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Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 03/07/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Under the National Disability Insurance Scheme (NDIS), participants receive individualised funding to access supports and services that help them achieve their goals and enhance their quality of life (NDIA 2023). For most individuals, the system functions well, ensuring they receive consistent support. However, there are instances where NDIS funding may be reduced—or, in some cases, cut off altogether. Understanding the common reasons behind these funding changes is critical for participants to navigate the scheme effectively and maintain continuity of care. Keywords: NDIS funding cut off, Reasons for NDIS funding reduction, National Disability Insurance Scheme, NDIS plan review, Functional capacity, Disability support services, Reasonable and necessary supports, Plan utilisation, NDIS plan management 1. Changes in Eligibility or Condition 1.1 Fluctuations in Functional Capacity One of the core principles of the NDIS is the allocation of funding based on a participant’s disability-related needs (NDIS Act 2013). If, through re-assessment or medical evidence, it appears that a participant’s functional capacity has significantly improved, the National Disability Insurance Agency (NDIA) may determine that certain supports are no longer “reasonable and necessary.” For instance, if an individual recovers physical mobility to a degree that a wheelchair or personal care assistant is not required, their funding allocation for those supports could be reduced (AIHW 2022). 1.2 Failure to Meet Residency or Citizenship Requirements The NDIS is available to Australian citizens, permanent residents, or those holding a Protected Special Category Visa (NDIS Act 2013). Should a participant’s residency status change or they move overseas for an extended period without notifying the NDIA, their plan may be suspended or revoked (NDIA 2023). 2. Inadequate Evidence During Plan Reviews 2.1 Lack of Up-to-Date Medical Assessments Regular plan reviews are a key aspect of ensuring participants receive the correct level of funding (Department of Social Services 2021). These reviews typically require updated reports or assessments. If a participant does not provide contemporary medical or allied health evidence to support their ongoing need for certain supports—such as psychological therapy sessions—funding may be reduced or removed entirely (NDIA 2022). 2.2 Minimal Justification of “Reasonable and Necessary” Supports Under the NDIS, supports must be directly related to a participant’s disability and must be deemed “reasonable and necessary” (NDIS Act 2013). Failing to clearly demonstrate how a particular service—e.g., workd therapy, assistive technology, or community participation support—helps meet specific functional needs can lead to a reduction in funding allocations for that service (NDIA 2023). 3. Non-Compliance with NDIS Requirements 3.1 Misuse of Funds or Fraud In cases where an audit reveals that NDIS funds have been spent on items or services unrelated to a participant’s disability needs, the NDIA may respond by suspending or terminating funding (National Disability Insurance Scheme Amendment (Strengthening Participant Safety) Act 2022). Examples include using funding for non-disability-related products, leisure travel unrelated to plan goals, or transferring funds to individuals who are not legitimate service providers. 3.2 Failure to Cooperate with NDIA Processes Participants are generally required to keep the NDIA informed of any significant changes in their circumstances, including changes to disability supports or personal details. Consistently failing to provide requested information, attend necessary appointments, or engage with plan management requirements may result in a plan being suspended or cancelled (NDIA 2023). 4. Provider-Related Issues 4.1 Provider Fraud or Misconduct Occasionally, a participant’s funding may be caught up in investigations related to provider wrongdoing, such as overcharging or delivering substandard services (NDIA 2022). If the NDIA identifies anomalies in billing or detects fraudulent activity, the participant’s funding might be frozen or recalculated until a thorough investigation concludes. 4.2 Provider Unable to Deliver Services Some participants rely heavily on workd providers. If such providers cease operations or lose their NDIS registration, participants may have their funding plans disrupted while they search for alternative providers. Although this scenario typically results in plan adjustments rather than outright cancellation, some confusion may temporarily lead to funding cut-offs if a review is not handled promptly (AIHW 2022). 5. Lack of Plan Utilisation or Unspent Funds 5.1 Low or No Usage of Allocated Budget If a participant consistently fails to use the supports outlined in their NDIS plan—whether due to personal choice, logistical challenges, or uncertainty about the system—the NDIA may conclude that the participant’s budget exceeds their practical needs. This can result in a funding reduction at the next plan review (Department of Social Services 2021). 5.2 Inadequate Plan Management or Support Coordination Sometimes, participants are unaware of the range of supports available through their plan. Without effective support coordination or plan management, individuals may underuse vital services. This under-utilisation can be interpreted as a sign that the current level of funding is unnecessary, subsequently leading to cuts in the next review cycle (NDIA 2023). 6. How to Prevent Funding Disruptions Stay Proactive with Reviews Prepare for NDIS plan reviews by collating recent medical assessments, therapy outcomes, and other relevant evidence (NDIA 2022). Demonstrate how each support links directly to ongoing disability-related goals. Engage Qualified Providers Utilise registered or reputable service providers who understand NDIS guidelines and can supply detailed progress reports. Ensure providers know how to document outcomes to justify the “reasonable and necessary” criteria. Track Your Budget and Outcomes Keep detailed records of all service usage, receipts, and support outcomes (Department of Social Services 2021). If challenges arise (e.g., difficulty accessing services, changes in personal circumstances), communicate with the NDIA or your support coordinator promptly. Maintain Clear Communication Report changes in living circumstances, contact information, or condition status to the NDIA (NDIS Act 2013). Seek advice from advocates, local area coordinators (LACs), or disability support organisations if you feel your NDIS plan is at risk. Conclusion While the NDIS aims to provide long-term, sustainable support for Australians with disabilities, funding can be cut off or

