This study investigates how Iranian adolescents aged 14–17 engage with social media for self-development, using a combination of digital ethnography, semi-structured interviews, and co-researching methods. Findings reveal that adolescents use social media to support their health, motivation, and skill-building. Motivational content, often shared among peers during stressful periods such as exams, played a significant role in fostering a culture of resilience and positivity. Beyond fitness and motivation, participants described social media as a tool for empowerment. However, this engagement also carries risks. Many of the pages that adolescents follow are not verified, exposing them to misinformation and potentially harmful advice. The overabundance of content can be misleading, and guidance from unqualified sources may result in physical harm or psychological distress. This study suggests two key areas for future focus: (1) Customizing media literacy education to reflect the specific contexts in which adolescents live, as their use of social media varies across different environments; and (2) Approaching the influence of social media as an evolving process, which requires ongoing qualitative research to better understand its dynamic influence.

Parenting in today’s world comes with no shortage of challenges, emotional outbursts, anxiety, sibling conflict, screen-related meltdowns. While distress is a normal part of growing up, many parents feel unsure about how to respond in ways that both calm the moment and build long-term resilience. In this 45-minute presentation, child and adolescent psychologist Deirdre Brandner, founder of Bluestone Families, quoted in the Wall Street Journal, and regular parenting expert on Sunrise will decode the meaning behind children’s distress. With over 30 years’ experience, Deirdre blends research with lived family stories to provide parents with a toolkit they can actually use at home. This session is designed to leave parents (and those supporting them) feeling more confident, less reactive, and better equipped to support children’s mental health in everyday family life.

Life Without Barrier’s Tasmanian Youth & Family Mental Health Services deliver more than just an assertive therapeutic non clinic outreach model that meets and works with young people in their homes, schools and communities.

The model is grounded in evidence-based practice, shaped by what young people identify as most effective, achieves high engagement, and works around systemic barriers. In-situ psychological therapy and skills work are practised in young people’s homes, community and schools, in real time. When combined with psycho-social wraparound supports, this holistic approach is what enables embedded and enduring outcomes. This is where the magic happens!

The unique, transformational but transferable youth-led model is life-changing. Young people and families consistently describe these services and the relational focus as the only service that has met their needs.

The wraparound approach enables improvements to be embedded and sustained across psychological, psycho-social and functional wellbeing domains for young people presenting with complex and high-risk presentations. These include:

-Strong participation and engagement,
-Substantially increased functional gains,
-Psychological stability and improvement,
-Significantly reduced hospital presentations and admissions, and
-Reduced need for public mental health services.

In our presentation, we will share the model’s ideology, practice and operational framework, innovative approaches, outcomes data, client voices, and transferability, offering insights around points of difference and for adapting it across diverse youth mental health services nationally.

It’s the three-dimensional, non-clinic-based approach of outreach, clinical and psychosocial wraparound support that makes this model crucial for enduring change. The model addresses both individual and family challenges, as well as systemic barriers such as access, engagement, geographical, social, and service-related constraints. These are barriers faced by young people and services across Australia. The model is able to address these barriers in both metro and rural settings. Critically, this transferability makes the model best practice for national youth mental health.

It is common for community-based practitioners to support children and families who have experienced trauma. Research suggests that between 50%-75% of children have been exposed to at least one traumatic event by the age of 16.
Trauma-informed practice intends to promote safety, share control with clients, increase service effectiveness, enhance client-practitioner relationships, and increase the person-centred focus of services. It recognises that many aspects of service delivery can unintentionally cause harm: the physical environment, practices, policies, language and organisational culture. It requires services and practitioners to be aware of trauma and trauma responses, to be sensitive to the possibility that the children and families they are working with may have experienced trauma and to understand the links between these experiences and mental health.
Trauma-informed practice can, and should, be applied in all service settings with all clients. It is not necessary to know the details of someone’s trauma history to work with them in a trauma-informed way. Rather, trauma-informed practice promotes safety, dignity and a positive service experience for all clients and practitioners.
This presentation covers:
 Principles and assumptions of trauma-informed practice
 Benefits of trauma-informed practice for clients and practitioners
This presentation focuses on practical guidance for practitioners wishing to strengthen and embed trauma-informed practice into everyday service delivery. We focus on 3 stages of support:
 Initial contact (including relational and physical safety)
 Screening and assessment
 During sessions between practitioners, young people and their families (including relational safety and collaboration; client empowerment, voice and choice; and cultural and historical factors).
For each stage, we draw on evidence from the research literature and practitioner expertise to outline simple practical strategies practitioners can consider in their work with children and families.

Life Without Barrier’s Tasmanian Youth & Family Mental Health Services deliver more than just an assertive therapeutic non clinic outreach model that meets and works with young people in their homes, schools and communities.

The model is grounded in evidence-based practice, shaped by what young people identify as most effective, achieves high engagement, and works around systemic barriers. In-situ psychological therapy and skills work are practised in young people’s homes, community and schools, in real time. When combined with psycho-social wraparound supports, this holistic approach is what enables embedded and enduring outcomes. This is where the magic happens!

The unique, transformational but transferable youth-led model is life-changing. Young people and families consistently describe these services and the relational focus as the only service that has met their needs.

The wraparound approach enables improvements to be embedded and sustained across psychological, psycho-social and functional wellbeing domains for young people presenting with complex and high-risk presentations. These include:

-Strong participation and engagement,
-Substantially increased functional gains,
-Psychological stability and improvement,
-Significantly reduced hospital presentations and admissions, and
-Reduced need for public mental health services.

In our presentation, we will share the model’s ideology, practice and operational framework, innovative approaches, outcomes data, client voices, and transferability, offering insights around points of difference and for adapting it across diverse youth mental health services nationally.

It’s the three-dimensional, non-clinic-based approach of outreach, clinical and psychosocial wraparound support that makes this model crucial for enduring change. The model addresses both individual and family challenges, as well as systemic barriers such as access, engagement, geographical, social, and service-related constraints. These are barriers faced by young people and services across Australia. The model is able to address these barriers in both metro and rural settings. Critically, this transferability makes the model best practice for national youth mental health.

In 2025 we shared how the PACE Project embedded attachment-focused care (Hughes) into the “other 23 hours” in out-of-home care. This year we continue that story, focusing on the wellbeing of the staff who carry this work every day.
Working in youth mental health and residential care is demanding. Staff face the challenge of staying present, empathic, and attuned in the face of high trauma expression. Preventing burnout is important, but what we have learned from the PACE Project is that burnout measures alone don’t tell the full story. Staff can look “well” on standard scales, while struggling with the relational capacities that matter most in practice: empathy, affection, and openness under pressure.
By combining the Trauma Expression and Connection Assessment (TECA) with the Composite Caregiving Questionnaire (CCQ) within a strong practice and evaluation framework, we were able to see how children’s trauma loads interact with staff relational capacity. The results were striking: when trauma loads were high, staff affection, hostility, and mentalising shifted, even when Professional Quality of Life (ProQOL) scores looked stable.
These insights suggest that in some contexts, compassion fatigue may be better understood through the lens of ‘blocked care’ (Baylin & Hughes): a neurobiological state where empathy constricts under relational stress. For services, this shifts the focus from individual resilience to building ecosystemic wellbeing systems: reflective supervision, leadership that models compassion, and organisational co-regulation structures that support staff the same way staff support young people.
In this presentation, we will share the key wellbeing learnings from the PACE Project, practical strategies we have embedded into our systems, and what they mean for sustaining therapeutic presence across youth mental health services. These learnings call for reframing workforce wellbeing as an ecosystemic responsibility, where staff relational capacity is protected as carefully as children’s recovery is supported.

