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: Objectives: Parenting is central to children's optimal development and accounts for a substantial proportion of the variance in child outcomes, including up to 40% of child mental health. Parenting is also one of the most modifiable, proximal, and direct factors for preventing and treating a range of children's problems and enhancing wellbeing. To determine the effectiveness of new approaches to parenting intervention, and to evaluate how to optimise reach and uptake, sufficient funding must be allocated for high quality research. Method: We reviewed funding awarded by the National Health and Medical Research Council (NHMRC) and Australian Research Council (ARC) for parenting intervention research during 2011–2020. Results: Parenting intervention research received 0.25% of the NHMRC and ARC research budgets. Conclusions: There is a substantial mismatch between the funding of parenting intervention research and the impact of improved parenting on short‐ and long‐term child outcomes. To rectify this, it is critical that Australian Government funding schemes include parenting interventions as priority areas for funding. Implications for public health: Changes in allocation of funding to parenting research will support the establishment of evidence for the effective development, implementation and dissemination of parenting interventions to maximise health outcomes for children and their families., Parenting interventions play a central role in promoting and protecting the health, wellbeing and educational outcomes of children, adolescents and families, as well as preventing and treating difficulties when they [...]

Naturalistic studies show that children can create language-like communication systems in the absence of conventional language. However, experimental evidence is mixed. We address this discrepancy using an experimental paradigm that simulates naturalistic sign creation. Specifically, we tested if a sample of 6- to 12-year-old children (52 girls and 56 boys drawn from an urban, predominantly white population in Western Australia) can comprehend and create novel gestural and vocal signs. Experiment 1 tested children's ability to comprehend novel signs. Experiment 2 tested children's ability to create novel signs. Results show that children can comprehend and create gestural and vocal signs, that communication is more successful in the gesture modality, and that older children outperform younger children.

Intergenerational trauma research typically focuses on parent survivors. No specific guidelines are available for conducting research with parent survivors despite potentially unique risks. To investigate research safety with parent survivors, we conducted an online survey of 38 researchers regarding experiences of parent survivors in their research, precautions taken, ethical review experiences, and researchers' mental health during the project(s). Most researchers felt that parent survivors are a unique population that require extra support. However, the response rate was low. Findings show the need for specific research guidelines informed by parent survivors' lived experiences, and to support researchers against vicarious traumatic stress. [ABSTRACT FROM AUTHOR]

\nKEY POINTSChanging some profession-specific placement requirements will facilitate future placement creation and sustainabilityPsychology is inequitably distributed between metropolitan and rural/remote areas; creating rural/remote student placements can help redress this discrepancy. We describe our experience developing and piloting a rural and remote psychology placement delivered through the WA Centre for Rural Health (WACRH) in the Pilbara region. Placement creation involved intensive planning and preparation from university academics (who hold professional and course requirement knowledge) and WACRH staff (who hold knowledge of local placements for other allied health students, healthcare systems, and culture). Many challenges were profession-specific, such as finding and compensating board-approved supervisors and ensuring compliance with accreditation standards. Having cultural safety training in the local area and the ability of staff to travel to the region to support students facilitated the placement. Recommendations to improve the feasibility and sustainability of future rural and remote placements include financial investment, possibly modifying placement requirements, and incentivising students. We intend this report to encourage and guide creation of future rural and remote psychology placements. Working towards increasing placements across the different levels and areas of professional psychology is a needed next step, which can be helped by relatively modest change and investment. This initiative has implications for where similar access issues exist globally.What is already known about this topic: Mental health services are less accessible for Australians who live in rural and remote areas than those in metropolitan areas.This is despite at least the same need for mental health support.Increasing rural and remote psychology placements is needed to address workforce deficiencies and mental health service disparities.Mental health services are less accessible for Australians who live in rural and remote areas than those in metropolitan areas.This is despite at least the same need for mental health support.Increasing rural and remote psychology placements is needed to address workforce deficiencies and mental health service disparities.What this topic adds: Creating sustainable rural and remote placements that meet institution, accreditation, health workforce, local community, and student needs is complex and requires substantial preparation.Financial investment and careful supervision arrangements are needed to adequately support such placements.Changing some profession-specific placement requirements will facilitate future placement creation and sustainability.Creating sustainable rural and remote placements that meet institution, accreditation, health workforce, local community, and student needs is complex and requires substantial preparation.Financial investment and careful supervision arrangements are needed to adequately support such placements.Changing some profession-specific placement requirements will facilitate future placement creation and sustainability. [ABSTRACT FROM AUTHOR]

