Children don’t have to be in physical danger for disaster images to have a powerful psychological impact.
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Articles on Children's mental health
Displaying 21 - 40 of 90 articles
Too much time studying isn’t good for you or your grades. The challenge is to find the best balance of study, sleep and other activity to improve learning without compromising well-being.
Our study shows that for most young people, worrying about climate change appears to be constructive and not associated with general mental health difficulties.
The most important thing to avoid is intrusive, probing questioning straight away. The media and the public should also refrain from speculative, premature comment.
A widely reported study didn’t ring any alarm bells for children’s increasing screen time, but neither did it give heavy use of devices the all-clear.
By integrating parents and other family members in therapy, young people will have more consistent support between the therapist’s office and their home.
Attention control theory holds that heightened anxiety impairs the efficiency of mental processes. For instance, stressing about something can make us lose focus on the task at hand.
New data suggests that lots of time on screens may even improve peer relationships. But the study comes with caveats.
Research shows climate change is already affecting the healthy psychological development of children worldwide. Children’s mental health risks will only accelerate as climate change advances.
Self-harm is often a response to mounting stress and uncertainty. So it’s not surprising rates have gone up during the pandemic. Self-harm can be a means to cope and establish control over emotions.
Making the jump from year six to year seven can be stressful, which only adds to the anxiety children feel from the pandemic. Support from parents and teachers alike is vital
The COVID-19 pandemic and a growing global refugee crisis have shone a light on the ever-increasing need for new approaches to mental health treatment.
COVID has made the usual jitters about returning to school that much more intense. Parents can support their children by listening carefully and prioritising healthy habits
Amid uncertainties about what the pandemic will look like this fall, experts answer questions about risks of infection in unvaccinated children and the risks of missing in-person school.
A successful transition in September is a whole-family affair.
Communicating clearly with children and providing space for them to play will be vital during back-to-school and beyond as children manage stressors associated with COVID-19.
Not every child with mental health difficulties has a diagnosis. An approach that focuses on symptoms rather than diagnostic labels can help support children who could benefit from treatment.
The mental health crisis occurring in tandem with COVID-19 has stressed resources and stretched service waitlists into years. There is an urgent need for prevention strategies, not just treatment.
From rabbits to maggots, school pets are common but we need to think of them as partners, not resources
After more than a year of isolation and empty schedules, some kids might be apprehensive or anxious about interacting with the outside world. Psychology experts provide tips to ease the transition.
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Top contributors
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Associate Professor, School of Psychology, Deakin University
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Director, Center for Community Child Health Royal Children's Hospital; Professor, Department of Paediatrics, University of Melbourne; Theme Director Population Health, Murdoch Children's Research Institute
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Assistant professor, School of Psychology, Scientist, Children's Hospital of Eastern Ontario Research Institute, L’Université d’Ottawa/University of Ottawa
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Deputy Lead of Education Policy, Mitchell Institute, Victoria University
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Tier 1 Canada Research Chair in School-Based Mental Health and Violence Prevention, L’Université d’Ottawa/University of Ottawa
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Senior lecturer, Monash University
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Associate Professor in Psychology, Deakin University
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Fulbright Scholar and Adjunct Senior Lecturer, Monash University
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Paediatrician and Associate Professor, UNSW Sydney
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Post Doctoral Researcher, Monash University
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Alfred Deakin Professor, Deakin University
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Lecturer, University of Sheffield
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Professor of Health Sciences, University of South Australia
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Adjunct Professor, Institute for Positive Psychology & Education, Australian Catholic University
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Professor of Education, University of Sheffield
