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Aim: To describe post‐neonatally acquired (PNN) cerebral palsy (CP) in terms of temporal trends in prevalence, clinical and sociodemographic profiles, known causes and associations between causes, and sociodemographic variables. Method: Numerator data, a count of children with PNN‐CP confirmed at 5 years of age (n = 523), was drawn from two Australian state CP registers (birth years 1973–2012). Poisson regression was used to investigate temporal trends in the prevalence of PNN‐CP by 5‐year intervals, calculated per 10 000 live births. Using data from all state and territory Australian CP registers (n = 469), distributions of clinical characteristics, PNN‐CP causes, and sociodemographic factors were tabulated (birth years 1995–2012). χ2 and logistic regression analyses were used to assess associations between sociodemographic profile, Australian reference data, and known causes. Results: A significant temporal decline in PNN‐CP in Victoria (p = 0.047) and Western Australia (p = 0.033) was observed. The most common proximal causes of PNN‐CP were cerebrovascular accidents (34%, n = 158), infection (25%, n = 117), and non‐accidental injuries (12%, n = 58). Children born to teenage mothers, Aboriginal and/or Torres Strait Islander mothers, or children born in remote areas were over‐represented in this cohort compared with reference data (all p ≤ 0.001). Infectious causes were strongly associated with teenage motherhood (odds ratio 3.0 [95% confidence interval 1.1–8.2], p = 0.028) and remote living (odds ratio 4.5 [95% confidence interval 2.0–10.2], p < 0.001). Interpretation: Although prevalence of PNN‐CP has declined, the over‐representation of priority populations, and the relative severity of a condition that is largely preventable, suggest the need for more specific primary preventive measures and support. What this paper adds: Prevalence of post‐neonatally acquired (PNN) cerebral palsy (CP) in Australia significantly declined between 1973 and 2012.Cerebrovascular accidents are the most common proximal cause of PNN‐CP.Children born in remote areas are at greater risk of PNN‐CP. [ABSTRACT FROM AUTHOR]

Objective: To describe patterns of use of the available Government-subsidised mental health services among people living in Australian residential aged care facilities. Methods: A retrospective population-based trend analysis was conducted, including all non-Indigenous people living in an Australian facility between 2012 and 2017. Adjusted incidence proportions and trends were estimated for four groups of mental health services. Results: The use of Medicare-subsidised mental health services was very low overall. The proportion of residents who accessed primary care mental health services increased from 1.3% in 2012/2013 to 2.4% in 2016/2017, while psychiatry service use increased from 1.9 to 2.3%. Claims for clinical psychology increased from 0.18 to 0.26%, and claims for a registered psychologist, occupational therapist or social worker rose from 0.45 to 1.2%. People with dementia were less likely than people without dementia to access all services aside from psychiatry services. Conclusions: Less than 3% of residents accessed funding subsidies for mental health services and people with dementia experienced pronounced barriers to service access. Mental health care is a pillar of the publicly-funded health system in Australia, and low use of these services among aged care residents indicates a need for organisational and policy changes to improve access. What is known about the topic? People living in residential aged care facilities report very high rates of mental health conditions, including depression and anxiety. What does this paper add? We demonstrate very low use (<3%) of Government-funded mental health services among people living in residential aged care facilities in Australia, with only small increases in use over time. What are the implications for practitioners? Practitioners should routinely assess the mental health needs of people living in residential aged care and refer for in-reach mental health services where needed, noting that facility staff are usually not trained for this role. [ABSTRACT FROM AUTHOR]

The vast majority of refugees arriving in Australia are between the ages of 16 and 35 years, and some refugee youth are embarking on university education. While there has been research conducted on refugee youth experiences at secondary school there is little research about their experiences in university education. Most refugee youth have experienced a range of traumatic experiences that compound the difficulties in adjusting to a new country. Many of these youth have experienced disrupted schooling in the past and have to take on household duties that make secondary education difficult in their resettled countries. Currently, it is unknown to what extent these challenges are also experienced by refugee tertiary students and if there are other challenges that are unique to the university environment. This paper reports on the findings of a study undertaken with students from refugee backgrounds studying at university in Victoria and Western Australia, Australia. Focus groups and in-depth interviews were used in the study to capture the voices and perceptions of refugee students. The results reveal that refugee students experience a variety of difficulties and barriers to success that are often not recognized by universities. [ABSTRACT FROM PUBLISHER]