Objective: We examined the impact of long-term mental health outcomes on healthcare services utilisation among childhood cancer survivors in Western Australia using linked hospitalisations and community-based mental healthcare records from 1987 to 2019. Method: The study cohort included 2977 childhood cancer survivors diagnosed with cancer at age < 18 years in Western Australia from 1982 to 2014 and a matched non-cancer control group of 24,994 individuals. Adjusted hazard ratios of recurrent events were estimated using the Andersen–Gill model. The cumulative burden of events over time was assessed using the method of mean cumulative count. The annual percentage change in events was estimated using the negative binomial regression model. Results: The results showed higher community-based service contacts (rate/100 person-years: 30.2, 95% confidence interval = [29.7–30.7] vs 22.8, 95% confidence interval = [22.6–22.9]) and hospitalisations (rate/1000 person-years: 14.8, 95% confidence interval = [13.6–16.0] vs 12.7, 95% confidence interval = [12.3–13.1]) in childhood cancer survivors compared to the control group. Childhood cancer survivors had a significantly higher risk of any event (adjusted hazard ratio = 1.5, 95% confidence interval = [1.1–2.0]). The cumulative burden of events increased with time since diagnosis and across age groups. The annual percentage change for hospitalisations and service contacts significantly increased over time (p < 0.05). Substance abuse was the leading cause of hospitalisations, while mood/affective and anxiety disorders were common causes of service contacts. Risk factors associated with increased service events included cancer diagnosis at age < 5 years, leukaemia diagnosis, high socioeconomic deprivation, and an attained age of < 18 years. Conclusions: The elevated utilisation of healthcare services observed among childhood cancer survivors emphasises the need for periodic assessment of psychiatric disorders, particularly in high-risk survivors, to facilitate early management and optimise healthcare resources. [ABSTRACT FROM AUTHOR]

There is evidence that children of incarcerated parents are at risk of poor developmental and educational outcomes. However, much of this evidence is limited by biased samples, as studies must rely on opt-in recruitment. Administrative data present an opportunity to overcome this challenge, as they capture information on all incarcerated individuals. This study used administrative data on convictions of the parents of 19,071 children aged 5-6 years in Western Australia. Records of parental convictions (starting from 1 year prior to the child's birth) were linked to children's scores on the Australian Early Development Census, which is a teacher-reported measure of children's physical, social, emotional, communicative, and cognitive development. Logistic regression models estimated the odds of children of convicted parents being developmentally vulnerable. Models were adjusted for child, parent, and neighborhood sociodemographic factors. Compared to children in the comparison group, children whose parent had either served a community order or been incarcerated were at risk of poor development across all developmental domains, even after adjusting for sociodemographic factors. Furthermore, children of incarcerated parents had higher odds of developmental vulnerability on multiple domains compared to children of parents who had served community orders only. The results suggest that, although children of convicted parents experience a higher incidence of sociodemographic risk, their parents' criminal activity constitutes an independent risk factor for their development. Intervention to support the early development of children of convicted parents is therefore essential, and should consider the family context.

Poor well-being in university students is a serious concern. Using self-kindness -- an attitude of understanding and benevolence in times of adversity or failure -- may be key to enabling students to maintain well-being despite the pressures inherent to their student role. This study aimed to test a theoretically guided model of how self-kindness, along with the ability to be in the present moment and the experience of receiving social support, contribute to well-being in university students. Participants were 6195 university students who completed a web-based survey. Structural equation modelling analyses confirmed our hypotheses, showing that: (a) receiving social support is important to the capacity for self-kindness both directly and indirectly through the ability to 'be present'; and (b) the relationship between social support and well-being is partially mediated by the practices of self-kindness and being present. Overall, the model explained 39% of the variance in student well-being. These findings have implications for our understanding of well-being in university students, as well as the importance of considering self-kindness, on its own, as a target for intervention.

