Emerging Minds Podcast

In this re-release episode, Dr Priscilla Dunk-West joins the series again to discuss what separation and divorce look like when it goes well for children.

This re-release episode provides an insight into what culturally competent practice with children and families looks like from the perspective of Mthobeli Ncganga, a practitioner who works with families from migrant and refugee communities with experiences of torture and trauma.

Lou Turner is a proud Anangu father with Pitjantjatjara connections to Docker River and Mutitjulu communities. In this episode, Lou shares his journey of ‘walking in two worlds', and the hopes and challenges he faces as an Aboriginal father in contemporary Australia. He provides insights into his experience as a descendant of the Stolen Generation and shares the hopes that he has for his children and community. This conversation will help to develop your understandings of and ability to connect with Aboriginal and Torres Strait Islander fathers in your work.

Evidence is emerging that neurodivergent children are at an increased risk of higher weight than neurotypical children (Kahathuduwa et al., 2019; Zheng et al., 2017). Factors associated with Autism and attention-deficit hyperactivity disorder (ADHD) can have a significant impact on a neurodivergent child's relationship with food. These factors include food preferences and aversions related to sensory processing, executive functioning differences, and behaviours developed through rules-based thinking. Experiences of healthcare and disability services that are not neurodiversity-affirming can also exacerbate or contribute to disordered eating. In this episode, Bec Edser speaks with child and family partner Annie Crowe, a proud Autistic ADHD-er with over two decades of lived experience of an eating disorder. Annie's eating disorder developed in childhood and led to a range of experiences in accessing services related to her weight. Annie is a strong advocate for body diversity and neurodivergent inclusion and is the founder of the not-for-profit Eating Disorders Neurodiversity Australia. In this conversation, Annie generously shares her lived experience perspectives as well as some of the insights she has gained from the significant advocacy work she has undertaken in this space. She considers how her experiences and expertise can inform helpful approaches to supporting children who experience co-occurring neurodivergence and higher weight. As experiences of an eating disorder are discussed in this podcast episode, please be aware of your own emotional safety while you listen. If at any point you find that you are struggling, please talk with a friend, colleague or your supervisor or seek help from your GP or trusted health professional. You can also call the Butterfly Foundation's national helpline on 1800 334 673, chat with a trained counsellor online or email support@butterfly.org.au. In this episode you will learn: the importance of language relating to food and body image when communicating with neurodivergent children [08:57] what practitioners can be more aware of when working with neurodivergent children with sensory-based preferences and aversions that impact their relationships with food and mealtimes [09:43] how practitioners can support neurodivergent children who are impacted by weight stigma and bullying in relation to their weight [17:28] how neurodiversity-affirming healthcare and body positivity can support children with co-occurring neurodivergence and higher weight to thrive [21:26] Further information and resources: Supporting the mental health of children with higher weight online course Understanding childhood bullying and mental health online course Practice strategies for assessment and engagement online course Higher weight and mental health and wellbeing in childhood practice paper

The Looking Back 2020 project invited six young people (aged 20–27) with lived experience of adversity to share an inspiring story about their childhood. The result is a series of powerful short videos, conceived by each young person and produced with the help of artistic mentors and filmmakers. Largely taking place online during the Melbourne lockdown in 2020, the process was co-facilitated by artists Sylvie Meltzer and Melinda Hetzel for Artist Made Productions and Emerging Minds. It followed on from the first Looking Back project in 2019, which invited four young people to share what they wish practitioners had known or understood about their experiences of childhood adversity. The Looking Back videos were created for children and young people who may be experiencing struggles or worries in their lives. They're designed to be shared by health professionals who work with families and children. These stories aim to give ideas, inspiration and hope to children and young people experiencing adversity. In part two of this series, four of the six young participants discuss the process of developing the Looking Back videos and what they hope they will achieve. In part one, artists Melinda Hetzel and Sylvie Meltzer reflect on what it was like to facilitate the creative process. In this episode you will learn: how the young people managed both the creative process and the challenges of sharing their own personal story [11:07] what it was like for the young people co-creating a video with professional film makers [19:52] what the young people would now want to tell their inner child about their experiences [22:22] the young people's hopes for the children watching these videos [23:18] Further information and resources: Young people and adversity: The Looking Back project - part two (podcast) Looking Back series (videos)

The Looking Back 2020 project invited six young people (aged 20–27) with lived experience of adversity to share an inspiring story about their childhood. The result is a series of powerful short videos, conceived by each young person and produced with the help of artistic mentors and filmmakers. Largely taking place online during the Melbourne lockdown in 2020, the process was co-facilitated by artists Sylvie Meltzer and Melinda Hetzel for Artist Made Productions and Emerging Minds. It followed on from the first Looking Back project in 2019, which invited four young people to share what they wish practitioners had known or understood about their experiences of childhood adversity. The Looking Back videos were created for children and young people who may be experiencing struggles or worries in their lives. They're designed to be shared by health professionals who work with families and children. These stories aim to give ideas, inspiration and hope to other children and young people experiencing adversity. In this episode, artists Melinda Hetzel and Sylvie Meltzer reflect on the experience of facilitating this process with the young people. In part two of this series, four of the six young participants discuss the process of developing the Looking Back videos and what they hope they will achieve. In this episode you will learn: why the creative process is a great way to explore deeply personal experiences [03:02] how Melinda and Sylvie created a safe space and supported everyone's wellbeing during the project [05:33] how partnerships were set up with the young people involved [10:31] the relationship between co-design and collaborative artistic processes [12:05] Further information and resources: Young people and adversity: The Looking Back project - part two (podcast) Looking Back series (videos)

For the past five years, Emerging Minds has been creating podcasts for professionals that explore effective ways to support infant and child mental health. Now, the new Emerging Minds Families podcast aims to do the same for parents and families. Over the past 12 months, Emerging Minds has been working with families across Australia to learn more about the kinds of resources they need to best support their children's mental health. These conversations, along with insights from practitioners and researchers, have guided the development of Emerging Minds Families: an online resource hub designed to help families better understand and support infant and child mental health. As part of this program, the Emerging Minds Families team will be delivering a fortnightly podcast, starting 22 November 2022. Parents, families and practitioners will discuss infant and child mental health, offer advice, debunk myths and provide understanding for families who are striving to do the best for their children. In this episode, you will meet the hosts of the Emerging Minds Families podcast: Ben Rogers, Alicia Ranford and Nadia Rossi. They will share how they've spent the past 12 months working with families to develop this podcast series, what they learned during this process, as well as the important role of co-design in developing resources for families. The team will also describe the ‘knowledgeable best friend' approach that guides their work, how it evolved, and how it will support both families and practitioners. In this episode: Find out how the Emerging Minds Families podcast came about and what listeners can expect to learn (1:34) Unpack the ‘knowledgeable best friend' tone and how it was developed as a way to help families consider their child's mental health support needs (2:49) Hear some examples of the podcasts that will be delivered through the Emerging Minds Families channel (11:23) Discover the importance of helping families to attempt strategies to help their children, but also to seek help from professionals where they need extra support (14:29) Learn why it's important to create content that benefits all families, including those that are currently facing adversity (27:20) Further links and information: Emerging Minds Families (website) Introducing Emerging Minds Families (video)

This podcast discusses experiences of working with mothers who have experienced sexual trauma, have been subjected to child sexual abuse or sexual assault. Please be aware of your own emotional safety as you listen to this podcast, and if at any point you find you are struggling, or if you need to seek other help, please call lifeline on 13 11 14, Beyond Blue on 1300 224 636, or SANE Australia on 1800 187 263. The National Perinatal Mental Health Guidelines recommend that as part of normal care, all pregnant people be asked questions around psychosocial factors as early as practical in pregnancy and 6–12 weeks after birth. One of the questions within this screening process asks if the person has experienced past physical or sexual abuse. It then recommends that support be offered to people who acknowledge this past trauma. In this episode, Vicki Mansfield (Social Worker and Practice Development Officer at Emerging Minds) discusses the importance of trauma-informed pregnancy and post-natal care for people who've experienced sexual trauma. Vicki draws on her experience working within antenatal clinics, maternity wards and perinatal infant mental health services. She explores how a safe and empathic relationship with pregnant people can support their agency and choices in preparing for birth and promote emotional wellbeing for both parent and infant as they transition through this major life change. In this episode, you will learn: how past sexual trauma may increase physical and psychological vulnerability during pregnancy, birth and the transition to parenting [05:21] why it is important to explore pregnant people's feelings and concerns about birth and becoming a parent, and how to establish plans that strengthen their choices, consent and build a safe and collaborative antenatal care team [07:40] how to consider parents' postnatal needs, including debriefing after birth and being aware of trauma responses that can increase anxiety [09:41] Further information and resources: Keeping the infant and toddler in mind online course Healing the Past by Nurturing the Future online course Intergenerational mental health online course Best practice in perinatal care - COPE

