Poster Presentations
| Monday, March 20, 2023 |
| 5:00 PM - 6:00 PM |
Overview
Improving mental health for young people with chronic health conditions via online self-compassion training
Asha Parkinson, Telethon Kids Institute
A Child’s Identity Beyond their Illness: Supporting Children to have More Positive Healthcare Experiences
Eden Robertson, Starlight Children's Foundation
ClearlyMe®. A New, Co-Designed, CBT Smartphone App for Adolescent Depression and Anxiety
Subotic-Kerry Mirjana, Black Dog Institute
KidsXpress School Partnership Program: An Innovative School-Based Expressive Therapy Program for Trauma-Related Mental Health Concerns
Margo Ward, Kidsxpress
Proud to be Different: Neurodiverisity in Girls
Giovanni Giaroli, The Giaroli Centre
Animals Helping Adolescents Heal: The Use of Animal-Assisted Psychotherapy with Hard to Engage Youth
Suzanne Claxton, Child And Youth Mental Health
A Community Approach to Supporting Young People in Regional Areas Through an Early Intervention Framework
Renae Glouftsis & Kathryn Cousins, Mind Australia
The Pursuit of Adolescent Social Cohesion for Mental Health
Rumbi Mabambe, Chain Reaction Foundation
Adolescent Mental Health-Related Hospitalisations: 45% Have a History of Child Protection Contact
Jessica Judd, The University Of Adelaide
Using Recreational Engagement with Youth and their Caregivers to Enhance Youth Wellbeing
Nadia Zarkesh, Charles Darwin University
Using PhotoYarning to Understand Wellbeing for First Nations Australian Youth
Kate Anderson, UQ
A Collaboration with Primary Care
Zhongzheng Lan, Institute Of Mental Health
Lived Experience and Therapeutic Self-Disclosure in Service Delivery and Client Engagement
Lisa Myers, Psychiatrist
Working Towards Improved Suicide Prevention in Children and Young People
Lyn O'grady, Community Psychologist
Longitudinal Influence of Classroom Climate on Mental Health Among Japanese Children
Yu Takizawa, Tsuru university & Yuma Ishimoto, Tottori University
We Need Safety, Support, and Connection”: Young People’s Experiences of Mental Health Services in Tasmania
Melissa Savaglio, Monash University
Co-Designing a Community-Based Psychosocial Service with Youth Experiencing Mental Illness in Tasmania
Melissa Savaglio, Monash University
How Do We Measure Resilience in Children? A Systematic Review
Julia Hall, University of Melbourne
Mind Your Health: Evaluating a Cardiometabolic Health Model of Care within CYMHS
Jade Ellings, Children's Health Queensland
Practical Steps to Build Resilient Children: Learning to Strengthen their Ego, Connection & Accept Differences
Kim Johnson, KD Johnson & Associates
Enhancing Kids Resilience in North West Queensland
Margot Moody, Outback Futures
Responding to the Missing Middle: Adapting the Commonwealth Psychosocial Support Program for Children and Adolescents
Toniele Williams, Accoras
The Benefits of Occupational Therapy Within the Headspace Model for Neurodivergent Young People
Mark Grant and Megan Ross, Accoras
Understanding Anxiety and Stress in Autistic Children & Adolescents
Raelene Dundon, Okey Dokey Childhood Therapy
Neurodiverse Mentor Program
Megan James & Beth Gerondis, MLC
Fathering to Promote Good Child Mental Health: A Rapid Review
Melissa Willoughby, Australian Institute of Family Studies
Innovative Use of Technology to Support a Community of Care / Mental Health and Well-Being Monitoring
Lisa Fahey, Quovus
Tuned-In, Individualised Aboriginal Youth Mentoring – Leading with Culture in Practice
Michelle Rogers & Bailey Barlow, Ngunya Jarjum Aboriginal Child And Family Network
Where to Next for Proactive, Pro-Social Educators?
Peter Waters, Prince Alfred College
How to Collect Data from Young People with Chronic Conditions on their Experience of Healthcare
Juliet Matskarofski, Crohn's & Colitis Australia
Care, Connection, Community: Supporting Youth with Emerging to Significant Mental Health Challenges
Hugh Rabinovici, Neami National
An Exploratory Study on the Types of Social Support that Protect Children from Cumulative Risk
Toh Sze Min, Singapore Children's Society
Digital Games to Support Childhood Cognitive and Mental Health After the COVID-19 Pandemic
Hannah Kirk, Monash University
Championing Young Carer Voices: Empowering Young Carers to Create Change
Melissa Docker, Carers NSW
Young People Aren’t Being Seen. Your Voice is an Ally Helping Them to be Heard
Ben Pook, Yourtown
Childhood Adversity: Resiliency and Positive Childhood Experiences. The ETS Nurturing Protection and PCE Framework
Warren Bergh, Evolve Therapeutic Services, Queensland Health
Validation of a Social Emotional Health Survey Among Japanese Junior High School Students
Iida Junko, Ikuko Aoyama & Kie Sugimoto - University Of Tsukuba
Introducing ‘Managing Social Anxiety and Building Social Skills for Young Adults’ Group Program
Shelby Ceh, Aurora Health
Responding to Needs in Natural Disaster Impacted Areas - Community at the Core
Fiona McCallum, Good Grief, Mackillop Family Services
Where Challenge Meets Change: Transforming Youth Mental Health
Jack Chiu, Clinical Psychologist, Human Nature
Speaker
Kate Anderson
Senior Research Fellow
UQ
Using PhotoYarning to understand wellbeing for First Nations Australian youth
Abstract
Background: While First Nations youth face complex challenges associated with prevailing social and health inequities, they might also possess cultural, spiritual, family and community capital that fosters wellbeing. To date, little research has focused on understanding what supports wellbeing for First Nations youth, which is important for informing and guiding effective policy, programs, and interventions to support their wellbeing. Our team undertook a national qualitative study using a PhotoYarning method to identify and describe what is important to supporting youth’s wellbeing.
Methods: We partnered with community organisations to conduct PhotoYarning with First Nations youth aged 12-17 years. Participants were gifted digital cameras and asked to take photographs of things that are important to them and support their wellbeing. Participants then joined in a Yarning Circle led by First Nations facilitators to share and discuss their photographs and the elements of life that support their wellbeing. Sessions were audio-recorded and transcribed, which were analysed using a Collaborative Yarning Approach.
Results: First Nations youth (n=178) from 17 sites across 6 Australian states and territories participated. Our analysis identified a range of key interrelated elements that contribute to their wellbeing. Family emerged as a central aspect of wellbeing, with a variety of family members providing key support to First Nations youth. Other aspects of wellbeing included culture, friends, pets, nature, making art, music, playing sport, being healthy and having independence. The interrelations between these aspects are explored.
Conclusions: Understanding what is important to supporting First Nations youth’s wellbeing is critical in informing and guiding effective policy and practice. The findings of this study will be used to develop items for a wellbeing measure for First Nations youth, which will increase transparency, responsiveness and relevance of clinical and health policy decision making, ultimately improving mental health and wellbeing of First Nations youth.
Methods: We partnered with community organisations to conduct PhotoYarning with First Nations youth aged 12-17 years. Participants were gifted digital cameras and asked to take photographs of things that are important to them and support their wellbeing. Participants then joined in a Yarning Circle led by First Nations facilitators to share and discuss their photographs and the elements of life that support their wellbeing. Sessions were audio-recorded and transcribed, which were analysed using a Collaborative Yarning Approach.
Results: First Nations youth (n=178) from 17 sites across 6 Australian states and territories participated. Our analysis identified a range of key interrelated elements that contribute to their wellbeing. Family emerged as a central aspect of wellbeing, with a variety of family members providing key support to First Nations youth. Other aspects of wellbeing included culture, friends, pets, nature, making art, music, playing sport, being healthy and having independence. The interrelations between these aspects are explored.
Conclusions: Understanding what is important to supporting First Nations youth’s wellbeing is critical in informing and guiding effective policy and practice. The findings of this study will be used to develop items for a wellbeing measure for First Nations youth, which will increase transparency, responsiveness and relevance of clinical and health policy decision making, ultimately improving mental health and wellbeing of First Nations youth.
Biography
Dr Kate Anderson is a researcher based on the Sunshine Coast who has worked in collaboration with Aboriginal and Torres Strait Islander researchers and communities for more than 15 years across the areas of cancer, kidney disease and wellbeing. Her current program of research at FNCWR is focused on understanding and measuring the wellbeing of Aboriginal and Torres Strait Islander people across the lifespan.
Ikuko Aoyama
Poster Presentations
Abstract
The number of problems related to children's mental health, such as absenteeism and bullying, is increasing in Japanese schools (MEXT, 2021). Yet, the schools don’t have tools to conduct mental health screening or prevention activities were not conducted much. Dealing with this situation, the authors have been developing the Social Emotional Health Survey (SEHS), which is used for school-wide mental health screening in the US. So far, we have conducted surveys of elementary school students and high school students, but there have been no surveys of junior high school students except for Ito et al.(2015). Therefore, the purpose of this study was to examine the invariance of the factor structure of the SEHS-S for junior high school students and to further examine its validity. A questionnaire survey was administered to 668 students (311 boys, 300 girls, and 57 unanswered) belonging to two junior high schools in the Kanto area. The results of confirmatory factor analysis supported the third-order factor model as Furlong et al. (2017). In the four domains, the Cronbach's α coefficients were α=.83-.92. The results of the validity study showed low to moderate positive correlations between SEHS and School Connectedness and Life Satisfaction and moderate negative correlations with the Psychological Distress. Also, the result showed moderate positive correlations between SEHS and Prosocial Behavior in SDQ and moderate negative correlations with four aspects of Difficulties and Total Difficulties. These results support the factor invariance of the SEHS-S in middle school students and provide further support for its validity. Finally, the future direction using the survey will be discussed.
Biography
Warren Bergh
Evolve Therapeutic Services Program Coordinator
Evolve Therapeutic Services, Queensland Health
Childhood Adversity: Resiliency and Positive Childhood Experiences. The ETS Nurturing Protection and PCE Framework
Abstract
Exposure to Adverse Childhood Experiences (ACEs) can have long lasting impact on infants, children, young people and adults. Young people exposed to ACEs are at risk for changes in brain anatomy, mental health challenges, behavioural difficulties and delays in social, emotional, physical, and cognitive development etc. Despite high ACE scores some young people “do OK”. ACEs are only part of a person life journey and who they are. The question is then, what factors create a level of protectiveness that helped them to ‘survive and thrive’ despite difficult childhoods?
Positive childhood experiences (PCEs) are the activities and experiences that shape a young person’s life, development and future health. They are experiences that buffer against the negative lifelong health effects caused by exposure to ACEs. The ETS Nurturing Protective and PCE Framework, provides tangible steps to buffering the negative impact of prevent childhood adversity by implementing several protective factors and PCEs. The framework can assist caregivers, support agencies and stakeholders in developing a plan of action. At the centre are several core messages young people need to hear, and integrate, in order to increase ACE protection and recovery. These messages can be developed, and reinforced, by implementing five (5) core action-oriented protective and PCE actions/behaviours.
Positive childhood experiences (PCEs) are the activities and experiences that shape a young person’s life, development and future health. They are experiences that buffer against the negative lifelong health effects caused by exposure to ACEs. The ETS Nurturing Protective and PCE Framework, provides tangible steps to buffering the negative impact of prevent childhood adversity by implementing several protective factors and PCEs. The framework can assist caregivers, support agencies and stakeholders in developing a plan of action. At the centre are several core messages young people need to hear, and integrate, in order to increase ACE protection and recovery. These messages can be developed, and reinforced, by implementing five (5) core action-oriented protective and PCE actions/behaviours.
Biography
Warren Bergh is a Psychologist and the Statewide Program Coordinator for Evolve Therapeutic Services (ETS), Child Youth Mental Health Services, Queensland Health. He has worked with ETS since its conception (2006), first as a mental health clinician (Brisbane North), before becoming the Team Leader prior to his current role. Warren has a strong commitment to improving the outcomes for children/young people in care, a field he has worked in for the past 23 plus years. Warren has played a long-standing role in helping to shape the ETS program and structure though involvement in various state forums. He also brings a strong interest in grief and loss, harmful sexual behaviour, trauma-informed care, and Trauma-Focused CBT.
Kylie Butler
Australian Institute of Family Studies
Fathering to promote good child mental health: a rapid review
Abstract
Despite clear evidence that both mothers and fathers can have a substantial and positive impact on the health and well-being of their children, most research and parenting programs still focus on the role of mothers. Synthesis of the evidence on the role and impact of fathers is needed to assist practitioners and service providers to promote mental health in children.
In partnership with the National Workforce Centre for Child Mental Health, we conducted a rapid review to synthesise the evidence on 1) the association between fathering practices and child mental health, and 2) the effectiveness of programs designed to support fathers to positively impact their children’s mental health. We consulted with eight service leaders and researchers who are experts in parenting, fathering, and men’s and child health. Insights from consultations were used to guide the scope and outputs of the review. We searched for terms relating to fathering, child mental health and promotion and interventions in Medline, PsycInfo and Web of Science from 1 January 2012 to 30 May 2022. Relevant peer reviewed and grey literature that were conducted in high-income, English-speaking countries were included. After duplicates were removed, the search returned 5,558 records. At the time of abstract submission, the screening of records for the review is underway.
