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Background: Australian university students are at risk of experiencing poor mental health, being vulnerable to self‐harm and suicidal ideation. Aim: "Talk‐to‐Me" is a suicide ideation prevention Massive open online course (MOOC) previously showing it can support Western Australian university students' knowledge of identifying and responding to suicide ideation in themselves and others. Methods: A multi‐site one‐group pre‐test/post‐test design with a 12‐week follow‐up explored the efficacy of "Talk‐to‐Me" for university students Australia‐wide, evaluating the influence of COVID‐19 and location. Overall, 217 students (55% female; mage = 24.93 years [18, 60]) enrolled in this study from 2020 to 2021. Participants' responses to suicidal statements, mental health literacy, generalized self‐efficacy, help‐seeking behavior, and overall utility of the program were collected at baseline, post‐MOOC (10 weeks from baseline) and 12‐week follow‐up. The effect of time and location interaction was explored using a random‐effects regression model. Results: Findings indicated significant improvement in participants' knowledge of positive mental health support strategies (ES = 0.42, p < 0.001) and recognizing appropriate responses to suicidal statements (ES = 0.37, p < 0.001) at 10‐weeks, with further improvement at 12 weeks follow‐up (ES = 0.47 and 0.46, p < 0.001). Students reported higher generalized self‐efficacy at the 12‐week follow‐up compared to baseline (ES = 0.19, p = 0.03) and an increased tendency to seek professional help for mental health issues (ES = 0.22, p = 0.02). Conclusion: These findings provide preliminary evidence of the efficacy of the "Talk‐to‐Me" program in supporting ‎university students across Australia to increase their suicide‐related knowledge and skills, ‎general self‐efficacy, and overall mental fitness. [ABSTRACT FROM AUTHOR]

Background: In the disability sector globally, and specifically in Australia, assessments of functioning have become key to diagnostic processes, and accessing therapy and funding. Over half of all individuals accessing support through Australia's National Disability Insurance Scheme have a neurodevelopmental condition diagnosis. Little is known about assessments of functioning for this population. Methods: A mixed methods online survey was designed to understand the current assessment of functioning practices (including clinical contexts, concepts being assessed, and assessment methods) and barriers and facilitators to clinicians using best practice. Results were analysed descriptively, and differences between professions calculated where possible. Content analysis was used to explore qualitative comments. Results: Clinicians from various medical and allied health backgrounds completed the survey (n = 93), with varying ranges of age, experience, and education. Clinicians reported that they assessed functioning across age, setting, sector, funding body, and individuals with a wide variety of diagnoses. Missing from current practice is a clear transdisciplinary conceptualisation of functioning. The largest barriers to best practice were limited time, large caseloads, availability of appropriate tools, and lack of clarity from funding bodies. Conclusions: Missing from current practice is a clear transdisciplinary conceptualisation of functioning.These results will help inform steps forward to improve assessment of functioning practices to ensure that all individuals receive appropriate and sufficient support. [ABSTRACT FROM AUTHOR]