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Tertiary education students experience higher levels of distress than the general public and their age-matched peers. Preventive health programs targeting tertiary education students are needed to combat high levels of distress in this population. This article investigates strengths-based theories of resilience which state that improvements in coping with stress also improve resilience. It utilized hierarchical regression to determine the amount of variance in mental health and resilience outcomes associated with the stress management resources, namely paying attention to the present moment (mindfulness) and engaging in personally meaningful activities (engagement), in a sample of 1,072 Australian tertiary education students. The results found that mindfulness and engagement are negatively associated with symptoms of depression and anxiety and positively associated with psychological well-being and resilience in tertiary education students. We also found that the amount of variance in mental health outcomes associated with engagement and mindfulness is additive. When a second stress management resource was added to the modeling, the amount of variance in the measured mental health outcomes explained by the coping resources increased. These findings help to provide a conceptual framework that can be used to design resilience training programs in tertiary education students to address the high levels of mental health disorder in this population. [ABSTRACT FROM AUTHOR]

Physical activity, sport, and physical education share many similar qualities with trauma-informed practice, including promoting relationships, inclusion, and physical and mental well-being. There is growing research and programs that incorporate trauma-informed practices into physical activity programs for young people. The aim of this systematic review was to explore current evidence-based, Trauma-Informed Physical Activity programs for young people. Four databases were searched using the Preferred Reporting Items of Systematic Review and Meta-Analyses guidelines for systematic reviews. The search identified 19 studies that highlighted most Trauma-Informed Physical Activity programs reviewed resulted in positive social, emotional, behavioral, and academic outcomes for children and adolescents. However, further research and randomized control trials are required to understand the longitudinal outcomes of Trauma-Informed Physical Activity programs for children and adolescents. Program facilitators reported on the benefits of support and professional development opportunities for trauma awareness to administer Trauma-Informed Physical Activity programs with children and young people. Implications from this study emphasize the importance of the continued design, delivery, and research of Trauma-Informed Physical Activity programs for young people exposed to trauma. [ABSTRACT FROM AUTHOR]

Objective: To test the association between food insecurity and educational disruptions from the COVID-19 pandemic and the role of anxiety or depression in mediating this association. Participants: Representative sample of 2,282 City University of New York students. Methods: Using an April 2020 online survey, we estimated adjusted prevalence ratios (aPR) for educational outcomes based on food insecurity status, adjusting for age, sex, race/ethnicity, and degree level with weighted Poisson regressions with robust standard errors. Results: Prevalence of decreased ability to do schoolwork was greater in those with moderate (aPR = 1.12, 95% CIs 1.02, 1.23) and high (aPR = 1.18, 95% CIs 1.08, 1.2) levels of food insecurity compared to food-secure students. Results were similar for dropping/withdrawing from classes and expecting delays or uncertainty around graduation. Anxiety and depression mediated the relationship between food insecurity and educational outcomes. Conclusion: Findings emphasize the urgency of expanded food assistance and mental health services for college students. [ABSTRACT FROM AUTHOR]

ObjectiveMethodResultsConclusions\nKey PointsMental illnesses disproportionately affect young people, and tertiary education students experience higher levels of mental illness compared to other young people. Preventive strategies would be useful for improving tertiary students’ mental health.The current study utilises structural equation modelling in order to measure the indirect relationship between positive affect and life engagement, mindful attention, symptoms of depression and anxiety, and resilience in 1,027 Australian tertiary students.Positive affect had both direct and indirect relationships with resilience and symptoms of depression, and an indirect relationship with symptoms of anxiety. The indirect relationships between positive affect and depression and resilience partially depended on mindfulness and purpose in life. Additionally, the pathway from positive affect to symptoms of anxiety completely depended on the relationship between positive affect and mindfulness and purpose in life.The results indicate that positive affect may be useful for improving resilience and reducing symptoms of depression in tertiary students but may only alleviate symptoms of anxiety through its relationship with coping resources.What is already known about this topic: Australian tertiary education students are at-risk for the development of mental disorders. Preventive mental health programs are needed to help combat distress in students.Fredrickson’s Broaden and Build Theory states that positive affect can improve mental health by improving an individual’s engagement in stress reducing activities.Existing research investigating Fredrickson’s theory has shown mixed results.Australian tertiary education students are at-risk for the development of mental disorders. Preventive mental health programs are needed to help combat distress in students.Fredrickson’s Broaden and Build Theory states that positive affect can improve mental health by improving an individual’s engagement in stress reducing activities.Existing research investigating Fredrickson’s theory has shown mixed results.What this topic adds: This study found that positive affect is directly related to resilience and symptoms of depression, and indirectly related to symptoms of anxiety through coping resources in tertiary students.The findings help to explain the mixed results of previous studies investigating the relationship between positive affect and mental health outcomes.The results support that Fredrickson’s Broaden and Build Theory is a useful framework for informing the development of preventive mental health programs for tertiary education students.This study found that positive affect is directly related to resilience and symptoms of depression, and indirectly related to symptoms of anxiety through coping resources in tertiary students.The findings help to explain the mixed results of previous studies investigating the relationship between positive affect and mental health outcomes.The results support that Fredrickson’s Broaden and Build Theory is a useful framework for informing the development of preventive mental health programs for tertiary education students. [ABSTRACT FROM AUTHOR]

Numerous studies show that children and young people in out-of-home care (OOHC) face significant disadvantage in completing high school and accessing post-secondary education. The current research involved a two-round Delphi survey which aimed to identify educational challenges and school reforms to improve the educational experiences of children and young people in OOHC. A total of 45 participants from three OOHC stakeholder groups (carers of children in OOHC, professionals/educators, and young people with lived experience of OOHC) completed the round one survey which consisted of open-ended questions analysed using thematic analysis. In the second survey round, 19 participants completed a Likert scale questionnaire which drew on themes from the round one thematic analysis. Using a consensus threshold of 70% for the round two survey, participants agreed that students in OOHC face a myriad of educational challenges, such as dealing with a history of trauma, frequent home and school transitions, mental health issues and stigma as a result of being in OOHC. It was agreed that teachers lack knowledge and experience, and schools lack support for students in OOHC. Stakeholders recommended provision of greater mental health support, coordination of services and more autonomy for OOHC students regarding their education. [ABSTRACT FROM AUTHOR]

Children and adolescents are among the most vulnerable to developing posttraumatic stress in the aftermath of a disaster. This study investigated posttraumatic stress among students attending surrounding primary and secondary schools following the 2014 Hazelwood mine fire in the Latrobe Valley region of Australia. Posttraumatic stress levels of students (n = 323) attending smoke-exposed schools (n = 20) were assessed 16–21 months after the event using the Children's Revised Impact of Events Scale (CRIES). The mean CRIES total score of students attending these schools was 17.22, suggesting an overall moderate level of posttraumatic stress associated with the mine fire. Across the sample, 22% of the students (n = 23) had a CRIES score of ≥30, indicative of posttraumatic stress at a level warranting clinical concern. Students attending schools located closer to the mine (Morwell Schools) experienced significantly greater levels of posttraumatic stress (CRIES M = 21.63) compared with students attending schools located further away (Non-Morwell Schools; CRIES M = 14.70). This difference appeared to have been primarily driven by higher scoring among Morwell students on the Arousal symptom domain of the CRIES. The mean CRIES score of primary school students (M = 23.18) was over double that of secondary school students (M = 10.30) regardless of the proximity of their school to the smoke event; however, this difference did not reach statistical significance. These findings highlight the need for public health responses following disasters that include targeted mental health support for child and adolescent age-groups. [ABSTRACT FROM AUTHOR]

