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This mixed-methods study explored (1) family day care (FDC) educators' confidence and capability to support children's mental health, and (2) assessed their own mental health and wellbeing. Descriptive analysis of the survey (n = 144) highlighted that most participants were in the normal range for mental health and wellbeing; however, identifying mental ill-health in children, access to resources and awareness of support services were areas where participants were less likely to feel confident or capable. In the interviews (n = 14), three themes were identified in the interviews for the first research question (including the central role of the FDC educator, lack of training and resources and limited professional support) and three themes were identified for the second research question (the importance of mental health for educators, being a small business owner and connecting with other educators). The results highlighted a need for additional support and resources for educators specifically targeting the mental health and wellbeing of children.

ObjectiveMethodResultsDiscussionResearch examining mental health carers’ perceptions of their role and adoption of the carer label is rare, and non-existent for carers of a person with depressive or anxiety symptoms specifically. This study aimed to understand how carers of people with depressive or anxiety symptoms perceive their identity, how they interpret the carer label and the implications of role ambiguity.Using a phenomenological qualitative design, 14 carers of people with depressive or anxiety symptoms participated in semi-structured interviews between June 2022 and July 2022. Reflexive thematic analysis of transcribed interview data identified four themes.Carers defined their identity based on their primary objective of supporting the care recipient to lead an independent life. Carers reported that the carer label had a diminishing effect on the care recipient’s independence, which served as a barrier to carers adopting the term and self-identifying as carers. In the initial phases of caring, carers attributed their negative experiences to role ambiguity. Over time, for some carers, role ambiguity enabled deeper relationships and personal growth.Adopting the carer label is challenging for this carer group. Barriers to self-identification may limit accessibility and demand for appropriate resources and services. Future research into carer identity is still required. [ABSTRACT FROM AUTHOR]

IntroductionAimsMethodsResultsConclusionsMinds Together is a novel online early intervention program developed for carers of a person with depressive or anxiety symptoms. A previous study indicated the feasibility, acceptability and initial trends in efficacy for this support program.The current study used a parallel RCT design to explore the effect of adding a social support platform to this program on carers’ quality of life and perceived social support outcomes.127 carers (82% female), living in Australia, were recruited online and randomly allocated to the program alone, or program paired with the social forum. Participants completed surveys at baseline, post and 3-month follow up.Intervention and survey completion were low for this study. Across both groups, 49% completed the program and 20% used the social forum. Similarly, 42 participants completed post-surveys and 43 completed follow up surveys. The overall intervention effect between groups was non-significant for quality of life (p-value = 0.773) and perceived social support (p-value = 0.931).This is the first RCT to evaluate the effects of adding a social support component to an existing support program for carers of a person with depressive or anxiety symptoms. While unable to draw conclusions about the added social support, the study emphasises the urgent need for collaboration between researchers, consumers and sector professionals to address challenges related to missing data in online health intervention research. [ABSTRACT FROM AUTHOR]

Supporting paramedics experiencing mental ill-health or suicidal distress is rewarding yet challenging for family, friends, and colleagues, but little is known about these carers’ specific experiences and needs. This study explores carers’ experiences of providing support and their requirements for online support programs. Seventy-two carers completed an online survey, with 14 participating in interviews. Survey data is presented using descriptive statistics and content analysis was applied to open-ended survey responses, while thematic analysis was conducted on interview transcripts. Carers provide significant emotional and practical support to paramedics facing mental health concerns or suicidal distress, emphasizing the importance of self-care despite accompanying guilt. Positive views were expressed regarding online programs offering confidentiality, accessibility, and information on paramedics’ challenges. The study highlights the necessity for accessible online interventions, ensuring confidentiality and equipping carers with tools to address paramedics’ mental health needs while prioritizing self-care. [ABSTRACT FROM AUTHOR]