ORCID Profile
0000-0001-8729-3018
Current Organisation
University of South Australia
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Mental Health | Law | Public Health and Health Services | Criminal Law and Procedure | Tort Law | Education not elsewhere classified | Criminal Law | Tort Law | Educational Psychology
ANZSRC Socio-Economic Objective (SEO)
Justice and the law not elsewhere classified | Education and Training not elsewhere classified | Education policy | Mental health | Mental Health | Justice and the Law not elsewhere classified |
Related Links
Publications
Cognitive development of pre-schoolers
Publisher: Cambridge University Press
Date: 30-08-2012
Physical development of pre-schoolers
Publisher: Cambridge University Press
Date: 30-08-2012
Parenting adolescents: Developing strategies for FIFO parents
Publisher: Springer Science and Business Media LLC
Date: 08-04-2015
Social and emotional development of toddlers
Publisher: Cambridge University Press
Date: 30-08-2012
Cognitive development of toddlers
Publisher: Cambridge University Press
Date: 30-08-2012
The Impact of Technology on Relationships in Educational Settings
Publisher: Routledge
Date: 28-02-2013
Physical development of toddlers
Publisher: Cambridge University Press
Date: 30-08-2012
Cyberbullying, help-seeking and mental health in young Australians: implications for public health
Publisher: Springer Science and Business Media LLC
Date: 09-01-2015
DOI: 10.1007/S00038-014-0642-Y
Abstract: To examine the relationship between young Australians' cyberbullying experiences, their help-seeking practices and associated mental well-being and social connectedness, with a view to informing national health and well-being agendas. An online survey was administered to young people aged 12-18 years (n = 2,338), recruited across Australia in year 2 of a larger 4-year study. Youth with no experience of cyberbullying had better well-being profiles and mental health overall. Conversely, cyberbully victims, had poorer well-being and mental health and tended not to engage with online support services, in spite of being more likely to be online after 11 pm. Parents and peers were identified as key sources of help for most young people when dealing with problems. Cyberbullying is a public health issue particularly for vulnerable youth whose mental health and well-being is impacted more than those not involved. As youth are spending increasing time in the 24/7 online environment, there is a need to develop initiatives that engage young people and encourage help-seeking online, whilst concomitantly building capacity of parents and peers to support their well-being.
Social and emotional development in infancy
Publisher: Cambridge University Press
Date: 30-08-2012
Cognitive development in infancy
Publisher: Cambridge University Press
Date: 30-08-2012
Early childhood knowledge and understanding of bullying: an approach for early childhood prevention
Publisher: Routledge
Date: 22-11-2018
Physical development in infancy
Publisher: Cambridge University Press
Date: 30-08-2012
Bullying, Cyberbullying and Student Well-Being in Schools
Publisher: Cambridge University Press
Date: 10-05-2018
Engaging early childhood teachers in participatory co-design workshops to educate young children about bullying
Publisher: Informa UK Limited
Date: 02-07-2020
Covert and Cyber Bullying: The Pod Casting Project
Publisher: No publisher found
Date: 2008
Behind the scenes and screens insights into the human dimension of covert and cyberbullying
Publisher: Hogrefe Publishing Group
Date: 2009
DOI: 10.1027/0044-3409.217.4.189
Abstract: This qualitative study explores the human dimension of two subtypes of bullying in an Australian schooling context. In iduals’ knowledge, understanding, and experiences of covert (behind the scenes) and cyber (behind the screens) bullying were explored through stories of what has actually been occurring in and around their schools. Participants were adolescent students (n = 20), teachers (n = 10) and school counselors (n = 6) from a variety of schools across Adelaide, South Australia. They recounted stories about covert and cyberbullying from their social networks and schooling contexts, giving authentic “voice” to these behaviors. Each narrative was uploaded to a dedicated website, contributing to an online “storybook,” and providing information rich cases that enabled “issues of central importance” ( Patton, 1987 ) to emerge. Narrative and thematic analyses revealed that covert and cyberbullying have much in common, but that cyberbullying in particular evoked strong negative feelings and emotions which included fear, as well as disruption to and dislocation from the participants’ relationships. Participants indicated that the power differential was clearly understood and there was a clear sense of helplessness associated with cyberbullying. In particular, cyberbullying was found to operate both covertly and overtly via e-technologies, across school and home boundaries.
