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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: 11/12/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Stockholm syndrome is a psychological phenomenon where hostages or victims of abuse develop a bond with their captors or abusers, often showing empathy, loyalty, or affection. This condition was first identified after a bank robbery in Stockholm, Sweden, in 1973, where hostages began sympathising with their captors despite the threat to their lives. This article delves into the psychological mechanisms behind Stockholm syndrome, its causes, and its implications for understanding human behaviour in abusive situations. Keywords: Stockholm syndrome, Psychological effects of trauma, Captivity and emotional bonds, Hostage syndrome, Domestic violence and trauma, Stockholm syndrome in abuse, Cognitive dissonance and trauma, Emotional attachment to abusers, Power dynamics in trauma, Trauma bonding The Origins of Stockholm Syndrome The term “Stockholm syndrome” was coined following the 1973 bank heist at Kreditbanken in Stockholm, where hostages were held for six days by two armed robbers. During this time, the hostages began to exhibit trust and affection toward their captors and even resisted rescue efforts. Despite their life-threatening circumstances, the hostages developed emotional bonds with the perpetrators. This counterintuitive response baffled psychologists and sparked interest in understanding the psychological dynamics at play. Psychological Mechanisms Behind Stockholm Syndrome 1. Survival Instinct and Cognitive Dissonance At its core, Stockholm syndrome is seen as a survival strategy. Victims, in a situation where they are powerless, may unconsciously develop positive feelings towards their captors to reduce the perception of threat and increase the chance of survival (Graham 1994). These feelings can help victims cope with the overwhelming fear and helplessness they experience, creating an emotional connection as a psychological defence mechanism (Cantor & Price 2007). Cognitive dissonance theory also helps explain this phenomenon. When a person’s thoughts and actions are in conflict (e.g., knowing the captor is a threat but also relying on them for survival), individuals may rationalise their captor’s behaviour to reduce mental discomfort (Festinger 1957). As a result, they might begin to view their captor more favourably. Factors Contributing to Stockholm Syndrome Several conditions make Stockholm syndrome more likely to occur: 1. Isolation from Other Perspectives When victims are isolated from the outside world and dependent on their captor for basic needs, such as food, water, or even emotional connection, they may start to identify with the perpetrator. The lack of external influence exacerbates the bond between victim and captor, as the victim has no other source of support or perspective (Namnyak et al. 2008). 2. Perceived Acts of Kindness If the captor shows small acts of kindness, such as providing food or allowing the victim to live, the victim may interpret these actions as goodwill. Over time, this can lead to gratitude and a distorted perception of the captor’s motives, reinforcing the emotional bond (Cantor & Price 2007). 3. Length of Captivity The longer an individual is held captive, the more likely Stockholm syndrome is to develop. Prolonged exposure to a captor creates a dynamic where victims feel dependent on their abuser for survival and protection, increasing the likelihood of emotional attachment (Graham 1994). Stockholm Syndrome Beyond Hostage Situations While Stockholm syndrome is most commonly associated with hostage situations, it can also manifest in other contexts, such as domestic abuse, child abuse, and human trafficking. In abusive relationships, victims may develop loyalty or affection for their abusers as a way to endure prolonged trauma. This emotional connection can prevent them from seeking help or leaving the abusive situation (Briere & Scott 2015). Victims of domestic violence, for example, may stay in abusive relationships due to their attachment to the abuser, even when they are aware of the harm being done to them. The fear of leaving or the belief that the abuser “truly cares” for them can maintain the abusive cycle (Walker 2016). Criticism and Limitations of the Stockholm Syndrome Concept Despite its widespread use, Stockholm syndrome is not an official diagnosis in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), and some psychologists argue that it oversimplifies complex trauma reactions (American Psychiatric Association 2013). Critics suggest that the term can pathologise victims’ survival strategies and overlook the broader socio-cultural and structural factors that contribute to victimisation (Namnyak et al. 2008). Additionally, the phenomenon has been criticised for its gendered implications, as it is often associated with female victims, leading to misunderstandings about how men and women respond to captivity or abuse (Booth 2010). Critics argue for more nuanced understandings of trauma responses, including the role of power dynamics and learned helplessness in abusive situations. Conclusion Stockholm syndrome is a fascinating, albeit controversial, psychological phenomenon that underscores the complex dynamics of power, fear, and attachment in extreme situations. Whether in hostage situations or abusive relationships, the emotional bonds that form between victims and their captors serve as coping mechanisms for survival. However, understanding Stockholm syndrome requires a broader perspective on trauma and the socio-cultural factors influencing victim behaviour. As we continue to explore these dynamics, it