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It is known that parental experiences of perceived racism are associated with poorer mental health in children. However, little is known about the mechanism of transmission of intergenerational racism among Aboriginal Australians. This study aims to explore the causal effect of Aboriginal mothers' experience of perceived racism on children's social and emotional well-being mediated by parenting sense of competence. Pregnant Aboriginal women (N = 159) reported their experiences of perceived racism using the Measure of Indigenous Racism Experiences instrument, and completed a five year follow-up survey, reporting their sense of parenting competence using the Parenting Sense of Competence Scale and their child's social and emotional well-being using the Strengths and Difficulties Questionnaire. A single causal mediation analysis was used to examine the causal effects while accounting for confounding variables (mother's age, education, and socioeconomic status). Mothers who experienced perceived racism in at least one setting were at an increased odds of their child experiencing social and emotional difficulties (OR = 1.28, 95% CI [0.55, 2.98]). This effect was not mediated by parenting sense of competence, despite an effect between parenting competence and children's social and emotional well-being (OR = 0.44, 95% CI [0.19, 1.06]). The findings suggest that maternal experiences of perceived racism has a longitudinal effect on their children's social and emotional well-being, which is not mediated through the mothers' parenting sense of competence. These findings highlight the importance of reducing racism as these may have far-reaching effects across generations on socio-social and emotional well-being. What is already known about this topic: Racism is a significant public health issue in Australia as experiences of racism are highly prevalent among Aboriginal Australians, and associated with adverse health and wellbeing. The effects of racism are known to have pervasive intergenerational impacts, with parental experiences of racism affecting children's social and emotional wellbeing. To date, little is known about the mechanism by which parental perceptions of racism lead to adverse social-emotional wellbeing for children. What this topic adds: This paper is the first to explore whether parenting sense of competence mediates the effect of maternal experience of perceived racism on children's social and emotional well-being. Children aged five years were at an increased risk of social and emotional difficulties if their mother had experienced perceived racism in at least one setting during pregnancy. The impact of maternal experience of perceived racism on children's social and emotional well-being was not transmitted through the mother's parenting sense of competence. [ABSTRACT FROM AUTHOR]

Emerging research has revealed that metacognitive beliefs (i.e., beliefs about cognition) and meta-emotion beliefs (i.e., beliefs about emotions) may play a role in disordered eating behaviour. This study aims to compare the strength of the associations between metacognitive beliefs and meta-emotion beliefs with disordered eating behaviours in a non-clinical sample. An Australian community sample (N = 411) completed an online questionnaire measuring disordered eating behaviours (Three-Factor Eating Questionnaire-18), metacognitive beliefs (Metacognitions Questionnaire-30) and meta-emotion beliefs (Beliefs About Emotions Questionnaire). The independent associations between metacognitive and meta-emotion beliefs with disordered eating were tested using hierarchical multiple regression. Only Cognitive Self-consciousness was weakly independently associated with Cognitive Restraint. The belief that emotions are overwhelming and uncontrollable was moderately independently associated with Uncontrolled Eating and Emotional Eating. Metacognitive beliefs about cognitions were not independently associated with the three disordered eating behaviours measured in this study. Meta-emotion beliefs, or beliefs about emotions, have stronger unique associations with uncontrolled and emotional eating than metacognitive beliefs. Future longitudinal and intervention studies should focus on measuring beliefs about emotions to further understand their role in disordered eating behaviours. What is already known on this topic: (1) There is emerging evidence to suggest that metacognitive beliefs are associated with disordered eating behaviour. (2) Qualitative evidence has shown support for the role of meta-emotions, or beliefs about emotions, in eating disorders. What this paper adds: (1) Neither metacognitive beliefs nor meta-emotion beliefs are strongly associated with cognitive restraint eating behaviour. (2) Metacognitive beliefs appear to not be independently associated with uncontrolled eating or emotional eating. Rather, these eating behaviours appear to be strongly associated with negative beliefs that emotions are overwhelming and uncontrollable. (3) The link between meta-emotion beliefs and emotional eating and uncontrolled eating may help explain their reactive eating behaviour in response to emotions. [ABSTRACT FROM AUTHOR]