The pervasive nature of childhood bullying has led to many attitudes and myths about its severity. One of the most common is that bullying is a ‘normal part of growing up'. These dismissive attitudes can overlook the significant and lasting impact that childhood bullying has on an individual's mental health and wellbeing. Practitioners in health and social services settings can play a vital role in strengthening a child's social and familial networks to protect them from the effects of childhood bullying. They can also support children and families to develop an understanding of bullying as a significant issue impacting children's wellbeing. In turn, these understandings may help children to feel more confident to disclose bullying involvement. They may also help adults to respond to children's disclosures in more supportive and appropriate ways. This episode is the second in a two-part series on childhood bullying and mental health. In this episode, Nicole Rollbusch continues the conversation with Dr Lesley-Anne Ey, a senior lecturer and researcher at Education Futures and the Australian Centre for Child Protection at the University of South Australia. Dr Ey broadens the scope from part one to focus on the common attitudes and myths about childhood bullying that exist in Western society. She explains the significance of a child's context to their experiences of bullying, the role that health and social service professionals can play in responding to bullying, and the importance of supporting children if they make a disclosure of bullying involvement. In this episode you will learn: common attitudes and myths about childhood bullying and their influence on practice [01:43] why you should consider the child's context – the importance of family, school and peers [06:02] the role health and social service practitioners can play in responding to childhood bullying [09:20] how to support children with disclosures of bullying involvement [17:48]   Further information and resources Online course: Understanding childhood bullying and mental health online course   Practice papers: Working with families to prevent bullying practice paper Exploring bullying in context: Children's relationships, friendships and social functioning practice paper Supporting families to navigate school responses to bullying practice paper Identifying and responding to bullying in the pre-teen years: The role of primary health care practitioners practice paper Podcast Childhood bullying and mental health – part one podcast   Webinar Working with children who are experiencing or engaging in bullying behaviour webinar  

Childhood bullying has significant impacts on the mental health and wellbeing of children. These effects can extend well into adulthood, especially if there is little or no intervention. Understandings and official definitions of childhood bullying have varied over the years, which has made it difficult for bullying to be recognised as a mental health issue for children. This also lends itself to misunderstandings in labelling children as ‘bullies' or ‘victims'. This episode is part one of a two-part series on childhood bullying and mental health. In this episode, Nicole Rollbusch talks to Dr Lesley-Anne Ey, a senior lecturer and researcher at Education Futures and the Australian Centre for Child Protection at the University of South Australia. Dr Ey shares how definitions of childhood bullying vary and the impact this can have on children. Dr Ey also discusses the influence of bullying on children's mental health and the role of prevention and early intervention in reducing these effects. She explores the mental health impact of labelling children as ‘bullies' or ‘victims' and links these considerations to practice for health and social services professionals. In this episode you will learn: the definition of bullying, how understandings can differ, and the consequences for children's wellbeing [01:45] the effects of childhood bullying on mental health [08:25] the importance of early intervention [12:05] the impact of labelling a child as the ‘bully' or ‘victim' and how practitioners can shift these labels to support child mental health [18:29] Further information and resources: Online course: Understanding childhood bullying and mental health   Practice papers: Working with families to prevent bullying Exploring bullying in context: Children's relationships, friendships and social functioning Supporting families to navigate school responses to bullying Identifying and responding to bullying in the pre-teen years: The role of primary health care practitioners Podcast: Childhood bullying and mental health – part two (released next fortnight)   Webinar: Working with children who are experiencing or engaging in bullying behaviour

Despite the most thorough preparations and skillful collaborations, the tools and techniques introduced in therapy may not be as useful for the child and family as you'd hoped. Interventions don't always go according to plan, and sometimes the child and family experience a setback in relation to dealing with a problem. In the face of potential disappointment and discouragement, a key practice challenge is finding ways to respond that are both helpful and hopeful for the child and family. This podcast (the second in our two-part series) explores some practice ideas for responding when children and families experience setbacks in dealing with problems. It also looks at ways practitioners can future-proof children's newly acquired, developed or discovered skills in dealing with problems. In this episode we talk with child psychologists Angela Coppi, Jane Walch and Sara McLean about how they navigate these practice challenges. We also speak with Jess and Emi, two of Emerging Minds' Child and Family Partners who have contributed to the development of our Practice strategies suite of courses. Jess and Emi share their lived experience of working with practitioners in relation to their children's mental health and wellbeing. In this episode, you will learn: strategies for responding when children and families experience setbacks in dealing with problems (02:42) what you can do when tools and techniques don't seem to be helpful for the child and family (06:15) some ways to respond when children and parents express disappointment and discouragement (18:42) how you can collaboratively develop and tailor interventions with children to help future-proof their new skills (23:11) Further information and resources: Online course: Practice strategies for implementation Podcast: Child mental health implementation strategies – part one

The strengths, skills, knowledge and values that children develop throughout their lives can provide an important foundation for reducing the impact of the problems they face. Likewise, a practitioner's professional training and practice experience provide them with ideas, tools, techniques and strategies that can prove highly useful when working with children and families.  A key practice challenge, then, is to create a therapeutic context that draws on the resourcefulness of both children and practitioners.  This two-part series explores how practitioners can honour children's creativity and know-how, without diminishing their own expertise. It considers how practitioners can share their practice wisdom with children without inadvertently disempowering them.  In this episode, we talk with experienced child psychologists Angela Coppi, Jane Walch and Sara McLean about how they navigate these practice challenges. We also speak with Jess and Emi, two of Emerging Minds' Child and Family Partners, who have contributed to the development of our Practice strategies suite of online courses. Jess and Emi share their lived experience of working with practitioners in relation to their children's mental health and wellbeing.  In this episode you will learn: Practices for encouraging children to collaborate (02:23).  The importance of drawing on children's creativity and interests in when developing interventions with children (09:35). How contributing to the development of tools and ideas to support their wellbeing can benefit children (14:58). Further information and resources: Online course: Practice strategies for implementation

This podcast explores the topic of homelessness and its impacts on children and families – in particular, how it affects child mental health. Most importantly, it provides workable strategies and skills for improving support to families experiencing homelessness. In this episode, we talk with Susie Lukis and Kirren O'Brien, Coordinators for the Statewide Children's Resource Program in Victoria. The Statewide Children's Resource Program (SCRP) advocates for and assists practitioners in homelessness support and other non-government services to respond more effectively to the needs of children who have experienced homelessness and/or family violence. This episode is full of strategies that services can adopt to better support children and families experiencing homelessness. It outlines practical skills that practitioners can use in their work with children and their caregivers who are experiencing homelessness. It also looks at how families become homeless in the first place, and what impact issues such as COVID-19, cost of living rises, natural disasters and housing affordability have had on Australian families. In this episode you will learn: the different pathways to homelessness and how societal issues impact on children and families (4:09) how infant and child mental health is impacted when family and domestic violence drives families into homelessness (10:38) the importance of early intervention and other strategies to help services better support the child mental health in the context of homelessness (16:48) practical skills for engaging and supporting the mental health of children experiencing homelessness and the parent-child relationship (23:14) Further information and resources: Website: Statewide Children's Resource Program Website: Statewide Childrens Resource Program – resources for practitioners Webinar: Families and homelessness: Supporting parents and improving outcomes for children Online course: Intergenerational mental health Online course: The impact of trauma on the child Online course: Supporting children who have experienced trauma Podcast: Breaking the cycle of intergenerational disadvantage In focus article: What are adverse childhood experiences ACEs)?