is crucial to approach the topic with compassion and a deeper understanding of the victim’s experience References American Psychiatric Association 2013, Diagnostic and Statistical Manual of Mental Disorders (DSM-5), 5th edn, American Psychiatric Publishing, Arlington, VA. Booth, J 2010, Gendered experiences of trauma: Stockholming and domestic violence, Routledge, London. Briere, J & Scott, C 2015, Principles of trauma therapy: A guide to symptoms, evaluation, and treatment, Sage Publications, Los Angeles. Cantor, C & Price, J 2007, ‘Traumatic entrapment, appeasement and complex post-traumatic stress disorder: Evolutionary perspectives of hostage reactions, domestic abuse and the Stockholm syndrome’, Australian and New Zealand Journal of Psychiatry, vol. 41, no. 5, pp. 377–384. Festinger, L 1957, A theory of cognitive dissonance, Stanford University Press, Stanford. Graham, DL 1994, Loving to survive: Sexual terror, men’s violence, and women’s lives, New York University Press, New York. Namnyak, M

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 09/09/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) are two distinct neurodevelopmental conditions, but they often co-occur. Research shows that approximately 30% to 50% of individuals with autism also meet the criteria for ADHD (Leitner 2014). When both conditions are present, it can lead to unique challenges but also offers opportunities for better understanding and targeted interventions. This article explores the symptoms, challenges, and strategies for managing the co-occurrence of autism and ADHD. Keywords Autism and ADHD together, Dual diagnosis of ASD and ADHD, Managing autism and ADHD symptoms, ADHD in individuals with autism, Autism and executive functioning, Behavioural therapies for ASD and ADHD Understanding Autism and ADHD Autism Spectrum Disorder (ASD) is characterised by challenges in social interaction, communication difficulties, and restricted or repetitive behaviours. Individuals with ASD often experience sensory sensitivities and have a strong preference for routine and predictability (American Psychiatric Association 2013). Attention-Deficit/Hyperactivity Disorder (ADHD), on the other hand, is marked by inattention, impulsivity, and hyperactivity. These symptoms can interfere with daily functioning, particularly in environments that demand focus and organisation (Barkley 2014). Both conditions impact different aspects of cognition and behaviour, but when they overlap, they can intensify certain challenges while also complicating diagnosis and treatment. Symptoms of Autism and ADHD Together While autism and ADHD have distinct features, their co-occurrence can lead to a complex interaction of symptoms. Some overlapping and unique symptoms may include: 1. Social Difficulties Individuals with both autism and ADHD may struggle with social interactions due to communication challenges associated with ASD, coupled with impulsivity and inattentiveness from ADHD. This combination can make it difficult to form and maintain relationships (Antshel et al. 2016). 2. Sensory Processing Issues Sensory sensitivities are common in autism, but ADHD can exacerbate sensory-seeking behaviours. For example, a child with both conditions may be easily overwhelmed by bright lights or loud noises (as is typical with ASD) while simultaneously seeking out intense sensory input through physical activity (common in ADHD). 3. Executive Functioning Challenges Both autism and ADHD affect executive functioning, which includes skills such as planning, organising, and time management. Individuals with the dual diagnosis may find it even more challenging to stay organised, complete tasks, and follow through on responsibilities (Corbett et al. 2009). Challenges in Diagnosis and Treatment 1. Overlapping Symptoms One of the key challenges in diagnosing both autism and ADHD is the overlap of symptoms. Hyperactivity, impulsivity, and difficulty focusing are common in both conditions, which can sometimes lead to misdiagnosis or delayed diagnosis. For instance, the inattention in ADHD may be mistakenly attributed to autism-related sensory issues (Leitner 2014). 2. Tailoring Interventions Effective treatment for co-occurring autism and ADHD often requires a nuanced approach. For example, traditional behavioural therapies used for ADHD may need to be adapted for individuals with autism to accommodate their unique communication and sensory needs (Antshel et al. 2016). Additionally, medication management for ADHD may need to be carefully monitored, as individuals with autism can react differently to stimulant medications. Strategies for Managing Autism and ADHD Together 1. Behavioural Therapies Applied Behaviour Analysis (ABA) is commonly used to support individuals with autism. For those with ADHD as well, ABA can be adapted to include strategies that target impulsivity and inattention, helping individuals improve focus and regulate their behaviour (Smith 2016). 2. Executive Functioning Support Supporting executive functioning through cognitive-behavioural strategies can help individuals with autism and ADHD improve organisational skills and task completion. This might include using visual schedules, checklists, and timers to help with time management and task planning (Antshel et al. 2016). 