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 22/06/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Russian roulette, a lethal game of chance involving a revolver with a single loaded chamber, has been documented in various forensic studies. This article examines specific cases to understand the demographics, psychological profiles, and circumstances surrounding individuals who have engaged in this perilous activity. Keywords: Documented cases of Russian roulette, Russian roulette fatalities, Psychological factors in Russian roulette, Risk-taking behavior and Russian roulette Substance abuse in Russian roulette, Cocaine use and Russian roulette, Alcohol and Russian roulette deaths, Russian roulette in adolescents The History of Russian Roulette Russian roulette’s origins are murky, with its name suggesting roots in Imperial Russia, though there is no concrete evidence to confirm this. The term was popularised in the 1930s by Georges Surdez, a Swiss writer, who described a scenario where Russian officers allegedly placed a single bullet in a revolver, spun the cylinder, and pulled the trigger as a test of courage (Surdez, 1937). The game gained notoriety through fictional depictions, particularly in films like The Deer Hunter (1978), which depicted it as a form of psychological warfare during the Vietnam War. While no verified historical records confirm widespread use of Russian roulette in military contexts, the game’s mythos has persisted in popular culture (Boddy, 2015). The act itself has since become synonymous with reckless risk-taking and fatalistic behaviour, often involving individuals in states of despair, intoxication, or peer-influenced dares (Cavanagh et al., 2008). Case Studies and Demographics 1. Kentucky Medical Examiner Study (1993–2002) A retrospective review of self-inflicted gunshot wounds to the head identified 24 incidents of Russian roulette. All victims were male, aged between 14 and 47 years, with a mean age of 24.8 years. The majority were white (79.2%). Notably, these individuals were more likely to have elevated blood alcohol levels (≥0.1%) and the presence of various drugs in their system compared to other firearm suicides (Cavanagh et al., 2008). 2. Adolescent Russian Roulette Deaths An examination of adolescent autopsy cases over a 20-year period revealed that all victims were males aged 13 to 19 years. Half of these individuals tested positive for alcohol and/or marijuana. The cause of death was a gunshot wound to the head, with the manner of death classified as suicide in six cases and accidental in two cases (Shields et al., 2010). 3. Cocaine Use and Risk-Taking Behavior A case-control study in New York City found that recent cocaine use was detected in 64% of Russian roulette fatalities, compared to 35% in a control group of handgun suicides. All Russian roulette fatalities were male, predominantly young and unemployed, with Blacks and Hispanics accounting for 80% of the cases (Marzuk et al., 1992). Psychological and Social Factors Engagement in Russian roulette is often associated with extreme risk-taking behavior, substance abuse, and a desire to demonstrate bravado or cope with psychological distress. The presence of alcohol or drugs may lower inhibitions, increasing the likelihood of participating in such dangerous activities. Additionally, peer influence and the need to prove oneself can play significant roles in these incidents (Cavanagh et al., 2008). Money and Russian Roulette In some cases, Russian roulette has involved monetary stakes, particularly in high-stakes gambling or dares. The allure of financial gain or peer recognition may lead individuals to engage in this deadly game. Anecdotal evidence and fictional depictions, such as those in The Deer Hunter, suggest that monetary bets can act as a motivator, especially in group settings where participants seek to prove their courage. In reality, most documented cases of Russian roulette do not explicitly involve money but rather appear motivated by substance use, peer pressure, or psychological distress. The presence of monetary stakes, however, could further heighten the risk, as individuals may be incentivised to participate despite understanding the potential consequences (Cavanagh et al., 2008). Conclusion Documented cases of Russian roulette predominantly involve young males under the influence of substances, highlighting a critical intersection of risk-taking behavior and substance abuse. Understanding these patterns is essential for developing targeted interventions aimed at preventing such fatal outcomes. References Boddy, C. R. (2015). Psychopathic Leadership: A Case Study of a Corporate Psychopath CEO. Journal of Business Ethics, 145(1), 141–156. Cavanagh, D. M., & Franklin, C. A. (2008). Russian Roulette and Risk-Taking Behavior: A Medical Examiner Study. The American Journal of Forensic Medicine and Pathology, 29(1), 32–39. Lippincott Journals Shields, L. B. E., & Hunsaker, D. M. (2010). Adolescent Russian Roulette Deaths. The American Journal of Forensic Medicine and Pathology, 31(1), 2–6. Lippincott Journals Marzuk, P. M., Tardiff, K., & Leon, A. C. (1992). Cocaine Use, Risk Taking, and Fatal Russian Roulette. JAMA, 267(19), 2635–2637. JAMA Network How to get in touch If you or your NDIS participant need immediate mental healthcare assistance, feel free to get in contact with us on 1800 NEAR ME – admin@therapynearme.com.au.

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 05/01/2026 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Helicopter parenting refers to a parenting style where parents are excessively involved in their children’s lives, often taking over tasks and responsibilities that children could manage on their own. Coined in the late 20th century, the term describes parents who “hover” over their children, closely monitoring and controlling their experiences and challenges (Wikipedia, 2023). While the intent behind this style of parenting is often rooted in care and concern, research suggests that it can have significant consequences for children’s development. This article explores the characteristics of helicopter parenting, its effects on child development, and strategies for balancing parental involvement and fostering independence. Keywords: Helicopter parenting, Effects of helicopter parenting, Helicopter parents and child development, Over-involved parenting, Overprotective parents, Helicopter parenting examples, Negative effects of helicopter parenting, Pros and cons of helicopter parenting, Impact of helicopter parenting on mental health Characteristics of Helicopter Parenting Helicopter parents are characterised by their high levels of involvement and control over their children’s lives. Common traits include: Over-involvement: Parents intervene excessively in their child’s daily activities, often completing tasks that the child is capable of managing independently. This might include managing their homework, resolving conflicts with peers, or overseeing every aspect of their extracurricular activities (Berkeley Well-Being Institute, n.d.). Overprotection: These parents aim to shield their children from any potential harm, failure, or discomfort, preventing children from developing resilience and coping skills (Cleveland Clinic, 2020). Excessive Monitoring: Helicopter parents frequently check on their children’s whereabouts, academic progress, and social interactions, often creating a sense of surveillance rather than trust (WebMD, 2022). Effects of Helicopter Parenting on Child Development While parental involvement is essential for fostering a child’s growth and well-being, excessive involvement can have unintended consequences. Research highlights the following effects: Reduced Autonomy and Independence Children raised by helicopter parents often struggle with autonomy and decision-making skills. The over-reliance on parental guidance