ORCID Profile
0000-0001-8247-6122
Current Organisation
University of South Australia
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Mental Health | Psychology | Migration | Social and Community Psychology
Ethnicity, Multiculturalism and Migrant Development and Welfare | Health and Support Services not elsewhere classified | Mental Health |
Publisher: Oxford University Press
Date: 31-03-2021
DOI: 10.1093/OSO/9780190941512.003.0018
Abstract: This chapter explores the contextual layers associated with emerging adult international students during their university-to-work transition. First, the authors examine the term, emerging adulthood , to consider the relevance for use with international students. Next, they discuss cultural identity development theories that can be applied to international students. Included is a look at how popular dualistic theories that position Western cultures as primarily in idualistic and Eastern cultures as collectivist may be no longer relevant. Further, they explore theories that provide evidence that social identity is fluid and contingent on comparisons to both in-groups and out-groups. Thus, each time an international student finds themselves in a new context with different people, they need to renegotiate their identities and their sense of belonging. In this exploration, the authors also delve into how social capital theory—the benefit one derives from belonging to social groups, networks, or institutions—may be conceptualized with international students, and they show how social support and social capital are closely intertwined. In discussing the importance of personal ties, such as family and friends, they explore the nuances of local and home support. Regarding institutional support, they discuss the critical importance of university faculty and supervisors in becoming a new source of social capital and in creating new bridging relationships and social networks in the destination country. Through our examination of international students’ university-to-career transition, the authors broaden and deepen the current understanding by unpacking the contextual layers of emerging adulthood, identity development, social relationships, and social capital.
Publisher: Informa UK Limited
Date: 21-03-2007
DOI: 10.1080/10640260701190709
Abstract: This study examines the effectiveness of a wellness-based prevention program on elementary and junior high students' body image, personal attitudes, and eating behaviors. Group differences in measures of student attitudes and eating behaviors are examined to determine the effect of targeting different participant combinations (students, parents, and teachers) in 10 groups. For elementary schools, student participants consisted of control (no intervention) (n = 36), student only (n = 81), student arent (n = 124), student arent/teacher (n = 103), and parent/teacher (n = 149). For junior high schools, student participants consisted of control (n = 143), student only (n=215), student arent (n=65), student arent/teacher (n = 14), and parent/teacher (n = 177). Overall, complete data was available for 1,095 students, 114 parents and 92 teachers. Results indicate that self-concept and eating attitudes and behaviors were positively affected by participation in the program. For ex le, in elementary schools posttest scores on the behavior subscale of the self-concept measure are significantly higher for the student arent/teacher group than for the control group. Results indicate that a one-time wellness-based eating disorder prevention program with students, which have in the past shown to be minimally effective, may be more effective in changing attitudes and behaviors when teachers and parents are involved.
Publisher: Springer Science and Business Media LLC
Date: 06-2005
Publisher: Informa UK Limited
Date: 2009
Publisher: SAGE Publications
Date: 17-11-2010
Abstract: Career counselors are challenged to consider the cultural validity of the theories and models that guide their practice. The cultural formulation approach is proposed as an organizing framework for career counselors to consider cultural influences on their clients’ career issues, related interventions, and the working alliance. The discussion illustrates the application of cultural formulation for career counseling with international students. A case study details common transition issues faced by international students, while exploring unique aspects of cultural identity. The case study illustrates how the cultural-formulation approach may be strengthened by incorporating a relational theoretical orientation as seen through a feminist lens to examine a client’s multiple identities, such as the intersections of gender, ethnicity, and social class.
Publisher: Springer Science and Business Media LLC
Date: 11-2009
Publisher: Scientific Research Publishing, Inc.
