Little is known about the proportion of mothers of children with cerebral palsy (CP) who experience distress, particularly in terms of depressed and anxious moods. The present study aimed to address this issue by examining the level of maternal anxious and depressed moods. The associations between maternal psychological well-being and self-efficacy and perception of children's eating, sleeping and mobility were also examined. The sample comprised 78 mothers (mean age, 37 years; standard deviation, 7.91) of children with CP aged < 16 years of age. Data were collected by selfadministered questionnaires based on standard measures of anxious and depressed moods that were mailed to mothers. Results showed 29.8%, 26% and 11.7% of mothers were at low, moderate, and high risk of clinically anxious mood compared with population female norms of 23%, 13%, and 3%, respectively. A total of 22.1% and 19.5% of mothers were at low and moderate risk of clinically depressed mood compared with norms of 9% and 4%, respectively. Anxious and depressed moods were inversely associated with generalised self-efficacy (p = 0.001) and anxious mood was inversely associated with children's sleeping difficulties. In conclusion, levels of maternal psychological wellbeing are a cause for concern and warrant exploration of interventions that will reduce maternal distress, and increase self-efficacy.

This exploratory study aimed to address two questions: (1) What does touch mean between parents and their children with autism on completion of a massage intervention? (2) Do parents feel that their relationship with their children has changed on completion of a massage intervention? Fourteen parents agreed to be interviewed. Data were collected before the massage intervention (baseline), immediately after the massage intervention and 16 weeks from baseline and were analysed using interpretative phenomenological analysis. At baseline, parents felt distressed that they felt unable to get 'close' to their children. After the intervention, parents reported feeling physically and emotionally closer to their children. Children expressed a range of cues to initiate massage at home. These benefits were maintained at follow-up for parents who continued to use massage at home. In conclusion, giving massage to children with autism may help to enhance the emotional bond between parent and child.

The aim of the study was to evaluate the impact of the Training and Support Programme among parents of children with ataxia. A total of 39 parents expressed an interest in the TSP, 27 (mean age 41; range 25-58) returned baseline questionnaires and completed the study. Twenty-four children (mean age 12.5 years, SD=12.4) received the TSP. Data were collected by self-administered questionnaires mailed to parents immediately before attending the TSP and at 4-month follow-up. Interviews were conducted with 10 parents immediately following TSP completion. Comparisons over time revealed significant decreases in parental anxious mood (p=.011), depressed mood (p=.046) and perceived stress (p=.020) and significant improvements in generalized self-efficacy (p=.010), satisfaction with life (p=.045) and parental health status (p=.020). Parents reported improvements in children's mobility, "jumping legs", sleep patterns, energy and activity levels, relaxation, and happiness (e.g., more smiles). Parents felt closer to their children and one parent had become "more accepting" of their child's ataxia. Results indicate that the TSP may enhance the psychosocial well-being of parents of children with ataxia although a randomized controlled trial would be necessary to determine whether the changes reported here are in fact due to attending the TSP.

Dr Lesley Cullen‐Powell and Professor Julie Barlow are both chartered health psychologists and both work at the Interdisciplinary Research Centre in Health at Coventry University where Lesley Cullen‐Powell is a research fellow and Julie Barlow is a director. In this article, they assess the benefits of a ‘self‐discovery programme’ for children aged six to seven years attending one mainstream primary school. Staff at the school selected 18 pupils, many of them considered to be at risk of exclusion, to participate in the study. The children were allocated either to an ‘intervention’ or ‘non‐intervention’ group. The children in the intervention group experienced the self‐discovery programme over two terms. Results suggest that the programme was well received by the children. They became more confident, respectful and calm and they displayed less aggressive behaviours during the self‐discovery programme. Lesley Cullen‐Powell and Julie Barlow are cautious in the interpretation of their findings, but suggest that the self‐discovery programme has the potential to help children to feel more positive about themselves and their peers and to re‐engage with learning. The authors argue that a wider implementation of the programme, with a controlled study, is now required to evaluate the self‐discovery programme in more depth and detail.

No abstract