limits their ability to solve problems independently and navigate challenges (Schiffrin & Liss, 2017). Increased Anxiety and Depression Studies have linked helicopter parenting to higher levels of anxiety and depression in children and young adults. Constant parental interference can lead to feelings of incompetence and low self-efficacy, which may contribute to emotional distress (Segrin et al., 2013). Lower Academic Motivation Over-controlling parenting has been shown to reduce intrinsic motivation for learning. When parents take over tasks or set unrealistic expectations, children may lose interest in learning for its own sake, instead becoming focused on external validation (Padilla-Walker & Nelson, 2019). Impaired Social Skills Children of helicopter parents may struggle to develop healthy social skills. The lack of opportunities to navigate social challenges independently can hinder their ability to build and maintain relationships (Parenting for Brain, 2022). Cultural Influences on Helicopter Parenting The prevalence and impact of helicopter parenting vary across cultures. In Western societies, such as Australia, helicopter parenting is often driven by concerns about academic success, peer competition, and safety (Cleveland Clinic, 2020). In contrast, in collectivist cultures, parental involvement is often viewed as a form of care and support, making it more socially acceptable. However, even in these contexts, excessive parental control can hinder the development of autonomy and self-reliance (Padilla-Walker & Nelson, 2019). Balancing Parental Involvement and Independence While helicopter parenting stems from a desire to protect and support children, finding a balance between involvement and independence is crucial. Strategies for achieving this balance include: Encourage Problem-Solving Allow children to navigate challenges independently, offering guidance only when necessary. This helps them develop critical thinking and resilience (Healthline, 2018). Promote Age-Appropriate Independence Encourage children to take on tasks and responsibilities that align with their developmental stage. For example, younger children can learn to manage their homework, while older children can make decisions about extracurricular activities (WebMD, 2022). Set Clear Boundaries Parents should establish boundaries that provide a sense of structure while allowing children to explore and grow. This approach fosters trust and mutual respect (Berkeley Well-Being Institute, n.d.). Focus on Emotional Support Rather than controlling every aspect of a child’s life, parents can offer emotional support by listening, validating their feelings, and providing reassurance during challenging times (Parenting for Brain, 2022). Helicopter Parenting in the Digital Age The rise of technology and social media has introduced new dimensions to helicopter parenting. Digital tools, such as GPS tracking apps and academic monitoring platforms, have made it easier for parents to closely monitor their children. While these tools can provide peace of mind, they also risk amplifying the effects of helicopter parenting by increasing surveillance and reducing opportunities for independence (New York Post, 2024). Conclusion Helicopter parenting, while often well-intentioned, can have far-reaching implications for children’s emotional, social, and cognitive development. By fostering independence and allowing children to learn from their own experiences, parents can support the development of well-rounded, resilient individuals. Balancing parental involvement with the need for autonomy is key to promoting healthy growth and preparing children for the challenges of adulthood. References Berkeley Well-Being Institute. (n.d.). Helicopter Parenting: Definition, Examples, & Effects. Retrieved from https://www.berkeleywellbeing.com/helicopter-parenting.html Cleveland Clinic. (2020). Helicopter Parenting: How It Impacts Your Kids. Retrieved from https://health.clevelandclinic.org/could-your-helicopter-parenting-actually-be-detrimental-to-your-childs-development Parenting for Brain. (2022). Helicopter Parenting: Characteristics, Examples, Benefits And Downsides. Retrieved from https://www.parentingforbrain.com/helicopter-parents Padilla-Walker, L. M., & Nelson, L. J. (2019). Helicopter Parenting and Adjustment Outcomes in Young Adulthood: A Longitudinal Study. Journal of Child and Family Studies, 28, 334–346. Schiffrin, H. H., & Liss, M. (2017). The Effects of Helicopter Parenting on Academic Motivation. Journal of Child and Family Studies, 26, 1472–1480. Segrin, C., Woszidlo, A., Givertz, M., & Montgomery, N. (2013). Helping or Hovering? The Effects of Helicopter Parenting on College Students’ Well-Being. Journal of Child and Family Studies, 22, 548–557. WebMD. (2022). Helicopter Parenting: How it Affects Your Child’s Mental Health. Retrieved from https://www.webmd.com/parenting/what-to-know-about-helicopter-parenting Healthline. (2018). Helicopter Parenting: What It Is

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 22/06/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Clinical and safety disclaimer: This article discusses suicide and mental health distress. It is intended as general information only and does not replace assessment, diagnosis, crisis intervention, or treatment from a qualified health professional. While we aim to ensure content is accurate, current, and reviewed under our editorial process, mental health emergencies require immediate human support. If you are in immediate danger, call 000 or attend your nearest emergency department. For 24/7 support in Australia, contact Lifeline (13 11 14) or Suicide Call Back Service (1300 659 467). On January 3, 2025, the entertainment industry was shaken by the tragic death of Jeff Baena, a renowned filmmaker and husband of actress Aubrey Plaza. Baena, aged 47, was found unresponsive in his Los Angeles home, with authorities later confirming his death as a suicide by hanging (The Sun, 2025). This heartbreaking event not only highlights the personal loss experienced by his loved ones but also underscores a pressing public health issue: the prevalence of suicide among middle-aged men. Keywords: Aubrey Plaza husband suicide, Jeff Baena death, Jeff Baena suicide, Mental health and suicide, Middle-aged male suicide, Suicide in the entertainment industry, Jeff Baena filmmaker death, Mental health awareness Jeff Baena: A Brief Overview Jeff Baena was a distinguished figure in independent cinema, known for his work on films such as “Life After Beth,” “Joshy,” and “The Little Hours.” He frequently collaborated with his wife, Aubrey Plaza, who starred in several of his projects. The couple began their relationship in 2011 and married in 2021, maintaining a partnership that blended both personal and professional spheres (Vulture, 2025). Suicide Among Middle-Aged Men: A Growing Concern Baena’s untimely death brings attention to a concerning trend: the high incidence of suicide among middle-aged men. Research indicates that men in this age group are at a heightened risk, often due to a combination of psychological, social, and economic factors. In Australia, for instance, men aged 45–64 have consistently exhibited higher suicide rates compared to other age groups (Australian Institute of Health and Welfare, 2023). Contributing Factors Several factors contribute to the increased