Little research has investigated professional identity in Australian clinical psychology postgraduate students. The current study examined potential predictors of professional identity for these students. Anonymous, self-report cross-sectional surveys for Australian postgraduate clinical psychology students were distributed via online survey links sent by their institution's Program Director. Respondents reported professional identity, motivation, engagement, satisfaction with program, resilience, burnout, demographics, and enrolment type. Data from 77 respondents were analysed. Students reported an average 4.25/5 for sense of professional identity as a psychologist. Age, work experience, and stage of program were not associated with professional identity. In multivariate analyses, higher student satisfaction, lower burnout, and lower engagement with "student" aspects of postgraduate study were associated with stronger professional identity. Levels of professional identity were relatively high and showed little influence of demographic variables. However, there is likely to be a reciprocal relationship between satisfaction with postgraduate study and professional identity for students, which would need to be evaluated in a different design to understand directions of association. Results also suggest that supporting postgraduate students in self-care and helping students to balance professional responsibilities and academic aspects of study are likely to assist in fostering postgraduates' professional identity. What is already known about this topic: Professional identity provides a sense of self in relation to membership of a specific profession. Students in health and social services professions, including psychology, have demonstrated emerging professional identities in their areas of study. In working professionals, professional identity has been found to be important for wellbeing and for relationships with colleagues and clients. What this paper adds: Professional identity amongst a sample of Australian postgraduate students in clinical psychology was independent of demographic variables such as age, gender, and previous work experience. Stronger professional identity in the current sample correlated with higher satisfaction with the program of study and lower level of burnout. In multivariate analysis, higher satisfaction with the program of study, lower burnout, and lower engagement with "academic" aspects of the program each independently predicted higher level of professional identity. From these cross-sectional findings, potential causal associations between predictors and professional identity remain to be clarified. [ABSTRACT FROM AUTHOR]

Alexithymia is a trait characterised by difficulty identifying and describing one's own emotions and externally orientated thinking. Alexithymia is of clinical interest in people with autism spectrum disorder (ASD) given research that has highlighted elevated levels of overall alexithymia in people with ASD. Presently, little is known about what specific facets of alexithymia might be impaired in ASD, or whether deficits are present for both negative and positive emotions. This study therefore aimed to fill this gap, establishing a facet-level profile of alexithymia in people with ASD. Using the Perth Alexithymia Questionnaire, levels of alexithymia were assessed in sample of 55 people with a diagnosis of ASD and compared with 246 people in a community control sample. We found that all facets of alexithymia (across both valence domains) were substantially elevated in ASD (N = 55) compared to a community control sample (N = 246). Assessing all facets of alexithymia, across both valence domains, may help identify subgroups with particular social and communication difficulties, and in turn, support the development of personalised interventions. What is already known on this topic: Alexithymia is a multidimensional construct, comprised of at least three interrelated components: difficulty identifying one's own feelings (DIF), difficulty describing feelings (DDF), and an externally orientated thinking style (EOT). The Perth Alexithymia Questionnaire (PAQ) is a psychometrically sound measure of alexithymia. Alexithymia commonly occurs in people with Autism Spectrum Disorder (ASD). What this paper adds: In the ASD group, alexithymia was higher across all facets (i.e., DIF, DDF, EOT) compared to the community group, supporting the elevated levels of alexithymia in people with ASD. The PAQ may be important for recognising variability and individual differences among people with ASD, as whilst one third of participants with ASD scored in the "high alexithymia" range, two thirds did not. Identifying unique profiles of alexithymia may have key implications for personalised treatment and interventions. [ABSTRACT FROM AUTHOR]

Evaluate the utility of brief online training for facilitating mental health professionals' perceived knowledge, confidence, and comfort in working with non-binary clients, and building positive attitudes. Baseline participants were 79 Australian registered mental health professionals, of whom 38 completed online training and a one-week follow-up assessment. Participants completed an assessment of attitudes, comfort, confidence, and perceived knowledge pertaining to non-binary people before and after completing online training. The training (30-minute average completion time) provided information on non-binary people's lives using text, images, embedded video, and links to optional resources. Follow-up measures completed one-week post-intervention indicated engagement in the training may lead to increased perceived knowledge, confidence and comfort. Attitudes were positive at baseline and were not significantly different at follow-up. Providing brief online training for working with non-binary people in mental health might improve practitioner perceived knowledge, confidence and competence at low cost and with easy access. Future research is required to account for limitations and build on current outcomes. Key Points What is already known on this topic: Little is known about the effects of brief online training regarding non-binary genders on mental health practitioner's attitudes, confidence, comfort, and perceived knowledge. Previous research has shown that brief training can increase positive attitudes for, knowledge of, behavioural intent, and cultural competence for working with sexual and gender minorities, though has not specifically focused on non-binary people. Previous literature has highlighted positive associations between practitioner knowledge and the well-being of non-binary people accessing health services. What this paper adds: This paper adds to the ongoing genesis of options for training mental health practitioners about non-binary people and relevant issues. Findings suggest beneficial outcomes from both prior professional training in this area and the brief training used in the study. The brief online training used in the study was associated with higher perceived knowledge, confidence, and comfort for working with non-binary clients, but further research is needed to understand reasons for change in these variables. [ABSTRACT FROM AUTHOR]