Remaining connected in the face of cyberbullying: Why social connectedness is important for mental health
Publisher: Wiley
Date: 20-02-2019
DOI: 10.1002/PITS.22232
Child, Adolescent and Family Development
Publisher: Cambridge University Press
Date: 30-08-2012
Abstract: The third edition of Child, Adolescent and Family Development provides a comprehensive, readable study of human development from conception to adulthood. It explores the foundations of modern developmental thought, incorporating the latest in international research set within a cultural and historical context. Richly illustrated and enhanced by a range of practical teaching resources, this clear and engaging text is intended to reach students across a range of teaching, psychology, social science and health science disciplines. By employing a thematic approach within the chronologically ordered chapters, this text offers a systematic and intuitive structure for both learning and teaching. This new edition features a set of fully updated case studies that consider current trends and issues in developmental theory and practice, as well as end-of-chapter sections that address important stages in the family life cycle.
Cyberbullying and the role of the law in Australian schools: Views of senior officials
Publisher: SAGE Publications
Date: 04-02-2016
Abstract: This study examined the opinions of influential, authoritative employees from the education and legal systems, regarding their perceptions of the role of the law and cyberbullying in Australian schools. Participants were asked whether they thought a specific law for cyberbullying should be introduced, what particular behaviours, if any, should be criminalised and who should be involved. Participants were located across three Australian States. Thematic analysis was used to identify eight main themes within the data, namely (1) uses of the law in general, (2) introduction of a law for cyberbullying, (3) benefits and difficulties of criminalising cyberbullying for young people, (4) conditions for a cyberbullying law for young people, (5) who should be involved in a cyberbullying law, (6) legal sanctions thought to be appropriate, (7) educational and legal solutions and (8) educational interventions for student cyberbullying. Implications include increasing the awareness of how existing legislative responses can be used as deterrents, working towards more effective cooperation of education and legal systems.
Aggressive-victims amongst girls: An exploratory study
Publisher: No publisher found
Date: 2004
Social and emotional development in adolescence
Publisher: Cambridge University Press
Date: 30-08-2012
Cognitive development in adolescence
Publisher: Cambridge University Press
Date: 30-08-2012
Adolescent physical development and health issues
Publisher: Cambridge University Press
Date: 30-08-2012
Yards ahead for boys: A lunch-time intervention to reduce aggression and bullying in a South Australian primary school
Publisher: No publisher found
Date: 2004
Supporting early childhood educators to address bullying in junior primary classes through the co-creation of anti-bullying interventions and resources: a proof of concept study
Publisher: University of South Australia, prepared for the Organisation Mondiale pour l'Education Préscolaire (OMEP)
Date: 2018
Cyberbullying bystanders: gender, grade, and actions among primary and secondary school students in Australia
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-7998-1684-3.CH005
Abstract: Cyberbullying is a relatively new and serious form of bullying with negative social and emotional effects on both victims and perpetrators. Like traditional bullying, cyberbullying is a social phenomenon and often unfolds in the context of a large network of bystanders. This study examined gender and age of cyberbullying bystanders out of 2109 upper primary and secondary school students in Australia. The actions the bystanders took when a peer was cybervictimised were analysed. The results of the study suggested bystanders to cyberbullying were most likely not to do anything or help the person cyberbullied at the time. Girls were more prosocial in helping students who were cyberbullied than boys. In addition, those students who knew someone who was bullied in both ways were more likely to tell their parents and friends about it than those who knew someone who was cyberbullied only. Implications for prevention and intervention in cyberbullying are discussed.
Social and emotional development in middle childhood
Publisher: Cambridge University Press
Date: 30-08-2012
Cognitive development in middle childhood
Publisher: Cambridge University Press
Date: 30-08-2012
Physical development in middle childhood
Publisher: Cambridge University Press
Date: 30-08-2012
Social and emotional development of pre-schoolers
Publisher: Cambridge University Press
Date: 30-08-2012
Technology and wellbeing
Publisher: Routledge
Date: 22-12-2016
The challenges facing pastoral care in schools and universities due to the COVID-19 pandemic
Publisher: Informa UK Limited
Date: 28-06-2022
Cyberbullying and primary-school aged children: The psychological literature and the challenge for sociology
Publisher: MDPI AG
Date: 26-05-2015
DOI: 10.3390/SOC5020492
Using participatory design to inform cyber/bullying prevention and intervention practices: evidence-Informed insights and strategies
Publisher: Cambridge University Press (CUP)
Date: 15-09-2021
DOI: 10.1017/JGC.2021.20
Abstract: Bullying and cyberbullying are global phenomena negatively impacting on children’s and young people’s (CYP’s) mental health and wellbeing and affecting their school social experiences and learning outcomes. Many interventions and prevention approaches have been employed over the decades, most impacting differentially, with some success in certain contexts and situations but not universally, suggesting the need for more contextualised, nuanced approaches at the whole school, community, in idual and peer-group levels. The recognition of the importance of student and teacher voice in recent years has heralded interest in co-design practices to deliver more context-relevant interventions and prevention strategies. This article considers how participatory design and co-design practices can form part of the prevention and intervention repertoire for schools, teachers, counsellors and psychologists in their quest to understand and reduce cyberbullying and/or bullying (C/B) behaviours. Two case-study exemplars are provided that reflect the importance of context and student-centred relevancy to inform practice.
