Poster Presentations - In Person Only
| Tuesday, March 19, 2024 |
| 4:45 PM - 5:00 PM |
Overview
1) Aqsa Ali, The Islamia University of Bahawalpur
Aggravated Emotional Behaviours in Early Childhood: Role of Emotional Intelligence to Build Positivity by Early Childhood Educators
2) Sam Barrett, Melbourne City Mission
Living Learning - A School Engagement and Mental Health Social Impact Bond Project.
3) Michelle Cole, Thriving Queensland Kids Partnership
Using Neuroscience and Resilience to Catalyse Change and Build Collective Capacity
4) Rebecca Cort, Arches Foundation
Standing in Story-Integrating Narrative Therapy into Care Team Practice Frameworks to Amplify the Voices of Young People in Out of Home Care.
5) Dominique De Andrade, Griffith University
A Randomised Implementation Efficacy Trial of Dialectical Behaviour Therapy Interventions for Young People with Borderline Personality Disorder Symptoms
6) Meg Ellard, Playroom Therapy
Play Therapy Can Build Therapeutic School Communities That Foster Mental Health and Well-Being for Students and Teachers.
7) Sarthak Gandhi, Murdoch Children's Research Institute
Mhips: A State-Wide Initiative to Increase the Capacity of Primary Schools to Support Child Mental Health and Wellbeing
8) Sandra Garrido, Reachout
Young People’s Engagement with Emerging Digital Platforms for Mental Health
9) Jane Kohlhoff, University of New South Wales
Promoting Mental Health in Toddlers: A Parent Education Video Series for Families from Culturally and Linguistically Diverse Backgrounds
10) Maria La Selva, Department of Education
Dreams, Passion, Tenacity, Inspires to Be Our Best. Literature Helps Young Children Have Positive and Powerful Conversations About Wellbeing Through the Magical World of Literacy.
11) Keeva Mostyn, Mackillop Seasons, Mackillop
Seasons for Life: Enabling School and Family Collaboration to Prevent Youth Suicide
12) Karen Murphy, Griffith University
Media Multitasking and Mental Health: Exploring the Relationship Between Digital Engagement and Psychological Well-Being in Late Adolescence
13) Maria Padilla Luque, Headspace by Stride
Driving Change in The Mental Health Workforce: Implementing the Early Career Program Across Headspace by Stride Centres
14) Anushka Phal, Umeed Psychology
Intergenerational Trauma and Its Mental Health Impact on Young People
15) Anushka Phal, Umeed Psychology
Culturally Responsive Mental Health Practice
16) Natalie Scira, Playroom Therapy
Play Therapy Can Build Therapeutic School Communities That Foster Mental Health and Well-Being for Students and Teachers.
17) Meg Stonnill, Murdoch Children's Research Institute
How Do Families Support the Mental Health Competence of Children and Protect Against Mental Health Difficulties?
18) Anne Maree Taney, Strong Kids Strong Community & RFDS
Tapping into Learning: A Simple and Effective Way to Support Emotional Regulation, Learning and Well-Being While Giving Essential Coping Skills for Life.
19) Dana Tarif, University of Bristol
Pubertal Timing and Depression in Boys: A Prospective Cohort Study
20) Stephanie Tremblay, Mcgill University
Mental Health Practices in Physical Rehabilitation: A Chart Review Study for Youth with Physical Disabilities
21) Fiona Werle, Opengate Institute
Sandtray Therapy A Cross-Theoretical Approach to Mental Health in Child & Adolescent Wellbeing
Speaker
Ms Rebecca Cort
Manager Organisational Wellbeing
Arches Foundation
Standing in Story-Integrating narrative therapy into care team practice frameworks to amplify the voices of young people in out of home care.
Abstract
Residential care has a higher prevalence of mental illness than any other form of alternate care in child protection (O’Hare, 2021). Carers report a need for training in child and adolescent mental health (Eadie et al., 2022). Mental health training is directly linked to better outcomes for children in care (Steels et al., 2017). Dominant cognitive-behavioural models require heavy parental involvement (Comer et al., 2019). This invites inquiry as to how children in residential settings, with no stable attachment figures, may have access to this mediating buffer for mental wellness.
The Arches Foundation provides an evidence-based framework guiding care teams in supporting children diagnosed with, or at risk of, developing a mental illness. This framework builds on the knowledge that effective treatment requires a safe, attuned relationship (Becker-Weidman, 2011).
Residential placements are institutional and can deteriorate rapidly, resulting in compounding loss, disenfranchised grief, chronic sorrow, rage, loss of power, neural anticipation of threat, and anxiety triggers (Mann-Fedder, 2018). The experience of multiple placements is common for children in residential care (O’Hare, 2021). This exposes children to patterns of serial caregiving, rupturing attachments formed with caregivers, and influencing deterioration in mental health (Mann-Fedder, 2018).