Early childhood (EC) professionals are valuable educators and teachers, and their work involves being caregivers, yet the effects of the COVID-19 pandemic have highlighted the lack of 'caring about' and 'for' EC professionals. With the increasing focus on educator wellbeing, this paper explores how eight EC professionals understand the role of care for their wellbeing. Drawing upon a feminist ethics of care, this paper interrogates the role of care in the everyday professional work lives of educators. The findings reveal that while EC professionals understand the importance of self-care, however, their self-care is more likely to be prioritised when it is promoted by leadership (e.g., centre directors, organisational). This study also found that EC professionals need to receive care through recognition by parents, centre leaders and colleagues. [ABSTRACT FROM AUTHOR]

Exposure to intimate partner violence (IPV) between parents or caregivers can result in lifelong mental, physical, and relational challenges for children. Although the impacts of IPV on children are well documented, the aim of this systematic review was to be the first to synthesize the literature on children's perspectives of fathers who have perpetrated IPV. Five electronic databases were searched using a string of search terms relating to the variables of interest. In total, 11,40 records were obtained from the database search. Screening based on a strict inclusion and exclusion criteria yielded 24 qualitative articles addressing the perceptions of children concerning fathers who perpetrate IPV. Research capturing the views of children regarding fathers who perpetrate IPV is scant. The current review highlights that children experience a range of feelings about their perpetrating fathers, including fear, anger, hatred, as well as ambivalence and love toward their father and children often have difficulty integrating contradictory experiences of their fathers' behaviors. Father–child relationships are severely affected by IPV, including their fathers' use of coercive control, even after the parents have separated. Finally, children's experiences of their fathers' attempts at behavior change varied. More research is needed to understand the views of children in this area, with consideration given to children's developmental stage and the type of IPV experienced. Recommendations for research and interventions for children and families are emphasized further within this review. [ABSTRACT FROM AUTHOR]

This study aimed to explore how foster carers conceptualize and engage in self-care using interviews with 8 participants. Results suggest that self-care practices are an important component of maintaining the physical and mental health of foster carers, preventing burn-out and enhancing therapeutic parenting practices. Several barriers to self-care are identified, including systemic barriers as well a foster carers' own feelings of guilt for prioritizing their own needs. Results indicate that self-care requires a collaborative approach between foster carers and the broader child welfare system. Improved self-care specific training, resources and coaching from agencies were also identified as important outcomes. [ABSTRACT FROM AUTHOR]

Children living in out‐of‐home care are at greater risk of poor educational outcomes compared to other children. To address their educational needs, several programs have been developed. Within a qualitative paradigm, this study explored the experiences of students about their involvement in TEACHaR (Transforming Educational Achievement for Children at Risk), a specialized education programme. Eight students (aged 13 to 18 years) from the programme participated in individual, semi‐structured interviews. Responses were analysed using Interpretive Phenomenological Analysis. Participants indicated that the programme provided individualized and flexible academic support, reduced their shame and embarrassment and provided them with more than academic support. They highlighted the importance of the student–educator relationship, and the need for encouragement and motivation to pursue their educational goals. Finally, findings report on how COVID‐19 impacts on student experiences of the programme. Recommendations for the development and improvement of education programs for students in out‐of‐home care conclude this paper. [ABSTRACT FROM AUTHOR]

Schoolteacher and early childhood educator wellbeing is associated with their ability to provide high-quality educational experiences to students and children in their care. Given the importance of this topic, this systematic review sought to (1) identify available evidence-based wellbeing initiatives for educators and schoolteachers, (2) appraise the quality of evidence demonstrating the efficacy of these initiatives, and (3) summarise the characteristics of these initiatives. In total, 23 studies on 19 distinct initiatives were identified. Although most initiatives improved schoolteacher wellbeing, the quality of available evidence is modest, especially for early childhood educators. Existing teacher and educator wellbeing initiatives predominantly target individual and not systematic determinants of educator wellbeing, even though wellbeing of these groups is determined by a combination of personal and education setting influences. More research is needed to improve the evidence on teacher and early childhood educator wellbeing initiatives, as well as development of initiatives that aim to change workplace demands and education setting culture. [ABSTRACT FROM AUTHOR]

This research investigated the experiences, training, and support needs of school leaders regarding students who have experienced trauma. There is a paucity of research exploring the perspectives and experiences of school leaders regarding student trauma. Leadership staff in Australian primary and secondary schools participated in interviews regarding student trauma. School leaders reported inadequate training, school policies, and resources in relation to how to respond to student trauma. An evidence-based, holistic guiding program incorporating appropriate training and support mechanisms at both the governance and school level is needed to support school leaders to assist students who have experienced trauma. [ABSTRACT FROM AUTHOR]

• COVID-19 has impacted many individuals and workplaces, but it is unclear how early childhood educators have been affected. • Educators reported symptoms of post-traumatic distress on the Impact of Events Scale-Revised. • Educators reported that the pandemic increased stress, anxiety, anger, frustration, sleeping problems and somatic complaints. There is growing awareness of the impacts of COVID-19 on children, families, and more recently, early childhood educators. This study aimed to add to this research and explore Australian early childhood educators' psychological distress and wellbeing in relation to COVID-19. Accordingly, 205 educators (117 early childhood educators, 86 leaders and 2 others) completed the Impact of Event Scale-Revised, measuring levels of post-traumatic distress, and an open-ended question on wellbeing, both in relation to COVID-19. Educators' responses to the open-ended question were matched to those who scored high, medium, and low on the Impact of Events Scale-Revised. Results demonstrated 66.8% of educators scored in the low range for post-traumatic distress, 11.7% scored in the moderate range, and 21.5% scored in the high range for post-traumatic distress on the Impact of Events Scale-Revised. Participants scoring in the low range on the Impact of Events Scale-Revised provided fewer comments regarding the emotional impacts of COVID-19. There were no differences between the groups in terms of fear of COVID-19 infection, challenges related to increased workload during the pandemic, and frustration with the Australian government response to COVID-19. Educators and early childhood leaders reported comparable wellbeing challenges during the pandemic. This research has implications for the types of support provided to educators during future pandemics. [ABSTRACT FROM AUTHOR]