risk of suicide in middle-aged men: Mental Health Issues: Conditions such as depression and anxiety are prevalent in this demographic but often remain undiagnosed and untreated due to societal stigmas surrounding mental health (Psychology Today, 2022). Socioeconomic Pressures: Financial stress, job instability, and the pressures of providing for a family can exacerbate feelings of hopelessness and despair (Samaritans, 2012). Social Isolation: As men age, social networks may diminish, leading to increased isolation, which is a significant risk factor for suicidal ideation (Centre for Healthy Brain Ageing, 2022). The Importance of Mental Health Awareness and Support Baena’s death underscores the critical need for mental health awareness and accessible support systems, particularly for middle-aged men. Encouraging open discussions about mental health, reducing societal stigmas, and providing targeted interventions can play pivotal roles in suicide prevention. Conclusion The loss of Jeff Baena is a profound tragedy that resonates beyond the entertainment industry, shedding light on the broader issue of suicide among middle-aged men. It serves as a poignant reminder of the importance of mental health support and the need for societal changes to address this pressing concern. References Australian Institute of Health and Welfare. (2023). Psychosocial risk factors & suicide. Retrieved from https://www.aihw.gov.au/suicide-self-harm-monitoring/data/behaviours-risk-factors/psychosocial-risk-factors-suicide Centre for Healthy Brain Ageing. (2022). Suicide and Middle Aged Men. Retrieved from https://cheba.unsw.edu.au/blog/suicide-and-middle-aged-men Psychology Today. (2022). The Mental Health Troubles of Middle-Aged Men. Retrieved from https://www.psychologytoday.com/us/blog/talking-about-men/202201/the-mental-health-troubles-middle-aged-men Samaritans. (2012). Suicide risk factors for middle-aged men. Retrieved from https://www.samaritans.org/about-samaritans/research-policy/middle-aged-men-suicide/suicide-risk-factors-middle-aged-men/ The Sun. (2025). Tragic cause of death of Aubrey Plaza’s film director husband Jeff Baena revealed after he was found dead aged 47. Retrieved from https://www.thesun.ie/tvandshowbiz/14469786/cause-of-death-aubrey-plaza-jeff-baena/ Vulture. (2025). Jeff Baena, Filmmaker and Aubrey Plaza’s Husband, Dead at 47. Retrieved from https://www.vulture.com/article/jeff-baena-dead-aubrey-plaza-husband.html How to get in touch If you or your NDIS participant need immediate mental healthcare assistance, feel free to get in contact with us on 1800 NEAR ME – admin@therapynearme.com.au. If you or someone you know is experiencing feelings of distress, hopelessness, or thoughts of self-harm or suicide, please know that help is available. You are not alone, and there are trained professionals who are ready to provide support and assistance. Seeking help is a sign of strength, and reaching out could save a life. If you are in immediate danger or require urgent assistance, please contact your local emergency services. Useful Crisis Support Numbers Australia Lifeline: 13 11 14 (Available 24/7) Beyond Blue: 1300 22 4636 (Available 24/7) Suicide Call Back Service: 1300 659 467 (Available 24/7) United States National Suicide Prevention Lifeline: 988 (Available 24/7) Crisis Text Line: Text HOME to 741741 (Available 24/7) United Kingdom Samaritans: 116 123 (Available 24/7) Mind: 0300 123 3393 Canada Talk Suicide Canada: 1-833-456-4566 (Available 24/7) Crisis Text Line: Text HOME to 686868 New Zealand Lifeline New Zealand: 0800 543 354 (Available 24/7) Suicide Crisis Helpline: 0508 828 865 International IASP (International Association for Suicide Prevention): Find a Crisis Centre Near You Remember: Talking to someone can make a difference. Reach out to a trusted friend, family member, or one of the organisations above for support.

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 26/06/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. The Los Angeles wildfires of January 2025 were catastrophic, resulting in significant loss of life, property, and environmental damage. While natural factors like drought and Santa Ana winds contributed to the fires’ rapid spread, human activities, particularly arson, played a notable role. This article explores the intersection of methamphetamine use, psychopathy, and arson in the context of the 2025 Los Angeles fires, drawing on scientific literature to understand the psychological and behavioural underpinnings of such actions. Keywords: Los Angeles wildfires 2025, Methamphetamine and arson, Psychopathy and fire-setting behaviour, Arson during LA wildfires, Meth use and criminal behaviour, Psychopathic traits and arson, LA fires human-caused factors, Substance abuse and arson risks, Arsonist motivations Arson in the Context of the 2025 Los Angeles Wildfires During the 2025 wildfires, several individuals were arrested for arson-related activities. For instance, Juan Manuel Sierra-Leyva was apprehended near the Kenneth Fire for allegedly attempting to start fires with a blowtorch New York Post. Additionally, reports indicated that looters disguised as firefighters exploited the chaos, with some engaging in arson to facilitate their crimes The Scottish Sun. Methamphetamine Use and Its Association with Arson Methamphetamine is a potent central nervous system stimulant known to induce heightened arousal, impulsivity, and, in some cases, aggressive behaviours (Gonzalez et al., 2007). Chronic use can lead to neurocognitive impairments, affecting judgment and increasing the propensity for risk-taking activities (Scott et al., 2007). The disinhibiting effects of methamphetamine may lower an individual’s threshold for engaging in criminal behaviours, including arson. While specific data linking methamphetamine use to arson in the context of the 2025 Los Angeles fires is limited, the broader association between substance abuse and fire-setting behaviours has been documented. Substance use disorders can exacerbate underlying psychological conditions, potentially increasing the likelihood of engaging in arson (Dickens & Sugarman, 2012). Psychopathy and Fire-Setting Behaviours Psychopathy is characterised by traits such as lack of empathy, superficial charm, manipulativeness, and antisocial behaviours (Hare, 2003). Individuals with high levels of psychopathic traits may engage in fire-setting for various reasons, including thrill-seeking, expressing anger, or exerting control. The combination of psychopathy and substance abuse, such as methamphetamine use, can further elevate the risk of engaging in dangerous behaviours like arson (Smith & Newman, 1990). The Intersection of Methamphetamine Use, Psychopathy, and Arson The convergence of methamphetamine use and psychopathic traits can create a volatile predisposition towards arson. Methamphetamine-induced impulsivity, coupled with the emotional detachment characteristic of psychopathy, may diminish the perceived consequences of fire-setting, leading to increased incidences of arson (Gonzalez et al., 2007; Hare, 2003). Implications for Prevention and Intervention Understanding the interplay between substance abuse, personality disorders, and criminal behaviours is crucial for developing effective prevention and intervention strategies. Addressing methamphetamine abuse through community outreach, treatment