This presentation will outline the key findings from the review. It will explore what fathering practices are associated with child mental health outcomes. It will also examine the impact of parenting programs for fathers on child mental health. Implications for practitioners in the child and family sector will be discussed. Three key learnings from the presentation will be: 1) how fathering practices can impact child mental health, 2) what programs are effective at supporting fathers to positively impact their children’s mental health, and 3) key evidence gaps in this area.
In partnership with the National Workforce Centre for Child Mental Health, we conducted a rapid review to synthesise the evidence on 1) the association between fathering practices and child mental health, and 2) the effectiveness of programs designed to support fathers to positively impact their children’s mental health. We consulted with eight service leaders and researchers who are experts in parenting, fathering, and men’s and child health. Insights from consultations were used to guide the scope and outputs of the review. We searched for terms relating to fathering, child mental health and promotion and interventions in Medline, PsycInfo and Web of Science from 1 January 2012 to 30 May 2022. Relevant peer reviewed and grey literature that were conducted in high-income, English-speaking countries were included. After duplicates were removed, the search returned 5,558 records. At the time of abstract submission, the screening of records for the review is underway.
This presentation will outline the key findings from the review. It will explore what fathering practices are associated with child mental health outcomes. It will also examine the impact of parenting programs for fathers on child mental health. Implications for practitioners in the child and family sector will be discussed. Three key learnings from the presentation will be: 1) how fathering practices can impact child mental health, 2) what programs are effective at supporting fathers to positively impact their children’s mental health, and 3) key evidence gaps in this area.
Biography
1 - Melissa Willoughby is a Senior Research Officer in the Child and Family Evidence team at the Australian Institute of Family Studies, where she engages in knowledge translation activities across a range of research projects related to child and family wellbeing. Melissa’s research focuses on health inequity, violence, criminal justice and gender. She has expertise in both quantitative and qualitative methods, including analysing linked administrative data. Melissa is a PhD Candidate at the University of Melbourne and she holds a Research Assistant position at the Murdoch Children’s Research Institute.
2 - Melissa Willoughby is a Senior Research Officer in the Child and Family Evidence team at the Australian Institute of Family Studies.
Shelby Ceh
Aurora Health
Introducing ‘Managing Social Anxiety and Building Social Skills for Young Adults’ Group Program
Abstract
Introduction
Research consistently shows that social connectedness is important for overall wellbeing. In young populations with unprecedented access to technology, face-to-face social interactions have become less frequent. This has been exacerbated by the COVID-19 pandemic and associated isolation periods. The flow-on effect is that young people have reported greater challenges in the areas of social skillfulness and social anxiety.
Method
To meet this area of need, a Managing Social Anxiety and Building Social Skills for Young Adults group program was developed and run at Belmont Private Hospital in late 2022. The pilot group included eight young people between the ages of 17 and 25.
The first four weeks of the program focused predominantly on Cognitive Behavioural Therapy (CBT) based strategies for social anxiety. The remaining four weeks aimed to build specific social skills including: conversation skills, understanding non-verbal cues, managing challenging social situations, and building healthy relationships. Participants were given the opportunity to practice these skills in a safe environment in group and were set between-session tasks to use the skills externally.
Discussions & conclusions
Participants reported that being in a group with other young people with similar challenges was a positive and useful experience. The facilitator observed growing confidence and connectedness within the group over the eight weeks. The results of pre- and post- measures are yet to be calculated at time of writing.
Research consistently shows that social connectedness is important for overall wellbeing. In young populations with unprecedented access to technology, face-to-face social interactions have become less frequent. This has been exacerbated by the COVID-19 pandemic and associated isolation periods. The flow-on effect is that young people have reported greater challenges in the areas of social skillfulness and social anxiety.
Method
To meet this area of need, a Managing Social Anxiety and Building Social Skills for Young Adults group program was developed and run at Belmont Private Hospital in late 2022. The pilot group included eight young people between the ages of 17 and 25.
The first four weeks of the program focused predominantly on Cognitive Behavioural Therapy (CBT) based strategies for social anxiety. The remaining four weeks aimed to build specific social skills including: conversation skills, understanding non-verbal cues, managing challenging social situations, and building healthy relationships. Participants were given the opportunity to practice these skills in a safe environment in group and were set between-session tasks to use the skills externally.
Discussions & conclusions
Participants reported that being in a group with other young people with similar challenges was a positive and useful experience. The facilitator observed growing confidence and connectedness within the group over the eight weeks. The results of pre- and post- measures are yet to be calculated at time of writing.
Biography
Shelby is a Clinical Psychologist at Belmont Private Hospital. She has contributed to the development and facilitation of Young Adult programs since 2020. Shelby has also worked with children and young people in Private Practice, school and university settings. She has a background of Psychodynamic and Cognitive Behavioural Therapy based intervention. However, Shelby particularly enjoys using Acceptance and Commitment Therapy (ACT) and Dialectical Behaviour Therapy (DBT) in individual and group-based work. When she has the opportunity, Shelby is passionate about researching and developing new programs to meet the needs of patients.
Jack Chiu
Clinical Psychologist
Human Nature
Where Challenge Meets Change: Transforming Youth Mental Health
Abstract
In February 2021, the Northern Rivers region of NSW and South East Queensland suffered catastrophic flooding, impacting communities across the region.
Human Nature is an innovative youth mental health service serving the Northern Rivers. The service is almost entirely philanthropically funded and works with some of the most vulnerable and disengaged youth in the region, most of whom have a history of childhood trauma and disadvantage.
Established in 2015, the organisation was achieving a remarkable 93% engagement rate prior to the floods. Success factors included: a focus on overcoming barriers to participation by delivering therapy and mentoring on an outreach basis; working intensively to build trust; offering therapeutic interventions in non-conventional settings, usually outside in nature.
In the aftermath of the floods, Human Nature mobilised immediate philanthropic support- well before government investment became available. With this support they were able to quickly adapt their model and deliver services immediately, when many other services could not. Lessons learned from previous floods in the region pointed to the very high risk of PTSD, particuarly for young people, if they did not receive support in a timely way.
Providing trauma support in the aftermath of the flood is not without its challenges:
- The shock and awe of the days that followed the floods
- Staff and vicarious trauma
- Finding those who had disappeared from view
- Competing voices and confusion on the ground
- The burden of applying for grants from multiple parties
- The challenge of short-term funding for a long-term problem.
Many lessons were learned, and are still being learned seven months on.
Human Nature is an innovative youth mental health service serving the Northern Rivers. The service is almost entirely philanthropically funded and works with some of the most vulnerable and disengaged youth in the region, most of whom have a history of childhood trauma and disadvantage.
Established in 2015, the organisation was achieving a remarkable 93% engagement rate prior to the floods. Success factors included: a focus on overcoming barriers to participation by delivering therapy and mentoring on an outreach basis; working intensively to build trust; offering therapeutic interventions in non-conventional settings, usually outside in nature.
In the aftermath of the floods, Human Nature mobilised immediate philanthropic support- well before government investment became available. With this support they were able to quickly adapt their model and deliver services immediately, when many other services could not. Lessons learned from previous floods in the region pointed to the very high risk of PTSD, particuarly for young people, if they did not receive support in a timely way.
Providing trauma support in the aftermath of the flood is not without its challenges:
- The shock and awe of the days that followed the floods
- Staff and vicarious trauma
- Finding those who had disappeared from view
- Competing voices and confusion on the ground
- The burden of applying for grants from multiple parties
- The challenge of short-term funding for a long-term problem.
Many lessons were learned, and are still being learned seven months on.
Biography
Jack is a Clinical Psychologist with over 5 years of experience working with young people. He has been working as a clinician at Human Nature Adventure Therapy, offering outdoor therapy and other flexible approaches to engage and address the needs of at-risk young people in the Northern Rivers NSW region. Jack developed an interest in working with young people as a clinician at Headspace and the University of Sydney counselling and psychological services. He has a passion for developing innovative programs and drawing on nature as a co-therapist to serve those who would otherwise slip through the cracks.
Suzanne Claxton
Amyos Clinician
Child And Youth Mental Health
Animals helping adolescents heal: the use of Animal-Assisted Psychotherapy with hard to engage youth
Abstract
Animal-assisted interventions (AAI) have quickly become one of the most useful tools in my therapeutic toolbox working with adolescents that have been deemed ‘hard to engage’, with accompanying severe and complex mental health difficulties. While I have not conducted research specifically in this field, I am currently undertaking a complimentary Certificate Course in AAI, to further my knowledge base working in this rapidly emerging therapeutic domain. I have a growing wealth of experiential evidence and client, family anecdotal stories to support the continuation of this novel therapeutic approach.
AAI’s to date have sparked quite a lot of excitement, specifically when working within the developmental periods of adolescence. My interest in this field piqued when I accepted a role with AMYOS and encountered innumerable challenges initially, with my sole client. I struggled to build rapport due to her extensive and cumulative relational trauma. Being given the opportunity to use equine therapy with this client was the therapeutic gift needed to change her trajectory, and subsequently the direction and scope of my professional work to date.
The research base informing AAI’s is not as extensive as one would hope given the growing interest in this field. This is highlighted in literature reviews globally, and an area that one day I hope to be in a position to contribute.
Of special interest to me and the youth I have the opportunity to serve, is helping children in state care have equitable access to not just brief animal assisted therapies and interventions, but being supported to have emotional support animals where appropriate, to assist their recovery journeys, especially from C-PTSD, attachment related traumas with subsequent emotional regulation and daily functioning difficulties. The youth overwhelmingly ask for their voice to be heard, advocating for innovative, yet simple ways to help cope with toxic stress.
AAI’s to date have sparked quite a lot of excitement, specifically when working within the developmental periods of adolescence. My interest in this field piqued when I accepted a role with AMYOS and encountered innumerable challenges initially, with my sole client. I struggled to build rapport due to her extensive and cumulative relational trauma. Being given the opportunity to use equine therapy with this client was the therapeutic gift needed to change her trajectory, and subsequently the direction and scope of my professional work to date.
The research base informing AAI’s is not as extensive as one would hope given the growing interest in this field. This is highlighted in literature reviews globally, and an area that one day I hope to be in a position to contribute.
Of special interest to me and the youth I have the opportunity to serve, is helping children in state care have equitable access to not just brief animal assisted therapies and interventions, but being supported to have emotional support animals where appropriate, to assist their recovery journeys, especially from C-PTSD, attachment related traumas with subsequent emotional regulation and daily functioning difficulties. The youth overwhelmingly ask for their voice to be heard, advocating for innovative, yet simple ways to help cope with toxic stress.
Biography
I’m a native New Yorker, living in Cairns QLD since 2009. I am an Accredited Mental Health Social Worker with the Australian Association of Social Workers; have a Bachelor of Social Work from James Cook University in Cairns; a Master of Mental Health Science, Child Psychotherapy Specialisation from Monash University; and am currently completing a Certificate in Animal Assisted Therapies via coursework at the Animal Assisted Therapies Program in Colorado, USA.
I am a mum of three beautiful daughters and two step-children. I enjoy hiking, paddle-boarding, yoga, nature and developing my abilities and skills as a wannabe farmer! I have an affinity for bearded dragons, goats, horses, and am very fortunate to have a loving partner who supports my love of all creatures.
Kathryn Cousins
Service Manager
Mind Australia
A community approach to supporting young people in regional areas through an early intervention framework
Abstract
Children, young people, and their families in regional areas are at higher risk of developing long-term mental health concerns and experiencing family breakdown and social disengagement. Factors contributing to this including reduced access to services due to geographical isolation, poor determinants of health, intergenerational trauma, mental health stigma and high prevalence of AOD use.
Mind’s Always in Mind program provides outreach early intervention and prevention services to children and families at risk of or experiencing mental health challenges living in rural South Australia.
Mind utilises targeted therapeutic interventions to meet the individual challenges of the children and young people. This includes mindfulness-based CBT, Narrative Therapy and Play Therapy. This is underpinned by a biopsychosocial model to holistically support clients address concerns regarding determinants of health.
Mind takes a whole of community approach to build capacity and reduce stigma of mental ill health. Mind has effective and innovative ways of establishing key linkages with services that interconnect with children and their families which fosters collaboration and service integration. Through proactive information sharing, Mind is able to identify needs and implement tailored early intervention responses at an individual and community level.
Mind has effectively developed dynamic, place-based group programs utilising co-design principles that are co-facilitated by school staff. This methodology has been successful in embedding sustainable learning and developing the skills of staff in existing support systems. This increases their capacity to manage current and emerging mental health and emotional needs of children and young people.
The outcomes will be demonstrated through qualitative and quantitative data.
Three key learnings:
- Implementing Mind’s My Better Life Model (a collaborative goal-setting approach) in conjunction with targeted therapeutic interventions.
- The importance of establishing reciprocal partnerships in regional communities.
- Utilising co-design principles to identify and meet the unique needs of children and young people.
Mind’s Always in Mind program provides outreach early intervention and prevention services to children and families at risk of or experiencing mental health challenges living in rural South Australia.
Mind utilises targeted therapeutic interventions to meet the individual challenges of the children and young people. This includes mindfulness-based CBT, Narrative Therapy and Play Therapy. This is underpinned by a biopsychosocial model to holistically support clients address concerns regarding determinants of health.