Date: 2018
Publisher: American Psychological Association (APA)
Date: 04-2020
DOI: 10.1037/PRO0000279
Publisher: Routledge
Date: 12-11-2019
Publisher: Informa UK Limited
Date: 04-07-2018
Publisher: Elsevier BV
Date: 2001
Publisher: SAGE Publications
Date: 10-2008
DOI: 10.1177/103841620801700305
Abstract: Career development practice had its origins in social justice reform over 100 years ago. A social justice perspective requires practitioners to examine the environmental context of their work, including the social, economic and political systems that influence people's career development. Achieving socially just outcomes for clients may necessitate intervention in these systems. While social justice is receiving a resurgence of interest in the literature, little is known about career development practitioners' attitudes towards and knowledge of socially just practice. The present paper examines the views and experiences of Australian career development practitioners on social justice. Data was collected by means of an online survey. Participants offered descriptions of their understanding of social justice and also ex les of critical incidents in which they had attempted social justice interventions. Findings related to how Australian career development practitioners describe and operationalise social justice in their work are presented, as well as recommendations for future research.
Publisher: American Psychological Association (APA)
Date: 08-2022
DOI: 10.1037/CAP0000287
Publisher: Routledge
Date: 17-12-2014
Publisher: American Psychological Association (APA)
Date: 02-2018
DOI: 10.1037/CAP0000125
Publisher: Nova Southeastern University
Date: 31-07-2023
DOI: 10.46743/2160-3715/2023.4775
Abstract: The Heuristic Inquiry (HI) qualitative method applied in this study explored the role of Pentecostal faith in the post-migration lived experiences of Jamaican Canadian immigrant women (JCIW). Semi-structured interviews were conducted with seven JCIW whose Pentecostal faith helped them to reconstruct their cultural identity post-migration. The creative flexibility of HI allowed for the integration of the primary researcher’s (i.e., first author's) voice into the study alongside those of the co-researchers. Positioning the study within a postmodern social constructionism theoretical framework created space for multiple realities to emerge that were constructed through social interaction and language. These realities were evident in the unique ways in which the JCIW used faith to reconstruct their cultural identity during the migration process. Results revealed four key categories and 10 salient themes which were used to inform theory, research, and practice for counseling professionals. Recommendations for future research in using HI and the topic of cultural identity are discussed.
Publisher: SAGE Publications
Date: 02-05-2023
DOI: 10.1177/08948453221094309
Abstract: During the previous decade, growth in the numbers of internationally mobile students included international high school students. Prior research on international students’ career development in higher education may not account for the unique context of younger international students in secondary schools. The current study investigated career influences for international secondary students, using the Systems Theory Framework ( Patton & McMahon, 2021 ). International students in senior years completed written, open-ended surveys and in-person interviews regarding their career aspirations, plans and key influences on their decision-making. International student coordinators and school staff also offered their perspectives about these influences. Results indicate the inter-related systemic influences of in iduals, significant relationships, location and country contexts, the secondary school environment, and perceived characteristics of occupations and future career pathways. Implications for supporting international high school students in the school setting and future research directions are discussed.
Publisher: Informa UK Limited
Date: 2009
DOI: 10.1080/13561820902744106
Abstract: The interprofessional literature suggests that there is a lack of evidence of the effectiveness of interprofessional education (IPE) on patient outcomes and critiques the methodology used to determine the evidence. This paper describes and critiques a comprehensive evaluation of a practice-based IPE intervention. The evaluation was challenged by the complexity of the project such as having multiple sites with great variability in settings and participants which required a multifaceted evaluation approach. Rather than reporting evaluation findings, this paper discusses the methodological successes and challenges of the evaluation framework used. The evaluation consisted of four components: process, outcomes, context and systems evaluation. A mixed method approach was used to collect information from a variety of data sources. Each evaluation component captured distinctive but complementary aspects of the intervention, providing a more complete understanding of the intervention. However, challenges also emerged, in particular for the outcomes component. Discussion of the challenges and benefits of each evaluation component are intended to inform future evaluation designs of complex practice-based IP education interventions. Specifically, adding systems concepts into evaluation can strengthen the evidence base of the effectiveness of IP education on IP practice and patient outcomes.