programs, and law enforcement efforts is essential. Additionally, early identification and psychological assessment of individuals exhibiting pyromaniac tendencies or high levels of psychopathic traits can inform targeted interventions aimed at reducing the risk of arson-related activities. Conclusion The 2025 Los Angeles wildfires underscore the complex interplay between human behaviour and environmental disasters. While natural factors contributed to the fires’ severity, the role of arson, potentially influenced by methamphetamine use and psychopathic traits, highlights the need for a multidisciplinary approach to prevention and intervention. By addressing the underlying psychological and social factors that contribute to such behaviours, communities can better mitigate the risk of future tragedies. References Dickens, G. L., & Sugarman, P. A. (2012). Adult arsonists: A study of characteristics and motivations in a special hospital population. The Journal of Forensic Psychiatry & Psychology, 13(2), 313-320. Gonzalez, R., Mooney, L., & Rawson, R. A. (2007). The methamphetamine problem in the United States. Annual Review of Public Health, 28, 225-249. Hare, R. D. (2003). Manual for the Revised Psychopathy Checklist (2nd ed.). Multi-Health Systems. Scott, J. C., Woods, S. P., Matt, G. E., Meyer, R. A., Heaton, R. K., & Atkinson, J. H. (2007). Neurocognitive effects of methamphetamine: A critical review and meta-analysis. Neuropsychology Review, 17(3), 275-297. Smith, S. S., & Newman, J. P. (1990). Alcohol and drug abuse-dependence disorders in psychopathic and nonpsychopathic criminal offenders. Journal of Abnormal Psychology, 99(4), 430-439. How to get in touch If you or your NDIS participant need immediate mental healthcare assistance, feel free to get in contact with us on 1800 NEAR ME – admin@therapynearme.com.au.

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 15/12/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. A new school year marks a fresh chapter in a child’s educational journey—one filled with opportunities for growth, social engagement, and the development of important life skills. But for many Australian families, transitioning from holidays to term time can be challenging. Whether it’s grappling with early mornings, managing homework, or dealing with anxieties, parents often seek strategies to keep their children motivated and enthusiastic about learning (Australian Institute of Family Studies [AIFS] 2022). Below, we explore evidence-based approaches and relevant psychological insights to help you spark your child’s motivation and sustain it throughout the school year. Keywords: Motivating your kids, Start of the school year, Child psychology, Intrinsic motivation, Extrinsic motivation, Self-Determination Theory, Self-efficacy in children, NDIS psychology support 1. Understanding Motivation in Children 1.1 Intrinsic vs. Extrinsic Motivation Psychologists commonly distinguish between two types of motivation: intrinsic—driven by personal interest or enjoyment in the task itself—and extrinsic—stimulated by rewards or external pressures (Deci & Ryan 1985). While extrinsic motivators (e.g., stickers, praise, treats) can offer a short-term boost, fostering intrinsic motivation often leads to deeper engagement with academic tasks. 1.2 The Role of Self-Determination Theory Self-Determination Theory (SDT) emphasises three core psychological needs—autonomy, competence, and relatedness (Deci & Ryan 1985). When children feel a sense of choice (autonomy), experience success in tasks (competence), and form positive connections with teachers and peers (relatedness), their overall motivation and well-being tend to rise. Encouraging these elements at home can complement similar efforts at school. 1.3 Self-Efficacy and Confidence Albert Bandura’s research on self-efficacy underlines how a child’s belief in their ability to succeed can significantly influence their learning behaviour (Bandura 1997). Demonstrating confidence in your child’s potential—and celebrating small wins—helps reinforce a positive self-belief system, which in turn nurtures ongoing motivation. 2. Practical Strategies for Boosting Motivation 2.1 Setting Realistic Goals SMART Goals: Help your child create goals that are Specific, Measurable, Achievable, Relevant, and Time-bound (Locke & Latham 1990). For instance, “Finish reading two chapters by Friday” is more attainable than “Read more books.” Incremental Challenges: Gradually increase difficulty levels to stretch your child’s capabilities without overwhelming them. Consistent success fosters confidence and a willingness to take on larger challenges. 2.2 Encouraging Choice and Autonomy Involvement in Decision-Making: Allowing children to choose extracurricular activities or set parts of their daily schedule can enhance autonomy (Deci & Ryan 1985). For example, let them decide which subject to tackle first for homework. Collaborative Problem-Solving: If a child struggles with a subject, brainstorm solutions together. This shared approach fosters a sense of ownership and reduces resistance. 2.3 Positive Reinforcement and Feedback Specific Praise: Focus your praise on the effort or strategy used, rather than personal traits (Dweck 2006). Saying, “I’m proud of how hard you worked on that project!” is more motivating than “You’re so smart.” Timely Feedback: Provide constructive insights promptly to help your child understand areas needing improvement. Emphasise that making mistakes is part of the learning process. 2.4 Balancing Screen Time and Physical Activities Healthy Routines: Set defined blocks for study, leisure, and family time, ensuring your child has moments to unwind and stay physically active (AIFS 2022). Active Breaks: Encourage small but frequent breaks for stretching, short walks, or playful activities. Physical movement can enhance concentration and boost mood (Lubans et al. 2016). 2.5 Creating a Conducive Study Environment Dedicated Spaces: A quiet, well-lit area with minimal distractions can help children focus on tasks. Accessible Resources: Organise stationery, textbooks, and digital tools to be easily reachable, reducing friction when starting homework or study sessions. 3. Addressing Special Learning Needs 3.1 ADHD and Learning Difficulties Children with ADHD or other learning challenges often require tailored strategies, such as chunking tasks into manageable segments or using visual schedules (American Psychiatric Association 2013). NDIS psychology supports can be instrumental for families needing workd interventions, ensuring every child has the opportunity to thrive. 3.2 Telehealth Psychology Support For parents seeking professional guidance outside typical office hours or who live in regional areas, Telehealth psychology services offer remote consultations. This flexibility can be particularly beneficial for children who need ongoing mental health support but face geographic or scheduling constraints (Queensland Mental Health Commission 2020). 4. Sustaining Motivation Throughout the Year 4.1 Continuous Feedback Loops Make a habit of talking about school daily. Ask open-ended questions like, “What was the best part of your day?” or “What new idea did you find interesting?” These dialogues help children reflect and stay engaged (AIFS 2022). 