Inconsistencies in the operationalisation of dyslexia in assessment practices are concerning. Variations in different countries' education contexts and education‐related legislation could contribute to continuing discrepancies between psychologists' assessment practices. However, an international "snapshot" of these practices is unavailable. An international comparison of psychologists' dyslexia assessment practices could help ascertain whether there are contextual factors that can foster converging practices. Accordingly, this study systematically reviewed the literature to capture how psychologists identify and/or diagnose dyslexia across English‐speaking countries. Quantitative and/or qualitative studies, published between 2013 and 2021, that investigated psychologists' self‐reported methods for assessing, identifying, and/or diagnosing individuals with dyslexia were included. Eleven studies (published across fourteen papers) met the inclusion criteria. Most included studies sampled school psychologists who work in the USA. Psychologists' dyslexia assessment practices were diverse (including the use of cognitive discrepancy and response‐to‐intervention methods). The results highlight an international need to develop a consensus operational definition of dyslexia and universal assessment guidelines. Future research might investigate the practices and beliefs of psychologists who work outside of the USA, and to be inclusive of adult populations. Implications for research and training are explored. [ABSTRACT FROM AUTHOR]

Objective: Psychologists are at the forefront of assessing and treating clients who been affected by trauma. This study determined the proportion of Australian postgraduate psychology courses that provide training on trauma in coursework units. Method: Descriptive statistics and content analysis were used to analyse the trauma-related contents of online unit handbooks from Masters of Psychology courses that were offered in 2019. Results: Forty-two unit handbooks from 25 courses delivered by 16 institutions explicitly mentioned trauma-related content, equating to 31.65% of courses included in the present study. Of those unit handbooks, 30 were unique (i.e., not duplicates across courses at the same institution). Content analysis of the unit handbooks revealed (a) trauma was most commonly discussed as a disorder (e.g., post-traumatic stress disorder, stressor-related disorders) and (b) postgraduate psychology students were often taught about trauma-related assessment, intervention and theory. Conclusions: Trauma training appears limited within postgraduate psychology coursework in Australia. Further research is warranted into how well-prepared psychology graduates are to work with clients who have been exposed to trauma. Such preparedness is vital in the current Australian climate whereby many individuals are impacted by potentially traumatic loss or adversity, for example, due to bushfires and COVID-19. KEY POINTS What is already known about this topic: The effects of traumatisation are highly variable across individuals and thus psychologists must be well-informed about the different presentations of trauma. Trauma- and stressor-related disorders are often challenging to treat and psychologists must be well-trained in appropriate interventions for doing so. Mental health practitioners often lack the appropriate support and training in addressing the needs of clients who have been affected by traumatising events. What this topic adds: Only a minority of postgraduate psychology courses in Australia appeared to contain information about trauma. Further research is warranted to continue to explore psychologists' training and competency development in trauma-informed practice. Systemic changes to postgraduate psychology courses are required to ensure all provisional psychologists receive foundational knowledge and skills in supporting clients who have been impacted by trauma. [ABSTRACT FROM AUTHOR]

Background: Students' sense of school belonging is important for mental health, physical health, and academic performance. However, some students do not feel as though they belong in their schools. This study investigated Greek secondary school students' perspectives on practices that enhanced their sense of belonging during the COVID‐19 pandemic. Method: An online survey used open‐ended questions to explore the views of 226 Greek secondary school students. Results: Thematic analysis identified four teacher‐level practice themes: communication and understanding, respect and inclusion, support to become involved in the school community, and classroom structure. Four school‐level practice themes were identified: support and inclusion, psychological support and career guidance, improved school facilities and safety, and activities and opportunities for social connections. Implications for School Health Policy, Practice, and Equity: Teacher communication that fostered belonging included being approachable, understanding, and caring. Students valued inclusion, safety, and equality. Extracurricular activities and workshops strengthened belonging at school. Group work, creative lessons, and at the school‐level, opportunities for social connection, were also important for developing a sense of belonging. Conclusions: By understanding different level factors linked to school belonging, schools and policymakers can better identify effective and appropriate practices that improve student belonging. [ABSTRACT FROM AUTHOR]

Childhood trauma has well-documented negative psychological and school-related impacts. Yet, limited research has examined teachers' experiences and training regarding trauma-impacted students. The current study aimed to identify how teachers respond to student trauma, the availability of resources and training for trauma response, and the wellbeing and professional practice issues of teachers regarding student trauma. Interviews with 27 Victorian, Australian, primary, and secondary school teachers revealed variation in response to student trauma, differing levels of knowledge and training, and differing school policy and resources to manage trauma-impacted students and parents. Prior experience and training increased teachers' perceived wellbeing and capacity to effectively respond to student trauma. Results of this study contribute unique insight toward development of targeted resources and school programs to reduce negative impacts of trauma on children, and the teachers who support them. [ABSTRACT FROM AUTHOR]

The prevalence of domestic violence is concerning due to its debilitating impact on the psychological, social and academic functioning of children. This study explored the experiences, strengths and challenges of school mental health staff in relation to students exposed to domestic violence. Interviews with 10 school wellbeing staff working in Victoria, Australia, showed that these staff felt confronted and distressed, and were unsure of their role in managing the complexities associated with students' exposure to domestic violence. Staff reported the need for educators, students and parents to be educated on domestic violence, and for improved school structures and policies that encourage staff consultation and self-care following students' disclosures of domestic violence. The results of this study are discussed within the context of trauma-informed practice and multi-tiered mental health promotion in schools. [ABSTRACT FROM AUTHOR]

Background: This systematic review synthesized available research on the psychological implications for children and adolescents who either were directly or indirectly exposed to an infectious outbreak. On this basis, the current paper aims to provide recommendations for future research, practice and policy regarding children during pandemics. Method: A total of 2195 records were retrieved from the PsycINFO, SCOPUS and MEDLINE databases, and three from Google Scholar. Results: Including only those papers that focused on children or adolescent's mental health in association with respiratory infectious outbreaks, 11 articles were identified. The majority of research utilized qualitative or retrospective hospital record data. Children and adolescents reported fear and anxiety, as well as disruptions to their day to day routines as a result of outbreaks. However, children were also able to demonstrate resilience during outbreaks with the right support. Conclusions: Children's psychological response to the outbreak appeared to be largely attributed to how their parents, healthcare providers and the media communicated the event. Recommendations for policy, practitioners and researchers concerning the current COVID‐19 outbreak concludes the paper. [ABSTRACT FROM AUTHOR]

This commentary discusses the lack of evidence regarding trauma‐informed practice in schools and the challenges caused by inconsistent definitions, lack of program integration and lack of school policies related to trauma‐informed practice. These approaches are argued as being essential for greater uptake and sustained delivery of trauma‐informed practice in schools. [ABSTRACT FROM AUTHOR]

Objective: School mental health workers are ideally placed to respond to student trauma based on their mental health expertise and the impact of childhood trauma on learning, classroom behaviour, and school relationships. The current study aimed to explore the experiences, and support and training needs of school mental health workers regarding student trauma. Method: Thirteen school mental health workers, including school counsellors and wellbeing staff, participated in semi‐structured interviews and their responses were analysed using thematic analysis. Results: Although participants identified helpful factors, such as consistency in routines and procedural support from colleagues, the most prominent themes in participants' narratives reflected the challenges of providing optimal training for staff, and support to students and staff regarding student traumatic exposure. Conclusions: The findings suggest a need for further research regarding the development and ongoing implementation of multi‐tiered trauma‐informed support, training practices and protocols for school staff and school mental health workers. [ABSTRACT FROM AUTHOR]