Pre-service Teachers: Knowledge, Attitudes and their Perceived Skills in Addressing Student Bullying Behaviours
Publisher: Edith Cowan University
Date: 08-2018
Indirect aggression as bullying? A precursor to girls' suicide attempts?
Publisher: No publisher found
Date: 2002
Coping with cyberbullying (CB) and online harm
Publisher: Routledge
Date: 27-03-2023
'Appreciate a mate': helping others to feel good about themselves. Safe and well online: a report on the development and evaluation of a positive messaging social marketing campaign for young people.
Publisher: Young and Well Cooperative Research Centre
Date: 2015
Persistent bullying and the influence of turning points: learnings from an instrumental case study
Publisher: Informa UK Limited
Date: 17-08-2023
References
Publisher: Cambridge University Press
Date: 30-08-2012
Co-participatory approaches to research with children and young people
Publisher: Informa UK Limited
Date: 02-07-2020
Glossary
Publisher: Cambridge University Press
Date: 30-08-2012
Towards a lifespan perspective
Publisher: Cambridge University Press
Date: 30-08-2012
Conflict Resolution in Schools
Publisher: Wiley
Date: 13-11-2011
DOI: 10.1002/9780470672532.WBEPP051
Abstract: Conflict, generally defined as a fight, struggle, battle, disagreement, dispute, or quarrel (Johnson & Johnson, 2009, p. 368), exists wherever human interaction occurs and is a seemingly inevitable component of any social group. It is driven by such issues as incompatibilities between the parties perceived differences in needs, beliefs, and values and limited resources (Johnson & Johnson 1995, 1996, 2009). Schools as institutions and as communities are therefore not without conflict when students, staff, and parents interact in and around the school. Nor are schools without aggression. Intricately interwoven with conflict, aggression becomes evident early in life involves a deliberate intent to harm often uses force or domination over others and evolves from physical through verbal to indirect forms as children develop their social skills, language capabilities, and social intelligence (Tremblay, Gervais, & Petitclerc, 2008).
Cognitive Development in Adolescence
Publisher: Wiley
Date: 15-04-2003
DOI: 10.1002/0471264385.WEI0613
Abstract: In this chapter, we focus on two major aspects of adolescent development: cognitive development and achievement/achievement motivation. First, we discuss cognitive development, pointing out the relevance of recent work for both learning and decision making. Most of the chapter focuses on achievement and achievement motivation. We summarize current patterns of school achievement and recent changes in both school completion and differential performance on standardized tests of achievement. Then we summarize both the positive and negative age‐related changes in school motivation and discuss how experiences in school might explain these developmental patterns. Finally, we discuss both gender and ethnic group differences in achievement motivation and link these differences to gender and ethnic group differences in academic achievement and longer‐term career aspirations.
Something haunting you? Reframing and promoting help-seeking for young men: the co-creation and evaluation of a social marketing campaign.
Publisher: Young and Well Cooperative Research Centre
Date: 2016
Issues in Cross-National Comparisons and the Meaning of Words for Bullying in Different Languages
Publisher: Cambridge University Press
Date: 2018
Online social marketing approaches to inform cyber/bullying prevention and intervention: What have we learnt?
Publisher: Elsevier
Date: 2018
Complexities of Researching with Young People
Publisher: Routledge
Date: 22-11-2019
Introduction
Publisher: Cambridge University Press
Date: 2018
Principles of Cyberbullying Research
Publisher: Routledge
Date: 20-12-2012
Birth and the newborn child
Publisher: Cambridge University Press
Date: 30-08-2012
Prenatal development
Publisher: Cambridge University Press
Date: 30-08-2012
Theoretical foundations of child development
Publisher: Cambridge University Press
Date: 30-08-2012
Concepts of development
Publisher: Cambridge University Press
Date: 30-08-2012
Seeing children in context
Publisher: Cambridge University Press
Date: 30-08-2012
Preface
Publisher: Cambridge University Press
Date: 30-08-2012
Early callenges in evaluating the KidsMatter National Mental Health promotion initiative in Australian primary schools
Publisher: Computers, Materials and Continua (Tech Science Press)
Date: 05-2008
Prenatal development
Publisher: Elsevier
Date: 2012
Young children's thinking about bullying: Personal, social-conventional and moral reasoning perspectives
Publisher: SAGE Publications
Date: 18-03-2019
Abstract: Research into young children’s understanding of bullying in the early years of schooling is limited. The current study examined young children’s understanding, explanations and reasoning behind whether behaviours represented in cartoon scenarios depicted bullying or non-bullying incidents. Seventy-seven children aged 4–8 years from one kindergarten and three schools in metropolitan South Australia participated in single, age-appropriate interviews with an early childhood educator/researcher. All children described each cartoon ( N = 77) explaining their reasons why they considered each one as bullying or not ( N = 76). Consistent with previous research which employed cartoon methodology with young children, findings indicated that children confused bullying with aggressive-only behaviour, resulting in over-labelling incidents as bullying. Examination of their thinking about bullying revealed that children in this study drew on moral reasoning perspectives and their understanding of relevant behavioural and social expectations and conventions.