3. Sensory Accommodations For individuals with co-occurring sensory processing issues, it is essential to create a sensory-friendly environment. Occupational therapy can play a key role in helping individuals manage sensory sensitivities and develop coping strategies to reduce sensory overload (Corbett et al. 2009). Conclusion The co-occurrence of autism and ADHD presents unique challenges, but with the right interventions, individuals can manage both conditions effectively. By understanding the overlap of symptoms and tailoring treatment to the needs of the individual, parents, educators, and healthcare providers can help improve quality of life for those with dual diagnoses. Early diagnosis and comprehensive support are essential in helping individuals with both autism and ADHD reach their full potential. References Antshel, KM, Zhang-James, Y, Wagner, KE, Ledesma, A & Faraone, SV 2016, ‘An update on the comorbidity of ADHD and ASD: A focus on clinical management’, Expert Review of Neurotherapeutics, vol. 16, no. 3, pp. 279-293. American Psychiatric Association 2013, Diagnostic and Statistical Manual of Mental Disorders (DSM-5), 5th edn, American Psychiatric Publishing, Arlington, VA. Barkley, RA 2014, Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, 4th edn, Guilford Press, New York. Corbett, BA, Constantine, LJ, Hendren, R, Rocke, D & Ozonoff, S 2009, ‘Examining executive functioning in children with autism spectrum disorder, attention deficit hyperactivity disorder and typical development’, Psychiatry Research, vol. 166, no. 2-3, pp. 210-222. Leitner, Y 2014, ‘The co-occurrence of autism and attention deficit hyperactivity disorder in children – what do we know?’, Frontiers in Human Neuroscience, vol. 8, pp. 268-272. Smith, T 2016, ‘Applied Behavior Analysis’, Child and Adolescent Psychiatric Clinics of North America, vol. 25, no. 3, pp. 575-585. 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: 17/02/2026 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Co-occurring psychological conditions, also known as comorbidities, occur when an individual experiences more than one mental health disorder simultaneously. Understanding these common co-occurrences is essential for effective diagnosis and treatment, as symptoms of one condition may exacerbate the other. This article examines some of the most common co-occurring psychological conditions and their impact on overall mental health. Keywords: Common co-occurring psychological conditions, Anxiety and depression comorbidity, ADHD and learning disabilities, PTSD and substance use disorder, Bipolar disorder and addiction, Co-occurring mental health disorders 1. Anxiety and Depression One of the most common co-occurring psychological conditions is the combination of anxiety disorders and depression. Studies suggest that around 50% of individuals with depression also experience an anxiety disorder (Kessler et al. 2005). The overlapping symptoms, such as restlessness, fatigue, and difficulty concentrating, can make it difficult to differentiate between the two conditions. Impact: Anxiety can heighten the feelings of hopelessness and sadness associated with depression, while depression can intensify the worries and fears present in anxiety. This combination often leads to a cycle of negative thoughts, making treatment more complex (Kroenke et al. 2007). 2. Substance Use Disorder and PTSD Post-Traumatic Stress Disorder (PTSD) frequently co-occurs with Substance Use Disorder (SUD). Many individuals with PTSD turn to alcohol or drugs as a way to cope with trauma-related symptoms, such as flashbacks, hypervigilance, and emotional numbness. Estimates suggest that 20-40% of individuals with PTSD also have a substance use disorder (Jacobsen et al. 2001). Impact: The use of substances can exacerbate PTSD symptoms, leading to impaired emotional regulation and difficulty in processing traumatic memories. The co-occurrence of these conditions often requires integrated treatment that addresses both trauma and substance abuse (Simpson et al. 2011). 3. ADHD and Learning Disabilities Children and adults with Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk of having learning disabilities. It is estimated that up to 45% of individuals with ADHD also have learning difficulties, particularly in areas such as reading, writing, and mathematics (DuPaul et al. 2013). Impact: The combination of ADHD and learning disabilities can make it challenging for individuals to succeed academically, often leading to low self-esteem and behavioural problems. Early identification and tailored educational interventions can improve outcomes for individuals with both conditions. 4. Autism Spectrum Disorder and Anxiety Children and adults with Autism Spectrum Disorder (ASD) often experience co-occurring anxiety disorders. Research shows that 40-50% of individuals with autism also meet the criteria for an anxiety disorder (van Steensel et al. 2011). Common anxiety disorders in individuals with ASD include social anxiety, generalised anxiety disorder, and obsessive-compulsive disorder. Impact: Anxiety in individuals with autism can exacerbate sensory sensitivities and repetitive behaviours, leading to increased distress. Anxiety symptoms often go untreated in people with autism, as they can be mistakenly attributed to autism-related behaviours. Effective treatment requires a combination of behavioural therapy and anxiety management techniques. 