Socially anxious individuals may prefer social media platforms over in-person interactions. For those with high social anxiety (SA), Facebook-related tasks have been associated with anxiety, negative thoughts, and safety behaviours. However, Instagram-related research remains limited. The present study aimed to assess Instagram use alongside cognitive and behavioural processes among participants with low, medium, and high SA. We hypothesised that when using Instagram, individuals with higher SA would (1) experience more negative social cognitions, (2) report higher body image concerns, (3) endorse more safety behaviours when posting pictures, and (4) engage in more photo manipulation. A sample of 213 Instagram users completed an online survey and were divided into groups based on SA severity. The high SA group reported comparing themselves to others and being more anxious on Instagram than the low and medium SA groups. Four 3 (SA groups) x 2 (gender) ANOVAs revealed support for the first three hypotheses and that there was no interaction effect between SA and gender for all outcomes. Results expand our understanding of how specific social media platforms may be aversive for individuals with high SA, which has important implications for conceptualising the role of safety behaviours in online interactions. KEY POINTS What is already known on this topic: Individuals with high social anxiety may prefer online social interactions. Clark and Wells' cognitive model of social anxiety can be extended to the online social media platforms. Social anxiety may be underpinned by body image concerns. What this paper adds: Instagram users with social anxiety experienced more negative social media cognitions and reported more safety behaviours. Instagram users with social anxiety also experienced more body image concerns. Despite gender differences in photo manipulation, an associated relationship with social anxiety was not supported. [ABSTRACT FROM AUTHOR]

Despite limited evidence, children with neurodevelopmental and psychological disorders may be having dietary interventions incorporated into treatment. Little is known about psychologists' role in influencing these decisions. Australian psychologists working with children (N=60) completed the Nutritional Competence Tool, and questions exploring psychologist attitudes, self-reported competence and practices associated with the use of dietary interventions for children presenting for psychological treatment of psychological disorders. Most respondents reported positive attitudes towards dietary interventions. Incorporating dietary interventions into clinical practice was common, with 56.7% reporting they would be likely to recommend one or more dietary interventions pre-specified for one of the conditions explored. Participants were most likely to endorse the use of dietary interventions for children presenting with oppositional defiant disorder, conduct disorder or other behavioural problems. Despite training in evidence-based practice, some registered psychologists have positive attitudes towards dietary modifications in the treatment of children with psychological conditions, and may be susceptible to recommending dietary interventions, regardless of the limited evidence base. The conditions for which recommendations were most likely, as well as diets most commonly recommended had hallmark features of "fads", raising several ethical concerns. Further research should determine how widespread this practise is. Key Points What is already known about this topic: Dietary interventions do not have a robust evidence-base in treating psychological and neurodevelopmental disorders. Children often receive dietary modification to aid the amelioration of symptoms of psychological and neurodevelopmental disorders. Limited research suggests that psychologists may be contributing to the use of complementary and alternative treatments. What this paper adds: Some psychologists have positive attitudes towards dietary interventions for a range of psychological disorders in childhood. Some psychologists report that they are likely to recommend dietary interventions for children presenting for psychological treatment. Oppositional defiant disorder and conduct disorder were the conditions most likely elicit information about dietary interventions or recommendations to consider a dietary interventions. [ABSTRACT FROM AUTHOR]

Objective: Parenting practices and the parent-offspring relationship may protect against the effects of childhood adversity; however, their influence past adolescence is unclear. This paper investigates the associations between adverse childhood experiences, parenting practices and the parent-adolescent relationship, and emerging adults' wellbeing (positive development, emotional difficulties). Method: A survey of 298 emerging adults aged 18-25, recruited from a university and the wider community was conducted and analysed using moderated multiple regression, controlling for demographic characteristics and recruitment method. Results: Emerging adults' wellbeing was associated with their past experiences of adversity, parenting practices and parent-adolescent relationship. Experiencing more types of adversity was associated with greater emotional difficulties. Independent of the level of adversity experienced, connectedness and supportive monitoring were associated with more positive development, and hostility was associated with more emotional difficulties. No parenting variables moderated the relationship between adversity and wellbeing. Conclusions: Although emerging adults who experienced childhood adversity may have more emotional difficulties, the parenting experienced during adolescence is also an important predictor of wellbeing during emerging adulthood. Regardless of their level of adversity, adolescents may benefit from supportive monitoring and a connected, non-hostile relationship with their parent; to help them develop positive skills and emotional wellbeing into emerging adulthood. KEY POINTS What is already known about this topic: Adverse childhood experiences are linked with poorer wellbeing across the life course. Parenting practices and the parent-adolescent relationship can protect adolescents from some of adversity's effects on wellbeing. The parent-adolescent relationship and parenting practices experienced during adolescence can influence young people's wellbeing. What this topic adds: Emerging adults' wellbeing is associated with their past experiences of adversity, parenting practices and the parent-adolescent relationship. The more types of adversity experienced by emerging adults, the higher their emotional difficulties are likely to be. Regardless of their level of past adversity, emerging adults are more likely to report better wellbeing if they had experienced a connected, non-hostile parent-adolescent relationship, and more supportive monitoring during adolescence. [ABSTRACT FROM AUTHOR]

