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Practice paper
Keeping children and families in mind: Guidelines for media professionals reporting on disaster or community trauma events
Margaret Nixon and Jessica MastersThese guidelines for journalists and media professionals highlight the need to keep children and families in mind when reporting on traumatic events. They are intended to showcase best practice and to help protect not only the children, families, and communities who have experienced disaster and/or trauma, but also media staff and their families who may experience secondary traumatic stress from exposure to these events. -
Fact sheet
Keeping children and families in mind when reporting on disaster and community trauma events
Margaret Nixon and Jessica MastersThis fact sheet assists journalists and media staff to keeping children and families in mind when reporting on disaster and community trauma events. -
Video
Children in the immediate aftermath of a disaster or traumatic event
Emerging MindsThis video discusses some of the ways children might feel and behave in the immediate time period after a disaster. -
Online course
Working with children who have experienced trauma online courses
Emerging MindsA suite of courses and resources to support practitioners working with children who have experienced trauma. -
Webinar
Perinatal support strategies for Aboriginal and Torres Strait Islander parents experiencing complex trauma
Child Family Community Australia & Emerging MindsThis webinar drew on the voices, experiences and knowledge of Aboriginal and Torres Strait Islander practitioners to explore how services can work through the perinatal period to support the social and emotional wellbeing of infants and their families. -
Webinar
Building parents’ understanding of play to nurture infant and toddler mental health
Emerging Minds and Mental Health Professionals' Network (MHPN)This webinar co-produced by the Mental Health Professionals' Network (MHPN) aimed to increase clinicians’ understanding of how to utilise play interventions with parents, infants and toddlers to promote connection, communication and overall mental health. -
Online course
Keeping the infant and toddler in mind
Emerging MindsCurious, reflective conversations with parents about parent-child interactions can promote infant and toddler mental health. This online course will provide you with an introduction to a relationship-based framework that promotes the mental health of children aged 0-5 years. -
Research summary
Highlights in child mental health research: May 2022
VariousThis May 2022 research summary provides a selection of recently released papers, systematic reviews, and meta-analyses related to infant and child mental health. Each summary includes an introductory overview of the content for that month, followed by a list of selected articles. Each article is accompanied by a brief synopsis which presents the key messages and highlights. -
Online course
Supporting children who disclose trauma
Emerging MindsThis course examines practice strategies for supporting children who have disclosed trauma or abuse. It will help you to develop strategies and activities to support children to move away from the self-blame and secrecy associated with physical or sexual violence. -
Research summary
Highlights in child mental health research: April 2022
VariousThis April research summary provides a selection of recently released papers, systematic reviews, and meta-analyses related to infant and child mental health. Each summary includes an introductory overview of the content for that month, followed by a list of selected articles. Each article is accompanied by a brief synopsis which presents the key messages and highlights. -
Research summary
Highlights in child mental health research: March 2022
VariousThis March research summary provides a selection of recently released papers, systematic reviews, and meta-analyses related to infant and child mental health. Each summary includes an introductory overview of the content for that month, followed by a list of selected articles. Each article is accompanied by a brief synopsis which presents the key messages and highlights. -
Practice paper
Working with children to prevent self-blame after disclosures of child sexual abuse
Dan Moss and Clare KlapdorThis paper is aimed at practitioners who want to respond to disclosures of child sexual abuse in ways that challenge self-blame in safe and respectful ways. It provides strategies to help practitioners support a child who has disclosed sexual abuse, either while waiting for a referral to a specialist service, or while continuing to work with the child in a general or specialised capacity. It follows the Emerging Minds paper, 'Making use of practitioners’ skills to support a child who has been sexually abused'.