Mind over Waves: Uncovering Mental Health Toolkit Gaps for Young Australian Surf Lifesavers through an Environmental Scan and Expert Survey

Mind over Waves: Uncovering Mental Health Toolkit Gaps for Young Australian Surf Lifesavers through an Environmental Scan and Expert Survey | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Mind over Waves: Uncovering Mental Health Toolkit Gaps for Young Australian Surf Lifesavers through an Environmental Scan and Expert Survey Erin Stewart, Samantha Fien, Jasmin C Lawes, Amy E Peden This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3770581/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 09 Oct, 2025 Read the published version in BMC Public Health → Version 1 posted 12 You are reading this latest preprint version Abstract Background: Surf lifesavers constitute a critical but overlooked component of Australia’s first respondent workforce. Surf lifesavers are volunteer first responders across Australian waterways, performing coastal rescues, and other high-risk activities. Personnel undertaking these activities can include young people, from age 13. The mental health impact of these activities, and of strategies to improve wellbeing, is not well understood, yet recent research has identified young surf lifesavers (aged 13–25) to be a cohort particularly vulnerable to mental health challenges associated with these tasks. Objective: With a view to mitigate the mental health impacts of exposure to trauma among young lifesavers, this study aims to assess existing mental health toolkits available online in Australia and New Zealand, in relation to their relevance to this group with the goal of guiding the creation of a helpful, engaging toolkit for this demographic. Methods: Using an environmental scan methodology, we examined 32 mental health toolkits available online which focus on improving wellbeing, either of young people, first responders, volunteers, sports club members, or paid professional workers. Expert assessments of these tools were undertaken from researcher, psychological, social work, Surf Life Saving Australia (SLSA), and non-SLSA first respondent perspectives to ascertain their relevance for young lifesavers, in accordance with the duties they undertake. These assessments were conducted via an online Qualtrics survey distributed via email to a diverse but relevant convenience sample of experts. Toolkits were scored on their usefulness, relevance, appropriateness, and accessibility for the target audience as well as their efficacy in addressing trauma specific to SLSA duties, and general trauma. Reviewers also provided general comments on the strengths and weaknesses of toolkits. Results: Of the 32 toolkits analysed, 14 were designed for young people, three for first responders, and one for young people who were also first responders. Another 12 were for paid workers, one for unpaid workers, and three for sports club members. Toolkits were reviewed by 68 experts across several domains. Toolkits intended for first responders and young people scored highest across all variables, while qualitative feedback emphasised strategies for audience engagement and potential applications for the target audience. No existing toolkit directly targeted experiences associated with the general tasks involved in surf lifesaving. Conclusions: As awareness of psychosocial hazards increases globally, toolkits concerning mental health may be of interest to all young people as they navigate their lives both within and outside of SLSA. Although no resource has been targeted to this cohort specifically, elements of existing toolkits are specifically relevant. This environmental scan reveals gaps where bespoke mental health toolkits could focus, for instance on the impact of performing rescues and other high-risk situations, such as responding to suicides and self-harm, that arise in Australian waterways; as well as emphasising the value of the SLSA community as a potential protective factor mitigating trauma exposure. surf lifesavers lifeguards SLSA environmental scan toolkits adolescent young people mental health first responders emergency responders workforce volunteers Australia New Zealand psychosocial hazards trauma exposure protective factors wellbeing strategies engagement strategies internet mHealth mobile health digital health eHealth community-based research implementation research knowledge translation Figures Figure 1 Introduction Surf Life Saving Australia (SLSA) provides emergency services across Australia, including rescues of those at risk of illness and injury.[ 1 ] These services have been estimated to provide a net economic benefit of $ 97 billion per year to the Australian community through a workforce primarily comprised of volunteers.[ 1 ] SLSA membership spans all life stages, with volunteers able to commence active beach patrols from the age of 13 years.[ 1 ] Surf lifesavers can be exposed to high-risk and traumatic experiences as a routine part of their role as first responders.[ 2 ] While SLS personnel play a vital role in Australia’s emergency service ecosystem, understanding the toll this may have on their mental health and wellbeing has been largely overlooked.[ 1 ] This is concerning, especially when we consider that Surf Life Saving (SLS) personnel are known to contribute to the response and recovery of 11% of coastal suicides.[ 3 ] It is also known that 23% of the active patrolling membership are adolescents under the age of 18, a well-established high-risk demographic for developing mental health conditions.[ 4 ] Despite these risks, there has been a paucity of literature exploring how exposure to life-threatening situations as part of their SLS role affects overall mental health, particularly among younger volunteers.[ 5 ] Given this knowledge gap, SLSA has developed surveys to measure mental health among members in 2021, which found increased mental health vulnerability among adolescent members.[ 5 ] In particular, respondents were vulnerable to experiencing post-traumatic stress symptoms (PTSS), as measured through the PCL-5 checklist where each of 20 Diagnostic and Statistical Manual symptoms characteristic of Post-Traumatic Stress Disorder (PTSD).[ 5 , 6 ] Exposure to trauma was correlated with post-traumatic stress symptoms (PTSS), especially among adolescent males (aged 13–17 years old); the longer amount of time an adolescent had been patrolling, the higher their likelihood of experiencing direct trauma; and levels of PTSS severity indicated one in four adolescent survey respondents were at risk of developing Post-Traumatic Stress Disorder (PTSD), as evidenced by PTSS scores on the PCL5 of 33 or higher.[ 5 , 6 ] The World Health Organization characterises mental health promotion as a “positive” intervention, where mental health is understood as a “resource” rather than the absence of mental ill-health.[ 7 ] Online mental health promotion resources have been identified as a potential means of mental ill-health prevention, early intervention, screening, and help-seeking.[ 8 ] These resources can take various forms including online crisis support (such as Lifeline Crisis Chat), self-help, and online cognitive behavioural therapy (CBT) programs (such as moodgym), online peer support forums, mental health assessment tools, training, factsheets, and toolkits.[ 7 – 13 ] Promotion resources work to build resilience, mastery, and coping skills; which can mitigate distressing experiences and help individuals identify where they may require more intensive support.[ 7 ] Although the quality of evidence as to the efficacy of online mental health promotion resources is wanting, previous research on online mental health interventions indicates that resources targeted at building young people’s mental health management skills are promising and that young people generally feel comfortable using the internet to learn about mental health.[ 8 ] Digital resources can engage demographics that may be otherwise “hard-to-reach” in a proactive way.[ 11 ] An area of concern, however, is that completion rates of online programs are relatively low, indicating a need to increase audience engagement.[ 8 ] The aim of this study is to identify and assess existing mental health toolkits available in Australia and New Zealand, and to explore content in relation to SLSA context. To reduce vulnerability among younger SLS volunteers and to explore relevant and effective resource communication, this present study undertakes an environmental scan of online mental health toolkits that may be useful for volunteers, specifically focusing on those aged 13–25 years old. The 13–25 age group is key for the provision of mental health education because 62.5% of individuals with mental health conditions experience the onset of their condition by the age of 25.[ 4 ] No previous environmental scan has been undertaken on mental health toolkits for any audience, although reviews have been performed for general mental health resources available to young people.[ 14 , 15 ] Methods Using an environmental scan methodology, we reviewed mental health toolkits available online in Australia and New Zealand. While there is variation in environmental scan methodology, it is an established tool in public health research for reviewing general web-based material through a systematic search.[ 16 ] This method was chosen as most toolkits are designed and published online by non-profit and government bodies, often without a peer review process.[ 17 ] Although this project aims to create toolkits for an Australian audiences, New Zealand resources were included in the environmental scan because New Zealand and Australia share cultural similarities as neighbouring, high-income countries, and as such can be meaningfully analysed together in public health research.[e.g. 18] Both countries further have active SLS organisations, and a broader environmental scan would serve to minimise replication of existing tools. However, it is acknowledged that resources from New Zealand would require tailoring to suit Australian audiences (such as direction to Australian phone numbers and websites). For this study, we propose a definition of toolkits as action-oriented resources that aims to change user/reader mental health related behaviour, rather than merely provide information. They educate users on topics such as taking care of one’s own mental health and looking after the mental health of others. Health toolkits are resources (“including,” according to Barac et al., “templates, instruction sheets, literature reviews, videos, and posters, presented in a variety of formats”) bundled into a single package that constitutes knowledge transfer and opportunities for reflection about and implementation of positive health behaviours.[ 17 , p. 2] In a mental health context, toolkits may provide (including but not limited to): education on stress and mental health conditions, how to identify distress, how to seek help, and how to help others. Search method Three main sources were searched for this environmental scan. The first was the Mental Health Australia full and associate membership website pages as at 20/03/2023.[ 19 , 20 ] As the peak body of the mental health sector in Australia, the membership pages list many mental health organisations, operating both at a national and state/territory level, though with exceptions (most notable being government mental health departments and directorates, and direct service providers). Each of the 132 member organisation websites were searched for the availability of toolkits. The second source was the Aotearoa New Zealand Digital Tools for Mental Health and Wellbeing 2021 Stocktake as at 13/04/2023.[ 21 ] This is a comprehensive list of digital mental health and wellbeing tools created for the New Zealand context. The third search source was Google, through several search queries. The first three pages of results were considered for the following search terms: mental health toolkit Australia young people (20/03/2023), mental health toolkit Australia young adults (21/03/2023), mental health toolkit Australia adolescents (21/03/2023), first responders mental health toolkit Australia (21/03/2023), emergency mental health toolkit Australia young (21/03/2023), mental health toolkit Australia volunteer (30/03/2023), and mental health toolkit Australia workplace (30/03/2023). The above searches were then repeated (13/04/2023) but using “New Zealand” instead of “Australia”. Advanced search settings were used to limit results to websites from the Australian and New Zealand regions. Screening All authors discussed appropriate inclusion and exclusion criteria to identify toolkits eligible for analysis, as detailed in Table 1 . One author (ES), applied the criteria to the resources found through the environmental scan. Resources were excluded where they were not aimed at one of the demographic groups young surf lifesaver personnel would generally fit into, such as toolkits for young children, parents, educators, or employers. For example, WorkSafe Queensland’s Mental Health Toolkit is intended for workplace leadership and managers rather than general workers,[ 22 ] and was therefore excluded. In addition, some toolkits, such as the Butterfly Foundation’s toolkit on body image and Instagram [ 23 ] was not directly related to a lifesaving context and considered too niche of a topic for inclusion. In some cases, resources were excluded where they were presented in non-toolkit formats such as factsheets, or e-therapy programs like moodgym.[ 24 ] Table 1 Toolkit Inclusion and Exclusion criteria Inclusion Criteria Exclusion Criteria Eligible toolkits for analysis were defined as those that met all the following: 1) Providing information and resources about mental health. 2) Aimed at young people (broadly defined as those aged under 25, although the toolkit itself did not necessarily have to define “young people” to be included); first responders; volunteers; sports club members; and/or workers. 3) English language (owing to resource constraints and language skills of the research team), and produced in Australia or New Zealand for Australian or New Zealander audiences. 4) Freely available and accessible online in their entirety at the time of review. Resources were excluded from analysis if any of the following were met: 1) They were aimed at a very specific audience that were not identified as on-topic for young surf lifesavers generally. 2) Mental health information was not presented as a “tool” or “toolkit”. 4) They were under development (i.e., not completed) at the time of review. 5) Payment was required for access. Toolkit Data Extraction Relevant information about resources identified in the search were collated in a custom-built Microsoft Office Excel Spreadsheet. The toolkits were summarised as per Barac et al’s framework, with information collected on “toolkit format, toolkit topic (as specified by the toolkit authors), target audience(s) …, toolkit content, [and] evidence underlying toolkit content.”[ 17 , p. 5] Survey Design and Recruitment The extracted toolkit data was included in a Qualtrics survey for assessment by expert reviewers. Given this extracted information and the reviewers’ own experience of following the relevant links to the toolkits, reviewers were asked to assess the strengths and weaknesses of each toolkit, particularly in light of the needs of young SLSA members. Expert reviewers consisted of a convenience sample of authors’ contacts, who were approached because they held expertise related to psychological wellbeing of the target audience. The survey was sent to individuals via email, direct message, various committees (online and face-to-face), and were completed at mental health workshop events. All information collected during the surveys was confidential and responses were anonymous. Informed consent was obtained through the provision of text or verbal communication, and further through the information sheet and question to indicate consent provided online at the start of the survey. The survey was quite long, totalling 160 questions about the toolkits, plus additional items to provide consent and ascertain demographic information. Given the length, and given that participants were not reimbursed or offered incentives to complete the survey, respondents were instructed to review as many of the toolkits as was practicable, they were not required to review all toolkits. Toolkits were presented to reviewers in random order to minimise the impact of low completion rates on consistency of data collection. Appendix 1 includes the questions asked in the assessment of each toolkit. In sum, data under three overarching themes were collected, and which are now described: holistic analysis, SLSA-specific and general trauma support, and open responses on strengths, weaknesses, and relevance. Holistic analysis Participants were asked to assess each toolkit holistically in relation to its Usefulness, Relevance, Appropriateness, and Accessibility on a Likert scale of very poor, poor, acceptable, good, or very good. SLSA-specific and general trauma support For each toolkit, respondents were asked to assess how likely the resources therein would assist with potential impacts of eleven specific tasks that SLSA members undertake as first responders, as well as “any other very stressful event or experience.” These eleven tasks are articulated in a supplementary Table 1 in the Appendix. Reviewers were asked to make their assessment on a Likert scale of extremely unlikely, somewhat unlikely, neither likely nor unlikely, somewhat likely, or extremely likely. An average was taken across the SLS-specific questions, giving each toolkit an overall score for its helpfulness in managing the impacts of SLS-specific traumatic events. A separate score was also taken for each toolkit’s helpfulness in managing general trauma per the “any other stressful event or experience” rating. Open responses Respondents were also asked to share their thoughts on the general strengths, weaknesses, and relevance of each toolkit. Responses were coded thematically by one author (ES). A 10% check was undertaken (by AEP) to determine inter-coder reliability.[ 25 ] Quotes were extracted, verbatim, for inclusion in this study. Ethics approval The study was approved by the Human Research Ethics Committee (HREC 24054) from Central Queensland University, and was further acknowledged and approved by the University of New South Wales (HREC 22265). Participants provided explicit, informed consent at the commencement of the survey. Results Toolkit identification Figure 1 details the process of identification and inclusion of toolkits for analysis. After initial identification of 38 toolkits, at the data extraction phase, one toolkit was excluded from analysis because it was no longer available online (a toolkit produced by Batyr Australia), and another five toolkits were excluded for analysis because, upon data extraction, it was apparent they did not meet the inclusion criteria. Of these, the TalkCampus “Your student mental health toolkit” was identified to be an international resource and was an article that had used the term “toolkit” as a metaphor, rather than acting as a toolkit resource per our definition.[ 26 ] The South Australia Public Sector Mentally Healthy Workplaces Toolkit and the iCare Social Connections Toolkit were excluded as they were identified to be toolkits for workplaces rather than workers.[ 27 , 28 ] Similarly, the Lourdes Hill College toolkit for positive mental health was excluded as it was intended for parents rather than young people themselves.[ 29 ] The Village app was excluded because it was not downloadable on an Australian device.[ 30 ] Summary of toolkits Table 2 provides a summary of the location of toolkits (Australia or New Zealand), the intended audience, and the formats of the toolkits. Of the 32 toolkits analysed, most (24) were from Australia. In terms of intended audience, 14 toolkits were designed for young people, three for first responders, and one for young people who were also first responders. Another 12 were for paid workers, one for unpaid workers, and three for sports club members. One toolkit, the Care4Guide, was identified as being for two audiences – young people who are also first responders.[ 31 ] Toolkits came in a range of formats, most commonly static webpages (13) or Portable Document Format (pdf) (10). The toolkits accessible through multiple formats included the Emerging Minds Community Trauma Toolkit in which resources were available via podcasts, short articles, and videos.[ 32 ] Another multi-format toolkit was the Care4Guide, which was available as a static pdf, an interactive online training module, and as downloadable desktop computer software where each format included largely similar content, but could be accessed in accordance with user preference.[ 31 ] Table 2 Summary data of toolkits analysed Variable n % Total 32 100 Location of Resource Australia 24 75% New Zealand 8 25% Intended audience Young people (not strictly age defined) 14 44% First responders 3 9% Unpaid workers 1 3% Paid workers (who are not first responders) 12 38% Sports club members 3 9% Format Mobile apps (downloaded through Android Google Play or iOS App Store) 3 9% Downloadable and printable PDFs 10 31% Interactive webpages (require user input to progress through) 2 6% Static webpages (are to be read through with limited/no interactivity) 13 41% Multiple formats 4 13% A summary of extracted toolkit data is included in Table 3 , which includes each toolkit’s name, citation, topic, format, target audience, an overview of included content, and (where available) evidence underlying each toolkit. Table 3 Toolkits included in survey and analysis intended for young people Toolkit name Reference Topic Format Target audience Content Evidence underlying toolkit Mental wealth Le Va, 2019 [ 33 ] Mental wellbeing and mental illness for young people Website - information, tips, exercises, and resources Young people New Zealand Resources under three main categories: Check in, Feel good, and Stay Connected. Check in includes facts about mental health, common mental health problems (depression, anxiety, alcohol, bullying, gaming, etc.) and how to check in on your own mental health 'Feel good' has info about taking care of your mind, body, and soul (including spirituality and cultural identity) 'Staying connected' has info on how to connect, intergenerational communication, and links to other resources. None found Toolkit for Mentally Healthy Workplaces Australian Services Union - Victoria and Tasmania, 2018 [ 34 ] Rights around workplace safety as it pertains to mental health Website - information and resources Paid workers Australia About mental health OHS and psychosocial health & safety Health & Safety union rep info None found Architects mental wellbeing toolkit The Architects Mental Wellbeing Forum, 2021 [ 35 ] Promoting a mentally healthy architecture workplace PDF - actionable tips and resources Paid workers (architects) Australia Office culture & overtime Support systems & staff education Caring for students, interns, & graduates in practice Contracts, clients, & managing deadlines Physical office environment Technology Promoting a healthy workplace Champion a mindful, active approach (extracurricular office activities like sports, plus taking lunch breaks, etc.) Further resources This is an adapted version of the UK Toolkit, which was compiled by members of the Architects Mental Wellbeing Forum in the UK.[ 35 ] Wellbeing Toolkit Australian Red Cross, 2022 [ 36 ] Combatting stress and burnout PDF - information, questionnaires, and activities Unpaid workers Australia Definition of wellbeing (from the WHO), and of stress and stress symptoms. Tips to combat stress. Self-questionnaire assessing your level of stress. Burnout checklist Advice to recover from stress/burnout (concept of the "recovery rocket"), including a self-assessment for recovery level Self-care plan (for readers to fill out) Information about positive psychology and exercise to reflect on what activities make you feel good/help you to flourish, and ideas to try. None found Community Trauma Toolkit Emerging Minds, 2019 [ 32 ] How first responders can support the mental health of young people who have experienced a traumatic event. Multiple - hosted on a website with podcasts, short articles, videos, fact sheets. First responders (who work with children and young people) Australia Incident preparedness Immediate aftermath of incidents Short-term/long-term/ongoing coping with trauma A co-design and consultative process with intended audience members, disaster recovery and resilience groups and experts, as well as children and families who have lives experience of traumatic incidents.