School refusal is a longstanding, unresolved public health problem, associated with mental health difficulties such as anxiety and depression. It leads to short- and long-term negative impacts on a young person’ emotional, social, academic, and future wellbeing.
School refusal is not classified as a diagnosis in children and youth mental health practice and often occurs secondary to mental health difficulty. Approximately 90% of youth with school refusal difficulties experience mental health problems, with about 50% meeting diagnostic criteria for anxiety and depression. Early recognition of mental health problems amongst this population is vital.

Within New Zealand, school attendance is a growing concern with annual attendance showing a decline since 2015. School refusal affects about 5% of children referred to mental health services but it is difficult to be precise about the prevalence rate given different perspectives on the operational definition of the term
(Elliott & Place, 2019). While various care pathways have been developed for clinical presentations(Adhd, Anxiety,Psychosis,depression) in the Child and Adolescent Mental Health Service (CAMHS) at Counties Manukau Health, it is however yet to establish an evidence-based care pathway for managing young people with school refusal difficulties.

The primary aim of my research portfolio was to establish successful factors contributing to school re-integration for children and youth with school refusal who access CAMHS at CMH. Part A (quantitative-Audit) of this portfolio aimed to establish the prevalence and characteristics of school refusal in the CAMHS, while for Part B (qualitative Interview), explored the nine CAMHS health professionals perspectives on what works to support successful school reintegration.
For the purposes of this presentation, the findings from part B only will be presented. The Five themes which emerged from the qualitative findings are supporting families, cultural support, positive school experience, collaboration amongst services, and CAMHS to enhance the delivery of care.

Promoting children’s mental health in schools requires moving beyond curriculum delivery to embed wellbeing within the culture, relationships, and daily practices of learning communities. Whilst there is a large body of literature on social and emotional wellbeing, there is far less research that captures children’s own perspectives. First Nations children, those from low socioeconomic or rural contexts, and those in middle childhood continue to remain underrepresented in the literature. This presentation reports on a PhD research project that aims to understand how students in a Western NSW government primary school perceive mental health and wellbeing, and to explore child-developed wellbeing initiatives. By centring student voice, the project contributes to the conference stream Beyond the Curriculum: Building Responsive, Inclusive, and Resilient Learning Communities, and the sub-stream Student-led mental health initiatives: supporting youth agency and peer-to-peer influence. Drawing on a scoping review of international and Australian research into children’s conceptualisations of social and emotional wellbeing, the presentation highlights domains most valued by children: social connectedness and relational support, agency, the school environment as a site of belonging, play and leisure, and connection to community and natural environments. These insights, as well as community collaboration inform the design of a forthcoming 10-week wellbeing program in a small, rural, and geographically isolated Australian primary school. The program is underpinned by child-led, participatory, and arts-based methodologies. Within the program the children will develop their own conceptualisations of wellbeing, and develop a wellbeing program for their school community. By embedding wellbeing into the lived experience of schooling, this research illustrates how student-led approaches can foster inclusive, resilient, and responsive learning communities in rural contexts.

Neurodiversity affirming care is an approach that acknowledges and respects the diverse ways in which human brains function, celebrating neurological differences. This model is crucial as it fosters acceptance, self-esteem, and psychological well-being in neurodivergent individuals (Cooper, Russell, Lei, & Smith, 2023; Pellicano & den Houting, 2022). In Australia, access to psychologists with the knowledge and ability to incorporate neurodiversity-affirming principles into practice varies significantly, creating disparities in care and support for neurodivergent individuals (Pantazakos & Vanaken, 2023).

In response to this need, Brianna and Jade from The Psych Hive have developed a comprehensive neurodiversity-affirming group program, “My ND Mind” for neurodivergent children following diagnosis. This program focuses on identity development, peer support, self-advocacy, celebration of diversity, and parenting support, aiming to build a strong foundation for neurodivergent children to thrive. Through group activities and discussions, children learn to advocate for their needs and celebrate their unique strengths. The program also provides parents with the tools and knowledge to support their children effectively, fostering neuroaffirming homes where children feel safe and valued.

In our presentation, participants will learn how to incorporate neurodiversity affirming care into group therapy practices. We will cover strategies for creating inclusive and supportive group environments that validate and celebrate neurodivergent experiences. We will outline the content covered in our group program “My ND Mind” so that other psychology providers may be able to provide similar groups.

Neurodiversity affirming care is essential for promoting the well-being and self-esteem of neurodivergent individuals. By incorporating this approach into group therapies and providing comprehensive support for both children and parents, we can create a more inclusive and supportive community. Join us in this workshop to learn how to apply these principles in your practice and make a meaningful difference in the lives of neurodivergent individuals and their families.

Eating disorders and disordered eating behaviours are serious and potentially life-threatening health concerns. Early identification and support are critical to improving outcomes.

Our rapid review of 1,821 articles from PubMed and PsycINFO found that the pooled prevalence of eating disorders among school-aged students was 4.5% (95% CI: 1.8–7.1), while disordered eating behaviours was 25.7% (21.1–30.2). Regional variations were evident: disordered eating behaviours were most prevalent in Southeast Asia, while eating disorders were highest in the Eastern Mediterranean and the Americas. The prevalence of eating disorders was 7.7 times higher in females compared with males, while disordered eating behaviours were 1.5 times higher. We also observed that eating disorders were more common in studies including both public and private schools, whereas disordered eating behaviours were more frequently reported in public schools alone.

Current evidence reveals a dynamic interaction between risk and protective factors—across individual, family, peer, and broader social environments—that influence the development of disordered eating behaviours. Though complex, many protective factors across individual, family, peer, and social settings can be strengthened early. This gives schools a valuable opportunity to embed prevention into whole-school mental health strategies and support timely intervention.

Food For Thought is a model of early intervention for disordered eating in schools that seeks to increase the confidence, skills, and knowledge of key personnel in schools to enable them to identify early, intervene appropriately, and support young people displaying disordered eating. Coupled with targeted interventions delivered through headspace Centres nationwide, this integrated approach strengthens early intervention pathways and ensures young people receive timely, appropriate care across both school and community settings.

Join headspace for an inspiring panel exploring the evidence behind Food for Thought and the vital role schools play in connecting young people to the mental health system.

In the early years of life, many children with developmental differences begin to display behaviours that challenge - behaviours that are often misunderstood, pathologised, or responded to with reactive and restrictive practices. For certain children, particularly those with language and cognitive delays, these behaviours are at risk of worsening over time. But what if we could change that trajectory before patterns of severe behaviour become entrenched? What if, instead of waiting for crisis, we empowered parents and caregivers to respond early, with compassion, skill, and support?

This presentation explores a prevention-focused, parent-led approach to supporting young neurodivergent children who are at risk of developing behaviours of concern. Drawing on the latest research in applied behaviour analysis, developmental psychology, and caregiver-mediated interventions, the session reframes behaviour as communication and highlights the importance of early, relationally anchored responses. The approach emphasises relational security, deep understanding between parent and child, and a compassionate response to the needs of neurodivergent children - whilst also helping develop the skills we know these children need to thrive.

Through a synthesis of existing and emerging research this presentation will offer attendees a deeper understanding of how early, evidence-informed prevention can reduce the likelihood of severe behaviours and support long-term outcomes. The session will also explore practical considerations and implementation challenges in embedding this approach across early childhood and disability support contexts.

This presentation is especially relevant to professionals working in behaviour support, early intervention, and family-centred practice. It invites practitioners to shift from a reactive model of service delivery to one that is timely, collaborative, and respectful of neurodivergent experiences.

Why wait for behaviours to escalate before support begins? With the right tools, families can respond early - and powerfully.

Latrobe Community Health Service’s Pathway to Good Health (PTGH) program is a multi-disciplinary approach to supporting children living in out of home care in Victoria. The PTGH team located in Inner Gippsland (Regional Victoria) comprises registered nurses (Nurse Navigators), psychologist, speech, and occupational therapist.

