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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.

Background Young people with a sibling or parent who experiences mental health challenges have their own support needs. Most programs designed for this population lack a strong evidence base, and the involvement of young people in the development and evaluation of programs designed to support them is unclear or lacking. Methods This paper describes a protocol for a mixed methods, longitudinal, collaborative evaluation of a suite of programs delivered by The Satellite Foundation, a not-for-profit organisation for young people (5–25 years) who have a family member with mental health challenges. Young people’s lived experience and knowledge will guide the research approach. Institutional ethics approval has been obtained. Over a three year period, approximately 150 young people will be surveyed online on various wellbeing outcome measures, prior to, six and twelve months following program participation with data analysed using multi-level modelling. Groups of young people will be interviewed after participating in different Satellite programs each year. An additional group of young people will be interviewed individually over time. Transcripts will be analysed using thematic analysis. Young people’s creative artworks on their experiences will be included as part of the evaluation data. Discussion This novel, collaborative evaluation will provide vital evidence on young people’s experiences and outcomes during their time with Satellite. Findings will be used to inform future program development and policy. The approach used here may guide other researchers engaging in collaborative evaluations with community organisations.

Background A considerable proportion of people attending mental health services are parents with dependent children. Parental mental illness can be challenging for all family members including the parent’s children and partner. The hospitalization of the parent and subsequent separation from dependent children may be a particularly challenging time for all family members. The aim of this paper was to review qualitative studies of family members’ experiences when parents, who have dependent children, were hospitalized for their mental illness. The experiences of parents themselves, their children aged 0–18 (including retrospective accounts of adults describing their childhoods), and other family members are included. Methods This systematic review followed Cochrane Collaboration and PRISMA guidelines. A search was performed with keywords relating to parents, mental illness, psychiatric treatment, inpatient units, family members and experiences. Databases included CINAHL Plus, PsycINFO, ProQuest, MEDLINE, PubMed and Scopus. Quality assessment was undertaken using an expanded version of the Critical Appraisal Skills Programme. Thematic synthesis was conducted on the included papers. Results Eight papers were identified. The quality assessment was rated as high in some papers, in terms of the clarity of research aims, justification of the methodology employed, recruitment strategy and consideration of ethics. In others, the study design, inclusion criteria and reporting of participant demographics were unclear. Family experiences of pressure and additional responsibilities associated with the parent receiving inpatient treatment were identified along with the family’s need for psychoeducational information, and guidance when visiting the parent in hospital. Children expressed various emotions and the need to connect with others. The final theme related to adverse impacts on the parent–child bond when the parent was hospitalized. Conclusion The limited research in this area indicates that the needs of families are not being met when a parent is hospitalized for their mental illness. There is a considerable need for adequate models of care, family-focused training for staff, and psychoeducational resources for families. Additional research in this area is essential to understand the experiences of different family members during this vulnerable time.

Parental mobile device use during parent–child interactions has become increasingly common and has been linked to a reduction in parental sensitivity. This study extends previous research in two ways: first it explores the relationship between independent and joint caregiver device use and a wide range of attachment behaviors; second, it acknowledges the bidirectional nature of attachment relationships by evaluating how young children behave throughout individual and joint use. Sixty-six naturalistic, nonparticipant observations were conducted with caregiver–child dyads in Australian malls in 2018. Children aged 12-years-old and under were eligible for observation. Fifty-four caregivers utilized a mobile device independently, and three caregivers jointly used a device with children. Caregivers who used devices joined in play, initiated conversations, and responded to attentional bids less often than non-device using caregivers. During device use, four caregivers were inattentive when children engaged in risky situations which may have caused injury and four caregivers spoke to or interacted harshly with children. When caregivers used devices, children either continued their activity, sought caregiver interaction, or demonstrated escalated bids for attention. In response to joint device use, children remained engaged with the device and failed to interact with the caregiver. This research may be useful for parents, or healthcare providers working with parents, to assist them in making conscious decisions about device use. This research also suggests that parental device use guidelines may be valuable.

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.

