Parent Coaching Research Articles

E-EARLY TOGETHER Intervention for Infants at High Risk of Cerebral Palsy: Randomized Controlled Trial Protocol.

The purpose of this study is to evaluate the effectiveness of an early intervention program, e-EARLY TOGETHER, that combines goal-oriented training, parental coaching, environmental enrichment in a telehealth approach in a low- and middle-income country. Protocol for a randomized controlled clinical trial to evaluate the effectiveness of e-EARLY TOGETHER intervention compared to standard guidelines on outcomes related to development and performance in infants at high risk of cerebral palsy. This protocol will inform and enrich clinical practice related to early intervention in low- and middle-income countries. It is expected that the data obtained will contribute to the implementation of effective early intervention programs with positive and lasting results for the child, their family, and the community. Brazilian Registry of Clinical Trials: RBR-7WWJRQ3, registered May 10, 2023; WHO Trial Registration UTN Code U-1111-1286-4639.

'I wouldn't want one or the other': Understanding parents' preferences for direct support or parent coaching for young autistic children.

Professionals often support autistic children by working with them directly (direct support) or by coaching their parents. We know a lot about what parents think about parent coaching, but we do not know as much about what they think about direct support. We also do not know whether parents prefer parent coaching or direct support. The current study involved 22 parents who each received 2 h a week of direct support for their autistic child and up to 1 h a week of parent coaching for 6 months. At the end of 6 months, all these parents indicated in a survey whether they preferred parent coaching or direct support. Eleven of these participating parents also chose to take part in an interview to understand more about these preferences. Our findings suggest that parents generally liked both supports and believed they worked well together; however, they preferred direct support over parent coaching. While parents think that both approaches are beneficial, there are strengths and challenges of each. These findings emphasise the importance of parent choice in the delivery of support. It may also be possible to adapt both approaches to address some of the identified challenges and improve the whole family's experience.

대학생 자녀가 지각한 부모의 심리적 통제와 대인관계 문제의 관계: 사회 부과적 완벽주의와 자기 자비의 순차 매개효과

Objectives: This study aimed to examine the sequential mediating effects of socially prescribed perfectionism and self-compassion on the relationship between parental psychological control and interpersonal problems among college students. Methods: To achieve this, an online self-report survey was conducted with 320 male and female college students from universities located in Seoul and the surrounding metropolitan area. The data were analyzed using SPSS 26 and PROCESS Macro 4.2 for SPSS. Results: The main findings of this study are as follows. First, correlation analysis revealed significant positive correlations between parental psychological control, interpersonal problems, and socially prescribed perfectionism; while significant negative correlations were found between these three variables and self-compassion. Second, the sequential mediating effects of socially prescribed perfectionism and self-compassion on the relationship between parental psychological control and interpersonal problems, as perceived by college students, were found to be significant. Conclusions: The study suggests implications for parental coaching, family counseling, and intervention strategies aimed at addressing interpersonal issues among college students.

The Efficacy of a Culturally-Adapted Group-based Parent Coaching Program for Autistic Children in China via Telehealth: A Randomized Controlled Trial.

The study aimed to examine the efficacy of a culturally-adapted, group-based parent coaching program for autistic children in China delivered via telehealth. A randomized controlled trial was conducted, with 18 parents allocated to the self-directed group that received the intervention through an online learning platform, and 19 parents allocated to the web + group therapy group, which included the same program along with weekly 1.5-hour group coaching sessions via videoconferencing. The primary outcomes were parents' mental health and children's adaptive functioning, while the secondary outcomes focused on the child behaviors, parenting stress and parenting style, and family quality of life. Linear Mixed Models were used to evaluate treatment effects across time and to model longitudinal trajectories of outcomes in both children and parents. Both intervention groups showed significant improvements in children's communication skills (F (1, 60.27) = 29.86, p < 0.001) and social engagement (F (1, 60.07) = 11.73, p = 0.001), as well as reductions in parenting stress (F (1, 59.07) = 8.76, p = 0.004) and anxiety levels (F (1, 57.62) = 4.84, p = 0.032). Additionally, the group-based parent coaching via videoconferencing was associated with greater improvements in children's quality of life (F (1, 59.95) = 5.90, p = 0.018) and parents' anxiety outcomes (F (1, 57.62) = 4.84, p = 0.032). This study demonstrated the efficacy of a culturally adapted telehealth intervention for both autistic children and their parents. The preliminary findings suggest positive outcomes in children's adaptive functioning and parents' mental well-being. Group-based parent coaching through videoconferencing could be a promising and practical model for in-home services, particularly for families with limited access to in-person services.

