And can you outline the format of the guidance and the reasons that you developed it in this way?

Everything that we do, we co-design with our children and young people at the college so that they can guide us in knowing that we're providing a resource that they want and that they're going to use.

I think that's really important.

So what we did is we established a working group of what you can deem, I suppose, subject matter experts from the APA who all have had some role nationally in developing research.

and paediatric preoperative care over the last few years to ensure that whatever we develop, we're truly up to date and signposting to the right resources that can be used in every hospital, ensuring that standardisation.

So we came up with Ready Steady Recover.

That name was co-produced with our children and young people and 10 things that young people can do to prepare for surgery.

And how were young people involved? You've touched on this a bit, but maybe you tell us a bit more about how young people were involved in developing the resources.

Find your own way, right?

Right.

Multiple studies showed over and over again, they did this with, uh, in Australia, they did it in the United States, they did it poor neighborhoods and wealthy neighborhoods, and they found that authoritarian parenting was the most sticky, and those parents were more likely to be, uh, ref- those children and, and parents were more likely to be referred to CPS and those kinds of things.

So there were some really impactful things that were going on.

Authoritative parenting, uh, but I'm sorry, authoritative parenting was also lasting three generations, at least three generations.

In fact, if a mother, if a mother had had a, uh, a, an abusive experience with their father, they had grown up in an abu- abusive relationship, it was more likely that their child would experience depression and anxiety by a large extent, even though, even taking into account whether the mother was maybe more harsh or anything like that.

We were passing down these memories either within our body in some way, that there, there's beliefs that, well, maybe the, um, memory lives in the left hemisphere of the brain, where our words can explicitly describe memory, or maybe it's on the right hemisphere of the brain where it holds implicit memory with emotions, or that it's in our genes, or that it's actually tied into our muscles, that way our, our muscle fibers [chuckles] actually are, are bringing this in.

How, how does some of this address that, that this is happening much, much deeper than just what we can see on a surface behavior or maybe symptom?