The recovery model and practice orientation is promoted as a central feature of mental health service provision across the English speaking world. Yet the model relies on adult frameworks and its applicability to the youth recovery experience has not been established. The current qualitative study explored the common themes in the recovery experiences of 15 young people aged 18-23 years with severe mental health conditions from the Eastern Metropolitan Region of Melbourne, Australia. The aim of the study was to develop a thematic model of youth recovery utilising the experiences of young people with severe mental illness. These findings are then discussed in relation to common themes found in adult recovery research and in regard to the current understanding of young people and recovery. Qualitative data was inductively coded into a thematic model of youth recovery forming two overarching themes. The first was defined as ecological systems (ES) including three subthemes (personal, systemic, and macro). The second was defined as youth recovery processes drawing narratives from across the ES to form five subthemes (self-belief and resilience; responsibility and personal agency; identity, awareness and acceptance; connection; and hope and positive expectations). The resulting themes revealed the critical importance of the ecological context in the personal recovery experiences of young people. It is contended that recovery in this stage of the lifespan is best conceptualised within this ecological framework. Implications for youth recovery conceptualisation and mental health service delivery are discussed.

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Loneliness is a growing public health concern that is associated with poor mental health (e.g., social anxiety, depression) and increased physical health problems (e.g., cardiovascular disease, sleep disturbances). Socially vulnerable groups such as the elderly, migrants, and asylum seekers are more susceptible to the effects of loneliness. We examined loneliness severity in lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other sexual orientation and gender identity diverse (LGBTQIAϩ) communities. The relationships between loneliness, mental health, social support, belongingness, and quality of life in a sample of LGBTQIAϩ (n ϭ 238) and non-LGBTQIAϩ (n ϭ 270) adults aged 18 -73 years (N ϭ 508) were examined. Overall, LGBTQIAϩ adults experienced higher levels of loneliness, depression, and social anxiety than the non-LGBTQIAϩ comparison group. LGBTQIAϩ adults also reported lower perceived social support and were at higher risk of social isolation than the non-LGBTQIAϩ group. Thus, LGBTQIAϩ adults may be at greater risk of loneliness and social isolation than has previously been recognized. Public Policy Relevance StatementThe lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other sexual orientation and gender identity diverse (LBGTQIAϩ) community often experience problematic mental health concerns, fewer social supports, and increased social isolation compared with non-LGBTQIAϩ communities. Few studies have investigated whether loneliness, a known correlate of mental and physical health conditions, is problematic in the LGBTQIAϩ community. This study suggests that identifying as LGBTQIAϩ has negative implications on loneliness, mental health, and social supports compared with a heteronormative sample.

TitleHow integrated are homelessness, mental health and drug and alcohol services in Australia? ISBN 978-1-922075-28-4Format PDF

School psychologists have a unique and multifaceted role within schools and must work with a variety of stakeholders. Therefore, it is important to explore and understand the perspectives of other educational professionals regarding the roles of school psychologists. This study examined the perspectives of principals (N = 21), teachers (N = 86), and school psychologists (N = 81) regarding what they believe should be the role of school psychologists. Participants were working in Catholic, Independent, and Government primary and secondary schools across Victoria, Australia. Results revealed both similarities and differences between the three groups regarding perspectives about school psychologists' role. For instance, the three groups shared similar perspectives that school psychologists should: (a) conduct research on issues relevant to the school, (b) be up-to-date on relevant research, (c) conduct psychological assessments, (d) provide counselling to students, (e) organise group programs for students, (f) organise workshops and provide information to teachers on issues of students' welfare and (g) inform primary students' parents of their child's participation in counselling. However, the three groups also differed in their perspectives about some aspects of the school psychologists' role. It was notable that each of the differences in perceptions between the groups had implications for potential ethical dilemmas, for instance: (a) boundaries, (b) dual relationship, (c) confidentiality/who is the client? and (d) informed consent. Implications for practice and scholarship in the field of school psychology are discussed.