This course was created to provide first responder workers and volunteers with a foundational understanding of how they can support the mental health of infants, children and families during disaster response. By completing this course you can positively impact their lives both immediately after a disaster and in the long term.

This course aims to introduce you to knowledge and skills related to utilising focused psychological strategies (FPS) to support children aged 5–12 years where mental health concerns are present.

This course introduces five strategies to support your work with autistic and ADHDer children and their families. It focuses on improving children and families’ quality of life by understanding, accommodating and advocating for their needs, rather than controlling or ‘treating’ the child’s neurodivergence.

This course introduces a neurodivergent-affirming approach to working with autistic and ADHDer children – one that is focused on accepting their differences, engaging their strengths and interests, and responding to their needs.

This course supports practitioners who are working with children experiencing distress and despair, and who may think and talk about suicide.

This course develops practitioners' understanding of how children's mental health and wellbeing are impacted by the experience of removal and placement in out-of-home care. It provides strategies for engaging children in conversations and activities that support identity development and self-worth, and for improving children's sense of agency and empowerment by encouraging participation in decision-making processes.

This course provides non-Aboriginal practitioners with tangible examples of how the domains of social and emotional wellbeing (SEWB) can be applied to equip Aboriginal and Torres Strait Islander children in out-of-home care.

This course introduces the Family Partnerships Practice Model, a four-step model which provides strategies and guidance on setting up, implementing and maintaining effective family partnerships.

This course introduces the Family Partnerships Practice Model, a four-step model which provides strategies and guidance on setting up, implementing and maintaining effective family partnerships.

In this course, you will consider skills that enable you to collaborate with parents to implement changes that enhance young children’s relational and developmental needs.

Child-focused practice with separating parents focuses on four practice skills that will help you ensure children’s mental health and wellbeing is a central aspect of the conversations you have with parents who are going through separation or divorce.

This course provides you with a conversation guide to assist your work with patients as parents, as well as a rationale for why GPs and practice nurses should conduct preventative conversations with parents about their children’s social and emotional wellbeing.

Explore five key skills and fundamental practice approaches for working with families from diverse cultural backgrounds.

It asks you to think about how colonisation has interrupted important connections, while prompting you to think about your cultural biases, current practice perspectives, and how you can build connections with Aboriginal and Torres Strait families using strengths-based practice.

This course focuses on work with children aged 0–5 years and is designed for practitioners who work with infants, toddlers and families who draw on case formulation processes to inform their practice.

This course introduces the concept of family partnerships as a practice for supporting children’s mental health, development and overall wellbeing.

The course focuses on the critical first 2,000 days of a child’s life and honours the wisdom of Aboriginal and Torres Strait Islander parenting practices that have endured for over 60,000 years. It invites practitioners to be curious, notice this ancient knowledge and consider how it can be applied in contemporary practices.

This course will provide supervisors with a framework for working with practitioners to improve engagement with children and families while helping to support meaningful change in their lives.

This course will provide you with an increased awareness, knowledge, and understanding of foundational concepts about developmental neuroscience (brain development).

This course focuses on making children’s wellbeing a central aspect of the conversations practitioners have with parents who are going through separation or divorce.

This course explores practice considerations that support culturally responsive and inclusive practice with families. It introduces four key areas to consider when working with families from a culture different to your own.

This course builds on the foundational knowledge by expanding on the ally, advocate and awareness of relationship framework that promotes the mental health of children aged 0-5 years.

This course is a level two training designed to develop GPs’ skills in delivering evidence-based psychological interventions for a variety of mental health presentations. This course is specifically focused on working with children aged 5-12 years and their families where mental health concerns are present.

This course focuses on skills that will help you to support the mental health of children who have been experiencing or engaging in bullying behaviour.

Develop your confidence in creating opportunities for children to contribute ideas to help other families facing similar circumstances, and explore practice skills for finishing your work with children and families.

Ideas that stick emphasises a range of practice skills for exploring and extending on children's responses to the problems they are facing.

Establishing a sense of collaboration with parents is vital for paving the way for engaging effectively with children. Paving the way with parents describes practices for engaging parents in conversations that explore the hopes and concerns for their child's mental health and wellbeing.

This course examines practice strategies for supporting the social and emotional wellbeing of children with higher weight.

This course aims to dismantle dominant stereotypes and help you better understand the critical role that Aboriginal and Torres Strait Islander fathers have in supporting their children to grow up healthy, strong and thriving.

This course introduces practitioners to the impact of childhood bullying on the mental health of Australian children aged 4–12 years.

This course examines practice strategies for supporting children who have disclosed trauma or abuse directly to you or another person, or children who you know have experienced trauma or abuse.

The course will help you to think about the whole family – their hopes, aspirations, strengths and stories of connections to family, kinship, Country and culture – as well as family histories of problems, challenges and trauma.

This course will provide you with an introduction to a relationship-based framework that promotes the mental health of children aged 0–5 years.

This course looks at how child-centred and family-focused practice can help you to understand and respond to children with disability (aged 0–12 years) in ways that support their social and emotional wellbeing.

This course explores how a communication-focused approach can support children with disability to overcome any communication challenges that may be impacting their mental health.

This course explores strategies you can use to facilitate children's participation in implementing interventions to support their mental health and wellbeing.

This course, designed by Aboriginal and Torres Strait Islander practitioners and researchers, reflects the strengths, resilience and perspectives of Aboriginal and Torres Strait Islander peoples. It shares learnings from four years of co-design work, led by Aboriginal and Torres Strait Islander communities, to develop strategies to identify and support parents experiencing complex trauma – ‘healing the past by nurturing the future’.

