There are many ways of being Māori. Ethnicity in New Zealand has now moved to a more contemporary approach of self-identification that assumes ethnicity is not static and predetermined. This means that any combination of physical features, cultural beliefs and ways of living can be found in people who self-identify as Māori. For Māori, health and culture are intricately linked, so there are vital aspects of te ao Māori (the Māori worldview) that must be understood in relation to their mental health experiences in order to provide safe and effective care. In this chapter we discuss how practitioners from all cultural backgrounds can engage with tangata whaiora and whānau in mental health and addiction settings. It will be helpful for people practising in the New Zealand context, as well as those who encounter people of Māori descent in Australia or elsewhere. It will assist practitioners to consider how institutional racism might influence their ability to care for Māori, and will encourage the exploration of personal cultural beliefs to transcend this.

This chapter outlines a developmental orientation to understanding the mental health of children and young people. It examines the implications for mental health in children and young people in relation to the environment, nature and nurture, and brain development in the context of vulnerability or risk, and resilience or protection. The chapter explores mental health promotion for young people, drawing from two real stories about bullying and altered eating patterns, including anorexia nervosa and bulimia, which include experiences of depression, anxiety and psychosis. Emphasis is given to prevention, awareness and early intervention for mental illness, including social media and e-mental health interventions for young people in relation to non-suicidal self-injury or suicide crisis, and popular public health initiatives to reduce suicide, such as R U OK? Day, headspace and other online services.

Generally, a mainstream understanding of health is applied when mental health (illness) presentations are considered, assessed, and treated using a biomedical Western perspective and standpoint (Wilson & Waqanaviti 2021). This chapter explores mental health through an alternative First Nations lens, that of social and emotional well-being (SEWB). While there is a scarcity of national data that specifically measure the social and emotional well-being of First Nations people, data that are available paint a consistent picture: one of much higher rates of use of mental health services by First Nations people, compared to other Australians (Australian Institute of Health and Welfare [AIHW], 2009).This chapter sets the context for further discussion regarding First Nations people and explores issues relating to social and emotional well-being and mental health. Colonisation and its history are discussed, as well as the subsequent decimation/devastation that followed and continues today. The resilience and struggle that has taken place, along with cultural recognition and renewal, ultimately shapes the present.

This chapter introduces students in the health professions to a new and developing area of mental health practice: e-mental health. It describes a range of digital interventions and explores how digital and mobile technologies are providing additional avenues for helping people with mental health problems in densely populated and hard-to-reach communities. It is important for practitioners to acquire and develop proficient digital literacy skills in the e-mental health service sector. Some types of digital and mobile interventions are considered, along with some of the benefits and limitations that relate to e-mental health in general. As emerging health care professionals, students increasingly will be expected to utilise e-health interventions and strategies in the delivery of health care. The chapter introduces the e-mental health environment in general, and helps students to develop the knowledge and skills needed to implement person-centred e-mental health care to individuals and populations.

This chapter introduces the concept of mental illness, how it is diagnosed, and the main diagnostic classification systems used in health practice. The experiences and symptoms of people living with mental illness – according to criteria from the Diagnostic and Statistical Manual of Mental Disorders (DSM)-5 – are reviewed. It is emphasised that diagnostic criteria can be considered within an overall framework for conversation and engagement between practitioners, consumers, and carers, with the overarching aim of exploring and understanding the best response to distress and treatment approach to promote recovery processes. Criticisms towards diagnostic classification systems are also summarised. Finally, potential effects of the COVID-19 pandemic and its implication for people’s mental health are presented.

This chapter provides an overview of the common medicines prescribed within mental health care and explores the ways in which personal narratives and social expectations can influence the experience of taking medicines. The chapter also looks at concepts and practices that influence the management of medicines and encourage safe and high-quality use of medicines. These concepts include consumer experience, concordance, and shared decision-making. Facilitating a positive experience of medicinal use requires quality communication and team work, whereby nurses, psychologists, occupational therapists, dietitians, medical practitioners and pharmacists work in partnership with the consumer and carer.

The solutions of all but the simplest wave equations exhibit the property of dispersion, where different wavelengths travel at different velocities.

Many systems form crystalline phases over significant ranges of temperature and density. A perfect crystal may be thought of as a lattice with a periodically repeated basic structural unit – which may itself have a non-trivial structure – filling all of space. The electronic properties of the solid state are strongly influenced by such periodic crystalline lattices. Periodicity implies symmetry, with significant implications for the physics of condensed matter. Unlike for many other applications tending to emphasize symmetries that are continuous, symmetries important in condensed matter often involve combinations of discrete and continuous symmetries because of the propagation of waves through discrete lattice structures. For every crystal structure there are two lattices of physical significance.

Box 19.1 introduced the Fermi current–current theory of weak interactions. In the interest of simplicity it was illustrated there for leptonic weak currents. For hadronic weak currents we might expect that the strong interactions would renormalize such matrix elements substantially from their leptonic values. However, the hadronic matrix elements are found to be much less renormalized than might be expected. As we shall see, this is because of symmetries that partially protect the currents from renormalization by strong interactions.