Children and young people's healthy development is directly related to the nature and quality of the parenting they receive. The National Action Plan for the Health of Children and Young People 2020–2030 highlights that effective parenting support improves both immediate and long-term child outcomes, especially during the antenatal and early childhood period. But due to discrimination, psychosocial/language barriers, poor continuity of care and a lack of accessible, affordable, quality health services, many parents find it hard to get the support they need. In this episode, Vicki Mansfield talks with Dr Lyndal Harborne, an obstetrician and gynecologist. Dr Harborne's professional and personal experiences of motherhood have led her to become a compassionate advocate for holistic pregnancy care. She has learned that the provision of holistic care throughout pregnancy benefits both parent and infant mental health. Dr Harborne talks about why it's important for clinicians to take the time to understand parents' psychosocial context. She explores how providing parents with choices can enable them to positively navigate pregnancy, birth and the transition to parenting. She shares her insights about post-natal depression, and advocates for talking about the ‘bad stuff' so parents don't feel alone and abandoned in their experiences. In this episode you will learn: the importance of having antenatal care that explores and understands the parent's ‘bigger picture' – not just their physical state, but also their emotional and mental health and their relationships with others [08:17] why understanding perinatal vulnerabilities and having a multidisciplinary team is essential to best support the emotional wellbeing of parents [19:20] the benefits of compassionately exploring the pressures parents feel in adjusting to parenting, and how these pressures impact upon parents' moods and feelings about having children [20:43] the importance of supporting parents after perinatal loss, and how miscarriages, stillbirths, neonatal deaths and other losses can leave parents feeling isolated and alone [24:35] Further information and resources: Keeping the infant and toddler in mind (online course) Healing the Past by Nurturing the Future: Working with Aboriginal and Torres Strait Islander families (online course)

David Tully is the Practice Manager at Relationships Australia, South Australia. He has 25 years of experience working with children and families who've been impacted by sexual abuse and physical trauma.  In the second episode of this two-part series (part one here), David talks about the role of therapy in helping children to develop and understand their identity in the context of trauma or abuse. He describes the importance of helping children to discover new identities, built from their stories of protest, resistance and resilience. These identities help counteract the stories of failure that so many children carry with them after experiences of trauma or abuse.   David describes some of the labels that are often given to children who have experienced trauma, and how therapy can help to dispute these labels. He discusses interventions that provide children with the context they need to challenge their negative identities and self-blame. He also shares some insights from his work with men who perpetrate violence, and his work with children who have been affected by men's violence.  In this episode you will learn:   how to help children incorporate their stories into a contextual framework that acknowledges power (3:36)  ways to work with men who perpetrate violence that focus on what their child is seeing, hearing and experiencing (8:08)  the importance of understanding the relational context of trauma (12:00)  why it's important to honour the significance of children's stories of protest and resilience (14:22)  the important messages David provides to practitioners who

David Tully has been a therapist, supervisor and manager for 25 years. In his role as Practice Manager at Relationships Australia SA, he uses trauma-informed care principles to support children and families affected by sexual abuse and physical trauma.   In the first episode of this two-part series, David talks about how children make meaning of their experiences of trauma and sexual abuse, and how perpetrators can manipulate children into believing they were complicit in the abuse. He discusses the practitioner's role in bringing power and protest into focus, in ways that begin to challenge children's feelings of shame and self-blame. And he describes how being curious about the small acts of resistance that children demonstrate throughout traumatic experiences can help to honor their resilience, connections and courage.   David unpacks the ways in which secrecy operates in the lives of children who've experienced trauma and abuse, and how practitioners can help children access new understandings of their experiences. He provides some practical examples of ways to engage with children in your work, to increase the likelihood that your sessions are purposeful and useful and can support children's recovery. In this episode you will learn:   why it's important to understand the ways in which children make meaning of their experiences of trauma and abuse [03:17] how David helps provide children with an overt context of power [10:17] the importance of establishing purpose from the earliest possible stage of engagement [15:50] how David makes his foundational beliefs about the unfairness of abuse clear in his early conversations with children [19:26] how to include more generative account

David Tully has been a therapist, supervisor and manager for 25 years. In his role as Practice Manager at Relationships Australia SA, he uses trauma-informed care principles to support children and families affected by sexual abuse and physical trauma.   In the first episode of this two-part series, David talks about how children make meaning of their experiences of trauma and sexual abuse, and how perpetrators can manipulate children into believing they were complicit in the abuse. He discusses the practitioner's role in bringing power and protest into focus, in ways that begin to challenge children's feelings of shame and self-blame. And he describes how being curious about the small acts of resistance that children demonstrate throughout traumatic experiences can help to honor their resilience, connections and courage.   David unpacks the ways in which secrecy operates in the lives of children who've experienced trauma and abuse, and how practitioners can help children access new understandings of their experiences. He provides some practical examples of ways to engage with children in your work, to increase the likelihood that your sessions are purposeful and useful and can support children's recovery. In this episode you will learn:   why it's important to understand the ways in which children make meaning of their experiences of trauma and abuse (3:17)  how David helps provide children with an overt context of power (10:17)  the importance of establishing purpose from the earliest possible stage of engagement (15:50)  how David makes his foundational beliefs about the unfairness of abuse clear in his early conversations with children (19:26)  how to include more generative accounts of children's stories of resistance, protest and care for others in your practice (22:28) 

Complex developmental trauma can affect children's lives in many ways. It can have an impact on development and may lead to poor long-term outcomes if not addressed. These impacts also present many challenges for parents and caregivers, as well as practitioners. Effective trauma-informed practice requires a comprehensive understanding of the signs and effects of complex developmental trauma. Practitioners also need to have the skills and confidence to have protective conversations with children and their families. In this episode, we talk with Kathryn Lenton of the Australian Childhood Foundation about working with children and families who are living with the impacts of complex developmental trauma. Kathryn draws on her extensive clinical experience as a social worker and counsellor to discuss key understandings and practices for effective trauma-informed practice. In this episode you will learn: what complex developmental trauma is and how it may manifest in children's lives [01:18] key understandings that can support practitioners [06:00] strategies for working effectively with parents and caregivers [09:41] how to differentiate between the impacts of complex trauma and medical diagnoses [18:15] ways to respond to children's experience of shame [22:01] Further information and resources: What is meant by PACE? https://ddpnetwork.org/about-ddp/meant-pace/ PACE and the Dyadic Developmental Psychotherapy (DDP) model: https://ddpnetwork.org/about-ddp/ Dyadic Developmental Psychotherapy training: https://professionals.childhood.org.au/training-development/ddp/ The impact of trauma on the child (online course): https://emergingminds.com.au/resources/trauma-and-the-child-e-learning-course/ Supporting children who have experienced trauma (online course): https://emergingminds.com.au/resources/supporting-children-who-have-experienced-trauma-e-learning-course/ Supporting children who disclose trauma (online course): https://emergingminds.com.au/online-course/supporting-children-who-disclose-trauma/ How to recognise complex trauma in infants and children and promote wellbeing (webinar): https://emergingminds.com.au/resources/recognising-complex-trauma-in-infants-and-children/ Complex trauma through a trauma-informed lens: Supporting the wellbeing of infants and young children (practice paper): https://emergingminds.com.au/resources/complex-trauma-through-a-trauma-informed-lens-supporting-the-wellbeing-of-infants-and-young-children/ Working and walking alongside First Nations children and young people – a practical guide for non-Aboriginal workers (practice paper):

Note: ‘Social and emotional wellbeing' is the foundation for physical and mental health for Aboriginal and Torres Strait Islander peoples. It is a holistic concept which results from a network of relationships between individuals, family, kin and Community. It also recognises the importance of connection to Land, culture, spirituality and ancestry, and how these affect the individual. Building the cultural capacity of an organisation is an important step in supporting Aboriginal and Torres Strait Islander self-determination and wellbeing. In this episode, Lou Turner and Nancy Jeffrey discuss how they'll be guiding Emerging Minds' partnerships and implementation work to better support the mental health and wellbeing needs of Aboriginal and Torres Strait Islander communities. Lou Turner is a proud Anangu father with Pitjantjatjara connections to Docker River and Mutitjulu communities. Lou shares his hopes for his work with Emerging Minds; and discusses the journey of ‘walking in two worlds' to promote and realise intergenerational healing opportunities for Aboriginal and Torres Strait Islander children and families, and the generations to come. You'll also hear from Nancy Jeffrey, a proud Woolwonga woman from the Northern Territory who lives and works on Larrakia Country. Nancy shares her passion for supporting the social and emotional wellbeing  of Aboriginal and Torres Strait Islander children and families, and the cultural protocols that have helped her work in rural and remote communities. Nancy has a long history in supporting infants and children's mental health and the work of Emerging Minds – she has been a member of our Aboriginal and Torres Strait Islander Social and Emotional Wellbeing National Consultancy group since it began in 2019. In this episode, Nancy and Lou share the hopes and worries they have for their First Nations communities. They also outline steps and strategies that non-Indigenous practitioners can use to support Aboriginal and Torres Strait Islander children and families' mental health and wellbeing. In this episode you will learn: why it's important to understand the impact of colonisation and how intergenerational trauma plays out in Aboriginal and Torres Strait Islander communities [07:21] how mental health impacts and interacts with Aboriginal and Torres Strait Islander concepts of social and emotional wellbeing [11:56] the importance of understanding ‘double stories' when supporting Aboriginal and Torres Strait Islander families [15:10] practical steps you can take to build confidence in supporting Aboriginal and Torres Strait Islander children and families [16:24] Further information and resources: A story of two-way learning and healing (podcast) In focus: Aboriginal and Torres Strait Islander children (article) Improving the social and emotional wellbeing of Aboriginal and Torres Strait Islander children (online course)