This course will provide you with an introduction to the impact of chronic physical conditions on the mental health of children aged 0–12 years.

This course is part of a suite that examines practice skills and strategies to help support collaborative engagements with children and their families. These skills and strategies are effective in providing early identification and prevention responses to children’s mental health issues.

This course is part of a suite of products that examines practice skills and strategies that help support collaborative engagement with children and their families. These skills and strategies are effective in providing early identification and prevention responses to children’s mental health issues.

This course is for general practitioners looking to increase their skills in assessing, managing, and supporting infants and young children (0-5 years) with mental health difficulties, and supporting their families.

Practitioners are well placed to hold preventative conversations with parents, to help reduce any negative impacts of the parent’s mental illness, and to support the parent’s strengths and hopes for their family.

This foundation course aims to help practitioners to work with parents where family and domestic violence (FDV) is a concern, supporting children’s social and emotional wellbeing in culturally responsive ways.

This course will use a positive, ‘hope-inspiring’ focus to support Aboriginal and Torres Strait Islander practitioners in their work with First Nations children and families, reinforcing their connections, strengths and skills.

This course provides secondary school educators with a foundational understanding of their role in the recovery process following a natural disaster or community trauma.

This course provides primary school educators with a foundational understanding of their role in the recovery process following a disaster or community trauma.

In this course you will work towards developing your confidence to utilise a range of practice skills for working with children to understand the child’s perspective on their problems they are contending with, and begin to reduce their impact on the child’s mental health and social and emotional wellbeing.

In this course you will work towards developing your confidence to utilise a range of practice skills for beginning to develop a rich picture of children’s strengths, skills, know-how and values. These skills can provide a foundation for reducing the impact of problems on their mental health and social and emotional wellbeing.

In this course you will work towards developing your confidence to utilise a range of practice skills in beginning to work with children in relation to their mental health and social and emotional wellbeing.

This course has been developed to provide educators with a foundational understanding of their role in the recovery process following a natural disaster or community trauma. It offers a practical framework and tips for supporting children in the immediate aftermath, short-term and long-term following a trauma event, as well as preparedness skills and knowledge you can use in your daily practice and programs.

This course provides a framework to help guide you in your work with Aboriginal and Torres Strait Islander families, using the ‘Aboriginal Cultural Knowledge Systems to Strengthen Families’ Resilience’ yarning cards and tools.

This course explores mental health for children aged 0-12 years who are living with disability. It will help you to identify the factors that support a child’s social and emotional wellbeing and introduce you to key concepts in disability-aware practice.

This course aims to use trauma-informed practice to study the detail and skills of therapeutic engagement, from working with reluctant children – who are often ambivalent or anxious about sharing their stories – to identifying their resilience and strengths, helping them move past self-blame and hopelessness.

Parental chronic physical illness can have a direct impact on children's social and emotional wellbeing. Professionals working with parents experiencing physical illness are well placed to have preventative conversations to reduce the negative impacts for children.

This course is for general practitioners who wish to increase their skills in assessing, managing, and supporting children (5-12 years) with mental health difficulties, and supporting their families.

This course will assist non-Indigenous practitioners to develop the skills and understanding needed to build genuine partnerships with Aboriginal and Torres Strait Islander children, families and communities. It will also help you to understand how this will benefit and enrich you personally and professionally.

This course explores the ways practitioners can support parents by providing reassurance, guidance, information or resources to promote positive mental health in their infant or toddler stage. This is referred to as ‘anticipatory guidance’.

This course supports professionals to apply an 'intergenerational lens' to their work, to better understand histories of family disadvantage and positively influence parent–child relationships and children’s mental health.

This course will introduce you to key understandings about interpersonal trauma and its impact on children.

'Let’s talk about children (Let’s Talk)' is a brief, evidence-based method that trains professionals to have a structured discussion with parents who experience mental illness about parenting and their child’s needs.

This course introduces you to ways that you can actively and effectively engage with parents about their children’s social and emotional wellbeing.

This course explores entry points and opportunities for conversations between practitioners and parents which promote children’s social and emotional wellbeing by focussing on support, reassurance, guidance, information, or resources.

This course examines opportunities for practitioners to engage in a prevention and early intervention approach to promote children’s mental health and wellbeing in the context of family and domestic violence (FDV).

This course is for GPs working with families and children affected by natural disasters such as fire, floods or storms, or by community trauma events.

The course explores the impact of mental illness on the family through the antenatal period and explains attachment and principles of sensitive communication with parents regarding the needs of their children. You will learn about parenting interventions and strategies to effectively support families.

This course examines preventative opportunities and entry points to promote children’s mental health with parents in the context of parental substance use.

This course introduces you to the concept of engaging children as partners in practice, as a foundation for responding to child mental health concerns.

The 'Family Talk' intervention is an evidence-based program designed for mental health professionals working with parents experiencing depression and/or anxiety to foster resilience in their children and the family unit. This course will introduce you to the core principles and structure of the 'Family Talk' intervention, and the impact of parental depression and anxiety on children and families.

This course explores mental health for children aged 0-12 years. It will help practitioners to identify the factors that support positive mental health in children, and understand how the different parts of a child’s world interact to influence their social and emotional wellbeing.

This course explores the key elements of a child’s social and emotional wellbeing. These ‘building blocks’ can be a helpful starting point when working with parents to identify issues or concerns regarding their children.

This course provides you with an introduction to the impact of family and domestic violence (FDV) on children.

This course explores the impact of parental alcohol and other drugs (AOD) use, or substance use, on children’s relationships, physical health, and social and emotional wellbeing.

This course aims to enhance understanding about the impact that adult problems may have on children and to support practitioners to think about children early in any contact with a parent.