Australian schools are experiencing an increase in enrolments for students from culturally and linguistically diverse backgrounds. Many of these students, who are frequently from migrant, refugee or asylum-seeker backgrounds, progress academically, but a small number experience learning challenges. In these circumstances, practitioners (school psychologists and guidance counsellors) assess the students to determine underlying factors contributing to limited academic progress, and ways in which the student’s learning can be supported and enhanced. However, formal assessment can be challenging due to language and cultural barriers. Considering the gaps in the research and training, the present article proposes an assessment framework and highlights strategies that can be adopted by practitioners at schools to enrich their decision-making and assessment process. Two case studies are used to highlight factors that can impact students’ academic difficulties. Further interview protocols and assessment measures that can be used to assist these students and their families are discussed. Ways in which school authorities can guide and support these students in the classroom and in the school are examined.

The present study applied a qualitative case study methodology to the educational challenges of three students from a refugee background, in order to identify an appropriate psychological assessment process with which to evaluate their difficulties. Three students who had arrived from Iraq 1–2 years ago (one male and two females; aged 13 and 14 years) were referred by their teachers for psychological assessment as their academic progress was poor, despite remedial education. An educational and developmental psychologist, guided by a steering committee of psychologists and educationists, interviewed each student, his/her parent/s, and teachers independently. Based on referral concerns, hypotheses relating to the cause of educational difficulties were generated and psychological tests and checklists were used with all students and their parents and teachers. The data collected assisted in understanding multiple factors that may affect learning for students who have arrived from a war-torn country, and highlighted the importance of gathering detailed case-specific information to understand each student’s background and current context. Challenges associated with the assessment process were identified. Further, ways in which psychologists and guidance officers, teachers and parents could promote these students’ learning were identified. Implications for schools and policy developers are discussed.

The Strengths and Difficulties Questionnaire (SDQ), with its three forms (youth, parent and teacher version), is widely used to assess emotional and behavioural disorders in children and adolescents. The present study examined the factor structure and psychometric properties of the teacher version of the scale (SDQ-T) with adolescents from culturally and linguistically diverse (CALD) background. It also explored the impact of demographic factors on the mental health outcomes of CALD adolescents in the school setting as indicated by SDQ-T. Teachers from a Special English language transitional school in Brisbane, Australia completed the SDQ-T for 175 culturally and linguistically diverse adolescents. The exploratory factor analysis indicated a 23-item scale with a four-factor structure: Prosocial Behaviour, Hyperactivity, Emotional Symptoms, and Behavioural Problems. The revised scale had sound internal consistency. Findings indicated that CALD adolescents from refugee backgrounds scored higher on Emotional Symptoms, Conduct and Peer Problems, and SDQ total difficulties. There were no differences on subscale scores based on gender or English language proficiency. SDQ-T emerged as a promising scale that can be used to understand CALD adolescents’ postmigration emotional experiences, risks and protective factors. The implications of the SDQ-T in schools with adolescents from migrant and refugee backgrounds are discussed.

The present study examined protective factors associated with the wellbeing of 93 youth from a refugee background resettled in Brisbane, Australia. Wellbeing was defined as an absence of psychological distress and the presence of subjective wellbeing. Students at Milpera State High School, a special English language school, completed a battery of questionnaires. Hierarchical multiple regression analyses examined the relationship between protective factors and wellbeing, while controlling for sociodemographic characteristics. The results indicated that higher levels of school connectedness and acculturation were significantly associated with lower levels of psychological distress. Further, higher levels of school connectedness, acculturation and resilience, in addition to having a permanent visa, were significantly associated with higher levels of subjective wellbeing. Notably, 55% of the variance in subjective wellbeing was explained jointly by these factors. School connectedness, acculturation, resilience, and visa certainty were instrumental in enhancing aspects of wellbeing in the present sample of students from a refugee background. Implications for refugee-related policy and strategies in schools, mental health services, and at broader governmental levels are discussed.