Experiences of Parent Coaches in an Intervention for Parents of Young Children Newly Diagnosed with Type 1 Diabetes.

This paper explores parent coaching experiences supporting parents of young children newly diagnosed with type 1 diabetes in a clinical trial. In a trial for 157 parents, those in the intervention arm (n = 116) were paired with a parent coach (n = 37; Mage = 37.9 years, SD = 3.9; 94.6% mothers, 81.1% White non-Hispanic). Parent coaches provided diabetes-specific social support. Parent coaches completed monthly surveys and satisfaction/feasibility surveys, with a subset (n = 7) undergoing qualitative interviews at the end of this study. There were 2262 contacts between participants and their parent coaches, averaging 14.4 (SD = 9.3) per participant. Parent coaches reported that the most commonly used methods were text messages (67.9%) and emails (18.7%), with 33.6% having in-person visits. Coaches reported high satisfaction and belief in their usefulness to participants during the first 9 months after T1D diagnosis. Themes discussed by parent coaches about their experience in mentoring included relationship building, expertise sharing, personal growth, gratification, and intervention optimization suggestions. Parent coaching post T1D diagnosis involves regular, multi-method contacts. It is highly acceptable and valuable for parent coaches to mentor other parents of young children newly diagnosed with T1D.

Virtual parental presence with coaching for reducing preoperative anxiety in children: a feasibility and pilot randomized controlled trial

BackgroundPreoperative anxiety in children causes negative postoperative outcomes. Parental presence at induction is a non-pharmacological strategy for relieving anxiety; nevertheless, it is not always possible or effective, namely when parents are overly anxious. Parental presence via video has been demonstrated to be useful in other contexts (divorce, criminal court). This study reports the feasibility of a randomized controlled trial to investigate the effect of video parental presence and parental coaching at induction on preoperative anxiety. MethodsThe study was a randomized, 2 × 2 factorial design trial examining parental presence (virtual vs. physical) and coaching (provided vs. not provided). Feasibility was assessed by enrollment rate, attrition rate, compliance, and staff satisfaction with virtual method with the NASA-Task Load Index (NASA-TLX) and System Usability Scale (SUS). For the children's anxiety and postoperative outcomes, the modified Yale Preoperative Anxiety Scale (mYPAS) and Post-Hospitalization Behavioral Questionnaire (PHBQ) were used. Parental anxiety was evaluated with the State-Trait Anxiety Inventory (STAI) questionnaire. ResultsA total of 41 parent/patient dyads were recruited. The enrollment rate was 32.2%, the attrition rate 25.5%. Compliance was 87.8% for parents and 85% for staff. The SUS was 67.5/100 and 63.5/100 and NASA-TLX was 29.2 (21.5–36.8) and 27.6 (8.2–3.7) for the anesthesiologists and induction nurses, respectively. No statistically significant difference was found in mYPAS, PHBQ and STAI. ConclusionA randomized controlled trial to explore virtual parental presence effect on preoperative anxiety is feasible. Further studies are needed to investigate its role and the role of parent coaching in reducing preoperative anxiety.

Constructional Parent Coaching: A Collaborative Approach to Improve the Lives of Parents of Children with Autism

Constructional Parent Coaching: A Collaborative Approach to Improve the Lives of Parents of Children with Autism

Development of a culturally enhanced caregiver-facilitated language nutrition intervention "+Language is Medicine" to address developmental delay in Diné (Navajo) toddlers.