To identify the experiences and needs of dependent children who have a parent with an acquired brain injury (ABI) using a systematic review and thematic synthesis. A systematic search of Medline, Embase, PsycINFO, CINAHL Plus, and Web of Science was conducted. The search included variants of: "children," "parents," "acquired brain injury," and "experiences" or "needs." Eligible articles reported on the experiences/needs of dependent children who have a parent with an ABI, from the child's perspective. Thematic analysis was used to identify themes. A total of 4895 unique titles were assessed, and 9 studies met inclusion. Four themes were identified: (1) Sustained Emotional Toll (subthemes: (i) Initial Shock and Distress; (ii) Ongoing Loss and Grief; (iii) Present-Day Stress and Emotions), (2) Responsibilities Change and Children Help Out, (3) Using Coping Strategies (subtheme: Talking Can Help), and (4) Wanting Information about the Injury. Themes highlighted significant disruption and challenges to children's wellbeing across development, with ongoing and considerable impacts many years after the parent's injury. The nature of the experiences shifted with time since the parent's injury. These children need ongoing support starting shortly after their parent's injury that is grounded in their particular experiences. When a parent has an acquired brain injury (ABI), dependent children and adolescents face emotional upheaval, significant stressors, increased responsibilities, and lack of information about their parent's injury that persist even many years after injury. The nature of these experiences and therefore their needs change based on the acute versus later stages of the parent's injury. Children often do not ask questions or tell others how they feel, which means that they need support that asks about, and listens and responds to their needs. Support for children needs to start soon after the parent's injury, be grounded in the lived experiences of this group, consider their parent's recovery stage, and be embedded as part of service provision rather than rely on children or families to make service contact. [ABSTRACT FROM AUTHOR]

Background: Mental health problems are common among university students, yet many students do not seek professional help. Digital mental health interventions can increase students' access to support and have been shown to be effective in preventing and treating mental health problems. However, little is known about the extent to which students implement therapeutic skills from these programs in everyday life (ie, skill enactment) or about the impact of skill enactment on outcomes. Objective: This study aims to assess the effects of a low-intensity video-based intervention, Uni Virtual Clinic Lite (UVC-Lite), in improving skill enactment relative to an attention-control program (primary aim) and examine whether skill enactment influences symptoms of depression and anxiety (secondary aim). The study also qualitatively explored participants' experiences of, and motivations for, engaging with the therapeutic techniques. Methods: We analyzed data from a randomized controlled trial testing the effectiveness of UVC-Lite for symptoms of depression and anxiety among university students with mild to moderate levels of psychological distress. Participants were recruited from universities across Australia and randomly assigned to 6 weeks of self-guided use of UVC-Lite (243/487, 49.9%) or an attention-control program (244/487, 50.1%). Quantitative data on skill enactment, depression, and anxiety were collected through baseline, postintervention, and 3- and 6-month follow-up surveys. Qualitative data were obtained from 29 intervention-group participants through open-ended questions during postintervention surveys (n=17, 59%) and semistructured interviews (n=12, 41%) after the intervention period concluded. Results: Mixed model repeated measures ANOVA demonstrated that the intervention did not significantly improve skill enactment (F3,215.36=0.50; P=.68). Skill enactment was also not found to influence change in symptoms of depression (F3,241.10=1.69; P=.17) or anxiety (F3,233.71=1.11; P=.35). However, higher levels of skill enactment were associated with lower symptom levels among both intervention and control group participants across time points (depression: F1,541.87=134.61; P<.001; anxiety: F1,535.11=73.08; P<.001). Inductive content analysis confirmed low levels of skill enactment among intervention group participants. Participants were motivated to use techniques and skills that were perceived to be personally relevant, easily integrated into daily life, and that were novel or had worked for them in the past. Conclusions: The intervention did not improve skill enactment or mental health among students with mild to moderate psychological distress. Low adherence impacted our ability to draw robust conclusions regarding the intervention's impact on outcomes. Factors influencing skill enactment differed across individuals, suggesting that it may be necessary to tailor therapeutic skills and engagement strategies to the individual user. Theoretically informed research involving collaboration with end users is needed to understand the processes underlying skill enactment in digital mental health interventions. [ABSTRACT FROM AUTHOR]

In the DSM-5, "Asperger's Disorder" was incorporated into "Autistic Spectrum Disorder" (ASD). One key concern in this change has been that the ASD label will increase negative attitudes relative to the Asperger's label. To test this, we asked 465 American adults to read a vignette describing a child with autistic symptoms that included an ASD label, an Asperger's label, or no label, and rate their stigma and treatment attitudes (help-seeking and perceived effectiveness). Contrary to predictions, label did not impact stigma. Label did impact treatment attitudes, with greater help-seeking and perceived treatment effectiveness for both Asperger's and ASD labels. In sum, concern that the ASD label will increase negative perceptions, at least amongst the general public, is not supported.