4.2 Encouraging Peer Interaction Children are often influenced by their friends. Encourage positive peer relationships through group study sessions or team-based extracurriculars. Shared learning experiences can foster collaboration, empathy, and a mutual sense of accountability (Baumeister & Leary 1995). 4.3 Recognising Milestones and Transitions Celebrate achievements—both big and small. Recognising milestones such as completing a reading list or showing improvement in maths tests helps maintain motivation. Communicate that success is not solely about grades but includes effort, growth, and positive attitudes towards learning (Dweck 2006). 5. Seeking Additional Support 5.1 When to Consult a Psychologist If a child persistently displays signs of anxiety, low mood, or a lack of engagement that disrupts daily functioning, consider consulting a child psychologist. Early intervention can prevent academic struggles and emotional distress from escalating (National Health and Medical Research Council [NHMRC] 2017). Therapy Near Me Therapy Near Me offers: In-Clinic Care: Face-to-face sessions across Australia, addressing school-related stress and motivation issues. At-Home Sessions (NDIS Participants): For children with disabilities, ensuring personalised psychological support. Telehealth Psychology: 24/7, accessible anywhere in Australia, convenient for busy families. Employee Assistance Program (EAP): Resources and counselling for parents balancing workplace responsibilities with family life. Conclusion Motivating your kids at the start of the school year is about more than just keeping up with homework or

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 20/06/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. The National Disability Insurance Scheme (NDIS) is a transformative program designed to support Australians living with disabilities by funding services and products to enhance their quality of life. While many people are familiar with the primary supports available through the NDIS, such as personal care, therapy, and assistive technology, there are several lesser-known ways to utilise your funding. This article explores some surprising and underutilised items and services that NDIS participants can fund to improve their well-being and independence. Keywords: NDIS funding uses, Surprising NDIS supports, Things NDIS can fund, NDIS funding for hobbies, Gym memberships NDIS, Cooking classes with NDIS, Household assistance NDIS funding, NDIS funding for driving lessons Therapeutic Horse Riding Therapeutic horse riding, also known as equine-assisted therapy, is a highly effective intervention for individuals with physical, emotional, or developmental disabilities. This therapy helps improve balance, posture, coordination, and emotional well-being. NDIS funding can cover the costs of such programs under the Capacity Building budget, specifically in the Improved Daily Living category (NDIS, 2024). Cooking and Nutrition Classes For participants looking to gain independence in meal preparation or improve their nutrition, NDIS funding can cover cooking classes or sessions with a dietitian. These services fall under the Capacity Building budget, helping participants develop life skills that enhance their ability to live independently (Choice, 2024) Specialist Driving Lessons Driving is a critical skill for many individuals seeking greater independence. NDIS funding can cover workd driving lessons for participants with disabilities. These lessons focus on developing the skills required to drive safely while using vehicle modifications, such as hand controls or adapted steering wheels (NDIS, 2024). Assistance with Household Tasks While many people associate NDIS funding with personal care, it can also cover assistance with household tasks. This includes services such as cleaning, laundry, and garden maintenance to ensure a safe and functional living environment. These supports fall under the Core Supports budget and aim to reduce the stress of daily living for participants (My Plan Manager, 2024). Support for Maintaining Employment The NDIS recognises the importance of employment for individuals with disabilities. Funding can be used for employment-related supports, such as job coaching, workplace modifications, and training programs. These services help participants gain and maintain meaningful employment, contributing to their independence and financial stability (NDIS, 2023). Therapeutic Supports Beyond Traditional Options In addition to standard therapies such as occupational therapy, physiotherapy, and psychology, NDIS participants can fund alternative therapies, such as music therapy or even hydrotherapy. These therapies can be instrumental in improving emotional well-being and functional capacity (NDIS, 2024). Travel Support While the NDIS does not cover general travel expenses, it can fund supports related to travel that are disability-specific. This includes paying for a support worker to accompany participants on trips, or covering the cost of transport to attend appointments, work, or social activities. Travel support is typically provided under the Core Supports budget (NDIS, 2024). How to Maximise Your NDIS Funding To make the most of your NDIS plan, it is essential to: Understand Your Plan: Familiarise yourself with your plan’s budgets and categories to identify what supports are covered. Consult Your Planner or LAC: Your Local Area Coordinator (LAC) or NDIS planner can provide guidance on how to use your funding flexibly. Be Goal-Oriented: Ensure that your funding aligns with the goals outlined in your plan. This is a key requirement for accessing lesser-known supports. Conclusion The NDIS is designed to empower participants by funding supports that meet their unique needs and goals. By exploring the wide range of options available, participants can enhance their independence, well-being, and quality of life. Understanding these lesser-known uses of NDIS funding ensures that participants can fully utilise their plans while achieving their personal aspirations. References Choice. (2024). How to Use Your NDIS Funding for Cooking and Nutrition Classes. My Plan Manager. (2024). Can You Use Your NDIS Funds for Household Assistance?. National Disability Insurance Scheme. (2024). Therapeutic Supports Explained. National Disability Insurance Scheme. (2024). Driving and Transport Supports. Note: This article is intended to provide general information. For specific advice regarding NDIS plans, consult with your NDIS planner or Local Area Coordinator. Enjoyed Our Free Daily Mental Health Articles? If you find value in our insights and resources, we’d love to hear from you! Please consider visiting our Google Business Profile nearest to your location and leaving a review. Your feedback not only helps us improve but also allows us to continue providing free, high-quality mental health articles to support your wellbeing every day. Thank you for your support! Therapy Near Me Brisbane Google Business Profile Therapy Near Me Canberra Google Business Profile Therapy Near Me Melbourne Google Business Profile Therapy Near Me Adelaide Google Business Profile Therapy Near Me Sydney Google Business Profile Therapy Near MeParramatta Google Business Profile Therapy Near Me Southbank Google Business Profile How to get in touch If you or your NDIS participant need immediate mental healthcare assistance, feel free to get in contact with us on 1800 NEAR ME – admin@therapynearme.com.au.

