ORCID Profile
0000-0003-3661-2749
Current Organisation
University of Tasmania School of Medicine
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Publisher: Wiley
Date: 13-06-2022
DOI: 10.1111/AVJ.13193
Abstract: Animal care professionals can experience adverse psychological outcomes due to their work, therefore research exploring supporting resilience in this population is needed. This study investigated the capacity of the Stress Shield Model (SSM) to explain relationships between in idual, interpersonal, and organisational factors with outcomes in resilience (resilience, growth, and job satisfaction) in animal care professionals. Empowerment was hypothesised to mediate these relationships. Australian and New Zealand animal care professionals (N = 393) completed an online survey measuring conscientiousness, coping, team and leader relationships, job demands, organisational resources, empowerment, growth, resilience, and job satisfaction. Results indicated that SSM can partially explain relationships between in idual, interpersonal, and organisational factors and outcomes in resilience, and empowerment partially mediated the effect of organisational resources on growth. Problem‐approach coping positively predicted resilience and growth conversely, emotion‐avoidant coping negatively predicted these outcomes. Conscientiousness positively predicted resilience and negatively predicted job satisfaction. Team relationships positively predicted growth and resilience, while leader‐member relationships positively predicted job satisfaction. Organisational resources positively predicted resilience, growth, and job satisfaction, conversely, job demands predicted reductions across these outcomes. Findings indicate supporting resilience in animal care professionals requires fostering in idual, interpersonal, and organisational resources.
Publisher: Informa UK Limited
Date: 22-11-2020
DOI: 10.1080/13561820.2020.1830047
Abstract: Interprofessional learning (IPL) is vital for developing work-ready graduates of tertiary health professions and enhancing outcomes of patients with chronic pain. Twenty-two students from six health professions participated in or co-facilitated components of a 6-week group chronic pain management program. Twelve community clients with chronic pain and one family member participated. The program was piloted through the University of Tasmania Exercise Physiology Clinic and consisted of an initial assessment, weekly 1-hour group education sessions, and a 1-hour in idualized, supervised exercise session. The program was evaluated using a constructivist approach via an investigator developed survey. Seven students and nine clients responded. A conventional content analysis was undertaken. Three categories were identified from students: Importance of IPL, Understanding Chronic Pain, and Improvement Suggestions. Three categories were identified from clients including Beneficial Aspects, Positive Peer Support, and Positive Pain Outcomes. Results indicate the program was beneficial for student learning and improved pain outcomes for participants. The model demonstrates value to student IPL and the potential to flexibly offer a real-world learning experience across many health professions, whilst addressing some of the common challenges associated with implementing IPL within curricula. The outcomes offer ways to explore sustainable implementation of the program long term.
Publisher: Cambridge University Press (CUP)
Date: 21-05-2010
DOI: 10.1017/S0954102010000271
Abstract: Although existing research regarding the experience of Antarctic employment has primarily focused on the absence period (i.e. the period of time in which the expeditioner physically works in Antarctica), it has been repeatedly demonstrated that the majority of expeditioners experience positive outcomes associated with their time ‘on the ice’ despite transient (and frequently subclinical) physical, psychological, and social difficulties. Research strategies directed towards the in idual experience of the expeditioner have not been able to fully account for the processes underpinning the adjustment processes that have facilitated seemingly resilient and growth outcomes. Similarly, insufficient research attention has been given to the separate phases of Antarctic employment, nor the potential interdependence between them, which may also provide further insight into these processes. To address these issues it has been argued that an approach incorporating in idual, interpersonal, and organizational factors throughout the Antarctic employment experience, from pre-departure through absence, reunion, and reintegration, be adopted.