Developmental Delay (DD) is highly common in American Indian and Alaska Native (AI/AN; Indigenous) toddlers and leads to high numbers of AI/AN children who eventually need special education services. AI/AN children are 2.89 times more likely to receive special education compared to other children in the U.S., yet developmental disorders are more frequently under diagnosed and untreated in AI/AN infants and toddlers. DD, which can be identified as early as toddlerhood, can lead to negative impacts on developmental trajectories, school readiness, and long-term health. Signs of DD can be identified early with proper developmental screening and remediated with high quality early intervention that includes effective parent training. There are many evidence-based language facilitation interventions often used in Early Intervention programs. However, in communities in rural parts of the Navajo Nation where there are limited services and resources, infants and toddlers with early signs of DD are often missed and do not get the culturally responsive support and evidence-based intervention they deserve. The community-based +Language is Medicine (+LiM) study team partnered with tribal home visitors, community members, and a Diné linguist/elder using a collaborative virtual workgroup approach in 2021 and 2022 to present the +LiM pilot study aims and to discuss strategies for enhancing a language intervention for toddlers experiencing DD in their tribal community. This paper will detail the stages of community engagement, intervention enhancement and preparation for field testing of the +LiM intervention to address elevated rates of DD in toddlers in the Northern Agency of the Navajo Nation. Two major outcomes from this collaborative workgroup included: (1) a team-initiated redefining of language nutrition to align with Indigenous values that center cultural connectedness and native language use and (2) a five-lesson caregiver-facilitated curriculum titled +Language is Medicine which includes caregiver lessons on language nutrition, language facilitation, shared book reading, pretend play, and incorporation of native language into home routines. These two workgroup outcomes were leveraged to develop a pilot pre-/post-intervention study to test the effectiveness of the +LiM intervention with caregiver-toddler dyads living on the Navajo Nation. Delivering tailored child interventions through tribal home visiting are cost-effective and innovative methods for reaching reservation-based families who benefit from culturally responsive parent coaching and instruction. The +LiM team has applied a precision tribal home visiting approach to enhance methods of early intervention for children with DD. Our enhancement process was grounded in Indigenous community-based participatory research that centered culture and language.

An Interprofessional Graduate Student and Family Coaching Program in Naturalistic Communication Techniques.

Researchers implemented a short-term cascading coaching model focusing on naturalistic developmental behavioral intervention with three participant triads. Triads consisted of a graduate student clinician, a minimally verbal child with autism spectrum disorder, and the child's parent. Coaching and intervention occurred during an interprofessional summer clinic that included graduate student clinicians from special education and speech and hearing sciences departments. The efficacy of short-term instruction, researcher coaching for student clinicians, and student clinician coaching of parents was evaluated using a multiple baseline across participants' design. The dependent variables were student clinician's and parent's use of elicitation techniques (creating communication temptations, waiting, and prompting) and response techniques (naturally reinforcing children's communication and providing spoken language models). Following coaching, parents and student clinicians from all triads increased their use of elicitation and response techniques, with very large effect sizes across all variables. Visual analysis findings suggest individualized differences and variability across triads. Implications for graduate education and parent coaching programs are discussed.

Refining Parent SMART: User feedback to optimize a multi-modal intervention

IntroductionThe continuing care period following residential substance use treatment is a time when adolescents are at especially high risk for relapse, yet few families engage in traditional office-based care. Parent SMART (Substance Misuse among Adolescents in Residential Treatment) is a multi-component continuing care intervention for parents that combines three digital health technologies – an “off the shelf” online parenting program, daily phone notifications, and an online parent networking forum – with support from a parent coach. The current study solicited both qualitative and quantitative user feedback about Parent SMART to ensure responsivity to user preferences, refinement, and continuous improvement of the intervention. MethodsExit interviews were conducted with 30 parents who received Parent SMART, which includes (1) a parent networking forum; (2) daily text messages reminders of skills, (3) an “off-the-shelf” online parenting program; and (4) in-person or telehealth parent coaching sessions. The study collected qualitative feedback using semi-structured interviews and obtained quantitative feedback via a series of ratings of each Parent SMART component on a 5-point Likert scale administered at each follow-up assessment. ResultsQuantitative feedback suggest that parents rated all four elements of Parent SMART as easy to use. Qualitative feedback revealed that parents valued several aspects of Parent SMART including the brevity and structure of the intervention elements, the reminders to use parenting skills, and the sense of social connectedness fostered by different components. Recommended refinements included a number of strategies to enhance personalization and ease of navigation. ConclusionsParent feedback informed enhancements to the Parent SMART intervention prior to implementation in a larger, ongoing pragmatic effectiveness trial. The current study serves as a model for applying a staged person-centered approach and eliciting both quantitative and qualitative feedback to refine digital health technologies.