The Arches Foundation trains care teams anchored in attachment to become second-chance secure base networks for our young people in care. From this foundation of attachment, teams are further trained in the use of narrative therapy strategies supporting the elevation of agency and amplification of voice for young people who have been extremely dispossessed of both.
Through a case study review, we explore how professionals working with young people can implement these strategies to reframe the narratives of young people, amplifying strong stories. Participants will have multiple transferable takeaways in trauma-informed narrative strategies to support mental health in young people.
The Arches Foundation provides an evidence-based framework guiding care teams in supporting children diagnosed with, or at risk of, developing a mental illness. This framework builds on the knowledge that effective treatment requires a safe, attuned relationship (Becker-Weidman, 2011).
Residential placements are institutional and can deteriorate rapidly, resulting in compounding loss, disenfranchised grief, chronic sorrow, rage, loss of power, neural anticipation of threat, and anxiety triggers (Mann-Fedder, 2018). The experience of multiple placements is common for children in residential care (O’Hare, 2021). This exposes children to patterns of serial caregiving, rupturing attachments formed with caregivers, and influencing deterioration in mental health (Mann-Fedder, 2018).
The Arches Foundation trains care teams anchored in attachment to become second-chance secure base networks for our young people in care. From this foundation of attachment, teams are further trained in the use of narrative therapy strategies supporting the elevation of agency and amplification of voice for young people who have been extremely dispossessed of both.
Through a case study review, we explore how professionals working with young people can implement these strategies to reframe the narratives of young people, amplifying strong stories. Participants will have multiple transferable takeaways in trauma-informed narrative strategies to support mental health in young people.
Biography
Rebecca Cort manages the Organisational Well-being team across two organisations, implementing innovative approaches to resilience and mental health for children, young people and care teams. She previously worked as a senior advisor for a national NGO, consulting with private and government sectors around Australia to become trauma-informed and develop psychologically safe cultures. She worked closely with the Northern Territory Government, post Royal Commission, to implement trauma-informed practice and organisational cultural change. She has spoken at multiple conferences highlighting this work and examining neuroscientifically resourced tools that were impactful in this work.
Lori Fahey
Online Community Facilitator
Livewire- Starlight Children's Foundation
Authenticity, Context Collapse, and Emojis 😊- Professional Boundary Management in Online Practice
Abstract
Young people live increasingly digital lives. The COVID-19 pandemic necessitated an interdisciplinary shift to online practice, and offering online options for service provision is a standard expectation. Professionals report hesitation and discomfort regarding working in digital spaces, with maintaining professional boundaries and the collapsing contexts of personal and professional lives identified as key concerns. However, the concept of context collapse has always applied to youth work, with the space between the professional and the personal being the conduit for effective youth work practice. Working with young people requires an intricate balance of professionalism and authenticity that presents difficulties in online spaces where contextual information may be limited, and physical cues may not be present.
Online community facilitators have been engaging in effective youth work practice within an exclusively online environment for over a decade and are skilled and adept at developing and maintaining robust professional boundaries while authentically engaging with young people.
Utilising a unique set of skills, approaches, and techniques in their work, online community facilitators engage in extensive professional collaboration and iterative learning frameworks to support mindful and reflective practice.
In an increasingly online world, a developed and applied understanding of contextual authenticity is a necessity for effective youth practice. This presentation explores the frameworks of professional boundary and context management in online environments, detailing best practice techniques and presenting recommendations for practice and policy.
Online community facilitators have been engaging in effective youth work practice within an exclusively online environment for over a decade and are skilled and adept at developing and maintaining robust professional boundaries while authentically engaging with young people.
Utilising a unique set of skills, approaches, and techniques in their work, online community facilitators engage in extensive professional collaboration and iterative learning frameworks to support mindful and reflective practice.
In an increasingly online world, a developed and applied understanding of contextual authenticity is a necessity for effective youth practice. This presentation explores the frameworks of professional boundary and context management in online environments, detailing best practice techniques and presenting recommendations for practice and policy.
Biography
Lori Fahey is an Online and In-Hospital Facilitator with Starlight Children’s foundation ‘Livewire’ program, working with disabled and chronically ill young people aged 12-20.
Lori has studied for a Bachelor of Social Work at UWS, recently completed a Specialist Certificate in Creativity and Health, and is currently undertaking a Graduate Diploma in Adolscent Health and Wellbeing at UoM. With a diverse background involving community work, performance and online communication, Lori has been working in online and face-to-face medical spaces with children and young people for over 15 years.
Dr. Sandra Garrido
Senior Research Manager
ReachOut
Young People’s Engagement with Emerging Digital Platforms for Mental Health
Abstract
New digital platforms and social media have fundamentally altered the way young people connect, communicate and learn. Young people rely on their use of social and community platforms on mobile devices to meet various needs, and platforms such as TikTok, Instagram, X (Twitter), Reddit, DIscord and ChatGPT are used by young people for a variety of reasons outside of entertainment. Yet our understanding of how they turn to these for mental health information and support is limited. This paper will present new research by leading digital youth mental health service, ReachOut, that will build our understanding of how young people are using newer and emerging digital platforms to learn about mental health.