Mind takes a whole of community approach to build capacity and reduce stigma of mental ill health. Mind has effective and innovative ways of establishing key linkages with services that interconnect with children and their families which fosters collaboration and service integration. Through proactive information sharing, Mind is able to identify needs and implement tailored early intervention responses at an individual and community level.
Mind has effectively developed dynamic, place-based group programs utilising co-design principles that are co-facilitated by school staff. This methodology has been successful in embedding sustainable learning and developing the skills of staff in existing support systems. This increases their capacity to manage current and emerging mental health and emotional needs of children and young people.
The outcomes will be demonstrated through qualitative and quantitative data.
Three key learnings:
- Implementing Mind’s My Better Life Model (a collaborative goal-setting approach) in conjunction with targeted therapeutic interventions.
- The importance of establishing reciprocal partnerships in regional communities.
- Utilising co-design principles to identify and meet the unique needs of children and young people.
Biography
Kathryn has worked in child, youth, family, and mental health services since 2016 and has led the child and youth early intervention program at Mind Australia for 4 years. Kathryn has a Bachelor of Psychology and Master of Counselling and Psychotherapy from the University of Adelaide which has fostered an interest in attachment theory and child centred therapeutic interventions. Kathryn delivers flexible, collaborative, and creative programs that keep the young person at the centre of care. Kathryn utilises reflective supervision to lead a resilient team that provides trauma informed care and evidence-based approaches to achieve the best outcomes for children.
Melissa Docker
Senior Policy & Development Officer
Carers NSW
Championing Young Carer voices: Empowering young carers to create change
Abstract
Young carers are children and young people up to 25 years of age who provide care and support to a family member or friend who is ageing, living with disability or a chronic illness. There are approximately 83,700 carers in New South Wales (NSW), representing just over 10% of all carers in NSW. Young carers report lower levels of recognition of their caring role by service providers and the community than other carers.
Young carers provide support with a range of practical and emotional tasks, which often exceeds the expectations of what a child or young person should be responsible for. Caring roles can have detrimental impacts on young carers’ physical and mental health and social lives, and many face significant barriers accessing appropriate, carer-informed supports. Research conducted by Carers NSW has found that trustworthy, supportive interactions, carer-aware service providers and educators, and connection with other young carers can support engagement with services. Carers NSW is committed to championing young carer voices through research, consultation and co-development and co-delivery of educational resources in order to raise awareness of young carers in the community and encourage young carers to access timely support.
This contribution provides an overview of the Carers NSW Young Carer Advisory Group as a best practice framework for engaging and building the capacity of young carers to inform policy and service delivery. The presentation will also showcase other Carers NSW initiatives that elevate young carer voices by supporting young carers to share their stories and insights with a range of audiences. This includes audio-visual content such as videos, social media campaigns and podcasts, and inclusion in the delivery of educator training and sector webinars.
Young carers provide support with a range of practical and emotional tasks, which often exceeds the expectations of what a child or young person should be responsible for. Caring roles can have detrimental impacts on young carers’ physical and mental health and social lives, and many face significant barriers accessing appropriate, carer-informed supports. Research conducted by Carers NSW has found that trustworthy, supportive interactions, carer-aware service providers and educators, and connection with other young carers can support engagement with services. Carers NSW is committed to championing young carer voices through research, consultation and co-development and co-delivery of educational resources in order to raise awareness of young carers in the community and encourage young carers to access timely support.
This contribution provides an overview of the Carers NSW Young Carer Advisory Group as a best practice framework for engaging and building the capacity of young carers to inform policy and service delivery. The presentation will also showcase other Carers NSW initiatives that elevate young carer voices by supporting young carers to share their stories and insights with a range of audiences. This includes audio-visual content such as videos, social media campaigns and podcasts, and inclusion in the delivery of educator training and sector webinars.
Biography
Melissa Docker is the Senior Policy and Development Officer at Carers NSW, where she supervises the Policy team, who conduct policy analysis and systemic advocacy to improve outcomes for carers across New South Wales. Melissa holds a Masters of Occupational Therapy from University of Sydney and a Diploma of Government (Policy) from Canberra Institute of Technology. She has a clinical background in disability, dual diagnosis and aged care and has practiced in acute and community settings.
Jade Ellings
Accredited Exercise Physiologist
Children's Health Queensland
Mind Your Health: Evaluating a Cardiometabolic Health Model of Care within CYMHS
Abstract
It is well established that consumers living with mental illness are at a greater risk of poor physical health outcomes and premature mortality, which can be attributed primarily to cardiometabolic disease (CMD). The prevalence of CMD is due to factors including lifestyle behaviours such as poor diet quality, physical inactivity and routine imbalances; mental health symptomatology; and metabolic side effects of psychotropic medications. Further contributing, is the strong relationship between exposure to adverse childhood experiences and health risk factors later in life. Given the significant relationship between mental health and the development of CMD, it is imperative that steps are taken to support the physical health of children and young people with mental illness. Current CYMHS services typically have limited capacity to address the physical health needs of consumers and interventions offered by mainstream, non-mental health services can be inaccessible and not tailored to the unique needs of CYMHS consumers.
The Mind Your Health project presents an early intervention model of care, that aims to enhance the maintenance of cardiometabolic health in youth, by providing targeted interventions from an occupational therapist, dietitian, and exercise physiologist within the mental health care team. This model of care will focus on nutrition, lifestyle, exercise and movement interventions that target the key indicators for cardiometabolic risks as outlined above. The evaluation of this model will examine the outcomes for consumers and the service and highlight the impacts of embedding specialist allied health services within standard care to address physical health outcomes of at-risk adolescents within CYMHS.
At the time of this abstract submission, the Model of Care is currently being trialled as a new standard of care within three CYMHS sites. Preliminary outcomes will be available to present by March 2023.
The Mind Your Health project presents an early intervention model of care, that aims to enhance the maintenance of cardiometabolic health in youth, by providing targeted interventions from an occupational therapist, dietitian, and exercise physiologist within the mental health care team. This model of care will focus on nutrition, lifestyle, exercise and movement interventions that target the key indicators for cardiometabolic risks as outlined above. The evaluation of this model will examine the outcomes for consumers and the service and highlight the impacts of embedding specialist allied health services within standard care to address physical health outcomes of at-risk adolescents within CYMHS.
At the time of this abstract submission, the Model of Care is currently being trialled as a new standard of care within three CYMHS sites. Preliminary outcomes will be available to present by March 2023.
Biography
Lisa Fahey
Clinical Director
Quovus
Innovative use of technology to support a community of care/ mental health and well-being monitoring
Abstract
Abstract
The prevalence of distress symptoms reflects a “new normal” in the psychological profile of our youth: more children and adolescents struggle with challenges around anxiety and depression at deeper levels than ever before. It is clear that as a community of parents, teachers, friends, and professionals, we are limited in our ability to accurately read and prioritize these signs and symptoms of distress before acute behaviors develop - even in those close to us. The current mental health and wellbeing support screening framework for youth in school and OOHC settings is simply not adequate to proactively identify needs, or invite a timely opportunity to provide either individual or systemic prevention solutions.
Any school or OOHC-based screening model that seeks to target preventative population screening of mental health must be portable, flexible, and low cost. The model must minimize stigma, accurately and immediately provide feedback for the individual, and aggregate population data to provide practical insights on needs and trends. Coherent, evidence-based and brief web-based applications must be at the heart of any meaningful preventative solution. In providing accurate and meaningful screening for well-being, it is essential that screening information is triangulated through self-reporting, adult observation, and performance information, to reduce false positives and false negatives; and supporting the 'community of care' approach. Finally, the core protective factors must be considered alongside acuity and risk, in order to account for resiliency and treatment prognosis.
The prevalence of distress symptoms reflects a “new normal” in the psychological profile of our youth: more children and adolescents struggle with challenges around anxiety and depression at deeper levels than ever before. It is clear that as a community of parents, teachers, friends, and professionals, we are limited in our ability to accurately read and prioritize these signs and symptoms of distress before acute behaviors develop - even in those close to us. The current mental health and wellbeing support screening framework for youth in school and OOHC settings is simply not adequate to proactively identify needs, or invite a timely opportunity to provide either individual or systemic prevention solutions.
Any school or OOHC-based screening model that seeks to target preventative population screening of mental health must be portable, flexible, and low cost. The model must minimize stigma, accurately and immediately provide feedback for the individual, and aggregate population data to provide practical insights on needs and trends. Coherent, evidence-based and brief web-based applications must be at the heart of any meaningful preventative solution. In providing accurate and meaningful screening for well-being, it is essential that screening information is triangulated through self-reporting, adult observation, and performance information, to reduce false positives and false negatives; and supporting the 'community of care' approach. Finally, the core protective factors must be considered alongside acuity and risk, in order to account for resiliency and treatment prognosis.
Biography
Dr Lisa Fahey
BA Hon Psych University of QLD
Masters Psych University of New England
Doctor of Philosophy Psychology University of Western Sydney
PSY0001134318/ NDIS Advanced and Specialist Practitioner P0003553 Independent Specialist NDIS RPA
Dr Fahey is a registered Psychologist of over 30 years. She has focused her practice in areas of support to individuals and families with high and complex psychological needs, challenging behaviour and trauma recovery.
She has a strong commitment to clinician development, having supervised over 50 Psychology Interns to registration in the last 15years, and providing professional supervision and mentoring to established practitioners; along with hosting both Clinical Masters and undergraduate placements .
Hailey Fisher
Crohn's & Colitis Australia
How to collect data from young people with chronic conditions on their experience of healthcare
Abstract
Crohn’s & Colitis Australia collaborated with Deakin University to develop data collection techniques as part of a national project to understand the experience and quality of healthcare of children and adolescents living with inflammatory bowel disease (IBD) in Australia. A mixed methods approach was chosen including validated tools: Kessler Psychological Distress Scale for teens, and Paediatric Symptom Checklist-17 for parents. Online family interview techniques were developed to gain insights from children, in particular 16 years and under. Healthcare and mental health information was collected through 300 questionnaires and 35 one-hour online Zoom interviews. Learnings include effectively engaging participants using tailored, age-appropriate data collection tools; engagement activities; using a conversation-style informal interview; and providing clarification and rephrasing questions as required. Data collected will provide evidence on quality of IBD care, psychological impact of IBD on young people and access to services for IBD.
Biography
Juliet Matskarofski, anthropologist, public health practitioner, entrepreneur and researcher, coordinates the delivery of the national paediatric quality of care project for Crohn’s & Colitis Australia.
Juliet Matskarofski – anthropologist, public health practitioner, entrepreneur and researcher – coordinates the delivery of the national paediatric quality of care project for Crohn’s & Colitis Australia. Juliet’s experience includes volunteer and paid roles in local government, harm minimisation, community development, event management, research at the Murdoch Children’s Research Institute, and founding a successful start-up company. Stand out achievements include live radio interview, co-author of ‘The age of paediatrics’ published 10 October 2019 in Lancet Child and Adolescent Health, feature in Gambler’s Help ad and various articles, keynote and guest speeches and hosting a Young Leader’s Ad launch event.
Giovanni Giaroli
Consultant Child & Adolescent Psychiatrist and Medical Director
The Giaroli Centre
Proud to be different: neurodiverisity in girls
Abstract
Autism has been for years a condition mainly studied and diagnosed in boys with a typical ratio boys to girls of 4 to 1. This epidemiological datum alongside with a very male-centric diagnostic approach has been criticised in the last few years: emerging clinical data and research are in fact showing that there might be many more undiagnosed girls out there who suffer of ASC (Autism Spectrum Conditions) and are mistakes for being odd, anxious, depressed etc.
The presentation will focus on how we can approach differently the current diagnostic tools (ADOS, ADI etc) and clinical assessment to adapt for the identification of ASC in girls, but also on how can we champion neurodiversity in girls increasing self awareness and pride of young girls on the spectrum.
The presentation will focus on how we can approach differently the current diagnostic tools (ADOS, ADI etc) and clinical assessment to adapt for the identification of ASC in girls, but also on how can we champion neurodiversity in girls increasing self awareness and pride of young girls on the spectrum.
Biography
Dr Giovanni Giaroli is a consultant child and adolescent psychiatrist, He is medical director of a large private center (Dr Giaroli and Associates) in central London specialised on the recognition and treatment of neurodevelopmental disorders (Autism, ADHD, OCD etc) across the life span.
He has originally trained in adult psychiatry at the world health organisation center in Verona , moving consequently to train in child and adolescent psychiatry in Australia.
He is an honorary senior lecturer at Bart’s and Queen Mary Medical School, London and a honorary lecturer at UCL where he teaches psychopharmacology.
He has published extensively on different themes of child psychiatry and currently his first children book of psycho-education on autism is been published
Renae Glouftsis
General Manager
Mind Australia
A community approach to supporting young people in regional areas through an early intervention framework
Abstract
Children, young people, and their families in regional areas are at higher risk of developing long-term mental health concerns and experiencing family breakdown and social disengagement. Factors contributing to this including reduced access to services due to geographical isolation, poor determinants of health, intergenerational trauma, mental health stigma and high prevalence of AOD use.