5. Bipolar Disorder and Substance Use Disorder Another common co-occurrence is Bipolar Disorder and Substance Use Disorder. Individuals with bipolar disorder often use substances to self-medicate during manic or depressive episodes, which can worsen mood instability and increase the risk of addiction. Studies indicate that up to 60% of individuals with bipolar disorder experience a substance use disorder at some point (Regier et al. 1990). Impact: The combination of bipolar disorder and substance use often leads to more severe manic and depressive episodes, with a higher risk of hospitalisation and suicide. Integrated treatment approaches that address both conditions simultaneously are essential for managing this dual diagnosis. Conclusion Co-occurring psychological conditions are common and can complicate the treatment and management of mental health disorders. By understanding the interplay between conditions such as anxiety, depression, PTSD, ADHD, and substance use disorder, healthcare providers can develop more comprehensive and effective treatment plans. Early diagnosis and integrated interventions are crucial in helping individuals manage their symptoms and improve their quality of life. References DuPaul, GJ, Weyandt, LL & Janusis, GM 2013, ‘ADHD in the classroom: Effective intervention strategies’, Theory into Practice, vol. 50, no. 1, pp. 35-42. Jacobsen, LK, Southwick, SM & Kosten, TR 2001, ‘Substance use disorders in patients with posttraumatic stress disorder: A review of the literature’, American Journal of Psychiatry, vol. 158, no. 8, pp. 1184-1190. Kessler, RC, Berglund, P, Demler, O, Jin, R, Koretz, D, Merikangas, KR, Rush, AJ, Walters, EE & Wang, PS 2005, ‘The epidemiology of major depressive disorder: Results from the National Comorbidity Survey Replication (NCS-R)’, JAMA, vol. 289, no. 23, pp. 3095-3105. Kroenke, K, Spitzer, RL & Williams, JB 2007, ‘The PHQ-9: Validity of a brief depression severity measure’, Journal of General Internal Medicine, vol. 16, no. 9, pp. 606-613. Regier, DA, Farmer, ME, Rae, DS, Locke, BZ, Keith, SJ, Judd, LL & Goodwin, FK 1990, ‘Comorbidity of mental disorders with alcohol and other drug abuse: Results from the Epidemiologic Catchment Area (ECA) Study’, JAMA, vol. 264, no. 19, pp. 2511-2518. Simpson, TL, Stappenbeck, CA, Luterek, JA, Lehavot, K & Kaysen, DL 2011, ‘Posttraumatic stress disorder symptoms, substance use, and conflict tactics in a sample of homeless women’, Journal of Traumatic Stress, vol. 24, no. 2, pp. 257-265. van Steensel, FJ, Bögels, SM & Perrin, S 2011, ‘Anxiety disorders in children and adolescents with autistic spectrum disorders: A meta-analysis’, Clinical Child and Family Psychology Review, vol. 14, no. 3, pp. 302-317. 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: 11/09/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Abortion, the termination of a pregnancy, is a complex and often controversial subject with social, ethical, and psychological dimensions. While the physical implications of abortion are widely researched, the mental health impacts are equally significant. This article explores the psychological effects of abortion, examining factors that influence mental health outcomes, the role of stigma, and the importance of support systems. By understanding these aspects, we can foster a more nuanced, compassionate approach to mental health in the context of abortion. Keywords: Abortion and mental health, Psychological impact of abortion, Mental health post-abortion, Stigma and abortion, Abortion-related mental health support, emotional outcomes of abortion, Social support post-abortion The Psychological Impact of Abortion Research on the mental health outcomes associated with abortion indicates that psychological effects vary widely based on individual experiences, beliefs, and circumstances surrounding the decision (Steinberg & Finer 2011). Some women report feelings of relief following the procedure, while others experience negative emotions, particularly if the decision was difficult (or they regret their decision) or influenced by external pressures. While abortion may lead to mental health challenges for some, most studies find that severe psychological distress is not common in cases where individuals have chosen abortion freely and feel supported. According to the American Psychological Association (APA), the majority of women who undergo a legal abortion do not experience long-term mental health issues (APA Task Force 2008). Common Mental Health Outcomes After Abortion Although most women do not experience significant psychological distress following abortion, some may face mental health challenges. Key outcomes include: 1. Relief and Reduced Anxiety For many women, abortion brings relief, particularly if the pregnancy was unplanned or involved difficult personal circumstances. Relief and reduced anxiety are common outcomes, especially when individuals feel that abortion was the right choice for them (Biggs et al. 2013). 2. Depression and Guilt In certain cases, women may experience symptoms of depression or guilt following an abortion. These feelings can be influenced by various factors, including personal beliefs, cultural or religious views, and social stigma. Studies show that women with pre-existing mental health conditions may be more vulnerable to depressive symptoms post-abortion (Major et al. 2009). 3. Anxiety and Emotional Distress Some individuals may feel anxiety and emotional distress after an abortion, particularly if they lacked support or regret their decision. In such cases, the absence of a supportive network can amplify feelings of isolation and anxiety (Rocca et al. 2013). Factors Influencing Mental Health Outcomes Several factors can influence mental health outcomes following an abortion: 1. Personal Beliefs and Values Personal beliefs about abortion play a significant role in shaping mental health outcomes. Individuals who hold strong personal or religious convictions against abortion may be more likely to experience guilt, shame, or remorse post-abortion. Conversely, those who view abortion as a valid option may feel relief and empowerment after the procedure (Rocca et al. 2015). 2. Social Stigma and Support Systems Stigma surrounding abortion can have a powerful impact on mental health. In societies where abortion is stigmatised, individuals may feel isolated, judged, or unsupported. Social support, on the other hand, has been shown to improve mental health outcomes for those who undergo abortion by providing emotional reassurance and a sense of belonging (Kimport et al. 2012). 