Publisher: Informa UK Limited
Date: 02-03-2017
Publisher: Springer Science and Business Media LLC
Date: 06-2004
Publisher: American Psychological Association (APA)
Date: 05-2015
DOI: 10.1037/TEP0000070
Publisher: Routledge
Date: 28-11-2017
Publisher: Informa UK Limited
Date: 17-05-2013
DOI: 10.3109/13561820.2013.785502
Abstract: The concepts of interprofessional collaborative practice (IPCP), cultural competency and primary healthcare (PHC) appear to be linked in theory and practice. This discussion article provides arguments explicating the potential linkages between IPCP and cultural competency. We argue that cultural competency is an important component of IPCP both for relationships with patients and/or communities in which providers work and between team members. Organizational structures also play an important role in facilitating IPCP and cultural competency. The integration of both IPCP and cultural competency has the potential to enhance positive health outcomes. Furthermore, we argue IPCP and cultural competency have important implications for PHC service design, given interprofessional teams are a key component of PHC systems. Linking these concepts in providing PHC services can be essential for impacting outcomes at all levels of primary healthcare, including patient, provider and systems.
Publisher: Wiley
Date: 12-11-1990
Publisher: Informa UK Limited
Date: 12-2009
Publisher: Springer Netherlands
Date: 2008
Publisher: Wiley
Date: 09-2002
Publisher: Informa UK Limited
Date: 30-04-2018
Publisher: Wiley
Date: 07-2010
Publisher: Informa UK Limited
Date: 06-2010
Publisher: Elsevier BV
Date: 05-2011
DOI: 10.1016/J.NEPR.2010.10.005
Abstract: Interprofessional (IP) collaboration is recognized as critical for patient-centred care. The clinical setting is an ideal environment for students to learn the competencies required to effectively work with providers from other professions. To enhance traditional clinical placements, we propose an IP mentoring approach, defined as learning that takes place between providers and students who are from different disciplines or health professions. In IP mentoring, students have primary relationships with their preceptors, but also have interactions with providers from other professions. We implemented IP mentoring with the support of two faculties of nursing in Alberta, Canada who provided an IP clinical focus for interested fourth year students. We emphasized to providers and students that there are no prescribed interactions that comprise IP mentoring experiences between providers and students are context-specific and often informal. Through our evaluation we demonstrated that in IP mentoring, provider commitment was important, students engaged in IP activities of varying complexity, and students learned about roles of other professions and how to work together to provide patient-centred care. IP mentoring is an effective learning strategy to enhance students' knowledge and skills in IP collaboration without radical changes to the structure of the placements or to the educational curricula.
Publisher: Springer Science and Business Media LLC
Date: 30-03-2023
DOI: 10.1007/S10775-023-09579-X
Abstract: In this article, we highlight the Australian country context to advocate for career support that extends beyond initial job placement in a segmented labor market to strengthen refugees’ skills and knowledge and future career development. We address systemic barriers while advocating for access to skilled career development practitioners, whose important expertise as members of multidisciplinary teams could enhance resettlement assistance. Strengthening the preparation of career development practitioners is essential for providing career support to refugees and for building capacity in the provision of resettlement services. We encourage debate within and between country contexts about ways to enhance refugees’ career development.
Publisher: Informa UK Limited
Date: 06-2010
Publisher: Public Library of Science (PLoS)
Date: 28-04-2023
DOI: 10.1371/JOURNAL.PONE.0285023
Abstract: Internationally, there is an urgent need to understand factors promoting successful settlement and integration of people with forced or voluntary migration experiences (i.e., refugee and non-refugee migrants). This paper provides a protocol of a mixed-methods investigation of contextual factors of successful settlement and service utilization of youth and their families, as young people could be at higher risk due to stressors associated with pre-migration trauma, post-migration settlement stressors, and adolescent development. This large-scale mixed-methods study will be conducted across three countries. A questionnaire survey will seek responses from 1200 youth aged 15–24 years residing in South Australia, Ontario, Canada, and California, United States of America. The qualitative component of the study will comprise 54 focus groups (324 participants) with youth and their parents/caregivers. The study design allows a range of important phenomena (e.g., different migration pathways and settlement countries) and key questions (e.g., regarding the intersection of migration, settlement, and wellbeing) to be addressed. It also allows for generalizability of findings to be tested across different communities and countries. Findings will support recommendations for policy and practice and may be generalized to advance research with youth and their families. This study is one of the largest, most comprehensive studies of youth settlement.