While there is considerable research discussing the relationships between use of social media and the mental health of young people, there is limited evidence describing the ways young people engage with mental health content online through these platforms. ReachOut have undertaken a mixed methods study to develop our understanding of how social and community digital spaces are used as sources of mental health information and support. The study also sought to unpack the factors that influence how young people make judgements about the trustworthiness of the information available in such spaces. The research used a a sequential exploratory design and included co-design with young people. An exploratory qualitative phase involving over 20 young people aged 15-25, and consultation with youth advisors informed development of a survey of over 1000 young people from across Australia which explored issues of platform usage, intentionality around finding mental health related content, and the ways young people discern what is reliable and trustworthy.
Sandra Garrido from ReachOut’s Research and Impact team will unpack how ReachOut approached this research, and share some of the key findings.
While there is considerable research discussing the relationships between use of social media and the mental health of young people, there is limited evidence describing the ways young people engage with mental health content online through these platforms. ReachOut have undertaken a mixed methods study to develop our understanding of how social and community digital spaces are used as sources of mental health information and support. The study also sought to unpack the factors that influence how young people make judgements about the trustworthiness of the information available in such spaces. The research used a a sequential exploratory design and included co-design with young people. An exploratory qualitative phase involving over 20 young people aged 15-25, and consultation with youth advisors informed development of a survey of over 1000 young people from across Australia which explored issues of platform usage, intentionality around finding mental health related content, and the ways young people discern what is reliable and trustworthy.
Sandra Garrido from ReachOut’s Research and Impact team will unpack how ReachOut approached this research, and share some of the key findings.
Biography
Dr. Sandra Garrido is a Senior Manager, Research at ReachOut Australia. She completed her PhD at UNSW in 2012 and has been conducting research on the intersection between mental health, the arts and digital platforms since then at the MARCS Institute for Brain, Behaviour & Development at Western Sydney University. She was the recipient of an NHMRC-ARC Dementia Development Research Fellowship in 2016, and the Western Sydney University Vice-Chancellor’s Award for Excellence in Research in 2017. She has published over 90 academic publications including 3 books and regularly speaks at events including TedX, The Big Anxiety, and VIVID Festival.
Mr Mark Grant
Regional Manager - QLD, Early Career Program
Headspace National
Driving Change in the Mental Health Workforce: Implementing the Early Career Program Across headspace by Stride Centres
Biography
Mark is the Regional Manager for the headspace National Early Career Program in QLD. Mark is a Social Worker with almost 20 years’ experience working across the Government and Not-for-profit with a focus on Child Protection, Housing and Youth Mental Health. Mark’s passions are in building the competence and confidence of emerging clinicians to improve the outcomes for young people within the mental health system.
Mrs Maria La Selva
Educator And Children's Author
Department Of Education
Dreams, Passion, Tenacity, Inspires To Be Our Best. Literature helps young children have positive and powerful conversations about wellbeing through the magical world of literacy.
Abstract
I am a dedicated educator, I devoted my teaching career to wellbeing, growth mindset and education. I have committed in making a positive impact to many young lives. I focus on increasing positive self-esteem, ensuring that each individual feel and know that they matter. Children need the necessary toolkit to be able to self-regulate and manage their emotions, this empowers students to amplify their voice. Wellbeing should be the heart and pulse of every school and with emotional literacy this can be achieved.
This inspired me to write this delightful story, Perky Panda Asks Are You Ok?
This book promotes having self-awareness and recognition of feelings and knowing how to manage them, it provides the powerful conversation starter. My interactive presentations with students and teachers across Melbourne have been successful because we discuss self-awareness of body language, facial expressions and the tone of our voice. How to look, listen and take action with support. Sharing my narrative, personal experiences of bullying and how I embrace uniqueness and diversity has been profoundly valued by many young students across various schools.
There is strong evidence that reading can improve wellbeing throughout life. Reading picture books and fiction can have a very powerful influence on young children not only in terms of academic achievement but reading can assist children develop empathy and promote positive wellbeing. We need to ensure that our young students understand that it is ok to have uncomfortable feelings and we can regulate and manage those feelings. The world has changed, so our teaching, learning and parenting needs to change.
There is an increase in students with symptoms of anxiety, depression and school refusal.
Let’s ignite the flame in our children’s imaginations and get them enthusiastic. Be free, embrace and continue to BE THE BEST YOU CAN BE, BE YOU!
This inspired me to write this delightful story, Perky Panda Asks Are You Ok?