Mind’s Always in Mind program provides outreach early intervention and prevention services to children and families at risk of or experiencing mental health challenges living in rural South Australia.
Mind utilises targeted therapeutic interventions to meet the individual challenges of the children and young people. This includes mindfulness-based CBT, Narrative Therapy and Play Therapy. This is underpinned by a biopsychosocial model to holistically support clients address concerns regarding determinants of health.
Mind takes a whole of community approach to build capacity and reduce stigma of mental ill health. Mind has effective and innovative ways of establishing key linkages with services that interconnect with children and their families which fosters collaboration and service integration. Through proactive information sharing, Mind is able to identify needs and implement tailored early intervention responses at an individual and community level.
Mind has effectively developed dynamic, place-based group programs utilising co-design principles that are co-facilitated by school staff. This methodology has been successful in embedding sustainable learning and developing the skills of staff in existing support systems. This increases their capacity to manage current and emerging mental health and emotional needs of children and young people.
The outcomes will be demonstrated through qualitative and quantitative data.
Three key learnings:
- Implementing Mind’s My Better Life Model (a collaborative goal-setting approach) in conjunction with targeted therapeutic interventions.
- The importance of establishing reciprocal partnerships in regional communities.
- Utilising co-design principles to identify and meet the unique needs of children and young people.
Mind’s Always in Mind program provides outreach early intervention and prevention services to children and families at risk of or experiencing mental health challenges living in rural South Australia.
Mind utilises targeted therapeutic interventions to meet the individual challenges of the children and young people. This includes mindfulness-based CBT, Narrative Therapy and Play Therapy. This is underpinned by a biopsychosocial model to holistically support clients address concerns regarding determinants of health.
Mind takes a whole of community approach to build capacity and reduce stigma of mental ill health. Mind has effective and innovative ways of establishing key linkages with services that interconnect with children and their families which fosters collaboration and service integration. Through proactive information sharing, Mind is able to identify needs and implement tailored early intervention responses at an individual and community level.
Mind has effectively developed dynamic, place-based group programs utilising co-design principles that are co-facilitated by school staff. This methodology has been successful in embedding sustainable learning and developing the skills of staff in existing support systems. This increases their capacity to manage current and emerging mental health and emotional needs of children and young people.
The outcomes will be demonstrated through qualitative and quantitative data.
Three key learnings:
- Implementing Mind’s My Better Life Model (a collaborative goal-setting approach) in conjunction with targeted therapeutic interventions.
- The importance of establishing reciprocal partnerships in regional communities.
- Utilising co-design principles to identify and meet the unique needs of children and young people.
Biography
Renae Glouftsis is a General Manager and Social Worker with Mind Australia. Renae Leads psychosocial, clinical, and children's therapeutic services in South Australia.
Renae has worked in mental health for over a decade over all age ranges, and for much of this time led teams in child and youth early intervention and prevention. Renae’s practice and management experience centres on psychosocial and evidence based therapeutic frameworks to support children, young people, and their families at risk of poor mental health outcomes later in life to build capacity, resilience and tools that promote improved social and emotional well-being. Renae has a Bachelor of Psychology, Master of Social Work and Graduate Certificate of Family Mediation which underpin the approaches embedded in her leadership practice.
Mark Grant
Clinical Services Manager
Accoras
The Benefits of Occupational Therapy Within the Headspace Model for Neurodivergent Young People
Abstract
Evidence suggests that conventional mental health interventions may not be as effective for neurodiverse young people as they are for their neurotypical counterparts. Different therapeutic approaches that adapt to the unique strengths and needs of neurodiverse young people are required. To meet this need, headspace Inala developed an Occupational Therapy service stream for young people presenting with psychological difficulties co-morbid with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). This presentation will detail the process of developing and delivering Occupational Therapy interventions specifically for neurodiverse young people within a headspace context. It will present outcome data for young people who accessed the Occupational Therapy service stream from January to December 2022, and provide comparison to controls. A case study will be presented that highlights the adaptive nature of this service stream. Delegates will take away an improved understanding of the therapeutic needs of neurodiverse young people with mental illness, and ideas for how to adapt existing service models to better meet these needs.
Biography
Mark is an experienced Social Worker and clinical manager with a passion for youth mental health. Over the last 20 years Mark has supported thousands of young people across a range of mental health concerns and barriers. He has worked across numerous headspace centers and helped develop and deliver different mental health services and pilot programs with Accoras and local PHNs. In his current role Mark works closely with a multidisciplinary team managing the clinical delivery at headspace Inala. Mark is a family man himself and for his own self-care enjoys running.
Ms Michelle Guthrie (Rogers)
Founder
Nyumba Consulting
Tuned-In, Individualised Aboriginal youth mentoring – Leading with Culture in practice
Abstract
Focused on the conference theme Ngunya Jarjum Aboriginal Child and Family Network would like to offer a dynamic, interactive 30 minute presentation bringing alive the important role Aboriginal cultural protocol plays in supporting our well-founded youth mentoring program, ‘Tuned-In’.
Ngunya Jarjum was established over 25 years ago on the back of a progressive vision from some Bundjalung Elders with a simple concept that Aboriginal families could care for Aboriginal children as our children were being removed at alarming rates from their families following State child protection assessment. The level of Aboriginal children living in kinship care arrangements has significantly increased, more Aboriginal community controlled out of home care Agencies established, allowing Jarjums an ongoing connection to family, culture and Land.
Ngunya Jarjum have intentionally extended our services to include targeted early intervention, intensive family preservation, restoration services and guardianship. We have developed a suite of complimentary services through the Balaa program which include cultural planning, family conferencing, youth mentoring and other services that compliment sound planning for identity and belonging. In this presentation, we concentrate on youth mentoring, our ‘tuned-in’ program.
Tuned-in is about understanding self, interaction, emotional state, belonging and instilling hope. The program is designed to keep culture at front and centre in interaction with children and youth, the program is reinforced through cultural framework to support youth as mentors for youth seeking mentoring. In this presentation we would like to share the cultural concepts underlying the design and provide thought provoking challenge to consider the foundations of programs when working with children and youth, exploring roles and responsibilities and brining the voice of the child or young person to the front of the purpose.
Together, we will explore the priorities and how to keep the program true to purpose.
Ngunya Jarjum was established over 25 years ago on the back of a progressive vision from some Bundjalung Elders with a simple concept that Aboriginal families could care for Aboriginal children as our children were being removed at alarming rates from their families following State child protection assessment. The level of Aboriginal children living in kinship care arrangements has significantly increased, more Aboriginal community controlled out of home care Agencies established, allowing Jarjums an ongoing connection to family, culture and Land.
Ngunya Jarjum have intentionally extended our services to include targeted early intervention, intensive family preservation, restoration services and guardianship. We have developed a suite of complimentary services through the Balaa program which include cultural planning, family conferencing, youth mentoring and other services that compliment sound planning for identity and belonging. In this presentation, we concentrate on youth mentoring, our ‘tuned-in’ program.
Tuned-in is about understanding self, interaction, emotional state, belonging and instilling hope. The program is designed to keep culture at front and centre in interaction with children and youth, the program is reinforced through cultural framework to support youth as mentors for youth seeking mentoring. In this presentation we would like to share the cultural concepts underlying the design and provide thought provoking challenge to consider the foundations of programs when working with children and youth, exploring roles and responsibilities and brining the voice of the child or young person to the front of the purpose.
Together, we will explore the priorities and how to keep the program true to purpose.
Biography
I am a Wiradjuri woman, visiting in Bundjalung Country. A strong practitioner background in child protection, focussed on family led decision making in practice and dignity through choice, I challenge self-determination and empowerment concepts in the face of systemic oppression.
Over 26 years of employment working for mob and a life of lived experience to compliment my employment, I speak on issues associated with Aboriginal equity and suppression.
Former presenter at Indigenous Youth Empowerment Summit and STOPDV 2020 and NCOSS regional members forums and Ministerial round tables. Upcoming presenter at ANZ Indigenous Wellbeing Conference, STOP DV 2022 and Granville TAFE.
Julia Hall
Phd
University Of Melbourne
How do we measure resilience in children? A systematic review.
Abstract
Introduction. Resilience in young children has received considerable interest from research bodies, policymakers, practitioners, and education bodies due to its potential impact on well-being, as well as physical and mental health (Ferreira, Buttell & Cannon, 2020). To support and cultivate resilience, appropriate measurement is important. However, numerous definitions and measures of resilience exist. To provide clarity, this paper offers a systematic review of measures used to assess resilience in young children.
Methods. Systematic search conducted in Medline, ERIC, ProQuest Central, Scopus, PsychINFO, and Web of Science. Keywords included ‘resilien* and measure* and child*’. Eligible studies: assessed children aged 0-12 years, of all abilities; and, contained a measure to assess resilience, inclusive of parent, teacher, and/or child-report measures.
Results. From 24,902 studies retrieved, 84 studies were included, identifying 54 measures for assessing resilience. 27 measures were identify as specifically measuring resilience, whilst 27 were identified as proxy measures. Overall, 34% of articles reported on both reliability and validity, with 20% reporting no psychometrics.
Discussion. While there is a range of measures used to assess resilience in young children, there is a lack of consensus regarding what constructs and domains represent resilience. A large proportion had minimal or no psychometrics reported, highlighting the limitations of this area. This is an important starting point for consolidating how resilience is defined and measured within research.
Methods. Systematic search conducted in Medline, ERIC, ProQuest Central, Scopus, PsychINFO, and Web of Science. Keywords included ‘resilien* and measure* and child*’. Eligible studies: assessed children aged 0-12 years, of all abilities; and, contained a measure to assess resilience, inclusive of parent, teacher, and/or child-report measures.
Results. From 24,902 studies retrieved, 84 studies were included, identifying 54 measures for assessing resilience. 27 measures were identify as specifically measuring resilience, whilst 27 were identified as proxy measures. Overall, 34% of articles reported on both reliability and validity, with 20% reporting no psychometrics.
Discussion. While there is a range of measures used to assess resilience in young children, there is a lack of consensus regarding what constructs and domains represent resilience. A large proportion had minimal or no psychometrics reported, highlighting the limitations of this area. This is an important starting point for consolidating how resilience is defined and measured within research.
Biography
Ms. Julia Hall is a second year PhD exploring the impacts of mindfulness, resilience and social isolation related to COVID-19 at the University of Melbourne.
Ms. Julia Hall is a second year PhD exploring the impacts of mindfulness, resilience and social isolation related to COVID-19 at the University of Melbourne. A recent graduate of the Master of Educational Psychology at the University of Melbourne, Julia’s focus is on child development in terms of socio-emotional well-being, cognitive function and academic achievement. After experiencing psychology placements in private practice, government services, and hospitals during the 2019-2020 Melbourne lockdowns, Julia has been researching the impact of COVID-19 disruptions on young children who began Prep in 2019 alongside with the Minds@Play project.
Kim Johnson
Outpatient Therapist & Trainer
KD Johnson & Associates
Practical Steps to Build Resilient Children: Learning to Strengthen their Ego, Connection & Accept Differences
Abstract
Building resilience in young children is vital to their development. By learning practical strategies to build their sense of self and their ability to attach and accept others helps to build healthier children for tomorrow. Through a guided discussion, participants are given opportunity to identify appropriate language and techniques used to promote a nonjudgmental, safe place for children to process their struggles regarding themselves and others.
The three key learning objectives are as follows.
First, participants will be able to strengthen the child's ego by teaching practical strategies, such as Happy Place, Container, Aroma Therapy, Four Elements, and Shadowing. Parents/Caregivers and children will learn how to manage their affect, particularly mastering the shift from an emotional dysregulation state to a calm state thereby assisting the child in discovering their true self.
Second, participants will learn ways to connect to their Parents/Caregivers. Attachment skills will be provided to assist the child in this process. Examples include the Belly Button Exercise, Sharing a Lolypop and Eye Contact Building. When a child learns to attach to their Caregivers first, it allows them to have the confidence to connect with their peers and others.
Third, by integrating play and art therapy, the door is open for children to express freely their inept mindfulness towards inclusion and diversity. Multicultural examples of art and stories are used within the workshop. Props (e.g. puppets) are neutral in gender and cultural identity. Participants are given opportunity to identify appropriate language and techniques used to promote a nonjudgmental, safe place needed for children to receive treatment. Case studies are presented to demonstrate the importance and effectiveness for the clinician to be aware of cultural diversity and inclusion sensitivity and the choice of play and art activities.
These strategies are taught to build resilient, healthier young children for the future.
Biography
Kim Johnson, Social Worker, has worked in the mental health field since 1990. She has been employed in both the public and private sector, inpatient and outpatient settings and has helped young children to build resilience to be all of who they are meant to be.
Ms. Johnson’s integrates play and art therapy for children as young as age 2 to assist them as well as works closely with the parents/caregivers. Her primary goal and passion are to assist young children and their families by joining them on their journey to healing, wholeness and TRANSFORMATION.
Ms. Johnson has an expansive history of public speaking. She is a vibrant, interactive and informative speaker, and she is open to all who attend.
Jessica Judd
PhD Candidate
The University Of Adelaide
Adolescent mental health-related hospitalisations: 45% have a history of child protection contact
Abstract
Objectives: To examine mental health-related hospitalisations for adolescents aged 12-17 by levels of child protection contact between the ages of 0-11.