[ 37 ] Smiling Mind Smiling Mind, 2023 [2012] [ 38 ] Supporting sleep, meditation, and mindfulness; stress reduction. App - User answers some questions about their interests and mental state and the app suggests some interactive mental health programs. Young people (aged 3 to 18) Australia A range of programs you can complete, divided up by age category, group (like families, classrooms, at work), topic, and language. For example: "An introduction to mindfulness", "supporting students' wellbeing through challenging times", "planning for the future", "getting a better night's sleep". Topics covered are based on evidence (e.g. on the effectiveness of meditation broadly).[ 38 ] Research evaluations and collaborations are undertaken. E.g. [ 39 – 41 ] My Toolkit - Build Your Space headspace, 2022 [ 42 ] Learning about mental health, improving your own mental health, identifying mental illness, and helping out others Interactive website - users choose modules relevant to them. Young people Australia Can select from a huge range of resources, both in terms of looking after your own or another's mental health and life stressors. Users choose from a list what is relevant to them and 'build' their own space with relevant modules. Some modules have self-tests, or walk-throughs to tackle problems. Headspace does undertake research and evaluation,[ 43 ] but no relevant evidence for this toolkit was found. Healthy headspace Action Plan headspace, 2019 [ 44 ] Developing a plan to improve one's own mental health PDF − 2-page worksheet and reference Young people Australia 2 page resource framed around self-care and getting users to reflect on looking after their own mental health. It includes an action plan to increase activities to promote mental health which the user fills out, and 7 tips to promote mental health. Headspace does undertake research and evaluation,[ 43 ] but no relevant evidence for this toolkit was found. Students - mental health and wellbeing toolkit State Government of Victoria, 2022 [ 45 ] Improving one's own mental health and addressing distress/mental illness Website - reference and advice Young people (school-aged) Australia Mental health tips Connecting with specific communities (Koori, LGBTI, people with disability, CALD communities) Where to find help for you or a friend Information about common mental health concerns for young people (e.g. anxiety, depression, bullying). None found The Mental Health Toolkit for Young People Kindred, 2022 [ 46 ] Introduction to mental ill-health and distress. PDF - information and activities Young people Australia Defines mental health as well as mental health conditions Explains different available mental health services (crisis lines, chats, counsellors, peer coaches, etc.) Understanding emotions (with an activity) Explainers on common conditions (anxiety, depression, stress and burnout) with personal stories; and brief info on other conditions Tips on coping in uncertain times (e.g. lockdown, natural disasters) Young people and psychologists contributed to building this toolkit.[ 46 ] Niggle app Kids Helpline, 2019 [ 47 ], Zelenko, Cheers, 2019 [ 48 ] Dealing with worry App - forms a 'to do' list for the user to complete, based in their inputs Young people (aged 5 to 25) Australia User identifies how they are feeling and what's bothering them (e.g. cyberbullying, the news, work/school stress, sex/relationships, mental health issues, physical health, family issues, identity, and more). The app suggests related tools (tipsheets, apps, videos, audio, and others' stories) and activities that might help. The tools and activities then make up a 'to do' list. The worries are visualised as "niggles" - a shape that you can update as things change. Queensland University of Technology partnered up with Kids Helpline, over 30 young people and Kids Helpline counsellors to create Niggle.[ 48 ] Mental fitness toolkit Peak Fortem, 2021 [ 49 ] Improving "mental fitness" Interactive website - resources are available in audio, video, and text. First responders Australia Introductory video on mental fitness (analogised to physical fitness) Program is divided into 4 categories (Control, Motivate, Boost, Balance) each with a range of practical exercises and tools such as breathing techniques, problem solving skills, positive self-talk, visualisation, goal setting, and gratitude. Based on research about the Cognitive Behaviour Model and the Emotional Regulation Model.[ 50 ] Community Responders project The Australian Centre for Social Innovation, 2019 [ 51 ] How to have a positive, community response to mental ill-health and mental wellbeing PDF - worksheets and information Young people Australia Two toolkits: One for roles people need to take to support the mental health of their community, the second to have safe and productive conversations about mental health. The toolkits have been developed with a significant community consultation process led by young people with lived experience of mental ill-health.[ 51 ] Club Toolkit Outside the Locker Room, 2020 [ 52 ] Responding to one's own or another's mental health challenges PDF - reference information Sports clubs Australia Information about what to look out for (signs and symptoms of mental health challenges), how to talk about mental health, how to respond to someone in need of support, and information about support services. None found Care4Guide Bushfire and Natural Hazards CRC, 2021 [ 31 ] Mental wellbeing as a first responder Multiple - a PDF workbook, an interactive course, and downloadable software Young people First responders Australia What is mental health Building blocks of wellbeing (e.g. social connections, sense of achievement, gratitude) Protecting your mental health (reducing the impact of traumatic incidents/dangerous situations) Mindfulness - info and practical exercises Self-compassion Coping skills for difficult situations Checking in with your mental health Making a list of people you can go to if you need support List of help resources This project was a partnership between the CRC, AFAC, the University of Adelaide, the University of Western Australia, Flinders University, the University of British Columbia, the Hospital Research Foundation, Military and Emergency Services Health Australia and key fire and emergency services, as well as the young adult members of AFAC’s Young Volunteers Advisory Committee, who informed the development of all resources.[ 31 ] AFL Club mental health & wellbeing AFL, 2023 [ 53 ] Information about mental illness and mental health safety in clubs Multiple - website with webinars, tools, and information. Sports clubs (AFL players) Australia Mental health webinar viewable online Ahead of the Game - "teaches players, parents, coaches, umpires and volunteers to understand mental health, build mental fitness, and strengthen resilience to deal with challenges in sport and life." How to seek help tool How to respond to a critical incident How to respond to a suicide Safe storytelling guide (how to communicate about mental health in a way that prioritises the safety of the person with lived experience) Club resources: choosing a mental health program for your club, promoting a culture of safety and inclusion None found Workplace Mental Health Toolkit Black Dog Institute, 2017 [ 54 ] Handling mental illness at work PDF - information and guidance Paid workers Australia Context about mental health/mental illness, its impact on workplaces Fact vs fiction on mental illness Info about stress, depression, and anxiety Information about supports available Rights and responsibilities at work (protections against discrimination, reasonable adjustments), and information about disclosing/talking about mental health at work Tips for staying well Links to help resources The Black Dog Institute is a research institute and they report that their workplace training generally is evidence-based on their website,[ 55 ] but no specific evidence found for this toolkit. Workplace Mental Health Toolkit (variation) Black Dog Institute and Healthy Heads, 2021 [ 56 ] Handing mental illness in the truck driving, warehouse, logistics industries PDF - information and guidance Paid workers (truck driving, warehouse, logistics) Australia Same as above plus information on the impact of mental health in these specific industries As above Work and Mental Health Beyond Blue, 2022 [ 57 ] Mental wellbeing and mental illness at work Website - information Paid workers Australia Self-care Mental health conditions (anxiety and depression, plus links to info about other conditions) Staying at or returning to work in/after a mental health episode Working with a mental health condition Bullying Deciding about disclosure Helping a workmate Suicide prevention Resource library Personal stories Beyond Blue has dedicated research and policy staff, however no evidence is available for this specific toolkit. Workplace Mental Health Month Toolkit WayAhead, 2022 [ 58 ] Activities to promote mental wellbeing in the workplace Multiple - activities to do on one's own and collectively, and information Paid workers Australia Morning tea guide Mental health month trivia Calendar of mental health tips for the workplace Conversation cards Colouring in pages (for mindfulness) Looking after your mental health at work tips Tips on being a mental health ally None found Fighting Fit Australian Government - Defence, 2023 [ 59 ] Mental health resources for the Australian Defence Force Website - list of resources and information Paid workers Australia Help phone numbers specifically for ADF members and families. List of health resources (including suicide prevention and mental health as well as physical health). Health updates. None found Workplace Resources for asking "Are you OK?" R U OK?, 2018 [ 60 ] Activities to promote mental wellbeing in the workplace Website - guides, posters, presentations, and information about hosting RUOK. Paid workers Australia Downloadable Conversation Guide, 4 Steps Poster, Conversation Framework Poster, Support services poster, workplace presentation template, industry-specific resources, resources on hosting RUOK Day. None found Recovery at Work Toolkit NSW Government - State Insurance Regulatory Agency, 2023 [ 61 ] Mental health recovery at work Website - information and resources Paid workers Australia What is recovery at work? (in terms of mental health practical actions to maintain positive mental health How to talk about supporting recovery at work (for people with mental illness, leaders, managers; developing a recovery at work plan) Mental health continuum - mental health not as a static state, but something that needs constant checking in Making changes (reasonable adjustments, staying connected, building mentally healthy/safe culture at work) Further resources None found Mental health and wellbeing CPA Australia, 2021 [ 62 ] Avoiding burnout at work Website - tips and resources Paid workers (accountants) Australia Strategies for avoiding burnout List of supports provided through CPA or externally (e.g. online course, mental health first aid course) Links to Beyondblue resources and training program None found 5 ways to wellbeing Next Gear, 2017 [ 63 ] Mental wellbeing in the construction industry PDF - activities, information, and resources Paid workers (construction) Australia Set of factsheets: why is mental health important, particularly in this industry (construction) Laing O’Rourke's relationships with help organisations, internal support services, mental health champions/first aid through the organisation The role of leadership Discussion resources on: the five ways to mental wellbeing, ten things you can do to improve mental health, one-minute stress strategies, gratitude, recalibration after a stressful life event, mindfulness. An activity guide Goal setting template (worksheet) Action plan template Links to external help resources. None found School Leavers’ Toolkit New Zealand Government - Ministry of Education, 2020 [ 64 ] Caring for your mental health as a school leaver Website - information and resources Young people (late-teens) New Zealand A range of info, one section of which is caring for your own and others' mental health. Mental health section includes info on: Where can I get help when things get bad? What can I do to help someone who is feeling low? How can I keep mentally well? Mental illness A guide to help you stay healthy Key websites None found Staying On Track Just a Thought, 2020 [ 65 ] How to support your mental health during COVID (and beyond) Website - online course Young people New Zealand An online course "to support your wellbeing during COVID-19 and beyond" - available as an interactive or audio course (Just a Thought also has other courses for specific diagnoses). This course includes some Cognitive Behavioural Therapy (CBT) information, info on staying connected, mindfulness, etc. A range of web, audio, and PDF guides on relaxation, mindfulness techniques, sleeping, CBT-related exercises (re-framing worries), solving problems, etc. Adapted from resources developed by a team of clinicians and researchers from St Vincent's Hospital, Sydney, and the University of New South Wales to improve personal wellbeing and for the treatment of anxiety and depressive disorders.[ 66 ] Melon App Melon Health, 2021 [ 67 ] Mental wellbeing for young people App - interactive modules and information in audio, video, and text formats Young people New Zealand Health Journal (tracking sleep, activity and mood and how they affect you) Resources are presented as a "program", which is similar to a set of online training modules. Questions to reflect on and assess your progress Coping tools (Podcasts, videos and articles on mindfulness, nutrition, creating habits, relationships, etc.) Melon Health offers a range of health apps, and their diabetes app has been evaluated in a randomised control trial.[ 68 ] However, no evidence found for this mental health app. All right? Canterbury District Health Board and Mental Health Foundation of New Zealand, 2013 [ 69 ] Mental wellbeing and connection for young people Website - tools, resources, and products (some available for purchase) Young people New Zealand Connecting with culture Tips for daily wellbeing Tips for being your best (finding your strengths, making new habits, etc.) Tips for parents/family/whānau Workplace wellbeing Identity and culture Sparklers (resources for primary school students) Coping in tough times All Right? says that it undertakes consultation with different target audiences (e.g. LGBTQIA, parents, workers, CALD communities, mental health service users, and others) to understand what issues are pressing for them and to evaluate the effectiveness of their resources.[ 70 ] CALM - Computer Assisted Learning for the Mind The University of Auckland Faculty of Medical and Health Sciences, 2009 [ 71 ] Managing mental health challenges for young people Website - information and resources Young people New Zealand Mental resilience Managing stress, anxiety and depression Healthy relationships Finding meaning in life Guided meditations Further help resources Research was conducted on CALM users among university medical students. The research found that users had higher anxiety levels at baseline than the population average, indicating effective self-selection of users.[ 72 ] Mind. Set. Engage. New Zealand Rugby Union, 2018 [ 73 ] Mental fitness and managing mental illness for rugby players Website - information Sports clubs (rugby players) New Zealand Resources in 3 categories: Want to be mentally fit? Advice for daily wellbeing Feeling off? Info about depression, anxiety, injury, and other issues that may affect rugby players. Worried about someone else? Information for different figures (coaches, caregivers, and mates) None found Five Ways to Wellbeing at Work Toolkit Mental Health Foundation of New Zealand, 2021 [ 74 ] Mental wellbeing at work PDF - information and worksheets Paid workers New Zealand An outline of the 5 ways to wellbeing, a business case for them, role of leadership, creating supportive environment, implementing, talking openly about mental health at work, and evaluating/celebrating impact at work. There's also a lot of supportive tools like promotional materials, wellbeing bingo, action plan template, etc. Links to other resources. None found Toolkit Analysis The randomised 32 toolkits were independently reviewed by 68 survey respondents who have expertise in a range of domains, as summarised in Table 4 . Due to the length of the survey and the ability to review as many as they were able, only seventeen respondents (25%) completed 99 or 100% of the survey and there was an average completion rate of 33%, constituting an average of around 10–11 toolkit reviews per participant. Each toolkit was reviewed by a mean number 13.76 reviewers (SD = 1.72), as calculated from the supplementary table provided in the Appendix (Table 2 ). The survey took a median time of 102 minutes to complete for the seventeen respondents who completed 100 or 99% of the survey. Table 4 Domain expertise of respondents 1 Domain n % Researchers: 11 16% Human Geography 2 2 3% Injury/drowning prevention 2 3% Mental health/Psychology 2 3% Public health 3 4% Other 2 3% Psychologists 2 3% SLSA (and state body) – paid workers 20 29% SLSA – unpaid workers 30 44% Social workers 4 6% Other first responders (e.g. police officer, paramedic) 3 4% Quantitative Analysis Table 5 shows the mean value of each of the toolkits on each of the variables of usefulness, relevance, appropriateness, and accessibility; its helpfulness in managing the impacts of SLSA work; and its general helpfulness in stress management (with the highest possible score of 5 and the lowest possible score of 1 on each measure). Table 5 also shows the highest and lowest mean scores of each variable scored by an individual toolkit. Overall scores were lowest on toolkits’ capacity to manage SLS-specific trauma (with a mean score of 2.62, a maximum mean of 4.05, and a minimum mean of 1.48). These results are indicative of a potential gap in the ability of existing toolkits to manage the impact of performing rescues and other high-risk situations – such as responding to suicides and self-harm – that arise in Australian waterways. Toolkits, on average, were given higher ratings on other variables. Appendix 2 includes a supplementary table of the mean scores of each toolkit on the same measures as in Table 5 . Table 5 Summary statistics of usefulness, relevance, appropriateness, accessibility, capacity to help manage SLS-specific trauma, and capacity to help manage general trauma across toolkits. Variable Mean (SD) Max mean Min mean Usefulness 3.13 (0.54) 4.17 2.08 Relevance 3.01 (0.54) 4.17 1.92 Appropriateness 3.07 (0.53) 4.25 2.14 Accessibility 3.16 (0.50) 4.25 2.29 Specific trauma 2.62 (0.50) 4.05 1.48 General trauma 3.07 (0.56) 4.36 2.08 An analysis was undertaken to find the mean scores of toolkits, divided by intended audience category, as per Table 6 . Overall, toolkits intended for first responders and young people were highest rated, while toolkits intended for workers were lowest rated, on average. Table 6 Usefulness, relevance, appropriateness, and accessibility of toolkits by intended audience Intended Audience Variable Mean (SD) Young People Usefulness 3.45 (0.38) Relevance 3.35 (0.36) Appropriateness 3.41 (0.37) Accessibility 3.42 (0.42) Specific trauma 2.78 (0.47) General trauma 3.33 (0.51) First Responders Usefulness 3.83 (0.30) Relevance 3.82 (0.31) Appropriateness 3.81 (0.39) Accessibility 3.83 (0.37) Specific trauma 3.56 (0.46) General trauma 3.81 (0.48) Unpaid workers 3 (who are not first responders) Usefulness 3.27 (n/a) Relevance 3.13 (n/a) Appropriateness 3.29 (n/a) Accessibility 3.27 (n/a) Specific trauma 2.61 (n/a) General trauma 3.47 (n/a) Paid workers (who are not first responders) Usefulness 2.64 (0.41) Relevance 2.51 (0.43) Appropriateness 2.55 (0.37) Accessibility 2.76 (0.43) Specific trauma 2.27 (0.40) General trauma 2.63 (0.45) Sports club members Usefulness 3.18 (0.25) Relevance 3.00 (0.13) Appropriateness 3.16 (0.08) Accessibility 3.24 (0.14) Specific trauma 2.76 (0.18) General trauma 3.13 (0.18) Top toolkits An analysis was undertaken to determine the highest scoring toolkits across all variables. The toolkits with the five highest mean scores for each variable were listed and consistently high scoring toolkits are collated in Table 7 . The Care4Guide[ 31 ] had the highest mean scores across all variables and was the only toolkit to have a mean score over 4 for any and all variables. Headspace’s Build Your Space[ 42 ] ranked within the top five toolkits across variables except “accessibility” and the Smiling Mind app[ 38 ] were ranked among the top five toolkits in all categories except “specific trauma”. Emerging Mind’s Community Trauma Toolkit[ 32 ] ranked in the top five of all variables except “usefulness” and “general trauma”. Table 7 also includes representative comments regarding these top toolkits pertaining to their strengths and weaknesses for the young SLSA member target demographic. Table 7 Four top-scoring toolkits Toolkit name Variable Mean Representative comments regarding toolkit Care4Guide [ 31 ] • “Useful, mostly engaging exercises. Lots of activities… This resource really feels like it "gets" what it's like to be a young first responder.” • “Would be good as a baseline with some additional modules focused on the marine / SLSA environment.” • “This seems to be really helpful, being geared specifically to young first responders and teaching resilience strategies, coping mechanisms etc.” Usefulness 4.17 Relevance 4.17 Appropriateness 4.25 Accessibility 4.25 Specific trauma 4.05 General trauma 4.36 Build Your Space[ 42 ] • “Specifically aimed at young people. Well known and highly regarded organisation providing the information which gives it credibility.” • “A barrier would be needing to sign up (although, it would be impossible to otherwise make it so individualised) and I'm not sure how applicable it would be in a first response sense, but otherwise it would probably be very helpful.” • “Even though there were many, many topics available, I was surprised to see very little relating to trauma specifically.” Usefulness 3.91 Relevance 3.73 Appropriateness 3.82 Accessibility 3.55 Specific trauma 3.07 General trauma 3.90 Smiling Mind[ 38 ] • “Would aid in mindfulness post critical incident which for some young people would find helpful.” • “More accessible than the other resources and information is easier to digest.” • “Good as a follow up to any training but not [as a] stand alone [resource].” Usefulness 3.88 Relevance 3.75 Appropriateness 3.81 Accessibility 3.61 Specific trauma 2.90 General trauma 3.73 Community Trauma Toolkit[ 32 ] • “Focussing on young people and on traumatic events is obviously relevant. Although it’s not geared towards supporting first responders and their specific [needs], it is important to know for engaging with the community after these events and I would think knowing the information would have some benefits for the first responders.” Usefulness 3.60 Relevance 3.73 Appropriateness 3.67 Accessibility 3.67 Specific trauma 3.48 General trauma 3.46 Thematic Analysis Free text responses were coded by theme: delivery, content, relevance, and application to SLSA contexts. A 10% check was undertaken to determine inter-coder reliability, which revealed an agreement of 76%, and a Cohen’s kappa of 0.41, indicating moderate agreement.[ 25 ] Disagreements were straightforwardly resolvable through an additional review of the data, as is commonly the case in qualitative, subjective research.