PTGH provides health support across three streams: nurse navigators, an MDT clinic (multi-disciplinary team), and outreach to young people in residential care. Strengths of the nurse navigators include relationship building with the young people, liaising with residential care workers, supporting case managers, identifying and facilitating essential health care, cross communication to other PTGH nurse navigators, and collaborating within the PTGH MDT. Communication across multiple service providers, frequent placement changes for young people, difficulty tracking health histories, and developing trust and connection all contribute to the challenges of providing health supports to vulnerable children.

This presentation will outline the strengths and challenges faced by the nurse navigators across all three PTGH streams, along with approaches focusing on providing health support to vulnerable children living in out of home care.

EaseUp, a primary mental health and addiction service in New Zealand, has piloted two school-based interventions that extend support beyond clinic settings: Drop-in well-being clinics and DBT STEPS-A, an evidence-based skills programme. Implemented in five Auckland schools, these initiatives aim to improve accessibility, responsiveness, and inclusion.

The first drop-in clinic began when a low-decile school (Years 7-8) requested support for students with high social and emotional needs. Facilitated by a clinician and peer support specialist (PSS), the half-day clinics have been well utilised, with 112 sessions delivered in one school over seven months and 86% of students returning. Students describe the clinics as helping them “feel better” and offering a safe space to “talk about feelings.” Staff report reduced student stress, increased resilience, and relief of pressure on leadership staff. Now in their second year, the clinics have expanded into two additional schools.

Alongside this, EaseUp has delivered DBT STEPS-A (Skills Training for Emotional Problem Solving for Adolescents) in two schools and are one of the only primary mental health services delivering the programme in New Zealand schools. Preliminary findings show improved self-regulation, confidence, and coping, with a student describing the group as “one of the best parts of the week.”

Key learnings from these initiatives are:
1. Accessibility matters – school-based delivery reduces barriers and increases uptake.
2. Partnerships work – the clinician/peer model strengthens engagement and outcomes.
3. Adaptability is essential – modifying DBT STEPS-A from 30 to 17 weeks ensured school fit and sustainability.

Plans are underway to expand the clinics and skills group to additional schools in 2026, with staff training prioritised. Together, these initiatives demonstrate how mental health partnerships can build responsive, inclusive, and resilient learning communities.

Rates of anxiety and depression remain high and increasing among adolescents worldwide, prompting a need to better understand factors that protect individuals against such challenges. While internal (e.g., sense of agency and coping abilities) and external (e.g., family and school environments) factors have been widely researched individually, few studies have examined their collective influence on adolescent mental health.
Using data from a large omnibus survey administered to a representative sample of Australian adolescents aged between 12-18 years (N = 79,134), this study employed exploratory and confirmatory factor analysis to identify key wellbeing-related factors within this population. These factors were then subjected to structural equation modelling to explore the direct and indirect pathways through which they collectively influence symptoms of anxiety and depression (i.e., Internalising Symptoms).
Among the identified external factors, Family Support was found to protect against Internalising Symptoms both directly and indirectly, with Adaptive Behaviours, Sense of Agency and Pathways, and Avoidant Coping all acting as partial mediators. School Connectedness primarily exerted a protective influence indirectly via Adaptive Behaviours and Sense of Agency and Pathways, though it also demonstrated a weak, positive indirect effect through Avoidant Coping. The protective effect of Friendships on Internalising Symptoms was entirely mediated by Adaptive Behaviours, Sense of Agency and Pathways, and Avoidant Coping. Among the internal factors, Avoidant Coping exerted the largest direct effect on Internalising Symptoms, which was substantial and positive, while Adaptive Behaviours and Sense of Agency and Pathways both exerted substantial negative effects.
These findings provide a more ecologically representative understanding of interactions between factors in relation to mental health symptoms in youth, and may inform the development of resilience-building interventions aimed at preventing and reducing mental health issues.

Evidence suggests active group play supports mental health and social skills, however the acceptability and effectiveness of peer-led play-based programs in a school context remains unclear. The Positivity, Leadership, and Activated Youth (PLAY) program trains senior students to lead safe and fun games with peers and younger students.
Five Victorian primary schools were randomly assigned to intervention or waitlist control groups. All students in grades 1-6 were invited to the evaluation, and participating students completed a survey assessing mental health, life satisfaction, school and peer connectedness, and experiences of bullying before around 1 month after baseline.
Student leaders received a 1-day interactive training program. Schools facilitated PLAY implementation at least once per week for the intervention period. A total of 344 students completed baseline surveys (217 intervention, 127 waitlist control) and 259 completed follow-up surveys (172 intervention; 87 control).
72% of intervention participants reported frequently participating in, and 78% frequently liking PLAY. Multivariate analyses indicated students not born in Australia (OR=4.0), who experienced bullying (OR=2.0), or who scored lower on friendship (OR=2.0) were more likely to participate. Students with higher anxiety were more likely to participate in (OR=1.3) and like (OR=1.3) the activities, whereas students scoring higher on depression were less likely participate (OR=0.8). Finally, school engagement was associated with liking (OR=2.0) but not participation.
Mental health improved in the intervention group only, although the mean score change between groups was not statistically significant. Other wellbeing outcomes did not show a beneficial intervention effect, however there was a decrease in bullying amongst students reporting being bullied at baseline.
In this preliminary evaluation, a peer-led, play-based approach was highly acceptable for students, particularly those potentially more vulnerable. The effect on bullying and mental health was promising, particularly among those with poorer baseline outcomes.

The scalability and cost effectiveness of digital technologies are essential to meet the growing demand for mental health care, enabling assessment, intervention delivery, and routine outcome monitoring to inform personalised recommendations about self-care, clinical, and psychosocial supports and interventions to achieve better outcomes. Post-secondary students are confronted by multiple factors that may impact their mental health, including heightened academic demands, financial burdens, new living circumstances, social isolation, and an increased need for self-reliance. Given the ubiquity of smartphones and internet use amongst young people, we argue that digital technologies are the only viable option to support both the mental health and academic success of post-secondary students, with data collection capabilities informing the delivery of institutional services and supports that fit the needs of the student body and enable the coordination of care with traditional health systems. While student mental health is a priority for post-secondary institutions, there is a marked gap in evidence regarding what supports and interventions are most effective, for whom, and in what contexts.

This presentation highlights the critical need to engage post-secondary students in genuine co-design to:
1. ensure that institutions implement digital mental health tools that are well-aligned with the student experience and needs, and therefore more likely to provide meaningful benefits;
2. develop blended care models that combine digital tools with face-to-face human support to optimize clinical and academic outcomes and student satisfaction;
3. establish meaningful evaluation processes to ongoingly refine service offerings based on usage, clinical and academic outcomes, student and staff experience, and institutional costs; and
4. formalise an integrated data strategy to support decision-making that improves mental health service delivery and ensures investments are aligned with academic success and productivity.
Together, these approaches support a student-centered digital mental health ecosystem that will drive meaningful improvement in student wellbeing and academic outcomes.