Design, setting and participants: Whole-of-population study of children born in South Australia, 1991-1999 (n = 175,115), using de-identified administrative data from the Better Evidence Better Outcomes Linked Data (BEBOLD) platform.
Main outcome measures: Proportion of adolescents aged 12-17 years who experienced mental health hospitalisations, and the proportion of all hospitalisations that were due to mental health, by highest level of child protection contact at 0-11 years.
Results: Adolescents with a child protection contact history made up 45% of mental health-related hospitalisations and 40% of all young people with at least one mental health-related hospitalisation. Overall, 15.5% of adolescents had a history of child protection contact at age 0-11 years, and 3.2% of young people had a mental health-related hospitalisation at age 12-17 years. Among children with no child protection contact, 2.3% had experienced a mental health-related hospitalisation, compared to 8.4% of children with any type of child protection contact, and 17.5% of children who had been placed in out-of-home care.
Conclusion: The proportion of children who have experienced a mental health hospitalisation increases as the level of child protection contact also increases. A large proportion (45%) of mental health hospitalisations for 12-17-year-olds occur among young people with a history of child protection contact. This has implications for mental health services required to support children in contact with the child protection system.
Design, setting and participants: Whole-of-population study of children born in South Australia, 1991-1999 (n = 175,115), using de-identified administrative data from the Better Evidence Better Outcomes Linked Data (BEBOLD) platform.
Main outcome measures: Proportion of adolescents aged 12-17 years who experienced mental health hospitalisations, and the proportion of all hospitalisations that were due to mental health, by highest level of child protection contact at 0-11 years.
Results: Adolescents with a child protection contact history made up 45% of mental health-related hospitalisations and 40% of all young people with at least one mental health-related hospitalisation. Overall, 15.5% of adolescents had a history of child protection contact at age 0-11 years, and 3.2% of young people had a mental health-related hospitalisation at age 12-17 years. Among children with no child protection contact, 2.3% had experienced a mental health-related hospitalisation, compared to 8.4% of children with any type of child protection contact, and 17.5% of children who had been placed in out-of-home care.
Conclusion: The proportion of children who have experienced a mental health hospitalisation increases as the level of child protection contact also increases. A large proportion (45%) of mental health hospitalisations for 12-17-year-olds occur among young people with a history of child protection contact. This has implications for mental health services required to support children in contact with the child protection system.
Biography
Jessica Judd is a PhD candidate from the University of Adelaide investigating the mental health challenges of adolescents with experience in out-of-home care.
Jessica Judd is a PhD candidate investigating the mental health challenges of adolescents with experience in out-of-home care. Jessica has been working within the BetterStart Research Group in the School of Public Health at the University of Adelaide since mid-2019 and uses administrative data from the Better Evidence Better Outcomes Linked Data (BEBOLD) platform. Her research is conducted in collaboration with the Department for Child Protection. Jessica has received many awards including the Faculty of Health and Medical Sciences Honours Scholarship, the School of Public Health Honours Dux and a Healthy Development Adelaide-Channel 7 Children’s Research Foundation PhD Excellence Award.
Hannah Kirk
Senior Lecturer
Monash University
Digital games to support childhood cognitive and mental health after the COVID-19 pandemic
Abstract
Paying attention, keeping track of activities, and staying focused, are critical cognitive skills that are essential to every child as they start school. These skills, known as ‘executive functions’, provide the building blocks that support school readiness and social functioning. Difficulties in executive functioning can result in impulsivity, forgetfulness, and inattention. Children living in remote/regional communities are at particularly risk of impairment in these cognitive skills due to reduced educational engagement and poorer access to interventions. This vulnerability has been exacerbated by the COVID-19 pandemic and strategies are needed to mitigate long-term negative impacts on executive functioning, as well as broader cognitive and mental health. Digital cognitive interventions that target specific executive functions in early childhood when the brain is most amenable to change have sustained benefits on early learning and cognitive development. Our team of experts in child development, clinical cross-cultural and Indigenous psychology, in collaboration with educators and students across remote and regional areas of Australia, have developed a digital game-based intervention designed to improve executive functions in primary school children. This intervention has been rolled out to five primary schools (100 Grade 1 & 2 students) in remote/regional areas of Victoria, Australia. Here we discuss the benefits of the school-based digital intervention for cognitive and mental health in students living in remote/regional Australian communities. We will discuss more broadly the importance on investing in early cognitive intervention and the potential of digital technology to facilitate broader access and engagement with early cognitive intervention.
Biography
Dr Hannah Kirk is a Senior Lecturer at the Turner Institute for Brain and Mental Health. She leads the Developmental Risk and Digital Innovation Lab which examines how digital technology can support cognitive health in childhood.
Dr Hannah Kirk is a Senior Lecturer in Developmental Psychology at the Turner Institute for Brain and Mental Health, Monash University. She leads the Developmental Risk and Digital Innovation Lab which examines how digital technology can support cognitive and mental health in childhood. Her novel approach involves the creation of custom digital tools to optimise cognition and behavioural-regulation in childhood. In particular, her research focuses on neurodiverse populations such as children with ADHD.
Zhongzheng Lan
Associate Consultant
Institute Of Mental Health
A Collaboration with Primary Care
Abstract
There is an increased need for mental health care as a result of the pandemic, particularly more so for our youths who are faced with a wide array of stressors. In view of the long waiting time to access specialist care in the hospital, it is crucial that primary care physicians and front line workers are competent and confident in managing simple mental health conditions in the youths. This sharing touches on a collaborative and empowering effort taken by Singapore's teriatry psychiatric hospital, Institute of Mental Health, to help equip primary care personnels such as physicians and social workers in our local primary care clinics to provide better care for youths with mental health struggles. This helps to better stratify the care needs of our youths and allow them to receive appropriate professional help in a timely and accessible manner. This also reduces the stigma pertaining to mental illness and allow youths to seek help from their primary care provider. Akin to a stepped care model, such a collaborative effort also help decrease the bottle neck at our tertiary hospital, ensuring that only youths with severe mental health conditions and significant risk issues are directed to receive specialist multidisciplinary care in the hospital setting.
Biography
DR LAN works in the developmental psychiatry and the general psychiatry departments of Singapore's tertiary psychiatric hospital looking after children and adults with severe mental disorders. He also volunteers as a marital and trauma therapist in a local Family Service Centre. He is a big advocate in the holistic care for mental wellness, which focuses on the biological, psychological, social and spiritual aspects of a person. He is a certified clinical hypnotherapist as well as Certified Psychiatric Rehabilitation Practitioner (CPRP). He trains in trauma healing from the Trauma Healing Institute to provide effective soul care.
Junko Lida
Associate Professor
University Of Tsukuba
Validation of a Social Emotional Health Survey Among Japanese Junior High School Students
Abstract
The number of problems related to children's mental health, such as absenteeism and bullying, is increasing in Japanese schools (MEXT, 2021). Yet, the schools don’t have tools to conduct mental health screening or prevention activities were not conducted much. Dealing with this situation, the authors have been developing the Social Emotional Health Survey (SEHS), which is used for school-wide mental health screening in the US. So far, we have conducted surveys of elementary school students and high school students, but there have been no surveys of junior high school students except for Ito et al.(2015). Therefore, the purpose of this study was to examine the invariance of the factor structure of the SEHS-S for junior high school students and to further examine its validity. A questionnaire survey was administered to 668 students (311 boys, 300 girls, and 57 unanswered) belonging to two junior high schools in the Kanto area. The results of confirmatory factor analysis supported the third-order factor model as Furlong et al. (2017). In the four domains, the Cronbach's α coefficients were α=.83-.92. The results of the validity study showed low to moderate positive correlations between SEHS and School Connectedness and Life Satisfaction and moderate negative correlations with the Psychological Distress. Also, the result showed moderate positive correlations between SEHS and Prosocial Behavior in SDQ and moderate negative correlations with four aspects of Difficulties and Total Difficulties. These results support the factor invariance of the SEHS-S in middle school students and provide further support for its validity. Finally, the future direction using the survey will be discussed.
Biography
Junko Iida Ph.D. is an Associate Professor in the Department of Human Sciences, University of Tsukuba, and a researcher and practitioner in school psychology. My research interest in the field of preventive education such as SEL and bullying prevention and the effective use of school counselors.
Rumbi Mabambe
Executive Officer
Chain Reaction Foundation
The Pursuit of Adolescent Social Cohesion for Mental Health
Abstract
This presentation will examine the success of Learning Ground; an award winning, academically proven psycho-educational and skills building program that aims to promote cognitive, emotional and behavioural change in young people. The program is based on a methodology developed and delivered in Mt Druitt NSW since 2006 as part of Mt Druitt Learning Ground. Learning Ground was established through participatory research with local community, to meet the needs of young people in the Mt Druitt area who were experiencing behavioural difficulties that led to them being disenfranchised from school and from community. The program enhances the lives of disadvantaged young adolescents by addressing the challenges of increased disconnection, emerging behavioural and mental health concerns, and the need to create a sense of belonging within schools and communities.
The presentation will look at what has made Learning Ground successful over 15 years of implementation in Mt Druitt and surrounding suburbs with academic evidence of success factors. The presentation will end by showing preliminary findings from current participatory research on the social cohesion determinants as outlined by adolescents.
The presentation will look at what has made Learning Ground successful over 15 years of implementation in Mt Druitt and surrounding suburbs with academic evidence of success factors. The presentation will end by showing preliminary findings from current participatory research on the social cohesion determinants as outlined by adolescents.
Biography
Rumbi is the Executive Officer for Learning Ground and Chain Reaction Foundation and has worked in the Not-for-Profit sector both in Australasia and internationally. With expertise in NFP management, her particular interest is in adolescent social and emotional wellbeing and the impact of this on adolescent mental health outcomes. She leads the operational management of Learning Ground, an award winning program in behavioural change whose head office is in Mt Druitt NSW. Rumbi is the second year of her PhD in Adolescent Social Cohesion with the University of Technology Sydney.
Margot Moody
Lead Psychologist
Outback Futures
Enhancing Kids Resilience in North West Queensland
Abstract
The 2019 floods in North-West Queensland continues to have wide reaching impact on affected remote communities. Whilst communities have made significant strides towards recovery, the mental health impacts continue to be felt by many. In December 2020 the Australian Government announced funding initiatives to support ongoing recovery and a prosperous future for North-West Queensland.
In response to this funding, Outback Futures developed the Resilient Kids and Youth Project (RKYP), delivering preventative youth mental health programs for school aged children across five flood affected regions including 11 schools. The core aims of the RKYP are to help children and young people:
a. grow awareness of and strategies to support their own mental health needs,
b. develop knowledge, skills, and resources for dealing with challenging times,
c. learn how to identify and respond to mental health concerns amongst their friends, and support their community, and
d. learn how to build and access support networks from trusted people around them.
RKYP can be delivered in schools or other community settings and is applicable to most children and adolescents residing in rural Australia.
A suite of resources developed includes workshops, videos and workbooks, based around three specific protective factor statements and six associated resilience domains: “I have…” (secure base; friendships), “I am…” (positive values; social competence) and “I can…” (learning; talents and interests). The RKYP includes accompanying training and support for parents, carers and teachers who form an essential part of every child's wellbeing network. The programme also highlights potential mental health needs of children and youth following future disasters.
This paper will outline the RKYP structure and resources, and discuss outcomes, including those obtained via wellbeing tools Rumble’s Quest and the Developmental Assets Profile.
In response to this funding, Outback Futures developed the Resilient Kids and Youth Project (RKYP), delivering preventative youth mental health programs for school aged children across five flood affected regions including 11 schools. The core aims of the RKYP are to help children and young people:
a. grow awareness of and strategies to support their own mental health needs,
b. develop knowledge, skills, and resources for dealing with challenging times,
c. learn how to identify and respond to mental health concerns amongst their friends, and support their community, and
d. learn how to build and access support networks from trusted people around them.
RKYP can be delivered in schools or other community settings and is applicable to most children and adolescents residing in rural Australia.
A suite of resources developed includes workshops, videos and workbooks, based around three specific protective factor statements and six associated resilience domains: “I have…” (secure base; friendships), “I am…” (positive values; social competence) and “I can…” (learning; talents and interests). The RKYP includes accompanying training and support for parents, carers and teachers who form an essential part of every child's wellbeing network. The programme also highlights potential mental health needs of children and youth following future disasters.
This paper will outline the RKYP structure and resources, and discuss outcomes, including those obtained via wellbeing tools Rumble’s Quest and the Developmental Assets Profile.
Biography
Jeanne started her journey toward becoming an Educational Psychologist in South Africa while working as a primary school teacher. Jeanne then continued and completed her training in New Zealand and has since accumulated over ten years’ experience within the realm of child and adolescent counselling and psychology.
Jeanne now calls Australia home and lives on the Gold Coast with her family. Jeanne continues to work with young people alongside their families within the rural and remote communities in Australia.
Lisa Myers
Psychiatrist
Private Practice
Lived Experience and Therapeutic Self-Disclosure in Service Delivery and Client Engagement
Abstract
Mind Australia's CEO, Gill Callister, defined Lived Experience as a person's experience of mental ill-health and the journey of recovery. It recognises the unique insights, awareness and opportunities lived experience provides and differentiates between the lived experiences all people have, and those uniquely informed by life altering mental health challenges.