Background: The long-term effects of childhood cancer are unclear in the Australian context. We examined hospitalization trends for physical diseases and estimated the associated inpatient care costs in all 5-year childhood cancer survivors (CCS) diagnosed in Western Australia (WA) from 1982 to 2014. Methods: Hospitalization records for 2,938 CCS and 24,792 comparisons were extracted from 1987 to 2019 (median follow-up = 12 years, min = 1, max = 32). The adjusted hazard ratio (aHR) of hospitalization with 95% confidence intervals (CI) was estimated using the Andersen-Gill model for recurrent events. The cumulative burden of hospitalizations over time was assessed using the mean cumulative count method. The adjusted mean cost of hospitalization was estimated using the generalized linear models. Results: We identified a higher risk of hospitalization for all-cause (aHR, 2.0; 95% CI, 1.8-2.2) physical disease in CCS than comparisons, with the highest risk for subsequent malignant neoplasms (aHR, 15.0; 95% CI, 11.3-19.8) and blood diseases (aHR, 6.9; 95% CI, 2.6-18.2). Characteristics associated with higher hospitalization rates included female gender, diagnosis with bone tumors, cancer diagnosis age between 5 and 9 years, multiple childhood cancer diagnoses, multiple comorbidities, higher deprivation, increased remoteness, and Indigenous status. The difference in the mean total hospitalization costs for any disease was significantly higher in survivors than comparisons (publicly funded $11,483 United States Dollar, P < 0.05). Conclusions: The CCS population faces a significantly higher risk of physical morbidity and higher cost of hospital-based care than the comparisons. Impact: Our study highlights the need for long-term follow-up healthcare services to prevent disease progression and mitigate the burden of physical morbidity on CCS and hospital services. [ABSTRACT FROM AUTHOR]

Background: Positive maternal mental health during the perinatal period contributes to general well-being and positive emotional bonds with the child, encouraging an optimal developmental trajectory. Online interventions to enhance maternal well-being and develop coping skills, such as meditation-based interventions, can be a low-cost way to improve mother and child outcomes. However, this depends on end-user engagement. To date, there is limited evidence about women's willingness to engage and preferences for online programmes. Objectives: This study explored pregnant women's attitudes towards and likelihood to undertake minimal online well-being training programmes (mindfulness, self-compassion, or general relaxation), engagement barriers and enablers, and programme structure preferences. Design: A mixed methods triangulation design was undertaken using a validating quantitative model. Quantile regressions were applied to the quantitative data. Content analysis was undertaken for the qualitative data. Methods: Consenting pregnant women (n = 151) were randomized equally to read about three online programme types. Participants were sent an information leaflet, tested by a consumer panel prior to distribution. Results: Participants generally held positive attitudes about all three types of interventions, with no statistically significant differences in preferences between programme types. Participants appreciated the importance of mental health and were receptive to fostering skills to support their emotional well-being and stress management. The most frequent perceived barriers were lack of time, tiredness, and forgetfulness. Programme structure preferences indicated one to two modules per week, less than 15 min in duration, and over 4 weeks. Programme functionality, such as regular reminders and easy accessibility, is important to end users. Conclusion: Our findings reinforce the importance of determining participant preferences in designing and communicating engaging interventions for perinatal women. This research contributes to the understanding of population-based interventions that can be provided as simple, scalable, cost-effective, and home-based activities in pregnancy for the benefit of individuals, their families, and society more broadly. Plain language summary: Title: Exploring ways to design appealing online programmes for pregnant women that reduce stress and develop positive coping skills Poor maternal mental health in pregnancy and during the first few years of a child's life can affect negatively on mother and child. As researchers, we want to look at accessible ways to support future mothers as early as possible, to assist both the woman and developing child. The Internet provides easy, low-cost access to support for online well-being programmes that reduce stress and develop positive coping skills. However, people frequently drop out of online programmes, particularly those that have minimal contact. Our research explored the likelihood of pregnant women undertaking web-based well-being programmes. We provided information to 151 pregnant women about three different types of brief, positive well-being programmes: a mindfulness skills programme, a programme developing self-compassion skills, and a programme for developing general relaxation skills. We asked the women a series of questions so that we could understand their interest, prospect of participating in the programmes, and what programme design appealed to them. The women in our study were generally positive about all three programme types and saw the benefits of developing skills to build their mental well-being and to manage stress. However, they felt they were time-poor and often tired. The women indicated preferences for programmes of one to two modules per week, less than 15 min long, over 4 weeks. They also indicated that regular reminders and easy accessibility are important. Pregnant women have a desire to use programmes to support their well-being and find meditation and relaxation practices acceptable. However, there are specific aspects of programme design that women prefer. This research contributes to understanding online programmes targeted to pregnant women which are simple and accessible and provide support at a critical life point for the mother and her child. Ignoring these preferences is likely to lead to poor initial engagement and high dropouts. [ABSTRACT FROM AUTHOR]