All but three universities in Australia have departments or schools of psychology. In the older universities (e.g., the universities of Sydney, Melbourne, and Western Australia), the psychology departments evolved from philosophy departments in the late 1920s and early 1930s. There was a rapid expansion of universities in the 1960s, which led to the establishment of many new psychology departments. In a further expansion in the late 1980s, many former institutes of advanced education were afforded university status or were merged with existing universities. In these newer universities, psychology had been taught primarily to students in nursing and education, but these academic areas later evolved from “service” departments into larger and broader psychology departments. There is a strong system of accreditation of psychology departments, a function that is provided by the Australian Psychological Society. The APS conducts reviews of all departments of psychology on a 5-year cycle. This system of accreditation was significantly strengthened in the mid-1990s. Graduates who wish to become members of the APS must have completed their degrees within an accredited program (or the equivalent for applicants from other counties). Australian psychology programs are of three types. A 3-year degree in psychology, often combined with other subjects such as teaching, is a popular major, but does not prepare psychologists. A 4-year program, with a fourth-year honours program requiring a thesis and study of ethics and practical applications, is required for those who wish to practise psychology. Graduate (postgraduate) degrees are also offered to prepare psychologists. Each university has some autonomy in the structure of the programs, and emphasis varies. Structure of courses also varies somewhat. Distance education and on-line courses, although still controversial in Australia, are rapidly increasing in availability. More typically, courses are taught using lectures, group discussions, papers, presentations, and exams. L'ensemble des universités australiennes, à l'exception de trois, ont un département ou une école de psychologie. Dans les universités les plus anciennes (p. ex., les Universités de Sydney, de Melbourne et d'Australie de l'Ouest), les départements de psychologie sont nés des départements de philosophie à la fin des années 1920 et au début des années 1930. Il y a eu une expansion rapide des universités dans les années 1960, ce qui a mené à l'établissement de plusieurs nouveaux départements de psychologie. Lors d'une autre expansion survenue à la fin des années 1980, plusieurs des anciennes institutions d'éducation avancée se sont vues conférer le statut universitaire ou ont été jointes à des universités existantes. Dans ces nouvelles universités, la psychologie a été enseignée en premier lieu à des étudiants en nursing et en éducation. Cependant, ces domaines académiques se sont plus tard développés en département de «service» à l'intérieur des départements plus larges de psychologie. Il existe un fort système d'accréditation des départements de psychologie, une fonction qui est octroyée par la Société australienne de psychologie (SAP). La SAP effectue des révisions de tous les départements de psychologie à tous les 5 ans. Ce système d'accréditation était significativement robuste vers le milieu des années 1990. Les étudiants gradués qui souhaitaient devenir membre de la SAP devaient avoir obtenu un diplôme dans un program accrédité (ou l'équivalent pour les candidats des autres pays). Les programs australiens de psychologie sont de trois types. Un diplôme de 3 ans en psychologie, souvent combiné avec d'autres matières telles que l'enseignement, ne prépare pas les psychologues. Un program de 4 ans, avec une quatrième année en program d'honneur requérant une thèse et l'étude de l'éthique et des applications pratiques, est requis pour ceux qui veulent pratiquer la psychologie. Des diplômes d'études supérieures sont également offerts pour préparer les psychologues. Chaque université jouit d'une autonomie dans la structure de ses programs et les emphases sont variées. La structure des cours varie aussi grandement. Les cours par correspondance et les cours en ligne, quoique toujours controversés en Australie, sont de plus en plus disponibles. De façon plus typique, les cours sont enseignés sous formes magistrale, de groupes de discussion, de travaux, de présentations et d'examens. Todas excepto tres universidades en Australia tienen departamentos o escuelas de psicología. En las universidades más antiguas (por ejemplo, las universidades de Sydney, Melbourne y de Australia Occidental), los departamentos de psicología evolucionaron de los departamentos de filosofía a fines de los años veinte y principio de los treinta. Hubo una expansión rápida de las universidades en la década de 1960 que condujo al establecimiento de muchos departamentos de psicología nuevos. Durante otra expansión hacia el final de los años 80, se concedió el estatus de universidad a muchos ex-institutos de educación avanzada, o bien se incorporaron a universidades existentes. En estas universidades más nuevas, se había enseñado psicología principalmente a estudiantes de enfermería y educación, pero esas áreas académicas después se convirtieron de departamentos de “servicio” en departamentos de psicología más grandes. Existe un sistema poderoso de acreditación de departamentos de psicología, función que desempeña la Sociedad Australiana de Psicología (SAP). La SAP evalúa todos los departamentos de psicología cada cinco años. Este sistema de acreditación se fortaleció de manera importante hacia la mitad de la década de 1990. Los graduados que desean convertirse en miembros de la SAP deben haber obtenido sus grados de un programa acreditado (o el equivalente para solicitantes de otros países). Los programas de psicología australianos son a menudo de tres tipos. Un grado de tres años en psicología, a menudo combinado con otros temas, tales como enseñanza, no prepara psicólogos. Un programa de cuatro años, con un programa de alta exigencia en el cuarto año que requiere una tesis y el estudio de la ética y de las aplicaciones prácticas es necesario para aquéllos que desean practicar la psicología. Se ofrecen postgrados también para preparar psicólogos. Cada universidad tiene cierta autonomía y la estructura de los programas y énfasis varía. La estructura de los cursos también varía de alguna manera. La disponibilidad de la educación a distancia y los cursos en-línea, aunque controvertidos en Australia, aumenta rápidamente. Es más frecuente que los cursos se enseñen por medio de conferencia, discusión de grupo, trabajos, presentaciones y exámenes. [ABSTRACT FROM AUTHOR]