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Research
Psychiatry and PharmacologyDissociation can exist along a continuum from normal developmental experiences to severe and contributing to persistent mental illness and impeding normal development. It can also occur as a discreet symptom in a range of disorders or as a disorder itself, and can change depending on a number of factors such as the age and stage of development.
Research
A systematic review of the thoughts and feelings that are associated with suicidal behaviours in Aboriginal and Torres Strait Islander young peoplesAboriginal and Torres Strait Islander Peoples are custodians of one of the oldest living societies; however, the continued impact of colonisation has led to profound trauma and loss which has spanned generations.
People
Amanda ZaffinoAmanda is a Certified Child Life Specialist and has a Bachelor of Science in Psychology and Master of Arts in Education with an emphasis on Child Life in Hospitals and Early Childhood Education.
Research
A trauma-focused program for childhood and adolescent dissociationDissociation is the act of separating oneself from reality and is often used by children and young people to disconnect from traumatic experiences.
Research
Building a culturally safe mental health system for Aboriginal and Torres Strait Islander young peopleThe impact of colonisation, genocide, and continuing discriminatory policies have created a context for ongoing disadvantage, trauma, and high rates of mental health issues for Aboriginal and Torres Strait Islander young people.
Research
The Perspectives and Experiences of Trauma-Informed Practice Education and Training: From Early Career TeachersThis study aims to investigate early career teachers’ education, knowledge, perceptions and experiences of trauma-informed practice in Western Australia.
Research
Wellbeing studyBurns are a common cause of emergency presentations, and most burn injuries happen to children and adolescents.
Research
Self-Compassion in University Students With ADHD: A Qualitative ExplorationThis study explored the lived experience of university students with attention-deficit hyperactivity disorder (ADHD) and identified factors that help or hinder their capacity for self-compassion in higher education. Fourteen university students with ADHD aged 18–25 participated in individual semi-structured interviews exploring experiences of self-compassion in academic contexts.