Note: ‘Social and emotional wellbeing' is the foundation for physical and mental health for Aboriginal and Torres Strait Islander peoples. It is a holistic concept which results from a network of relationships between individuals, family, kin and Community. It also recognises the importance of connection to Land, culture, spirituality and ancestry, and how these affect the individual. Building the cultural capacity of an organisation is an important step in supporting Aboriginal and Torres Strait Islander self-determination and wellbeing. In this episode, Lou Turner and Nancy Jeffrey discuss how they'll be guiding Emerging Minds' partnerships and implementation work to better support the mental health and wellbeing needs of Aboriginal and Torres Strait Islander communities. Lou Turner is a proud Anangu father with Pitjantjatjara connections to Docker River and Mutitjulu communities. Lou shares his hopes for his work with Emerging Minds; and discusses the journey of ‘walking in two worlds' to promote and realise intergenerational healing opportunities for Aboriginal and Torres Strait Islander children and families, and the generations to come. You'll also hear from Nancy Jeffrey, a proud Woolwonga woman from the Northern Territory who lives and works on Larrakia Country. Nancy shares her passion for supporting the social and emotional wellbeing  of Aboriginal and Torres Strait Islander children and families, and the cultural protocols that have helped her work in rural and remote communities. Nancy has a long history in supporting infants and children's mental health and the work of Emerging Minds – she has been a member of our Aboriginal and Torres Strait Islander Social and Emotional Wellbeing National Consultancy group since it began in 2019. In this episode, Nancy and Lou share the hopes and worries they have for their First Nations communities. They also outline steps and strategies that non-Indigenous practitioners can use to support Aboriginal and Torres Strait Islander children and families' mental health and wellbeing. In this episode you will learn: why it's important to understand the impact of colonisation and how intergenerational trauma plays out in Aboriginal and Torres Strait Islander communities [07:21] how mental health impacts and interacts with Aboriginal and Torres Strait Islander concepts of social and emotional wellbeing [11:56] the importance of understanding ‘double stories' when supporting Aboriginal and Torres Strait Islander families [15:10] practical steps you can take to build confidence in supporting Aboriginal and Torres Strait Islander children and families [16:24] Further information and resources: A story of two-way learning and healing (podcast) In focus: Aboriginal and Torres Strait Islander children (article) Improving the social and emotional wellbeing of Aboriginal and Torres Strait Islander children (online course)

Complex developmental trauma can affect children's lives in many ways. It can have an impact on development and may lead to poor long-term outcomes if not addressed. These impacts also present many challenges for parents and caregivers, as well as practitioners. Effective trauma-informed practice requires a comprehensive understanding of the signs and effects of complex developmental trauma. Practitioners also need to have the skills and confidence to have protective conversations with children and their families. In this episode, we talk with Kathryn Lenton of the Australian Childhood Foundation about working with children and families who are living with the impacts of complex developmental trauma. Kathryn draws on her extensive clinical experience as a social worker and counsellor to discuss key understandings and practices for effective trauma-informed practice. In this episode you will learn: what complex developmental trauma is and how it may manifest in children's lives [01:18] key understandings that can support practitioners [06:00] strategies for working effectively with parents and caregivers [09:41] how to differentiate between the impacts of complex trauma and medical diagnoses [18:15] ways to respond to children's experience of shame [22:01] Further information and resources: What is meant by PACE? https://ddpnetwork.org/about-ddp/meant-pace/ PACE and the Dyadic Developmental Psychotherapy (DDP) model: https://ddpnetwork.org/about-ddp/ Dyadic Developmental Psychotherapy training: https://professionals.childhood.org.au/training-development/ddp/ The impact of trauma on the child (online course): https://emergingminds.com.au/resources/trauma-and-the-child-e-learning-course/ Supporting children who have experienced trauma (online course): https://emergingminds.com.au/resources/supporting-children-who-have-experienced-trauma-e-learning-course/ Supporting children who disclose trauma (online course): https://emergingminds.com.au/online-course/supporting-children-who-disclose-trauma/ How to recognise complex trauma in infants and children and promote wellbeing (webinar): https://emergingminds.com.au/resources/recognising-complex-trauma-in-infants-and-children/ Complex trauma through a trauma-informed lens: Supporting the wellbeing of infants and young children (practice paper): https://emergingminds.com.au/resources/complex-trauma-through-a-trauma-informed-lens-supporting-the-wellbeing-of-infants-and-young-children/ Working and walking alongside First Nations children and young people – a practical guide for non-Aboriginal workers (practice paper): https://emergingminds.com.au/resources/working-and-walking-alongside-first-nations-children-and-young-people-a-practical-guide-for-non-indigenous-workers/

When talking with children in a therapeutic setting, how do you lessen their likelihood of feeling shame or blame for the problems they're dealing with? Naming and framing the problem in their own terms can not only lessen children's sense of shame and blame; it can also create space for their creativity, imagination and agency in responding to the issues they're facing. In this episode (the third in our Engaging children series), hosts Jen Ly and Chris Dolman are joined by practitioners Annette Flanagan, Kate Headley, Melinda Vardanega, Lisa Johnson, Aerinn Morgan, Jamie Lee and Liz Lodge. Together, they share their ideas, reflections and strategies for enabling children to describe problems in their own terms and in ways that are meaningful and useful for them. In this episode you will learn: the importance of helping children to describe problems in their own terms and in ways that are meaningful for them [02:02] some practice ideas for engaging with children that focus on naming and framing the problem [05:43] what other professionals have found helpful in this work [11:33] Further information and resources: Engaging children: Shrinking problems (online course) Practical strategies for engaging children in a practice setting (practice paper) An overview of child participation: Key issues for organisations and practitioners (practice paper) Shrinking problems with children and families (webinar)

When talking with children in a therapeutic setting, how do you lessen their likelihood of feeling shame or blame for the problems they're dealing with? Naming and framing the problem in their own terms can not only lessen children's sense of shame and blame; it can also create space for their creativity, imagination and agency in responding to the issues they're facing. In this episode (the third in our Engaging children series), hosts Jen Ly and Chris Dolman are joined by practitioners Annette Flanagan, Kate Headley, Melinda Vardanega, Lisa Johnson, Aerinn Morgan, Jamie Lee and Liz Lodge. Together, they share their ideas, reflections and strategies for enabling children to describe problems in their own terms and in ways that are meaningful and useful for them. In this episode you will learn: the importance of helping children to describe problems in their own terms and in ways that are meaningful for them [02:02] some practice ideas for engaging with children that focus on naming and framing the problem [05:43] what other professionals have found helpful in this work [11:33] Further information and resources: Engaging children: Shrinking problems (online course) Practical strategies for engaging children in a practice setting (practice paper) An overview of child participation: Key issues for organisations and practitioners (practice paper) Shrinking problems with children and families (webinar)

Aboriginal mental health researcher, Professor Juli Coffin was honored in the 2021 Western Australian Mental Health Awards for her work with Yawardani Jan-ga (‘horses helping'). This equine therapyprovides trauma-informed, culturally safe, client-centered and strength-based support to Aboriginal and Torres Strait Islander children and young people in Western Australia. In this episode narrated by Dana Shen, Juli shares how ‘being' with a horse on Country can support and guide Aboriginal and Torres Strait Islander children and young people in learning more about themselves, working through difficulties, and improving their social and emotional wellbeing. In this episode, you will learn: how horses can help engagement with Aboriginal and Torres Strait Islander children and young people [08:26] how self-determination is best practice for healing Aboriginal and Torres Strait Islander children and young people [10:56] the importance of understanding your unconscious biases [23:58] why it's important to be flexible and allow time in this work [26:33] Further information and resources: What is Equine Assisted Mental Health? | Equine Assisted Therapy (equineassistedtherapyaustralia.com.au)