3. Pre-existing Mental Health Conditions Women with prior mental health conditions, such as depression or anxiety, may be more vulnerable to mental health challenges post-abortion. Studies indicate that while abortion does not cause mental health conditions, those with pre-existing issues may experience exacerbated symptoms following the procedure (Major et al. 2009). 4. The Circumstances of the Pregnancy The context in which the pregnancy occurred also affects psychological outcomes. Unplanned pregnancies, abusive relationships, and financial instability may heighten the stress associated with abortion. In such cases, mental health issues may stem from these underlying factors rather than from the abortion itself (Steinberg & Finer 2011). The Role of Stigma and Societal Influence Stigma associated with abortion can negatively impact mental health by contributing to feelings of shame, secrecy, and guilt. Research shows that individuals who feel judged or isolated due to their abortion decision are more likely to experience emotional distress (Kimport et al. 2012). In environments where abortion is heavily stigmatised, individuals may feel unable to seek support, leading to increased mental health challenges. Social stigma can also influence how women interpret and process their abortion experience. For example, women in cultures with high levels of abortion stigma may internalise negative views, leading to self-judgment and lower self-esteem. Reducing stigma and creating supportive environments can help mitigate these effects and improve mental health outcomes (Shellenberg et al. 2011). Addressing Mental Health Needs Post-Abortion Effective support can make a significant difference in mental health outcomes for individuals who undergo abortion. Key strategies include: 1. Access to Mental Health Resources Providing access to mental health resources, including counselling and support groups, can help individuals process their experiences and alleviate distress. Studies indicate that mental health support post-abortion can reduce the risk of depression, anxiety, and feelings of isolation (Major et al. 2009). 2. Non-Judgmental Support Systems A non-judgmental support network, whether through friends, family, or community groups, is crucial for mental well-being post-abortion. Supportive relationships can provide emotional reassurance, helping individuals feel validated in their decision and reducing the effects of stigma (Kimport et al. 2012). 3. Public Education to Reduce Stigma Public education campaigns focused on reducing stigma around abortion can have positive effects on mental health outcomes. By fostering a more inclusive and accepting environment, individuals may feel more comfortable discussing their experiences and seeking support (Shellenberg et al. 2011). Conclusion The mental health impact of abortion is complex and influenced by multiple factors, including personal beliefs, societal attitudes, and access to support. While many

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 21/06/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. As the National Disability Insurance Scheme (NDIS) reaches a decade of operation, it’s crucial to reflect on its impact, especially concerning mental health. The NDIS was introduced to revolutionize support for Australians with disabilities, including those with psychosocial disabilities arising from mental health issues. This article reviews the achievements and challenges of the NDIS in this context, drawing upon available information and insights from those directly affected by the scheme. Transformative Impact on Lives The NDIS has undoubtedly had a transformative effect on many individuals with disabilities. For example, Geelong resident Zane reflects on the profound changes brought about by the NDIS in his life. Before the NDIS, accessing necessary support was a significant challenge, often marred by delays and inadequacies, particularly in assistive technologies like wheelchairs. The NDIS has enabled people like Zane to acquire timely and appropriate support, significantly enhancing their quality of life and financial stability. Such personal accounts highlight the scheme’s success in providing tailored support and fostering independence and employment among participants​​. Challenges and Learning Curves However, the NDIS journey has not been without challenges. The scheme’s rapid roll-out and complexity meant inevitable teething problems, particularly for people with mental illnesses. These individuals were among the last groups to be included in the NDIS, and the initial planning predominantly focused on physical and intellectual disabilities, failing to recognize the unique needs and challenges associated with psychosocial disabilities​​. Access Difficulties and Service Mismatches Gaining access to the NDIS has been notably challenging for individuals with severe mental illnesses. The eligibility criteria, requiring proof of a mental illness resulting in a long-term disability, can be incredibly difficult to meet, given the fluctuating nature of many mental health conditions​​. Furthermore, once in the scheme, participants might encounter issues like inappropriate NDIS plans and difficulty coordinating services, highlighting a mismatch in understanding and addressing the needs of those with mental health issues​​. Need for Psychosocial Framework Recognizing these issues, there have been calls for a psychosocial-specific stream within the NDIS, with trained assessors and increased flexibility of plans. This change would acknowledge the unique and often fluctuating needs of individuals with psychosocial disabilities​​. Conclusion and Future Directions The NDIS represents a significant step forward in disability support in Australia, with notable successes in enhancing the lives of many individuals. However, the experiences of those with mental health conditions reflect a need for ongoing revision and improvement. The scheme must continue to evolve, incorporating feedback from participants, experts, and families, to ensure it fully realizes its potential for all Australians, including those with psychosocial disabilities. 