[ 25 ] No major differences in the interpretation of the meaning of individual comments were evident. Although unpaid SLSA members were well-represented among respondents, they were less likely to leave free text responses compared to researchers, as is reflected in the quotes extracted for thematic analysis. Delivery As reflected in Table 3 , toolkits were presented in a range of different formats. Reviewers spoke to the advantages and disadvantages of those formats in presenting information, particularly for communicating with a younger audience. Several reviewers expressed a preference for having multiple format types available for users, and for users to be able to choose how they interact with the content. On the Community Trauma Toolkit,[ 32 ] a geography researcher commented that rather than being forced to read long swathes of text, young SLSA members “can instead listen to it on a podcast.” Choices that make it “easier to digest information” was considered “an effective strategy in encouraging engagement with the material.” Other comments further emphasised keeping text to a minimum, and integrating self-tests, case studies, pictures, video, and audio. Moreover, the ability to extend choice to building your own relevant resource (as per headspace’s Build Your Space toolkit[ 42 ] and the Niggle app[ 47 ]) was considered innovative and valuable. Some concern was raised over printable resources and their likelihood of being used. A public health researcher pointed out that it was unlikely that younger people owned printers, while a paid SLSA worker and injury prevention researcher worried that printed resources “will just gather dust”. Several reviewers also expressed concern about the journal format of the Melon app,[ 67 ] which asks users to input text over time, saying that they did not imagine many young SLSA members being interested in habitually engaging with this format. Multiple reviewers also pointed out that it would be advantageous for toolkits to work well on mobile devices commonly used by younger people. Some toolkits (especially older ones) were found not to be mobile friendly. There were relatively few comments relating to the visual design of toolkits, but reviewers generally indicated a preference for “simple”, “minimalistic”, and “modern” layouts that are easy to navigate. Resources that appeared to be “dated” or “corporate” were suggested to be disengaging for younger demographics. Reviewers were further mindful of the ways language use and the logical presentation of content would appeal to young SLSA members. They were critical of content that came across as “boring”, “dry”, “dense”, or overly “corporate”, “clinical”, or “academic”. On the other hand, “authenticity” and “relatability” were valued. The toolkits included in the analysis had different means of structuring their information. Toolkits were generally complimented for being “well curated” or “brief”. Where toolkits included a lot of content, reviewers suggested that a clear structural break-down of that content was desirable. Reviewers left varied comments in relation to the ease of accessing and engaging with the toolkits for young people. Multiple access barriers were identified, such as need for login, having too many links to click through, exercises akin to “homework”, and documents being overly long. Giving over app permissions and personal data was also felt to potentially undermine confidentiality. Content Reviewers emphasised the importance of a toolkit that would appeal to the 13–25 age demographic specifically. Toolkits whose intended audience were young people were assessed as being overall age appropriate for young SLSA members. While there was also caution around toolkits that felt too “corporate” or difficult to use, there was also caution around toolkits feeling “too young” as well. One response suggested that the Niggle app,[ 47 ] produced by the Kid’s Helpline, may not be age appropriate as this age demographic would find identification as a “kid” to be off-putting. A different reviewer suggested that this app could, however, be a useful resource for “nippers” (an SLSA junior development program for children aged 5–14). Some toolkits (such as Mental Wealth[ 33 ] and Niggle[ 47 ]) were identified as appropriate for younger people within the target age group, but potentially not relevant for those in their older teens and twenties. An identified component of age-appropriateness is recognising that younger people may not have had much previous psychoeducation. This was identified a challenge for adapting resources originally intended for adults. A psychology researcher, for example, was critical of the Outside the Locker Room[ 52 ] resource for assuming “a level of basic mental health literacy that young people often do not have.” Interactivity, group activities, visualisation (such as visualising a mental health “niggle” in the Niggle app[ 47 ]), and gamification were identified as good strategies for engagement. Two reviewers suggested that the links between mental and physical fitness expressed by the Peak Fortem toolkit[ 49 ] (alongside Mind. Set. Engage.[ 73 ]) provides a novel means of engaging young SLSA members. A public health researcher said, “The emphasis on the link between physical and mental health may appeal to SLSA volunteers as people who undertake physically demanding work.” Similarly, a geography researcher pointed out that fitness is seen as a “positive” trait in general, and echoing that positivity in “mental fitness” may be effective. Reviewers assessed the creators of each resource and made several comments in regard to the overall credibility. Organisations judged to have credibility included headspace,[ 42 , 44 ] R U OK?,[ 60 ] and the Black Dog Institute.[ 54 , 56 ] Some resources were complimented for being evidently “well researched”. In terms of specific topics for inclusion, many responses pointed out that more general mental health guidance (for example, around dealing with stress, practising mindfulness, or building resilience) are of relevance to potentially traumatic situations encountered by young SLSA members, but would not be sufficient on their own without further specific guidance pertaining to trauma, especially “high acuity” presentations and critical incident preparation and response. Other topics suggested for inclusion in toolkits included information about “burn out” to assist young people juggling multiple commitments (such as the demands of SLSA membership with school or university), “success stories”, a mix of information about how to seek help for oneself as well as helping others, and links to other services (particularly free services). Resources on relationships, bullying, and climate anxiety were all suggested as relevant. There was an overarching attitude that an ideal resource would be comprehensive, as reflected in a comment from a psychology researcher that, based on their research, young people desire “self-contained” resources “that they don't have to leave to go and find information and strategies.” Relevance Very few of the toolkits deal specifically with exposure to trauma, which reviewers identified as a shortfall. The Care4Guide[ 31 ] and the Peak Fortem[ 49 ] mental fitness toolkit were both highlighted as being relevant for trauma preparation and recovery for first responders including young SLSA members. A paid SLSA worker surmised that “any of the toolkits that target first responders seem far more helpful than the ones that target general mental health.” Reviewers responded to values they found expressed by several toolkits, as well as values which would be important to incorporate in a fit-for-purpose toolkit for young SLSA members. Several reviewers pointed to inclusion as a key value for mental health toolkits. A social worker, for instance, praised the Australian Centre for Social Innovation (TACSI) toolkit[ 51 ] as it “demonstrated a commitment to diversity.” An injury prevention researcher similarly thought the Victorian Government toolkit[ 45 ] was strong in its coverage of “a range of minority communities”. Toxic positivity”, or failures to represent the complex realities of young SLSA members were identified as being important to avoid. Instead, reviewers valued realism and frankness when discussing mental health. Reviewers were supportive of toolkits that were realistic about the experience of mental ill-health, the impact of systemic issues like challenging working conditions, and power dynamics. As a social worker surmised of the Next Gear toolkit,[ 63 ] “The "let’s make the most of every day" on every page is really off-putting and patronising at best. Toxic positivity helps no one. I think many would see that and would close down the document – I wanted to. It was important to multiple reviewers that the onus of improving mental health was not seen as a purely individual task, but instead one that the SLSA community as a whole takes ownership of. Reviewers highlighted the role of a supportive community and organisation, and building connections. Another value running implicitly through reviewers’ responses is pragmatism. Although high-level, conceptual information about mental health was viewed as having a place, reviewers looked favourably on “actionable”, “active” (as opposed to “passive), “practical” resources that showed readers/users what to do when facing distress, and guided them through activities. Application Reviewers acknowledged that a toolkit is not sufficient on its own as a mental health strategy for improving the mental health of young SLSA members. Reviewers suggest access to psychological support, support from team leaders, support from peers, mental health training and “face-to-face sessions”, and even “providing practical support such as meal planning, [and] meditation” (SLST state paid worker) is critical for the success of SLSA’s mental health strategy. As a geography researcher succinctly put it: “Dealing with body retrieval and other highly traumatic events shouldn't be left to an app”. Yet, although very few toolkits dealt directly with trauma and the nature of first response work, most other toolkits were seen to hold some benefit for this target audience, but would require varying levels of adaptation to be appropriate for an SLSA environment. A typical comment to this effect, made by an unpaid SLSA worker and paramedic on the Niggle app,[ 47 ] was: “This would be good supplementary information to back up the specific first responder information.” As toolkits were selected from a wide-ranging search, several were identified as being completely remote from SLSA contexts. For instance, toolkits for specific professional groups (such as CPA accountants,[ 62 ] architects,[ 35 ] transport and logistics workers,[ 56 ] construction workers,[ 63 ] etc.) were difficult for reviewers to see how they could be relevant to a young SLSA cohort. Toolkits intended for sports club settings also tended to be dismissed as irrelevant, with some exceptions. For example, multiple reviewers indicated that the Critical Incident Response Guide included in the AFL toolkit[ 53 ] would be useful for SLSA clubs, albeit likely not to young members themselves. At the same time, reviewers imagined how various resources could be applied to SLSA scenarios, even though they were initially created for different contexts: Young members can use the App post incident and use that as a way to journal, keep track of daily activities etc. (Social worker, Melon app [ 67 ] ) Promote how many of us use and are using this, so people see it more as a trend / a popular coping strategy. (SLSA unpaid worker, Smiling Mind app [ 38 ] ) [This] Information… could be a reference for the Peer support officers. (SLSA unpaid worker, Emerging Minds Community Trauma toolkit [ 32 ] ) I believe if used correctly would provide resilience prior to and incident and additional support post the incident. Peer support could provide some direction to the app. (SLSA unpaid worker, CALM [ 71 ] ) Would give clubs some good ideas for events to put on after an incident so everyone can debrief… (SLSA paid worker, WayAhead workplace mental health toolkit [ 58 ] ) Discussion To our knowledge, this study has been the first to assess available mental health toolkits for their relevance to a specific population. Here, we assess the relevance of existing resources to young SLSA members. The diversity of expertise among reviewers usefully provided varied insights about how toolkit development for young SLSA members could proceed. Reviewers picked up on different strengths, weaknesses, and use cases of existing toolkits, while still converging on similar conclusions, as is seen by the relatively low standard deviations calculated for mean toolkit scores, and as reflected in free text comments. While it was clear that many of the toolkits reviewed constitute strong resources that would be of some benefit to the young SLSA community, there was no existing toolkit that holistically meets the mental health needs of this demographic. A Need to Develop Bespoke Resources This environmental analysis and expert review of existing toolkits shows that while there are existing resources that could be adapted for young SLSA members, there is also need for novel resources with tailored information. The toolkits reviewed scored worst on measures pertaining to managing and preparing for traumas related specifically to the SLS role. This is understandable, as no resources were designed specifically for this context. While the Care4Guide was identified as strong, it was produced in the context of fire response, which has important overlaps with marine rescue and other activities but does not map perfectly. These results are indicative of a potential gap in the ability of existing toolkits to manage the impact of performing rescues and other high-risk situations – such as responding to suicides and self-harm – that arise in Australian waterways. While reviewers acknowledged the advantages of linking to other resources, they also pointed out the importance of creating a comprehensive toolkit for this specific demographic, so that users are not forced to wade through multiple links, potentially increasing the risk of disengagement. This insight is reflected in the World Health Organization’s own health communications guide, which emphasises the importance of the availability of comprehensive information that is easily navigable for users to find what they need, while also providing links to further, more detailed supplementary information.[ 75 ] An advantage of creating a bespoke resource is that users would not be left to draw the parallels and links between an abstract concept (such as “mindfulness”) and their day-to-day lives as a young adult and a SLSA member. However, a comprehensive resource would likely be long, and thus, it is important to present its overarching structure clearly and succinctly, such that users could pick out what is relevant to them. Toolkits created for adult work environments were ranked as the least useful, relevant, appropriate, and accessible; and the least adequate for managing both general and specific trauma. Qualitative comments reflected this quantitative trend, with notes that younger populations come to mental health resources likely with less knowledge, experience, and training than their older counterparts, and potentially different preferences concerning formats and language. In terms of the content of workplace toolkits, reviewers were often unable to see how, for example, information about avoiding burn out as an architect (as in the Architects Mental Wellbeing Toolkit[ 35 ]) could apply to young SLSA members. Comments also highlighted the importance of speaking to younger people in a voice that was approachable and familiar, rather than overly corporatised or formal, as is found through the workplace toolkits. These comments may be supplemented by Young and Well Cooperative Research Centre’s overarching participatory framework for involving young people in research and resource development, which advises that “authenticity of voice and ownership by users is central.”[ 76 ] Reviewers further valued toolkits that avoided the pitfalls of “toxic positivity”. “Toxic positivity” refers to discourse that exaggerates reasons to be happy, hopeful, excited, or other positive emotion.[ 77 ] An overly enthusiastic tone was more likely to be found by reviewers among workplace resources, which they felt, at times, failed to make realistic presentations of mental health hardships. Instead, validation of difficult emotions and experiences were felt to more likely resonate with, and therefore be considered more valuable and credible to, young people. An SLSA strengths-based approach A bespoke SLSA toolkit which harnessed and adapted some existing useful resources, and overcame some of the limitations of the less useful resources would have the opportunity to take a strengths-based approach to their audience. A strengths-based approach to mental health draws on participants’ existing resources – such as character traits, community ties, physical health, feelings of trust, and shared goals – in building wellbeing.[ 78 , 79 ] The challenge is not to rectify vulnerabilities, but to better draw on the assets that already exist within an individual, cohort, or organisation.[ 79 ] Some potential strengths of young SLSA members include high levels of physical fitness, opportunities related to SLSA’s proximity to sport, members’ volunteer status, and SLSA’s organisational ethos. Qualifying as a SLS lifesaver or lifeguard requires SLSA members to undergo physical testing which necessitates a reasonable level of fitness. It is understood that physical activity is a protective factor against mental ill-health.[ 80 ] It may be useful for targeted toolkits to draw on members’ existing fitness levels and interests in swimming, running, surfing, and other beachside physical activities in suggesting practical strategies to manage distress. Sporting clubs have been identified in previous literature as a potential site for youth mental health promotion, literacy, and support, as well as to foster a sense of belonging and inclusion.[ 81 ] This is particularly the case for young males, who tend to be considered generally hard-to-reach with mental health promotion efforts and show lower levels of mental health literacy than their female peers.[ 81 ] Although SLSA is not a sports club per se, the club structure, training, teamwork, camaraderie, elite and community surf sports competitions, and physical nature of the work have clear parallels to sporting clubs. Where mental health promotion is carefully and enthusiastically implemented in club settings such as these – noting that varying levels of “club readiness” to implement mental health programming persists – they provide important opportunities for interventions.[ 82 ] Qualitative comments spoke to the values of pragmatism, inclusion, and connection. These values reflect SLSA’s stated overarching strategic goals around community-building, diversity and inclusion, as well as upholding the safety of its membership,[ 83 ] which may provide opportunities to shape toolkit messaging in line with organisational priorities. Mentally healthy contexts In large, dispersed organisation settings such as SLSA, mental health toolkits provide opportunities for proactive, practical knowledge transfer at scale.[ 17 ] At the same time, reviewer scores and comments confirm that the dissemination of targeted toolkits requires a thoughtful approach. No existing toolkit has been rated as the perfect approach to the mental health of young members, and indeed, reviewers have identified scenarios where providing a person with a toolkit would be inappropriate. For instance, where a member has dealt with a highly emotive, challenging, or catastrophic event, providing them with a toolkit would be inappropriate. Delivering toolkits at the correct time – for example as part of disaster preparation, or as part of routine mental health training – is imperative. These results will help to define the placement and role of toolkits within the context of a SLS mental health strategy/framework. Toolkits are ideally delivered alongside a comprehensive approach to mental health among this vulnerable first responder demographic. SLSA does already have mental health supports available such as a free Employee Assistance Program (EAP) for members, critical incident support, and, in some states (e.g. Queensland), identified peer support officers.[ 84 – 86 ] Life Saving Victoria have recently articulated and promoted a Wellbeing and Mental Health Strategy.[ 87 ] In order to feel supported, members should be reminded of, and reconnected with, these supports when the toolkits are disseminated. As has been observed previously, the dissemination of mental health education can lead to an increase in demand for supports and services as greater awareness allows audiences to identify that they may be in need of help.[ 88 ] Upon toolkit dissemination, SLSA will need to be equipped to effectively cope with additional help-seeking demands through appropriate supports and referrals. Reviewer comments further reflected on the value of a whole-of-community approach to wellbeing rather than merely targeting individual behaviour change. Resources on caring for others, and how leaders at various levels can support the mental health of young members could form part of the toolkit dissemination process. Evidence Generation SLSA has an organisational duty-of-care to its members, a duty-of-care that may be particularly profound towards its younger, and more vulnerable members.[ 5 ] This highlights the necessity of efforts to ground toolkit development with an evidence-base, of which this environmental scan and toolkit analysis provides a first step. There are a wide range of mental health resources and toolkits available online with many different use cases and contexts for development. A limitation of many of these resources, notwithstanding some notable exceptions as recorded in Table 2 , is that they apparently tend to lack an underlying evidence base.[ 17 ] Although this survey has focused on toolkits developed within government and non-for-profit sectors, a similar lack of evidence for commercial apps for wellness and stress management has likewise been identified.[ 12 ] An optimal toolkit tailored to SLSA members, however, would utilise an evidence base to ensure that it is helpful and is used in practice. Ideally, a toolkit design process would draw on available evidence and would generate further evidence as to its efficacy through a co-design process. The inclusion of all stakeholders in mental health research, promotion, and program evaluation is a relatively nascent practice, but recognised as an important means to ensure beneficial outcomes are achieved as those with experiential expertise are centred in the process of creating resources that best help and engage them.[ 89 ] Drawing from thematic discussions of credibility in the environmental scan, SLSA may also consider the utility of including well-regarded mental health organisations – particularly related to youth and/or first responder mental health – as stakeholders in co-design processes. Many reviewer comments highlighted the importance of the audience’s experience of holistic experience of toolkits – including language, format, and visual design – alongside the substance of the content itself. These insights may suggest that focus group and user experience testing could be worthwhile investments towards increasing uptake. Strengths, Limitations and Future Work While there was no existing toolkit that entirely catered for the mental health toolkit needs of young SLSA members, a strength of this study is that the high level of involvement of individuals with experience in SLSA and related state bodies meant that reviewers were often able to imagine how resources could be adapted to fit the idiosyncrasies of this environment. Some reviewers reflected on where resources would be kept (for instance, whether a poster would gather dust in a club room), or how to encourage members to use toolkits (for instance, by stating the proportion of members that already utilise it and incorporating interactivity through gamification). Reviewers reflected on the usefulness of existing toolkit content, particularly for general mental health information. In creating a tailored resource, there exists a large amount of content that could (with permission) be adapted to an SLSA context. Our quantitative results indicate that existing toolkits created for first responders and young people are good candidates for adaptation. This study has several limitations. Firstly, by limiting our analysis to mental health “toolkits” in Australia and New Zealand that were free to access and could be conceivably relevant to young SLSA members, we were not able to capture the diversity of mental health resources available. However, including all factsheets, videos, websites, and other internet resources regarding mental health would have been an impossibly broad scope for this environmental scan and analysis. Few studies have focused on health toolkits in general despite their wide implementation in health promotion.[ 17 ] There have been previous environmental scans of online mental health resources for young people,[ 14 , 15 ] but none were found that have focused on toolkits specifically. Thus, there is a significant literature gap that validates the toolkit focus we have taken. Our method may have led to limitations resulting from potentially insufficient validation of the search strategy and inclusion/exclusion criteria across more investigators. This limitation may have contributed to inappropriate toolkits being included in the analysis, such as the Architects Mental Wellbeing Toolkit. Although it is preferable to include too many toolkits rather than too few to understand the scope of toolkits currently available, the inclusion of potentially extraneous materials may have contributed to the additional limitation that the survey conducted was exceptionally long. The length of the survey was clear to us from the outset, and we received anecdotal feedback from reviewers and occasional survey comments to this effect. The length of the survey is an unfortunate complication of undertaking such an extensive environmental scan. It meant that not all reviewers were able to review all toolkits – though all answers that were made were recorded and included in this analysis – which compromised the consistency of the results. However, this study addressed this limitation through randomisation, which meant that each toolkit was reviewed on average by 13.76 reviewers. The relatively small standard deviation (1.72) suggests that randomisation was effective. Further, this study does not intend to make definitive statements about the strengths and weaknesses of all existing toolkits, but rather to identify strategies to create or adapt a toolkit relevant for young SLSA members which capitalise on positive aspects of existing resources and identify potential pitfalls for this specific audience . Further, although several reviewers were themselves young SLSA members, no data was collected for reviewer age, and a likely limitation of this analysis is that a relatively small proportion of total feedback was from the cohort that would use any resulting mental health toolkit. There may be limitations with adults’ estimations young people’s preferences, or on the mental health content they would most benefit from. Guessing what may be relevant for young cohorts can compromise uptake and efficacy of resulting materials.