Factors contributing to academic achievement among recently arrived Chinese adolescents in Australia remain relatively underexplored. Previous studies focused on Asian migrants, including Chinese, but did not distinguish Chinese from other Asian migrants. The current study specifically looks at Chinese migrants who have recently arrived, as opposed to Asian migrants. This study aims to explore the role of social support, school belonging, and acculturative stress on academic achievement of recently arrived Chinese adolescents (n = 55). Questionnaires were administered to this sample. The results indicated that school belonging, interestingly, was negatively associated with academic achievement. Perceived social support and acculturative stress were not significantly associated with academic achievement. The findings provide insights into risk and protective factors influencing academic achievement of Chinese migrants. Implications of the findings are discussed.

Taiwanese migrants who have settled in Brisbane, Australia (N = 271) completed a questionnaire battery available in both Mandarin and English. A series of multiple and hierarchical regression analyses were used to investigate the factors associated with these migrants’ acculturation and indicators of psychological wellbeing. Results indicated that various personal factors (age, English language proficiency, and duration of stay) were associated with acculturation and indicators of psychological wellbeing. Acculturation was not associated with wellbeing. Social support was associated with the indicators of the participants’ wellbeing. The outcome indicated that although associated with similar personal and environmental factors, acculturation and psychological wellbeing occurred separately. The study highlights the significance of certain personal resources and social support.

This study explored how meta-worry and intolerance of uncertainty relate to pathological worry, generalised anxiety, obsessive–compulsive disorder, social phobia, and depression. University students (n = 253) completed a questionnaire battery. A series of regression analyses were conducted. The results indicated that meta-worry was associated with GAD, social phobia, obsessive–compulsive, and depressive symptoms. Intolerance of uncertainty was related to GAD, social phobia, and obsessive–compulsive symptoms, but not depressive symptoms. The importance of meta-worry and intolerance of uncertainty as predictors of pathological worry, GAD, social phobia, obsessive–compulsive and depressive symptoms was also examined. Even though both factors significantly predicted the aforementioned symptoms, meta-worry emerged as a stronger predictor of GAD and obsessive compulsive symptoms than did intolerance of uncertainty. Intolerance of uncertainty, compared with meta-worry, appeared as a stronger predictor of social phobia symptoms. Findings emphasise the importance of addressing meta-worry and/or intolerance of uncertainty not only for the assessment and treatment of generalised anxiety disorder (GAD), but also obsessive–compulsive disorder, social phobia, and depression.

This study explored whether intolerance of uncertainty and/or meta-worry discriminate between non-clinical individuals and those diagnosed with generalised anxiety disorder (GAD group). The participants were 107 GAD clients and 91 university students. The students were divided into two groups (high and low GAD symptom groups). A multivariate analysis of covariance (MANCOVA) adjusting for age indicated that intolerance of uncertainty distinguished between the low GAD symptom group and the high GAD symptom group, and between the low GAD symptom group and the GAD group. Meta-worry distinguished all three groups. A discriminant function including intolerance of uncertainty and meta-worry classified 94.4% of the GAD group and 97.9% of the low GAD symptom group. Only 6.8% of the high GAD symptom group was classified correctly, 77.3% of the high GAD symptom group was classified as GAD. Findings indicated that intolerance of uncertainty and meta-worry may assist with the diagnosis and treatment of GAD.

International students encounter a range of additional challenges as a part of their tertiary study experience. A qualitative approach was used to understand the challenges faced by international students, coping strategies that promoted their personal resilience and advice they have for future international students. Twenty-two international students from an Australian university participated in four focus groups. The challenges identified by students included adjustment, social isolation, English language skills, academic difficulties, unmet expectations, employment, culture shock and psychological distress. Participants shared their own personal experiences and strategies used by them to cope and identified strategies that future students could use prior to leaving their home country and whilst in Australia to improve their adjustment. Uses of international student stories in prevention interventions are discussed.

Refugees from Sudan are the fastest growing community in Australia. Australian mental health professionals have to be prepared to offer services to this ethnic group along with the other mainstream and diverse consumers. In order to offer culturally competent services, these mental health professionals are required to be familiar with this emerging community. As such, a review was undertaken with two main goals. Firstly, the review aimed to educate Australian mental health professionals about the demographics and culture of Sudan, the traumas encountered as a result of the civil war, factors leading to massive exodus and the difficulties of the transit and postmigration phase. Secondly, the review intended to inform Australian mental health professionals about the possible acculturation stress that is manifested in the form of intergeneration and role conflict and marital difficulties. The review highlights limitations on the number of studies addressing acculturation stress of Sudanese refugees and even fewer on the impact it has on relationships. Future research directions are discussed.