Former Prime Minister Julia Gillard in her 2022 David Cooper Lecture address:
“The problems that we need to solve today, and the problems of the future, are generally so complex that you need diverse and multidisciplinary teams to get anywhere near the answer.
“It’s about constant innovation and systems redesign and thinking, and also about putting lived experience at the centre.”
Lived Experience:
- Removes stigma
- Provides understanding and improves service delivery
- Allows for diversification and unification
- Encourages conversations
Lived Experience is mostly thought about as referring to users of services; however providers of services also have lived experiences that can offer healing to clients.
The RANZCP position statement:
Psychiatrists and other doctors who have experienced mental illness can help to challenge potentially stigmatising assumptions by sharing of their experience (Adame, 2011), Psychiatrists as well as other mental health workers who have a lived experience can be a key resource to improve the quality of mental health care, providing valuable insights to the profession which may assist both clinical practice and service development (Lindow and Rooke-Matthews, 1998).
Therapeutic self-disclosure is when a therapist shares personal information in a session. When done thoughtfully and with a clear intention, this can be a powerful therapeutic technique. Disclosure of lived experience could help:
- Diffuses defences, judgement and shame
- Improve humanity and vulnerability
Dr. Brene Brown stresses that vulnerability is a sign of strong leadership. She defines vulnerability as taking action when there is “uncertainty, risk, and emotional exposure.”
Former Prime Minister Julia Gillard in her 2022 David Cooper Lecture address:
“The problems that we need to solve today, and the problems of the future, are generally so complex that you need diverse and multidisciplinary teams to get anywhere near the answer.
“It’s about constant innovation and systems redesign and thinking, and also about putting lived experience at the centre.”
Lived Experience:
- Removes stigma
- Provides understanding and improves service delivery
- Allows for diversification and unification
- Encourages conversations
Lived Experience is mostly thought about as referring to users of services; however providers of services also have lived experiences that can offer healing to clients.
The RANZCP position statement:
Psychiatrists and other doctors who have experienced mental illness can help to challenge potentially stigmatising assumptions by sharing of their experience (Adame, 2011), Psychiatrists as well as other mental health workers who have a lived experience can be a key resource to improve the quality of mental health care, providing valuable insights to the profession which may assist both clinical practice and service development (Lindow and Rooke-Matthews, 1998).
Therapeutic self-disclosure is when a therapist shares personal information in a session. When done thoughtfully and with a clear intention, this can be a powerful therapeutic technique. Disclosure of lived experience could help:
- Diffuses defences, judgement and shame
- Improve humanity and vulnerability
Dr. Brene Brown stresses that vulnerability is a sign of strong leadership. She defines vulnerability as taking action when there is “uncertainty, risk, and emotional exposure.”
Biography
Dr Lisa Myers is a child adolescent psychiatrist with twenty years of experience in mental health. She has authored her first book, WHEN THE LIGHT GOES OUT, a personal and professional account of trauma, grief and loss. Lisa co-founded a holistic mental health practice in Sydney. She is passionate about mental health advocacy and education. Lisa frequently writes articles for print media and presents on a range of mental health topics. Lisa is a mother of two teenage daughters and in her free time she loves to practice yoga.
Lyn O'grady
Psychologist
Lyn O'grady, Community Psychologist
Poster Presentations
Abstract
Suicide prevention in children and young people is an ongoing concern and despite many years of research and debate, continues to be an area of challenge. It is an aspect of mental health practitioners' work that they often find confronting as they may feel insufficiently trained and supported. Feeling confident and clearly understanding current evidence-based approaches to working with suicidality is critical to best support clients as well as the practitioners' own wellbeing.
This workshop will outline the current research relating to experiences of suicidality in children and young people. It will provide an overview of frameworks and approaches to suicide prevention for these age groups, including the role of parents and carers and schools.
Case studies will then be provided to explore best practice approaches to understanding and managing risks. Useful resources will also be provided to enable participants to further their own skill development and confidence within their own work context.
This workshop will outline the current research relating to experiences of suicidality in children and young people. It will provide an overview of frameworks and approaches to suicide prevention for these age groups, including the role of parents and carers and schools.
Case studies will then be provided to explore best practice approaches to understanding and managing risks. Useful resources will also be provided to enable participants to further their own skill development and confidence within their own work context.
Biography
Dr Lyn O'Grady is a Community Psychologist with a particular interest in the mental health and wellbeing of children and young people and suicide prevention. She currently works in private practice. She has worked previously in school settings, with the KidsMatter project for the Australian Psychological Society, and with parents in the community sector. She is the author of "Keeping our Kids Alive, Parenting a Suicidal Young Person".
Ben Pook
Assistant Lead Advocacy Officer
Yourtown
Poster Presentations
Abstract
Children and young people are passionate and vocal about social change. They have ideas that are realistic, practical and solutions focussed. Unfortunately, they often do not have the avenues or social capital to advocate for change in the way that large organisations and adults have.
At yourtown we are making a change to ensure that children and young people are informing and driving our advocacy agenda. We are ensuring that their voices are informing the focus of our advocacy work, forming the basis of our messaging and giving them another avenue to be heard.
The key driver of this approach is Your Voice. Commencing in 2021 Your Voice is a co-designed, action research project that gathers the views of young people throughout Australia to help drive social change. In 2021 the major focus of young people was mental health, with the process highlighting the changes that were needed in mental health support and the systemic changes to improve their wellbeing and mental health. These consultations have informed advocacy submissions and activities over the past 2 years and will continue to do so as we continue Your Voice in 2023.
In this presentation you will hear about:
- the process that has driven and continues to drive Your Voice
- what we have heard from young people
- how it has empowered young people, and
- how the information is driving our advocacy work
Your Voice has been transformational in the way that yourtown is approaching its advocacy work and is having impact throughout the organisation.
At yourtown we are making a change to ensure that children and young people are informing and driving our advocacy agenda. We are ensuring that their voices are informing the focus of our advocacy work, forming the basis of our messaging and giving them another avenue to be heard.
The key driver of this approach is Your Voice. Commencing in 2021 Your Voice is a co-designed, action research project that gathers the views of young people throughout Australia to help drive social change. In 2021 the major focus of young people was mental health, with the process highlighting the changes that were needed in mental health support and the systemic changes to improve their wellbeing and mental health. These consultations have informed advocacy submissions and activities over the past 2 years and will continue to do so as we continue Your Voice in 2023.
In this presentation you will hear about:
- the process that has driven and continues to drive Your Voice
- what we have heard from young people
- how it has empowered young people, and
- how the information is driving our advocacy work
Your Voice has been transformational in the way that yourtown is approaching its advocacy work and is having impact throughout the organisation.
Biography
Ben Pook is the Assistant Lead Advocacy Office at yourtown, who co-ordinates the Your Voice project. He has a lived experience of mental health and suicidality.
Ben has worked with young people in education, community and the mental health sector over the past 20 years as a worker, program co-ordinator and service manager. Throughout his career, he has utilised co-design approaches to develop programs that meet the needs of young people and communities, with a focus on empowerment and the development of hope.
He has used Action Research approaches for projects working with people with psychosocial disabilities and indigenous communities.
Ben works in the Advocacy Team at yourtown. He has over 20 years experience working with young people and co-ordinates the Your Voice project.
Hugh Rabinovici
Acting Service Manager - Yflex
Neami National
Poster Presentations
Abstract
This presentation will focus on YFlex, a service delivered by Neami National and funded by EMPHN. YFlex provides centre-based and outreach support to young people aged 12-25 with emerging to significant mental health challenges and their families/carers. Support is provided by a multidisciplinary team skilled across a range of clinical interventions and peer support. This presentation will draw on a 2022 service evaluation to describe how YFlex’s non-judgemental, youth friendly, and holistic approach delivers positive impact. Routinely collected data from January 2019 to February 2022 generated matched pairs of data to demonstrate change on psychological distress (K10, n=110) and functioning (HONOS n=86, HONOSCA n=186). These findings showed statistically significant improvement and are augmented by qualitative feedback describing improved sense of hope for the future, deeper understanding of self, improved family dynamics, and greater trust in the system. Reviewed in tandem with stakeholder surveys which describe YFlex as a uniquely accessible, flexible, and collaborative service, YFlex offers a replicable model that promotes empowerment, connection, and system integration.
Biography
Hugh has worked in the mental health field with Neami National for 7 years. He is Acting Service Manager of Neami YFlex and has been a clinician at the program since its implementation and establishment in 2017. Hugh is a qualified Social Worker and is passionate about supporting the mental health and wellbeing of young people and providing a positive experience of service.
Megan Ross
Occupational Therapist
Accoras
The benefits of Occupational Therapy within the headspace model for neurodivergent young people
Abstract
Evidence suggests that conventional mental health interventions may not be as effective for neurodiverse young people as they are for their neurotypical counterparts. Different therapeutic approaches that adapt to the unique strengths and needs of neurodiverse young people are required. To meet this need, headspace Inala developed an Occupational Therapy service stream for young people presenting with psychological difficulties co-morbid with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). This presentation will detail the process of developing and delivering Occupational Therapy interventions specifically for neurodiverse young people within a headspace context. It will present outcome data for young people who accessed the Occupational Therapy service stream from January to December 2022, and provide comparison to controls. A case study will be presented that highlights the adaptive nature of this service stream. Delegates will take away an improved understanding of the therapeutic needs of neurodiverse young people with mental illness, and ideas for how to adapt existing service models to better meet these needs.
Biography
Megan is an Occupational Therapist who graduated with a Bachelor of Occupational Therapy in 2018. Megan is Currently working as an Occupational Therapist at headspace Inala and has been for the past two years. In her current role Megan works with clients one-on-one, runs groups and supervises occupational therapy students and new graduates. She is passionate about occupational therapy in mental health and believes in the unique lens that Occupational Therapists bring to the sector. Megan strives to encourage students and new graduates to explore a career in mental health.
Melissa Savaglio
PhD Candidate
Monash University
Co-designing a community-based psychosocial service with youth experiencing mental illness in Tasmania
Abstract
Background: Tasmania has a higher rate of youth suicide and mental illness among children and adolescents than the national average. However, it is widely acknowledged that the Tasmanian child and adolescent community mental health sector is significantly under-developed and under-resourced. This presentation aims to describe the process of engaging with young people and their families to co-design a community-based psychosocial service for youth experiencing mental illness in Tasmania.
Method: The Intervention Mapping framework guided this project’s methodology. Engagement with young people and their families underpinned each stage, and an advisory group of various Tasmanian youth mental health stakeholders guided all project activities. A series of interviews, focus groups, and co-design workshops were conducted with young people aged between 10-24 years with lived experience of mental illness to design the service, which included exploring their needs, experiences with existing mental health services, and their vision for the new service.
Results: Young people identified the ‘missing middle’ (i.e., lack of community-based support for young people experiencing moderate to severe mental health concerns) as the key gap to be addressed by the new service. Core broad components of the service as designed by young people included: holistic wrap-around psychosocial support alongside therapeutic counselling; involvement of youth peer workers; longer-term duration beyond 12 months; multidisciplinary support; assertive outreach; flexible service access and delivery that is tailored and responsive to each young person’s needs.
Conclusion: Young people and their families have pioneered the design and development of a service for young people experiencing moderate to severe mental health concerns in Tasmania. The service will be pilot-implemented in 2023.
Method: The Intervention Mapping framework guided this project’s methodology. Engagement with young people and their families underpinned each stage, and an advisory group of various Tasmanian youth mental health stakeholders guided all project activities. A series of interviews, focus groups, and co-design workshops were conducted with young people aged between 10-24 years with lived experience of mental illness to design the service, which included exploring their needs, experiences with existing mental health services, and their vision for the new service.
Results: Young people identified the ‘missing middle’ (i.e., lack of community-based support for young people experiencing moderate to severe mental health concerns) as the key gap to be addressed by the new service. Core broad components of the service as designed by young people included: holistic wrap-around psychosocial support alongside therapeutic counselling; involvement of youth peer workers; longer-term duration beyond 12 months; multidisciplinary support; assertive outreach; flexible service access and delivery that is tailored and responsive to each young person’s needs.
Conclusion: Young people and their families have pioneered the design and development of a service for young people experiencing moderate to severe mental health concerns in Tasmania. The service will be pilot-implemented in 2023.
Biography
Melissa is a clinical psychologist at Monash Children's hospital in Melbourne, supporting children and young people experiencing various mental health concerns, particularly anxiety. She is also currently a PhD Candidate from the Health and Social Care Unit within the School of Public Health and Preventive Medicine at Monash University in Melbourne. Her PhD project aims to co-design a psychosocial service for young people experiencing mental illness in Tasmania. Engagement with young people is at the forefront of this project, whilst also working in partnership with key community mental health service providers, peak bodies, clinicians and government across the state.
Melissa Savaglio
PhD Candidate
Monash University
"We need safety, support, and connection”: Young people’s experiences of mental health services in Tasmania
Abstract
Background: Approximately 75% of Australian adolescents with a diagnosable mental illness do not receive adequate support to facilitate their psychosocial recovery. In Tasmania, the youth community mental health sector is currently undergoing significant reform. To inform future service design and delivery, young people with lived experience must be involved in the co-design and development of such services. This presentation explores young people’s experiences of mental health services in Tasmania, and how services can enhance their psychosocial wellbeing.