Background: Disaster response and recovery researchers and policy makers are increasingly attempting to represent the views of children and adolescents alongside those of adults and other community members following disasters. Objective: Children's and adolescents' perspectives regarding the impacts and complications of the 2014 Hazelwood coal mine fire and ongoing smoke pollution event were investigated. Method: Sixty-nine children and adolescents (aged 8–16 years) were interviewed using a semi-structured interview methodology and thematic analysis used to analyse the interviews. Results: The children and adolescents revealed that the smoke and the response of schools, family members and community impacted the social, emotional and academic wellbeing of some children, while others experienced little impact from the event. Some reported awareness of the event complications on their parents and the community, and demonstrated skills to care for themselves and others, and to participate in disaster risk reduction efforts. Conclusion: The perspective of children and adolescents about the consequences of the fire and ensuing circumstances yield important insights which could incorporated into trauma-informed practices and disaster preparation, response and rehabilitation programs to reduce children's and adolescents' vulnerability and to increase their agency following disasters. [ABSTRACT FROM AUTHOR]

Students’ sense of school belonging is associated with healthier psychological functioning and improved academic outcomes. Currently, most research on school belonging has been conducted in the United States, United Kingdom, Australia, and New Zealand, resulting in school belonging practices and interventions largely biased towards Western school systems and cultures. This study sought to identify Indian students' perceptions of teacher‐level and school‐level factors that could contribute to a sense of school belonging. Open‐ended survey questions were used to qualitatively explore how teacher‐ and school‐level practices contributed to the school belonging of 93 Indian students aged 12–19. Data analysis followed manifest content analysis, identifying themes within teacher‐level and school‐level domains of enquiry. Results reveal valuable insights into factors influencing school belonging from the students’ perspective. These findings can inform the development of targeted interventions to support Indian students in rebuilding their sense of school belonging, improving their wellbeing, and enhancing their academic success. The research also contributes to a broader understanding of school belonging practices and their cultural sensitivity, benefiting educators, policymakers, and researchers worldwide. [ABSTRACT FROM AUTHOR]

There is increasing pressure on Early Childhood Education and Care (ECEC) settings to align their practices and values to that of schools, with the notion that a quality education in ECEC consists of providing care whilst also ensuring strong learning outcomes. This paper employs the constructs of structural and process quality to theorise the perceived disparities between ECEC institutions and schools and between ECEC services during the COVID-19 pandemic. The experiences of 29 Australian ECEC educators provide insight into the differing constructions of quality across ECEC services during the COVID-19 lockdown periods that occurred from May to August 2020 in the state of Victoria. The findings suggest that despite increasing pressure for ECEC programmes to be more like schools, the pandemic amplified society's positioning of ECEC as a caregiving service, highlighting the perceived differences between ECEC and schools and within the ECEC sector itself. While the findings suggest that ECEC educators were discouraged by the lack of recognition they received for providing quality education during the pandemic, the disruption of the pandemic prompted opportunities for reflection and action, providing more visibility of the quality of care that ECEC educators provide and the importance of their roles within the community. [ABSTRACT FROM AUTHOR]

Background: The prevalence of trauma among young people is alarming due to its considerable effects on their wellbeing and development. Parents can provide crucial support for young people exposed to trauma, however, there is limited research on how parents can help young people exposed to trauma from a youth perspective.This study explored the perspectives of young people regarding strategies and approaches parents can take to assist young people to cope with traumatic events.An anonymous online survey created in Australia was distributed to young people aged 15 to 18 years to identify what parents can do to help young people exposed to trauma. A total of 159 young people completed the survey.Qualitative thematic analysis revealed that young people felt parents could listen to and validate the experiences of young people and provide them with help and guidance. Young people recommended that parents should support those who have experience trauma by adopting a non-confrontational, empathetic, and understanding approach, and refrain from expressing anger, judgment, dismissiveness, ridicule, or blame. Young people also recommended parents encourage, empower, and provide guidance to young people exposed to trauma. Participants spoke about the importance of parents spending time with young people and ensuring that young people have access to mental health support. However, participants highlighted that parents should not pressure young people to engage in counselling.Implications from this study emphasise the importance of education and resources to help parents support, promote recovery and prevent further harm and re-traumatisation of young people exposed to trauma. This study has implications for mental health professionals working with parents to help them effectively support young people exposed to trauma. Results from this study inform the development of trauma-informed parenting programs to ensure that young people exposed to trauma receive adequate parental support.Objective: The prevalence of trauma among young people is alarming due to its considerable effects on their wellbeing and development. Parents can provide crucial support for young people exposed to trauma, however, there is limited research on how parents can help young people exposed to trauma from a youth perspective.This study explored the perspectives of young people regarding strategies and approaches parents can take to assist young people to cope with traumatic events.An anonymous online survey created in Australia was distributed to young people aged 15 to 18 years to identify what parents can do to help young people exposed to trauma. A total of 159 young people completed the survey.Qualitative thematic analysis revealed that young people felt parents could listen to and validate the experiences of young people and provide them with help and guidance. Young people recommended that parents should support those who have experience trauma by adopting a non-confrontational, empathetic, and understanding approach, and refrain from expressing anger, judgment, dismissiveness, ridicule, or blame. Young people also recommended parents encourage, empower, and provide guidance to young people exposed to trauma. Participants spoke about the importance of parents spending time with young people and ensuring that young people have access to mental health support. However, participants highlighted that parents should not pressure young people to engage in counselling.Implications from this study emphasise the importance of education and resources to help parents support, promote recovery and prevent further harm and re-traumatisation of young people exposed to trauma. This study has implications for mental health professionals working with parents to help them effectively support young people exposed to trauma. Results from this study inform the development of trauma-informed parenting programs to ensure that young people exposed to trauma receive adequate parental support.Methods: The prevalence of trauma among young people is alarming due to its considerable effects on their wellbeing and development. Parents can provide crucial support for young people exposed to trauma, however, there is limited research on how parents can help young people exposed to trauma from a youth perspective.This study explored the perspectives of young people regarding strategies and approaches parents can take to assist young people to cope with traumatic events.An anonymous online survey created in Australia was distributed to young people aged 15 to 18 years to identify what parents can do to help young people exposed to trauma. A total of 159 young people completed the survey.Qualitative thematic analysis revealed that young people felt parents could listen to and validate the experiences of young people and provide them with help and guidance. Young people recommended that parents should support those who have experience trauma by adopting a non-confrontational, empathetic, and understanding approach, and refrain from expressing anger, judgment, dismissiveness, ridicule, or blame. Young people also recommended parents encourage, empower, and provide guidance to young people exposed to trauma. Participants spoke about the importance of parents spending time with young people and ensuring that young people have access to mental health support. However, participants highlighted that parents should not pressure young people to engage in counselling.Implications from this study emphasise the importance of education and resources to help parents support, promote recovery and prevent further harm and re-traumatisation of young people exposed to trauma. This study has implications for mental health professionals working with parents to help them effectively support young people exposed to trauma. Results from this study inform the development of trauma-informed parenting programs to ensure that young people exposed to trauma receive adequate parental support.Results: The prevalence of trauma among young people is alarming due to its considerable effects on their wellbeing and development. Parents can provide crucial support for young people exposed to trauma, however, there is limited research on how parents can help young people exposed to trauma from a youth perspective.This study explored the perspectives of young people regarding strategies and approaches parents can take to assist young people to cope with traumatic events.An anonymous online survey created in Australia was distributed to young people aged 15 to 18 years to identify what parents can do to help young people exposed to trauma. A total of 159 young people completed the survey.Qualitative thematic analysis revealed that young people felt parents could listen to and validate the experiences of young people and provide them with help and guidance. Young people recommended that parents should support those who have experience trauma by adopting a non-confrontational, empathetic, and understanding approach, and refrain from expressing anger, judgment, dismissiveness, ridicule, or blame. Young people also recommended parents encourage, empower, and provide guidance to young people exposed to trauma. Participants spoke about the importance of parents spending time with young people and ensuring that young people have access to mental health support. However, participants highlighted that parents should not pressure young people to engage in counselling.Implications from this study emphasise the importance of education and resources to help parents support, promote recovery and prevent further harm and re-traumatisation of young people exposed to trauma. This study has implications for mental health professionals working with parents to help them effectively support young people exposed to trauma. Results from this study inform the development of trauma-informed parenting programs to ensure that young people exposed to trauma receive adequate parental support.Conclusions: The prevalence of trauma among young people is alarming due to its considerable effects on their wellbeing and development. Parents can provide crucial support for young people exposed to trauma, however, there is limited research on how parents can help young people exposed to trauma from a youth perspective.This study explored the perspectives of young people regarding strategies and approaches parents can take to assist young people to cope with traumatic events.An anonymous online survey created in Australia was distributed to young people aged 15 to 18 years to identify what parents can do to help young people exposed to trauma. A total of 159 young people completed the survey.Qualitative thematic analysis revealed that young people felt parents could listen to and validate the experiences of young people and provide them with help and guidance. Young people recommended that parents should support those who have experience trauma by adopting a non-confrontational, empathetic, and understanding approach, and refrain from expressing anger, judgment, dismissiveness, ridicule, or blame. Young people also recommended parents encourage, empower, and provide guidance to young people exposed to trauma. Participants spoke about the importance of parents spending time with young people and ensuring that young people have access to mental health support. However, participants highlighted that parents should not pressure young people to engage in counselling.Implications from this study emphasise the importance of education and resources to help parents support, promote recovery and prevent further harm and re-traumatisation of young people exposed to trauma. This study has implications for mental health professionals working with parents to help them effectively support young people exposed to trauma. Results from this study inform the development of trauma-informed parenting programs to ensure that young people exposed to trauma receive adequate parental support. [ABSTRACT FROM AUTHOR]