Purpose The purpose of this study is to qualitatively identify the mechanisms of change as young adults, whose parents have a mental illness and/or substance use issue, navigate their way through a 6-week, moderated online intervention. Methods Using a qualitative, grounded theory approach, data were collected and triangulated for analysis from participants before, during, and after engaging in the intervention. First, 31 young people’s motivations for enrolling in the intervention were identified from one open ended question on an online survey. Second, online chat sessions were analysed to identify those topics the 31 participants engaged in throughout the intervention. Finally, 19 interviews were conducted 2 weeks post-intervention, to ascertain participants’ perceptions of the impacts of the intervention and how the intervention promoted changes. Results The main storyline was that of participants “making sense” of their parents, themselves and other relationships, in collaboration with peers, in a safe online space. This storyline of “making sense” drove their motivation to join the intervention and was the focus of the online chats. After the intervention, some were closer to having “made sense” of their families while others struggled differentiating themselves away from their families. An anonymous, professionally moderated online site afforded participants opportunities to think about who they were and for some, who they wanted to be. Conclusion Generating an explanatory theory of how vulnerable young people navigate their way through an online intervention provides important information that can be used to inform future services, interventions, and research.

Adverse childhood experiences (ACEs) are related to increased risk of common mental disorders. This umbrella review of systematic reviews and meta-analyses aimed to identify the key ACEs that are consistently associated with increased risk of mental disorders and suicidality. We searched PsycINFO, PubMed, and Google Scholar for systematic reviews and meta-analyses on the association between ACEs and common mental disorders or suicidality published from January 1, 2009 until July 11, 2019. The methodological quality of included reviews was evaluated using the AMSTAR2 checklist. The effect sizes reported in each meta-analysis were combined using a random-effects model. Meta-regressions were conducted to investigate whether associations vary by gender or age of exposure to ACEs. This review is registered with PROSPERO (CRD42019146431). We included 68 reviews with moderate (55%), low (28%) or critically low (17%) methodological quality. The median number of included studies in these reviews was 14 (2-277). Across identified reviews, 24 ACEs were associated with increased risk of common mental disorders or suicidality. ACEs were associated with a two-fold higher odds of anxiety disorders (pooled odds ratios (ORs): 1.94; 95% CI 1.82, 2.22), internalizing disorders (OR 1.76; 1.59, 1.87), depression (OR 2.01; 1.86, 2.32) and suicidality (OR 2.33; 2.11, 2.56). These associations did not significantly (P > 0.05) vary by gender or the age of exposure. ACEs are consistently associated with increased risk of common mental disorders and suicidality. Well-designed cohort studies to track the impact of ACEs, and trials of interventions to prevent them or reduce their impact should be global research priorities.

Children of parents with mental illness have higher rates of social and emotional difficulties compared to their peers. One factor associated with lower psychological distress and higher well-being is self-compassion. However, the concept of self-compassion has not been explored in the population of children of parents with mental illness. Self-compassion is an attitude toward oneself. It involves non-judgemental openness to one’s own suffering, accompanied by a sense of common humanity and a motivation to alleviate one’s own suffering with kindness. This review scoped qualitative literature regarding children and adult children of parents with mental illness concerning their experiences related to self-compassion. This review employed a scoping method to examine the presence of self-compassion in the qualitative literature pertaining to children of parents with mental illness. Peer-reviewed articles published in English after 1990 were eligible. Only those reporting children’s experiences which contained concepts of self-compassion were included. Directed content analysis was employed to characterise self-compassion. Twenty-seven studies were identified, from 10 countries involving 374 children (6–78 years old, approximately 32% male, 68% female). Although examples of self-compassion were described (kind self-talk, acknowledging difficult emotions and sharing experiences in peer support groups), participants typically described experiences which directly opposed self-compassion. Children of all ages reported being isolated by their experience, ignoring their emotions and engaging in self-judgement and self-blame. Results indicate the presence of barriers and facilitators of self-compassion for children of parents with mental illness. Implications for clinical practice and suggestions for future research are presented.

Children exposed to the risk factors associated with parental mental illness are seen to be at risk of developing cognitive, emotional, and behavioural difficulties in preschool and later in life. Given that educational settings are seen as optimal for early intervention, preschool teachers have an important role to play in identifying and responding to the needs of these vulnerable children at a critical period of their development. The aim of this study was to explore the experiences of preschool teachers who have taught, or currently teach, preschool aged children (4–6 years) affected by a parent’s mental illness. Seven university qualified preschool teachers were interviewed about their experiences and reflected on their practices, specifically those practices that seemed to help support the child and those that did not. The findings highlighted that preschool teachers are knowledgeable and have the skills to identify warning signs and risk factors for young children, however this knowledge was limited in the context of parental mental illness and associated risks for preschool children. As such, the present study highlighted the need for targeted and specialized training and resources designed for the needs of preschool teachers. Several implications were discussed.