Publisher: Springer Science and Business Media LLC
Date: 10-2011
Publisher: Informa UK Limited
Date: 13-07-2001
Publisher: Richtmann Publishing
Date: 10-2013
Publisher: Informa UK Limited
Date: 2000
Publisher: Informa UK Limited
Date: 29-06-1998
Publisher: Canadian Journal of Career Development
Date: 09-09-2022
Abstract: This study provides insights into international students’ perspectives of preparing for entry into employment in the Canadian workforce. From a human capital perspective, international students are valuable resources for the Canadian labour market and other countries where populations are in decline. However, most research on international students has focused on their initial transition experience, and available research on their employment experiences is often limited to the post-graduation transition. International students need to build their capacity for employment concurrently while they are studying, gaining local work experience. In this article we present an analysis of critical incidents collected from international students which highlights five key barriers in their experience of the Canadian work context, including policies and procedures, competition and economic conditions, challenges for navigating local cultural norms, language abilities, and their personal life circumstances. The discussion draws connections between international student recruitment and their longer-term goals for residency in Canada, with recommendations for bridging policies and services.
Publisher: Nova Southeastern University
Date: 05-2023
DOI: 10.46743/2160-3715/2023.6067
Abstract: The number of international students seeking a foreign education, particularly in Westernized countries, has grown dramatically over the past decade, and is predicted to continue to increase, despite a period of disruption due to COVID-19. Given this growth, there is a significant body of research on key insights into the initial transition experiences, both academic and personal, of international students to the host country, with a developing body of research exploring their post-study transition. Understanding these post-study transitions is important in creating policy and services that appropriately support international students. Due to the erse and sometimes complex post-study pathways of former international students, accessing this population to conduct qualitative research can create challenges for researchers. To help address these challenges, the authors highlight three critical considerations based on their qualitative research experiences in Westernized countries with former international students, including conceptual understandings, logistical planning, and relational engagement. Moreover, the authors share ex les of pragmatic solutions related to challenges with conceptual understandings, logistical planning, and relational engagement in qualitative research with former international students. The purpose of this article is to start and invite discussion around how best to reach, access, and work with former international students to expand qualitative research on the post-study experience.
Publisher: Wiley
Date: 03-2005
Publisher: Informa UK Limited
Date: 2009
DOI: 10.1080/13561820802338579
Abstract: The ability to work with professionals from other disciplines to deliver collaborative, patient-centred care is considered a critical element of professional practice requiring a specific set of competencies. However, a generally accepted framework for collaborative competencies is missing, which makes consistent preparation of students and staff challenging. Some authors have argued that there is a lack of conceptual clarity of the "active ingredients" of collaboration relating to quality of care and patient outcomes, which may be at the root of the competencies issue. As part of a large Health Canada funded study focused on interprofessional education and collaborative practice, our goal was to understand the competencies for collaborative practice that are considered most relevant by health professionals working at the front line. Interview participants comprised 60 health care providers from various disciplines. Understanding and appreciating professional roles and responsibilities and communicating effectively emerged as the two perceived core competencies for patient-centred collaborative practice. For both competencies there is evidence of a link to positive patient and provider outcomes. We suggest that these two competencies should be the primary focus of student and staff education aimed at increasing collaborative practice skills.
Publisher: Wiley
Date: 03-2013
Publisher: Elsevier BV
Date: 03-2020
Publisher: Springer Science and Business Media LLC
Date: 27-02-2008
Publisher: Hindawi Limited
Date: 2016
DOI: 10.1155/2016/3753650
Abstract: Weight bias is a form of stigma with detrimental effects on the health and wellness of in iduals with large bodies. Researchers from various disciplines have recognized weight bias as an important topic for public health and for professional practice. To date, researchers from various areas have approached weight bias from independent perspectives and from differing theoretical orientations. In this paper, we examined the similarities and differences between three perspectives (i.e., weight-centric, non-weight-centric (health-centric), and health at every size) used to understand weight bias and approach weight bias research with regard to (a) language about people with large bodies, (b) theoretical position, (c) identified consequences of weight bias, and (d) identified influences on weight-based social inequity. We suggest that, despite differences, each perspective acknowledges the negative influences that position weight as being within in idual control and the negative consequences of weight bias. We call for recognition and discussion of weight bias as a social justice issue in order to change the discourse and professional practices extended towards in iduals with large bodies. We advocate for an emphasis on social justice as a uniting framework for interdisciplinary research on weight bias.