This book promotes having self-awareness and recognition of feelings and knowing how to manage them, it provides the powerful conversation starter. My interactive presentations with students and teachers across Melbourne have been successful because we discuss self-awareness of body language, facial expressions and the tone of our voice. How to look, listen and take action with support. Sharing my narrative, personal experiences of bullying and how I embrace uniqueness and diversity has been profoundly valued by many young students across various schools.
There is strong evidence that reading can improve wellbeing throughout life. Reading picture books and fiction can have a very powerful influence on young children not only in terms of academic achievement but reading can assist children develop empathy and promote positive wellbeing. We need to ensure that our young students understand that it is ok to have uncomfortable feelings and we can regulate and manage those feelings. The world has changed, so our teaching, learning and parenting needs to change.
There is an increase in students with symptoms of anxiety, depression and school refusal.
Let’s ignite the flame in our children’s imaginations and get them enthusiastic. Be free, embrace and continue to BE THE BEST YOU CAN BE, BE YOU!
Biography
Maria La Selva has a great passion for educating children in her various roles from classroom teacher, assistant principal and principal in diverse socio-economic schools across Melbourne. She is committed to improving positive mental health and student well being. Maria has led many successful programs that have encouraged self awareness, personal identity, the development of empathy for others and building resilience in students. Maria La Selva nominated for Quality Schooling in Teacher Excellence, Positive Teacher Australia. Attended Internationalizing Education Program in China and Literacy International Conference America. In 2023 successfully presented at the World Literacy Summit, at Oxford University, United Kingdom.
Mr Sean Lappin
Managing Director
Connected Self
Investigating the experiences of the ‘Adventure to Thrive’ program from a participant-centred lens?
Abstract
Sean Lappin is the Managing Director of Connected Self, a South Australian agency that provides psychology and art therapy services, services to young people in schools, out of home care and disability services, training and consulting services. Sean has had over 30 years’ experience in policy, service design, implementation and delivery, research, systems reform (out of home care and responding to homelessness) and program delivery.
Sean has a strong commitment to building community capacity and connection to assist those who are marginalised and vulnerable to experience feelings of belonging in community life. He continues to advocate for preventative and early intervention approaches, particularly for children and young people and their families. This includes developing trauma responsive practice approaches in conjunction with schools, community agencies and systems (e.g., the family support system).
Sean has had a long-term commitment to supporting practitioners who work with children, young people, and their families, through youth justice programs (such as wilderness based programs for Aboriginal young people becoming involved in juvenile justice) policy and planning (including standards of care), working with children and young people (and their families) in out of home care and working with organisations who bring a trauma responsive approach to organisational culture. He works to integrate this placed-based restorative approach with trauma responsive practice, in conjunction with partners in communities across Australia.
More recently Sean has worked with the Child and Family Support Services sector in South Australia, including consumers with lived experience of trauma, the CALD community and local First Nations people, to develop a Trauma Responsive Systems Framework. He has followed this work to broker a partnership with Emerging Minds to customise a software platform designed to support organisations, Government and non-government, as well as the Funding body (Department of Human Services) to implement the framework. This process is the first of its kind in Australia, and internationally, to transform complex systems to respond in a way that supports healing, and
prevent further traumatisation, for children and their families; as well as all those involved in the administration and delivery of the services.
Sean has a strong commitment to building community capacity and connection to assist those who are marginalised and vulnerable to experience feelings of belonging in community life. He continues to advocate for preventative and early intervention approaches, particularly for children and young people and their families. This includes developing trauma responsive practice approaches in conjunction with schools, community agencies and systems (e.g., the family support system).
Sean has had a long-term commitment to supporting practitioners who work with children, young people, and their families, through youth justice programs (such as wilderness based programs for Aboriginal young people becoming involved in juvenile justice) policy and planning (including standards of care), working with children and young people (and their families) in out of home care and working with organisations who bring a trauma responsive approach to organisational culture. He works to integrate this placed-based restorative approach with trauma responsive practice, in conjunction with partners in communities across Australia.
More recently Sean has worked with the Child and Family Support Services sector in South Australia, including consumers with lived experience of trauma, the CALD community and local First Nations people, to develop a Trauma Responsive Systems Framework. He has followed this work to broker a partnership with Emerging Minds to customise a software platform designed to support organisations, Government and non-government, as well as the Funding body (Department of Human Services) to implement the framework. This process is the first of its kind in Australia, and internationally, to transform complex systems to respond in a way that supports healing, and
prevent further traumatisation, for children and their families; as well as all those involved in the administration and delivery of the services.