Aboriginal mental health researcher, Professor Juli Coffin was honored in the 2021 Western Australian Mental Health Awards for her work with Yawardani Jan-ga (‘horses helping'). This equine therapyprovides trauma-informed, culturally safe, client-centered and strength-based support to Aboriginal and Torres Strait Islander children and young people in Western Australia. In this episode narrated by Dana Shen, Juli shares how ‘being' with a horse on Country can support and guide Aboriginal and Torres Strait Islander children and young people in learning more about themselves, working through difficulties, and improving their social and emotional wellbeing. In this episode, you will learn: how horses can help engagement with Aboriginal and Torres Strait Islander children and young people [08:26] how self-determination is best practice for healing Aboriginal and Torres Strait Islander children and young people [10:56] the importance of understanding your unconscious biases [23:58] why it's important to be flexible and allow time in this work [26:33] Further information and resources: What is Equine Assisted Mental Health? | Equine Assisted Therapy (equineassistedtherapyaustralia.com.au)

Bec Edser is a Child and Family Partnerships Coordinator at Emerging Minds. She is also the mother of a six-year-old son with neurodiversity. In this episode, Bec describes the evolution of ‘Team Wolfie': a concept developed by her partner as a way to ensure practitioners shared important understandings of his son's support and advocacy needs. The ‘Team Wolfie' concept has enabled Bec and her family to negotiate the many challenges that confront a family who are dealing with a new diagnosis. Bec describes the ways that practitioners have demonstrated their commitment to being on her child's team and offered her support in acknowledging and holistic ways. Bec's experiences of navigating her son's neurodiversity have contributed significantly to Emerging Minds' online courses, Child-centred and family-focused practice with children with disability, and Child-centred and communication-focused practice with children with disability. In this episode you will learn: about Bec's experiences in receiving a diagnosis of neurodiversity for her son, and some of the practical supports she received from professionals during this time [1:42] how practitioners can join parents in forming a team around the child, ensuring shared and coordinated understanding and advocacy [7:06] how practitioners can acknowledge the many tasks that parents complete so that their child can be supported to the best of their ability, in ways that enhance confidence and engagement [9:16] how practitioners and parents can help children to describe their support needs, in ways that help them engage in everyday activities [15:12] the importance of holistic practices that consider all aspects of a child's daily life [23:39]

Bec Edser is a Child and Family Partnerships Coordinator at Emerging Minds. She is also the mother of a six-year-old son with neurodiversity. In this episode, Bec describes the evolution of ‘Team Wolfie': a concept developed by her partner as a way to ensure practitioners shared important understandings of his son's support and advocacy needs. The ‘Team Wolfie' concept has enabled Bec and her family to negotiate the many challenges that confront a family who are dealing with a new diagnosis. Bec describes the ways that practitioners have demonstrated their commitment to being on her child's team and offered her support in acknowledging and holistic ways. Bec's experiences of navigating her son's neurodiversity have contributed significantly to Emerging Minds' online courses, Child-centred and family-focused practice with children with disability, and Child-centred and communication-focused practice with children with disability. In this episode you will learn: about Bec's experiences in receiving a diagnosis of neurodiversity for her son, and some of the practical supports she received from professionals during this time [1:42] how practitioners can join parents in forming a team around the child, ensuring shared and coordinated understanding and advocacy [7:06] how practitioners can acknowledge the many tasks that parents complete so that their child can be supported to the best of their ability, in ways that enhance confidence and engagement [9:16] how practitioners and parents can help children to describe their support needs, in ways that help them engage in everyday activities [15:12] the importance of holistic practices that consider all aspects of a child's daily life [23:39]

Research shows children like adults to be interested in what they're into, what they need, and how they respond when things are happening around them (Moore, 2017; Griffiths-Cook & Fenn, 2018). Talking with children about what they enjoy and what they're good at can create a context for understanding the child's perspective on the problems they're facing. Conversations exploring children's strengths and interests can also provide a foundation from which to build further skills to respond to these problems. In this episode (the second in our Engaging children podcast series), hosts Jen Ly and Chris Dolman are joined by practitioners Lisa Johnson, Sally McLaren, Annette Flanagan, Liz Lodge and Ali Chisholm. Together, they share their ideas, reflections and strategies around exploring children's strengths, skills, know-how and interests. In this episode you will learn: the importance of practitioners opening up conversations with children about their strengths, skills and interests [02:41] some strategies for exploring children's strengths, skills and interests in your practice [03:42] what other professionals have found helpful in this work [09:44] Further information and resources: Engaging children: Rich pictures (e-learning course) Practical strategies for engaging children in a practice setting (practice paper) An overview of child participation: Key issues for organisations and practitioners (practice paper) References Griffiths-Cook, J., & Fenn, L. (2018). Kids have big thoughts too. Life Transitions: what children say about change. Canberra: ACT Human Rights Commission. Moore, T. (2017). Protection through participation: Involving children in child safe organisations. CFCA Practice Paper. Melbourne: Child Family Community Australia, Australian Institute of Family Studies.

Research shows children like adults to be interested in what they're into, what they need, and how they respond when things are happening around them (Moore, 2017; Griffiths-Cook & Fenn, 2018). Talking with children about what they enjoy and what they're good at can create a context for understanding the child's perspective on the problems they're facing. Conversations exploring children's strengths and interests can also provide a foundation from which to build further skills to respond to these problems. In this episode (the second in our Engaging children podcast series), hosts Jen Ly and Chris Dolman are joined by practitioners Lisa Johnson, Sally McLaren, Annette Flanagan, Liz Lodge and Ali Chisholm. Together, they share their ideas, reflections and strategies around exploring children's strengths, skills, know-how and interests. In this episode you will learn: the importance of practitioners opening up conversations with children about their strengths, skills and interests [02:41] some strategies for exploring children's strengths, skills and interests in your practice [03:42] what other professionals have found helpful in this work [09:44] Further information and resources: Engaging children: Rich pictures (e-learning course) Practical strategies for engaging children in a practice setting (practice paper) An overview of child participation: Key issues for organisations and practitioners (practice paper) References Griffiths-Cook, J., & Fenn, L. (2018). Kids have big thoughts too. Life Transitions: what children say about change. Canberra: ACT Human Rights Commission. Moore, T. (2017). Protection through participation: Involving children in child safe organisations. CFCA Practice Paper. Melbourne: Child Family Community Australia, Australian Institute of Family Studies.

Taking care to describe things in ways that make sense to the child and inviting them to share their understanding of why you're meeting with them can make a big difference. These practices can enable children to contribute to the conversation and participate fully in your work together. They can also potentially ‘open the door' to a conversation with the child about the problem they're facing. In this episode (the first in our Engaging children podcast series), hosts Chris Dolman and Jen Ly are joined by practitioners Kate Headley, Liz Lodge, Jackie Amos, Jessica Warren and Mthobeli Ngcanga. Together, they share their ideas and reflections on the key skills for working effectively with children. In this episode you will learn: the importance of understanding the child's perspective on why you're meeting [02:27] what to consider in regard to transparency when beginning to work with children [06:04] what other professionals have found helpful in this work [10:49] Further information and resources: Engaging children: Good beginnings e-learning course Hervatin, M. (2020). Practical strategies for engaging children in a practice setting. Adelaide: Emerging Minds.

Taking care to describe things in ways that make sense to the child and inviting them to share their understanding of why you're meeting with them can make a big difference. These practices can enable children to contribute to the conversation and participate fully in your work together. They can also potentially ‘open the door' to a conversation with the child about the problem they're facing. In this episode (the first in our Engaging children podcast series), hosts Chris Dolman and Jen Ly are joined by practitioners Kate Headley, Liz Lodge, Jackie Amos, Jessica Warren and Mthobeli Ngcanga. Together, they share their ideas and reflections on the key skills for working effectively with children. In this episode you will learn: the importance of understanding the child's perspective on why you're meeting [02:27] what to consider in regard to transparency when beginning to work with children [06:04] what other professionals have found helpful in this work [10:49] Further information and resources: Engaging children: Good beginnings e-learning course Hervatin, M. (2020). Practical strategies for engaging children in a practice setting. Adelaide: Emerging Minds.

