We rarely consider the words we use to be an intervention strategy for adolescents at risk of psychological distress and disordered eating cognitions. Yet current research is finding that being more aware of the language parents use with adolescents around weight/shape/eating could be an area of interest. My oral would present on the following study. This abstract is from a paper submitted for publication. Adolescence is a time of rapid emotional and physical development when foundational self-concepts (including beliefs about one’s weight and shape) are established. Parents are key influencers of adolescent beliefs and behaviours. This study aimed to investigate associations between positive and negative parental comments on weight/shape and eating, with sons’ and daughters’ psychological distress and eating disorder cognitions (EDCs). A representative mixed-sex sample of 2204 Australian adolescents (11-19 years) from the EveryBODY Study completed an online survey exploring eating behaviours, psychological wellbeing and experiences of parental comments regarding weight, shape and eating behaviours. Correlation analyses revealed that adolescents’ reports of positive parental comments on shape/weight were significantly associated with lower psychological distress and EDCs only for daughters. All negative parental comments on shape/weight or eating were associated with greater psychological distress and EDCs for both sons and daughters. In the final model of the regression analysis only parental negative shape/weight and maternal negative eating comments, adolescent stage and sex were significantly associated with EDCs. When known contributors such as BMI percentile and psychological distress were included in the regression model, adolescent stage and negative paternal comments were no longer significantly associated with EDCs.
Overall, results show negative comments were associated with poorer adolescent mental health, both their specific EDCs and general distress. Findings highlight the importance of raising awareness of potential negative impacts of maternal comments around weight/shape and eating in these key formative years.

Now more than ever, using technology can be a great way to engage children in educational and therapy settings. The innovative and evidence-based Secret Agent Society (SAS) suite of programs provides captivating tools for clinicians and educators to use when empowering children’s resilience.
This workshop is an opportunity to learn how to use the SAS Computer Game Pack to teach children how to recognise emotions in themselves and others, express their feelings in appropriate ways and manage social challenges both now and in the future.
The workshop will be practical including application to child/student situations and activities to reflect on use at clinics and schools. It will involve a mix of live multimedia presentations and interactive activities to up-skill professionals in how to optimally use the SAS Computer Game Pack resources. Learn how to support children to meet their learning or therapy goals, and develop children’s skill generalisation at home and school settings.
Learn techniques for:
• Facilitating game play with individuals, small groups, or classes through face-to-face or remote telehealth methods
• Meeting a range of individualised treatment and learning goals such as:
o recognising simple and complex emotions in others
o recognising the presence and intensity of own emotions
o coping strategies for unpleasant feelings
o identifying unhelpful thoughts and replacing them with more helpful alternatives
o self-reflection and perspective-taking in social interactions
o skills for conversation and play with peers
o considering the social consequences of one’s actions
o responding to social challenges, such as coping with rapid changes, keeping friendships, being bullied, trying new things, working as a team and making mistakes
• Optimising transference of skills to real life
• Managing resistance and other process issues

Please see Mez Lanigan

Currently, Australia’s school counsellors are increasingly being called upon to respond to adolescent mental health needs. Through semistructured interviews with seven school counsellors working with adolescents, this qualitative study aimed to capture the lived experiences of this group of practitioners. By adopting a phenomenological approach and using thematic analysis, this study provides insight into their
profession: the current ambiguity surrounding their role; the opportunities and obstacles they face; as well as the often-present tension between stakeholders including parents, other school staff and external agencies. The findings of this study indicate that school counsellors are challenged by the need to be advocates not only for their students but also for themselves and their roles within the school context.

headspace Schools have been working across the country for the past 10 years supporting Australian schools across the spectrum of mental health literacy, suicide prevention, risk management, and recovery. This keynote will highlight the work and learnings we have gathered over this time, with a focus on how schools can be supported to optimise the mental health and wellbeing of all their students, as well as the educators themselves and the broader community. Kristen will discuss the importance of a whole schools approach, as well as the role and processes educators and administrators have in preparing for, and responding to risk in their school communities, including an understanding of the role of prevention versus postvention. Key facets of postvention work such understanding and mapping exposure, responding to risk of suicide transmission as well as how to mitigate against the risk of suicide clusters forming will also be covered.