Research into military-related posttraumatic stress disorder (PTSD) and the impact to families is growing. However, qualitative studies exploring the family life or parenting experiences of military/veteran families living with PTSD appears limited. The current paper aimed to systematically review research that explored different family members’ experiences of living in families where a parent had a military related PTSD. Adhering to the PRISMA guidelines for systematic reviews, six online databases were comprehensively searched, along with manual searches of relevant journals, reviews and reference lists. Interrater reliability for identifying papers was established through blind co-screening of 20% of search results, with minimal initial discrepancy. Eleven studies were identified. Each study was critically appraised for quality using the RATS (relevancy, appropriateness, transparency, soundness) qualitative research review guidelines. Thematic analysis identified six primary themes including: the absent parent; walking on eggshells; still part of the family; children and partners as care givers; making sense and understanding; and long-term impacts upon the family. Quality of the identified research was mixed. The existing literature is extended by presenting a systematic review of published qualitative research on the subjective experiences of the parent with military-related PTSD, their partner and children. Themes across veteran, partner and child focused papers illustrated interconnected elements of the family experience of PTSD. Future studies might integrate the views of family members. Clinicians need to be mindful of the relational context in which PTSD exists.

Background Adult children of parents with mental illness experience a myriad of complex emotions as they attempt to make meaning of the lived experiences of their parents. A crucial time for adult children is emerging adulthood, a time when they move away from their family of origin and establish their own identity and independence. Despite existing research that provides a static description of adult children’s lived experiences, the literature lacks an explanatory theory about the dynamic, relational processes that occur as adult children progress from one life stage to the next. Methods The current study aimed to develop an explanatory theory of the relational trajectory that adult children might experience as they course through adulthood and parenthood over time. Semistructured interviews using grounded theory analysis were conducted with 10 adult children aged between 27 and 51 years old. Results Three key phases within the Relational Trajectory Model (RTM) were identified: (i) confusion, (ii) contemplation, and (iii) reconciliation. By reflecting on their own parenting role, adult children were able to reach an evolved parental identity, with the majority of participants also making relationship reparations with their parents with mental illness. Parallels are drawn to theories of identity and intergenerational family systems to further explain and substantiate the processes encompassed within the RTM. Conclusion Generating an explanatory theory serves as a potential guide for mental health professionals working with families with parental mental illness, by drawing attention to the intricacies of familial relationships and interpersonal ties.

During the preschool years (3–5 years), children living with parental mental illness are more at risk of various adverse developmental outcomes, compared to other children. Early childhood services are opportune settings for prevention and early intervention strategies that may support preschool children living with parental mental illness. However, there is limited research examining how the early childhood sector supports the child, parent and family. The aim of the study was to explore family focused practices within the early childhood sector in terms of the level of self-perceived knowledge, skill and confidence; and compare the self-perceived knowledge, skill and confidence between preschool teachers and childcare workers. A sample of 40 preschool teachers and 39 childcare providers rated themselves across eight domains that describe their knowledge, confidence and skill using the Family Focused Mental Health Practice Questionnaire (FFMHPQ). Overall, the sample rated themselves positively across all domains. In a cross-sectional analysis, a t-statistic comparison of preschool teachers and childcare providers showed that childcare providers scored significantly higher than preschool teachers in parenting support, referrals and assessing the impact of parental illness on the child. Future studies might identify the barriers and enablers for Family Focus Practice (FFP) across different groups of workers in the early childhood sector.

Primary care physicians are often the first contact for people with mental health concerns. Moreover, many patients with mental health concerns are parents caring for dependent children. The aim of this study was to investigate the family focused practices of a group of primary care physicians when working with patients who are parents and experience mental health concerns. A sequential mixed method design (questionnaire followed by interviews) was employed, early 2015, in general medical settings across six Australian states. Twenty one primary care physicians (12 female, 9 male) across different medical settings completed the Family Focused Mental Health Practice Questionnaire; nine of these were interviewed. Participants reported a moderate amount of family focused practice when working with patients who are parents with mental health issues. Many acknowledged the importance of working with patients on family issues but reported barriers in doing so. Clear guidelines, including the recording of parenting status, need to be in place for primary care physicians working with patients who are parents.