Asian Family Services’ Kia Ora Ake service began as an aspirational idea for an innovative peer led service that genuinely addresses unique challenges of 1.5 and 2nd generation Asian young people navigating identity, culture, belonging, and the stigma surrounding mental health. The service has grown into a pioneering child and youth primary mental health service in Counties Manukau, one of Aoteaora’s most ethnically diverse and socio-economically challenged areas. We are peer-led, clinically informed, and indigenously grounded, embedding tikanga Māori while centring the lived experiences of Asian communities.
Since launching in February 2025, we have delivered over 1,200 sessions through school-based group programmes and one-to-one support to 5-13 year olds. Early evaluation demonstrates significant improvements in emotional literacy, confidence, and help-seeking behaviours, with benefits extending beyond Asian youth to Pasifika and Pākehā participants. Tamariki, parents, and teachers report increased wellbeing, greater openness in discussing emotions, and heightened peer connection.
Workforce development has been a primary focus. All staff a lived experience of mental distress and growing up in Aotearoa as an Asian person navigating two. Peer support worker roles have attracted over 1,100 applicants in two hiring rounds. The creation of a new Asian Youth lived experience workforce addresses workforce challenges in the wider system. These roles provide pathways for young people to transform their lived experiences into purpose, building a sustainable workforce of future leaders.
All of our programmes are designed with Asian cultural expertise and Tikanga Maori at their core. Maori Cultural Advisors and Kaumatua from Te Pae Kaakaho support our innovation through ongoing workforce development centred on bringing together the cultures of Te Ao Ahia and Te Ao Maori.
Kia Ora Ake is a culturally responsive, equity-driven model with global relevance for all Western countries, enabling flourishing futures for a diverse next generation.

Three Key Learnings:
1. Addressing unique cultural needs of an emerging generation through the union of Asian cultural expertise under a tikanga Maori framework.
2. Delivering primary mental health services with creativity at their core to equip young students with skills for life.
3. Solving workforce challenges through the creation of an Asian Youth lived experience workforce which not only creates opportunities for the next generation of Asian mental health workers but contributes to the depth of the lived experience movement.

Presentation Summary

This poster presents the outcomes and impact of Canine Comprehension’s evidence-based dog-assisted learning programs, designed to enhance student well-being and engagement in Victorian schools. Our approach integrates certified therapy dogs and trained mentors to support young people, particularly those who are neurodiverse, experience anxiety, or face social and emotional challenges.

Programs are delivered in partnership with schools and community organisations, with content tailored to the needs of diverse learners. Each program is evaluated using pre- and post-intervention measures, case studies, and participant feedback. Results consistently demonstrate improvements in students’ emotional regulation, confidence, school engagement, and social skills.

Canine Comprehension’s model is grounded in trauma-informed, strengths-based practice and aligns with current educational and mental health frameworks.

Key findings from our work include:
- Increased student engagement and attendance
- Enhanced emotional regulation and resilience
- Positive feedback from educators, parents, and students
- Sustainable, scalable program delivery across metropolitan and regional Victoria

This presentation will share data, practical insights, and case examples that illustrate how animal-assisted interventions can be an effective and accessible tool for enhancing school well-being and student outcomes. Attendees will gain an understanding of best practices, ethical considerations, and the ongoing need for inclusive, community-led approaches in education and mental health.

Throughout the child and adolescent mental health sector there is an increasing emphasis on delivering child-centred services. But that doesn’t mean that the child is the only person who should be involved in service delivery. Young people spend more of their lives with their family than they do in sessions with practitioners. As such, including parents in supports minimises the difference between what is being worked on in sessions and what happens at home.

This presentation presents a framework for developing and maintaining productive relationships between mental health practitioners and caregivers by sharing insights from a rapid review of family-integrated mental health literature. The review sample consisted of 30 international and 3 Australian articles published since 2021. The research and practice evidence comes mostly from community and school settings, with a combination of caregivers’ and mental health workers’ perspectives and experiences presented.

This presentation is appropriate for both practitioners and policymakers, as we will discuss parental engagement from both a structural and therapeutic perspective. The presentation will start with a discussion of what parental engagement looks like for different families and why it is important when supporting the mental health of children and young people. Next, we will examine barriers to parental engagement and how practitioners can re-orient their focus on identifying the diverse and changing needs of families.

Most of the presentation will be dedicated to exploring our new framework for effectively working alongside parents to promote parental engagement and support improved treatment outcomes. This framework will be explored through several case studies. Attendees will receive a printed activity sheet that will allow them to reflect on their learnings from the session.

This presentation explores the critical workforce challenges faced by Child and Adolescent Mental Health Services (CAMHS) in rural and regional New South Wales. These areas experience unique barriers, including recruitment difficulties, staff retention issues, limited resources, and professional isolation, all of which impact the delivery of timely and effective mental health care for children, young people, and their families.
Focusing on practical and sustainable solutions, the presentation highlights how innovative strategies are being used to build resilient mental health services that meet the specific needs of rural communities. Attendees will learn about approaches that enhance workforce capacity, support staff wellbeing, and ensure high-quality care is maintained despite geographical and systemic challenges.
A central theme is the power of cross-sector partnerships. Collaboration between health, education, community organisations, and local agencies is essential for addressing workforce shortages and providing more holistic, integrated care. Through relationship building, resource pooling, and coordinated service delivery, these partnerships create stronger support networks for both the workforce and the families they serve.
By showcasing real-world examples of successful multi-sector initiatives in rural and regional NSW, this presentation provides valuable insights and practical lessons for mental health professionals, policymakers, and community leaders. The goal is to inspire a collective approach—emphasising that by working better together, we can overcome workforce challenges and build sustainable, community-centred mental health services that truly meet the needs of children, young people, and families in rural areas.

Being a school counsellor and working in a school setting can be extremely stressful and exhausting. The pace in a school is fast and the complexity is increasing in mental health and student presentations.
With this in mind, all school counsellors need to remember that they should not be working in isolation. Working in a school, means you are part of the wellbeing framework and team and that you should not carry the responsibility of students wellbeing and mental health solely on your shoulders.
At MLC school, I have the pleasure of being the head of the counselling and student health services.
There are not many schools that have a model where the school counselling team and student health services are part of the same team.
This approach provides advantages of working in collaboration between the school nurses and the school counsellors. For example, when a girl presents to the health centre on numerous occasions for psycho-somatic symptoms, the school nurses have mental health first aid training and can help assess these presentations and the nurses can refer students to the counselling team if needed.
We also work in a collaborative framework, where there are meetings across the different departments that address both the academic and wellbeing components of the students. This allows for everyone to be across the different areas and how one can impact the other, for example if a students mental health is deteriorating, this then may impact on their learning. Addressing these issues as a whole school team is crucial in a school model so the students’ needs can be met.

Presenters work within MCM Services’ Living Learning Program, which offers a unique approach to integrating mental health support with flexible education for young people aged 15 to 25, who have challenges with accessing education. Social isolation and loneliness are now recognised as significant public health issues, with serious consequences for both physical and mental health. Students engaged in Living Learning are particularly vulnerable to these challenges.

Clinically, loneliness in adolescence is more than a social issue - it is a known predictor of depression, anxiety, and suicidal ideation (Holt-Lunstad, 2021). In contrast, social connectedness acts as a protective factor. In response to this research - and to meet service gaps identified within the Living Learning Program - a trauma-informed, neuro-affirming, 8-week social skills group was developed: Lounge N Connect. This initiative provided an opportunity for students to co-design a social skills program, from the topic discussions to the snacks. This created a structured and supportive environment where students can build and practice interpersonal skills, strengthen peer relationships, and experience authentic social connection.

Feedback from participants was overwhelmingly positive. Several participants spoke about the practical benefits, such as helping them get out of the house, talk to new people, and feel comfortable opening up in a small group setting. One participant emphasized the value of trust in the group, saying, “I’m with people I trust.” The program used a 12-question outcome measure. The pre- and post-program data show clear improvements across all participants. For example, one participant’s score increased from 36% to 61%, while another jumped from 45% to 76%.

To ensure student voices remain central, the presentation will feature a young person with lived experience in the group, offering insight into its impact on their confidence, belonging, and social wellbeing.

