Search

: 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.