Children with autism are frequently observed to experience difficulties in sensory processing. This study examined specific patterns of sensory processing in 54 children with autistic disorder and their association with adaptive behavior. Model-based cluster analysis revealed three distinct sensory processing subtypes in autism. These subtypes were differentiated by taste and smell sensitivity and movement-related sensory behavior. Further, sensory processing subtypes predicted communication competence and maladaptive behavior. The findings of this study lay the foundation for the generation of more specific hypotheses regarding the mechanisms of sensory processing dysfunction in autism, and support the continued use of sensory-based interventions in the remediation of communication and behavioral difficulties in autism.

Sensory processing (SP) difficulties have been reported in as many as 95% of children with autism, however, empirical research examining the existence of specific patterns of SP difficulties within this population is scarce. Furthermore, little attention has been given to examining the relationship between SP and either the core symptoms or secondary manifestations of autism. In the current study, SP patterns in children with autistic disorder (AD) were investigated via a caregiver questionnaire and findings were correlated with the social, emotional and behavioural responsiveness of participants. Results indicated the presence of specific SP patterns in this sample of children with AD and several significant relationships were found between SP and social, emotional and behavioural function.

Objective Providing therapy to refugees and asylum seekers who have experienced torture and trauma exposes clinicians to traumatic stories. Additionally, clinicians working with refugees and asylum seekers are often required to work in the context of immigration detention and uncertainty for clients' futures, potentially compounding the already difficult nature of trauma therapy and further impacting clinician wellbeing. There is a paucity of research considering the consequences of working with refugees and asylum seekers, particularly in the Australian context. This mixed‐methods study aimed to explore the impact of working therapeutically with refugees and asylum seekers on the psychological wellbeing of Australian clinicians. Method Fifty clinicians who work with refugees and asylum seekers participated in an online survey focussing on the impact of their work and protective factors. The survey also comprised open‐ended questions to collect qualitative information. Results The sample reported low levels of depression, anxiety, stress, compassion fatigue, and average to high levels of compassion satisfaction. Analysis of free‐text comments regarding aspects of the job that impact wellbeing revealed three main themes: government and policy level stressors, work environment, and meaning‐making for the clinician. Conclusion While the sample reported psychological wellness, qualitative responses revealed that Australian immigration policies impact clinician wellbeing to a greater extent than exposure to traumatic narratives. Engaging in meaning‐making processes regarding work appeared to positively impact clinician wellbeing. Those in leadership or supervisory positions would benefit from understanding what aspects of the work most significantly impact clinicians, in order to best support staff.

Introduction: Recovery-oriented practice policies and occupational therapy education accreditation standards require that consumers are engaged in the design, delivery and evaluation of curricula. This consumer involvement (sometimes referred to as serviceuser involvement or patient involvement in other contexts) should go beyond consumers simply 'telling their stories' to more meaningful collaboration in curricula. This study was designed to map the current patterns of consumer involvement in occupational therapy programs across Australia and Aotearoa New Zealand. Method: A survey was distributed to all occupational therapy programs across Australia and Aotearoa New Zealand. The survey included questions related to: (a) perceived enablers and barriers to consumer involvement in education; (b) organisational structures and support; (c) ways in which consumer are involved in the design, delivery and evaluation of curricula; (d) access to remuneration for consumers; (e) overall ratings of the level of consumer involvement in curricula; and (f) academic confidence in working with consumers.Results: Usable responses were received for 23 programs from 19 universities (83% response rate). Every program reported some consumer involvement in the curriculum. Consumer participation tended to be mainly focussed on curriculum delivery with less frequent involvement in curriculum design or evaluation. The most common barrier to consumer involvement in curricula was 'funding/remuneration for

Culturally and linguistically diverse (CALD) communities in Australia face significant challenges in terms of reducing barriers to information and support for depression and anxiety. Increased stigma surrounding mental ill‐health in some cultures and related concerns about trust and confidentiality all impact upon timely access to information, services and support for consumers and carers from CALD backgrounds. For health services, there is a need to understand how to better engage CALD communities in mental healthcare. The objective of this narrative review was to identify examples of evidence‐based, best practice for what works effectively for engaging with CALD communities to reduce the impact of depression and anxiety. In January 2014, we searched Academic Search Premier, CINAHL, Health‐Source Consumer Edition, PsycARTICLES, PsycINFO (all databases within the EbscoHost platform) and PubMed for peer‐reviewed articles published between 1994 and 2014. The search revealed a total of 706 records contained within the EbscoHost platform and 689 records in PubMed; 15 matched the inclusion criteria. Six key themes were identified: (i) setting the scene for engagement; (ii) cultural values and preferences; (iii) language considerations; (iv) ‘engagers’ in the therapeutic process; (v) opening out engagement to include others; and (vi) engaging through the use of technology and alternative mediums. The literature obtained provides a small body of evidence regarding approaches to engaging CALD communities, with findings highlighting the importance of processes which are tailored to the CALD community of interest and which take into account different cultural explanatory models of mental ill‐health. Review findings are also discussed within the framework of intersectionality, in which broader structural inequalities and power imbalances – in areas such as gender and social class – collectively impact on help‐seeking and mental health outcomes. This review supports further enquiry into how such societal issues influence engagement – and disengagement – in mental health services for CALD communities.