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Background: Preventative and treatment programs for people at risk of developing psychological problems after exposure to war trauma have mushroomed in the last decade. However, there is still much contention about evidence-based and culturally sensitive interventions for children. The aim of this study was to examine the efficacy of the Teaching Recovery Techniques in improving the emotional and behavioral outcomes of war-affected children resettled in Australia. Methods and Findings: A cluster randomized controlled trial with pre-test, post-test, and 3-month follow-up design was employed. A total of 82 participants (aged 10-17 years) were randomized by school into the 8-week intervention (n = 45) or the waiting list (WL) control condition (n = 37). Study outcomes included symptoms of post-traumatic stress disorder, depression, internalizing and externalizing problems, as well as psychosocial functioning. A medium intervention effect was found for depression symptoms. Participants in the intervention condition experienced a greater symptom reduction than participants in the WL control condition, F(1, 155) = 5.20, p = 0.024, partial η² = 0.07. This improvement was maintained at the 3-month follow-up, F(2, 122) = 7.24, p = 0.001, partial η² = 0.20. Conclusions: These findings suggest the potential benefit of the school and group-based intervention on depression symptoms but not on other outcomes, when compared to a waiting list control group. Trial Registration: Australian New Zealand Clinical Trials Registry ACTRN12611000 948998. [ABSTRACT FROM AUTHOR]

The aim of the present research was to develop a measure that assessed the level of ethnic identification of adults from diverse ethnic backgrounds, as well as individuals' level of ethnic identification with a host culture following migration. In the first study, an ethnically diverse sample of 275 people (138 males and 137 females) responded to a range of new items, as well as items drawn from related scales. Factor analysis revealed three dimensions of ethnic identity that were labelled, 'Pride in Ethnic Background and Language,''Liking for Traditional and Social Activities of my Ethnic Group,' and 'Sense of Belonging to This (host) Country.' This factor structure was evaluated in a second study with 1,007 (552 males, 455 females) adults from culturally and linguistically diverse backgrounds. A two-factor structure provided the most parsimonious fit to the data but further investigation of the factor structure within ethnically diverse samples was recommended. The results are discussed in relation to theories of social identity as well as research on ethnic identification and adaptation. [ABSTRACT FROM AUTHOR]

Despite Australia's high standard of health care provision, Australian Aboriginal women continue to experience poor pregnancy outcomes in terms of maternal and foetal morbidity and mortality. In an attempt to improve these outcomes, health care providers have developed targeted antenatal programmes that aim to address identified health behaviours that are known to contribute to poor health during pregnancy. While some areas of improvement have been noted in rates of engagement with health services, the rates of premature births and low birth weight babies continue to be significantly higher than in the non-Aboriginal population. It appears that Australian researchers have been focused on the behaviour of the individual and have failed to fully consider the impact that social and emotional well-being has on both health behaviours and pregnancy outcomes. This review has highlighted the need for an approach to both research and clinical practice that acknowledges the Aboriginal view of health which encompasses mental, physical, cultural and spiritual health. Until clinicians and Aboriginal women have a shared understanding of how social and emotional well-being is experienced by Aboriginal women, in other words their explanatory model, it is unlikely that any meaningful improvements will be seen. [ABSTRACT FROM AUTHOR]

The aim of the current research was to explore the nature and type of support required in a postnatal support group intervention for Iraqi women in Australia. A further aim was to understand Iraqi Arabic speaking mothers' explanatory models surrounding motherhood, relevant to the appropriate design of a culturally sensitive postpartum/postnatal support group. The qualitative research involved semi structured interviewing from which data was extracted and categorised into relevant themes using an interpretative phenomenological approach (Smith, 1995). In depth interviews were conducted with 7 Iraqi Arabic speaking mothers. A number of major themes emerged, suggesting key aspects to include in a postnatal social support group for Iraqi women based on their explanatory model of their mental health. Themes included: significance of motherhood; physical and emotional difficulties confronted; postnatal health care experiences and negotiating motherhood in a new country; and receptivity to the provision of a support group intervention. Findings will be used to design and evaluate a postnatal social support group for Iraqi women and, potentially, provide a generic family model of intervention for mothers from culturally and linguistically diverse (CALD) backgrounds in the year following the birth of their baby. [ABSTRACT FROM AUTHOR]

This study addresses a critical knowledge gap by exploring the intricate relationship between low birth weight (LBW) and the heightened risk of suboptimal academic achievement during adolescence through a comprehensive retrospective cohort design. In this registry-based cohort study, meticulously linked health and curriculum-based test data for individuals born in New South Wales (NSW), Australia, between 2003 and 2005 were employed. Birth weight data were carefully sourced from the NSW perinatal data collection (PDC). The educational performance of offspring was thoroughly evaluated using the National Assessment Program for Literacy and Numeracy (NAPLAN) during grade 9, approximately at 14 years of age. After rigorous adjustments for potential confounders, findings revealed a compelling narrative: LBW adolescents demonstrated an elevated susceptibility to not meeting national minimum standards across all domains, encompassing spelling [OR, 1.59 (95%CI 1.48–1.69)], writing [OR, 1.51 (95%CI 1.41–1.61)], reading [OR, 1.38 (95%CI 1.29–1.48)], and numeracy [OR, 1.52 (95%CI 1.40–1.63)]. Notably, LBW boys exhibited a more pronounced inclination towards diminished academic performance compared to their female counterparts. This comprehensive retrospective cohort study, based on linked data, unequivocally establishes LBW as significantly associated with an increased vulnerability to substandard educational achievement during adolescence. Particularly robust effects were observed in females across all outcomes. Aimed at investigating whether LBW serves as a predictive factor for later academic difficulties, this study underscores the imperative for the adoption and fortification of preventative and early intervention strategies to curtail the prevalence of LBW-associated academic underachievement in later adolescence. • Limited information exists on LBWs influence on adolescent academic performance. • LBW linked to heightened risk of decreased academic achievements during adolescence. • LBW impact on the academic performance varies, more pronounced in boys. • Vital to implement early intervention strategies to improve educational performance in LBW-exposed offspring. [ABSTRACT FROM AUTHOR]