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Objective: This study explored how psychologists in Australia assess and diagnose adults with dyslexia. Psychologists' understandings about dyslexia were recorded alongside the tools used for diagnosing adults with dyslexia (and how these differ from practices with young people). Training experiences and influential factors on diagnostic decision-making in assessing adults for dyslexia were identified. Method: An online survey, based on the study aims, was distributed to various professional associations. Participants were 32 registered psychologists in Australia who had assessed adults for dyslexia. Survey responses were analysed using descriptive statistics and non-parametric analyses. Results: Most participants reported: (1) that dyslexia is attributable to deficits in phonological processing and rapid automatized naming, (2) assessing adults for dyslexia involves the administration of Wechsler cognitive and achievement tests, (3) familiarity with test tools, diagnostic criteria, and clinical judgement informed adult-focused dyslexia assessment practices, (4) adults and children are assessed for dyslexia in similar ways, and (5) there is little post-registration training specific to assessing adults for dyslexia. Conclusions: Psychologists extrapolated child-focused dyslexia assessment practices to adults. This may result in a missed dyslexia diagnosis and/or expending unnecessary resources on assessment. There is a need for increased training in developmentally-sensitive methods for assessing adults for dyslexia.

What Australian psychologists currently learn about specific learning disorders (SLDs) through postgraduate-level training is not clear. Accordingly, the current Australia-wide study analysed 800 postgraduate psychology unit handbook entries to identify which courses teach about SLD and what they teach in this area. Only 2.38% of the identified units explicitly indicated SLD-related content, with 0.38% solely dedicated to SLD content. Descriptive analyses revealed differences in labels used for SLD. Thematic analyses identified five areas of knowledge and skills across SLD units including assessment, intervention, theory and empirical evidence, developmental and cultural awareness and sensitivity, and interpersonal communication. The present findings can inform future refinements to university-level psychology programs across Australia by highlighting the gaps and needs in psychology training.

There is growing awareness of how being in out-of-home care (OOHC) can adversely impact children's education. Accordingly, a number of programs have been developed that aim to address the educational needs of students in OOHC. This study aimed to explore educators' experiences and perceptions of an educational program for students in OOHC. The experiences of eight program educators who participated in semi-structured interviews were analyzed using Interpretive Phenomenological Analysis. Results illustrate the need for educators to provide students with individualized support, promote supportive relationships and communicate with stakeholders. The need for supervision and debriefing between colleagues was highlighted. Educator wellbeing and professional development were found to be intertwined with educators' perceived capacity to support their students. [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]

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]

The family care plans that provide for both crisis and on-going care situations connected with parental mental illness are explored. The general principles and basic components of such family care plans are outlined and what these imply for social workers is discussed.

The American Academy of Paediatrics recommend that parent and children (aged 2–18 years) jointly engage in media yet the impact on interactions is unknown. This systematic review identified joint media engagement (JME) rates, the supports offered by parents and children to each other and the impact of JME on parent–child interactions. A search within six article databases (ProQuest, PsycInfo, Web of Science, Scopus, Pub Med, and CINAHL) from January 2007 to June 2019 found 7,130 results. Included papers involved parent–child dyads engaging in JME with a smartphone or tablet. In the 27 identified papers, most parents engaged in JME sometimes (41–72%) compared to JME use that was frequent (13–38%) and JME refusal (4–8%). Parents and children supported each other with cognitive, physical, technical, and affective techniques. Children were more engaged during JME activities and key elements of language quality was reduced compared to nonmobile device activities (such as toy play). The impact of JME on language quantity, warmth, scaffolding and the overall parent–child relationship was inconsistent, however, several factors that potentially influenced this impact were identified. Research investigating these factors and how apps may foster interactions is needed. [ABSTRACT FROM AUTHOR]

Abstract: Adult mental health clinicians face a range of challenges that hinder their use of family‐focused practices when working with consumers who are parents. The purpose of this study was (a) to examine clinicians' experiences when working with parents and (b) identify strategies they found to be effective when working with parents. Eleven Australian mental health clinicians were recruited who regularly worked with consumers who are parents. Semistructured interviews were conducted within a qualitative paradigm and analysed using interpretative phenomenological analysis. Themes were identified which related to (a) managing sensitive parenting conversations, (b) making decisions about child safety in unclear or unpredictable situations, and (c) working with child protection services. Participants had developed strategies for managing the challenges of the first two practice issues and suggested organizational changes that could facilitate collaboration with child protection services. The findings highlight that the challenges of working with parents with mental health issues cannot be addressed with a one‐size‐fits‐all approach. Initiatives to facilitate the effective support of parents and their children need to be informed by contextual factors, including clinical practice. [ABSTRACT FROM AUTHOR]

The article presents information on various intervention programs for children living with parents who have mental illness that was shown in an Australian study to be at 21-23 percent of the population. It explains the methodology used in the evaluation and identification of available programs which are grouped into family interventions, peer-support programs, and bibliotherapy. Included is a chart which describes the various elements of interventions reviewed.

The article presents the results of a study on family care plans used for intervention programs in families with parental mental problems. It notes that the family care approach with its goal-setting mechanism is viewed as an important component of the recovery support for people with mental illness and offers significant benefits to the entire affected family. Results showed that goals set by children and parents centered respectively on improving mental illness and mental health literacy.

The article discusses mental illness in parents, with focus on the impact on children, citing British and Australian studies which indicate that about 20 percent of young people live with parents affected by mental illness. It examines risk factors associated with exposure, transmission mechanisms, and outcomes on children according to parental diagnosis which include mood disorder, depression, and impulsivity. It urges health workers to provide holistic and proactive intervention to families.