When two targets (T1, T2) are presented amongst a rapid stream of distractors, T2 accuracy is impaired if the targets are separated by at least one distractor (attentional blink). However, this impairment largely disappears if the targets follow one another directly (lag-1 sparing), and, in fact, as many as four or five consecutive targets may be identified quite accurately under these conditions (extended sparing). Although all current models propose a common mechanism for both lag-1 and extended sparing, this hypothesis has yet to be tested. To this end, we examined the effect of various types of attentional switches, known to impact lag-1 sparing, on extended sparing in order to determine whether they would have a similar effect. Results suggested substantial parallels between the two types of sparing. We discuss these results in terms of a unified account of sparing in temporal object perception. (Contains 6 figures.)

We compared social self-competence ratings in 9-12 year old girls with (n = 42) versus without (n = 40) ADHD, relative to ratings of the girls' social competence made by mothers, teachers, and blind raters during a social laboratory task. Relative to scores from mothers, teachers, and the lab-task, girls with ADHD over-estimated their competence significantly more than control girls. Over-estimates were greater for girls with ADHD who also had heightened oppositional-defiant symptoms, or lower depressive symptoms. Over-estimates were positively related to a socially desirable reporting bias for girls with ADHD, but not for control girls, suggesting that girls with ADHD attempt to present themselves in an unduly positive, self-protective light. For girls with ADHD, over-estimates also were positively related to maladjustment and negatively related to adjustment. However, for girls without ADHD, over-estimates were positively related to adjustment. Overall, over-estimates of competence function differently in girls with and without ADHD.

Thirty-four elementary school teachers and 32 education students from Canada rated their reactions towards vignettes describing children who met attention-deficit/hyperactivity disorder (ADHD) symptom criteria that included or did not include the label "ADHD." "ADHD"-labeled vignettes elicited greater perceptions of the child's impairment as well as more negative emotions and less confidence in the participants, although it also increased participants' willingness to implement treatment interventions. Ratings were similar to vignettes of boys versus girls; however, important differences in ratings between teachers and education students emerged and are discussed. Finally, we investigated the degree to which teachers' professional backgrounds influenced bias based on the label "ADHD." Training specific to ADHD consistently predicted label bias, whereas teachers' experience working with children with ADHD did not. (Contains 1 table.)

This study addressed why girls are less likely to be referred for mental health services for attention deficit/hyperactivity disorder (ADHD) than boys. Ninety-six parents of children with elevated ADHD symptoms and 140 elementary school teachers read vignettes about children with ADHD. Half of the participants read vignettes with boys' names, and half read the same vignettes but with girls' names. Participants then rated their likeliness to seek or recommend services for the child in each vignette. Parents and teachers were less likely to seek or recommend services for girls than boys with ADHD, but results did not support the hypothesis that this is because girls are less disruptive than boys. Rather, differences in service seeking were explained by the fact that parents and teachers believed that learning assistance is less effective for girls than boys with ADHD. (Contains 1 table and 3 figures.)

This study surveyed elementary school teachers in Melbourne, Australia to investigate their knowledge about attention-deficit/hyperactivity disorder (ADHD) and its impact on their reported behavior toward and perceptions of children with ADHD. Consistent with previous international findings, teachers demonstrated good overall knowledge about ADHD, with strengths in knowledge of symptoms/diagnosis and weaknesses in knowledge of causes and treatments. To investigate how knowledge impacted reported behaviors and perceptions, teachers also read vignettes of children with ADHD symptoms and rated their reactions to these children. In general, teachers with high, and to some extent average, knowledge about ADHD reported more helpful behaviors (e.g., help-seeking for their students) and perceptions (e.g., perceive the benefit of behavioral and educational treatments). However, teachers with high and average knowledge also predicted that these children would be more disruptive in the classroom, and reported having less confidence in their ability to manage these children. Implications and need for future research are discussed. (Contains 4 tables.)