Young people of parents with a mental illness are at significant risk of developing a mental illness. This risk may be reduced if appropriate interventions are provided. While there are several supports available, their needs are rarely heard in either intervention development or evaluation. This study presents young people’s perspectives of the types of supports they want. One hundred and seventy-two young people (13–17 years) whose parent has a mental illness completed a self-constructed questionnaire and six of these participants engaged in individual follow-up interviews. Frequency data indicated that youth want to learn how to cope or manage their parent’s mental illness and highlighted a need to access support online. Interview thematic analysis reflected a need for psycho-education, confidential and/or anonymous support, and a preference to access information from health care professionals. Given the diversity of views presented, this study suggests that “not one size fits all”.

Background While governments are urging adult mental health services to support consumers in the context of their family, there is little information about what family focused practice is, nor how it might be enacted. Methods Informed by the principles of Community Based Participatory Research, workshops were held in three rural Australian communities in 2015 to discuss the meaning of family focused practice and how such practices might be promoted. Results Participants described the need to raise community awareness about mental illness and provide practical support to the family. Participants emphasized the importance of practitioners genuinely communicating with consumers and their families about mental illness and the need for collaborative care and treatment planning. They also highlighted the challenges of living in rural places and posed some solutions. Conclusion On the basis of the results and previous literature, we developed a model of family focused practice that outlined various stakeholders and their enactments. The model has the potential to inform policy, professional development and practice guidelines.

Although teachers and other school staff encounter adolescents who self-injure, the behaviour evokes strong reactions. We (a) validated a measure of attitudes towards self-injury, (b) examined knowledge, confidence, and education needs regarding self-injury, and (c) explored the relationship between attitudes and responses to self-injury among 501 secondary school teachers and other school staff. Three factors reflecting participants’ attitudes were extracted. Experience was related to knowledge and confidence regarding self-injury, but not to attitudes. Thematic analysis of open-ended questions indicated a desire for education and resources. Implications for teacher education and school policies to support teachers in addressing self-injury are discussed.

The purpose of this paper was to investigate Malaysian primary pre-service teachers’ perceptions of students’ disruptive behaviour and their self-reported strategies to prevent and to manage such behaviours. Results indicate that Malaysian pre-service teachers understand disruptive behaviours to be those that disrupt the learning and teaching process. They identified the cause of student disruptive behaviour as factors residing within the individual student. Pre-service teachers here reported preventative strategies in terms of changing teaching strategies and threats to use punishment. When addressing students’ disruptive behaviour, pre-service teachers reported that they would use one-to-one counselling with students and remove tokens or hold back rewards. A discussion regarding the implications for teacher education institutions and future research concludes this paper.

Despite the importance of behaviour management, many student teachers report being inadequately trained in this area. The aim of this study was to identify the strategies, confidence and reported levels of success in regard to various behaviour management strategies, across 509 first, second, third and fourth year student teachers training to be primary teachers. The most significant differences were found between first and second year student teachers in regard to their use of, and confidence in, initial and later corrective strategies, and between second and third year student teachers in terms of their use of, and confidence in, differentiating curriculum and preventive strategies. The findings have implications for teacher training programs and future research.

While seconded and contracted teachers make a significant contribution to education faculties there is limited research regarding their experiences, needs and supports. Accordingly, interviews were conducted with five seconded and three contracted teachers in an Australian regional university and interpreted within a qualitative, interpretative framework. Themes that emerge from the study highlight the contrast between university and school cultures, issues around identity, the ways in which teaching is viewed, research activity for second/contracted teachers, positives and negatives around secondment, and the phases through which seconded and contract teachers move during their employment at university. Recommendations regarding the role and expectations of seconded and contracted teachers conclude the paper.

Although social worker’s use of self has been conceptualized in different ways throughout the literature, there appears to be a lack of research regarding how social workers describe and involve the self that they bring to their therapeutic and non-therapeutic work. Accordingly, seven social workers were interviewed about their experience of self. Participants described the self that they brought to their work as individualistic, though at the same time stressed the importance of self when interacting with others. The processes involved in the use of self were highlighted, which related also to the different ways clinicians had of being self-aware.

Each counsellor brings his or her personal qualities or what is sometimes referred to in the literature as the “counsellor's self,” when working with clients. The aim of this paper is to highlight the theoretical, clinical and research work regarding the self of the counsellor, and to indicate gaps within such work. It is argued here that while the person of the counsellor is vital to the therapeutic process, more work needs to be directed at defining this concept, and describing the process by which the counsellor engages his or her self whilst working with clients, particularly from a trans-theoretical perspective. Such research has implications for the training and supervision of counsellors, as well as providing potentially valuable information for future studies that focus on counsellor variables, particularly those associated with developing the therapeutic alliance.