• Implementation of trauma-informed practice in residential care is dependent on several factors. • Factors that influence trauma-informed implementation include organisational support and continued training. • Barriers to trauma-informed implementation include lack of training regarding positive behaviour support and developing children's adaptive skills. Young people in residential out-of-home care are one of the most traumatised, vulnerable, and disadvantaged groups in the Australian community. Residential care workers are trained in trauma-informed practice, to provide quality care to young people in residential care through a trauma-informed lens. However, limited research exists on perceptions of residential care workers on the implementation of trauma-informed practice in the Australian context, and whether it is sufficient to support young people in residential care. This qualitative study used interpretative phenomenological analysis to better understand worker perceptions and experiences when implementing trauma-informed practice in residential care, and explore any perceived barriers or recommendations to implementation in this context. Seven participants were recruited and interviewed. The results demonstrated that workers apply some elements of trauma-informed practice into everyday practice, such as self-awareness, providing a safe environment, and giving the young person choice and control. However, participants perceived that they lacked the training to support positive behaviour changes and engaging young people with trauma to develop adaptive skills to become more independent. It was also found that participants rarely referenced or identified their own trauma-informed actions and aligned these principles to practical aspects of their role, even when incidental trauma-informed approaches were being used. Understanding the experiences of residential care workers provides insight into the functional day-to-day delivery of trauma-informed practice, demonstrating which aspects are translatable, and which areas workers may benefit from further training to improve practical and contextualised application. [ABSTRACT FROM AUTHOR]

Children from disadvantaged backgrounds often experience high levels of traumatic stress, however, little is known about their experiences and the responses of their teachers following disasters. The aim of this study was to examine, from the perspective of teachers, the impact of a critical community-wide traumatic event on student and staff wellbeing, and student learning and teaching practices at a specialist school for disadvantaged and displaced youth in Australia. Eight school staff were interviewed, including administrative, teaching, and support personnel, with their responses interpreted using Interpretative Phenomenological Analysis. Results focused largely on the impact of the event and the resultant relocation of the school on staff and student health, reduced opportunities for learning, changes to teaching and student engagement, and the strengths and limitations of the trauma-informed approach of the school. Implications for teacher education and school trauma-informed models are discussed. [ABSTRACT FROM AUTHOR]

Non-suicidal self-injury (NSSI) is of increasing concern, yet many adolescents who self-injure are reluctant to seek professional help. Instead, they turn to friends for support, although it is unclear what these friends can offer. This study aimed to identify adolescents’ views of how peers and online friends can help young people who self-injure, and examine differences according to age, gender, and exposure to NSSI. Students (n = 2,637; aged 12-18 years) from 41 schools completed questions asking them to describe what peers and online friends could do to help young people who self-injure. Thematic analysis identified seven strategies, including communication about NSSI with peers and online friends, referral to adults and health professionals, greater public awareness of NSSI, and reduced peer stigma and bullying. Endorsement of themes varied by age, gender, and experience with NSSI. Findings have implications for school prevention of NSSI. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND Nonsuicidal self-injury ( NSSI) is an increasing and serious concern in schools. The purpose of this study was to determine the suitability of a new policy for responding to NSSI in schools. METHODS Teachers and other school staff, including year level coordinators, psychologists, and counselors, N = 48, reviewed a policy for addressing NSSI in schools and provided written feedback. RESULTS The majority of staff worked in schools without a policy regarding NSSI, or were unsure whether their school had such a policy. Participants were generally positive about the presented policy and supported its implementation in schools. Perceived challenges to policy implementation included a lack of knowledge about NSSI among staff and limited referral services available to students who self-injure. Suggested changes included developing a flowchart of the referral process and increasing collaboration between school staff, changes which were subsequently implemented. CONCLUSION Awareness and education for school staff regarding NSSI combined with school policies for responding to adolescents who self-injure are recommended to enhance management of NSSI in schools, and improve the health and well-being of adolescents who self-injure. [ABSTRACT FROM AUTHOR]