[ 90 ] This limitation has been partially addressed in a survey study canvassing toolkit content, format, and activity preferences of existing young SLSA members. Future work will more deeply embed the lived experiences of young SLSA members in later stages of toolkit development with extensive consultation and co-design with a larger number of target audience representatives. Overall, this study finds opportunities to produce toolkits relevant to the impact of high-risk situations in Australian waterways that incorporate the strengths of SLSA membership, while also learning from and building upon existing effective mental health toolkits. Declarations Ethics approval and consent to participate The study was approved by the Human Research Ethics Committee (HREC 24054) from Central Queensland University, and was further acknowledged and approved by the University of New South Wales (HREC 22265). Participants provided explicit, informed consent at the commencement of the survey. Consent for publication Authors and participants have consented to the publication of this research. Availability of data and materials The datasets generated and/or analysed during the current study are not publicly available due to the potentially identifying nature of comments but data are available from the corresponding author on reasonable request. Competing interests N/A Funding N/A Authors' contributions ES wrote the main manuscript text; SF applied for ethics approval. SF, JL, and AP provided supervision and contributed to participant recruitment. AP conducted a 10% coding check. All authors reviewed the manuscript. References Fien S, Lawes JC, de Terte I, Simon P, Joseph N, Daw S, et al. Forgotten first responders: Australian surf lifesavers and lifeguards. Emergency Medicine Australasia. 2021;33(3):572-4. Rooke A, de Terte I. The working life of a surf lifesaver: The traumatic experiences and consequences of New Zealand surf lifeguards. Traumatology. 2020:Advance online publication. Lawes JC, Peden AE, Bugeja L, Strasiotto L, Daw S, Franklin RC. Suicide along the Australian coast: Exploring the epidemiology and risk factors. PLOS ONE. 2021;16(5):e0251938. Solmi M, Radua J, Olivola M, Croce E, Soardo L, Salazar De Pablo G, et al. 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Melbourne: Young and Well Cooperative Research Centre; 2012. Lecompte-Van Poucke M. ‘You got this!’: A critical discourse analysis of toxic positivity as a discursive construct on Facebook. Applied Corpus Linguistics. 2022;2(1):100015. Tedmanson D, Guerin P. Enterprising Social Wellbeing: Social Entrepreneurial and Strengths Based Approaches to Mental Health and Wellbeing in “Remote” Indigenous Community Contexts. Australasian Psychiatry. 2011;19(1_suppl):S30-S3. Oades LG, Steger M, Delle Fave A, Passmore J. The Wiley Blackwell Handbook of the Psychology of Positivity and Strengths-Based Approaches at Work. Newark, UNITED KINGDOM: John Wiley & Sons, Incorporated; 2017. Firth J, Solmi M, Wootton RE, Vancampfort D, Schuch FB, Hoare E, et al. A meta‐review of “lifestyle psychiatry”: the role of exercise, smoking, diet and sleep in the prevention and treatment of mental disorders. World Psychiatry. 2020;19(3):360-80. Petersen JM, Drummond M, Rasheed K, Elliott S, Drummond C, Smith JA, et al. Promoting mental health among young males in sporting contexts: A systematic review. Psychology of Sport and Exercise. 2024;70:102551. Elliott S, Petersen J, Drummond M, Prichard I, Drummond C, Crossman S, et al. What are the perceived barriers for building and maintaining a culture of mental health support in Australian competitive youth sport? Journal of Applied Sport Psychology. 2023:1-23. Surf Life Saving Australia. 2021-2022 Annual Report. 2022. Surf Life Saving Mid North Coast. Member Welfare (EAP) 2023 [6/11/2023]. Available from: https://www.slsmnc.com.au/member-welfare-eap/. Surf Life Saving NSW. Critical Incident Support 2023 [6/11/2023]. Available from: https://www.surflifesaving.com.au/members/members-info/critical-incident-support/. Surf Life Saving Queensland. Peer Support Officer | Membership Opportunities 2023 [6/11/2023]. 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Footnotes Note: several reviewers had multiple relevant domains of expertise, so while there were 68 reviewers, there were 70 responses to this question. Geographers focusing on coastal regions, analysis of geographic strata in relation to coastal safety, risk communication, and similar research were identified as being able to provide relevant feedback. Standard deviation not available as there was only one included toolkit in this category. Additional Declarations No competing interests reported. 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Survey","fulltext":[{"header":"Introduction","content":"\u003cp\u003eSurf Life Saving Australia (SLSA) provides emergency services across Australia, including rescues of those at risk of illness and injury.[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e] These services have been estimated to provide a net economic benefit of \u003cspan\u003e$\u003c/span\u003e97\u0026nbsp;billion per year to the Australian community through a workforce primarily comprised of volunteers.[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e] SLSA membership spans all life stages, with volunteers able to commence active beach patrols from the age of 13 years.[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e] Surf lifesavers can be exposed to high-risk and traumatic experiences as a routine part of their role as first responders.[\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eWhile SLS personnel play a vital role in Australia’s emergency service ecosystem, understanding the toll this may have on their mental health and wellbeing has been largely overlooked.[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e] This is concerning, especially when we consider that Surf Life Saving (SLS) personnel are known to contribute to the response and recovery of 11% of coastal suicides.[\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e] It is also known that 23% of the active patrolling membership are adolescents under the age of 18, a well-established high-risk demographic for developing mental health conditions.[\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] Despite these risks, there has been a paucity of literature exploring how exposure to life-threatening situations as part of their SLS role affects overall mental health, particularly among younger volunteers.[\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eGiven this knowledge gap, SLSA has developed surveys to measure mental health among members in 2021, which found increased mental health vulnerability among adolescent members.[\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e] In particular, respondents were vulnerable to experiencing post-traumatic stress symptoms (PTSS), as measured through the PCL-5 checklist where each of 20 Diagnostic and Statistical Manual symptoms characteristic of Post-Traumatic Stress Disorder (PTSD).[\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e] Exposure to trauma was correlated with post-traumatic stress symptoms (PTSS), especially among adolescent males (aged 13–17 years old); the longer amount of time an adolescent had been patrolling, the higher their likelihood of experiencing direct trauma; and levels of PTSS severity indicated one in four adolescent survey respondents were at risk of developing Post-Traumatic Stress Disorder (PTSD), as evidenced by PTSS scores on the PCL5 of 33 or higher.[\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eThe World Health Organization characterises mental health promotion as a “positive” intervention, where mental health is understood as a “resource” rather than the absence of mental ill-health.[\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e] Online mental health promotion resources have been identified as a potential means of mental ill-health prevention, early intervention, screening, and help-seeking.[\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e] These resources can take various forms including online crisis support (such as Lifeline Crisis Chat), self-help, and online cognitive behavioural therapy (CBT) programs (such as moodgym), online peer support forums, mental health assessment tools, training, factsheets, and toolkits.[\u003cspan additionalcitationids=\"CR8 CR9 CR10 CR11 CR12\" citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e–\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e] Promotion resources work to build resilience, mastery, and coping skills; which can mitigate distressing experiences and help individuals identify where they may require more intensive support.[\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eAlthough the quality of evidence as to the efficacy of online mental health promotion resources is wanting, previous research on online mental health interventions indicates that resources targeted at building young people’s mental health management skills are promising and that young people generally feel comfortable using the internet to learn about mental health.[\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e] Digital resources can engage demographics that may be otherwise “hard-to-reach” in a proactive way.[\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e] An area of concern, however, is that completion rates of online programs are relatively low, indicating a need to increase audience engagement.[\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eThe aim of this study is to identify and assess existing mental health toolkits available in Australia and New Zealand, and to explore content in relation to SLSA context. To reduce vulnerability among younger SLS volunteers and to explore relevant and effective resource communication, this present study undertakes an environmental scan of online mental health toolkits that may be useful for volunteers, specifically focusing on those aged 13–25 years old. The 13–25 age group is key for the provision of mental health education because 62.5% of individuals with mental health conditions experience the onset of their condition by the age of 25.[\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] No previous environmental scan has been undertaken on mental health toolkits for any audience, although reviews have been performed for general mental health resources available to young people.[\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e\u003c/p\u003e \n \u003cp\u003e\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eUsing an environmental scan methodology, we reviewed mental health toolkits available online in Australia and New Zealand. While there is variation in environmental scan methodology, it is an established tool in public health research for reviewing general web-based material through a systematic search.[\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e] This method was chosen as most toolkits are designed and published online by non-profit and government bodies, often without a peer review process.[\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]\u003c/p\u003e\u003cp\u003eAlthough this project aims to create toolkits for an Australian audiences, New Zealand resources were included in the environmental scan because New Zealand and Australia share cultural similarities as neighbouring, high-income countries, and as such can be meaningfully analysed together in public health research.[e.g. 18] Both countries further have active SLS organisations, and a broader environmental scan would serve to minimise replication of existing tools. However, it is acknowledged that resources from New Zealand would require tailoring to suit Australian audiences (such as direction to Australian phone numbers and websites).\u003c/p\u003e\u003cp\u003eFor this study, we propose a definition of toolkits as action-oriented resources that aims to change user/reader mental health related behaviour, rather than merely provide information. They educate users on topics such as taking care of one’s own mental health and looking after the mental health of others. Health toolkits are resources (“including,” according to Barac et al., “templates, instruction sheets, literature reviews, videos, and posters, presented in a variety of formats”) bundled into a single package that constitutes knowledge transfer and opportunities for reflection about and implementation of positive health behaviours.[\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e, p. 2] In a mental health context, toolkits may provide (including but not limited to): education on stress and mental health conditions, how to identify distress, how to seek help, and how to help others.\u003c/p\u003e\u003cp\u003eSearch method\u003c/p\u003e\u003cp\u003eThree main sources were searched for this environmental scan. The first was the Mental Health Australia full and associate membership website pages as at 20/03/2023.[\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] As the peak body of the mental health sector in Australia, the membership pages list many mental health organisations, operating both at a national and state/territory level, though with exceptions (most notable being government mental health departments and directorates, and direct service providers). Each of the 132 member organisation websites were searched for the availability of toolkits.\u003c/p\u003e\u003cp\u003eThe second source was the Aotearoa New Zealand Digital Tools for Mental Health and Wellbeing 2021 Stocktake as at 13/04/2023.[\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e] This is a comprehensive list of digital mental health and wellbeing tools created for the New Zealand context.\u003c/p\u003e\u003cp\u003eThe third search source was Google, through several search queries. The first three pages of results were considered for the following search terms: mental health toolkit Australia young people (20/03/2023), mental health toolkit Australia young adults (21/03/2023), mental health toolkit Australia adolescents (21/03/2023), first responders mental health toolkit Australia (21/03/2023), emergency mental health toolkit Australia young (21/03/2023), mental health toolkit Australia volunteer (30/03/2023), and mental health toolkit Australia workplace (30/03/2023).\u003c/p\u003e\u003cp\u003eThe above searches were then repeated (13/04/2023) but using “New Zealand” instead of “Australia”. Advanced search settings were used to limit results to websites from the Australian and New Zealand regions.\u003c/p\u003e\u003cp\u003eScreening\u003c/p\u003e\u003cp\u003eAll authors discussed appropriate inclusion and exclusion criteria to identify toolkits eligible for analysis, as detailed in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. One author (ES), applied the criteria to the resources found through the environmental scan. Resources were excluded where they were not aimed at one of the demographic groups young surf lifesaver personnel would generally fit into, such as toolkits for young children, parents, educators, or employers. For example, WorkSafe Queensland’s Mental Health Toolkit is intended for workplace leadership and managers rather than general workers,[\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e] and was therefore excluded. In addition, some toolkits, such as the Butterfly Foundation’s toolkit on body image and Instagram [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e] was not directly related to a lifesaving context and considered too niche of a topic for inclusion. In some cases, resources were excluded where they were presented in non-toolkit formats such as factsheets, or e-therapy programs like moodgym.[\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eToolkit Inclusion and Exclusion criteria\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInclusion Criteria\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExclusion Criteria\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEligible toolkits for analysis were defined as those that met \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eall\u003c/span\u003e the following:\u003c/p\u003e \u003cp\u003e1) Providing information and resources about mental health.\u003c/p\u003e \u003cp\u003e2) Aimed at young people (broadly defined as those aged under 25, although the toolkit itself did not necessarily have to define “young people” to be included); first responders; volunteers; sports club members; and/or workers.\u003c/p\u003e \u003cp\u003e3) English language (owing to resource constraints and language skills of the research team), and produced in Australia\u0026nbsp;or New Zealand for Australian or New Zealander audiences.\u003c/p\u003e \u003cp\u003e4) Freely available and accessible online in their entirety at the time of review.\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eResources were excluded from analysis if \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eany\u003c/span\u003e of the following were met:\u003c/p\u003e \u003cp\u003e1) They were aimed at a very specific audience that were not identified as on-topic for young surf lifesavers generally.\u003c/p\u003e \u003cp\u003e2) Mental health information was not presented as a “tool” or “toolkit”.\u003c/p\u003e \u003cp\u003e4) They were under development (i.e., not completed) at the time of review.\u003c/p\u003e \u003cp\u003e5) Payment was required for access.\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003eToolkit Data Extraction\u003c/p\u003e\u003cp\u003eRelevant information about resources identified in the search were collated in a custom-built Microsoft Office Excel Spreadsheet. The toolkits were summarised as per Barac et al’s framework, with information collected on “toolkit format, toolkit topic (as specified by the toolkit authors), target audience(s) …, toolkit content, [and] evidence underlying toolkit content.”[\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e, p. 5]\u003c/p\u003e\u003cp\u003eSurvey Design and Recruitment\u003c/p\u003e\u003cp\u003eThe extracted toolkit data was included in a Qualtrics survey for assessment by expert reviewers. Given this extracted information and the reviewers’ own experience of following the relevant links to the toolkits, reviewers were asked to assess the strengths and weaknesses of each toolkit, particularly in light of the needs of young SLSA members.\u003c/p\u003e\u003cp\u003eExpert reviewers consisted of a convenience sample of authors’ contacts, who were approached because they held expertise related to psychological wellbeing of the target audience. The survey was sent to individuals via email, direct message, various committees (online and face-to-face), and were completed at mental health workshop events. All information collected during the surveys was confidential and responses were anonymous. Informed consent was obtained through the provision of text or verbal communication, and further through the information sheet and question to indicate consent provided online at the start of the survey.\u003c/p\u003e\u003cp\u003eThe survey was quite long, totalling 160 questions about the toolkits, plus additional items to provide consent and ascertain demographic information. Given the length, and given that participants were not reimbursed or offered incentives to complete the survey, respondents were instructed to review as many of the toolkits as was practicable, they were not required to review all toolkits. Toolkits were presented to reviewers in random order to minimise the impact of low completion rates on consistency of data collection.\u003c/p\u003e\u003cp\u003eAppendix 1 includes the questions asked in the assessment of each toolkit. In sum, data under three overarching themes were collected, and which are now described: holistic analysis, SLSA-specific and general trauma support, and open responses on strengths, weaknesses, and relevance.\u003c/p\u003e\u003cp\u003eHolistic analysis\u003c/p\u003e\u003cp\u003eParticipants were asked to assess each toolkit holistically in relation to its Usefulness, Relevance, Appropriateness, and Accessibility on a Likert scale of very poor, poor, acceptable, good, or very good.\u003c/p\u003e\u003cp\u003eSLSA-specific and general trauma support\u003c/p\u003e\u003cp\u003eFor each toolkit, respondents were asked to assess how likely the resources therein would assist with potential impacts of eleven specific tasks that SLSA members undertake as first responders, as well as “any other very stressful event or experience.” These eleven tasks are articulated in a supplementary Table\u0026nbsp;1 in the Appendix. Reviewers were asked to make their assessment on a Likert scale of extremely unlikely, somewhat unlikely, neither likely nor unlikely, somewhat likely, or extremely likely. An average was taken across the SLS-specific questions, giving each toolkit an overall score for its helpfulness in managing the impacts of SLS-specific traumatic events. A separate score was also taken for each toolkit’s helpfulness in managing general trauma per the “any other stressful event or experience” rating.\u003c/p\u003e\u003cp\u003eOpen responses\u003c/p\u003e\u003cp\u003eRespondents were also asked to share their thoughts on the general strengths, weaknesses, and relevance of each toolkit. Responses were coded thematically by one author (ES). A 10% check was undertaken (by AEP) to determine inter-coder reliability.[\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e] Quotes were extracted, verbatim, for inclusion in this study.\u003c/p\u003e\u003cp\u003e \u003cstrong\u003eEthics approval\u003c/strong\u003e \u003c/p\u003e\u003cp\u003e The study was approved by the Human Research Ethics Committee (HREC 24054) from Central Queensland University, and was further acknowledged and approved by the University of New South Wales (HREC 22265). Participants provided explicit, informed consent at the commencement of the survey.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eToolkit identification\u003c/p\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e details the process of identification and inclusion of toolkits for analysis. After initial identification of 38 toolkits, at the data extraction phase, one toolkit was excluded from analysis because it was no longer available online (a toolkit produced by Batyr Australia), and another five toolkits were excluded for analysis because, upon data extraction, it was apparent they did not meet the inclusion criteria. Of these, the TalkCampus \u0026ldquo;Your student mental health toolkit\u0026rdquo; was identified to be an international resource and was an article that had used the term \u0026ldquo;toolkit\u0026rdquo; as a metaphor, rather than acting as a toolkit resource per our definition.[\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e] The South Australia Public Sector Mentally Healthy Workplaces Toolkit and the iCare Social Connections Toolkit were excluded as they were identified to be toolkits for workplaces rather than workers.[\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e] Similarly, the Lourdes Hill College toolkit for positive mental health was excluded as it was intended for parents rather than young people themselves.[\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e] The Village app was excluded because it was not downloadable on an Australian device.[\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eSummary of toolkits\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e provides a summary of the location of toolkits (Australia or New Zealand), the intended audience, and the formats of the toolkits. Of the 32 toolkits analysed, most (24) were from Australia.