It has been difficult to recruit and retain nurses in our ICAMHS. Reasons for this include, busy workloads compounded by under staffing and under resourcing, less earning potential than in inpatient mental health services and a small number of new graduate placements in ICAMHS.
I developed a quality improvement project. the purpose of the programme was to provide a safe and reflective learning opportunity to the NGs at the start of their placements. Within this programme, we provided some CAMHS specific clinical topics, to ensure our NGs were well supported and equipped with some relevant skills early into their placement.
The teaching programme comprised of 5 sessions (Clinical documentation, triage, crisis assessment and Mental Health Act, how we utilise cultural and clinical skills in practice, metabolic monitoring/physical health management and an open group session focussed on their wellbeing) delivered by experienced nurses. We ran the programme for 3 cycles over a period of 18 months.
The evaluation was conducted to assess if improvement initiatives of the programme had a positive impact by providing them specific learning topics to enhance their clinical skills and their application to practice.
The evaluation looked at whether their confidence levels improved, and if they felt well supported.
The results indicated the programme helped the NG’s by increasing their confidence levels in both clinical and technical skills and helped them settle into the placement. However, we believe a more intensive focus is now needed and we are currently trialling an 8-week orientation programme

Psychosocial Functioning of Children in Lower Conflict Divorce
The negative impact of high conflict divorce on the mental health of children caught in such situation is well established. The consensus on the mental health impact for children in low conflict divorce is less clear. While studies generally suggested less severe mental health difficulties, the paucity of empirical evidence to date does not engender much confidence in continuing with this line of narrative.
This study aimed to examine the local (Singapore) prevalence and severity of difficulties in psychosocial functioning of children in lower conflict divorce, as well as to understand the salient family factors contributing to these difficulties. More than 200 such families with minor children were tracked for 2 years post-divorce. Data on 5 key variables (child emotional/behavioral difficulties, parent mental wellbeing, parent resilience, child-parent relationship, coparenting relationship) measured with standardized scales, were collected at the point of finalizing divorce, 6 months post, and 2 years post divorce.
Results indicated that 1 in 3 parents exposed their children frequently to overt conflict with their spouse, and exposure to such conflict was evident even at 2 year-post divorce. 1 in 3 children experienced difficulties in psychosocial functioning, with primary school-aged children showing the highest comorbidities in internalizing, externalizing and attentional difficulties. Preliminary findings from the causal modelling of the 3-wave data suggested poor parent wellbeing and poor supportive coparenting relationship contributed to child psychosocial difficulties. Importantly, parent-child conflict was found to be a significant mediator in the relationship between co-parenting conflict and child psychosocial difficulties.
Implications of these results on practice are discussed.

Understanding adolescent wellbeing is a complex and nuanced challenge. This presentation explores who is best positioned to judge adolescent wellbeing, drawing on findings from a systematic literature review and qualitative research involving instant message interviews with adolescents.

Previous research highlights that:
Parents, particularly mothers, are more accurate in assessing observable and emotional domains of wellbeing.
Teachers’ judgments remain underexplored.
Proxy reports are best used as supplementary information in service referrals.

Study 1:
Following PRISMA guidelines, a systematic literature review synthesized research papers that assessed how well parents and teachers could appraise the wellbeing of their adolescent children and students.
This work was published in Children's and Youth Services Review, 2024

Study 2:
Using instant message interviews, the study prioritized authenticity, empathy, and ethical sensitivity. Adolescents gave insight into who and how they share their low feelings. Following a semi-structured interview guide, the lead researcher was given insight into how young people communicate their low feelings.

Study 3
Matched Parent-Adolescent and Teacher-Adolescent reports of the adolescent's well-being were compared to see how closely the proxy appraisers' report of the adolescent's wellbeing matched the adolescent's self-report.
Further, Bayesian networks analysed what variables lead to more accurate parent and teacher reports.

Results:
Adolescents selectively manage how they share their low feelings, both verbally and nonverbally. Parents can encourage openness with their adolescent child to better understand their low feelings.
Parents are often practically accurate in assessing their adolescent child's wellbeing, especially in the case that their child is well. These assessments are much more challenging if their young person is low.
Teachers offer a different perspective to parents, and by combining the parent and teacher perspectives (parent-teacher interviews), both parents and teachers will be better able to support the young person.
Parents' own wellbeing will influence their ability to make an accurate appraisal.

The early years of secondary school, specifically ages 12 to 14, are characterised by rapid cognitive, emotional, and social development. Unfortunately, school-based mental health interventions often focus on older adolescents, overlooking this critical age group. This presentation highlights the development of two new mental health programs designed specifically for Year 7 and 8 students in Australia. These programs, led by batyr in collaboration with young people, aim to address the unique needs of this age group.

Grounded in developmental psychology and informed by young people's needs, the programs promote mental health literacy by focusing on essential skills, including emotional regulation, help-seeking, self-awareness, and social connection. The design of the programs is age-appropriate in both content and delivery, with storytelling drawn from lived experiences carefully adapted for younger audiences. We will outline how the program structure effectively balances engaging, interactive elements with safe, scaffolded learning experiences that resonate with this age group.

The presentation will detail the design process, including stakeholder consultations, pilot testing across various school contexts, and insights gained from ongoing improvements. We will also reflect on the challenges in creating programs for a cohort often overlooked in youth mental health, as well as the opportunities that arise when developmental needs are prioritised from the outset.

This session is relevant for program designers, educators, youth workers, and anyone interested in enhancing early intervention through community-led and developmentally responsive mental health promotion.

Presenters work within MCM Services’ Living Learning Program, which offers a unique approach to integrating mental health support with flexible education for young people aged 15 to 25, who have challenges with accessing education. Social isolation and loneliness are now recognised as significant public health issues, with serious consequences for both physical and mental health. Students engaged in Living Learning are particularly vulnerable to these challenges.

Clinically, loneliness in adolescence is more than a social issue - it is a known predictor of depression, anxiety, and suicidal ideation (Holt-Lunstad, 2021). In contrast, social connectedness acts as a protective factor. In response to this research - and to meet service gaps identified within the Living Learning Program - a trauma-informed, neuro-affirming, 8-week social skills group was developed: Lounge N Connect. This initiative provided an opportunity for students to co-design a social skills program, from the topic discussions to the snacks. This created a structured and supportive environment where students can build and practice interpersonal skills, strengthen peer relationships, and experience authentic social connection.

Feedback from participants was overwhelmingly positive. Several participants spoke about the practical benefits, such as helping them get out of the house, talk to new people, and feel comfortable opening up in a small group setting. One participant emphasized the value of trust in the group, saying, “I’m with people I trust.” The program used a 12-question outcome measure. The pre- and post-program data show clear improvements across all participants. For example, one participant’s score increased from 36% to 61%, while another jumped from 45% to 76%.

To ensure student voices remain central, the presentation will feature a young person with lived experience in the group, offering insight into its impact on their confidence, belonging, and social wellbeing.

Life Without Barrier’s Tasmanian Youth & Family Mental Health Services deliver more than just an assertive therapeutic non clinic outreach model that meets and works with young people in their homes, schools and communities.

The model is grounded in evidence-based practice, shaped by what young people identify as most effective, achieves high engagement, and works around systemic barriers. In-situ psychological therapy and skills work are practised in young people’s homes, community and schools, in real time. When combined with psycho-social wraparound supports, this holistic approach is what enables embedded and enduring outcomes. This is where the magic happens!

The unique, transformational but transferable youth-led model is life-changing. Young people and families consistently describe these services and the relational focus as the only service that has met their needs.

The wraparound approach enables improvements to be embedded and sustained across psychological, psycho-social and functional wellbeing domains for young people presenting with complex and high-risk presentations. These include:

-Strong participation and engagement,
-Substantially increased functional gains,
-Psychological stability and improvement,
-Significantly reduced hospital presentations and admissions, and
-Reduced need for public mental health services.

In our presentation, we will share the model’s ideology, practice and operational framework, innovative approaches, outcomes data, client voices, and transferability, offering insights around points of difference and for adapting it across diverse youth mental health services nationally.