Depression is a problem in the student population and may impact students of any age, gender and ethnicity. Previous studies have indicated student demographic characteristics are associated with depression; however, these studies have not utilised scales specifically designed to measure depression in the student population. The aim of the present study was to use the recently developed University Student Depression Inventory (USDI; Khawaja & Bryden, 2006) to examine the effect of demographic factors on student depression. Australian university students (N = 287) completed the USDI and a demographic form that measured student age, gender, ethnicity, year-level, faculty, enrolment status, relationship status, employment-status, satisfaction with their financial position and accommodation. A series of t tests and one-way ANOVAs indicated depression was higher among females, students enrolled part-time, students working full-time, and those enrolled in the Faculty of Law. Students who were satisfied with their financial position and accommodation were significantly less depressed than those who were unsatisfied. The findings highlight the varying effect of different demographic factors on depression using the USDI. These findings are important for identifying and developing strategies to assist those student groups who may be at a greater risk of developing depression.

In this study international and domestic students were compared on variables such as accommodation and financial satisfaction, social support, mismatched expectations, academic stress, dysfunctional coping, and psychological distress. International and domestic students (N = 86 for each group), enrolled at a large Australian university based in a capital city, completed a battery of questionnaires. Results demonstrate that in comparison to domestic students, international students had less social support, used more dysfunctional coping strategies and had greater incongruence between their expectations and experiences of university life. The results endorse the significance of providing high quality supportive and orientation programs to international students, to enhance their social support and coping strategies, which, as demonstrated, are lacking.

Past research has demonstrated that anxiety disorders represent a significant mental health concern. A review of the literature in the area indicates that there is limited information regarding gender differences on the basis of cognitions in clinical or nonclinical samples. The current investigation sought to determine whether any observable gender differences existed in the expression of symptoms, cognitions, and anxiety sensitivity for a nonclinical sample of 48 males and 49 females. Multivariate analyses of variance revealed support for gender differences in the expression of physiological hyperarousal, catastrophic cognitions and a general level of anxiety sensitivity in a nonclinical population. The strengths, limitations, and directions for future research are discussed.

This study examined in detail the psychobiological correlates of panic attacks experienced in panic disorder with agoraphobia. The cognitions, affect, and physiology of the six patients were monitored during in vivo exposure to their phobic situations. The results from these case studies showed that catastrophic cognitions are the key component of panic attacks. However, there was no clear-cut evidence to support an interaction among cognitions, affect, and physiology, which has been postulated by cognitive theories to be the central component of panic attacks and panic disorder with agoraphobia.

The present study used two single case studies to evaluate clinical improvement as a result of cognitive behavior therapy in panic disorder with or without agoraphobia (PDA). A special emphasis was placed on assessing the reduction in catastrophic cognitions, which are considered to be of prime importance in PDA. Multiple measures were employed, during pre and post treatment and at a six month follow-up. Data from self-report questionnaires, physiological measures and cognitive sampling during in vivo exposure were used. Convergent results demonstrated clinical improvement and supported the importance of catastrophic cognitions in the process of change for treatment outcome of PDA.

Research using ambulatory monitoring and cognitive sampling procedures has revealed the importance of negatively biased cognitions in panic attacks and panic disorder. However, the normal population has never been investigated on the basis of these procedures and it is still unclear how patients deviate from them on the basis of negative cognitions and their interaction with affect and physiology. The present study investigated these issues by comparing 15 panic disorder patients with an equal number of normal controls. The results revealed that, although the pattern of reporting cognitions was similar, the two groups differed on type and content of the cognitions. In general, there were significant differences between the two groups for neutral and negative cognitions. Patients experienced high anxiety levels that were associated with cognitions of negative affect. There was a low frequency of reported panic attacks in the patients group. Possible reasons for the limited number of panic attacks are discussed.