Biography
Dr Karen Murphy
Senior Lecturer
Griffith University
Media Multitasking and Mental Health: Exploring the Relationship Between Digital Engagement and Psychological Well-being in Late Adolescence
Abstract
Advances in digital technology have allowed us to develop a new type of multitasking - Media Multitasking. Media multitasking (MMT) refers to the simultaneous use of at least two forms of media (Ophir et al., 2009) and research has shown that greater MMT has been linked with lower psychological well-being (Lee et al., 2019). This research examined if state depression, anxiety, and stress, and, positive and negative affect, were associated with media use hours, MMT score or MMT frequency. Adolescents completed the Depression, Anxiety and Stress Scales (Lovibond & Lovibond, 1995) and the Positive and Negative Affect Scale (Watson et al., 1988). Participants also completed the Media Multitasking Index (MMI Ophir et al., 2009), which measures concurrent use of 10 media (e.g., when watching TV or video how often do you also use social media, listen to music, play games etc) and the hours per week spent using each media. Higher MMI scores, more media use hours and greater MMT frequency were associated with higher stress and anxiety scores. More hours of weekly media use were linked with higher positive and negative affect, and more frequent MMT was associated with higher negative affect. The specific contexts of MMT were also investigated, showing that more MMT during TV/video viewing was associated with higher stress, anxiety and depression scores and MMT during gaming was linked with higher anxiety and depression scores. Interestingly, MMT with social media was only associated with higher anxiety. More MMT while listening to music was associated with positive mood, and MMT when using your phone was linked with greater negative affect. This study demonstrates the importance of understanding the nuanced relationship between MMT and psychological well-being. It is therefore important to consider these factors when developing strategies to ensure digital engagement makes a positive contribution to mental health.
Biography
Dr Karen Murphy is a Senior Lecturer from the School of Applied Psychology, Griffith University and a HEA Senior Fellow. Karen is currently the Program Director for the Bachelor of Psychology (Honours) and Bachelor of Psychological Science (Honours) degrees and she teaches into courses within the undergraduate psychology program. Karen’s research focuses on the link between media use, well-being and cognition, with the overarching goal of comprehending the psychological consequences of media engagement in young individuals.
Ms Jess Sanders
Learning Through Loss Coordinator
Palliative Care Tasmania
Supporting Young People Through Grief and Loss by Creating Grief Literate Communities
Abstract
In Australia, 1 in 20 young people will lose a parent before they turn 18. Almost all young Australians will experience the loss of a family member, friend, pet, place or friendship during adolescence. Yet, we don’t prepare young people to understand and safely navigate the experience of grief and loss. Grief is not part of the Australian curriculum and grief is widely misunderstood by adults.
Learning Through Loss is a Tasmanian-based pilot that works to create grief-literate communities that feel empowered to support young people through grief and loss. The stories and insights of young people with lived experience directly shaped the Learning Through Loss education and their stories are integrated into every training.
To date, the Learning Through Loss training has been delivered to 290 school staff members across 22 Tasmanian schools. The initial feedback has been overwhelmingly positive with 57% of those who received the training using the skills to support a young person through grief and 71% employing the skills to support a young person in a situation not related to grief and loss.
We have seen a strong demand for grief literacy education in the health and community sector and Learning Through Loss is expanding its education package to support these sectors.
In addition to offering training Learning Through Loss has created accessible resources for young people and those who support them. The resources can be found at https://learningthroughloss.org.au/resources/. The program will continue to expand its resource library to include specific resources for children ages 4 - 10, young people with a disability young people from CALD communities, and Aboriginal and Torres Strait Islander youth.
In this 20-minute presentation, Learning Through Loss Coordinator, Jess Sanders, will share the impact, the learnings and the unexpected outcomes of the pilot program 3-months ahead of its completion.
Learning Through Loss is a Tasmanian-based pilot that works to create grief-literate communities that feel empowered to support young people through grief and loss. The stories and insights of young people with lived experience directly shaped the Learning Through Loss education and their stories are integrated into every training.
To date, the Learning Through Loss training has been delivered to 290 school staff members across 22 Tasmanian schools. The initial feedback has been overwhelmingly positive with 57% of those who received the training using the skills to support a young person through grief and 71% employing the skills to support a young person in a situation not related to grief and loss.
We have seen a strong demand for grief literacy education in the health and community sector and Learning Through Loss is expanding its education package to support these sectors.
In addition to offering training Learning Through Loss has created accessible resources for young people and those who support them. The resources can be found at https://learningthroughloss.org.au/resources/. The program will continue to expand its resource library to include specific resources for children ages 4 - 10, young people with a disability young people from CALD communities, and Aboriginal and Torres Strait Islander youth.
In this 20-minute presentation, Learning Through Loss Coordinator, Jess Sanders, will share the impact, the learnings and the unexpected outcomes of the pilot program 3-months ahead of its completion.
Biography
Jess is a social worker, educator and best-selling, award-winning author based in Hobart, Australia. She is passionate about
providing communities and young people with the knowledge and tools to support their physical and mental well-being. Jess works at Palliative Care Tasmania and runs 'Learning Through Loss', a grief literacy program for professionals working with young people.
Mrs Anne Maree Taney
AMH Social Worker/Author
Strong Kids Strong Community & RFDS
Tapping into Learning: A simple and effective way to support emotional regulation, learning and well-being while giving essential coping skills for life.