This study explores the social impact of ADHD, with and without opposition-defiant behaviour [ADHD+ODD (n= 22) and ADHD-only (n= 18)], in 9- to 12- year old girls compared to girls without ADHD (n= 40). Girls played a computer game involving simulated players, and mothers and teachers completed rating scales. In general, mothers and teachers saw girls with ADHD+ODD as more overtly and relationally aggressive and less prosocial than girls with ADHD-only, who were seen as more overtly and relationally aggressive and less prosocial than control girls. On the computer game, girls with ADHD+ODD were more overtly aggressive, more directly relationally aggressive, and showed less skilled behaviour than the other groups. Girls with ADHD-only showed "less" covert, indirect relational aggression and more socially awkward interactions than girls in the control group on the computer game. In all, the results indicate that girls with ADHD, with and without ODD behaviour, engage in socially detrimental behaviours.

In this article, the authors report the psychometric properties of a parent-completed rating scale based on the criteria for oppositional defiant disorder (ODD) in the "Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition-Text Revision" ("DSM-IV-TR"). Mothers of 294 boys and 48 girls with attention-deficit/hyperactivity disorder (ADHD) and 53 boys and 45 girls without behavior problems completed the Oppositional Defiant Disorder Rating Scale (ODDRS). Fathers of 44 boys with ADHD also completed the scale, and 71 mothers of boys with ADHD provided 1-year test-retest data. The ODDRS had high internal consistency, high interrater reliability, and moderate 1-year test-retest reliability. The scale had one principal component and correlated as expected with related subscales from the "Child Behavior Checklist" and with overreactive parenting. Scores were not significantly correlated with parent or child age or with socioeconomic status. The strong psychometric properties indicate that this measure holds considerable promise for briefly assessing ODD in a manner consistent with the "DSM-IV-TR."

Presents a social-cognitive model outlining the role of parental attributions for child behavior in parent?child interactions. Examples of studies providing evidence for the basic model are presented, with particular reference to applications of the model in families of children with Attention-Deficit/Hyperactivity Disorder (ADHD) and/or oppositional defiant/conduct disordered behavior. Parent or child factors that may moderate the operation of links within the model are suggested, and evidence of such moderator effects is presented. The conceptualization and measurement of parental attributions also are discussed. The limitations of the model and existing evidence, as well as recommendations for future research in this area are presented throughout the paper. The paper concludes with a summary of the clinical implications of the model and research on parental attributions with regards to improving interventions for families of children with attentional and disruptive behavior problems.

We examined the gender appropriateness of the DSM-IV symptoms of attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and conduct disorder (CD). In Study 1, 100 mothers (35 of children with and 65 of children without ADHD) rated how gender-typical and problematic they saw DSM-IV symptoms of ADHD, ODD, and CD; feminine descriptions of ADHD, ODD, and CD behaviors that we created; and relationally and overtly aggressive behaviors. Mothers rated the DSM-IV symptoms and overt aggression as boy-descriptive, and the feminine items that we created and relational aggression as girl-descriptive. Mothers saw the feminine items as less problematic than the masculine items. In Study 2, for 80 girls (40 with and 40 without ADHD), mothers ratings on the feminine items were related to the corresponding DSM-IV symptoms, and to general psychopathology and impairment. Most correlations were significant and support the construct validity of the feminine items.

We investigated the relations between a tendency to respond in a socially desirable manner and mothers' reports of their parenting behaviors, and the influence of social desirability on the associations among parenting practices and mothers' and children's symptoms. Forty-two mothers of 7 to 12 year old boys with symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) completed two self-report measures of parenting practices. In general, these reports demonstrate expected correlations with observations of mothers' behavior, and with mothers' reports of hyperactive-impulsive and oppositional child behaviors and reports of their own hostility and hyperactive-impulsive symptoms. Although mothers' reports on one of the parenting measures are related to scores on an impression management scale, the correlations between parenting reports and maternal and child symptomatology are essentially unaltered with impression management scores controlled. Results suggest that reports of parenting in mothers of children with ADHD symptoms are not unduly influenced by impression management, and are related to both maternal and child functioning.

