ABSTRACT:The effects of a rational-emotive parent education program were studied on forty-eight parents from a nonclinical population using a pre-test, post-test control group design. The RET parenting program included four components: a) reducing emotional stress through disputing irrational beliefs, b) implementing rational discipline methods, c) rational problem solving skills and d) fostering rational thinking traits in their child. Four dependent variables were studied: parent irrationality, parent emotionality, parent perceptions of child problems and the perception of participants' parenting by their spouses. Results showed that for experimental group subjects there was a statistically significant reduction in parent irrationality, parent guilt and parent anger. An exploratory ten month follow-up suggested maintenance of effects, a reduction in perceived child behavior problems, and changes in parental irrational beliefs regarding self worth.

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Although the therapeutic effectiveness of behavioral approaches to group parent programs in reducing child disruptive behavior has been established, about a third of all families do not benefit from participating. Because unhealthy/maladaptive emotions seem to be a primary reason why adults fail to engage in correct parenting practices and fail to benefit from behavioral parent programs, the key would be to bring together the cognitive and behavioral models of self-regulation to improve the outcomes of parental interventions for child disruptive behavior. Research in cognitive science (see David, 2004) seems to support the idea that both cognitive and behavioral elements need to be implemented in a structured way in parent programs, and focus should change from parental cold cognitions, which do not automatically result in parents' emotional response unless appraised, to hot parental cognitions. This article proposes changes in parenting interventions for child externalizing behavior based on advances in cognitive behavioral theory (CBT).Keywords: cognitive behavioral parent program; child disruptive behavior; parental distress; cold and hot cognitions B ecause there is no state license required, we are rarely trained in the most important task of our lives, namely, raising our children. It is widely accepted (see Children's Law OfficeBeebe James) that adult parenting behaviors are modeled based on parents' childhood experience, and that both positive and negative family experiences while growing up have a direct impact on the attitudes and practices parents will use in raising their own children. When using

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In 2000 the Ethics Committee of the APS conducted a survey of ethics education and training in all Australian University Psychology Academic Organisational Units (AOUs). Content analysis of course syllabi received directly from AOUs and/or obtained from accreditation documentation lodged by them with the APS as part of the 5‐year APS course accreditation cycle showed that ethics education appeared in less that one quarter of syllabi for years 1–3 and approximately 90% of syllabi for years 4 and 5–7, with a clear emphasis on the integrative approach in years 1–3 and roughly equal emphasis on integration within or separation from the core curriculum in years 4 and 5–7, and with roughly equal emphasis on philosophical and code‐based instruction in years 1–3, but mainly the latter instruction in years 4 and 5–7. Research ethics constituted the predominant theme in years 1–3; a comprehensive listing of professional topics was covered in years 4 and 5–7, with few thematic differences between these year levels. Less than half of the syllabi for AOUs teaching ethics in years 1–3 contained evidence that ethical knowledge was assessed, while this figure increased to 78% and 68% of year 4 and 5–7 syllabi respectively. Commonly used texts were tabulated. The results are discussed in relation to published findings on the efficacy of different approaches to teaching ethics in psychology education, and recommendations are made for the revision of ethics education in Australian Psychology AOUs.