Abstract
Emotional dysregulation is a significant issue in schools. Not only does it impact the learning of the individual and their classmates, but it is also implicated in mental health issues, suicide and suicidal ideation and domestic violence. It is essential that students are taught skills and strategies to manage big emotions so they can learn effectively as well as cope with the ups and downs in life.
To already stressed and stretched teachers, time is a significant barrier to introducing prevention and early intervention strategies. So, what is needed is an easy-to-learn, effective, evidence-based, time-efficient strategy that students will buy into and that teachers can lead; a strategy that can be used as a preventative measure and an intervention when the inevitable storms start to brew.
Emotional Freedom Technique or ‘tapping’ provides a way to do this. When used with a classroom of students, it can produce a bubble of calm that sometimes is hard to believe is possible. Tapping into Learning uses ‘tapping’ along with voice, body language, eye contact, a puppet, a relatable situation and humour to calm bodies and brains, acknowledge emotions, increase emotional literacy, and increase comfort in using positive self-affirmations.
Boris (a bear puppet) is the star of Tapping into Learning. Students have bought into his adventures and often ask where he is and what he is doing – and admonish me for leaving him in the car unsupervised. I have used him with individual students as well as class groups. Through Boris and the tapping process, they identify their feelings, such as anger, frustration, sadness and anxiety, and they learn to notice how big these feelings are and where they are in their body. These skills increase interoception, a necessary component of emotional regulation.
Boris would love to introduce you to Tapping into Learning.
To already stressed and stretched teachers, time is a significant barrier to introducing prevention and early intervention strategies. So, what is needed is an easy-to-learn, effective, evidence-based, time-efficient strategy that students will buy into and that teachers can lead; a strategy that can be used as a preventative measure and an intervention when the inevitable storms start to brew.
Emotional Freedom Technique or ‘tapping’ provides a way to do this. When used with a classroom of students, it can produce a bubble of calm that sometimes is hard to believe is possible. Tapping into Learning uses ‘tapping’ along with voice, body language, eye contact, a puppet, a relatable situation and humour to calm bodies and brains, acknowledge emotions, increase emotional literacy, and increase comfort in using positive self-affirmations.
Boris (a bear puppet) is the star of Tapping into Learning. Students have bought into his adventures and often ask where he is and what he is doing – and admonish me for leaving him in the car unsupervised. I have used him with individual students as well as class groups. Through Boris and the tapping process, they identify their feelings, such as anger, frustration, sadness and anxiety, and they learn to notice how big these feelings are and where they are in their body. These skills increase interoception, a necessary component of emotional regulation.
Boris would love to introduce you to Tapping into Learning.
Biography
Anne Maree is committed to improving the well-being of children and is passionate about increasing awareness of Adverse Childhood Experiences and their impact on developing brains and bodies. She has Social Work, Suicidology, Therapeutic Play and Creative Arts and Health qualifications, and works part-time as a Mental Health Clinician for the Royal Flying Doctor Service, delivering a Families and Children’s Program in the Gulf of Carpentaria.
She has recently published a book entitled Emotional Storms: Preventing Emotional Dysregulation in the Classroom. Currently, she is working on a storybook to introduce children and their parents to tapping as a regulation strategy.
Dana Tarif
Phd Student
University Of Bristol
Pubertal timing and depression in boys: A Prospective Cohort Study
Abstract
Aims: Research into pubertal timing and depression in boys has been inconclusive, with some studies reporting an increased risk of depression in early maturing boys, some finding that late maturing boys have increased depression, and some reporting no association. Previous research has used subjective measures of pubertal timing and rarely used repeated, objective longitudinal measures.
Method: In a sample of 6,446 male participants from a UK cohort (Avon Longitudinal Study of Parents and Children – ALSPAC), seven repeated measurements of pubertal timing were derived (age at peak height velocity, peak weight velocity, peak bone mineral content velocity, Tanner pubic hair stage 3, Tanner genitalia stage 3, axillary hair and voice break). Depressive symptoms were measured at 14 and 18 years using the Short Moods and Feelings Questionnaire (SMFQ). Diagnosed depression was measured at 18 years using the Revised Clinical Interview Schedule (CIS-R). Multivariable logistic regression was used to examine associations between pubertal timing and depressive symptoms/depression, adjusted for indicators of socioeconomic status (SES) and pre-pubertal body mass index (BMI).
Results: Compared to males with normative pubertal development, the odds of depression at age 18 were higher in those with early age at peak height velocity (OR: 2.06; 95% CI 1.27–3.34), early age at peak weight velocity (OR: 2.10; 95% CI 1.16–3.79) and early age at Tanner genitalia stage 3 (OR: 1.81; 95% CI 1.01–3.26). There was no evidence for an association between pubertal timing and depressive symptoms at age 14 or 18.