Background: Mental health inequities between Indigenous and non-Indigenous populations are well documented. There is growing recognition of the role that culturally safety plays in achieving equitable outcomes. However, a clear understanding of the key characteristics of culturally safe mental health care is currently lacking. This protocol outlines a qualitative systematic review that aims to identify the key characteristics of culturally safe mental health care for Aboriginal and Torres Strait Islander peoples, at the individual, service, and systems level. This knowledge will improve the cultural safety of mental health care provided to Indigenous peoples, with a focus on Aboriginal and Torres Strait Islander peoples in Australia. Methods and expected outputs: Through a review of academic, grey, and cultural literature, we will identify the key characteristics of culturally safe mental health care for Aboriginal and Torres Strait Islander peoples in Australia. We will consider the characteristics of culturally safe care at the individual practitioner, service, and systems levels. Prospero registration number: CRD42021258724. [ABSTRACT FROM AUTHOR]

When two targets are embedded in a temporal stream of distractors, second-target identification is initially impaired and then gradually improves as intertarget interval lengthens (attentional blink; AB). According to bottleneck models of the AB, difficulty of first-target processing should modulate the magnitude of the second-target deficit. To test this, we examined whether a data-limited manipulation of TI difficulty (forward masking) would modulate AB magnitude. In two experiments, we show that data-limited manipulations of T1 difficulty do affect the AB, so long as T1 is not masked by an immediately trailing distractor. When such a trailing item is present, the relationship between T1 difficulty and the AB disappears. Resume Lorsque deux cibles sont enchassees dans un flot temporel de distracteurs, l'identification d'une deuxieme cible est endommagee initialement et puis s'ameliore graduellement a mesure que l'intervalle entre les cibles se prolonge (vacillement attentionnel; VA). Conformement aux modeles d'engorgement du VA, la difficulte du traitement de la premiere cible devrait moduler l'amplitude du deficit de la seconde cible. Afin de mettre cela a l'essai, nous avons examine si la manipulation d'une donnee limitee d'une difficulte T1 (masquage en avant) modulerait l'amplitude du VA. Dans deux experiences, nous montrons que les manipulations limitees aux donnees de difficulte T1 influencent le VA, en autant que le T1 ne soit pas masque par un distracteur qui le talonne immediatement. Lorsqu'un tel distracteur est present, la relation entre la difficulte de T1 et le VA disparait.

Introduction: The aim of this study was to evaluate how psychosocial interventions for children aged 0–18 years of a parent with cancer meet their needs, using key needs as consumer‐based "standards." Methods: A systematic literature review was conducted. Fifteen interventions met inclusion criteria and were assessed against six key needs identified by Ellis et al. (Eur. J. Cancer Care, 26, 2017, e12432): (1) provide children with age‐appropriate information about their parent's cancer; (2) support family communication; (3) normalise and reduce feelings of isolation through peer support; (4) provide a space to share feelings; (5) individually tailor support; and (6), where appropriate, provide specialised bereavement support. Results: No intervention clearly met all six needs, but each partially addressed at least two needs, and three clearly met at least four needs. The most commonly addressed need was supporting family communication, and the least addressed need was bereavement support. Conclusion: Interventions identified in this review addressed some needs of children impacted by a parent's cancer. This research provides a framework to inform the creation, modification and implementation of psychosocial support interventions that best meet the needs of these children, thereby mobilising consumer‐focused service provision. [ABSTRACT FROM AUTHOR]

The distinction between grandiose and vulnerable narcissism is new to the child literature, but initial findings suggest that it may have important implications for understanding adjustment. This study examined how expressions of narcissism in children influence their reactions to a mild egothreats experience. Children (N = 124; aged 8-12 years) completed self-ratings before and after doing a brief but challenging task. Negative emotions, self-conscious emotions, and performance estimates were measured. Regression analyses showed that, even after controlling the effects of self-esteem and temperament, vulnerable narcissism was related to increased hostility, anger, and shame, whereas grandiose narcissism was related to inflated performance estimates following the task. These results demonstrate the unique roles of grandiose and vulnerable narcissism in children. [ABSTRACT FROM AUTHOR]