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 04/01/2026 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Dopamine, a key neurotransmitter in the brain, plays a crucial role in our mental health and overall well-being. This article explores the function of dopamine, its impact on mental health, and the implications of both its deficiency and surplus in various mental health conditions. Introduction Dopamine is often dubbed the “feel-good” neurotransmitter due to its association with pleasure and reward. However, its role in the brain is far more complex and extends to various aspects of mental health, including motivation, memory, and mood regulation. Understanding dopamine’s functions and imbalances provides critical insights into several mental health disorders. The Function of Dopamine Dopamine is produced in several areas of the brain and is pivotal in controlling the brain’s reward and pleasure centers. It influences various physical and neurological functions such as: Motor Control: Dopamine is essential for coordinating smooth and controlled muscle movements. Reward and Pleasure: It plays a key role in the brain’s reward system, influencing how we perceive pleasure. Decision Making: Dopamine affects decision-making processes and risk-taking behaviors. Psychological Motivation: It regulates motivation, driving individuals to take action to achieve rewards. Dopamine and Mental Health Imbalances in dopamine levels are linked to several mental health conditions: Depression: Often associated with reduced dopamine activity, particularly in areas of the brain responsible for regulating mood and motivation. Schizophrenia: Characterized by an excess of dopamine in certain brain regions, leading to symptoms like hallucinations and delusions. Parkinson’s Disease: Marked by the death of dopamine-producing neurons, resulting in motor function issues and often co-occurring depression. Attention Deficit Hyperactivity Disorder (ADHD): Linked to disruptions in dopamine signaling, affecting attention and behavior control. Managing Dopamine Levels Medications: Certain antidepressants, antipsychotics, and stimulants can modulate dopamine levels to treat specific symptoms in conditions like depression, schizophrenia, and ADHD. Lifestyle Factors: Regular exercise, a balanced diet, and sufficient sleep can positively influence dopamine production and regulation. Psychological Therapies: Behavioral therapies can complement medical treatments by fostering coping strategies that help manage conditions associated with dopamine imbalance. The Risks of Dopamine Dysregulation Both excess and deficiency of dopamine can lead to significant health issues. Excessive dopamine activity can contribute to addictive behaviors and psychosis, while insufficient dopamine activity can lead to depression, lack of motivation, and motor control difficulties. Conclusion Dopamine plays a vital role in mental health, influencing our mood, motivation, and ability to experience pleasure. Its balance is crucial for psychological and neurological health. Understanding the complexities of dopamine’s role in the brain can guide more effective treatments for various mental health conditions and improve overall well-being. References National Institute of Mental Health. (2023). Dopamine and Mental Health. American Psychiatric Association. (2023). Neuroscience of Mental Health. Journal of Neurology and Neuromedicine. (2023). Dopamine: Its role in brain function and mental health disorders. How to get in touch If you or your patient/NDIS clients need immediate mental healthcare assistance, feel free to get in contact with us on 1800 NEAR ME – admin@therapynearme.com.au.

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 20/01/2026 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Discipline is a crucial aspect of parenting, setting boundaries and guiding children to grow into responsible, empathetic individuals (American Psychological Association [APA] 2021). However, the concept of “punishment” can be controversial, with some parents unsure about how to respond effectively when children misbehave. Overly harsh penalties may lead to negative developmental outcomes, while permissiveness can leave children without a clear sense of limits. This article provides an overview of the research on child punishment, explores the drawbacks of certain disciplinary methods, and highlights evidence-based strategies for more positive, constructive approaches to discipline. Keywords: Punishing children, Child discipline research, Positive parenting techniques, Physical punishment debates, Consistent boundaries and consequences, Emotional well-being of children 1. Understanding Punishment and Discipline 1.1 Defining Punishment In psychological terms, punishment typically involves applying a negative consequence or removing a desired stimulus in response to unwanted behaviour, aiming to reduce the likelihood of that behaviour recurring (Skinner 1953). Common parental punishments might include time-outs, loss of privileges, or scolding (Gershoff & Grogan-Kaylor 2016). However, punishment is only one facet of discipline. Discipline more broadly encompasses teaching, guiding, and shaping a child’s behaviour, emphasising moral development and emotional regulation (APA 2021). Effective discipline aims not only to reduce undesired behaviours but also to reinforce positive conduct, problem-solving skills, and empathy. 1.2 The Controversies Surrounding Punishment While some parents rely on traditional methods—like physical or verbal reprimands—these approaches can spark ethical and psychological debates. Research suggests that harsh or inconsistent punishments risk harming the parent-child relationship and can hamper healthy emotional development (Gershoff 2002). Consequently, experts often recommend approaches grounded in mutual respect, clear communication, and consistent consequences. 2. Potential Drawbacks of Harsh Punishment 2.1 Physical Punishment and Its Effects Physical punishment (e.g., spanking, hitting) remains one of the most contentious disciplinary strategies. Although still practised in some households, numerous studies indicate that physical punishment may correlate with: Aggression and Antisocial Behaviour: Children who experience physical discipline may internalise aggression as a conflict-resolution strategy, potentially leading to disruptive or violent behaviour (Gershoff & Grogan-Kaylor 2016). Increased Anxiety or Depression: Fear-based tactics can heighten a child’s stress hormone levels and contribute to anxiety disorders over time (Afifi et al. 2017). Eroded Parent-Child Trust: Being physically reprimanded can create emotional distance or resentment, compromising emotional safety in the family (Lansford et al. 2012). 