Publisher: Springer Science and Business Media LLC
Date: 22-12-2014
Publisher: Elsevier BV
Date: 08-2013
DOI: 10.1016/J.JCJD.2013.05.003
Abstract: With the aim of optimizing diabetes education, type 2 diabetes awareness, primary prevention and secondary prevention, we studied how African Canadians experience type 2 diabetes. Specifically, we studied stories told by African Canadians living in Calgary, Alberta, Canada, about significant events and experiences at the time of their diagnosis with type 2 diabetes. From recorded interviews, we extracted themes from stories about diagnosis, using hermeneutic phenomenology. Participants included 11 African Canadians older than age 18 and at least 1-year post-diagnosis. Transcribed stories were analyzed for units of meaning describing significant themes/experiences about the diagnosis. Extracted units of meaning were organized into themes that were presented to a focus group of African Canadians in Calgary to garner their perspective on the findings, discuss the implications and make recommendations for improvements. All participants reported experiencing shock, disbelief, fear and a sense of helplessness immediately after their diagnosis. These rendered them unable to think clearly or start their treatment regimen until propelled by additional forces. Also, 73% of participants reported experiencing anger/denial about the diagnosis for some time, whereas 18% reported a short-lived relief that they could finally put a name to their symptoms. However, the overarching issue associated with all of the themes appeared to emanate from a lack of type 2 diabetes awareness. Emotions experienced by participants seemed precipitated by a lack of type 2 diabetes awareness. Some community-specific factors contributed to the lack of type 2 diabetes awareness, which appeared to impede primary and secondary prevention among participants. Recommendations for ameliorating these factors are presented.
Publisher: Springer Science and Business Media LLC
Date: 19-12-2015
Publisher: Informa UK Limited
Date: 2003
Publisher: SAGE Publications
Date: 12-2007
DOI: 10.1016/S0840-4704(10)60090-7
Abstract: Interprofessional practice has been proposed to address many of the current health system challenges. Little attention has been paid to the role of frontline managers in supporting effective interprofessional practice. Qualitative interviews suggest that frontline managers can demonstrate leadership in enabling interprofessional practice by creating an organizational culture for interprofessional practice, eliminating barriers to collaboration, and acting as role models and facilitators. New management approaches may be needed to meet these demands.
Publisher: SAGE Publications
Date: 07-2008
DOI: 10.1177/103841620801700205
Abstract: Social justice has underpinned career development work since its inception. Over time however, while awareness of social justice issues has been retained, the focus of intervention has largely remained in idual. Further, career theory has been criticised for its lack of attention to cultural influences such as gender, ethnicity, religion, socioeconomic status, and sexual orientation, in people's career development. In this regard, progress has been made to the extent that multicultural and ersity competencies have been identified and elaborated. However, such competencies maintain a predominant focus on interventions with in iduals and there have been calls for career development to identify social justice competencies which necessarily suggest different roles and levels of intervention for career development practitioners. As the implications of globalisation become more apparent and societal inequity is perpetuated, it is timely to revisit the social justice origins of career development and consider how career development may position itself in the 21st century. This paper examines social justice in career development theory and practice, and considers implications for career development practitioners.
Publisher: SAGE Publications
Date: 22-03-2014
Abstract: International student research predominantly focuses on the initial and middle stages of their sojourn. Our research, however, specifically addresses how relationships support international students to successfully navigate the late-stage transition from university to work. In this qualitative study, we interviewed 18 international students from erse cultures, ages, and professions with an emphasis on their last year of university and 3 years post-graduation. We found six major themes: (a) building strong friendships supported the decision to stay, (b) career decision making is a group effort, (c) relationships with supervisors and mentors led to career opportunities, (d) establishing relational networks helped with finding first job, (e) developing connections early in their programs helped in the transition, and (f) mentoring from international alumni would provide role models. We discuss the importance of key relationships for international student success and how relationships are embedded in career decision making. Finally, we provide recommendations for career counselors.