Methods: Twenty-two young people aged between 14-22 years with lived experience of mental illness participated in a one-on-one interview with the researcher. Young people were recruited from existing mental health services, local community groups, and social media. Interviews were audio-recorded and analysed thematically. Young people were involved throughout the research process, including the development of interview questions, transcript validation, and consolidation of key themes.
Results: Eight key themes capturing young people’s experiences with mental health services (barriers and facilitators) were identified. Key barriers include: (1) the ‘missing middle’; (2) limited accessibility of services; (3) readiness and awareness; and (4) stigma and shame. Key facilitators for enhancing young people’s psychosocial wellbeing include: (1) practical outreach support; (2) consistency and flexibility; (3) multidisciplinary support; and (4) safety, connection, and inclusion.
Conclusion: Young people in Tasmania face numerous systemic barriers to accessing and engaging in mental health services. To better support the psychosocial recovery of young people experiencing significant mental illness, services must increase capacity for outreach and service navigation, provide alternatives to traditional structured therapies, offer peer support, and develop a sense of community. These findings will be used to inform the co-design of a new youth mental health service in Tasmania.
Methods: Twenty-two young people aged between 14-22 years with lived experience of mental illness participated in a one-on-one interview with the researcher. Young people were recruited from existing mental health services, local community groups, and social media. Interviews were audio-recorded and analysed thematically. Young people were involved throughout the research process, including the development of interview questions, transcript validation, and consolidation of key themes.
Results: Eight key themes capturing young people’s experiences with mental health services (barriers and facilitators) were identified. Key barriers include: (1) the ‘missing middle’; (2) limited accessibility of services; (3) readiness and awareness; and (4) stigma and shame. Key facilitators for enhancing young people’s psychosocial wellbeing include: (1) practical outreach support; (2) consistency and flexibility; (3) multidisciplinary support; and (4) safety, connection, and inclusion.
Conclusion: Young people in Tasmania face numerous systemic barriers to accessing and engaging in mental health services. To better support the psychosocial recovery of young people experiencing significant mental illness, services must increase capacity for outreach and service navigation, provide alternatives to traditional structured therapies, offer peer support, and develop a sense of community. These findings will be used to inform the co-design of a new youth mental health service in Tasmania.
Biography
Melissa is a clinical psychologist at Monash Children's hospital and PhD Candidate from the Health and Social Care Unit at Monash University in Melbourne.
Melissa is a clinical psychologist at Monash Children's hospital in Melbourne, supporting children and young people experiencing various mental health concerns, particularly anxiety. She is also currently a PhD Candidate from the Health and Social Care Unit within the School of Public Health and Preventive Medicine at Monash University in Melbourne. Her PhD project aims to co-design a psychosocial service for young people experiencing mental illness in Tasmania. Engagement with young people is at the forefront of this project, whilst also working in partnership with key community mental health service providers, peak bodies, clinicians and government across the state.
Tammy Scharenguivel
Programs Operations Manager
Kidsxpress
Poster Presentations
Abstract
Mental ill-health of children is one of the greatest public health challenges of our time with life-long impacts for individuals, families and communities. Early intervention for child mental health concerns has been shown to be highly effective, yet 3 out of 4 children with mental ill-health aren’t accessing care.
Schools provide an ideal context for the delivery of evidence-based trauma interventions, with improvements in psychological, behavioural, social, academic outcomes and teacher attrition rates.
The KidsXpress School Partnership program is currently being delivered in seven high-need Sydney primary schools. Unlike other drive-in/drive-out models, the program sees two Expressive Therapists and one trauma-informed consultant move into the school providing therapy in group & individual settings as well as universal trauma support within a whole-school framework over 3-5 yrs.
The Expressive Therapy component of the program combines psychology and the creative process to promote emotional healing in impacted children. By harnessing our inborn desire to create, Expressive Therapy uniquely combines the modalities of art/music/play/drama as therapeutic tools to initiate recovery. For trauma-impacted children, expression through art/music/movement/play empowers them to express themselves without the need for words. Moreover, the program is also transdiagnostic, demonstrating improvements not only in trauma symptoms but also anxiety and depression.
The program was pioneered in Australia in 2005 by CEO/Founder Margo Ward and went on to receive national accreditation as an evidence-based program (AIFS 2015) Over the past 16 years, >4000 children aged 4-12yrs have been directly supported through the program, improving their overall quality of life by an average of 49.6% (DAE 2015). KidsXpress are the only providers of this kind of school-based intervention model in NSW and the School Partnership Program has strong potential to be scaled nationally and significantly improve the mental health of Australian children impacted by trauma, who may not otherwise receive trauma-informed care.
Schools provide an ideal context for the delivery of evidence-based trauma interventions, with improvements in psychological, behavioural, social, academic outcomes and teacher attrition rates.
The KidsXpress School Partnership program is currently being delivered in seven high-need Sydney primary schools. Unlike other drive-in/drive-out models, the program sees two Expressive Therapists and one trauma-informed consultant move into the school providing therapy in group & individual settings as well as universal trauma support within a whole-school framework over 3-5 yrs.
The Expressive Therapy component of the program combines psychology and the creative process to promote emotional healing in impacted children. By harnessing our inborn desire to create, Expressive Therapy uniquely combines the modalities of art/music/play/drama as therapeutic tools to initiate recovery. For trauma-impacted children, expression through art/music/movement/play empowers them to express themselves without the need for words. Moreover, the program is also transdiagnostic, demonstrating improvements not only in trauma symptoms but also anxiety and depression.
The program was pioneered in Australia in 2005 by CEO/Founder Margo Ward and went on to receive national accreditation as an evidence-based program (AIFS 2015) Over the past 16 years, >4000 children aged 4-12yrs have been directly supported through the program, improving their overall quality of life by an average of 49.6% (DAE 2015). KidsXpress are the only providers of this kind of school-based intervention model in NSW and the School Partnership Program has strong potential to be scaled nationally and significantly improve the mental health of Australian children impacted by trauma, who may not otherwise receive trauma-informed care.
Biography
A trailblazer in children’s mental health services, Margo Ward is a highly regarded not-for-profit leader. As the Founder and CEO of KidsXpress, Margo pioneered an Expressive Therapy program for children who’ve been impacted by childhood adversity that has gone on to receive federal accreditation and international recognition. Since establishing KidsXpress 16 yrs ago, Margo’s career and reputation spans several sectors and comprises invitations from numerous business arenas to help deepen staff engagement, organisational connection and profit with purpose alignment. She has received a number of leadership and business awards, including a scholarship for the Executive Leadership program at Stanford University and the Rotary Humanitarian Award.
Mirjana Subotic-Kerry
Senior Research Program Manager, Adjunct Associate Lecturer
Black Dog Institute
Poster Presentations
Abstract
Data indicates rates of mental health conditions in adolescents has been steadily increasing over the last 20 years. However, these remain largely unrecognised and untreated and few adolescents with depression or anxiety receive evidence-based treatment. Digital interventions have the potential improve treatment uptake, however, there are no commercially available evidence-based cognitive behavioural therapy (CBT) smartphone apps specifically designed for adolescent depression and anxiety. Our objective was to address this gap by developing and evaluating ClearlyMe® – a new CBT smartphone app for adolescent depression and anxiety. An extensive, novel co-design process with adolescents (n=36), parents (n=15), and mental health professionals (n=32) to determine users’ needs and preferences and to develop and trial app features and prototypes was conducted and included an iterative process involving focus groups, consultations, and ideation workshops. Overall, preferences were largely consistent between the three user groups, however, adolescents preferred an app that could be used independently without professional support, whereas mental health professionals preferred a therapy adjunct. The ClearlyMe® app and factors including uptake, engagement, and effectiveness are currently being evaluated in a fully powered (N=500) randomised controlled trial (RCT). To date, N=221 young people aged 12 to 17 years (M=15.9 years, SD=1.18) have enrolled in the RCT with representation from all states and territories in Australia. Approximately three quarters of the sample (73.1%) identify as female, 17.6% as male, 4% as non-binary and 2.6% as a different gender identity. Just under half of the sample (n=95, 41.9%) also identify as LGBTQI+. Preliminary research findings will be discussed alongside details of the co-design process and how the ClearlyMe® app may be used clinicians and mental health professionals as a therapy adjunct for young people.
Biography
1. Mirjana is a Senior Research Program Manager at the Black Dog Institute. She is passionate about improving the mental health and wellbeing of young people.
2. Dr Mirjana Subotic-Kerry is a Senior Research Program Manager at the Black Dog Institute, University of New South Wales working on a program of e-mental health research. She holds a Bachelor of Science (Psychology) Honours degree and a PhD in Psychology (2016) from Macquarie University. Her research interests include the prevention and early intervention of depression and anxiety in young people, and the design, implementation, and evaluation of youth digital health interventions and services that are scalable, engaging, and translational.
Kie Sugimoto
Associate Professor
University of Mejiro
Validation of a Social Emotional Health Survey Among Japanese Junior High School Students
Abstract
The number of problems related to children's mental health, such as absenteeism and bullying, is increasing in Japanese schools (MEXT, 2021). Yet, the schools don’t have tools to conduct mental health screening or prevention activities were not conducted much. Dealing with this situation, the authors have been developing the Social Emotional Health Survey (SEHS), which is used for school-wide mental health screening in the US. So far, we have conducted surveys of elementary school students and high school students, but there have been no surveys of junior high school students except for Ito et al.(2015). Therefore, the purpose of this study was to examine the invariance of the factor structure of the SEHS-S for junior high school students and to further examine its validity. A questionnaire survey was administered to 668 students (311 boys, 300 girls, and 57 unanswered) belonging to two junior high schools in the Kanto area. The results of confirmatory factor analysis supported the third-order factor model as Furlong et al. (2017). In the four domains, the Cronbach's α coefficients were α=.83-.92. The results of the validity study showed low to moderate positive correlations between SEHS and School Connectedness and Life Satisfaction and moderate negative correlations with the Psychological Distress. Also, the result showed moderate positive correlations between SEHS and Prosocial Behavior in SDQ and moderate negative correlations with four aspects of Difficulties and Total Difficulties. These results support the factor invariance of the SEHS-S in middle school students and provide further support for its validity. Finally, the future direction using the survey will be discussed.
Biography
Yu Takizawa
Lecturer
Tsuru university
Longitudinal influence of classroom climate on mental health among Japanese children
Abstract
Japanese children suffer from a variety of mental health problems, such as depression and anxiety disorders, like other countries. There are increasing number of school refusals and suicide attributed to mental health problems among Japanese children. Schools have been taking measures to improve children’s personal skills and family environment for preventing their mental health problems. Previous studies identified that the characteristics of school environment, such as classroom climate, also has a considerable impact on children's mental health (Shochet et al., 2010). However, the study that investigated the longitudinal influence of classroom climate on mental health among Japanese children is limited.
This study examined the longitudinal influence of classroom climate on Japanese children's mental health by conducting questionnaires to 1082 junior high school students nested within 34 classrooms in 2 schools. The questionnaire included the measures of classroom climate, school adaptation, psychological wellbeing, and emotional problems. The questionnaire was conducted twice within the same school year. The second questionnaire was administered approximately six months after the first questionnaire. Hierarchical linear model was used to examine how classroom climate at T1 is related to children's school adjustment, wellbeing, and emotional problems at T2.
The results showed that involvement in classroom activities, lack of discord in the classroom, and level of self-disclosure at T1 were positively associated with school adjustment at T2. Involvement in classroom activities and level of self-disclosure at T1 were also positively linked to wellbeing at T2. In addition to the lack of discord in the classroom, a diversity acceptance climate at T1 was also positively associated with emotional problems at T2. Orientation to learning and discipline were not associated with mental health. The findings suggested that respecting diversity and building relationships in the classroom that allow for authentic feelings toward each other are important for promoting children's mental health.
This study examined the longitudinal influence of classroom climate on Japanese children's mental health by conducting questionnaires to 1082 junior high school students nested within 34 classrooms in 2 schools. The questionnaire included the measures of classroom climate, school adaptation, psychological wellbeing, and emotional problems. The questionnaire was conducted twice within the same school year. The second questionnaire was administered approximately six months after the first questionnaire. Hierarchical linear model was used to examine how classroom climate at T1 is related to children's school adjustment, wellbeing, and emotional problems at T2.
The results showed that involvement in classroom activities, lack of discord in the classroom, and level of self-disclosure at T1 were positively associated with school adjustment at T2. Involvement in classroom activities and level of self-disclosure at T1 were also positively linked to wellbeing at T2. In addition to the lack of discord in the classroom, a diversity acceptance climate at T1 was also positively associated with emotional problems at T2. Orientation to learning and discipline were not associated with mental health. The findings suggested that respecting diversity and building relationships in the classroom that allow for authentic feelings toward each other are important for promoting children's mental health.
Biography
1 Dr. Yuma Ishimoto is an associate professor working for Tottori University in Japan.
2 Dr. Yuma Ishimoto is an associate professor working for Teacher Education Center, Tottori University in Japan. He was awarded his PhD at the Kobe University, Japan. His research interests include prevention/ intervention of mental health problems among typical developed children and children with disabilities.