In a previous episode, psychologist Penny Sih shared her thoughts about child mental health assessment and engagement and ways to support a child to live their ‘best life'. In this episode, social worker Ali Knight and child and family partners Jess and Emi continue this conversation. They explore child mental health assessment and engagement practices that help families feel more confident and engaged in the therapeutic process, which in turn helps them to live their ‘best lives'. When a child and parent first arrive to meet with a professional, they often feel anxious or even reluctant. They might feel like they're going to be told off, or lectured, or made to discuss subjects that make them feel uncomfortable. Ali, Jess and Emi discuss the practices that help children to overcome this initial anxiety, to engage fully within the practice environment, and to become holistically involved in the decisions that affect their lives. In their role as Emerging Minds Child and Family Partners, Jess and Emi have made a significant contribution to Emerging Minds' online training courses, webinars and practice papers. Ali Knight is a social worker with 25 years' experience, specialising in work with infants and children in child protection, child development and trauma-related services. All three were instrumental in the development of Emerging Minds' online course, Practice strategies for assessment and engagement. In this episode you will learn: how to set the scene with children who might not be happy about coming to a professional environment, so that you can increase their sense of comfort and confidence and give them the time and space that they need [02:52] how to help children and parents consider the strategies that already work well for them, rather than focusing only on the problems that they are facing [05:37] how a holistic understanding of the ‘whole child' – their preferences, relationships and hopes – can influence practice [14:16] how to pick up on cues that children provide throughout the engagement, to ensure sessions are flexible enough to cater for the child's needs [18:29] why it's important to include children in strategies that can be replicated at home or at school [23:15] Further information and resources: Practice strategies for assessment and engagement (online course) Practice strategies for formulation (online course) Helping children to live their ‘best life' – part one (podcast) Helping children to live their ‘best life' – part two (podcast)

In a previous episode, psychologist Penny Sih shared her thoughts about child mental health assessment and engagement and ways to support a child to live their ‘best life'. In this episode, social worker Ali Knight and child and family partners Jess and Emi continue this conversation. They explore child mental health assessment and engagement practices that help families feel more confident and engaged in the therapeutic process, which in turn helps them to live their ‘best lives'. When a child and parent first arrive to meet with a professional, they often feel anxious or even reluctant. They might feel like they're going to be told off, or lectured, or made to discuss subjects that make them feel uncomfortable. Ali, Jess and Emi discuss the practices that help children to overcome this initial anxiety, to engage fully within the practice environment, and to become holistically involved in the decisions that affect their lives. In their role as Emerging Minds Child and Family Partners, Jess and Emi have made a significant contribution to Emerging Minds' online training courses, webinars and practice papers. Ali Knight is a social worker with 25 years' experience, specialising in work with infants and children in child protection, child development and trauma-related services. All three were instrumental in the development of Emerging Minds' online course, Practice strategies for assessment and engagement. In this episode you will learn: how to set the scene with children who might not be happy about coming to a professional environment, so that you can increase their sense of comfort and confidence and give them the time and space that they need [02:52] how to help children and parents consider the strategies that already work well for them, rather than focusing only on the problems that they are facing [05:37] how a holistic understanding of the ‘whole child' – their preferences, relationships and hopes – can influence practice [14:16] how to pick up on cues that children provide throughout the engagement, to ensure sessions are flexible enough to cater for the child's needs [18:29] why it's important to include children in strategies that can be replicated at home or at school [23:15] Further information and resources: Practice strategies for assessment and engagement (online course) Practice strategies for formulation (online course) Helping children to live their ‘best life' – part one (podcast) Helping children to live their ‘best life' – part two (podcast)

There are a wide range of professions that work in child mental health. In this episode, we explore some of these child mental health support roles, and chat with a range of practitioners who work with children and families. Each guest comes from a different discipline, and discusses the role they play in supporting families. We'll be hearing from Gabrielle Hart, an infant, child and adolescent psychiatrist in private practice; Marnie Winterford, a clinical psychologist with a specialty in supporting young children and adolescents; Gill Munro, who comes with many years of experience managing a large drug and alcohol rehab service in South Australia; Ali Chisholm, an occupational therapist who works in an early childhood and family team in community health; as well as Fiona Bottroff, a speech pathologist who is also from an early childhood and family team. In this episode you will learn: the role of social workers in child mental health support and working with families [01:21] the role of clinical psychologists in child mental health support and working with families [03:59] the role of psychiatrists in child mental health support and working with families [10:19] the role of speech pathologists in child mental health support and working with families [19:31] the role of occupational therapists in child mental health support and working with families [22:41]

There are a wide range of professions that work in child mental health. In this episode, we explore some of these child mental health support roles, and chat with a range of practitioners who work with children and families. Each guest comes from a different discipline, and discusses the role they play in supporting families. We'll be hearing from Gabrielle Hart, an infant, child and adolescent psychiatrist in private practice; Marnie Winterford, a clinical psychologist with a specialty in supporting young children and adolescents; Gill Munro, who comes with many years of experience managing a large drug and alcohol rehab service in South Australia; Ali Chisholm, an occupational therapist who works in an early childhood and family team in community health; as well as Fiona Bottroff, a speech pathologist who is also from an early childhood and family team. In this episode you will learn: the role of social workers in child mental health support and working with families [01:21] the role of clinical psychologists in child mental health support and working with families [03:59] the role of psychiatrists in child mental health support and working with families [10:19] the role of speech pathologists in child mental health support and working with families [19:31] the role of occupational therapists in child mental health support and working with families [22:41]

In the second of this two-part podcast series (listen to part one here), you'll continue to hear from Kimberley, Brad and Bec, parents of children who have experienced different chronic childhood physical illnesses. You'll hear how practitioners have been able to support not just the children's physical conditions, but also the social and emotional wellbeing of these children and their families while they are undergoing treatment. Many children experiencing a childhood physical illness require regular trips to hospital and medical interventions that can be traumatic for both the child and their family. However, the negative impacts on everyone's wellbeing can be minimised by taking a family-focused and trauma-informed approach. We would like to acknowledge and thank our child and family partners, Kimberley, Bec and Brad for taking the time to share their hard-earned wisdom and expertise with us. In this episode you will learn: the types of supports families find helpful while their children are undergoing treatment for childhood physical illnesses [01:17] the strategies that practitioners use to support the mental health of children throughout the treatment processes [08:36] the importance of taking a trauma-informed approach to caring for a child with a chronic physical illness [13:45] how to support the wellbeing of siblings of children with chronic childhood physical illnesses [19:25] Further information and resources: Understanding child mental health and chronic physical conditions e-learning course Childhood physical conditions and mental health fact sheets

In the first of this two-part podcast series, Emerging Minds Child and Family Partners Kimberley, Brad and Bec share how they manage their children's social and emotional wellbeing while dealing with the challenges of chronic physical illness. They describe some of the ways that practitioners have been able to support their children's mental health throughout the treatment process, and how these strategies have also helped them to support their child. Managing ongoing symptoms of chronic physical illness and undergoing medical treatment or procedures can have significant impacts for children and families. Promoting self-care strategies for parents and caregivers will lead to improved wellbeing outcomes for the children they are caring for. We would like to acknowledge and thank our child and family partners, Kimberley, Bec and Brad for taking the time to share their hard-earned wisdom and expertise with us. In this episode you will learn: more about the chronic physical illnesses experienced within these families [01:36] how a diagnosis of chronic physical illness impacts on the child and family [04:22] the impacts of managing ongoing symptoms and undergoing medical treatment/procedures [06:29] how self-care is important for parents and caregivers of children experiencing a chronic physical illness [16:06] Further information and resources: Family perspectives on childhood physical illness - part two Understanding child mental health and chronic physical conditions e-learning course Childhood physical conditions and mental health fact sheets

In the second of this two-part podcast series (listen to part one here), you'll continue to hear from Kimberley, Brad and Bec, parents of children who have experienced different chronic childhood physical illnesses. You’ll hear how practitioners have been able to support not just the children's physical conditions, but also the social and emotional wellbeing of these children and their families while they are undergoing treatment. Many children experiencing a childhood physical illness require regular trips to hospital and medical interventions that can be traumatic for both the child and their family. However, the negative impacts on everyone's wellbeing can be minimised by taking a family-focused and trauma-informed approach. We would like to acknowledge and thank our child and family partners, Kimberley, Bec and Brad for taking the time to share their hard-earned wisdom and expertise with us. In this episode you will learn: the types of supports families find helpful while their children are undergoing treatment for childhood physical illnesses [01:17] the strategies that practitioners use to support the mental health of children throughout the treatment processes [08:36] the importance of taking a trauma-informed approach to caring for a child with a chronic physical illness [13:45] how to support the wellbeing of siblings of children with chronic childhood physical illnesses [19:25] Further information and resources: Understanding child mental health and chronic physical conditions e-learning course Childhood physical conditions and mental health fact sheets