\u003c/p\u003e \u003cp\u003eIn terms of intended audience, 14 toolkits were designed for young people, three for first responders, and one for young people who were also first responders. Another 12 were for paid workers, one for unpaid workers, and three for sports club members. One toolkit, the Care4Guide, was identified as being for two audiences \u0026ndash; young people who are also first responders.[\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eToolkits came in a range of formats, most commonly static webpages (13) or Portable Document Format (pdf) (10). The toolkits accessible through multiple formats included the Emerging Minds Community Trauma Toolkit in which resources were available via podcasts, short articles, and videos.[\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e] Another multi-format toolkit was the Care4Guide, which was available as a static pdf, an interactive online training module, and as downloadable desktop computer software where each format included largely similar content, but could be accessed in accordance with user preference.[\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSummary data of toolkits analysed\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLocation of Resource\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e75%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNew Zealand\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e25%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIntended audience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYoung people (not strictly age defined)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e44%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFirst responders\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUnpaid workers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePaid workers (who are not first responders)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e38%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSports club members\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFormat\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMobile apps (downloaded through Android Google Play or iOS App Store)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDownloadable and printable PDFs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e31%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInteractive webpages (require user input to progress through)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStatic webpages (are to be read through with limited/no interactivity)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e41%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMultiple formats\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eA summary of extracted toolkit data is included in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, which includes each toolkit\u0026rsquo;s name, citation, topic, format, target audience, an overview of included content, and (where available) evidence underlying each toolkit.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eToolkits included in survey and analysis intended for young people\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eToolkit name\u003c/p\u003e \u003c/th\u003e\u003cth\u003e\u003cp\u003eReference\u003c/p\u003e\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTopic\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eFormat\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eTarget audience\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eContent\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eEvidence underlying toolkit\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMental wealth\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLe Va, 2019 [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMental wellbeing and mental illness for young people\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWebsite - information, tips, exercises, and resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYoung people\u003c/p\u003e \u003cp\u003eNew Zealand\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eResources under three main categories: Check in, Feel good, and Stay Connected.\u003c/p\u003e \u003cp\u003eCheck in includes facts about mental health, common mental health problems (depression, anxiety, alcohol, bullying, gaming, etc.) and how to check in on your own mental health\u003c/p\u003e \u003cp\u003e'Feel good' has info about taking care of your mind, body, and soul (including spirituality and cultural identity)\u003c/p\u003e \u003cp\u003e'Staying connected' has info on how to connect, intergenerational communication, and links to other resources.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNone found\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eToolkit for Mentally Healthy Workplaces\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAustralian Services Union - Victoria and Tasmania, 2018 [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRights around workplace safety as it pertains to mental health\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWebsite - information and resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePaid workers\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAbout mental health\u003c/p\u003e \u003cp\u003eOHS and psychosocial health \u0026amp; safety\u003c/p\u003e \u003cp\u003eHealth \u0026amp; Safety union rep info\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNone found\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eArchitects mental wellbeing toolkit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe Architects Mental Wellbeing Forum, 2021 [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePromoting a mentally healthy architecture workplace\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePDF - actionable tips and resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePaid workers (architects)\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eOffice culture \u0026amp; overtime\u003c/p\u003e \u003cp\u003eSupport systems \u0026amp; staff education\u003c/p\u003e \u003cp\u003eCaring for students, interns, \u0026amp; graduates in practice\u003c/p\u003e \u003cp\u003eContracts, clients, \u0026amp; managing deadlines\u003c/p\u003e \u003cp\u003ePhysical office environment\u003c/p\u003e \u003cp\u003eTechnology\u003c/p\u003e \u003cp\u003ePromoting a healthy workplace\u003c/p\u003e \u003cp\u003eChampion a mindful, active approach (extracurricular office activities like sports, plus taking lunch breaks, etc.)\u003c/p\u003e \u003cp\u003eFurther resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eThis is an adapted version of the UK Toolkit, which was compiled by members of the Architects Mental Wellbeing Forum in the UK.[\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWellbeing Toolkit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAustralian Red Cross, 2022 [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCombatting stress and burnout\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePDF - information, questionnaires, and activities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUnpaid workers\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDefinition of wellbeing (from the WHO), and of stress and stress symptoms.\u003c/p\u003e \u003cp\u003eTips to combat stress.\u003c/p\u003e \u003cp\u003eSelf-questionnaire assessing your level of stress.\u003c/p\u003e \u003cp\u003eBurnout checklist\u003c/p\u003e \u003cp\u003eAdvice to recover from stress/burnout (concept of the \"recovery rocket\"), including a self-assessment for recovery level\u003c/p\u003e \u003cp\u003eSelf-care plan (for readers to fill out)\u003c/p\u003e \u003cp\u003eInformation about positive psychology and exercise to reflect on what activities make you feel good/help you to flourish, and ideas to try.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNone found\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommunity Trauma Toolkit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEmerging Minds, 2019 [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHow first responders can support the mental health of young people who have experienced a traumatic event.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMultiple - hosted on a website with podcasts, short articles, videos, fact sheets.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFirst responders (who work with children and young people)\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eIncident preparedness\u003c/p\u003e \u003cp\u003eImmediate aftermath of incidents\u003c/p\u003e \u003cp\u003eShort-term/long-term/ongoing coping with trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eA co-design and consultative process with intended audience members, disaster recovery and resilience groups and experts, as well as children and families who have lives experience of traumatic incidents.[\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSmiling Mind\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSmiling Mind, 2023 [2012] [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSupporting sleep, meditation, and mindfulness; stress reduction.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eApp - User answers some questions about their interests and mental state and the app suggests some interactive mental health programs.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYoung people (aged 3 to 18)\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eA range of programs you can complete, divided up by age category, group (like families, classrooms, at work), topic, and language. For example: \"An introduction to mindfulness\", \"supporting students' wellbeing through challenging times\", \"planning for the future\", \"getting a better night's sleep\".\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eTopics covered are based on evidence (e.g. on the effectiveness of meditation broadly).[\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e] Research evaluations and collaborations are undertaken. E.g. [\u003cspan additionalcitationids=\"CR40\" citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMy Toolkit - Build Your Space\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eheadspace, 2022 [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLearning about mental health, improving your own mental health, identifying mental illness, and helping out others\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eInteractive website - users choose modules relevant to them.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYoung people\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eCan select from a huge range of resources, both in terms of looking after your own or another's mental health and life stressors. Users choose from a list what is relevant to them and 'build' their own space with relevant modules. Some modules have self-tests, or walk-throughs to tackle problems.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eHeadspace does undertake research and evaluation,[\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e] but no relevant evidence for this toolkit was found.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHealthy headspace Action Plan\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eheadspace, 2019 [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDeveloping a plan to improve one's own mental health\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePDF \u0026minus;\u0026thinsp;2-page worksheet and reference\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYoung people\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2 page resource framed around self-care and getting users to reflect on looking after their own mental health. It includes an action plan to increase activities to promote mental health which the user fills out, and 7 tips to promote mental health.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eHeadspace does undertake research and evaluation,[\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e] but no relevant evidence for this toolkit was found.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStudents - mental health and wellbeing toolkit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eState Government of Victoria, 2022 [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eImproving one's own mental health and addressing distress/mental illness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWebsite - reference and advice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYoung people (school-aged)\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMental health tips\u003c/p\u003e \u003cp\u003eConnecting with specific communities (Koori, LGBTI, people with disability, CALD communities)\u003c/p\u003e \u003cp\u003eWhere to find help for you or a friend\u003c/p\u003e \u003cp\u003eInformation about common mental health concerns for young people (e.g. anxiety, depression, bullying).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNone found\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThe Mental Health Toolkit for Young People\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKindred, 2022 [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIntroduction to mental ill-health and distress.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePDF - information and activities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYoung people\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDefines mental health as well as mental health conditions\u003c/p\u003e \u003cp\u003eExplains different available mental health services (crisis lines, chats, counsellors, peer coaches, etc.)\u003c/p\u003e \u003cp\u003eUnderstanding emotions (with an activity)\u003c/p\u003e \u003cp\u003eExplainers on common conditions (anxiety, depression, stress and burnout) with personal stories; and brief info on other conditions\u003c/p\u003e \u003cp\u003eTips on coping in uncertain times (e.g. lockdown, natural disasters)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eYoung people and psychologists contributed to building this toolkit.[\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNiggle app\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKids Helpline, 2019 [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e], Zelenko, Cheers, 2019 [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDealing with worry\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eApp - forms a 'to do' list for the user to complete, based in their inputs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYoung people (aged 5 to 25)\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eUser identifies how they are feeling and what's bothering them (e.g. cyberbullying, the news, work/school stress, sex/relationships, mental health issues, physical health, family issues, identity, and more).\u003c/p\u003e \u003cp\u003eThe app suggests related tools (tipsheets, apps, videos, audio, and others' stories) and activities that might help.\u003c/p\u003e \u003cp\u003eThe tools and activities then make up a 'to do' list. The worries are visualised as \"niggles\" - a shape that you can update as things change.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eQueensland University of Technology partnered up with Kids Helpline, over 30 young people and Kids Helpline counsellors to create Niggle.[\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMental fitness toolkit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePeak Fortem, 2021 [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eImproving \"mental fitness\"\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eInteractive website - resources are available in audio, video, and text.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFirst responders\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eIntroductory video on mental fitness (analogised to physical fitness)\u003c/p\u003e \u003cp\u003eProgram is divided into 4 categories (Control, Motivate, Boost, Balance) each with a range of practical exercises and tools such as breathing techniques, problem solving skills, positive self-talk, visualisation, goal setting, and gratitude.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eBased on research about the Cognitive Behaviour Model and the Emotional Regulation Model.[\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommunity Responders project\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe Australian Centre for Social Innovation, 2019 [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHow to have a positive, community response to mental ill-health and mental wellbeing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePDF - worksheets and information\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYoung people\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eTwo toolkits: One for roles people need to take to support the mental health of their community, the second to have safe and productive conversations about mental health.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eThe toolkits have been developed with a significant community consultation process led by young people with lived experience of mental ill-health.[\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eClub Toolkit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOutside the Locker Room, 2020 [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eResponding to one's own or another's mental health challenges\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePDF - reference information\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSports clubs\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eInformation about what to look out for (signs and symptoms of mental health challenges), how to talk about mental health, how to respond to someone in need of support, and information about support services.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNone found\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCare4Guide\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBushfire and Natural Hazards CRC, 2021 [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMental wellbeing as a first responder\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMultiple - a PDF workbook, an interactive course, and downloadable software\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYoung people\u003c/p\u003e \u003cp\u003eFirst responders\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eWhat is mental health\u003c/p\u003e \u003cp\u003eBuilding blocks of wellbeing (e.g. social connections, sense of achievement, gratitude)\u003c/p\u003e \u003cp\u003eProtecting your mental health (reducing the impact of traumatic incidents/dangerous situations)\u003c/p\u003e \u003cp\u003eMindfulness - info and practical exercises\u003c/p\u003e \u003cp\u003eSelf-compassion\u003c/p\u003e \u003cp\u003eCoping skills for difficult situations\u003c/p\u003e \u003cp\u003eChecking in with your mental health\u003c/p\u003e \u003cp\u003eMaking a list of people you can go to if you need support\u003c/p\u003e \u003cp\u003eList of help resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eThis project\u0026nbsp;was a partnership between the CRC, AFAC, the University of Adelaide, the University of Western Australia, Flinders University, the University of British Columbia, the Hospital Research Foundation, Military and Emergency Services Health Australia and key fire and emergency services, as well as the young adult members of AFAC\u0026rsquo;s Young Volunteers Advisory Committee, who informed the development of all resources.[\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAFL Club mental health \u0026amp; wellbeing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAFL, 2023 [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eInformation about mental illness and mental health safety in clubs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMultiple - website with webinars, tools, and information.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSports clubs (AFL players)\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMental health webinar viewable online\u003c/p\u003e \u003cp\u003eAhead of the Game - \"teaches players, parents, coaches, umpires and volunteers to understand mental health, build mental fitness, and strengthen resilience to deal with challenges in sport and life.\" \u003c/p\u003e \u003cp\u003eHow to seek help tool\u003c/p\u003e \u003cp\u003eHow to respond to a critical incident\u003c/p\u003e \u003cp\u003eHow to respond to a suicide\u003c/p\u003e \u003cp\u003eSafe storytelling guide (how to communicate about mental health in a way that prioritises the safety of the person with lived experience)\u003c/p\u003e \u003cp\u003eClub resources: choosing a mental health program for your club, promoting a culture of safety and inclusion\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNone found\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWorkplace Mental Health Toolkit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBlack Dog Institute, 2017 [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHandling mental illness at work\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePDF - information and guidance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePaid workers\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eContext about mental health/mental illness, its impact on workplaces\u003c/p\u003e \u003cp\u003eFact vs fiction on mental illness\u003c/p\u003e \u003cp\u003eInfo about stress, depression, and anxiety\u003c/p\u003e \u003cp\u003eInformation about supports available\u003c/p\u003e \u003cp\u003eRights and responsibilities at work (protections against discrimination, reasonable adjustments), and information about disclosing/talking about mental health at work\u003c/p\u003e \u003cp\u003eTips for staying well\u003c/p\u003e \u003cp\u003eLinks to help resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eThe Black Dog Institute is a research institute and they report that their workplace training generally is evidence-based on their website,[\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e] but no specific evidence found for this toolkit.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWorkplace Mental Health Toolkit (variation)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBlack Dog Institute and Healthy Heads, 2021 [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHanding mental illness in the truck driving, warehouse, logistics industries\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePDF - information and guidance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePaid workers (truck driving, warehouse, logistics)\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSame as above plus information on the impact of mental health in these specific industries\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eAs above\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWork and Mental Health\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBeyond Blue, 2022 [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMental wellbeing and mental illness at work\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWebsite - information\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePaid workers\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSelf-care\u003c/p\u003e \u003cp\u003eMental health conditions (anxiety and depression, plus links to info about other conditions)\u003c/p\u003e \u003cp\u003eStaying at or returning to work in/after a mental health episode\u003c/p\u003e \u003cp\u003eWorking with a mental health condition\u003c/p\u003e \u003cp\u003eBullying\u003c/p\u003e \u003cp\u003eDeciding about disclosure\u003c/p\u003e \u003cp\u003eHelping a workmate\u003c/p\u003e \u003cp\u003eSuicide prevention\u003c/p\u003e \u003cp\u003eResource library\u003c/p\u003e \u003cp\u003ePersonal stories\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eBeyond Blue has dedicated research and policy staff, however no evidence is available for this specific toolkit.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWorkplace Mental Health Month Toolkit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWayAhead, 2022 [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eActivities to promote mental wellbeing in the workplace\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMultiple - activities to do on one's own and collectively, and information\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePaid workers\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMorning tea guide\u003c/p\u003e \u003cp\u003eMental health month trivia\u003c/p\u003e \u003cp\u003eCalendar of mental health tips for the workplace\u003c/p\u003e \u003cp\u003eConversation cards\u003c/p\u003e \u003cp\u003eColouring in pages (for mindfulness)\u003c/p\u003e \u003cp\u003eLooking after your mental health at work tips\u003c/p\u003e \u003cp\u003eTips on being a mental health ally\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNone found\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFighting Fit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAustralian Government - Defence, 2023 [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMental health resources for the Australian Defence Force\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWebsite - list of resources and information\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePaid workers\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHelp phone numbers specifically for ADF members and families.