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We used a mixed-methods online survey to recruit 616 young Australians whose parents had separated, to understand their experiences and how to better support them throughout the separation process. Persistent themes included conflict, lack of communication and agency, mental health concerns, and feelings of confusion, frustration, loss, and grief. Some suggested it would have been useful to talk about reasons for the separation, their rights, opinions and feelings, with some indicating the separation process affected their ongoing mental health and relationships. There was a general preference for face-to-face counseling, closely followed by online counseling and online peer-to-peer support, indicating that a "one size fits all" approach is not suitable for young people. Young people should be offered services early in the separation process that can be extended in content to other issues such as new partners, school life and mental health, and continued beyond the timeframe of the separation process.

Socialization difficulties in children with an Autism Spectrum Disorder (ASD) are often associated with peer rejection and impaired academic achievement. Schools might appear to offer an ideal setting for social-emotional skills (SES) instruction. However, common challenges to successful implementation of school-based programs include inadequate staffing and resourcing, and a lack of ASD-specific staff training. This paper describes how barriers to program implementation were overcome in a project evaluating the Secret Agent Society (SAS) SES training intervention within Autism Spectrum Australia (Aspect) specialist classes. Questionnaire data was collected from school staff over a one-year period. Findings supported the effectiveness of the adoption process used, and suggest that SAS was feasible and acceptable to school staff.

Previous research in clinical, community, and school settings has demonstrated positive outcomes for the Secret Agent Society (SAS) social skills training program. This is designed to help children on the autism spectrum become more aware of emotions in themselves and others and to 'problem-solve' complex social scenarios. Parents play a key role in the implementation of the SAS program, attending information and support sessions with other parents and providing supervision, rewards, and feedback as their children complete weekly 'home mission' assignments. Drawing on data from a school-based evaluation of the SAS program, we examined whether parents' engagement with these elements of the intervention was linked to the quality of their children's participation and performance. Sixty-eight 8-14-year-olds (M age = 10.7) with a diagnosis of autism participated in the program. The findings indicated that ratings of parental engagement were positively correlated with children's competence in completing home missions and with the quality of their contribution during group teaching sessions. However, there was a less consistent relationship between parental engagement and measures of children's social and emotional skill gains over the course of the program.

Evidence-based policy has at its foundation a set of ideas about what makes evidence valid so that it can be trusted in the creation of policy. This validity is frequently conceptualised in terms of rigour deriving from scientific studies which adhere to highly structured processes around data collection, analysis and inscription. In comparison, the knowledge gained from lived experience, while viewed as important for ensuring that policy meets the needs of the people it is trying to serve, is characterised by its tacit nature, unstructure and difficulty in transferring from one actor to another. Validity of experiential knowledge in policy arises from the connection of policy knowledge to the lived experience of individuals. This paper considers validity in this context through exploring four modes in which experiential knowledge is currently utilised within policy. The tensions surrounding validity in the policy context find resolution through the development of a situated notion of validity decoupled from structural rigour and recoupled to context.

The implications of gender inequality have been overlooked in the lives of women with intellectual disability who suffer intersectional discrimination because they are women but also because they have a disability. The individualised funding models used by the National Disability Insurance Scheme (NDIS) aims to advance human rights concerns, such as gender equality, by giving people the ability to decide how they are supported. Underpinning the strategy is that individuals have ‘choice and control’ over care under a market-based economy model as businesses create services to meet their needs. However, it is unclear to what extent the system recognises the needs of women with intellectual disability and the intersectional discrimination that they experience. The article presents research aimed at locating how the notions of choice, control and autonomy intersect with gender by examining 20 NDIS plans for men and women with intellectual disability. We use a feminist perspective to analyse how the complexities of power dynamics in the planning process, the subjugation of women in society, and epistemic knowledge creation are part of women with intellectual disabilities' experience of the NDIS. This article contributes to the feminist discourse and makes suggestions for improving the approach and policy of the NDIS. [ABSTRACT FROM AUTHOR]