놀이중심 부모코칭 프로그램에 참여한 발달지체유아 부모의 경험과 의미

The purpose of this study is to explore the experiences and meanings of parents of children with developmental delays who participated in the play-oriented parent coaching program, and based on this, to search for directions and strategies for the parent coaching program. As a result of observing and interviewing seven parents who participated in parent coaching and analyzing them using a hermeneutic phenomenological method, it was found that parents experienced ‘accepting unfamiliar programs’, ‘revealing the difficulties of being a parent of a child with developmental delays’, and ‘seeing my child as he is, not as a disabled child’. As a result of reinterpreting these parental experiences, the meanings of 'looking inside yourself', ‘acquiring play skills’, ‘internalizing new parenting styles’ were revealed. This study is meaningful in that it is a strategy for effective parent coaching program operation, participating in actual play with parents of children with developmental delays and their children, focusing on the development and happiness of children, coaching teachers through positive interactions, and suggesting individual customized coaching using cooperative faculty.

자폐 조기중재의 부모 코칭에 대한 사례 연구

This case study explores the factors that may influence the parent coaching fidelity and intervention fidelity in a parent-implemented intervention within the context of early intervention for autism. Drawing from Stahmer et al.’s (2020) research, the study involved one early intervention provider, two parents, and two toddlers either diagnosed with or at a high likelihood of autism. Video behavior coding was used as the primary method for data collection, focusing on (1) the duration spent on each coaching strategy, (2) the frequency of feedback types, and (3) the frequency of toddlers’ behaviors that were challenging to address. The study data, parent coaching fidelity, and intervention fidelity outcomes were analyzed and compared, and implications and recommendations for early intervention settings were summarized based on the results. The discussion focuses on the importance of adopting the implementation science framework for promoting effective parent coaching and parent-implemented intervention practices, the significance of support for early intervention providers and families, the need for factor analysis in studies with larger sample sizes to facilitate more statistically meaningful outcomes, and the importance of implementing cultural adaptation processes when introducing evidence-based parent-implemented intervention programs from other countries to South Korea.

부모와 자녀간의 긍정적 상호작용을 위한 부모코칭 프로그램 개발과 적용

The purpose of this study is to develop a parent coaching program for positive interaction between parents and children and verify its effectiveness. To help parents have positive interactions with their children through coaching program education, the C-PLUS coaching conversation model was used to ask coaching questions and improve empathy skills. In order to determine the effectiveness of the parent coaching program for positive interaction between parents and children developed in this study, 16 parents of elementary school children were surveyed from September 2023 to October 2023. A total of 8 sessions of 2 hours and 30 minutes each were conducted to test parents' parental efficacy and parent coaching competency in pre- and post-tests. Parental coaching competency was t=-4.64 (p &lt; .001), and parent efficacy was t=-4.64 (p &lt; .001). The result was significant at -8.799 (p &lt; .001). This indicated that the parent coaching program was effective in improving parents' coaching capabilities and parental efficacy. In addition, the parent coaching program allows parents to become coaches and communicate with their children, which has a positive effect on parents' self-efficacy, parent-child communication, parent self-concept, self-esteem, problem-solving ability, parenting competency, and communication. indicated.

Tele-Intervention During the COVID-19 Pandemic: Lessons Learned From Early Intervention Practitioners

During the COVID-19 global pandemic, early intervention (EI) practitioners experienced an unexpected shift to providing tele-intervention services to support children and families using virtual platforms. Because this shift occurred across the field, it is important to understand the perspectives of those who experienced it under exceptional circumstances. This study examined the perspectives of 353 practitioners across the United States who supported families of infants and toddlers enrolled in EI programs under Part C of IDEA (2004) while providing tele-intervention during the pandemic. A qualitative thematic analysis of survey responses revealed five themes: (a) shifting to tele-intervention was challenging; (b) the shift to tele-intervention was perceived as having a mostly positive impact on service quality; (c) practitioners gained new skills, often related to parent coaching; (d) parent engagement increased during tele-intervention; and (e) practitioners support the continued use of tele-intervention as an EI service delivery option.