Key learnings
• The importance of whole school approach in promoting student wellbeing
• Role of educators and administrators in preparing for and responding to suicide risk, attempts and suicide impacting schools
• Understanding of key components of suicide prevention and postvention work

It has been identified that the most vulnerable cohort in society are children in out of home care, who experience increased significant negative effects on development, health, and wellbeing (Raman et al. 2017). Current data collected in 2019 (ABSEC, 2020), revealed that two in five children in NSW OOHC identify as Aboriginal, which infers an Aboriginal child is nine times more likely to enter OOHC in NSW when compared to a non-Aboriginal child; this represents an 8.8% increase since 2015. Davis (2019) argued that the OOHC system compounded the experience of trauma for Aboriginal children/young people in care, resulting in ongoing impacts of intergenerational trauma, and further compromising their ability to parent in the future.

In October 2017, LINKS Trauma Healing Service (LINKS THS) commenced a 3-year pilot project in response to an independent review of the OOHC system (Tune 2015) which concluded the current system was ineffective and unsustainable, and programs were not culturally aligned with Aboriginal children/young people and their family’s needs.

Data from the final LINKS THS service evaluation in June 2020, reported successful outcomes for Aboriginal children/young people in reducing trauma symptoms, stabilising placements, improving psychological health and wellbeing, and culturally responding to family restorations. It has been widely acknowledged that a strength of the service was the use of a multidisciplinary team and the inclusion of Aboriginal clinicians. Service delivery was adapted for the inclusion of culturally competent programs and resources guided by the SEWB framework.

This presentation will outline the integration of clinical and non-clinical services under the SEWB framework to deliver meaningful and culturally appropriate interventions for Aboriginal people and young people in NSW OOHC.

It has been identified that the most vulnerable cohort in society are children in out of home care, who experience increased significant negative effects on development, health, and wellbeing (Raman et al. 2017). Current data collected in 2019 (ABSEC, 2020), revealed that two in five children in NSW OOHC identify as Aboriginal, which infers an Aboriginal child is nine times more likely to enter OOHC in NSW when compared to a non-Aboriginal child; this represents an 8.8% increase since 2015. Davis (2019) argued that the OOHC system compounded the experience of trauma for Aboriginal children/young people in care, resulting in ongoing impacts of intergenerational trauma, and further compromising their ability to parent in the future.

In October 2017, LINKS Trauma Healing Service (LINKS THS) commenced a 3-year pilot project in response to an independent review of the OOHC system (Tune 2015) which concluded the current system was ineffective and unsustainable, and programs were not culturally aligned with Aboriginal children/young people and their family’s needs.

Data from the final LINKS THS service evaluation in June 2020, reported successful outcomes for Aboriginal children/young people in reducing trauma symptoms, stabilising placements, improving psychological health and wellbeing, and culturally responding to family restorations. It has been widely acknowledged that a strength of the service was the use of a multidisciplinary team and the inclusion of Aboriginal clinicians. Service delivery was adapted for the inclusion of culturally competent programs and resources guided by the SEWB framework.

This presentation will outline the integration of clinical and non-clinical services under the SEWB framework to deliver meaningful and culturally appropriate interventions for Aboriginal people and young people in NSW OOHC.

Please see Kat Thorn

Suicide is the leading cause of death for young people aged 15-24 in Australia. Identifying the warning signs of suicidality is an essential step for suicide prevention. Part of preventing imminent youth suicide is the response to the disclosure and meeting the needs of the young person in real time. One key location of disclosure is social networking sites. Social media increases communication opportunities and reduces some of the barriers that marginalised young people may experience, particularly for those living in rural areas. However, little is known about the characteristics of these users and how information is translated into warning signs. The objectives of the research are: to understand the styles of communication and reasoning which rural NSW young people experiencing suicidality use when accessing social media platforms and to identify warning signs and markers that flag risk is imminent. Young people, familial connections and professional treatment providers have been interviewed in relation to their experiences of suicidal social media communication along the continuum, from ideation to the outcome of death by suicide. Further, an online descriptive questionnaire for rural community members has captured experiences of online expressions of suicidality and risk ratings of vignettes to determine community capacity of response to risk. Emerging themes indicate that young people who have a history of suicidality use social media to engage 'friends' when feeling vulnerable and at risk. Communication of suicidality is targeted at peers, not adults they are connected with in real life or via social media. Evidence also suggests communication of suicidality is minimised or not recognised by ‘gatekeepers’, irrespective of mental health experience. Warning signs for potential suicidal action by youth may be indicated via social media platforms. The implications are that opportunities for intervention from online connections is possible and welcomed by young people experiencing suicidality.