Cyberbullying through the New Media
Publisher: Psychology Press
Date: 04-12-2013
Sexual Harassment
Publisher: Wiley
Date: 13-11-2011
DOI: 10.1002/9780470672532.WBEPP248
Abstract: Behaviors that included deliberately suggestive comments or jokes, staring or leering, unwelcome touching, hugging, cornering, kissing, or unnecessary familiarity were without a common name prior to 1976 (HREOC, 2009). As a consequence, these behaviors were not recognized as what we now know as sexual harassment (SH): unwanted sex‐related behavior towards someone, especially by someone with authority towards a subordinate. Around the same time, bullying was just beginning to be explored in Europe, but workplace bullying, sexual bullying, and the use of sexually explicit emails or short message service (SMS) messages to denigrate another, including “sexting,” would not be understood until much later.
Connect. Challenge. Do. Design and evaluation of Goalzie: a goalsetting campaign to promote positive attitudes towards help-seeking for wellbeing.
Publisher: Young and Well Cooperative Research Centre
Date: 2016
A Qualitative Meta-Study of Youth Voice and Co-Participatory Research Practices: Informing Cyber/Bullying Research Methodologies
Publisher: Springer Science and Business Media LLC
Date: 19-04-2022
DOI: 10.1007/S42380-022-00118-W
Abstract: Youth voice is acknowledged as being critical for any investigation into children and young people’s (CYP) lived experiences but is particularly important for the field of cyberbullying (Cb), where technology and social media have transformed traditional bullying into behaviors which operate across both online and offline settings. The significant social and economic costs of both cyber and traditional bullying (C/B) to CYP’s health, wellbeing, academic achievement, relationships, and quality of life are well documented quantitatively, however qualitative studies, which capture the voice of the in idual, and lived reality of the social contexts and experiences, remain limited. This paper presents one of the first qualitative meta-studies in this research area and models the feasibility and potentiality of this methodological approach to: (1) facilitate the synthesis of discrete qualitative studies concerning youth voice and co-participatory research practices, and (2) subsequently inform and extend methodological knowledge in the cyber/bullying (C/B) and youth wellbeing domains. The convergences/differences, ethical considerations, enablers, challenges, affordances, and limitations of five of the authors’ studies concerned with youth voice and co-participatory research methodologies are analyzed and synthesized to create new collective meanings and understandings. In doing so, this paper demonstrates a transdisciplinary and transformative approach: where new knowledge and unity of understanding is created which extends beyond each unique study and the discipline and domain in which it is situated. Findings from the meta-study indicate that providing youth with opportunities to shape research at all stages can empower them to design authentic preventative approaches directly relevant to their context and experiences, whilst simultaneously developing critical research and inquiry skills. This paper highlights the imperative for researchers to empower CYP as co-researchers and embrace them as change partners, simultaneously acknowledging the challenges this presents, including the shift in power of the researcher’s role which occurs. It also provides a warrant for employing meta-study approaches to discrete qualitative studies to inform and extend broader research and methodological agendas.
Keep it tame: promoting respect online safe and well online pilot study: evaluating the design, engagement and impact of asocial marketing approach aimed at 12 to 18 year olds
Publisher: Young and Well Cooperative Research Centre
Date: 2015
Bullying, law and pre-service teachers' perspectives: Australian and Indian contexts
Publisher: Cambridge University Press
Date: 2018
Indian Perspectives on Bullying and Cyber Bullying
Publisher: Cambridge University Press
Date: 2018
Pre-service teachers' understanding of bullying in Australia and India: implications for practice
Publisher: Cambridge University Press
Date: 2018
Related Organisations
Related Funding Activities
A Legally-informed Intervention For Schools To Prevent And Intervene In Cases Of Cyberbullying
Start Date: 2011
End Date: 2014
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP0882087
Start Date: 2008
End Date: 12-2011
Amount: $185,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP110200330
Start Date: 02-2012
End Date: 12-2016
Amount: $143,226.00
Funder: Australian Research Council
View Funded Activity