It’s the three-dimensional, non-clinic-based approach of outreach, clinical and psychosocial wraparound support that makes this model crucial for enduring change. The model addresses both individual and family challenges, as well as systemic barriers such as access, engagement, geographical, social, and service-related constraints. These are barriers faced by young people and services across Australia. The model is able to address these barriers in both metro and rural settings. Critically, this transferability makes the model best practice for national youth mental health.

Many volunteer organisation provide services to, or maintain young people in their workforce. Adolescence is a crucial developmental stage marked by significant physical, emotional, and psychological changes. During this period, young people face increasing pressure from academic, social, and personal challenges, which can often lead to mental health concerns. Contemporary adolescent mental health issues, such as anxiety, depression, and stress, are rising globally, underscoring the need for supportive environments that promote mental well-being. Volunteer organisations, particularly those that engage young people in active roles, play a vital part in shaping resilience and providing a network of support.

This presentation will explore the mental health needs of young people and highlight how volunteer organisations can address these by building resilience and fostering a sense of belonging. Young people often face unique pressures and stressors. Volunteer organisations, with their supportive structures and community-focused environments, offer a unique opportunity to help young people develop coping strategies, emotional intelligence, and self-efficacy.

One of the key factors in supporting young people through mental health challenges is creating circles of support. This concept refers to the interconnected layers of support that surround an individual, including peers, mentors, and family. Volunteer organisations provide the perfect platform to build these circles, where young people can engage with trusted adults and peers who share similar values, experiences, and interests.

Volunteer organisations have a pivotal role in fostering resilience among young people. By creating supportive environments, building circles of support. These organisations can help young people navigate the complexities of adolescence and emerge stronger. This presentation will offer practical insights and strategies for engaging and supporting young people through their growth challenges, ultimately building a foundation for long-term resilience and well-being.

Background
Life satisfaction is known to be associated with better mental well-being. However, there is a need to examine the pathways – such as those involving negative factors like loneliness or social isolation (SI) – that underlie this association, using longitudinal data from adolescent populations. These pathways can help clarify how and through which mechanisms, life satisfaction protects against poor mental health over time, particularly during periods of social and developmental transition. This study investigates how life satisfaction may affect older adolescents’ psychological distress through loneliness and SI as they transition into adulthood.
Methods
Data are from 3 waves (2015, 2017, 2019) of The Household, Income and Labour Dynamics in Australia (HILDA) Survey, among adolescents aged 15-19 (recorded in 2015: N=805). We estimated standardised indirect effects using a 3-wave mediation model while adjusted for longitudinal sample weights.
Results
We found indirect effects from life satisfaction to psychological distress (K10 measures) through loneliness (Standardised coefficient = -0.05, 95% confidence interval = -0.11 – -0.001), but not through social isolation (-0.003, -0.09 – 0.03). While higher satisfaction had significantly decreased loneliness and social isolation scores, only loneliness scores significantly predicted higher psychological distress.
Discussion
These findings highlight the positive role of life satisfaction in reducing loneliness, thereby helping to prevent psychological distress among older adolescents, a critical transition period into adulthood. This underscores the importance of promoting social connection and well-being in adolescent-focused mental health policies and programs. Evidence-based programs that encourage meaningful participation, strengthen family communication, and equip young people with skills to manage social and emotional challenges as they transition into adulthood are recommended.

Background
Loneliness is increasingly common among adolescents and young adults. However, there is limited evidence on the longitudinal progression of loneliness in early adulthood, and its impact of various health outcomes. This study describes patterns of reported loneliness prevalence among young adults aged 18-25 in Australia from 2015 to 2019. It also aims to investigate the association between trajectories of loneliness with psychological distress and health-related quality of life, and how the time-varying impact of life satisfaction score influence these trajectories.
Method
Using data from The Household, Income and Labour Dynamics in Australia (HILDA) Survey, this study included data of 1,984 Australians aged 18- 25 at 2015 who reported their prevalence of loneliness at least 4 times from 2015 to 2019. Group-Based Trajectory Modelling was used to describe change over time in loneliness prevalence, subsequently adding life satisfaction scores as time-varying covariates. Cross-lagged regression analysis was used to examine the association between trajectory groups with psychological distress and health-related quality of life in 2019.
Results
Three distinct trajectories of loneliness were identified: “Low & Decline” (47.50%), “Medium & Increase” (20.21%), and “High & Decline” (5.29%). Compared to participants in “Low & Decline” group, participants in other trajectories were more likely to report psychological distress and poorer mental and physical health status. Higher life satisfaction scores were negatively associated with loneliness scores in all three trajectories.
Conclusion
Loneliness in young adulthood follows heterogeneous pathways, with a significant proportion experiencing persistently high or increasing levels that are linked to poorer mental and physical health. Life satisfaction emerged as a protective factor, consistently buffering against higher loneliness scores over time. Tailored interventions that integrate mental health support with strategies to enhance life satisfaction is critical for improving social and health outcomes among young adults.

Our presentation aims to discuss how AI chatbots are impacting the increasing problem of loneliness among young people in Australia. First, we introduce why young Australians are experiencing unprecedented levels of loneliness, and why loneliness has detrimental outcomes on health, education and employment. We follow this by introducing why young people are turning to AI to cope with loneliness. We emphasise our call to action that Australia needs to address gaps in loneliness policies.

This leads to our first section on how AI is changing the ways we think and connect, and how this is affecting young Australians. We demonstrate how relying on AI chatbots for extended support can exacerbate feelings of loneliness. We illustrate this through a figure titled ‘A Cycle of Loneliness’, which our team has conceptualised. Briefly, we will also discuss the lack of transparency in AI chatbots, and how this is impacting the privacy of young people. We highlight that more research working with young people is necessary to understand how young people use AI.

We move on to a short, but salient section on why young people struggling financially are more likely to be lonely. We recommend that policies should target economic disadvantage as one root cause of loneliness.

For our final section, we discuss how young people find AI chatbots helpful due to their accessibility and non-judgmental nature. AI is here to stay, and we recommend integrating AI literacy to education to reap the benefits of AI, while protecting young people from risks.

Finally, we highlight a summary of our policy recommendations. As young people, we emphasise that research and policy should be working with young people, rather than putting blame or treating us passively.

This presentation explores the critical workforce challenges faced by Child and Adolescent Mental Health Services (CAMHS) in rural and regional New South Wales. These areas experience unique barriers, including recruitment difficulties, staff retention issues, limited resources, and professional isolation, all of which impact the delivery of timely and effective mental health care for children, young people, and their families.
Focusing on practical and sustainable solutions, the presentation highlights how innovative strategies are being used to build resilient mental health services that meet the specific needs of rural communities. Attendees will learn about approaches that enhance workforce capacity, support staff wellbeing, and ensure high-quality care is maintained despite geographical and systemic challenges.
A central theme is the power of cross-sector partnerships. Collaboration between health, education, community organisations, and local agencies is essential for addressing workforce shortages and providing more holistic, integrated care. Through relationship building, resource pooling, and coordinated service delivery, these partnerships create stronger support networks for both the workforce and the families they serve.
By showcasing real-world examples of successful multi-sector initiatives in rural and regional NSW, this presentation provides valuable insights and practical lessons for mental health professionals, policymakers, and community leaders. The goal is to inspire a collective approach—emphasising that by working better together, we can overcome workforce challenges and build sustainable, community-centred mental health services that truly meet the needs of children, young people, and families in rural areas.