2.2 Psychological and Emotional Harm Even non-physical punishments can become harmful if they involve shouting, belittling, or repeated humiliation. Verbal aggression—such as name-calling or sustained yelling—can undermine self-esteem, provoke anxiety, and lessen a child’s sense of security (Grolnick & Pomerantz 2009). Overly punitive environments often fail to teach children constructive strategies to manage emotions or conflicts, leaving them ill-prepared for similar challenges outside the home. 2.3 Inconsistency and Confusion Inconsistent or arbitrary punishments—where a child sometimes faces harsh penalties and other times receives no consequences—may produce confusion and insecurity (Ainsworth 1979). Without predictable rules, children struggle to link actions and outcomes, reducing any “teachable moment” effect that discipline might have. 3. Cultural and Legal Considerations 3.1 Evolving Attitudes Toward Corporal Punishment In Australia, the legal status of physical punishment varies by state and territory, but there is a growing consensus that non-violent forms of discipline are more beneficial (Australian Institute of Family Studies [AIFS] 2023). Similarly, international bodies, including the United Nations, advocate for the elimination of corporal punishment, highlighting children’s rights to protection from all forms of violence (United Nations 2006). 3.2 Cross-Cultural Differences Parental disciplinary strategies reflect broader cultural norms and historical contexts (Gershoff 2002). Some cultures emphasise communal or extended-family approaches, while others prioritise individual responsibility and autonomy. Understanding these nuances can encourage culturally sensitive parenting programs that honour traditions without compromising children’s well-being. 4. Evidence-Based Discipline Strategies 4.1 Positive Reinforcement and Praise Rather than focusing solely on punishing undesirable behaviour, positive reinforcement encourages children by rewarding or praising positive actions (Skinner 1953). Examples include: Verbal Praise: Highlighting a child’s specific action (“Thank you for tidying your room without being asked!”). Reward Systems: Earning points or stickers for good behaviour, later exchanged for small privileges (e.g., choosing a family activity). This approach fosters intrinsic motivation over time. Children learn that cooperation, empathy, and respectful communication yield rewarding outcomes (Grolnick & Pomerantz 2009). 4.2 Logical Consequences Logical consequences maintain a clear, logical link between a child’s action and the resulting outcome (Kohn 2005). For instance, if a child repeatedly forgets to complete homework, a natural consequence might be reduced free time until the homework is finished. By connecting behaviour and outcome, children build accountability and problem-solving skills. 4.3 Time-Out and Time-In Time-Out: Temporarily removing a child from the situation can help them calm down and reflect on their actions (Gershoff 2002). For maximum effectiveness, time-outs should be brief (e.g., one minute per year of age) and consistently applied. Time-In: This alternative approach involves guiding a distressed or misbehaving child to a quiet, supportive space where they can process emotions alongside a calm adult (Siegel & Bryson 2014). Time-ins emphasise emotional coaching and strengthening the parent-child bond rather than isolation. 4.4 Problem-Solving and Restorative Practices For older children, collaborative problem-solving can replace punitive measures (Ross 2012). When conflicts arise—like sibling fights—a parent facilitates a discussion about what went wrong, each child’s perspective, and how they can restore harmony. This fosters empathy and teaches conflict resolution skills essential for future relationships. 5. Implementing Consistency and Clear Boundaries 5.1 Setting Family Rules A well-defined set of family rules helps children understand expectations. For example, establishing guidelines such as “no yelling at each other” or “everyone helps clean up” clarifies the household’s values (Kohn 2005). Consistent enforcement of these rules lends credibility to the disciplinary structure. 5.2 Avoiding Mixed Messages Mixed messages—like laughing at misbehaviour one moment and punishing it the next—undermine a

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 16/07/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. This article explores the distinct characteristics and challenges of mental health in metropolitan and rural areas. It examines how factors such as accessibility to services, community support, lifestyle, and environmental aspects influence mental health differently in these settings. Introduction Mental health issues are a global concern, yet the experience and accessibility to care can vary significantly between metropolitan and rural areas. Understanding these differences is crucial for developing effective mental health strategies tailored to the needs of diverse populations. Mental Health in Metropolitan Areas Characteristics and Challenges Higher Stress Levels: The fast-paced lifestyle of cities can contribute to increased stress and anxiety. Social Isolation: Despite higher population density, metropolitan residents often experience social isolation. Access to Services: Cities typically offer better access to mental health services and specialists. Diverse Populations: Metropolitan areas have more diverse populations, which can affect the types of mental health services needed. Benefits Availability of Resources: Greater availability of mental health clinics, therapists, and support groups. Awareness and Acceptance: Generally, there’s greater awareness and acceptance of mental health issues in urban settings. Mental Health in Rural Areas Characteristics and Challenges Limited Access to Care: There’s often a scarcity of mental health services and professionals in rural areas. Stigma and Privacy Concerns: Increased stigma and concerns about privacy can deter individuals from seeking help. Economic Factors: Economic hardships, often more prevalent in rural areas, can exacerbate mental health issues. Benefits Community Support: Tight-knit communities in rural areas can provide strong social support networks. Connection with Nature: Closer proximity to nature can have a calming effect and promote mental well-being. Comparative Analysis Accessibility and Quality of Care Metropolitan areas typically have more mental health resources, but the high demand can lead to long wait times. In contrast, rural areas face a shortage of services, but those available may offer more personalised care due to lower patient volumes. Lifestyle and Environmental Impact The urban environment, characterised by noise, pollution, and crowdedness, can negatively impact mental health. Rural settings offer a quieter, nature-rich environment, but isolation and lack of activities can lead to feelings of loneliness and depression. Cultural and Social Factors The diversity in metropolitan areas can lead to more culturally sensitive and varied mental health services. Rural areas, with more homogeneous populations, may lack such tailored services but often have stronger community bonds. Conclusion The disparity in mental health experiences and services between metropolitan and rural areas calls for a nuanced approach to mental health care. Tailoring strategies to address the unique challenges of each setting is essential for effective mental health support. Policymakers and healthcare providers must consider these differences to ensure equitable mental health care access and quality for all individuals, regardless of their geographic location. How to get in touch If you or your patient/NDIS clients need immediate mental healthcare assistance, feel free to get in contact with us on 1800 NEAR ME – admin@therapynearme.com.au