Teachers are ideally placed to identify and refer pupils who self-injure, but are often unaware when pupils self-injure or unsure how to respond. The aims of this study were to explore and compare pre-service and in-service teachers’ knowledge and attitudes towards self-injury, and their confidence responding to pupils who self-injure. Pre-service teachers (n = 267) and in-service teachers (n = 261) completed self-report questionnaires. Prior education regarding self-injury was positively related to knowledge and confidence, while pre-service teachers were more confident than in-service teachers in their ability to cope with legal and school regulations. Thematic analysis of open-ended questions indicated that although pre- and in-service teachers are concerned about pupils who self-injure and are willing to help these students, they feel ill-informed about self-injury and requested school policies and additional education regarding the behaviour. Results have implications for educational programmes that prepare pre- and in-service teachers to identify and respond to pupils who self-injure. [ABSTRACT FROM PUBLISHER]

Although school staff are in a prime position to intervene with students who self-injure, how they respond to these students and their training needs regarding self-injury have not been examined. The aims of this study were to explore the responses and training needs of school staff towards youth self-injury. Pre- and in-service teachers and other school staff ( N = 768) completed open-ended questions. Results suggested that school staff require training to respond effectively and confidently to students who self-injure. Self-injury education programs may enhance the knowledge and confidence of staff to detect and respond to students who self-injure. [ABSTRACT FROM AUTHOR]

As the more recent next-generation sequencing (NGS) technologies provide longer read sequences, the use of sequencing datasets for complete haplotype phasing is fast becoming a reality, allowing haplotype reconstruction of a single sequenced genome. Nearly all previous haplotype reconstruction studies have focused on diploid genomes and are rarely scalable to genomes with higher ploidy. Yet computational investigations into polyploid genomes carry great importance, impacting plant, yeast and fish genomics, as well as the studies of the evolution of modern-day eukaryotes and (epi)genetic interactions between copies of genes. In this paper, we describe a novel maximum-likelihood estimation framework, HapTree, for polyploid haplotype assembly of an individual genome using NGS read datasets. We evaluate the performance of HapTree on simulated polyploid sequencing read data modeled after Illumina sequencing technologies. For triploid and higher ploidy genomes, we demonstrate that HapTree substantially improves haplotype assembly accuracy and efficiency over the state-of-the-art; moreover, HapTree is the first scalable polyplotyping method for higher ploidy. As a proof of concept, we also test our method on real sequencing data from NA12878 (1000 Genomes Project) and evaluate the quality of assembled haplotypes with respect to trio-based diplotype annotation as the ground truth. The results indicate that HapTree significantly improves the switch accuracy within phased haplotype blocks as compared to existing haplotype assembly methods, while producing comparable minimum error correction (MEC) values. A summary of this paper appears in the proceedings of the RECOMB 2014 conference, April 2–5. [ABSTRACT FROM AUTHOR]

Abstract: Non-suicidal self-injury (NSSI) among adolescents is a significant problem, yet the majority do not seek professional help. Parents and teachers are arguably most in contact with young people, and are critical in identifying and referring adolescent self-injurers. This study explored what adolescents believe parents and teachers can do to help young people who self-injure. A school-based sample of 2637 students (aged 12–18 years) completed a self-report questionnaire. Adolescents believe having non-judgemental parents and teachers to talk to, improved parent–child relationships, referral to professionals, reduced school pressures, and student education, are pivotal to helping young self-injurers. However, many adolescents, particularly those exposed to NSSI, were unsure about whether parents and teachers could do anything to help. These finding have important implications for educational programs that prepare parents and teachers to address adolescent NSSI. [Copyright &y& Elsevier]

Psoriasis is an inflammatory skin condition that can be accompanied by joint disease. Pre-biological and biological systemic therapies are effective. Dermatologists have used systemic immunomodulators including methotrexate to treat moderate-to-severe disease for over 30 years. Pre-biological agents have toxicities and side effects that can be difficult to tolerate and require frequent monitoring. Beginning with alefacept in 2003, several biologics including cell-adhesion-molecule antagonists and cytokine antagonists such as tumor necrosis factor-blockers gained approval for psoriasis. They greatly advanced our understanding of psoriasis pathogenesis. Because they are so new, their safety is not established. Tumor necrosis factor-blockers have controversial associations with certain cancers and infections. Biologics require clinical monitoring and have specific contraindications. Scientists are exploring several new therapeutic targets. [Copyright &y& Elsevier]

The objective of this study was to determine the clinical and laboratory features of children with severe iron deficiency anemia. The authors retrospectively reviewed the charts of 198 children with iron deficiency anemia to ascertain cases of severe iron deficiency anemia. Forty-two children with severe iron deficiency anemia were evaluated. The median age was 21 months (range, 7-240 months) at diagnosis and 27 children were 13-24 months of age. For 35 children the major source of calories was derived from cow's milk. The median hemoglobin was 4.6 g/dL (range, 2.1-6 g/dL) and the median serum ferritin was 5 μg/L (range, 1-11 μg/L). Twenty-nine received oral iron and 13 required packed red blood cell transfusions because of co-morbid cardiorespiratory distress. Severe iron deficiency anemia mostly affects children during their second year of life. Oral iron therapy is sufficient for most children, but packed red blood cell transfusions may be needed. [ABSTRACT FROM AUTHOR]

Psychologists are primary care professionals responsible for providing treatment to people exposed to trauma. However, there has been limited research exploring psychologists' perceptions of their practice and trauma-informed care when treating people exposed to trauma. The current study aimed to investigate: 1) psychologists' perceptions of assessing and treating trauma-exposed clients; and 2) psychologists' perceptions of trauma-informed practice and their need for further training in this area. Surveys were completed by 99 psychologists, and the data were analysed using thematic analysis. Psychologists reported the importance of further trauma-related training and showed an inconsistent understanding of trauma-informed practice. Changes in tertiary education for psychologists were recommended to assist future psychologists to develop competency and confidence in assessing and treating trauma-exposed clients. It was also recommended that psychologists with insufficient knowledge in this field to undertake further training in this area. What is already known about this topic: (1) Psychologists are primary care professionals responsible for diagnosing and treating clients exposed to trauma. (2) Working with trauma-exposed clients presents a burden for psychologists in terms of their mental health and wellbeing. (3) There is limited Australian and international research concerning the experiences and needs of psychologists when assessing and treating trauma-exposed clients. What this topic adds: (1) This study demonstrated Australian psychologists' mixed knowledge and confidence when assessing and treating clients exposed to trauma. (2) Mixed understanding of trauma-informed care and ways to implement trauma-informed practice were also presented. (3) More professional development for some psychologists is recommended regarding assessing and treating trauma, and regarding trauma-informed practice. [ABSTRACT FROM AUTHOR]

Fibrous hamartoma of infancy ( FHI) is a rare, benign, soft tissue tumor. The lesion's clinical resemblance to more aggressive soft tissue tumors of childhood makes histologic diagnosis paramount. We report a unique presentation of a FHI associated with localized hypertrichosis and hyperhidrosis. [ABSTRACT FROM AUTHOR]