\u003c/p\u003e \u003cp\u003eList of health resources (including suicide prevention and mental health as well as physical health).\u003c/p\u003e \u003cp\u003eHealth updates.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNone found\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWorkplace Resources for asking \"Are you OK?\"\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eR U OK?, 2018 [\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eActivities to promote mental wellbeing in the workplace\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWebsite - guides, posters, presentations, and information about hosting RUOK.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePaid workers\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDownloadable Conversation Guide, 4 Steps Poster, Conversation Framework Poster, Support services poster, workplace presentation template, industry-specific resources, resources on hosting RUOK Day.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNone found\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRecovery at Work Toolkit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNSW Government - State Insurance Regulatory Agency, 2023 [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMental health recovery at work\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWebsite - information and resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePaid workers\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eWhat is recovery at work? (in terms of mental health\u003c/p\u003e \u003cp\u003epractical actions to maintain positive mental health\u003c/p\u003e \u003cp\u003eHow to talk about supporting recovery at work (for people with mental illness, leaders, managers; developing a recovery at work plan)\u003c/p\u003e \u003cp\u003eMental health continuum - mental health not as a static state, but something that needs constant checking in\u003c/p\u003e \u003cp\u003eMaking changes (reasonable adjustments, staying connected, building mentally healthy/safe culture at work)\u003c/p\u003e \u003cp\u003eFurther resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNone found\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMental health and wellbeing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCPA Australia, 2021 [\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAvoiding burnout at work\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWebsite - tips and resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePaid workers (accountants)\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eStrategies for avoiding burnout\u003c/p\u003e \u003cp\u003eList of supports provided through CPA or externally (e.g. online course, mental health first aid course)\u003c/p\u003e \u003cp\u003eLinks to Beyondblue resources and training program\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNone found\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5 ways to wellbeing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNext Gear, 2017 [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMental wellbeing in the construction industry\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePDF - activities, information, and resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePaid workers (construction)\u003c/p\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSet of factsheets: \u003c/p\u003e \u003cp\u003ewhy is mental health important, particularly in this industry (construction)\u003c/p\u003e \u003cp\u003eLaing O\u0026rsquo;Rourke's relationships with help organisations, internal support services, mental health champions/first aid through the organisation\u003c/p\u003e \u003cp\u003eThe role of leadership\u003c/p\u003e \u003cp\u003eDiscussion resources on: the five ways to mental wellbeing, ten things you can do to improve mental health, one-minute stress strategies, gratitude, recalibration after a stressful life event, mindfulness.\u003c/p\u003e \u003cp\u003eAn activity guide\u003c/p\u003e \u003cp\u003eGoal setting template (worksheet)\u003c/p\u003e \u003cp\u003eAction plan template\u003c/p\u003e \u003cp\u003eLinks to external help resources.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNone found\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSchool Leavers\u0026rsquo; Toolkit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNew Zealand Government - Ministry of Education, 2020 [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCaring for your mental health as a school leaver\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWebsite - information and resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYoung people (late-teens)\u003c/p\u003e \u003cp\u003eNew Zealand\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eA range of info, one section of which is caring for your own and others' mental health. Mental health section includes info on:\u003c/p\u003e \u003cp\u003eWhere can I get help when things get bad?\u003c/p\u003e \u003cp\u003eWhat can I do to help someone who is feeling low?\u003c/p\u003e \u003cp\u003eHow can I keep mentally well?\u003c/p\u003e \u003cp\u003eMental illness\u003c/p\u003e \u003cp\u003eA guide to help you stay healthy\u003c/p\u003e \u003cp\u003eKey websites\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNone found\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStaying On Track\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eJust a Thought, 2020 [\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHow to support your mental health during COVID (and beyond)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWebsite - online course\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYoung people\u003c/p\u003e \u003cp\u003eNew Zealand\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAn online course \"to support your wellbeing during COVID-19 and beyond\" - available as an interactive or audio course (Just a Thought also has other courses for specific diagnoses). This course includes some Cognitive Behavioural Therapy (CBT) information, info on staying connected, mindfulness, etc.\u003c/p\u003e \u003cp\u003eA range of web, audio, and PDF guides on relaxation, mindfulness techniques, sleeping, CBT-related exercises (re-framing worries), solving problems, etc.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eAdapted from resources developed by a team of clinicians and researchers from St Vincent's Hospital, Sydney, and the University of New South Wales to improve personal wellbeing and for the treatment of anxiety and depressive disorders.[\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMelon App\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMelon Health, 2021 [\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e67\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMental wellbeing for young people\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eApp - interactive modules and information in audio, video, and text formats\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYoung people\u003c/p\u003e \u003cp\u003eNew Zealand\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHealth Journal (tracking sleep, activity and mood and how they affect you)\u003c/p\u003e \u003cp\u003eResources are presented as a \"program\", which is similar to a set of online training modules.\u003c/p\u003e \u003cp\u003eQuestions to reflect on and assess your progress\u003c/p\u003e \u003cp\u003eCoping tools (Podcasts, videos and articles on mindfulness, nutrition, creating habits, relationships, etc.)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eMelon Health offers a range of health apps, and their diabetes app has been evaluated in a randomised control trial.[\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e68\u003c/span\u003e] However, no evidence found for this mental health app.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAll right?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCanterbury District Health Board and Mental Health Foundation of New Zealand, 2013 [\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e69\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMental wellbeing and connection for young people\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWebsite - tools, resources, and products (some available for purchase)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYoung people\u003c/p\u003e \u003cp\u003eNew Zealand\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eConnecting with culture\u003c/p\u003e \u003cp\u003eTips for daily wellbeing\u003c/p\u003e \u003cp\u003eTips for being your best (finding your strengths, making new habits, etc.)\u003c/p\u003e \u003cp\u003eTips for parents/family/whānau\u003c/p\u003e \u003cp\u003eWorkplace wellbeing\u003c/p\u003e \u003cp\u003eIdentity and culture\u003c/p\u003e \u003cp\u003eSparklers (resources for primary school students)\u003c/p\u003e \u003cp\u003eCoping in tough times\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eAll Right? says that it undertakes consultation with different target audiences (e.g. LGBTQIA, parents, workers, CALD communities, mental health service users, and others) to understand what issues are pressing for them and to evaluate the effectiveness of their resources.[\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e70\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCALM - Computer Assisted Learning for the Mind\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe University of Auckland Faculty of Medical and Health Sciences, 2009 [\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e71\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eManaging mental health challenges for young people\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWebsite - information and resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYoung people\u003c/p\u003e \u003cp\u003eNew Zealand\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMental resilience\u003c/p\u003e \u003cp\u003eManaging stress, anxiety and depression\u003c/p\u003e \u003cp\u003eHealthy relationships\u003c/p\u003e \u003cp\u003eFinding meaning in life\u003c/p\u003e \u003cp\u003eGuided meditations\u003c/p\u003e \u003cp\u003eFurther help resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eResearch was conducted on CALM users among university medical students. The research found that users had higher anxiety levels at baseline than the population average, indicating effective self-selection of users.[\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e72\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMind. Set. Engage.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNew Zealand Rugby Union, 2018 [\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e73\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMental fitness and managing mental illness for rugby players\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWebsite - information\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSports clubs (rugby players)\u003c/p\u003e \u003cp\u003eNew Zealand\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eResources in 3 categories:\u003c/p\u003e \u003cp\u003eWant to be mentally fit? Advice for daily wellbeing\u003c/p\u003e \u003cp\u003eFeeling off? Info about depression, anxiety, injury, and other issues that may affect rugby players.\u003c/p\u003e \u003cp\u003eWorried about someone else? Information for different figures (coaches, caregivers, and mates)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNone found\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFive Ways to Wellbeing at Work Toolkit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMental Health Foundation of New Zealand, 2021 [\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e74\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMental wellbeing at work\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePDF - information and worksheets\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePaid workers\u003c/p\u003e \u003cp\u003eNew Zealand\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAn outline of the 5 ways to wellbeing, a business case for them, role of leadership, creating supportive environment, implementing, talking openly about mental health at work, and evaluating/celebrating impact at work. There's also a lot of supportive tools like promotional materials, wellbeing bingo, action plan template, etc.\u003c/p\u003e \u003cp\u003eLinks to other resources.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNone found\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eToolkit Analysis\u003c/p\u003e \u003cp\u003eThe randomised 32 toolkits were independently reviewed by 68 survey respondents who have expertise in a range of domains, as summarised in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e. Due to the length of the survey and the ability to review as many as they were able, only seventeen respondents (25%) completed 99 or 100% of the survey and there was an average completion rate of 33%, constituting an average of around 10\u0026ndash;11 toolkit reviews per participant. Each toolkit was reviewed by a mean number 13.76 reviewers (SD\u0026thinsp;=\u0026thinsp;1.72), as calculated from the supplementary table provided in the Appendix (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). The survey took a median time of 102 minutes to complete for the seventeen respondents who completed 100 or 99% of the survey.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDomain expertise of respondents\u003csup\u003e1\u003c/sup\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDomain\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eResearchers:\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e16%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHuman Geography\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInjury/drowning prevention\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMental health/Psychology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePublic health\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOther\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePsychologists\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSLSA (and state body) \u0026ndash; paid workers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e29%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSLSA \u0026ndash; unpaid workers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e44%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial workers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOther first responders (e.g. police officer, paramedic)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eQuantitative Analysis\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e shows the mean value of each of the toolkits on each of the variables of usefulness, relevance, appropriateness, and accessibility; its helpfulness in managing the impacts of SLSA work; and its general helpfulness in stress management (with the highest possible score of 5 and the lowest possible score of 1 on each measure). Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e also shows the highest and lowest mean scores of each variable scored by an individual toolkit. Overall scores were lowest on toolkits\u0026rsquo; capacity to manage SLS-specific trauma (with a mean score of 2.62, a maximum mean of 4.05, and a minimum mean of 1.48). These results are indicative of a potential gap in the ability of existing toolkits to manage the impact of performing rescues and other high-risk situations \u0026ndash; such as responding to suicides and self-harm \u0026ndash; that arise in Australian waterways. Toolkits, on average, were given higher ratings on other variables. Appendix 2 includes a supplementary table of the mean scores of each toolkit on the same measures as in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSummary statistics of usefulness, relevance, appropriateness, accessibility, capacity to help manage SLS-specific trauma, and capacity to help manage general trauma across toolkits.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean (SD)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMax mean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMin mean\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUsefulness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.13 (0.54)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.08\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRelevance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.01 (0.54)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.92\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAppropriateness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.07 (0.53)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.14\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAccessibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.16 (0.50)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.29\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpecific trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.62 (0.50)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.48\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGeneral trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.07 (0.56)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.08\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAn analysis was undertaken to find the mean scores of toolkits, divided by intended audience category, as per Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e. Overall, toolkits intended for first responders and young people were highest rated, while toolkits intended for workers were lowest rated, on average.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eUsefulness, relevance, appropriateness, and accessibility of toolkits by intended audience\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIntended Audience\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMean (SD)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eYoung People\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUsefulness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.45 (0.38)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRelevance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.35 (0.36)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAppropriateness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.41 (0.37)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAccessibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.42 (0.42)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSpecific trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.78 (0.47)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGeneral trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.33 (0.51)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eFirst Responders\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUsefulness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.83 (0.30)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRelevance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.82 (0.31)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAppropriateness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.81 (0.39)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAccessibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.83 (0.37)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSpecific trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.56 (0.46)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGeneral trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.81 (0.48)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eUnpaid workers\u003csup\u003e3\u003c/sup\u003e (who are not first responders)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUsefulness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.27 (n/a)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRelevance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.13 (n/a)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAppropriateness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.29 (n/a)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAccessibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.27 (n/a)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSpecific trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.61 (n/a)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGeneral trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.47 (n/a)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003ePaid workers (who are not first responders)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUsefulness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.64 (0.41)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRelevance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.51 (0.43)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAppropriateness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.55 (0.37)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAccessibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.76 (0.43)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSpecific trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.27 (0.40)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGeneral trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.63 (0.45)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eSports club members\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUsefulness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.18 (0.25)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRelevance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.00 (0.13)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAppropriateness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.16 (0.08)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAccessibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.24 (0.14)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSpecific trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.76 (0.18)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGeneral trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.13 (0.18)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTop toolkits\u003c/p\u003e \u003cp\u003eAn analysis was undertaken to determine the highest scoring toolkits across all variables. The toolkits with the five highest mean scores for each variable were listed and consistently high scoring toolkits are collated in Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e. The Care4Guide[\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e] had the highest mean scores across all variables and was the only toolkit to have a mean score over 4 for any and all variables. Headspace\u0026rsquo;s Build Your Space[\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e] ranked within the top five toolkits across variables except \u0026ldquo;accessibility\u0026rdquo; and the Smiling Mind app[\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e] were ranked among the top five toolkits in all categories except \u0026ldquo;specific trauma\u0026rdquo;. Emerging Mind\u0026rsquo;s Community Trauma Toolkit[\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e] ranked in the top five of all variables except \u0026ldquo;usefulness\u0026rdquo; and \u0026ldquo;general trauma\u0026rdquo;. Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e also includes representative comments regarding these top toolkits pertaining to their strengths and weaknesses for the young SLSA member target demographic.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFour top-scoring toolkits\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eToolkit name\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eRepresentative comments regarding toolkit\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eCare4Guide [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003e\u0026bull; \u0026ldquo;Useful, mostly engaging exercises. Lots of activities\u0026hellip; This resource really feels like it \"gets\" what it's like to be a young first responder.\u0026rdquo;\u003c/p\u003e \u003cp\u003e\u0026bull; \u0026ldquo;Would be good as a baseline with some additional modules focused on the marine / SLSA environment.\u0026rdquo;\u003c/p\u003e \u003cp\u003e\u0026bull; \u0026ldquo;This seems to be really helpful, being geared specifically to young first responders and teaching resilience strategies, coping mechanisms etc.