The journey of parents, families, carers and kin of children/young people who have complex mental health conditions is often fraught with anxiety, anger, frustration, fear and a growing sentiment that things could be better…hopefully a great deal better. The experience of navigating the mental health system and other systems – including education, health, disability and justice led these parents to connect with other parents, families, carers and kin in the space. They all questioned whether the whole process of seeking support, finding services and talking to the right people at the right time in the right place, was as overwhelming and at times insurmountably as challenging for them as well.
In talking with other parents, families, carers and kin it was, and continues to be an overwhelming challenge to identify, engage and maintain the right supports in the right place at the right time.
With these experiences, a passionate and dedicated group of parents/families/carers/kin made the decision that an organisation was critically needed to drive this vision forward.
Raising Minds was founded in late 2022 with this vision in mind. Raising Minds engaged Parent to Parent Association Qld Inc in this vision with a successful tender application for what has now become Resilience in Reach (RiR) – currently a three-year-project that will deliver a series of free online and in-person workshops, to support parents/families/carers/kin to:
•be better able to navigate mental health, education, justice and disability systems, services and supports
•gain greater inclusion in local communities whilst gaining enhanced understanding of yours and your child’s/young person’ s needs and
•strengthen their own, their child’s/young person’s/family’s overall wellbeing and stability.
This initiative/workshops are co-designed and 100% peer-led to provide connection with others who understand and can provide authentic real-life strategies to deliver improved outcomes for families and their children/young people.

Lighthouse is a complex trauma service offering up to 18 months of therapeutic support to young people aged from 12 to 18 who are navigating the impacts of complex trauma which can include family violence, abuse, neglect, and family breakdown. These experiences often manifest in emotional dysregulation, self-harm, flashbacks, and behavioural challenges — symptoms frequently misunderstood in school and service settings.
This presentation explores how sustained evidence-based trauma-informed therapy can offer early intervention to disrupt and break the cycles of violence and abuse by equipping young people with emotional regulation skills and safe relational experiences. Drawing on clinical insights and anonymised case examples, we will highlight how early recognition of trauma-related behaviours — particularly in education settings — can lead to timely intervention and long-term recovery.
We will also examine the role of services like Lighthouse in educating schools and allied health professionals to recognise trauma, respond safely, and collaborate effectively. The session advocates for a systemic shift toward longer-term, relationship-based models of care that prioritise recovery over crisis management.

Psychosocial Functioning of Children in Lower Conflict Divorce
The negative impact of high conflict divorce on the mental health of children caught in such situation is well established. The consensus on the mental health impact for children in low conflict divorce is less clear. While studies generally suggested less severe mental health difficulties, the paucity of empirical evidence to date does not engender much confidence in continuing with this line of narrative.
This study aimed to examine the local (Singapore) prevalence and severity of difficulties in psychosocial functioning of children in lower conflict divorce, as well as to understand the salient family factors contributing to these difficulties. More than 200 such families with minor children were tracked for 2 years post-divorce. Data on 5 key variables (child emotional/behavioral difficulties, parent mental wellbeing, parent resilience, child-parent relationship, coparenting relationship) measured with standardized scales, were collected at the point of finalizing divorce, 6 months post, and 2 years post divorce.
Results indicated that 1 in 3 parents exposed their children frequently to overt conflict with their spouse, and exposure to such conflict was evident even at 2 year-post divorce. 1 in 3 children experienced difficulties in psychosocial functioning, with primary school-aged children showing the highest comorbidities in internalizing, externalizing and attentional difficulties. Preliminary findings from the causal modelling of the 3-wave data suggested poor parent wellbeing and poor supportive coparenting relationship contributed to child psychosocial difficulties. Importantly, parent-child conflict was found to be a significant mediator in the relationship between co-parenting conflict and child psychosocial difficulties.
Implications of these results on practice are discussed.

Neurodiversity affirming care is an approach that acknowledges and respects the diverse ways in which human brains function, celebrating neurological differences. This model is crucial as it fosters acceptance, self-esteem, and psychological well-being in neurodivergent individuals (Cooper, Russell, Lei, & Smith, 2023; Pellicano & den Houting, 2022). In Australia, access to psychologists with the knowledge and ability to incorporate neurodiversity-affirming principles into practice varies significantly, creating disparities in care and support for neurodivergent individuals (Pantazakos & Vanaken, 2023).

In response to this need, Brianna and Jade from The Psych Hive have developed a comprehensive neurodiversity-affirming group program, “My ND Mind” for neurodivergent children following diagnosis. This program focuses on identity development, peer support, self-advocacy, celebration of diversity, and parenting support, aiming to build a strong foundation for neurodivergent children to thrive. Through group activities and discussions, children learn to advocate for their needs and celebrate their unique strengths. The program also provides parents with the tools and knowledge to support their children effectively, fostering neuroaffirming homes where children feel safe and valued.

In our presentation, participants will learn how to incorporate neurodiversity affirming care into group therapy practices. We will cover strategies for creating inclusive and supportive group environments that validate and celebrate neurodivergent experiences. We will outline the content covered in our group program “My ND Mind” so that other psychology providers may be able to provide similar groups.

Neurodiversity affirming care is essential for promoting the well-being and self-esteem of neurodivergent individuals. By incorporating this approach into group therapies and providing comprehensive support for both children and parents, we can create a more inclusive and supportive community. Join us in this workshop to learn how to apply these principles in your practice and make a meaningful difference in the lives of neurodivergent individuals and their families.

In an age where algorithms shape our realities and digital footprints linger long after we log off, mastering social media marketing is more than just a strategy for visibility—it's a necessity for influence, connection, and impact. Yet, the pursuit of clicks, views, and the perfect hashtag is not without consequence, especially as the lines blur between authentic engagement and digital overwhelm.
This dynamic workshop, co-presented by Morgana Walker MAPS and Reika McGrath of Bee Kind Psychology, explores the nuanced intersection of digital marketing savvy and mental wellbeing. Together, we’ll unpack actionable tools for growing your reach, while fostering online spaces that champion empathy, resilience, and healthy digital habits.

Digital Lives and Mental Health: Navigating Tech, AI, and the Evolving Online World
Social media is no longer just a platform for sharing updates—it’s a primary arena for business growth, community building, and self-expression. However, as artificial intelligence and evolving technologies transform our online experiences, new questions arise: How do we remain authentic in a world of automation? How can we drive engagement without feeding negative mental health outcomes, such as anxiety, or burnout? And how do we ensure our digital communities are inclusive, affirming, and truly connected?

Workshop Objectives
Using our own recent experience as the case study for the pivot to using online media platforms to engage with clients, families and schools - the dos & the don'ts
• Demystify the latest trends in social media marketing, from short-form video to AI-powered content curation.
• Identify practical strategies for increasing clicks, views, and hashtag traction—without sacrificing your brand’s values or audience’s wellbeing.
• Explore the psychological side of digital engagement: how online interactions impact our mental health, sense of self, and community belonging.
• Offer a roadmap for ethical, neuro-affirming, and community-led marketing practices in a rapidly changing digital landscape.

Every family faces moments of emotional turbulence—times when a child’s behaviour seems mysterious or overwhelming, when tears or outbursts arrive unbidden, and the path forward is anything but clear. For families where neurodiversity winds through the household—from autism, ADHD, or sensory processing differences to giftedness or learning challenges—these moments can be especially complex. Having spent years as a registered teacher, psychologist, and play therapist, I have witnessed the daily realities that parents and caregivers confront. The good news: while distress cannot always be prevented, it can be decoded. With understanding, compassion, and practical tools, parents can transform crisis into connection—and foster emotional well-being for the whole family.