Objective: The Strengths and Difficulties Questionnaire (SDQ) was developed for clinicians and researchers as a brief screening instrument for behavioural and emotional problems in children. Administered in its traditional pen‐and‐paper format, the SDQ has demonstrated sound psychometric properties. The SDQ is increasingly being administered online, despite there being little evaluation of the psychometric properties and norms of the instrument in this new administrative context, and none in an Australian (or English‐speaking) sample. Therefore, the aim of the current study was to explore the psychometric properties and present normative data for the online administration of the parent‐report version of the SDQ in an Australian sample. Methods: Participants were parents (n = 1,070) of Australian primary school‐aged children (5 to 12 years) who completed the SDQ online via a web‐based software program. Results: Results demonstrate sound psychometric properties for the SDQ in its online administrative format that are comparable to previous Australian studies utilising the traditional pen‐and‐paper format of the SDQ. Moreover, we provide normative data on the SDQ subscales, as well as the impact supplement when administered online. Conclusions: Together, the results support the use of the SDQ online, and provide emerging evidence that the psychometric properties and the norms for the parent‐report SDQ in an English‐speaking sample are similar regardless of online versus pen‐and‐paper administration. [ABSTRACT FROM AUTHOR]

Objectives: Weight‐based stigma is often experienced by individuals who are overweight and obese, and is associated with a range of deleterious physical and mental health outcomes. Research is lacking on the mechanisms through which these relationships occur. This paper examines two potential mechanisms: internalised weight stigma and self‐compassion. Method: A sample of 147 overweight and obese Australian females aged between 18 and 45 years completed a series of self‐report questionnaires measuring: experienced weight stigma, internalised weight stigma, self‐compassion, psychological distress, body shame, loneliness, and life satisfaction. Results: Internalised weight stigma mediated the relationship between experienced weight stigma and body shame such that greater experienced weight stigma led to greater internalised weight stigma, which in turn led to greater body shame. Additionally, self‐compassion mediated the relationship between experienced weight stigma and several psychosocial factors such that greater experienced weight stigma led to lower self‐compassion, which led to greater psychological distress, higher perceived loneliness, and lower satisfaction with life. Conclusions: Findings support previous research indicating that internalised weight stigma plays a mediating role in the relationship between experienced weight stigma and adverse outcomes. This study extends upon prior research by investigating previously unexamined outcome variables and exploring the simultaneous mediating role of self‐compassion. The findings suggest that both internalised weight stigma and self‐compassion each play a different but important role in the way in which weight stigma impacts on overweight and obese women. Results from this study have implications in terms of psychological intervention for overweight and obese individuals in clinical practice. [ABSTRACT FROM AUTHOR]

Objective Taking Beswick, Rothblum, and Mann's seminal paper on academic procrastination as a starting point, we provide an updated review of academic procrastination and consolidate this knowledge with a procrastination typology. The goal of our study was to show that while the degree of procrastination is largely contingent on the trait of conscientiousness, the other four major personality traits determine how procrastination manifests. According to implications of need theory, we operationalised these four traits by the reasons students gave and the activities students pursued while procrastinating. Method Participants were 167 students of an undergraduate introductory psychology course. It was designed as a self-directed computerised course enabled considerable amounts of procrastination. Students filled out a Big Five Inventory and wrote a short essay detailing: (a) what reason they saw as causing them to procrastinate, and (b) what activities they pursued while procrastinating. The reasons and activities were coded according to their fit to the personality traits. Results Conscientiousness and its facets were the strongest correlates with procrastination. Moreover, in regression analyses, the other personality traits did not incrementally predict procrastination. However, the reasons ascribed to procrastination and the off-task activities pursued reflected the other personality traits. Conclusion While conscientiousness is the core for all procrastination types, the other personality traits determine its phenomenology. Thus, the prominent understanding of a neurotic procrastinator might be misleading for research and practice. In fact, counsellors need to first address the conscientiousness core of procrastination and then match the subsequent interventions to the specific procrastination type. [ABSTRACT FROM AUTHOR]