This study explored the longitudinal associations between multiple dimensions of school belonging during adolescence and substance use in young adulthood. Data were leveraged from the Australian Temperament Project, a comprehensive, multi-wave prospective cohort study. The current sample comprised 1565 participants (804 women). School belonging (1 wave; ages 15–16 years) was assessed using a condensed version of the School Life Questionnaire. Young adult substance use (3 waves; ages 19–28 years) assessments included binge drinking, tobacco, cannabis, and other illicit substances. Higher levels of overall school belonging were associated with reduced odds of tobacco, cannabis, and other illicit substance use in young adulthood (ORrange = 0.74–0.76), but not binge drinking. The dimensions ‘positive affect towards school’ and ‘confidence in ability/success’ were independently associated with reduced odds of tobacco (OR = 0.74 and 0.82, respectively) and cannabis (OR = 0.78 and 0.77, respectively) use in young adulthood. Effects did not differ by gender. These findings suggest that school belonging, particularly the dimensions of positive affect and academic confidence, may play an aetiological role in tobacco and illicit substance misuse in young adulthood. [ABSTRACT FROM AUTHOR]

A sense of school belonging is essential for adolescent development, though there is limited research investigating ways to improve students' sense of school belonging in Qatar. With 116 Qatari secondary school students, the current study explored student perspectives of ways teachers and schools could improve their sense of school belonging. Students responded to a survey including open‐ended questions and a descriptive scale measuring the usefulness of established belonging strategies during remote learning, in‐person, or all the time (both). Encouragement and support from teachers were found to be useful all the time, with school activities during breaks and opportunities to make friends only being useful during school‐based learning. From the examination of open‐ended responses using a hybrid qualitative approach with inductive and deductive coding, two overarching themes each at the teacher‐level and school‐level were found, defined by several subthemes. Belonging practices at the teacher‐level included caring and supportive teachers and teachers treating students as people. Belonging practices at the school‐level included student engagement and a positive and supportive school environment. For Qatari students practices such as prioritising supportive student–teacher relationships, introducing policies which promote a respectful, fair and safe environment, and offering school wide‐extracurricular activities that encourage peer connections are important to develop their sense of school belonging. [ABSTRACT FROM AUTHOR]

Young adulthood (18 to 34) is a time of transitional change where individuals can be highly susceptible to mental health concerns. Despite similar vulnerabilities to their adolescent counterparts, the psychological outcomes for young adults following disasters are not well understood. This scoping review aimed to explore the literature on the psychological outcomes for young adults after disaster events. A systematic search of the literature was conducted in seven electronic databases, including PsycINFO, Medline, CINAHL, PILOTS, EMBASE, Scopus, and ProQuest dissertations and theses global. In total, 91 reports from 15 countries were included. Findings suggested that young adults experience a range of psychological consequences after disasters, including posttraumatic stress symptoms, depression, anxiety, and other psychological outcomes, such as general/non-specific psychological distress. Pre-disaster, peri-disaster, and post-disaster factors were also found to influence the degree of psychological outcomes experienced by young adults, including prior psychological functioning and disaster exposure, among a host of other factors. Future research is recommended to better understand young adults' psychological outcomes, experiences, and service needs following disasters. [ABSTRACT FROM AUTHOR]

Despite clear evidence detailing the academic and psychosocial benefits resulting from a sense of school belonging, there is currently no consistent global consensus about the strategies that can be employed to promote school belonging. In addition, existing research is primarily derived from democratic and developed countries. The current study sought to explore if students in Australia, Greece, Iran, and Qatar differed in their experience of school belonging and to establish common and unique practices students voiced as improving their sense of belonging. Cross-country responses from 698 secondary school students (from Australia, Greece, Iran, and Qatar) were analysed using both quantitative (ANOVA) and qualitative (thematic analysis) methods. Iranian students reported significantly higher school belonging than their Australian, Greek, and Qatari counterparts, while Qatari students also scored higher than those from Australia and Greece. Common teacher- and school-level belonging practices were established from the student responses, and cross-country differences are discussed. The study underscores the importance of cultural sensitivity and student involvement in crafting context-specific strategies to enhance school belonging for optimal student wellbeing and success. Implications for cross-country belonging practices are discussed and considered within the context of the study’s limitations. [ABSTRACT FROM AUTHOR]

• Importance of safe and stable school environments and positive relationships for children in care. • Impact of frequent school changes on children in care, their mental health, behaviour and learning. • Children in care wanted teachers to understand their circumstances and individual learning needs. • Impact of teachers' low expectations, negative attitudes and perceptions on children in care. Children in care frequently experience poor educational outcomes, which in turn have been linked to a number of adverse circumstances later in life. Accordingly, it is important to identify the educational experiences of children in care and what they consider to be their needs in this space. This systematic review of qualitative research aimed to identify and synthesise the findings of relevant studies that documented the experiences of children in care in regard to their school experiences. Inclusion criteria included English language, peer-reviewed, qualitative, or mixed-methods studies that examined the educational experiences of children currently in care or youth/adults who had previously been in care. Five online databases were systematically searched, along with manual hand searching of a relevant journal and reference lists to identify relevant studies. Eleven studies were identified. Thematic analysis was employed to identify five primary themes: the importance of school being a 'safe haven'; the importance of relationships with teachers and peers; children's mental health, behaviour and educational experiences; children in care taking control; and what children in care say they need to improve their educational experiences. Results illustrate the important role of teachers and the need for children in care to have their opinions acknowledged in the decision-making process. The review provides future direction and recommendations for research, school policy, and practice. [ABSTRACT FROM AUTHOR]

Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools. A four-phase methodology included (i) identification of school-relevant trauma-informed practice programs, (ii) inductive thematic analysis of the main concepts underlying programs, (iii) phrasing of draft Principles and (iv) Principle revision and finalisation via a two-round Delphi survey with international experts. Excellent agreement by experts on the importance of all Principles was achieved (round 1 ≥ 86.4%, 2 ≥ 92.3%). The final 'International Trauma-Informed Practice Principles for Schools' (ITIPPS) include four Overarching (A–D) and 10 Practice Principles (1–10). Summarised, these include that the school: (A) is student focussed; (B) models compassion and generosity; (C) is understanding and responsive; (D) incorporates recognition of their First Nations peoples in the school's ethos: (1) prioritises safety and wellbeing; (2) models positive relationships; (3) provides a positive culture and connects; (4) consults and collaborates; (5) supports vulnerable students; (6) teaches social and emotional learning; (7) provides trauma-informed practice training; (8) is predictable yet flexible; (9) identifies and nurtures strengths and (10) reflects, changes and grows. The ITIPPS provide clear guidance for education sectors, schools and other settings about appropriate learning environments for children and young people impacted by trauma. Research is now underway in Western Australian schools to pilot test the feasibility and impact of using the ITIPPS within a framework (thoughtfulschools.org.au) to establish trauma-informed schools. [ABSTRACT FROM AUTHOR]

