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The aim of the current project is to explore view of youth with lived experiences and their caregiver on the role of parent/caregivers and family in the prevention and treatment of anxiety and depression in adolescents in low- and middle- income countries.

The Early Neurodevelopment and Mental Health team is focused on preventing childhood mental illness and optimising children’s development and wellbeing in the first years of their life. We are interested in understanding and identifying the factors that contribute to difficulties in mental health and development, as well as developing cost-effective prevention and early intervention approaches for addressing developmental needs and promoting resilience.

Staff Vincent Mancini – Senior Research Officer Yi-Huey Lim – Research Officer Juliet Brook – Research Assistant Karina Prentice – Research Assistant

Simple Science Communicating our research Towards better research translation and community impact What is Simple Science? Our Simple Science series

New year, new teachers, new classroom, new peers- it's no wonder that plenty of little kids (and parents) feel nervous as the first day of school approaches.

Years May January October April View the infographics that we have published in 2023 including building a secure attachment with your child, back to

View the infographics that we have published in 2023 including building a secure attachment with your child, back to school anxiety in little kids, playful parenting, and more.

View the infographics that we have published in 2022, including shyness in young children, early diagnosis of mental health disorders in children, nightmares & night terrors, and more.

This article presents a case study of a 12-month co-design process with young people (16–25) living with chronic health conditions to create an online, self-guided intervention based on positive psychology. Following an established framework for co-designing with vulnerable consumers, the co-design process was designed with stakeholders to promote accessibility and maximise youth engagement in the design of the programme. 

This study explored the lived experience of university students with attention-deficit hyperactivity disorder (ADHD) and identified factors that help or hinder their capacity for self-compassion in higher education. Fourteen university students with ADHD aged 18–25 participated in individual semi-structured interviews exploring experiences of self-compassion in academic contexts.