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The challenges and changes driven by the Coronavirus Disease 2019 (COVID-19) pandemic in the education sector have been linked to high rates of anxiety, depression, and post-traumatic symptoms in school-aged populations. Despite this, it is also acknowledged that children and young people can be resilient and adaptable, with the right support in place. In schools, psychologists play an important role in supporting students’ learning, behavior, wellbeing, and mental health. The aim of this study is to investigate the practices of Australian school psychologists during COVID-19 related school closures, focusing on their experiences and challenges and how they adapted their practices. Twelve Australian school psychologists were interviewed and, after member checks were undertaken, interview transcripts were analyzed using thematic analysis. Six interrelated themes were identified including: (a) heightened student psychological stress, (b) alternative delivery modes and associated challenges, (c) close collaboration with families, (d) participants personal challenges during COVID-19, (e) assessment during COVID-19, and (f) possible long-term practice changes post pandemic. The results of this study have implications for policies to support students in future pandemics or where physical school attendance is disrupted (e.g., natural disasters).

The inflow of Rohingya refugees from Myanmar experiencing trauma and torture is a major global issue. This article explores relationships with local communities as they are represented in the multi-vocal voices of Rohingya refugees. Interviews and focus groups were conducted with a group of Rohingya refugees based in the Kutupalong refugee camp in Bangladesh along with observations of camp life. Twenty participants were interviewed. The observations provide insights into the feelings of anxiety among the Rohingya refugees. Yet, the findings also suggest that the refugees hold out hope that in Bangladesh they will find a sense of belonging. The study draws on Bakhtin’s notion of heteroglossia as positioned through sociological discourse, to reflect the social experiences of refugee young people and their families. The intent of the article is to open up, rather than to close off engagement with the issue – furthering awareness and possible actions to be taken.

Partners raising children are significantly impacted by living with a veteran who has posttraumatic stress disorder (PTSD). This qualitative study explored the parenting and family experiences of partners to veterans with military-PTSD. In-depth interviews were conducted with eight female partners, caring for at least one child below the age of 18 years. Thematic analysis produced four primary themes around parenting, (dis)connection, family identity, and unpredictability. A number of contrasting concepts such as feeling unsupported, yet reluctance to access support, highlighted the complexity of partner experiences. Clear recommendations arose from the study including greater in inclusion in health care, the need for upskilling of service providers and educators in area of family and parenting issues, and clearer pathways for spouses and families to access information.

This study explored the relevance of the Holocaust in the lives of Australian adults who grew up with at least one parent and grandparent who were Holocaust survivors. Two individual cases are highlighted with data analysed using a Phenomenological Interpretative Approach. Two themes are discussed: the relevance of the Holocaust in participants’ life and the familial communication patterns about the Holocaust. The findings demonstrate how past collective trauma continues to impact the lives of the survivors’ descendants decades after the historical events and how transmission of trauma and resilience from grandparents and parents to their offspring occurred verbally and non-verbally.

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.

Let’s Talk About Children is a manualised intervention for parents with a mental illness that aims to impact positively on family dynamics. Previous evaluations focused on parents with an affective disorder. The purpose of this study was to evaluate the intervention for parents with various mental illnesses and explore parents’ self-reported views regarding the impact of the intervention. A quasi-experimental approach was employed to compare outcomes for parents who received Let’s Talk About Children plus treatment as usual ( n = 20) with a wait list control (treatment as usual) group ( n = 19), using family functioning and parenting stress questionnaires. Questionnaires were completed 2 weeks prior to receiving the intervention and 4 to 6 weeks after the final session. The wait list parents completed the same questionnaires at two time periods, 6 weeks apart. Semi-structured interviews were conducted after the intervention. Both intervention and control groups showed improvements in parenting and family functioning. Interview data highlighted (1) increased insight, (2) normalising of the illness in the family, (3) family communication changes, (4) the importance of supporting the parenting role and (5) suggestions for additional supports. There are possible issues regarding the influence of psycho-education when giving participants information about the nature of the research.

This research explored the intersection between participants’ parenting role and housing difficulties, in rural communities. Thirteen parents were recruited from drug and alcohol and mental health agencies in rural Australia. Transcripts were analysed using content analysis, along with inter-rater reliability. The quandary of gaining access to their children while living in inadequate housing was indicated. Participants also described the ‘spiral’ nature of problems, highlighting the interrelated nature of mental illness, substance use, housing difficulties and losing access to children. The impacts of housing problems on parenting roles and children were described as well as those supports considered to be useful in obtaining appropriate housing. Living in rural areas where ‘everyone knew everyone’ made it difficult for some to obtain housing. The need to address housing, parenting, mental illness and substance abuse as interrelated, rather than as singular issues is highlighted.

Summary This study explores the concept of family resilience where a parent has a mental illness. Eleven Australian adults who have grown up in a household with a parent who had a diagnosed mental illness participated in an in-depth interview. The interviews focused on the ways in which these families responded to challenges in everyday life, particularly related to parental mental illness. Findings Families developed resilience through processes such as shared humour or regular family rituals and routines. In some cases, open communication about mental illness enabled families to better cope when parents were unwell and to build a greater sense of family connectedness. However, data suggest that parental mental illness potentially creates stress and confusion for families and there are multiple social and cultural barriers that make it difficult for families to acknowledge and speak openly about mental illness. For participants, resilience tended to be about maintaining a balance between stress/distress and optimism and strength within their family. Applications The article highlights the importance of family context when describing resilience, and identifies specific clinical implications for working with families affected by parental mental illness.

In comparison to mothers, there is a lack of research on fathers with a mental illness. Consequently, 11 men with a mental illness were interviewed about their parenting experiences and needs. Although none of the participants were living full time with their children, fatherhood was considered an important part of their self-image. However, the stigma associated with mental illness, as well as men's fear of losing access to their children, meant that they “suffered in silence.” Many described an overemphasis on their pathology in the community, with some reporting that their mental illness was used as a way of keeping them away from their children. Implications for practice conclude the article.

It has been estimated that over 20 percent of children live in families where one parent has, or has had, a mental illness. Given the role of schools in children's academic as well as psychosocial development, it was considered important to identify effective strategies that school personnel have used in supporting such children. Parents and children, affected by parental mental illness, were invited to nominate school personnel who had provided exemplary support to themselves and/or their children. Participants included six teachers (four secondary and two primary), two school counsellors and one high school principal. The strategies and issues for school personnel included: (i) how they became aware that the child had a parent with a mental illness; (ii) how they acquired training in supporting such children; (iii) the specific teaching strategies employed; (iv) developing relationships; (v) home—school communication and finally (vi) whole school community strategies. While the study had a small number of participants, the findings provide potentially useful information for school staff when working with this at risk group of children.