Yu Takizawa is a counselling psychologist and a PhD candidate at the Centre for Health Services Research, the University of Queensland. He is also a lecturer at Tsuru University and a research fellow at Tsukuba University in Japan. His primary interests include mental health intervention for children and school teachers and integration of neuroscientific knowledge into mental health intervention.
Bronte Temple
Livewire Facillitator
Starlight Children's Foundation
Poster Presentations
Abstract
Children with a serious condition or illness - such as cystic fibrosis, cancer or burns - often require regular hospital visits. Hospital visits may be potentially painful and distressing for children, with little opportunity to assert agency or strengthen their sense of identity beyond their condition. Negative healthcare experiences, alongside the developmental incongruence of a serious condition in childhood, can be a trigger for poor mental health. For example, we know that ~50% of children with burn injuries display some post-traumatic symptoms.
Starlight is a non-profit organisation committed to improving the lives of seriously ill children and young people. ‘Captains on Call’ involves Captain Starlight (skilled professional performers) working in partnership with health professionals to provide child-led play and positive distraction. This program aims to reduce children’s anxiety and pain, create a more positive healthcare experience, and empower children. We have successfully rolled out this program in a Burns, Cystic Fibrosis and Retinoblastoma clinic.
Common themes across these clinics are that Captains on Call: 1) improves the overall healthcare experiences for the child, siblings and caregivers; 2) reduces anxiety before and during hospital visits; 3) is valued for highlighting the unique identity of each child; and 5) is beneficial to healthcare professionals.
Key learnings
- Children have the right to engage in play, even if this is difficult due to their illness. Child-led play may improve healthcare experiences and minimise the negative impact of potentially distressing, and regular hospital visits.
- Short, and regular interactions with Captain Starlight may reduce children’s and young people’s anxiety before and during a hospital clinic visit – whether it be for a chronic (e.g. Cystic Fibrosis) vs. more acute (e.g. serious burns) condition.
- Caregivers may benefit from seeing their child from a strengths-based lens, rather than deficit-focussed as often the case in health.
Starlight is a non-profit organisation committed to improving the lives of seriously ill children and young people. ‘Captains on Call’ involves Captain Starlight (skilled professional performers) working in partnership with health professionals to provide child-led play and positive distraction. This program aims to reduce children’s anxiety and pain, create a more positive healthcare experience, and empower children. We have successfully rolled out this program in a Burns, Cystic Fibrosis and Retinoblastoma clinic.
Common themes across these clinics are that Captains on Call: 1) improves the overall healthcare experiences for the child, siblings and caregivers; 2) reduces anxiety before and during hospital visits; 3) is valued for highlighting the unique identity of each child; and 5) is beneficial to healthcare professionals.
Key learnings
- Children have the right to engage in play, even if this is difficult due to their illness. Child-led play may improve healthcare experiences and minimise the negative impact of potentially distressing, and regular hospital visits.
- Short, and regular interactions with Captain Starlight may reduce children’s and young people’s anxiety before and during a hospital clinic visit – whether it be for a chronic (e.g. Cystic Fibrosis) vs. more acute (e.g. serious burns) condition.
- Caregivers may benefit from seeing their child from a strengths-based lens, rather than deficit-focussed as often the case in health.
Biography
Dr Eden Robertson is an experienced psychosocial researcher with a special interest in supporting children with a serious illness and their families. Dr Robertson has completed a Bachelors of Psychology (Honours), Graduate Certificate in Adolescent and Young Adult Health and Wellbeing, and a PhD in Paediatrics (2019). She is currently the Research and Evaluation Manager at the Starlight Children’s Foundation, alongside her Postdoctoral Research role within the School of Clinical Medicine, UNSW Sydney. Her research is translational, incorporating the voice of the families where appropriate, with the aim of bringing about positive change in the health system.
Sze Min Toh
Research Officer
Singapore Children's Society
An exploratory study on the types of social support that protect children from cumulative risk
Abstract
Children from low-income families face multiple income-related stressors (i.e., cumulative risk). Past research shows that general social support can buffer the negative impact of cumulative risk on child outcomes. However, little is known about the effectiveness of specific types of social support as protective factors. This is the first study exploring the protective effects of specific types of support among children.
In Study 1, we explored the role of eight types of support (e.g., emotional support, academic support) as moderators of the association between cumulative risk and child externalizing, internalizing, and attention problems. Participants were 270 caregiver-child dyads (aged 10 to 15 years, M = 12.3 years) from low-income families. Controlling for child age and gender, three types of support — reliable alliance, emotional support, and guidance support — emerged as significant moderators. For children who had more people in their existing networks (e.g., peers, parents, relatives) to turn to for these three types of support, there were weaker associations or no associations between cumulative risk and child externalizing, internalizing, and attention problems.
To explore further on the factors facilitating and preventing children from seeking support from their existing networks, we conducted semi-structured interviews with 21 children (aged 12 to 17 years, M = 13.7) from Study 1. Children cited some factors that encouraged them to seek support, such as empathy and understanding for their experiences. Children also cited some barriers to seeking support, such as emotion invalidation from their existing networks and previous experiences of receiving support that did not match their needs.
Findings suggest that how social support is provided and offering the types of support that children perceive to be useful may be important factors to consider when providing social support to children to ameliorate the negative impact from cumulative risks.
In Study 1, we explored the role of eight types of support (e.g., emotional support, academic support) as moderators of the association between cumulative risk and child externalizing, internalizing, and attention problems. Participants were 270 caregiver-child dyads (aged 10 to 15 years, M = 12.3 years) from low-income families. Controlling for child age and gender, three types of support — reliable alliance, emotional support, and guidance support — emerged as significant moderators. For children who had more people in their existing networks (e.g., peers, parents, relatives) to turn to for these three types of support, there were weaker associations or no associations between cumulative risk and child externalizing, internalizing, and attention problems.
To explore further on the factors facilitating and preventing children from seeking support from their existing networks, we conducted semi-structured interviews with 21 children (aged 12 to 17 years, M = 13.7) from Study 1. Children cited some factors that encouraged them to seek support, such as empathy and understanding for their experiences. Children also cited some barriers to seeking support, such as emotion invalidation from their existing networks and previous experiences of receiving support that did not match their needs.
Findings suggest that how social support is provided and offering the types of support that children perceive to be useful may be important factors to consider when providing social support to children to ameliorate the negative impact from cumulative risks.
Biography
Sze Min is from the Research Unit at the Singapore Children’s Society. Her work focuses on resilience in children and youth from economically disadvantaged families.
Sze Min graduated with a Bachelor of Social Sciences in Psychology (Honours) from the National University of Singapore. Her past work experiences in supporting the evaluation of programmes for at-risk youths has fueled her research interest in protective factors and early intervention for this population. She is currently in the Research Unit at the Singapore Children’s Society, where she conducts research related to resilience in children and youth from economically disadvantaged families.
Peter Waters
Daily Organiser And Classroom Teacher
Prince Alfred College
Where to next for proactive, pro-social educators?
Abstract
After presenting at the 2015 No2Bullying conference and the 2017 No More Harm conference, with the core emphasis on pro-social behaviour as a key to wellbeing, I would like to address the conference regarding the development of this theme and where it has taken my colleagues and myself over the last few years. Reflections from colleagues, parents, children and my own thoughts may provide data that may help others build their own resilience in their work environments. Helping young people to effectively enhance their feelings of wellbeing and empowerment to overcome challenges in an appropriate and supportive manner is what we aspire to.
Developing a pro-social conversation, including researched data, and building a climate of respect and empathy as a foundation of pro-social behaviour is an achievable objective. By communicating with the students, parents and the school community that we value pro-social behaviour and aspire to embed it within our school community, and hopefully, within the wider community, we may be able to reduce or stop people from harming others or being harmed by others.
The ability to educate the whole person about the importance of understanding and learning to cope with inappropriate conflict such as bullying via realistic, sensible and authentic programmes in our communities, drives me to present to others the need to work hard in this most important venture for all stakeholders.
Developing a pro-social conversation, including researched data, and building a climate of respect and empathy as a foundation of pro-social behaviour is an achievable objective. By communicating with the students, parents and the school community that we value pro-social behaviour and aspire to embed it within our school community, and hopefully, within the wider community, we may be able to reduce or stop people from harming others or being harmed by others.
The ability to educate the whole person about the importance of understanding and learning to cope with inappropriate conflict such as bullying via realistic, sensible and authentic programmes in our communities, drives me to present to others the need to work hard in this most important venture for all stakeholders.
Biography
Peter Waters is the Preparatory School Daily Administrator and a teacher at Prince Alfred College in Adelaide. In Australia, he has taught in Adelaide and Melbourne. He and his wife taught in the UK, and they spent ten years teaching in Singapore, where he presented workshops on Computers in Education.
Inspired by an autistic cousin, working with children is his career passion. Instilling confidence, compassion and attempting to develop the wellbeing of those in his care is a challenge Peter cherishes every day. Doing so with a sense of fun and humour makes going to work a pleasure for Peter.
Toniele Williams
Accoras
Responding to the missing middle: Adapting the Commonwealth Psychosocial Support Program for children and adolescents
Abstract
The ‘missing middle’ refers to children and adolescents experiencing mental illness too severe and complex to be managed by current primary mental health services (e.g. GPs, headspace centres), but not severe enough to be accepted by tertiary services (e.g. CYMHS/CAMHS). To address this service system gap within the South Brisbane region of Logan, Brisbane South PHN and Accoras utilised a partnership approach to design, implement and refine an innovative family-focused service model. This model combines psychosocial and clinical care supports for children, young people and their families utilising an outreach model delivered in key environments such as school and home. This presentation will detail the service model, implementation process and outcomes achieved for the children aged 7-17 years, and their families, as per an 18-month independent evaluation. It will identify the critical success factors of the model, and how the outcomes achieved can inform commissioning design and decision-making.
Biography
Toniele Williams is a social worker by trade, and a leader across the social and human services sector. Toniele specialises in child and adolescent mental health, child protection, domestic and family violence and leadership in NFPs and NGOs.
Toniele Williams works for Accoras as a Service Manager. She is an accredited Social Worker with the AASW and holds additional post-graduate qualifications in Business (MBA), Management and Domestic and Family Violence Practice. Toniele’s role at Accoras is to lead two complex to severe mental health outreach programs working with children aged zero to 17 across the greater Logan/Beaudesert and Ipswich regions. She is passionate about seeing children and young people succeed in their lives, in whatever shape or form that takes, and ensuring they have every opportunity to reach their full potential, regardless of adverse life experiences or challenges they face.
Nadia Zarkesh
PhD Candidate
Charles Darwin University
Using Recreational Engagement with Youth and their Caregivers to Enhance Youth Wellbeing
Abstract
Traditional mental health approaches are not always suited for youth, especially adolescents, who may not feel comfortable expressing their feelings. To counter traditional mental health approaches, recreational engagement can be a useful therapeutic method for enhancing the wellbeing of youth. Research has demonstrated that recreational engagement can help individuals reduce feelings of distress, foster feelings of relatedness, and enhance feelings of self-worth (Brosnahan, et al., 2004; Reijneveld et al., 2006; Steptoe & Butler, 1996). Recreational engagement is currently utilized as a method for helping adolescents address manifestations of poor mental health—which include depression, anxiety, and risky behaviour—through wilderness and adventure therapy programs. Both wilderness and adventure therapy have become successful methods in helping to bolster feelings of accomplishment and self-esteem in youth, improve family relationships, and decrease risky behaviour (see: Bowen & Crisp, 2016; Lyshak-Stelzer, 2007; Sutherland, 2010). However, both wilderness and adventure therapy are costly and require participants to be physically able to achieve the recreational demands these methods contain.
To counter the limitations of wilderness and adventure therapy, my doctoral research explored how recreational engagement between youth and their caregivers can be adapted into a therapeutic model to enhance the wellbeing of adolescents. To achieve this goal, my research explored which beliefs and motivations of adolescents and their caregivers may influence the benefits of these recreational experiences. Based on the findings from my research, a guideline has been developed that informs mental health practitioners how recreational engagement, between adolescents and their caregivers, can be utilized to help enhance the wellbeing of adolescent clients.
To counter the limitations of wilderness and adventure therapy, my doctoral research explored how recreational engagement between youth and their caregivers can be adapted into a therapeutic model to enhance the wellbeing of adolescents. To achieve this goal, my research explored which beliefs and motivations of adolescents and their caregivers may influence the benefits of these recreational experiences. Based on the findings from my research, a guideline has been developed that informs mental health practitioners how recreational engagement, between adolescents and their caregivers, can be utilized to help enhance the wellbeing of adolescent clients.
Biography
Nadia Zarkesh is a PhD candidate at Charles Darwin University. Her research examines the use of recreational engagement between youth and caregivers to enhance youth wellbeing.
Nadia completed her bachelor’s in psychology and a master’s in international diplomacy and strategy from the Institute of Diplomacy and Foreign Affairs – where her research focused on human security.
Nadia is passionate about youth advocacy and helping to instill a sense of empowerment in youth through engagement in recreation. Nadia has been a scout leader with 1st Darwin Sea Scouts since 2019. She also serves on the South Darwin Rugby League committee, where she helps at-risk youth participate in the sport of rugby.
