11 January 2022
Multilingualism has been linked with numerous benefits for children and families.
Children may learn multiple languages simultaneously, and may show a preference for one
language. Receptive language skills are key in determining if speech pathology intervention is required for multilingual children.
The amount of exposure to each language directly impacts language acquisition, and the trajectory of language development for multilingual children can differ from monolingual children. When a child has strong skills in their first language, they are better able to learn additional languages.
Referral to speech pathology is important if a child is having difficulty with understanding and following verbal information in their primary language.
Resources for multilingual homes
19 November 2021
In the South Western Sydney Local Health District, one in four children are at risk of delayed fine motor skills.
Holding and manipulating objects using hand muscles allows children to participate in play, self-care and school-based tasks. These are crucial for academic, social and emotional development.
Fine motor skills consist of:
- Hand and finger strength
- Hand preference/dominance
- Bilateral coordination (using two hands together)
- Visual motor integration (hand/eye coordination)
- Object and pencil grasp
- Cutting skills
- Drawing and handwriting skills
The first years of life are critical for learning new skills. Early identification and intervention of fine motor difficulties is key in reducing the risks of poor academic, social and long-term life outcomes. Early referral to Occupational Therapy will provide the best support for children identified with delay in fine motor skills.
How to identify a fine motor delay: checklist by age
Where and how to refer
08 November 2021
A GP framework for infant and early childhood mental health assessment (0-5 years) aims to enhance the clinical practice in mental health of GPs working with infants and young children aged 0 to five years.
The Emerging Minds online course has been developed in collaboration with a GP consultancy group to equip GPs with knowledge of common child mental health conditions, strengthen their engagement skills for interacting with a child and their family, and develop practical skills for child mental health assessment and management.
The course is accredited with the RACGP as a CPD Accredited Activity (40 CPD points) and with ACRMM as a PDP Activity (6 PDP hours). It is also accredited by the General Practice Mental Health Standards Collaboration (GPMHSC) as stand-alone Clinical Enhancement Module. The course is available to practitioners free of charge.
Below you’ll find:
A summary of the course and its learning outcomes
A prescribed GP learning pathway which includes other relevant online courses
A Pathways of Care template to download and use to create a central database of services you can reach out to
A promotional video about this course
14 October 2021
Early assessment and support for mental illness is particularly important for children and young people to prevent negative long-term impacts. Many infants and children visit their GP frequently and these consultations present the ideal opportunity for early intervention.
However, most doctors are pressed for time and some may lack confidence in identifying and addressing mental health concerns, especially in infants and toddlers. Supporting children’s mental health doesn’t need to be difficult or time-consuming. Many of the skills GPs use every day can be applied to support children’s mental health.
Australia’s Emerging Minds provides an evidence-informed guide created specifically for GPs. This article includes links to brief videoclips, podcasts and e-learning courses on conducting child mental health assessments.
Early intervention and referral by GPs can prevent progression of a mental health condition, contributing importantly to children’s future wellbeing.
Southwest Sydney Paediatric Clinics
21 September 2021
One in in five children in South Western Sydney are at risk of poor language outcomes. A child’s vocabulary and language skills at age three predict their later academic, mental health, socio-emotional wellbeing and employment outcomes.
Children’s language skills consist of their ability to understand and use language effectively across different environments. In addition to the Blue Book, you can use this communication screening checklist to assist in identifying when a child may be experiencing delays in their communication skills.
Communication screening checklist
Early intervention is key to enhancing children’s outcomes in later life. If there are communication concerns for a child, at any age, refer to speech pathology services.
SP Services Directory
The longer we wait to refer children, the more limited their access to time-critical supports becomes. Children who receive the right treatment, at the right time, in the right way will have better outcomes.
This article was written by members of the ‘Stronger Seeds, Taller Trees’ project which includes professionals from a number of government and non-government organisations in South Western Sydney. The group aims to support GPs working with families to navigate and access timely services when they have a concern about a child’s development.
12 August 2021
When parents and carers have concerns about their child’s development, their GP may connect them to a range of mainstream services and refer them to an Early Childhood Partner.
The Early Childhood Approach supports children 0 to 6 with developmental delay or disability. Qualified professionals build the skills and knowledge of families and other people in the child’s life to support them to learn new skills, participate in everyday activities and be included in mainstream environments.
When children need longer term supports, the partner will support families to access the NDIS.
Children with developmental delays or concerns do not need a diagnosis to be referred to the Early Childhood Approach.
EACH is the Early Childhood Partner in South West Sydney.
Find your local Early Childhood Partner
Information for GPs
The Early Childhood Approach Guidelines
Best Practice in Early Intervention Parent Handout
EACH Phone referrals: 1300 003 224
EACH Referral Form
Send referral form to: PITC.EACH.ENQUIRIES@ndis.gov.au
This article was written by members of the ‘Stronger Seeds, Taller Trees’ project which includes professionals from a number of government and non-government organisations in South Western Sydney. The group aims to support GPs working with families to navigate and access timely services when they have a concern about a child’s development.
16 February 2021
Butterfly’s Youth Program, a skills-based group therapy treatment program for young people aged 18 to 25, is open for referrals. The program is based on Enhanced Cognitive Behaviour Therapy (CBT-E) and Butterfly’s clinicians are trained to work with young people living with body image issues and eating disorders. The program is currently delivered via Zoom and is open to anyone aged 18 and 25 years, anywhere in Australia.
In a safe, supportive and recovery-focused environment, trained clinicians will aim to help patients:
- Develop skills to manage stress and emotions
- Manage relationships
- Increase mindfulness
- Learn self-compassion
- Improve body image
- Reduce symptoms of their eating disorder
- Build a healthier relationship with food
The program runs for two hours a week for 12 weeks and can supplement treatments participants may be already receiving.
- Next daytime program starts: 5 April 2021
- Next evening program starts: 22 March 2021
To find out more
19 October 2020
NSW Health has requested the below message and attached protocol be shared with GPs:
As a result of the COVID-19 pandemic, some four-year-old children are at risk of missing out on the crucial monocular visual acuity test prior to the start of school that has typically been provided by the NSW Health StEPS Program at preschools and childcare centres. The intent of the StEPS program is to detect vision problems at an age when reliable vision screening can be achieved and treatment for childhood ocular conditions is more effective than when they are older. There is a current media campaign encouraging parents to book their child in for a screen before they start school.
The GP leads of NSW Health’s Primary Care Community of Practice are in agreement that GPs and practice nurses are well placed to encourage parents to book their child in for a screen, refer children to their local StEPS Co-ordinator for more information on where to access screening, or to directly provide vision screening for four-year-old old children who have not been able to access the StEPS Program this year.
Please see:
• www.health.nsw.gov.au/StEPS for contact details of your local StEPS Coordinators to enable referrals to catch-up StEPS clinics
• The clinical protocol for four-year-old vision screening should you need further guidance on the screening process.
If you need more information about the StEPS Program, please contact your local StEPS Co-ordinator. If you would like to speak to the Ministry of Health about this approach, please contact Caroline Holmes, Principal Program Officer, Health and Social Policy at Caroline.Holmes@health.nsw.gov.au or on 9391 9961.