Understanding Distress: What Lies Beneath the Surface
Emotional and behavioural distress are not random; they are signals—flashes of the nervous system, bids for help, or attempts to cope with overwhelming feelings. In neurodiverse families, these signals may look different from typical developmental patterns. Meltdowns, shutdowns, impulsivity, inflexibility, or withdrawal can be misunderstood as “bad behaviour,” when in truth they are expressions of distress.
• Neurodiversity matters: Each child is unique, but neurodivergent children often experience the world in ways that are more intense, unpredictable, or difficult to articulate.
• Behaviour is communication: What we see on the outside—a tantrum, defiance, silence—is usually the tip of the iceberg. Emotions, sensory overload, unmet needs, or anxiety lurk below.
• Family systems count: Neurodiversity rarely exists in isolation. Multiple family members may have similar or overlapping traits, which can amplify both strengths and challenges.
The Practical Toolkit
Drawing from years in classrooms, clinics, and playrooms, I offer a suite of practical strategies for parents. These tools are grounded in evidence-based approaches, but shaped by real-world family experiences.

For professionals working alongside neurodivergent children and teens, authentic connection is the cornerstone of meaningful support. Yet, in the intricate worlds of play therapy, counselling, and multi-agency engagement, practitioners are often asked to wear many hats—caregiver, advocate, interpreter, and innovator. This workshop invites you to harness the power of your own authentic presence as a transformative tool in every facet of your practice.

Workshop Overview
Drawing from lived experience, emerging research, and practical wisdom, this session will guide participants to deepen self-awareness and intentionally leverage their unique strengths in service of neurodivergent young people.
Participants will be equipped to:
- Reflect on their personal values, beliefs, and lived experiences, and how these shape authentic practice in diverse settings.
- Foster genuine, trust-based relationships with neurodivergent children and teens, celebrating neurodiversity and affirming identity.
- Navigate the play room with confidence by integrating authenticity, transparency, and flexibility into therapeutic approaches.
- Utilise self-disclosure judiciously to model self-acceptance, encourage agency, and co-create safe, collaborative therapeutic environments.
- Engage families, carers, and stakeholders from a place of authenticity, building partnerships rooted in empathy, respect, and mutual learning.
- Challenge stigma, address intersectionality, and advocate for system-level change by bringing your whole self to inter-professional dialogue.

Why Authenticity Matters
Being authentic is not about perfection—it is about embracing your humanity, embracing vulnerability, and inviting young people to do the same. For neurodivergent children and teens, who may have experienced misunderstanding, exclusion, or pathologisation, the presence of an authentic, attuned adult can be transformative. When practitioners show up as their true selves, they create spaces where neurodivergent identities are affirmed, communication is honest, and creative problem-solving flourishes.

Latrobe Community Health Service’s Pathway to Good Health outreach initiative aims to engage young people living in residential care, who do not usually engage with health services and systems.

Our registered nurses and occupational therapist provide stepped care that places the young person at the centre, to actively shape the care and supports received. Many young people in residential care have experienced trauma, unstable placements and a lack of trusting relationships with professionals.

Our outreach team builds relationships gradually, meeting young people in their own environment, where they feel safe. These interactions are not about ticking boxes: they are about connection and trust by allowing the young person to lead the pace and direction of each conversation and interaction. In doing so, we have created space for powerful, person-led discussions around health that would be challenging in more formal settings.

Through building connection and trust, we have been able to gently ‘plant seeds’ of holistic health knowledge and discuss topics addressing sexual health, healthy relationships, mental health, safe social activities, harm minimisation around substance use, and counselling related to pregnancy.

One of the most important shifts we have made as health professionals is broadening our view beyond a purely medical lens. Building trust does not happen overnight, therefore investing in a young person over time is essential if we are to continue the meaningful outcomes achieved through this outreach initiative.

From Curriculum to Community: Building Inclusive and Resilient Schools

This presentation explores how schools can move beyond traditional curriculum delivery to foster responsive, inclusive, and resilient learning communities. In today’s educational landscape, academic achievement is only one component of a student’s development. Schools must prioritise wellbeing, social-emotional growth and inclusion alongside curriculum delivery to ensure all learners can thrive.

Drawing on evidence-informed practices and real-world examples from high schools across Queensland and New South Wales, this session highlights strategies that strengthen student voice, promote agency and cultivate a sense of belonging. Case studies will demonstrate how targeted interventions, wellbeing initiatives and differentiated learning support can remove barriers to engagement, improve student outcomes and build resilience.

The presentation emphasises the critical role of educators in shaping inclusive learning environments. Participants will explore practical tools and approaches to build staff capacity, including coaching, collaborative planning, and trauma-informed practices. The discussion will show how school-wide initiatives and professional learning can align with leadership strategies to foster a culture of equity and responsiveness.

Attendees will gain actionable strategies for integrating wellbeing into classroom practice, co-designing learning experiences with students and embedding inclusion across school policies and processes. Emphasis will be placed on creating learning communities that balance academic rigour with social and emotional support, ensuring students feel valued, heard and empowered.

By bridging curriculum and community, this session provides educators with practical frameworks to strengthen engagement, promote resilience, and build sustainable inclusive practices. It is designed for school leaders, teachers, and wellbeing staff committed to developing environments where every learner has the opportunity to succeed academically, socially, and emotionally.

TeamHEALTH’s Resilient Children’s Mental Health Awareness Program (RC-MHAP) is a school-based early intervention initiative delivered across town and remote schools in the Katherine and Big Rivers Region of the Northern Territory. Funded by the Department of Social Services and contracted through The Smith Family, the program is delivered in partnership with Mind Blank to provide a culturally inclusive, engaging approach for children aged 8–12. Using storytelling and interactive performance, RC-MHAP teaches children how to maintain their mental health, recognise early warning signs, feel confident having tough conversations, and know where to seek help.

TeamHEALTH is a for-purpose community mental health organisation in the NT that has been supporting people on their mental health journeys for over 35 years. Our vision is for all people to live a full and valued life. TeamHEALTH provides evidence based mental health services across the stepped model of care, focused on support, recovery and rehabilitation across Darwin, Palmerston, and the regional and remote communities of the Northern Territory's Top End. Our services support people across the lifespan and include mental health promotion, early intervention, psychosocial recovery, community housing, residential services, NDIS, and Aged Care.

Mind Blank, founded in 2011, is nationally recognised for innovative, role-play-based mental health education. Their vision is to support generational wellbeing through creativity, commitment, and collaboration.
This presentation will highlight how cross-sector collaboration between health, education, and the arts builds resilience skills across NT schools. It will explore strategies for embedding social and emotional wellbeing learning and discuss how the Mind Blank program has been adapted for remote delivery in Big Rivers to better align with the unique needs of communities.

When children experience anxiety, they are often met with correction—told to calm down, breathe, or stop overreacting. But real change happens when children feel seen, safe, and heard. This presentation explores a brain-based, body-aware approach to working with anxious children through the lens of connection over correction.

Grounded in Polyvagal Theory and child-centred counselling, this session introduces practical ways to help children understand their nervous system, recognise their body’s signals, and build emotional literacy. Participants will learn how to use simple metaphors such as “Amy the Amygdala” and the “Thinking Brain” to explain what happens in the brain during moments of worry or overwhelm. We’ll explore how to gently support children in noticing their body clues, identifying triggers, and building a personalised toolkit for self-regulation.

This presentation also focuses on the vital role of adult co-regulation. When parents, educators, or therapists respond with curiosity and compassion—rather than control—they create the conditions for nervous system safety and trust. We’ll discuss the importance of voice tone, facial expression, pacing, and posture in helping a child’s nervous system feel calm and connected.

Through storytelling, case examples, and practical strategies, this session will provide participants with tools they can use immediately in therapeutic settings, classrooms, or at home. By combining neuroscience with play, language children understand, and a strong foundation of emotional safety, we can empower anxious children to better understand themselves and develop resilience from the inside out.

Three Key Learnings:
1. How to explain the brain and nervous system to children using simple, child-friendly language and metaphors, including the role of the amygdala and body clues.

2. Why connection, validation, and co-regulation are more effective than correction when supporting anxious children.

3. Practical tools and strategies to help children recognise nervous system signals, build emotional literacy, and develop personalised coping skills.