Publications

Understanding professionals' views and needs can help advance service provision and improve future training opportunities, Therefore, the current study examined the experiences of Australian and New Zealand professionals who have attended fetal alcohol spectrum disorder (FASD)-specific training and the impact of this training on their current practices. A total of 52 health and education professionals from Australia and New Zealand completed an online survey that asked about their training experiences; changes in practice following training; their experiences implementing assessments in their workplace; and, for Australian professionals, their experiences of using the recently released Australian Guide to FASD diagnosis.

This study addresses the limited understanding of the challenges faced by non-custodial youth detention center staff in supporting young people with foetal alcohol spectrum disorder (FASD). A qualitative inquiry was conducted to explore and describe the perspectives of non-custodial staff regarding the value of an FASD prevalence study. Data were gathered through semi-structured interviews and focus groups and analyzed using thematic network analysis. While staff expressed few concerns about the prevalence study itself or its impact on participating youth, several barriers were identified related to the study’s processes, as well as practices and culture within their workplace. These barriers hindered the ability to fully benefit from the research and its findings.

The article underscores the potential of telehealth to bridge gaps in healthcare access for rural and remote populations, highlighting both its benefits and limitations.

Thestudy aimed to explore the lived experiences of Australian caregivers who received a FASD diagnosis for a child in their care, usingthe Australian Guide to the Diagnosis of FASD.

To be included in this review published in 2019, the study must use a structured psychological intervention that aims to improve or change EF in children using either (a) a face‐to‐face format, (b) computerized format, or (c) both. Interventions must be delivered using (a) individual or (b) group format. Finally, interventions will be considered eligible if they are administered either (a) directly to children (e.g., working memory training) or (b) to children and caregivers/families.