In the first of this two-part podcast series, Emerging Minds Child and Family Partners Kimberley, Brad and Bec share how they manage their children's social and emotional wellbeing while dealing with the challenges of chronic physical illness. They describe some of the ways that practitioners have been able to support their children's mental health throughout the treatment process, and how these strategies have also helped them to support their child. Managing ongoing symptoms of chronic physical illness and undergoing medical treatment or procedures can have significant impacts for children and families. Promoting self-care strategies for parents and caregivers will lead to improved wellbeing outcomes for the children they are caring for. We would like to acknowledge and thank our child and family partners, Kimberley, Bec and Brad for taking the time to share their hard-earned wisdom and expertise with us. In this episode you will learn: more about the chronic physical illnesses experienced within these families [01:36] how a diagnosis of chronic physical illness impacts on the child and family [04:22] the impacts of managing ongoing symptoms and undergoing medical treatment/procedures [06:29] how self-care is important for parents and caregivers of children experiencing a chronic physical illness [16:06] Further information and resources: Family perspectives on childhood physical illness - part two Understanding child mental health and chronic physical conditions e-learning course Childhood physical conditions and mental health fact sheets

In this episode, Emerging Minds Practice Development Manager, Dan Moss joins Senior Cultural Development Officer, Rosie Schellen and Senior Practice Development Officer, Chris Dolman to reflect on what has made the infant and child mental health podcast series so effective over the past four years and 100 episodes. Rosie reflects on Emerging Minds' collaborative work with Aboriginal and Torres Strait Islander communities to help bring to the fore stories of strength, resilience and hope, as well as those of hardship and systemic disadvantage. Chris describes how practitioners have helped change the way we think about infant and child mental health, in ways that make challenging work feel more possible and motivating. He also describes some of the ways that children and families with lived experience have contributed so richly to the podcast series. In this episode you will learn: how Rosie has worked with Aboriginal and Torres Strait Islander communities, leaders and practitioners to respectfully bring forth stories of hope, resilience and connection, and the considerations that are important within this process [04:23] how practitioners have contributed to understandings about infant and child mental health through stories of their everyday practice, and the strategies we can all use to help children and families tell their stories [06:52] how hurt and connection, strength and wisdom have been so powerfully interwoven in the stories of our Aboriginal and Torres Strait Islander guests, in ways that generously assist all practitioners to consider how they can make room for these stories in their work with Aboriginal and Torres Strait Islander families and communities [09:56] how discussions with parents about their hopes for their children can become a great antidote for the experiences of shame and blame that families often feel when working with a practitioner, and the kinds of strength-based practices that have helped families find new ways to connect and overcome adversities [17:28] about the people that have contributed to the evolution of the Emerging Minds podcast series over the past 100 episodes! [20:50]

In this episode, Emerging Minds Practice Development Manager, Dan Moss joins Senior Cultural Development Officer, Rosie Schellen and Senior Practice Development Officer, Chris Dolman to reflect on what has made the infant and child mental health podcast series so effective over the past four years and 100 episodes. Rosie reflects on Emerging Minds' collaborative work with Aboriginal and Torres Strait Islander communities to help bring to the fore stories of strength, resilience and hope, as well as those of hardship and systemic disadvantage. Chris describes how practitioners have helped change the way we think about infant and child mental health, in ways that make challenging work feel more possible and motivating. He also describes some of the ways that children and families with lived experience have contributed so richly to the podcast series. In this episode you will learn: how Rosie has worked with Aboriginal and Torres Strait Islander communities, leaders and practitioners to respectfully bring forth stories of hope, resilience and connection, and the considerations that are important within this process [04:23] how practitioners have contributed to understandings about infant and child mental health through stories of their everyday practice, and the strategies we can all use to help children and families tell their stories [06:52] how hurt and connection, strength and wisdom have been so powerfully interwoven in the stories of our Aboriginal and Torres Strait Islander guests, in ways that generously assist all practitioners to consider how they can make room for these stories in their work with Aboriginal and Torres Strait Islander families and communities [09:56] how discussions with parents about their hopes for their children can become a great antidote for the experiences of shame and blame that families often feel when working with a practitioner, and the kinds of strength-based practices that have helped families find new ways to connect and overcome adversities [17:28] about the people that have contributed to the evolution of the Emerging Minds podcast series over the past 100 episodes! [20:50]

How are children from refugee backgrounds faring in terms of their social and emotional wellbeing? Tune into this conversation with Dr Sonia Terhaag to find out what the Building a New Life in Australia: The Longitudinal Study of Humanitarian Migrants can tell us about this. Sonia has worked in research for more than ten years in Canada and Australia and currently works on various national longitudinal research studies at the Australian Institute of Family Studies. In this episode you will learn: What the BNLA study can tell us about social and emotional wellbeing in refugee children (6:07) Experience of trauma in refugee families (07:56) Impact of parent experiences on children's mental health (10:11) Implications of study findings for practitioners (17:00) Further information and resources: Building a New Life in Australia: The Longitudinal Study of Humanitarian Migrants: https://aifs.gov.au/projects/building-new-life-australia Adjustment of refugee children and adolescents in Australia: outcomes from wave three of the Building a New Life in Australia study Cohort Profile: Building a New Life in Australia (BNLA): the longitudinal study of humanitarian migrants

How are children from refugee backgrounds faring in terms of their social and emotional wellbeing? Tune into this conversation with Dr Sonia Terhaag to find out what the Building a New Life in Australia: The Longitudinal Study of Humanitarian Migrants can tell us about this. Sonia has worked in research for more than ten years in Canada and Australia and currently works on various national longitudinal research studies at the Australian Institute of Family Studies. In this episode you will learn: What the BNLA study can tell us about social and emotional wellbeing in refugee children (6:07) Experience of trauma in refugee families (07:56) Impact of parent experiences on children's mental health (10:11) Implications of study findings for practitioners (17:00) Further information and resources: Building a New Life in Australia: The Longitudinal Study of Humanitarian Migrants: https://aifs.gov.au/projects/building-new-life-australia Adjustment of refugee children and adolescents in Australia: outcomes from wave three of the Building a New Life in Australia study Cohort Profile: Building a New Life in Australia (BNLA): the longitudinal study of humanitarian migrants

What does the evolving nature of sexual and gender identities mean for working with families? Tune into this episode with Dr Priscilla Dunk-West to explore this question and learn about shifts you can make in your practice and organisation to become more inclusive of rainbow families. Priscilla is a sociologist and social worker and has worked in academia in both Australia and England. She practiced social work firstly in child protection and later went on to specialise in sexual health counselling. Her research interests include identity, sexuality, intimate relationships and parenting. She has produced five books and her bestselling text 'How to be a Social Worker: A Critical Guide for Students' has been translated into Swedish and is now in its second edition. In this episode you will learn: The social and cultural context of sexuality (02:47) Asking questions to understand family configuration rather than making assumptions (07:43) What child-focused and parent-sensitive practice looks like (12:44) What services can do to promote inclusivity with rainbow families (23:32)

What does the evolving nature of sexual and gender identities mean for working with families? Tune into this episode with Dr Priscilla Dunk-West to explore this question and learn about shifts you can make in your practice and organisation to become more inclusive of rainbow families. Priscilla is a sociologist and social worker and has worked in academia in both Australia and England. She practiced social work firstly in child protection and later went on to specialise in sexual health counselling. Her research interests include identity, sexuality, intimate relationships and parenting. She has produced five books and her bestselling text 'How to be a Social Worker: A Critical Guide for Students' has been translated into Swedish and is now in its second edition. In this episode you will learn: The social and cultural context of sexuality (02:47) Asking questions to understand family configuration rather than making assumptions (07:43) What child-focused and parent-sensitive practice looks like (12:44) What services can do to promote inclusivity with rainbow families (23:32)