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: 05/07/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Parenthood is often idealised as a rewarding and fulfilling experience, yet many parents occasionally experience negative feelings towards their children, ranging from frustration to resentment. These emotions can provoke guilt and shame, leading parents to question their love or capability. This article explores the psychological causes of these feelings, the importance of addressing parental burnout, and strategies for improving the parent-child relationship. Keywords: Parenting guilt, Parental burnout, Negative feelings toward children, Support for overwhelmed parents, Managing parental stress, Parent-child relationship improvement Understanding Parental Burnout and Negative Emotions Negative feelings towards children often stem from parental burnout, a condition characterised by physical and emotional exhaustion due to prolonged stress related to parenting. Burnout can lead to feelings of resentment, frustration, and emotional withdrawal from children (Mikolajczak et al. 2018). Factors contributing to burnout include lack of support, overwhelming responsibilities, and unrealistic societal expectations of parenthood. Research by Roskam et al. (2017) highlights that parental burnout is a growing concern, particularly in families where parents feel unsupported or isolated. The exhaustion of meeting both personal and parenting demands can cause negative feelings toward children, but this does not mean that the parent genuinely “hates” their child. Rather, it indicates a need for self-care and support. Guilt and Shame in Parenting Many parents who experience negative emotions toward their children also struggle with intense guilt and shame. According to Cummings and Davies (2010), these feelings are often exacerbated by societal pressures that depict parenthood as a constant source of joy and purpose. When parents don’t meet these expectations, they may internalise these emotions and fear they are failing in their role. However, experiencing occasional frustration or resentment is normal, especially in demanding situations such as dealing with temper tantrums, sibling rivalry, or behavioural issues. It’s essential for parents to recognise that these emotions do not equate to being a “bad parent” but rather reflect the stresses of caregiving. Common Causes of Negative Feelings Several factors contribute to the negative feelings parents may experience: Lack of Support Parents who lack a strong support system often feel isolated, which can heighten feel ings of frustration. Without help from partners, family, or community networks, parents may feel overwhelmed by the day-to-day demands of caregiving (Mikolajczak et al. 2018). Unrealistic Expectations Cultural and social expectations that idealise parenthood can create pressure to maintain a perfect family life. When reality falls short of these expectations, parents may feel inadequate, leading to resentment toward both themselves and their children (Cummings & Davies 2010). Child Behavioural Challenges Children with behavioural challenges, such as Attention-Deficit/Hyperactivity Disorder (ADHD) or autism, can create additional stress for parents. Managing these behaviours often requires additional emotional resources, which can lead to feelings of helplessness and anger (Barkley 2014). Addressing Negative Feelings and Seeking Support Addressing negative feelings toward children begins with self-awareness and self-compassion. Parents need to recognise that their feelings are valid and a normal response to stress. Several strategies can help: 1. Practicing Self-Care Research shows that parents who prioritise their own well-being are more emotionally equipped to manage the challenges of parenting (Roskam et al. 2017). Simple self-care practices, such as regular breaks, exercise, and social interaction, can reduce stress levels and improve mood. 2. Seeking Professional Support Counselling or therapy can help parents process their emotions, understand the root causes of their frustration, and develop healthier coping mechanisms. Cognitive Behavioural Therapy (CBT) is one effective approach that can help parents reframe negative thoughts and manage stress (Barkley 2014). 