ORCID Profile
0000-0002-6841-1207
Current Organisation
University of South Australia
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Publisher: Frontiers Media SA
Date: 18-02-2022
DOI: 10.3389/FPSYG.2021.759226
Abstract: The future of work is forcing the world to adjust to a new paradigm of working. New skills will be required to create and adopt new technology and working methods. Additionally, cognitive skills, particularly creative problem-solving , will be highly sought after. The future of work paradigm has threatened many occupations but bolstered others such as engineering. Engineers must keep up to date with the technological and cognitive demands brought on by the future of work. Using an exploratory mixed-methods approach, our study sought to make sense of how engineers understand and use creative problem solving. We found significant associations between engineers’ implicit knowledge of creativity, exemplified creative problem solving, and the perceived value of creativity. We considered that the work environment is a potential facilitator of creative problem-solving. We used an innovative exceptional cases analysis and found that the highest functioning engineers in terms of knowledge, skills, and perceived value of creativity, also reported working in places that facilitate psychosocially safe environments to support creativity. We propose a new theoretical framework for a creative environment by integrating the Four Ps (Person, Process, Product, and Press) and psychosocial safety climate theory that management could apply to facilitate creative problem solving. Through the acquisition of knowledge to engage in creative problem solving as in iduals or a team, a perception of value must be present to enforce the benefit of creativity to the engineering role. The future of work paradigm requires that organisations provide an environment, a psychosocially safe climate, for engineers to grow and hone their sought-after skills that artificial technologies cannot currently replace.
Publisher: Wiley
Date: 06-07-2023
DOI: 10.1111/BJEP.12624
Abstract: Boarding students face unique challenges when entering school, including: adapting to a novel environment, where they are separated from family, friends and culture, for up to 40 weeks per year. A particular challenge is sleep. A further challenge is coping with the demands of boarding with its potential impact on psychological well‐being. To explore how boarders' sleep differs from that of their day‐student peers, and how this relates to psychological well‐being. 309 students (59 boarding students and 250 day‐students, at one Adelaide school) completed the School Sleep Habits Survey, Depression‐Anxiety‐Stress‐Scale‐21 (DASS‐21), and Flourishing Scale. Boarding students additionally completed the Utrecht Homesickness Scale. Thirteen boarding students described experiences of sleeping in boarding through focus groups. Boarding students, compared to day‐students reported 40 minutes more sleep per weeknight ( p .001), with earlier sleep onset ( p = .026), and later wake‐up ( p = .008) times. No significant differences were observed between boarding' and day‐students' DASS‐21 scores. Hierarchical regression revealed longer total weekday sleep time predicted higher psychological well‐being in both boarding and day‐students. Additionally, in boarding students, low homesickness‐loneliness and homesickness‐ruminations further predicted psychological well‐being. Thematic analysis of boarding students' focus group responses revealed that night‐time routine, and restricting technology use at night facilitated sleep. This study supports – in both boarding and day‐students – the importance of sleep for adolescent well‐being. Sleep hygiene can play an important role in boarding student sleep, especially: regular night‐time routine and restricting technology use at night. Finally, these findings suggest that poor sleep and homesickness have an adverse effect on boarding student psychological well‐being. This study highlights the importance of strategies which promote sleep hygiene and minimize homesickness, in boarding school students.
Publisher: Wiley
Date: 15-12-2023
DOI: 10.1111/CAMH.12616
Abstract: In adolescents, technology use at bedtime is linked to disrupted sleep and psychological distress. Adolescents are known to sleep later on weekends compared to weekdays but whether this leads to greater technology use, and, hence, additional psychological distress is not known. At greater risk maybe adolescents with a late compared to early chronotype, that is a preference for late versus early sleep onset and offset times. Self‐reported measures of sleep timing, chronotype (early, neither early nor late, late), technology medium (social media/texting, TV/streaming, and gaming), and psychological distress (DASS‐21) were collected from 462 students attending one Australian high school. Technology use at bedtime was greater on weekends and especially in adolescents with a late chronotype. Social media/texting on weekends was predictive of delayed sleep onset times (β = .120), and shorter sleep (β = −.172). Shorter sleep on weekdays but not on weekends was associated with greater psychological distress. Technology medium and chronotype were not predictive of psychological distress. This study confirmed that technology use and its impact on sleep differed on weekdays compared to weekends and that a late chronotype was associated with greater technology use. However, neither technology medium nor chronotype was found to affect psychological distress. While greater autonomy may be granted to adolescents over the weekend regarding sleep behaviour, young people, parents, and clinicians should be mindful of the link between technology use and sleep.
No related grants have been discovered for Alexander Reardon.