\u0026rdquo;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUsefulness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.17\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRelevance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.17\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAppropriateness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.25\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAccessibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.25\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSpecific trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.05\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGeneral trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.36\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eBuild Your Space[\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003e\u0026bull; \u0026ldquo;Specifically aimed at young people. Well known and highly regarded organisation providing the information which gives it credibility.\u0026rdquo;\u003c/p\u003e \u003cp\u003e\u0026bull; \u0026ldquo;A barrier would be needing to sign up (although, it would be impossible to otherwise make it so individualised) and I'm not sure how applicable it would be in a first response sense, but otherwise it would probably be very helpful.\u0026rdquo;\u003c/p\u003e \u003cp\u003e\u0026bull; \u0026ldquo;Even though there were many, many topics available, I was surprised to see very little relating to trauma specifically.\u0026rdquo;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUsefulness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.91\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRelevance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.73\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAppropriateness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.82\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAccessibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.55\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSpecific trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.07\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGeneral trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.90\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eSmiling Mind[\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003e\u0026bull; \u0026ldquo;Would aid in mindfulness post critical incident which for some young people would find helpful.\u0026rdquo;\u003c/p\u003e \u003cp\u003e\u0026bull; \u0026ldquo;More accessible than the other resources and information is easier to digest.\u0026rdquo;\u003c/p\u003e \u003cp\u003e\u0026bull; \u0026ldquo;Good as a follow up to any training but not [as a] stand alone [resource].\u0026rdquo;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUsefulness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.88\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRelevance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.75\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAppropriateness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.81\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAccessibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.61\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSpecific trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.90\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGeneral trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.73\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eCommunity Trauma Toolkit[\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003e\u0026bull; \u0026ldquo;Focussing on young people and on traumatic events is obviously relevant. Although it\u0026rsquo;s not geared towards supporting first responders and their specific [needs], it is important to know for engaging with the community after these events and I would think knowing the information would have some benefits for the first responders.\u0026rdquo;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUsefulness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.60\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRelevance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.73\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAppropriateness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.67\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAccessibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.67\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSpecific trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.48\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGeneral trauma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.46\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThematic Analysis\u003c/p\u003e \u003cp\u003eFree text responses were coded by theme: delivery, content, relevance, and application to SLSA contexts. A 10% check was undertaken to determine inter-coder reliability, which revealed an agreement of 76%, and a Cohen\u0026rsquo;s kappa of 0.41, indicating moderate agreement.[\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e] Disagreements were straightforwardly resolvable through an additional review of the data, as is commonly the case in qualitative, subjective research.[\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e] No major differences in the interpretation of the meaning of individual comments were evident.\u003c/p\u003e \u003cp\u003eAlthough unpaid SLSA members were well-represented among respondents, they were less likely to leave free text responses compared to researchers, as is reflected in the quotes extracted for thematic analysis.\u003c/p\u003e \u003cp\u003eDelivery\u003c/p\u003e \u003cp\u003eAs reflected in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, toolkits were presented in a range of different formats. Reviewers spoke to the advantages and disadvantages of those formats in presenting information, particularly for communicating with a younger audience. Several reviewers expressed a preference for having multiple format types available for users, and for users to be able to choose how they interact with the content. On the Community Trauma Toolkit,[\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e] a geography researcher commented that rather than being forced to read long swathes of text, young SLSA members \u0026ldquo;can instead listen to it on a podcast.\u0026rdquo; Choices that make it \u0026ldquo;easier to digest information\u0026rdquo; was considered \u0026ldquo;an effective strategy in encouraging engagement with the material.\u0026rdquo; Other comments further emphasised keeping text to a minimum, and integrating self-tests, case studies, pictures, video, and audio.\u003c/p\u003e \u003cp\u003eMoreover, the ability to extend choice to building your own relevant resource (as per headspace\u0026rsquo;s Build Your Space toolkit[\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e] and the Niggle app[\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]) was considered innovative and valuable.\u003c/p\u003e \u003cp\u003eSome concern was raised over printable resources and their likelihood of being used. A public health researcher pointed out that it was unlikely that younger people owned printers, while a paid SLSA worker and injury prevention researcher worried that printed resources \u0026ldquo;will just gather dust\u0026rdquo;.\u003c/p\u003e \u003cp\u003eSeveral reviewers also expressed concern about the journal format of the Melon app,[\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e67\u003c/span\u003e] which asks users to input text over time, saying that they did not imagine many young SLSA members being interested in habitually engaging with this format.\u003c/p\u003e \u003cp\u003eMultiple reviewers also pointed out that it would be advantageous for toolkits to work well on mobile devices commonly used by younger people. Some toolkits (especially older ones) were found not to be mobile friendly.\u003c/p\u003e \u003cp\u003eThere were relatively few comments relating to the visual design of toolkits, but reviewers generally indicated a preference for \u0026ldquo;simple\u0026rdquo;, \u0026ldquo;minimalistic\u0026rdquo;, and \u0026ldquo;modern\u0026rdquo; layouts that are easy to navigate. Resources that appeared to be \u0026ldquo;dated\u0026rdquo; or \u0026ldquo;corporate\u0026rdquo; were suggested to be disengaging for younger demographics.\u003c/p\u003e \u003cp\u003eReviewers were further mindful of the ways language use and the logical presentation of content would appeal to young SLSA members. They were critical of content that came across as \u0026ldquo;boring\u0026rdquo;, \u0026ldquo;dry\u0026rdquo;, \u0026ldquo;dense\u0026rdquo;, or overly \u0026ldquo;corporate\u0026rdquo;, \u0026ldquo;clinical\u0026rdquo;, or \u0026ldquo;academic\u0026rdquo;. On the other hand, \u0026ldquo;authenticity\u0026rdquo; and \u0026ldquo;relatability\u0026rdquo; were valued.\u003c/p\u003e \u003cp\u003eThe toolkits included in the analysis had different means of structuring their information. Toolkits were generally complimented for being \u0026ldquo;well curated\u0026rdquo; or \u0026ldquo;brief\u0026rdquo;. Where toolkits included a lot of content, reviewers suggested that a clear structural break-down of that content was desirable.\u003c/p\u003e \u003cp\u003eReviewers left varied comments in relation to the ease of accessing and engaging with the toolkits for young people. Multiple access barriers were identified, such as need for login, having too many links to click through, exercises akin to \u0026ldquo;homework\u0026rdquo;, and documents being overly long. Giving over app permissions and personal data was also felt to potentially undermine confidentiality.\u003c/p\u003e \u003cp\u003eContent\u003c/p\u003e \u003cp\u003eReviewers emphasised the importance of a toolkit that would appeal to the 13\u0026ndash;25 age demographic specifically. Toolkits whose intended audience were young people were assessed as being overall age appropriate for young SLSA members.\u003c/p\u003e \u003cp\u003eWhile there was also caution around toolkits that felt too \u0026ldquo;corporate\u0026rdquo; or difficult to use, there was also caution around toolkits feeling \u0026ldquo;too young\u0026rdquo; as well. One response suggested that the Niggle app,[\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e] produced by the Kid\u0026rsquo;s Helpline, may not be age appropriate as this age demographic would find identification as a \u0026ldquo;kid\u0026rdquo; to be off-putting. A different reviewer suggested that this app could, however, be a useful resource for \u0026ldquo;nippers\u0026rdquo; (an SLSA junior development program for children aged 5\u0026ndash;14). Some toolkits (such as Mental Wealth[\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e] and Niggle[\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]) were identified as appropriate for younger people within the target age group, but potentially not relevant for those in their older teens and twenties.\u003c/p\u003e \u003cp\u003eAn identified component of age-appropriateness is recognising that younger people may not have had much previous psychoeducation. This was identified a challenge for adapting resources originally intended for adults. A psychology researcher, for example, was critical of the Outside the Locker Room[\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e] resource for assuming \u0026ldquo;a level of basic mental health literacy that young people often do not have.\u0026rdquo;\u003c/p\u003e \u003cp\u003eInteractivity, group activities, visualisation (such as visualising a mental health \u0026ldquo;niggle\u0026rdquo; in the Niggle app[\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]), and gamification were identified as good strategies for engagement. Two reviewers suggested that the links between mental and physical fitness expressed by the Peak Fortem toolkit[\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e] (alongside Mind. Set. Engage.[\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e73\u003c/span\u003e]) provides a novel means of engaging young SLSA members. A public health researcher said, \u0026ldquo;The emphasis on the link between physical and mental health may appeal to SLSA volunteers as people who undertake physically demanding work.\u0026rdquo; Similarly, a geography researcher pointed out that fitness is seen as a \u0026ldquo;positive\u0026rdquo; trait in general, and echoing that positivity in \u0026ldquo;mental fitness\u0026rdquo; may be effective.\u003c/p\u003e \u003cp\u003eReviewers assessed the creators of each resource and made several comments in regard to the overall credibility. Organisations judged to have credibility included headspace,[\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e] R U OK?,[\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e] and the Black Dog Institute.[\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e] Some resources were complimented for being evidently \u0026ldquo;well researched\u0026rdquo;.\u003c/p\u003e \u003cp\u003eIn terms of specific topics for inclusion, many responses pointed out that more general mental health guidance (for example, around dealing with stress, practising mindfulness, or building resilience) are of relevance to potentially traumatic situations encountered by young SLSA members, but would not be sufficient on their own without further specific guidance pertaining to trauma, especially \u0026ldquo;high acuity\u0026rdquo; presentations and critical incident preparation and response.\u003c/p\u003e \u003cp\u003eOther topics suggested for inclusion in toolkits included information about \u0026ldquo;burn out\u0026rdquo; to assist young people juggling multiple commitments (such as the demands of SLSA membership with school or university), \u0026ldquo;success stories\u0026rdquo;, a mix of information about how to seek help for oneself as well as helping others, and links to other services (particularly free services). Resources on relationships, bullying, and climate anxiety were all suggested as relevant.\u003c/p\u003e \u003cp\u003eThere was an overarching attitude that an ideal resource would be comprehensive, as reflected in a comment from a psychology researcher that, based on their research, young people desire \u0026ldquo;self-contained\u0026rdquo; resources \u0026ldquo;that they don't have to leave to go and find information and strategies.\u0026rdquo;\u003c/p\u003e \u003cp\u003eRelevance\u003c/p\u003e \u003cp\u003eVery few of the toolkits deal specifically with exposure to trauma, which reviewers identified as a shortfall. The Care4Guide[\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e] and the Peak Fortem[\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e] mental fitness toolkit were both highlighted as being relevant for trauma preparation and recovery for first responders including young SLSA members. A paid SLSA worker surmised that \u0026ldquo;any of the toolkits that target first responders seem far more helpful than the ones that target general mental health.\u0026rdquo;\u003c/p\u003e \u003cp\u003eReviewers responded to values they found expressed by several toolkits, as well as values which would be important to incorporate in a fit-for-purpose toolkit for young SLSA members.\u003c/p\u003e \u003cp\u003eSeveral reviewers pointed to inclusion as a key value for mental health toolkits. A social worker, for instance, praised the Australian Centre for Social Innovation (TACSI) toolkit[\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e] as it \u0026ldquo;demonstrated a commitment to diversity.\u0026rdquo; An injury prevention researcher similarly thought the Victorian Government toolkit[\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e] was strong in its coverage of \u0026ldquo;a range of minority communities\u0026rdquo;.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eToxic positivity\u0026rdquo;, or failures to represent the complex realities of young SLSA members were identified as being important to avoid. Instead, reviewers valued realism and frankness when discussing mental health. Reviewers were supportive of toolkits that were realistic about the experience of mental ill-health, the impact of systemic issues like challenging working conditions, and power dynamics. As a social worker surmised of the Next Gear toolkit,[\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e] \u0026ldquo;The \"let\u0026rsquo;s make the most of every day\" on every page is really off-putting and patronising at best. Toxic positivity helps no one. I think many would see that and would close down the document \u0026ndash; I wanted to.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eIt was important to multiple reviewers that the onus of improving mental health was not seen as a purely individual task, but instead one that the SLSA community as a whole takes ownership of. Reviewers highlighted the role of a supportive community and organisation, and building connections.\u003c/p\u003e \u003cp\u003eAnother value running implicitly through reviewers\u0026rsquo; responses is pragmatism. Although high-level, conceptual information about mental health was viewed as having a place, reviewers looked favourably on \u0026ldquo;actionable\u0026rdquo;, \u0026ldquo;active\u0026rdquo; (as opposed to \u0026ldquo;passive), \u0026ldquo;practical\u0026rdquo; resources that showed readers/users what to do when facing distress, and guided them through activities.\u003c/p\u003e \u003cp\u003eApplication\u003c/p\u003e \u003cp\u003eReviewers acknowledged that a toolkit is not sufficient on its own as a mental health strategy for improving the mental health of young SLSA members. Reviewers suggest access to psychological support, support from team leaders, support from peers, mental health training and \u0026ldquo;face-to-face sessions\u0026rdquo;, and even \u0026ldquo;providing practical support such as meal planning, [and] meditation\u0026rdquo; (SLST state paid worker) is critical for the success of SLSA\u0026rsquo;s mental health strategy. As a geography researcher succinctly put it: \u0026ldquo;Dealing with body retrieval and other highly traumatic events shouldn't be left to an app\u0026rdquo;.\u003c/p\u003e \u003cp\u003eYet, although very few toolkits dealt directly with trauma and the nature of first response work, most other toolkits were seen to hold some benefit for this target audience, but would require varying levels of adaptation to be appropriate for an SLSA environment. A typical comment to this effect, made by an unpaid SLSA worker and paramedic on the Niggle app,[\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e] was: \u0026ldquo;This would be good supplementary information to back up the specific first responder information.\u0026rdquo;\u003c/p\u003e \u003cp\u003eAs toolkits were selected from a wide-ranging search, several were identified as being completely remote from SLSA contexts. For instance, toolkits for specific professional groups (such as CPA accountants,[\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e] architects,[\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e] transport and logistics workers,[\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e] construction workers,[\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e] etc.) were difficult for reviewers to see how they could be relevant to a young SLSA cohort. Toolkits intended for sports club settings also tended to be dismissed as irrelevant, with some exceptions. For example, multiple reviewers indicated that the Critical Incident Response Guide included in the AFL toolkit[\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e] would be useful for SLSA clubs, albeit likely not to young members themselves.\u003c/p\u003e \u003cp\u003eAt the same time, reviewers imagined how various resources could be applied to SLSA scenarios, even though they were initially created for different contexts:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003eYoung members can use the App post incident and use that as a way to journal, keep track of daily activities etc. (Social worker, Melon app\u003c/em\u003e[\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e67\u003c/span\u003e]\u003cem\u003e)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e \u003cem\u003ePromote how many of us use and are using this, so people see it more as a trend / a popular coping strategy. (SLSA unpaid worker, Smiling Mind app\u003c/em\u003e[\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]\u003cem\u003e)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e \u003cem\u003e[This] Information\u0026hellip; could be a reference for the Peer support officers. (SLSA unpaid worker, Emerging Minds Community Trauma toolkit\u003c/em\u003e[\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]\u003cem\u003e)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e \u003cem\u003eI believe if used correctly would provide resilience prior to and incident and additional support post the incident. Peer support could provide some direction to the app. (SLSA unpaid worker, CALM\u003c/em\u003e[\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e71\u003c/span\u003e]\u003cem\u003e)\u003c/em\u003e\u003c/p\u003e\u003cp\u003e \u003cem\u003eWould give clubs some good ideas for events to put on after an incident so everyone can debrief\u0026hellip; (SLSA paid worker, WayAhead workplace mental health toolkit\u003c/em\u003e[\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e]\u003cem\u003e)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eTo our knowledge, this study has been the first to assess available mental health toolkits for their relevance to a specific population. Here, we assess the relevance of existing resources to young SLSA members. The diversity of expertise among reviewers usefully provided varied insights about how toolkit development for young SLSA members could proceed. Reviewers picked up on different strengths, weaknesses, and use cases of existing toolkits, while still converging on similar conclusions, as is seen by the relatively low standard deviations calculated for mean toolkit scores, and as reflected in free text comments. While it was clear that many of the toolkits reviewed constitute strong resources that would be of some benefit to the young SLSA community, there was no existing toolkit that holistically meets the mental health needs of this demographic.\u003c/p\u003e \u003cp\u003eA Need to Develop Bespoke Resources\u003c/p\u003e \u003cp\u003eThis environmental analysis and expert review of existing toolkits shows that while there are existing resources that could be adapted for young SLSA members, there is also need for novel resources with tailored information. The toolkits reviewed scored worst on measures pertaining to managing and preparing for traumas related specifically to the SLS role. This is understandable, as no resources were designed specifically for this context. While the Care4Guide was identified as strong, it was produced in the context of fire response, which has important overlaps with marine rescue and other activities but does not map perfectly. These results are indicative of a potential gap in the ability of existing toolkits to manage the impact of performing rescues and other high-risk situations \u0026ndash; such as responding to suicides and self-harm \u0026ndash; that arise in Australian waterways.\u003c/p\u003e \u003cp\u003eWhile reviewers acknowledged the advantages of linking to other resources, they also pointed out the importance of creating a comprehensive toolkit for this specific demographic, so that users are not forced to wade through multiple links, potentially increasing the risk of disengagement. This insight is reflected in the World Health Organization\u0026rsquo;s own health communications guide, which emphasises the importance of the availability of comprehensive information that is easily navigable for users to find what they need, while also providing links to further, more detailed supplementary information.[\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e75\u003c/span\u003e] An advantage of creating a bespoke resource is that users would not be left to draw the parallels and links between an abstract concept (such as \u0026ldquo;mindfulness\u0026rdquo;) and their day-to-day lives as a young adult and a SLSA member. However, a comprehensive resource would likely be long, and thus, it is important to present its overarching structure clearly and succinctly, such that users could pick out what is relevant to them.