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Purpose: Children who are Deaf and Hard of Hearing (DHH), their parents, Teachers of the Deaf, and other community stakeholders were involved in co-designing a web-based resource to support students' social-emotional well-being. The resource was designed to provide families and teachers with strategies to enhance the social and emotional well-being of Grade 4-6 students who are DHH. This study reports outcomes of a pilot study of the web-based resource intervention. Method: A pre-post pilot study was conducted to quantitatively examine reported anxiety, well-being, social relationships, school experience, student-teacher relationship, and parent and teacher self-efficacy. A total of 37 students, their parents (n = 37), and their classroom teachers (n = 40) participated in the intervention program and were provided access to the resource. Results: In total, 19 students, 22 parents, and 17 teachers completed both pre-and post-survey measures. Paired t tests revealed that there was a statistically significant increase in parents' self-efficacy scores from pre- to post-test. Multivariate analysis of covariance revealed a significant association between parent use of the website and student-reported improved peer support and reduced school loneliness. No other statistically significant differences were found. Conclusions: The use of a web-based resource codeveloped with students who are DHH, their parents, and teachers could potentially be beneficial for the well-being of students who are DHH as well as parents' self-efficacy. Further research is needed to confirm the benefits.

This ethnographic study tested the hypothesis that positive social interactions in sport will contribute positively to the Aboriginal identity of urban, Australian Aboriginal children. Nine male and female children aged 11-12 years were observed and interviewed. Significant responses were extracted and meanings were identified and grouped into various themes (Colaizzi, 1978). Interactions between Aboriginal participants were different from interactions with non-Aboriginal children and each provided different sources of information toward children's Aboriginal identity. The hypothesis was supported because the outcomes of interactions in sport among Aboriginal children enabled them to positively express their Aboriginal identity together in a group, speak an Aboriginal language and interact with each other in ways that further affirmed their Aboriginal identity. In comparison, non-Aboriginal peers contributed positively to Aboriginal student's self-esteem because of the positive feedback they provided in school sport. Furthermore, non-Aboriginal students' social interactions with Aboriginal peers were purposeful for making friends, acceptance and respect between each other.

Teachers of the Deaf, and other community stakeholders were involved in codesigning a web-based resource to support students' social-emotional well-being. The resource was designed to provide families and teachers with strategies to enhance the social and emotional well-being of Grade 4-6 students who are DHH. This study reports outcomes of a pilot study of the web-based resource intervention. Method: A pre-post pilot study was conducted to quantitatively examine reported anxiety, well-being, social relationships, school experience, student-teacher relationship, and parent and teacher self-efficacy. A total of 37 students, their parents (n = 37), and their classroom teachers (n = 40) participated in the intervention program and were provided access to the resource. Results: In total, 19 students, 22 parents, and 17 teachers completed both preand postsurvey measures. Paired t tests revealed that there was a statistically significant increase in parents' self-efficacy scores from pre- to posttest. Multivariate analysis of covariance revealed a significant association between parent use of the website and student-reported improved peer support and reduced school loneliness. No other statistically significant differences were found. Conclusions: The use of a web-based resource codeveloped with students who are DHH, their parents, and teachers could potentially be beneficial for the well-being of students who are DHH as well as parents' self-efficacy. Further research is needed to confirm the benefits. [ABSTRACT FROM AUTHOR]

Objective: To examine infant feeding associations with parent-reported infections and hospitalisations in Western Australian Aboriginal infants and children. Method: Families in Western Australia with children under 18 years of Aboriginal or Torres Strait Islander descent were included. A stratified multi-stage sample using an area-based sampling frame was compiled. Survey weights produced unbiased estimates for the population of families with Aboriginal children. Data were collected on demographic variables, maternal and infant characteristics and parent-reported recurring chest, ear and gastrointestinal infections. The data were linked to the Hospital Morbidity System to identify hospitalisations for infections for the same children. Results: Twenty-seven per cent of Aboriginal children were breastfed for less than three months. Parent-reported recurring chest, ear and gastrointestinal infections were reported in 47% of the 0-3 age group. Hospitalisations due to upper respiratory and gastrointestinal infections were most common in the older children, but wheezing lower respiratory infections were most common in younger children. Breastfeeding for less than three months and birth weight less than 2,500 g were risk factors for parent-reported chest infections and hospitalisations for upper and wheezing lower respiratory infections (p Conclusion: Rates of parent-reported chest infections and hospitalisations due to these infections continue to be high in Aboriginal infants and children. Because breastfeeding for less than three months and low birth weight are risk factors for these infections, interventions to reduce the prevalence of low birth weight and to increase breastfeeding rates should be primary health goals in Aboriginal communities for the benefits of Aboriginal infants and children. Keywords: Infection, Australian Aborigines, infants, children, breastfeeding, hospitalisation.

This study explored the racial identity of Indigenous children and youth who attended urban, state and private primary and secondary schools in the Noongar[i] region of urban Perth in Western Australia. Thirty five Australian Indigenous children aged 8-12 were interviewed and 120 youth aged 13-17 participated in focus groups. Transcripts were analysed and common themes were identified by extracting relevant responses and their meanings. The components of racial identity for children aged 7-12 and youth were very similar such that culture, family, language and appearance featured. The most reported element of racial identity for young children was culture which comprised of eight sub-elements. Young people however, reported that a strong sense of self was the most important contributor to their racial identity and it comprised of ten sub-elements. Indigenous youth perceived that their racial identity is exposed to others' attitudes, values and behaviours because according to them 'identity is about what you look like and how others see you'. [i] Noongar can be spelled in a number of ways and this paper has adopted the above spelling. Noongar is a collective term that denotes Aboriginal people of the south-west of Western Australia (Palmer & Collard 1993). [ABSTRACT FROM AUTHOR]

Purpose: Children who are Deaf and Hard of Hearing (DHH), their parents, Teachers of the Deaf, and other community stakeholders were involved in co-designing a web-based resource to support students' social-emotional well-being. The resource was designed to provide families and teachers with strategies to enhance the social and emotional well-being of Grade 4-6 students who are DHH. This study reports outcomes of a pilot study of the web-based resource intervention., Method: A pre-post pilot study was conducted to quantitatively examine reported anxiety, well-being, social relationships, school experience, student-teacher relationship, and parent and teacher self-efficacy. A total of 37 students, their parents ( n = 37), and their classroom teachers ( n = 40) participated in the intervention program and were provided access to the resource., Results: In total, 19 students, 22 parents, and 17 teachers completed both pre- and postsurvey measures. Paired t tests revealed that there was a statistically significant increase in parents' self-efficacy scores from pre- to posttest. Multivariate analysis of covariance revealed a significant association between parent use of the website and student-reported improved peer support and reduced school loneliness. No other statistically significant differences were found., Conclusions: The use of a web-based resource codeveloped with students who are DHH, their parents, and teachers could potentially be beneficial for the well-being of students who are DHH as well as parents' self-efficacy. Further research is needed to confirm the benefits.