A Collective Case Study of Parent–Athlete–Coach Triads in British Youth Tennis

While important for athletic development and well-being in youth sport, knowledge remains limited around the processes underpinning triadic relationships between parents, athletes, and coaches. This study aimed to examine the relational processes that drive the functioning of parent–athlete–coach triads across three developmental stages of youth tennis. Using a collective-case-study design, 10 players, 10 coaches, and 9 mothers completed preinterview tasks and semistructured interviews and provided conversational history. Reflexive thematic analysis led to the generation of two higher order themes: foundations of relationship quality and factors enabling team effectiveness. Findings highlighted how specific relationship qualities (i.e., commitment, trust, respect, and parent–coach proximity) and team effectiveness constructs (i.e., shared goals, collaborative and adjusted roles, support, and role-specific communication) served to facilitate the tennis experience for triads. Scholars are encouraged to consider integrating small-group principles (e.g., team building) into tailored support programs that address the psychosocial needs of the triad.

부모코칭역량이 유아 창의적 리더십에 미치는 영향

Objectives The purpose of this study was to investigate the mediating effect of positive psychological capital on the effect of parent coaching competency on young children's creative leadership.&#x0D; Methods This study targeted 301 parents of children aged 3 to 5 attending early childhood education institutions located in G Metropolitan City and J Province. The test tools include the young Children's Creative Leadership Scale developed by Lee Kyeong-hwa and Yoo Kyeong-hoon (2010), the Parent Coaching Competency Scale by Do-hyang Do, Kim Geun-ju, and Lee Gyeong-ju (2019), and the Korean version of the scale by Luthans, Avolio, and Norman (2006) by Tae-hong Lim (2013). The adapted, modified, and supplemented positive psychological capital scale was used. SPSS 23.0 program was used for data analysis.&#x0D; Results First, it was found that there was a significant correlation between parent coaching competency and children's creative leadership, between parent coaching competency and parents' positive psychological capital, and between parent positive psychological capital and children's creative leadership. Second, parent coaching competency was found to have an impact on children's creative leadership, and parents' positive psychological capital was found to have a mediating effect between these variables.&#x0D; Conclusions This study reveals the importance of parent variables in promoting young children's creative leadership. Therefore, this suggests that there is a need to develop various parent support programs and provide educational opportunities that can enhance parents' coaching capabilities and positive psychological capital.&#x0D;

Effects of Brief Parent Coaching on the Communication Skills of Preschoolers With Autism Spectrum Disorder and Limited Verbal Ability

The publicly funded early intervention program for preschoolers with autism spectrum disorder (ASD) in Nova Scotia, Canada, uses the pivotal response treatment (PRT) model. Parents are coached in use of PRT strategies during their children’s first week of treatment. We explored whether parents of older preschoolers with limited verbal ability learned to implement PRT strategies with fidelity after brief coaching and whether PRT strategy use was associated with gains in children’s communication skills. We coded precoaching and postcoaching parent–child play episodes of 39 children (4.4–5.5 years) with limited verbal skills for parents’ PRT fidelity and children’s correct responding to language opportunities and frequency of initiations. Parents’ use of PRT strategies significantly improved, as did children’s responsiveness to parent-provided language opportunities. This study provides evidence for the utility of brief parent coaching in PRT for older preschoolers with ASD whose verbal skills are limited.

Effects of online parent coaching on Filipino children's skills

Technology today can possibly help make early childhood interventions more accessible to young children in need. In the present study, we conducted all assessment and training of both parents and children entirely online to examine the effectiveness of an online parental coaching programme in facilitating young Filipino children's language, literacy, and numeracy skills. Ninety-four families with 3-to 5-year-old Cebuano-speaking children were randomly assigned into either the intervention group or a waitlist control group. The 13-week long online intervention group showed significant improvement in their receptive vocabulary, syllable matching, letter name knowledge, numeral identification, object counting, rote counting, missing number identification, numerical magnitude comparison and addition skills but not in their expressive vocabulary and syllable deletion relative to the waitlist control group. No moderation effect of socioeconomic status (SES) on the online intervention outcome was found. For the intervention group, a main effect for parental involvement on rote counting, missing number identification, and addition was found, with higher levels of participation in the coaching programme translating to greater gains. The present study underscores the validity and feasibility of an online format of intervention and assessment procedure, in a low-to-middle-income country context (LMIC). The current findings demonstrate the possible added benefits of an online intervention format and the importance of an integrated cross-domains intervention format.