3. Building a Support Network Connecting with other parents or joining parenting groups can provide emotional support and practical advice. Having a community to share the highs and lows of parenting can reduce feelings of isolation and guilt (Mikolajczak et al. 2018). Strengthening the Parent-Child Relationship Improving the parent-child relationship after experiencing negative emotions involves rebuilding trust and fostering positive interactions. Positive parenting strategies, such as setting realistic expectations, using praise and encouragement, and practising patience, can help strengthen the bond between parent and child (Cummings & Davies 2010). It’s also crucial to maintain open communication with children. Parents can explain their feelings (in an age-appropriate way), apologise if necessary, and involve children in finding solutions to recurring conflicts. This teaches children important emotional regulation skills and models conflict resolution (Barkley 2014). Conclusion Negative feelings toward children are a natural response to the pressures and challenges of parenting. Rather than being an indication of failure, these emotions highlight the need for self-care, support, and realistic expectations. By acknowledging these feelings, seeking help, and using positive parenting strategies, parents can reduce their frustration and build stronger, healthier relationships with their children. References Barkley, RA 2014, Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, 4th edn, Guilford Press, New York. Cummings, EM & Davies, PT 2010, Marital Conflict and Children: An Emotional Security Perspective, Guilford Press, New York. Mikolajczak, M, Raes, M-E, Avalosse, H & Roskam, I 2018, ‘Exhausted parents: Socio-demographic, child-related, parent-related, parenting and family-functioning correlates of parental burnout’, Journal of Child and Family Studies, vol. 27, no. 2, pp. 602-614. Roskam, I, Raes, ME & Mikolajczak, M 2017, ‘Exhausted parents: Development and preliminary validation of the parental burnout inventory’, Frontiers in Psychology, vol. 8, no. 1, pp. 1-12. 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: 13/07/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Alcohol consumption is a common aspect of social life in many cultures. While moderate alcohol use can be part of social rituals and celebrations, excessive or prolonged drinking can have significant impacts on mental health. This article explores the complex relationship between alcohol consumption and mental health, drawing upon scientific research to understand the potential risks and effects. Understanding the Relationship Between Alcohol and Mental Health Alcohol affects the central nervous system and alters brain chemistry. Initially, it may act as a stimulant, leading to temporary feelings of euphoria, but as blood alcohol levels rise, it can become a depressant, affecting thought processes, judgment, and physical coordination. Short-Term Mental Health Effects In the short term, alcohol can cause: Mood Swings: The stimulant effect can initially elevate mood, but as the effects wear off, it can lead to feelings of depression. Impaired Judgment: Alcohol impairs cognitive functions, leading to poor decision-making and risk-taking behavior. Anxiety and Stress: Some individuals may experience increased anxiety and stress levels during or after drinking. Long-Term Mental Health Effects Chronic or heavy drinking poses more serious mental health risks: Depression: There’s a well-documented link between heavy drinking and depression. A study in the “Journal of Studies on Alcohol and Drugs” (2017) found that heavy alcohol use significantly increased the risk of major depression. Anxiety Disorders: Chronic drinking can lead to or exacerbate anxiety disorders. According to the “National Institute on Alcohol Abuse and Alcoholism,” long-term alcohol misuse can cause or worsen anxiety, even after sobriety is achieved. Memory Loss and Brain Damage: Long-term alcohol abuse can lead to lasting damage to the brain, affecting memory and cognitive functions. Alcohol Dependency and Mental Health Developing a dependency on alcohol can further exacerbate mental health issues. Dependence not only affects physical health but also leads to a range of psychological issues, including increased risk of depression, anxiety, and other mental health disorders. Coping with Alcohol-Related Mental Health Issues Addressing alcohol-related mental health issues involves: Recognizing the Problem: Acknowledging the impact of alcohol on mental health is the first step. Seeking Professional Help: Therapy, counseling, and support groups can offer help in managing both alcohol dependency and mental health issues. Lifestyle Changes: Incorporating a healthy diet, regular exercise, and stress management techniques can improve overall well-being. Support Systems: Building a strong support network is vital for recovery and mental health management. Conclusion The relationship between alcohol consumption and mental health is complex and varies from person to person. While moderate alcohol use may be harmless for many, excessive drinking can lead to significant mental health issues, including depression, anxiety, and cognitive impairments. Understanding the risks associated with alcohol and seeking appropriate help when needed is crucial for maintaining mental health and well-being. 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: 28/12/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. In Australia, the term “school can’t” has recently come into public focus, particularly following a Four Corners episode titled The Kids Who Can’t Go to School. It refers to students experiencing “school refusal,” where mental health challenges, developmental conditions, or other psychological barriers make regular school attendance difficult or even impossible. School refusal is distinct from truancy, as it involves children who generally desire to attend but are prevented by conditions outside their control. This article explores the causes, impacts, and proposed solutions for addressing “school can’t,” with a focus on how Australia’s educational and healthcare systems can better support affected students. Keywords: School can’t, School refusal, Child mental health and education, Educational support for mental health, Post-pandemic school challenges What is “School Can’t”? “School can’t” describes a spectrum of behaviours under the broader umbrella of school