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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]

Objective The aim of this study was to explore the preferred acculturation strategies adopted by Indian subcontinental adolescents living in Australia. The study also examined the demographic, ethnocultural, and psychological factors that could influence subcontinental migrant groups' attitudes towards acculturation and their acculturation strategies. Method A cross-sectional design was used in which the dependent variables were the four acculturation strategies. Multivariate data analysis was conducted. Pearson's correlation, analysis of variance, and step-wise multiple regression analyses were performed to establish the relationships among the study variables. Results Integration was the most preferred strategy and marginalisation was the least preferred strategy for all ethnic groups. Acculturation preferences are predicted partly by the adolescents' ethnicity, their ethnic identity, friendship choices, acculturative stress, sense of mastery (self-concept) and gender. The findings provide significant information on the acculturation practices of Indian subcontinental adolescents, including their ethnic identity search and commitment, their psychological well-being and their integration strategies. Conclusions Educational institutions could benefit from increased awareness of the needs of these culturally diverse groups, especially if this information is incorporated into teacher training materials. The inclusion of intercultural relations courses in the academic curriculum would promote harmonious relations between culturally diverse ethnic groups. [ABSTRACT FROM AUTHOR]

The Australian population is experiencing a rapid ageing of the population, and as such, an increased need for gerontological practitioners in the helping professions will continue to grow. Terror management theory ( TMT), which was used to frame this study, posits that because of the fact that humans are aware of their own mortality, they are compelled to avoid the anxiety associated with it. Personal ageing and interaction with older adults may be reminders of the unavoidable decline and death that faces us all. The purpose of this study is to examine comfort in spending time with older adults amongst students, academic teaching staff, and practitioners in the fields of psychology and social work. We sought to determine if TMT helped predict fear of being with older adults. Ageism, contact with older adults, and known demographic factors associated with attitudes towards older adults were also examined. Hierarchical multiple regression explained nearly 46% of the variance in comfort with older adults and indicated that fear of ageing, positive ageism, negative ageism, contact with older adults, and sex were significant predictors. Educational efforts aimed at addressing beliefs about ageing and older adults may contribute to further comfort in working with older adults. [ABSTRACT FROM AUTHOR]

Clinical neuropsychologists are increasingly involved in delivering psychological interventions to people with neurological conditions. This is a key competency for accredited Australian postgraduate neuropsychology courses; however it is not clear how effective courses are in preparing neuropsychologists to deliver interventions. The study aims were to (a) determine the frequency and confidence with which particular types of interventions are delivered by Australian neuropsychologists, (b) examine the availability of opportunities to deliver interventions on clinical placements, (c) identify barriers to delivering interventions in current workplaces; and (d) determine which factors influence the frequency and confidence with which neuropsychologists deliver interventions. An online survey was completed by 114 participants who had graduated from a postgraduate neuropsychology program. Results indicated that respondents delivered different intervention types with varying frequency. They reported limited opportunities to practice these interventions on placements. The majority wanted to be doing more interventions, with lack of time, resources, and adequate training being the major barriers. There were several significant relationships between the frequency and confidence with which respondents delivered interventions and the perceived quality of their postgraduate training. These results highlight the need to consider appropriate postgraduate training options in delivery of interventions, including increasing opportunities to practice interventions on placements. [ABSTRACT FROM AUTHOR]