Publisher: Springer Science and Business Media LLC
Date: 02-03-2018
Publisher: Springer International Publishing
Date: 2019
Publisher: Wiley
Date: 12-2011
Publisher: Springer International Publishing
Date: 2018
Publisher: Emerald
Date: 03-2005
DOI: 10.1108/13620430510588338
Abstract: The purpose of this paper is to provide an examination of Black et al. ’s theoretical framework of repatriation adjustment as it relates to career planning for employees with international work experience. The approach combines narrative with argument and analysis. This paper expands on re‐entry adjustment to include additional research on repatriation, and discusses the utility of these theoretical propositions for in idual and organizational career planning. Suggestions for future research include repatriation strategies, incorporating concepts from the literature on other life transitions, and the importance of recognizing psychological variables in work adjustment. Implications for career development are also discussed to help employees and career counsellors understand the impact of working internationally and to help organizations design ways to help employees integrate their expertise and experience through proactive and supportive repatriation practices.
Publisher: American Psychological Association (APA)
Date: 05-2009
DOI: 10.1037/A0014222
Publisher: Springer International Publishing
Date: 2019
Publisher: Richtmann Publishing
Date: 10-2013
Publisher: Springer International Publishing
Date: 2018
Publisher: SAGE Publications, Inc.
Date: 2008
Publisher: SAGE Publications
Date: 2020
Abstract: Acknowledging researcher positionality and engaging in ongoing reflexivity are important components of qualitative research. In this manuscript, we share our experiences of examining our positionality and engaging in reflexive practice related to a research project with newcomer women in Canada. As a team of researchers from erse backgrounds, we engaged in a picture-prompted poly-ethnographic conversation to better understand our attitudes, assumptions, and biases in relation to the topic of our research and gain a better understanding of what were asking of participants. Using thematic analysis, we uncovered four themes: 1) researchers bring multiple identities, 2) researchers bring privilege ower, 3) understanding what we call home, and 4) walking in participants’ shoes. We discuss these themes in detail, highlighting their implications for reflexive research with newcomer communities.
Start Date: 2005
End Date: 2008
Funder: Social Sciences and Humanities Research Council
View Funded ActivityStart Date: 2009
End Date: 2015
Funder: Social Sciences and Humanities Research Council
View Funded ActivityStart Date: 2001
End Date: 2007
Funder: Canadian Institutes of Health Research
View Funded ActivityStart Date: 2010
End Date: 2013
Funder: Social Sciences and Humanities Research Council
View Funded ActivityStart Date: 2003
End Date: 2003
Funder: Canadian Institutes of Health Research
View Funded ActivityStart Date: 2016
End Date: 2018
Funder: Social Sciences and Humanities Research Council
View Funded ActivityStart Date: 2005
End Date: 2006
Funder: Social Sciences and Humanities Research Council
View Funded ActivityStart Date: 2006
End Date: 2008
Funder: Canadian Institutes of Health Research
View Funded ActivityStart Date: 2001
End Date: 2003
Funder: Social Sciences and Humanities Research Council
View Funded ActivityStart Date: 2014
End Date: 2016
Funder: Social Sciences and Humanities Research Council
View Funded ActivityStart Date: 2015
End Date: 2018
Funder: Social Sciences and Humanities Research Council
View Funded ActivityStart Date: 2009
End Date: 2010
Funder: Social Sciences and Humanities Research Council
View Funded ActivityStart Date: 2004
End Date: 2010
Funder: Social Sciences and Humanities Research Council
View Funded ActivityStart Date: 2013
End Date: 2018
Funder: Social Sciences and Humanities Research Council
View Funded ActivityStart Date: 2004
End Date: 2005
Funder: Social Sciences and Humanities Research Council
View Funded ActivityStart Date: 2017
End Date: 2018
Funder: Social Sciences and Humanities Research Council
View Funded ActivityStart Date: 2007
End Date: 2008
Funder: Social Sciences and Humanities Research Council
View Funded ActivityStart Date: 09-2020
End Date: 09-2024
Amount: $710,889.00
Funder: Australian Research Council
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