A student's sense of school belonging is critical to school success, yet internationally, a large proportion of secondary students do not feel that they belong to their school. However, little is understood about how schools can address this issue, nor what evidence-based interventions are available to increase belonging among secondary school students. The aim of this study is to identify and critically review the evidence on school-based interventions that increase a sense of school belonging in adolescents. Seven electronic databases and the Cochrane Central Register of Controlled Trials were searched from 1999 to February 2021 using 'school belonging' and 'intervention' amongst the key search terms. A total of 22 controlled trials were identified with 14 studies reporting effective school-based interventions for enhancing a sense of adolescent school belonging. Successful interventions targeted students' strengths and promoted positive interactions between students and between school staff and students. Overall, this review found a paucity of interventions that intentionally aimed to develop adolescent school belonging. Inconsistencies in terminology use and definitions describing school belonging were identified even when similar measurement tools were utilised. Findings of this review have important practice implications and provide information to support schools to select evidence-based interventions to improve students' sense of school belonging. [ABSTRACT FROM AUTHOR]

Early childhood education and care (ECEC) educators' well-being and emotional demands during COVID require careful attention. This article explores the emotional demands experienced by ECEC educators in Australia during ongoing periods of lockdown. A survey was designed to gather quantitative and qualitative data and participants were asked to participate in in-depth interviews. Thirty participants were interviewed to explore personal experiences during the COVID-19 pandemic; of these, a selected sample of six participants is presented, drawing on Honneth (1995) as an analytical framework. The findings show ECEC educators struggle for recognition and how solidarity amongst educators emerged as a key response. Implications provide impetus for the active recognition of the early childhood profession. Solidarity as a new concept in ECEC includes the recognition of the early childhood profession at a societal level, recognising the significant professional work early childhood educators accomplish, and their struggle during the COVID-19 pandemic and beyond. [ABSTRACT FROM AUTHOR]

Children and young people's access to and engagement in education is a key determinant of future positive outcomes. Children and young people in out-of-home care disproportionally experience educational disruptions and disengagements affecting their ability to participate in schooling, further and higher education. There is increasing international interest in the participation of young people with lived experience of out-of-home (OOHC) in research projects. This paper presents the findings of a study in the Australian state of Victoria where a group of lived experience consultants (LECs) were employed to consult on the results of a broader survey of the attitudes of professionals, carers and care leavers regarding the educational experiences of children in OOHC. Two meetings were held with the LECs, one to gain their views on the survey findings, and secondly, to reflect on their experiences working on the project. The findings suggest that formalizing the engagement of lived experience voices in research, inherently a qualitative approach, promotes a more informed representation of the challenges faced by children and young people within OOHC. In this case, engaging young adults with lived experience helped identify key barriers to effective educational participation that the project design may otherwise have overlooked. They also identified key strategies for improving LEC engagement such as involving them in developing key research aims and questions, and enabling the provision of a 'safe space' for them to participate. This new approach promotes co-design at multiple levels, providing opportunities for a meaningful collaborative approach to research. [ABSTRACT FROM AUTHOR]

COVID-19 presented a range of challenges to the delivery of school psychology services in countries around the world. The current study aimed to investigate the practices of school psychologists from the United States of America, Australia, Germany, Canada, and the United Kingdom, including changes to practice and exploration of the factors that supported the delivery of school psychology services during the pandemic. Quantitative and qualitative data were collected from 1,030 school psychologists and analyzed using a mixed methods, multiple case study design. Differing impacts of the pandemic on the working hours of school psychologists were reported across countries. Participants in all countries reported a shift to online working, with an increased focus on consultation and intervention and a reduction in psychoeducational assessments. School psychologists from all nations emphazised the importance of self-care strategies, social connections and physical activity and the role of support via supervision or professional networks. Access to appropriate technology and responsive workplace policies and procedures were also identified as important. Results have implications for the internationalization of the school psychology profession and can inform international school psychology planning in response to future crises. [ABSTRACT FROM AUTHOR]

Abstract: Objectives: Cutaneous lesions are often the first marker of invasive mold infection, which can cause substantial morbidity in immunocompromised children. The purpose of this study was to describe the evaluation and outcomes of immunocompromised children who presented with findings requiring skin biopsy because of concern about invasive infection. In children who were biopsied, we sought to determine the factors predictive of invasive mold infection. Methods: A retrospective review was conducted at the Children's Hospital of Philadelphia. Patients included in the study were immunocompromised individuals younger than 26 years old who underwent skin biopsy by the inpatient dermatology consultation team between January 1, 2003, and March 15, 2015, because of development of new cutaneous lesions that were suspected of being invasive infection. Results: One hundred five encounters met the inclusion criteria. Fifty (47.6%) biopsied individuals had an infectious pathogen identified on histopathology or culture. Mold was the most common (36%) pathogen, followed by bacteria (32%) and yeast (26%). The presence of a single lesion (P = .001) and prior occlusion at the site of the lesion (P < .001) were associated with mold on biopsy. The combination of a single lesion, history of occlusion, and tissue necrosis on examination was highly predictive for invasive mold infection (86.3% [95% confidence interval 55.1‐97.0%]). Of the 18 individuals with confirmed invasive mold infection, 13 (72%) underwent surgical resection, of whom 12 (92%) survived the 30‐day follow‐up period. Conclusion: Skin biopsy enabled the detection of a pathogen that informed directed therapeutic interventions in nearly half of participants. Institutions caring for immunocompromised children should ensure adequate staffing of clinical personnel approved to perform skin biopsies. [ABSTRACT FROM AUTHOR]

The 2014 Hazelwood coal mine fire in the Latrobe Valley, Australia, distributed toxic smoke into surrounding communities over 45 days. This study investigated risk and protective factors associated with four trajectories of posttraumatic distress (resilient, recovery, delayed‐onset, chronic) among exposed adults. Participants (N = 709) completed surveys in 2016–2017 and 2019–2020 assessing mine fire–related particulate matter (PM2.5) exposure; sociodemographic, physical, and mental health variables; and exposure to other traumatic and recent stressful events. Mine fire–related posttraumatic distress was measured using the IES‐R; trajectories were determined according to established clinical significance thresholds. Relative risk ratios (RRRs) were generated from multivariate multinomial regressions. The resilient trajectory was most common (77.0%). The chronic trajectory (8.5%) was associated with loneliness, RRR = 2.59, 95% CI [1.30, 5.16], and physical health diagnoses, RRR = 2.31, 95% CI [1.32, 4.02]. The delayed‐onset trajectory (9.1%) was associated with multiple recent stressful events, RRR = 2.51, 95% CI [1.37, 4.59]; mental health diagnoses, RRR = 2.30, 95% CI [1.25, 4.24]; loneliness, RRR = 2.05, 95% CI [1.09, 3.88]; and male gender, RRR = 2.01, 95% CI [1.18, 3.44]. Socioeconomic advantage protected against chronic, RRR = 0.68, 95% CI [0.53, 0.86], and delayed‐onset trajectory membership, RRR = 0.68, 95% CI [0.50, 0.94]; social support protected against chronic trajectory membership, RRR = 0.67, 95% CI [0.49, 0.92]. PM2.5 exposure did not determine trajectory. These findings enhance understanding of longer‐term posttraumatic responses to large‐scale smoke events and can inform mental health initiatives within at‐risk communities. [ABSTRACT FROM AUTHOR]