Who Responds to an Adaptive Intervention for Adolescents With Anorexia Nervosa Being Treated With Family-Based Treatment? Outcomes From a Randomized Clinical Trial

Anorexia nervosa (AN) is a serious psychiatric disorder with high morbidity and mortality. The current evidence supports the use of family-based treatment (FBT), but recovery rates are only about 40%. Improving treatment outcomes among adolescents with AN will save lives, improve health, and prevent chronicity. This study examined the relative efficacy of adding intensive parental coaching (IPC) to standard FBT for patients who do not respond by weight gain of 2.4 kg by session 4, a clinical predictor of outcome at the end of treatment, to improve remission rates (>94% of expected mean body mass index). The study recruited 107 participants and their families from across the United States; 69 participants failed to respond early and were randomly assigned to continue with standard FBT or to receive 3 sessions of IPC. Participants were adolescents (ages 12-18) meeting DSM-5 criteria for AN; 6.5% were male, and 11% were Hispanic. Main outcomes were mean body mass index >94% expected for age, height, and sex. Secondary outcomes included change in eating-related cognitions. Adding IPC to early nonresponders did not improve outcomes except for participants whose parents demonstrated low parental self-efficacy at baseline (moderator). Early weight gain of 2.4 kg by session 4 was replicated as a predictor of end of treatment remission. Parental self-efficacy moderates IPC as an adaptive treatment for adolescents with AN. Baseline parental self-efficacy assessment can be used to identify families most likely to benefit from adding IPC to FBT. Future studies should consider earlier interventions to improve early response rates. Anorexia nervosa is a serious psychiatric disorder. While family-based treatment (FBT) has the largest evidence base for adolescents with anorexia, recovery rates are only about 40%. This study investigated the addition of 3 sessions of intensive parental coaching intervention (IPC) to FBT among youth with anorexia who did not gain adequate weight early in treatment, a predictor of recovery by the end of treatment. Youth with inadequate weight gain were randomized to either receive FBT with IPC or FBT as usual. Overall, adding IPC did not improve outcomes among youth with anorexia. However among those whose parents demonstrated low parental self-efficacy at baseline, youth who received FBT with IPC had higher remission rates than youth who received FBT alone. Intensive parental coaching shows promise for improving outcomes among youth with anorexia whose parents report low parental self-efficacy. Adaptive Treatment for Adolescent Anorexia Nervosa; https://clinicaltrials.gov/; NCT03097874.

Jandu Yani U (for all families): evaluating Indigenous Triple P, a community-tailored parenting support program in remote Aboriginal communities

ABSTRACT Objectives Although evidence-based parenting programs are widely available, they remain inaccessible to many families of children with social, emotional and behavioural problems, particularly in remote settings. In partnership with Aboriginal communities in the remote Fitzroy Valley, Western Australia, we introduced and evaluated the Indigenous Triple P – Positive Parenting Program, with additional Stepping Stones Triple P strategies (for children with complex needs). Implementation followed community consultation and program adaptation to acknowledge local culture, social complexities and language. The initiative was named Jandu Yani U, meaning “for all families” in the local Bunuba language. Method Local practitioners (parent coaches) were trained to deliver Triple P. Parents and carers (henceforth carers) of children up to 15 years of age were invited to participate. Families attending the program reported on child behaviour, parenting practices, self-efficacy, wellbeing and empowerment pre- and post-intervention and at 8-month follow-up using standardised assessment tools delivered by local community navigators. Results Of 30 participating families, 100% completed Triple P and reported the program was culturally appropriate. Of the index children, 93% were Aboriginal, 63% boys, median age 6.83 years. Following the program, carers reported high levels of empowerment and reaching goals for behaviour change (p < .001) and less use of unhelpful parenting strategies (over-reactivity and hostility; p < .05), and this maintained at 8-month follow-up (p < .001). At follow-up, improvement in carer self-efficacy (p < .001) and reduced anxiety (p < .001) were documented. Significant improvements in prosocial behaviour, reductions in challenging behaviour and decreased intensity and frequency of behavioural problems (all p < .05) were reported in children at follow-up. The average level of goal attainment was 65% at post, which was maintained at follow-up. Conclusion This study demonstrates the feasibility of delivering Indigenous Triple P to Aboriginal families in remote settings, and the importance of partnership with communities. Program tailoring, flexible delivery, use of Aboriginal parent coaches and provision of practical support to families resulted in a culturally acceptable parent support program. With local Aboriginal co-design, this initiative should be generalisable to similar remote communities elsewhere.