refusal, where children face severe difficulties attending school due to mental health issues like anxiety, depression, or trauma, as well as developmental conditions such as autism or ADHD. Unlike truancy, these students are not avoiding school out of defiance but rather because their mental or physical well-being prevents regular attendance (Heyne & King 2004). The recent Four Corners investigation highlights the plight of these children and their families, who often face stigma and pressure to conform to traditional attendance expectations, despite their unique challenges (ADHD Australia 2024). Causes of School Refusal School refusal can arise from multiple interrelated factors: 1. Mental Health Disorders Mental health conditions such as generalised anxiety disorder (GAD), social anxiety, and depression are among the leading causes of school refusal. Children with anxiety disorders often experience overwhelming stress related to school situations, including academic pressures and social interactions (Kearney & Albano 2004). 2. Neurodevelopmental Disorders Children with autism spectrum disorder (ASD) and ADHD may struggle with the sensory overload, rigid structure, and social demands typical of school environments. Their experiences often include challenges in processing sensory information, managing impulsivity, and understanding social norms, which can create an overwhelming school experience (Tonge & Silverman 2012). 3. Post-Pandemic Adjustments The COVID-19 pandemic had a profound impact on children’s mental health, with increased levels of anxiety, depression, and social withdrawal. Many students who thrived in remote learning environments found it difficult to transition back to in-person schooling. This has contributed to a post-pandemic increase in cases of school refusal as students struggle to readjust to pre-pandemic routines (Loades et al. 2020). Impact on Students and Families School refusal has significant repercussions on a student’s educational development and psychological well-being, as well as on family dynamics: 1. Academic and Social Implications Prolonged school absence can lead to gaps in learning, academic delays, and reduced social skills. Isolation from peers may increase feelings of loneliness and exacerbate anxiety, making reintegration even harder (Egger et al. 2003). 2. Family Stress and Stigma Parents of children experiencing school refusal often feel intense pressure from schools and society, which can result in feelings of guilt, shame, and frustration. Families may face scrutiny, especially in cases where school systems or communities misunderstand the nature of school refusal, conflating it with truancy or parental neglect (Heyne & King 2004). 3. Mental Health Decline For children, repeated exposure to environments that heighten stress or discomfort can exacerbate their underlying conditions. Anxiety can worsen over time, leading to depression or other mental health issues if left unaddressed. Proposed Solutions and Interventions Addressing “school can’t” requires a collaborative approach involving educators, mental health professionals, and policymakers. Key interventions include: 1. Creating Supportive School Environments Schools that cultivate an inclusive and supportive atmosphere can reduce stress for students with mental health challenges or neurodevelopmental conditions. This includes implementing flexible learning options, sensory-friendly environments, and training for teachers on managing diverse student needs (Tonge & Silverman 2012). 2. Personalised Return-to-School Plans For students re-entering the school environment, gradual and personalised reintegration plans are essential. These may include part-time attendance, remote learning options, or designated safe spaces within the school where children can take breaks if they feel overwhelmed (Kearney & Albano 2004). 3. Integrating Mental Health Services Embedding mental health support within the school setting, such as counsellors and social workers trained in child psychology, can provide accessible support to students and help families navigate the challenges of school refusal. Schools can work with local health services to offer assessments and interventions, reducing the stigma surrounding mental health care (Egger et al. 2003). Conclusion The phenomenon of “school can’t” is an urgent reminder of the need for more empathetic, flexible, and supportive educational approaches. By prioritising mental health, accommodating diverse needs, and working closely with families, schools can create environments where all children feel safe, included, and capable of participating. Supporting students who experience school refusal is not only a matter of educational policy but also a commitment to fostering well-being in every child. References ADHD Australia 2024, The Kids Who Can’t Go to School, Four Corners [YouTube], 5 Feb, https://www.youtube.com/watch?v=a9wkvfdDInA. Egger, HL, Costello, EJ & Angold, A 2003, ‘School refusal and psychiatric disorders: A community study’, Journal of the American Academy of Child & Adolescent Psychiatry, vol. 42, no. 7, pp. 797-807. Heyne, D & King, N 2004, ‘Treatment of school refusal’, Behavior Modification, vol. 28, no. 3, pp. 380-411. Kearney, CA & Albano, AM 2004, ‘The functional profiles of school refusal behavior’, Behavior Modification, vol. 28, no. 1, pp. 147-161. Loades, ME, Chatburn, E, Higson-Sweeney, N, Reynolds, S, Shafran, R, Brigden, A, Linney, C, McManus, MN, Borwick, C & Crawley, E 2020, ‘Rapid systematic review: The impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19’, Journal of the American Academy of Child & Adolescent Psychiatry, vol. 59, no. 11, pp. 1218-1239. Tonge, BJ & Silverman,