Conclusion: We found evidence for an association between earlier pubertal timing in boys and increased odds of depression at age 18 . The possible reasons for an association in depression diagnosis but not depressive symptoms is discussed, as well as methodological considerations and possible mechanisms involved.
Method: In a sample of 6,446 male participants from a UK cohort (Avon Longitudinal Study of Parents and Children – ALSPAC), seven repeated measurements of pubertal timing were derived (age at peak height velocity, peak weight velocity, peak bone mineral content velocity, Tanner pubic hair stage 3, Tanner genitalia stage 3, axillary hair and voice break). Depressive symptoms were measured at 14 and 18 years using the Short Moods and Feelings Questionnaire (SMFQ). Diagnosed depression was measured at 18 years using the Revised Clinical Interview Schedule (CIS-R). Multivariable logistic regression was used to examine associations between pubertal timing and depressive symptoms/depression, adjusted for indicators of socioeconomic status (SES) and pre-pubertal body mass index (BMI).
Results: Compared to males with normative pubertal development, the odds of depression at age 18 were higher in those with early age at peak height velocity (OR: 2.06; 95% CI 1.27–3.34), early age at peak weight velocity (OR: 2.10; 95% CI 1.16–3.79) and early age at Tanner genitalia stage 3 (OR: 1.81; 95% CI 1.01–3.26). There was no evidence for an association between pubertal timing and depressive symptoms at age 14 or 18.
Conclusion: We found evidence for an association between earlier pubertal timing in boys and increased odds of depression at age 18 . The possible reasons for an association in depression diagnosis but not depressive symptoms is discussed, as well as methodological considerations and possible mechanisms involved.
Biography
Ms Stephanie Tremblay
Phd Candidate
Mcgill University
Mental health practices in physical rehabilitation: A chart review study for youth with physical disabilities
Abstract
Introduction: Evidence on co-occurring mental health problems faced by youth with physical disabilities is growing, however little is known about how services are provided to them. This study examined current interprofessional physical rehabilitation practices for addressing psychological needs. Methods: Youth (aged 15-24) followed for a physical disability (e.g., cerebral palsy, muscular dystrophy) that had mental health problems were identified. Chart reviews were used to identify practices targeting psychological aspects. Mental health-related diagnoses, symptoms, assessments, goals, interventions, and referrals were extracted to a structured form for inductive content analysis. Results: Sixty charts were reviewed. Mental health problems included anxiety (n=53), depression (n=25), neurodevelopmental (n=19) and personality disorders (n=8), with many charts (n=36) citing more than one. No assessments specifically targeting mental health were found. In 43% of charts, no mental health goals or interventions were evident. Goals that addressed mental health (n=98) included emotional management, autonomy and communication of needs, acceptance of physical condition, socialization, routines and energy levels, school and work supports, and leisure and calming environments. Interventions (n=104) included emotional management, formal individual or group therapy, links with external supports, routines and activities, reflection and acceptance, and school and work supports. Specialized psychological services were received in-house (n=24) and/or externally (n=30), with 18 additional referrals pending and 14 not yet referred. Conclusion: Many youth had more than one mental health problem, suggesting the complexity of their condition. In almost half the charts, goals/interventions were not documented, indicating that mental problems may not be reported or addressed in this context.
Biography
Stephanie is a PhD candidate and occupational therapist interested in mental health services for youth with physical disabilities. Her research aims to gain a better understanding of how services are organized and how youth navigate pathways to access the care they need.
Fiona Werle
CEO
Opengate Institute
Sandtray Therapy a Cross-Theoretical Approach to Mental Health in Child & Adolescent Wellbeing
Abstract
Sandtray therapy is a cross-theoretical often nonverbal, symbolic method for expressing experiences and emotions. Young people who have experienced ACEs or other mental health issues may struggle to put their experiences into words due to the overwhelming nature of trauma. Sandtray therapy involves the use of an indoor sand tray filled with sand, along with an array of sandtray miniatures or symbols. The young person is invited to create scenes, landscapes, or narratives by arranging the sandtray miniatures in the sand to build a world. The therapist observes and facilitates the process, asking questions or offering reflections as needed. Sandtray therapy allows them to communicate and process their feelings and experiences in a verbal or nonverbal and experiential way, promoting a sense of safety and self-expression.
This symbolic representation of a built world can offer a safe distance from the overwhelming aspects of the trauma, making it more accessible for exploration, expression, and processing. This gives them a voice where no voice has been heard, it brings wellbeing as it enables a reframing of perception and leads to empowerment through storytelling and story sharing. Engaging with the sand and miniatures in a sensory-rich environment can promote self-regulation and self-soothing for young people who have experienced ACEs. The tactile experience of the sand, the act of arranging and manipulating the miniatures, and the visual engagement with the sand world can help regulate the nervous system and promote a sense of safety and control. Young people create scenes that depict their traumatic memories, or unmet needs, explore the associated emotions, and gradually work through the trauma within the supportive therapeutic relationship. Sandtray therapy allows for the exploration of trauma-related themes, re-storytelling of the traumatic events, and the development of new narratives that support healing and resilience.