Introduction: The unmet physical and mental health needs of school-aged children (5–18 years) in New South Wales (NSW), stemming from poor access and engagement with healthcare, can be addressed by school-based integrated care (SBIC) models. This research aims to understand why and how partnerships between the health and education sector, in SBIC models, are important in providing care for children, and to identify the facilitating factors and barriers for implementation. Methods: A qualitative study was conducted using semi-structured interviews and thematic analysis. The principles of the 'Integrated People-Centred Health Service (IPCHS)' framework and Looman et al's (2021) implementation strategies for integrated care were considered. Results: Themes within IPCHS framework: Strategy 1: Engaging and empowering people and communities – community-driven models, improved access to healthcare, positive outcomes for children and families, 'connection', and service provision for marginalised populations; Strategy 2: Strengthening governance and accountability – system integration and developing evidence base; Strategy 3: Reorienting the model of care – shifting healthcare to schools reduces inequity and provides culturally safe practice; Strategy 4: Coordinating services within and across sectors – integrating care and stable workforce; Strategy 5: Creating an enabling environment: leadership, stakeholder commitment, and adequate resourcing. Discussion: Potential strategies for implementing SBIC models across NSW include community consultation and co-design; building multidisciplinary teams with new competencies and roles e.g. linkers and coordinators; collaborative and shared leadership; and alignment of operational systems while maintaining a balance between structure and flexibility. Conclusion: SBIC models require high-level collaboration across sectors and with communities to provide a shift towards child and family centred care that improves engagement, access and outcomes in health delivery. [ABSTRACT FROM AUTHOR]

Introduction: Kalgal Burnbona is a framework developed for applying school-based integrated care (SBIC) across Sydney Local Health District (SLHD). Description: Kalgal Burnbona is an innovative and integrative framework developed to provide holistic, integrated, multidisciplinary child and family centred care to school-aged children from priority populations within SLHD, such as those belonging to the Aboriginal community. The expected outcomes include improved health, behavioural, education and social outcomes. This article contextualises the development of the Kalgal Burnbona framework from its beginnings as a pilot site called Ngaramadhi Space (NS) within the Healthy Homes and Neighbourhoods (HHAN) initiative, through to its evolution to an integrated partnership between the New South Wales (NSW) health and education sector. An example of how the framework can be implemented in other settings within SLHD is described. Discussion: A tiered approach to integrated care across SLHD is postulated based on evidence from a mixed methods evaluation of NS and in line with the Rainbow Model of Integrated Care (RMIC). Kalgal Burnbona is an example of a community-driven response through collaborative partnerships to improve health, education and social outcomes. The framework described provides structure for multisector teams to work within, recognising that each community and school has its own history and needs. Conclusion: The Kalgal Burnbona model can be scaled up to serve a wider network of students across SLHD. The initial successes of the model, which include improving access and engagement for children with unmet physical health, mental health and social needs while being accepted by communities provide evidence for policy changes and advocacy that centre on collaborative cross-sector partnerships. [ABSTRACT FROM AUTHOR]

Introduction: Behavioural and emotional disorders are a significant cause of morbidity for young people aged 10-19 years. School-based health care (SBHC) provides an innovative approach to addressing these issues within Australia. Description: We describe an innovative and integrative SBHC model called Ngaramadhi Space (NS) based at a specialised behavioural school called Yudi Gunyi school (YGS) in metropolitan Sydney, Australia. NS was developed in partnership with the Aboriginal community to provide holistic, integrated, multidisciplinary child and family centred care to students experiencing problematic externalising behaviour. We contextualise the historical factors leading to the development of NS, highlighting the importance of effective partnerships between sectors, and providing the theoretical framework and key components underpinning the model of care. Discussion: In Australia, schools are an under-utilised resource for the delivery of health and support alongside education. Collaboration between sectors can be challenging but allows a more coordinated approach to the management of complex social and health issues. By forming effective partnerships with schools and communities, the health sector has an opportunity to improve access to health and social care in a culturally safe and acceptable way. This is in line with national and international frameworks for improving health service delivery and addressing inequity. Conclusion: The health sector can play a pivotal role in improving the wellbeing of children by forming effective partnerships with schools and communities. The NS model is a practice-based example of this. [ABSTRACT FROM AUTHOR]

In Australia there is a significant gap in employment rates between people with disability and those without. This is in the context of general gaps in the disability sector workforce, which has been the subject of recent policy concern. Our study critically investigates (a) data on the employment of people with disability in Australian disability services; (b) data on disability awareness training in disability services; (c) these results in the context of the National Disability Insurance Scheme (NDIS) National Workforce Plan: 2021–2025 and the NDIS workforce Capability Framework. We undertook a mixed methods study that brought together descriptive statistics from the National Disability Services Workforce Census data and qualitative content analysis of the NDIS National Workforce Plan and the NDIS workforce Capability Framework. We found that 50% of disability service organisations employ at least one person with disability in their organisations, with 20% employing less than three people with disability. Only 24% of organisations include a person with disability on their board, and 19% of organisations employ people with disability in management positions. Policy document analysis shows policies support key areas for increasing employment of people with disability and disability inclusion. Employment of people with disability at all levels of disability services remains poor in Australia. We argue that 'soft' approaches to addressing low employment levels need to be supplemented by harder approaches that take full advantage of the levers available to government through the operation of the NDIS. [ABSTRACT FROM AUTHOR]