes in teachers' use of positive strategies for female students. Change in teachers' use of punishment was in the expected direction, with insufficient power to produce statistical significance. Juxtaposed to high teacher self-reported satisfaction are objective pre and post data for a small group of very difficult students who showed no change in disruptive behaviour. This study found that teacher satisfaction ratings are a poor indicator of change in the classroom and argues that professional development for teachers must incorporate objective measures of child behaviour. (Contains 2 tables and 1 figure.)

A model of monitoring interactions was proposed that is based on behavioural principles and places episodic parent-adolescent interactions at the centre of analysis for monitoring. The process-monitoring model contends that monitoring is an interactive process between parents and their adolescents, nested within a social setting. In the model it is proposed that monitoring occurs in discrete episodes that change over the course of adolescent development. To explain monitoring interactions it is essential to expand research to include a functional assessment of monitoring exchanges between parents and adolescents and to also measure the quality of parent-adolescent relationships, consider adolescent age and development, parental characteristics, and the context of the family. (Contains 1 figure.)

Recent decades have seen the re-discovery or emergence of a diverse range of housing models such as cohousing, co-operatives, community land trusts, and other forms that seek to address various persistent issues of social, environmental, and economic justice. This has generated commensurate growth in research on the objectives and outcomes of such models, including the creation of relevant typologies of conceptual approaches and schemas of organisational objectives to build understanding of the field's theoretical and practical implications. Despite the growth of relevant models, their relative unfamiliarity and diversity of forms and objectives means practitioners, researchers, policymakers, and others associated with the field may not understand the forms and objectives of models under examination and development, leading to delays, project failures, and confusion. This paper therefore presents a glossary of community-led housing as a base on which to continue to foster understanding and growth of relevant models, and enable collaborative and comparative work. [ABSTRACT FROM AUTHOR]