This symbolic representation of a built world can offer a safe distance from the overwhelming aspects of the trauma, making it more accessible for exploration, expression, and processing. This gives them a voice where no voice has been heard, it brings wellbeing as it enables a reframing of perception and leads to empowerment through storytelling and story sharing. Engaging with the sand and miniatures in a sensory-rich environment can promote self-regulation and self-soothing for young people who have experienced ACEs. The tactile experience of the sand, the act of arranging and manipulating the miniatures, and the visual engagement with the sand world can help regulate the nervous system and promote a sense of safety and control. Young people create scenes that depict their traumatic memories, or unmet needs, explore the associated emotions, and gradually work through the trauma within the supportive therapeutic relationship. Sandtray therapy allows for the exploration of trauma-related themes, re-storytelling of the traumatic events, and the development of new narratives that support healing and resilience.
Biography
Fiona Werle is CEO of Opengate Institute a registered training organisation delivering training in Sandtray therapy. Fiona began her career in mental health as a Counsellor & NDIS registered provider. Fiona comes from a framework of lived experience. Fiona trained in Sandplay & Sandtray Therapy with esteemed international Sandplay therapists. Fiona developed her own training program as the only government accreditation in Australia – 10757NAT Graduate Certificate in Sandtray Therapy.
Fiona has also written two books – A Parents Guide to Psychological Well-being for Children and A Therapists & Teachers Guide to Psychological Wellbeing for the Inner Child. (Volume 2).
Miss Siobhan Wilson
Owner/founder
Our Pixie Friends Pty Ltd
A Teen’s Journey from ASD and ADHD to NVLD Enlightenment: Unravelling the Enigma of Non-Verbal Learning Disorder and Bridging the Awareness Gap in Australia.
Abstract
Delve into the complexities of Non-Verbal Learning Disorder in this enlightening presentation. In the U.S. alone, there are an estimated 2.5 – 2.9 million adolescents and adults living with NVLD. The number of younger children is unknown since diagnosis usually does not occur until middle school. A submission has been made to the steering committee to have it included in the next edition of the Diagnostic and Statistical Manual of Mental Disorders under the new name of Visual Spatial Developmental Disorder.
There is a pressing need for greater awareness and understanding of this condition in Australia. Exploring the complexities of Non-Verbal Learning Disorder enables health care providers and educators to embark on a more informed and empathetic approach to supporting those affected.
Frequently confused with ASD or ADHD, NVLD presents a unique set of challenges and characteristics. Those with NVLD experience sensory processing disorders and social communication difficulties similar to those with ASD and difficulties with executive function, planning and organisation akin to ADHD. Visual-spatial deficits and difficulties with understanding complex, abstract concepts set NVLD apart.
During this informative session, 14-year-old Siobhan Wilson will share her journey. Accompanied by her mother, Fiona, an experienced early years educator, they will share early indicators that eventually led to Siobhan’s diagnosis with NVLD.
This firsthand account will emphasise the need for greater awareness and comprehension of the condition. Misdiagnosis, often influenced by access to funding, can hinder proper support. To ensure timely and effective early intervention, correct diagnosis is needed to empower those with NVLD to cope with their unique challenges.
There is a pressing need for greater awareness and understanding of this condition in Australia. Exploring the complexities of Non-Verbal Learning Disorder enables health care providers and educators to embark on a more informed and empathetic approach to supporting those affected.
Frequently confused with ASD or ADHD, NVLD presents a unique set of challenges and characteristics. Those with NVLD experience sensory processing disorders and social communication difficulties similar to those with ASD and difficulties with executive function, planning and organisation akin to ADHD. Visual-spatial deficits and difficulties with understanding complex, abstract concepts set NVLD apart.
During this informative session, 14-year-old Siobhan Wilson will share her journey. Accompanied by her mother, Fiona, an experienced early years educator, they will share early indicators that eventually led to Siobhan’s diagnosis with NVLD.
This firsthand account will emphasise the need for greater awareness and comprehension of the condition. Misdiagnosis, often influenced by access to funding, can hinder proper support. To ensure timely and effective early intervention, correct diagnosis is needed to empower those with NVLD to cope with their unique challenges.
Biography
Siobhan Wilson is a remarkable 14-year-old. Diagnosed with GAD and PTSD at the age of 2, Siobhan's journey has been defined by courage to confront her mental and physical health challenges and determination to help others.
Through her company, Our Pixie Friends, she has touched over 3500 children, 850 teenagers and 490 adults, raised $2500 for medical research and donated over 350 gift packs to children experiencing trauma.
Not just a public speaker, author, philanthropist and young entrepreneur, she is a beacon of hope, an advocate for mental health, and a source of inspiration for all who hear her speak.