How do you support a child through the transition to school, whilst also managing constant changes related to the COVID-19 pandemic? Educator and researcher, Dr Kathryn Hopps, has spent her career as an early childhood educator and primary teacher in a diverse range of education settings. Her research expertise is in school transitions, and her PhD study focused on the transition to primary school. Kathryn is a member of several national and international transition networks, whose important work includes a transitions position statement. In this episode of the Emerging Minds podcast, we discuss her particular interest in families' and children's experiences of transitions during the COVID-19 pandemic. Kathryn also draws on her knowledge of early learning and primary school transitions to provide practical advice for parents and carers. In this episode you will learn: transitions can sometimes be thought of as a one-off event. However, it's important to think of a child's transitions as a process of adapting to change and finding a sense of belonging that happens over time (02:38) transitions can also be an opportunity for families to work in partnership with educators to establish a plan aimed at supporting their child's needs (18:12) research about children's experiences during the COVID-19 pandemic has highlighted that disruptions to their peer relationships has been impactful on their social and emotional wellbeing (25:09) it's important to know that there can be a level of parental grief associated with transitions, and to recognise that this is a common experience. As a parent, it becomes important that you're aware of these emotions and find ways of looking after yourself during these times. (26.20) Further information and resources: First transitions take time – RMIT Transition (back) to school – Dr K. Hopps Transition to school – Preparation for families – ACT Council of P&Cs Follow Kathryn on Twitter – @drkhopps

Anxiety is one of the most common mental health difficulties experienced by Australian children. In this episode, we're joined by Dr Andrew Leech, a GP based in Perth, Western Australia, to discuss working with children, parents and families where paediatric anxiety may be present. Andrew has a passion for paediatric general practice as well as the role that GPs can play in positively influencing a child's life trajectory. This year, Andrew was selected to be part of the WA Health Clinical Advisory Group Taskforce reviewing mental healthcare in children – a review that is still ongoing. Andrew discusses the impacts of the COVID-19 pandemic on child anxiety; anxiety presentations by age and stage; strategies to support children experiencing anxiety; how to recognise when further specialist support might be needed; ways of ‘holding the family' while they await specialist support; and resources to help GPs in this work. In this episode you will learn: what the prevalence of childhood anxiety is in Australia (03:56) what to expect from typical developmental behaviours and when a child may need further support (05:24) how to identify anxiety presentations in different ages and stages, including infants, toddlers, and school-aged children (06:53) how to decide when a child may require specialist support and how to support the family through that process (12:49) ways to support a child experiencing anxiety and work sensitively with the family (16:36) ways to work sensitively with the child's parents/carers (22:33) how GPs can support families as communities start to re-open after the COVID-19 pandemic, including transitions back to school and living with COVID-19 in the community (27:19) where to find supporting resources to assist GPs in this work (30:02)

Dr Angie Willcocks is a psychologist with a rich history of supporting mothers throughout the fertility, pregnancy and postnatal periods. Angie has developed a practice approach that focuses on a holistic understanding of all of the domains of a woman's life – not only those that are connected to her baby. In this episode, Angie describes her assessment and formulation strategies, which support mothers to consider every aspect of their lives, and the supports they need to maintain social and emotional wellbeing. She is interested in how mothers can look past society's expectations, and make the lifestyle, relationship, and parenting choices that support their long-term mental health and wellbeing. As part of her commitment to holistic understandings of women, Angie completed a PhD that examined the effects of diet on mothers' mental health. Through this study, Angie found that diet significantly impacted the risk of depression and anxiety during pregnancy and postnatally. She discusses the possible implications for practice that have stemmed from her research, and how professionals can introduce discussions about lifestyle into their everyday engagements. In this episode you will learn: how to work collaboratively with mothers who are attempting to juggle parenting, work, relationships, and family members with mental health issues (02:45) why it is important to provide space for a mother to come into a session with her infant, and the information that you can provide to a practitioner for later conversations (06:00) how to begin a conversation with a mother about the holistic supports she requires to parent in her preferred ways (08:05) the opportunities that can arise for women when they can stop judging themselves so harshly and start prioritising their own mental health, diet, exercise, and relationships (14:52) the findings from Angie's PhD study, which examined the effect of diet quality on mothers' mental health (16:13) the importance of women prioritising their own mental health for themselves, not just for their children or their partner (23:08)

In the second episode of this two-part series, clinical psychologist Penny Sih expands upon her description of the ‘best life' approach: a way of engaging positively with children by discussing the relationships, routines and activities that sustain and energise them. (If you haven't listened to part one, you can go back and listen to it here). Penny has spent 17 years working with children, teens and their families. During that time, she has developed engagement processes with children that focus on an understanding of their ‘best life'. In this episode, Penny applies her ‘best life' approach to Zoe – a fictional eight-year-old girl who has been referred to a psychologist because of her school refusal. Zoe appears in the Emerging Minds e-learning course, Practice strategies for assessment and engagement. Penny describes her approach in engaging with both Zoe and Zoe's mother, Brigid, to increase their confidence and motivation in the therapeutic process. She discusses strategies to encourage the contribution of parents, and how this can help them to support and nurture their children. Penny provides practical examples of noticing parents' positive intentions and strengths, in ways which help them to consistently replicate these positive behaviours with their children. In this episode you will learn: how Penny negotiates with children and parents regarding who is ‘in charge' of the therapy sessions (2:14) how the therapist can play a role in supporting Mum or Dad to have the confidence to be the kind of parent they would prefer to be (6:42) how to support parents to notice when their child demonstrates strengths and is able to overcome the effects of the problem in their life (8:25) strategies for noticing children's cues during sessions, and asking them questions about their reactions to particular topics (10:46) strategies for helping children to develop control in their everyday lives (14:50) Supporting resources: Helping children to live their 'best life' - part 1 (podcast) Practice strategies for assessment and engagement (e-learning course)

Penny Sih is a clinical psychologist at Developing Minds. Over the past 17 years, she has developed engagement processes to help children and teens understand and move towards their ‘best life'. In episode one of this two-part series, Penny shares how the ‘best life' approach can help practitioners to better understand the ‘whole child' and the problems that affect them; and enable children and parents to be active participants in the therapeutic process. Penny describes how practice with children who experience mental health difficulties has evolved from a focus on mother-child attachment, towards broader explorations of the systems and connections that shape a child's life. She discusses the need to engage families from the outset, so that therapy is seen as a place where children's ideas, values, knowledge and preferences are brought to the fore. Penny shares her strategies for providing children with choice early in therapy sessions, so that they are supported to have control throughout the process. These strategies also show children that therapy can be fun. Penny also describes how she helps parents to understand their role in supporting the child's best life. In this episode you will learn: what the ‘best life' approach means and what it can help the therapist to focus on in their engagements with children (06:04) effective engagement practices that can help children to feel less anxious or reluctant to talk with a therapist, and that set the scene for collaborative and child-focused practices (07:50) how Penny describes the ‘best life' approach in her work with children and parents (08:57) how therapists can give children control or choice during the initial engagement phase of therapy, so that they can become more confident and energised (11:55) how the ‘best life' model can be used to enhance a clinical assessment with a child (17:12). Supporting resource: Helping children to live their 'best life' - part 2 podcast: https://emergingminds.frmdv.com/resources/podcast/helping-children-to-live-their-best-life-part-2/

Dr Gill Murphy is a lecturer at the School of Nursing and Midwifery at the Western Sydney University. She has worked as a mental health nurse for twenty years, with experience in forensic, in-patient, community and emergency mental health services.  Her engagement with mental health research led her to found the Childhood Parental Death Ambassador Program. As founder of the Childhood Parental Death Ambassador Program, Gill hopes to raise awareness around the needs and experiences of children when a parent is dying or has died, and to really make children visible within that process. As part of this, the program has delivered the Childhood Death Study, in which they interviewed adults who'd experienced the death of a parent during their childhood. The study found that a lack of information provided to children during and after their parent's death meant that they often thought about it in distressing or unhelpful ways. Additionally, it found that children were often not supported to celebrate or remember their parent's legacy, causing them to lose touch with the supporting and nurturing rituals they had enjoyed with that parent. In this episode of the Emerging Minds podcast, Gill discusses the need for practitioners to develop preparedness in their work with children who have lost a parent, and to be able to have conversations with them that are supportive and reconnecting. In this episode you will learn: Learning 1 (01:30) the key objectives of the Childhood Parental Death Ambassador Program. Learning 2 (02:36) the key findings of the Childhood Death Study, and what these mean for any practitioner working with a child whose parent is dying or has died. Learning 3 (04:17) the effects of secrecy or a lack of information on children's ability to positively think about their deceased parent, and to stay connected with their legacy. Learning 4 (09:53) what some services are doing to actively involve children in memory making when a parent is dying or has recently died. Learning 5 (17:44) how practitioners can overcome anxiety to talk to children in ways that are supportive and attentive, and to ensure they are listening to what the child needs at the time.