\u003c/p\u003e \u003cp\u003eToolkits created for adult work environments were ranked as the least useful, relevant, appropriate, and accessible; and the least adequate for managing both general and specific trauma. Qualitative comments reflected this quantitative trend, with notes that younger populations come to mental health resources likely with less knowledge, experience, and training than their older counterparts, and potentially different preferences concerning formats and language. In terms of the content of workplace toolkits, reviewers were often unable to see how, for example, information about avoiding burn out as an architect (as in the Architects Mental Wellbeing Toolkit[\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]) could apply to young SLSA members.\u003c/p\u003e \u003cp\u003eComments also highlighted the importance of speaking to younger people in a voice that was approachable and familiar, rather than overly corporatised or formal, as is found through the workplace toolkits. These comments may be supplemented by Young and Well Cooperative Research Centre\u0026rsquo;s overarching participatory framework for involving young people in research and resource development, which advises that \u0026ldquo;authenticity of voice and ownership by users is central.\u0026rdquo;[\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e76\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eReviewers further valued toolkits that avoided the pitfalls of \u0026ldquo;toxic positivity\u0026rdquo;. \u0026ldquo;Toxic positivity\u0026rdquo; refers to discourse that exaggerates reasons to be happy, hopeful, excited, or other positive emotion.[\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e77\u003c/span\u003e] An overly enthusiastic tone was more likely to be found by reviewers among workplace resources, which they felt, at times, failed to make realistic presentations of mental health hardships. Instead, validation of difficult emotions and experiences were felt to more likely resonate with, and therefore be considered more valuable and credible to, young people.\u003c/p\u003e\n\u003ch3\u003eAn SLSA strengths-based approach\u003c/h3\u003e\n\u003cp\u003eA bespoke SLSA toolkit which harnessed and adapted some existing useful resources, and overcame some of the limitations of the less useful resources would have the opportunity to take a strengths-based approach to their audience. A strengths-based approach to mental health draws on participants\u0026rsquo; existing resources \u0026ndash; such as character traits, community ties, physical health, feelings of trust, and shared goals \u0026ndash; in building wellbeing.[\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e78\u003c/span\u003e, \u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e79\u003c/span\u003e] The challenge is not to rectify vulnerabilities, but to better draw on the assets that already exist within an individual, cohort, or organisation.[\u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e79\u003c/span\u003e] Some potential strengths of young SLSA members include high levels of physical fitness, opportunities related to SLSA\u0026rsquo;s proximity to sport, members\u0026rsquo; volunteer status, and SLSA\u0026rsquo;s organisational ethos.\u003c/p\u003e \u003cp\u003eQualifying as a SLS lifesaver or lifeguard requires SLSA members to undergo physical testing which necessitates a reasonable level of fitness. It is understood that physical activity is a protective factor against mental ill-health.[\u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e80\u003c/span\u003e] It may be useful for targeted toolkits to draw on members\u0026rsquo; existing fitness levels and interests in swimming, running, surfing, and other beachside physical activities in suggesting practical strategies to manage distress.\u003c/p\u003e \u003cp\u003eSporting clubs have been identified in previous literature as a potential site for youth mental health promotion, literacy, and support, as well as to foster a sense of belonging and inclusion.[\u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e81\u003c/span\u003e] This is particularly the case for young males, who tend to be considered generally hard-to-reach with mental health promotion efforts and show lower levels of mental health literacy than their female peers.[\u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e81\u003c/span\u003e] Although SLSA is not a sports club per se, the club structure, training, teamwork, camaraderie, elite and community surf sports competitions, and physical nature of the work have clear parallels to sporting clubs. Where mental health promotion is carefully and enthusiastically implemented in club settings such as these \u0026ndash; noting that varying levels of \u0026ldquo;club readiness\u0026rdquo; to implement mental health programming persists \u0026ndash; they provide important opportunities for interventions.[\u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e82\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eQualitative comments spoke to the values of pragmatism, inclusion, and connection. These values reflect SLSA\u0026rsquo;s stated overarching strategic goals around community-building, diversity and inclusion, as well as upholding the safety of its membership,[\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e83\u003c/span\u003e] which may provide opportunities to shape toolkit messaging in line with organisational priorities.\u003c/p\u003e \u003cp\u003eMentally healthy contexts\u003c/p\u003e \u003cp\u003eIn large, dispersed organisation settings such as SLSA, mental health toolkits provide opportunities for proactive, practical knowledge transfer at scale.[\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e] At the same time, reviewer scores and comments confirm that the dissemination of targeted toolkits requires a thoughtful approach. No existing toolkit has been rated as the perfect approach to the mental health of young members, and indeed, reviewers have identified scenarios where providing a person with a toolkit would be inappropriate. For instance, where a member has dealt with a highly emotive, challenging, or catastrophic event, providing them with a toolkit would be inappropriate. Delivering toolkits at the correct time \u0026ndash; for example as part of disaster preparation, or as part of routine mental health training \u0026ndash; is imperative. These results will help to define the placement and role of toolkits within the context of a SLS mental health strategy/framework.\u003c/p\u003e \u003cp\u003eToolkits are ideally delivered alongside a comprehensive approach to mental health among this vulnerable first responder demographic. SLSA does already have mental health supports available such as a free Employee Assistance Program (EAP) for members, critical incident support, and, in some states (e.g. Queensland), identified peer support officers.[\u003cspan additionalcitationids=\"CR85\" citationid=\"CR84\" class=\"CitationRef\"\u003e84\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e86\u003c/span\u003e] Life Saving Victoria have recently articulated and promoted a Wellbeing and Mental Health Strategy.[\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e87\u003c/span\u003e] In order to feel supported, members should be reminded of, and reconnected with, these supports when the toolkits are disseminated. As has been observed previously, the dissemination of mental health education can lead to an increase in demand for supports and services as greater awareness allows audiences to identify that they may be in need of help.[\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e88\u003c/span\u003e] Upon toolkit dissemination, SLSA will need to be equipped to effectively cope with additional help-seeking demands through appropriate supports and referrals.\u003c/p\u003e \u003cp\u003eReviewer comments further reflected on the value of a whole-of-community approach to wellbeing rather than merely targeting individual behaviour change. Resources on caring for others, and how leaders at various levels can support the mental health of young members could form part of the toolkit dissemination process.\u003c/p\u003e \u003cp\u003eEvidence Generation\u003c/p\u003e \u003cp\u003eSLSA has an organisational duty-of-care to its members, a duty-of-care that may be particularly profound towards its younger, and more vulnerable members.[\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e] This highlights the necessity of efforts to ground toolkit development with an evidence-base, of which this environmental scan and toolkit analysis provides a first step. There are a wide range of mental health resources and toolkits available online with many different use cases and contexts for development. A limitation of many of these resources, notwithstanding some notable exceptions as recorded in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, is that they apparently tend to lack an underlying evidence base.[\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e] Although this survey has focused on toolkits developed within government and non-for-profit sectors, a similar lack of evidence for commercial apps for wellness and stress management has likewise been identified.[\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eAn optimal toolkit tailored to SLSA members, however, would utilise an evidence base to ensure that it is helpful and is used in practice. Ideally, a toolkit design process would draw on available evidence and would generate further evidence as to its efficacy through a co-design process. The inclusion of all stakeholders in mental health research, promotion, and program evaluation is a relatively nascent practice, but recognised as an important means to ensure beneficial outcomes are achieved as those with experiential expertise are centred in the process of creating resources that best help and engage them.[\u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e89\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eDrawing from thematic discussions of credibility in the environmental scan, SLSA may also consider the utility of including well-regarded mental health organisations \u0026ndash; particularly related to youth and/or first responder mental health \u0026ndash; as stakeholders in co-design processes.\u003c/p\u003e \u003cp\u003eMany reviewer comments highlighted the importance of the audience\u0026rsquo;s experience of holistic experience of toolkits \u0026ndash; including language, format, and visual design \u0026ndash; alongside the substance of the content itself. These insights may suggest that focus group and user experience testing could be worthwhile investments towards increasing uptake.\u003c/p\u003e \u003cp\u003eStrengths, Limitations and Future Work\u003c/p\u003e \u003cp\u003eWhile there was no existing toolkit that entirely catered for the mental health toolkit needs of young SLSA members, a strength of this study is that the high level of involvement of individuals with experience in SLSA and related state bodies meant that reviewers were often able to imagine how resources could be adapted to fit the idiosyncrasies of this environment. Some reviewers reflected on where resources would be kept (for instance, whether a poster would gather dust in a club room), or how to encourage members to use toolkits (for instance, by stating the proportion of members that already utilise it and incorporating interactivity through gamification). Reviewers reflected on the usefulness of existing toolkit content, particularly for general mental health information. In creating a tailored resource, there exists a large amount of content that could (with permission) be adapted to an SLSA context. Our quantitative results indicate that existing toolkits created for first responders and young people are good candidates for adaptation.\u003c/p\u003e \u003cp\u003eThis study has several limitations. Firstly, by limiting our analysis to mental health \u0026ldquo;toolkits\u0026rdquo; in Australia and New Zealand that were free to access and could be conceivably relevant to young SLSA members, we were not able to capture the diversity of mental health resources available. However, including all factsheets, videos, websites, and other internet resources regarding mental health would have been an impossibly broad scope for this environmental scan and analysis. Few studies have focused on health toolkits in general despite their wide implementation in health promotion.[\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e] There have been previous environmental scans of online mental health resources for young people,[\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e] but none were found that have focused on toolkits specifically. Thus, there is a significant literature gap that validates the toolkit focus we have taken.\u003c/p\u003e \u003cp\u003eOur method may have led to limitations resulting from potentially insufficient validation of the search strategy and inclusion/exclusion criteria across more investigators. This limitation may have contributed to inappropriate toolkits being included in the analysis, such as the Architects Mental Wellbeing Toolkit. Although it is preferable to include too many toolkits rather than too few to understand the scope of toolkits currently available, the inclusion of potentially extraneous materials may have contributed to the additional limitation that the survey conducted was exceptionally long.\u003c/p\u003e \u003cp\u003e The length of the survey was clear to us from the outset, and we received anecdotal feedback from reviewers and occasional survey comments to this effect. The length of the survey is an unfortunate complication of undertaking such an extensive environmental scan. It meant that not all reviewers were able to review all toolkits \u0026ndash; though all answers that were made were recorded and included in this analysis \u0026ndash; which compromised the consistency of the results. However, this study addressed this limitation through randomisation, which meant that each toolkit was reviewed on average by 13.76 reviewers. The relatively small standard deviation (1.72) suggests that randomisation was effective. Further, this study does not intend to make definitive statements about the strengths and weaknesses of all existing toolkits, but rather to identify strategies to create or adapt a toolkit relevant for young SLSA members which capitalise on positive aspects of existing resources and identify potential pitfalls \u003cem\u003efor this specific audience\u003c/em\u003e.\u003c/p\u003e \u003cp\u003eFurther, although several reviewers were themselves young SLSA members, no data was collected for reviewer age, and a likely limitation of this analysis is that a relatively small proportion of total feedback was from the cohort that would use any resulting mental health toolkit. There may be limitations with adults\u0026rsquo; estimations young people\u0026rsquo;s preferences, or on the mental health content they would most benefit from. Guessing what may be relevant for young cohorts can compromise uptake and efficacy of resulting materials.[\u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e90\u003c/span\u003e] This limitation has been partially addressed in a survey study canvassing toolkit content, format, and activity preferences of existing young SLSA members. Future work will more deeply embed the lived experiences of young SLSA members in later stages of toolkit development with extensive consultation and co-design with a larger number of target audience representatives.\u003c/p\u003e \u003cp\u003eOverall, this study finds opportunities to produce toolkits relevant to the impact of high-risk situations in Australian waterways that incorporate the strengths of SLSA membership, while also learning from and building upon existing effective mental health toolkits.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study was approved by the Human Research Ethics Committee (HREC 24054) from Central Queensland University, and was further acknowledged and approved by the University of New South Wales (HREC 22265). Participants provided explicit, informed consent at the commencement of the survey.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAuthors and participants have consented to the publication of this research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and/or analysed during the current study are not publicly available due to the potentially identifying nature of comments but data are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eN/A\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eN/A\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eES wrote the main manuscript text; SF applied for ethics approval. SF, JL, and AP provided supervision and contributed to participant recruitment. AP conducted a 10% coding check. All authors reviewed the manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eFien S, Lawes JC, de Terte I, Simon P, Joseph N, Daw S, et al. Forgotten first responders: Australian surf lifesavers and lifeguards. Emergency Medicine Australasia. 2021;33(3):572-4.\u003c/li\u003e\n\u003cli\u003eRooke A, de Terte I. The working life of a surf lifesaver: The traumatic experiences and consequences of New Zealand surf lifeguards. Traumatology. 2020:Advance online publication.\u003c/li\u003e\n\u003cli\u003eLawes JC, Peden AE, Bugeja L, Strasiotto L, Daw S, Franklin RC. Suicide along the Australian coast: Exploring the epidemiology and risk factors. PLOS ONE. 2021;16(5):e0251938.\u003c/li\u003e\n\u003cli\u003eSolmi M, Radua J, Olivola M, Croce E, Soardo L, Salazar De Pablo G, et al. 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Journal of Child Psychology and Psychiatry. 2020;61(8):928-40.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Footnotes","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003e Note: several reviewers had multiple relevant domains of expertise, so while there were 68 reviewers, there were 70 responses to this question.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003e Geographers focusing on coastal regions, analysis of geographic strata in relation to coastal safety, risk communication, and similar research were identified as being able to provide relevant feedback.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003e Standard deviation not available as there was only one included toolkit in this category.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-public-health","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"pubh","sideBox":"Learn more about [BMC Public Health](http://bmcpublichealth.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/pubh/default.aspx","title":"BMC Public Health","twitterHandle":"@BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"surf lifesavers, lifeguards, SLSA, environmental scan, toolkits, adolescent, young people, mental health, first responders, emergency responders, workforce, volunteers, Australia, New Zealand, psychosocial hazards, trauma exposure, protective factors, wellbeing strategies, engagement strategies, internet, mHealth, mobile health, digital health, eHealth, community-based research, implementation research, knowledge translation","lastPublishedDoi":"10.21203/rs.3.rs-3770581/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-3770581/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground:\u003c/h2\u003e \u003cp\u003eSurf lifesavers constitute a critical but overlooked component of Australia\u0026rsquo;s first respondent workforce. Surf lifesavers are volunteer first responders across Australian waterways, performing coastal rescues, and other high-risk activities. Personnel undertaking these activities can include young people, from age 13. The mental health impact of these activities, and of strategies to improve wellbeing, is not well understood, yet recent research has identified young surf lifesavers (aged 13\u0026ndash;25) to be a cohort particularly vulnerable to mental health challenges associated with these tasks.\u003c/p\u003e\u003ch2\u003eObjective:\u003c/h2\u003e \u003cp\u003eWith a view to mitigate the mental health impacts of exposure to trauma among young lifesavers, this study aims to assess existing mental health toolkits available online in Australia and New Zealand, in relation to their relevance to this group with the goal of guiding the creation of a helpful, engaging toolkit for this demographic.\u003c/p\u003e\u003ch2\u003eMethods:\u003c/h2\u003e \u003cp\u003eUsing an environmental scan methodology, we examined 32 mental health toolkits available online which focus on improving wellbeing, either of young people, first responders, volunteers, sports club members, or paid professional workers. Expert assessments of these tools were undertaken from researcher, psychological, social work, Surf Life Saving Australia (SLSA), and non-SLSA first respondent perspectives to ascertain their relevance for young lifesavers, in accordance with the duties they undertake. These assessments were conducted via an online Qualtrics survey distributed via email to a diverse but relevant convenience sample of experts. Toolkits were scored on their usefulness, relevance, appropriateness, and accessibility for the target audience as well as their efficacy in addressing trauma specific to SLSA duties, and general trauma. Reviewers also provided general comments on the strengths and weaknesses of toolkits.\u003c/p\u003e\u003ch2\u003eResults:\u003c/h2\u003e \u003cp\u003eOf the 32 toolkits analysed, 14 were designed for young people, three for first responders, and one for young people who were also first responders. Another 12 were for paid workers, one for unpaid workers, and three for sports club members. Toolkits were reviewed by 68 experts across several domains. Toolkits intended for first responders and young people scored highest across all variables, while qualitative feedback emphasised strategies for audience engagement and potential applications for the target audience. No existing toolkit directly targeted experiences associated with the general tasks involved in surf lifesaving.\u003c/p\u003e\u003ch2\u003eConclusions:\u003c/h2\u003e \u003cp\u003eAs awareness of psychosocial hazards increases globally, toolkits concerning mental health may be of interest to all young people as they navigate their lives both within and outside of SLSA. Although no resource has been targeted to this cohort specifically, elements of existing toolkits are specifically relevant. This environmental scan reveals gaps where bespoke mental health toolkits could focus, for instance on the impact of performing rescues and other high-risk situations, such as responding to suicides and self-harm, that arise in Australian waterways; as well as emphasising the value of the SLSA community as a potential protective factor mitigating trauma exposure.\u003c/p\u003e","manuscriptTitle":"Mind over Waves: Uncovering Mental Health Toolkit Gaps for Young Australian Surf Lifesavers through an Environmental Scan and Expert Survey","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-01-02 14:25:09","doi":"10.21203/rs.3.rs-3770581/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-08-30T08:54:49+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-06-18T16:32:31+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"200308454810563261217322805657898872260","date":"2024-06-08T15:02:38+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-06-04T16:18:52+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-05-29T17:55:57+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"24595254622455242870705749858369454656","date":"2024-05-24T14:52:20+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"43300376961906134779772046668525158627","date":"2024-05-23T08:59:34+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2024-05-10T06:17:32+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-05-02T13:51:06+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2023-12-24T19:15:25+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2023-12-24T19:13:42+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Public Health","date":"2023-12-18T07:26:10+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-public-health","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"pubh","sideBox":"Learn more about [BMC Public Health](http://bmcpublichealth.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/pubh/default.aspx","title":"BMC Public Health","twitterHandle":"@BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"6e57fc35-b8ff-4b22-9505-120c8968d9bf","owner":[],"postedDate":"January 2nd, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-10-13T16:07:09+00:00","versionOfRecord":{"articleIdentity":"rs-3770581","link":"https://doi.org/10.1186/s12889-025-24686-w","journal":{"identity":"bmc-public-health","isVorOnly":false,"title":"BMC Public Health"},"publishedOn":"2025-10-09 15:58:05","publishedOnDateReadable":"October 9th, 2025"},"versionCreatedAt":"2024-01-02 14:25:09","video":"","vorDoi":"10.1186/s12889-025-24686-w","vorDoiUrl":"https://doi.org/10.1186/s12889-025-24686-w","workflowStages":[]},"version":"v1","identity":"rs-3770581","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-3770581","identity":"rs-3770581","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}