Publisher: Informa UK Limited
Date: 06-2019
DOI: 10.1111/AJPY.12226
Publisher: Informa UK Limited
Date: 14-04-2021
Publisher: Cambridge University Press (CUP)
Date: 03-2019
DOI: 10.1017/S003224741900024X
Abstract: It has long been argued that mood fluctuation patterns in Antarctic expeditioners are largely homogeneous. This research investigated mood fluctuation patterns throughout all the stages of Antarctic deployment using latent class growth analysis. Utilising advanced statistical methods, such as latent class growth analysis, can greatly help in identifying if mood fluctuation patterns experienced by Antarctic expeditioners are homogenous, and provide insight into mood fluctuation patterns, which was not possible with traditional group-based quantitative methods. Gaining a greater insight into mood fluctuation patterns in Antarctic expeditioners can assist with the development, and implementation of, strategies to assist with expeditioner well-being. The analysis was conducted on 423 expeditioner from the Australian Antarctic program between the 2005-2009 Antarctic deployment seasons. The results supported the notion that mood fluctuation patterns in expeditioners within the Australian-Antarctic programme were largely homogeneous, as a 1-class cubic latent class growth model was identified as being the optimal fit for the dataset. Theoretical and practical implications are discussed in relation to research and prevention and intervention strategies.
Publisher: Informa UK Limited
Date: 11-2019
DOI: 10.1111/CP.12190
Publisher: Elsevier BV
Date: 2018
Publisher: Queensland University of Technology
Date: 20-10-2020
DOI: 10.5204/SSJ.1677
Abstract: This research explored whether academic self-efficacy calibration (the match between self-efficacy beliefs and academic outcomes) in first-year psychology students (n=197) differed as a function of task type (written assignment/multiple-choice exam), domain specificity (task level/subject level), over time (mid-semester/end of semester) and according to student achievement level (high achievers/low achievers). Lower-achieving students were overconfident across both the written assignment and the exam, while higher-achieving students were accurately calibrated on both tasks. The subject-level calibration of lower-achieving students improved between mid-semester and the end of semester (though students remained overconfident). Higher-achieving students’ subject-level calibration remained stable over the semester, and they were about half as overconfident as the lower-achieving students. Both groups of students were more overconfident at subject-level than at task-level overall. On the whole, overconfidence was prevalent, especially for low achievers, and at subject level. Findings suggest that a one-size-fits-all approach to self-efficacy is unlikely to be beneficial for all learners.
Publisher: Elsevier BV
Date: 2019
Publisher: Informa UK Limited
Date: 12-2020
DOI: 10.1111/AJPY.12294
Publisher: Springer Science and Business Media LLC
Date: 21-09-2022
Publisher: Informa UK Limited
Date: 28-08-2017
Publisher: Informa UK Limited
Date: 10-10-2019
DOI: 10.1080/09297049.2018.1531981
Abstract: The aim of this study was to determine whether specific performance-based executive function assessment tools were associated with executive functioning in everyday life as reported by parents and teachers of four- to five-year-old preterm and term children. At the age of 4 years, 141 preterm children born <33 weeks' gestation and 77 term children were assessed using performance-based intelligence (WPPSI-III) and executive function (EF) assessment tools (NEPSY-II, Day-Night and Shape School tasks). The assessment results were compared with the parent and teacher completed questionnaires of EF (BRIEF-P) when the children started kindergarten at the age of 4 to 5 years. The performance-based intelligence and EF assessment results were not consistently associated with the parent and teacher reports of EF in everyday life for either preterm or term groups. Clinical implications of using and interpreting performance-based EF assessment tools and EF questionnaires are discussed with a particular focus on young preterm children at the commencement of formal schooling.
Publisher: Informa UK Limited
Date: 08-12-2020
Publisher: MDPI AG
Date: 09-04-2021
Abstract: Women of Refugee Background (WoRB) have been repeatedly identified as an extremely vulnerable population. Within an Australian context, WoRB are increasingly resettled to non-metropolitan locations, otherwise known as regional locations. Despite this, to date, no research has focused on the lived experience and challenges associated with the resettlement of WoRB to regional contexts. This study aimed to address this gap in the literature by investigating the resettlement experience of WoRB resettled in Tasmania—a state in Australia classified as a rural and regional location. Qualitative interviews were conducted with a group of 21 in iduals (nine WoRB and 12 service providers). Thematic analysis identified four overarching themes—Communication Barriers and Lack of Fluency in English, Challenges Accessing Everyday Basic Needs, Loss of Connection to Culture of Origin and Inability to Access Mainstream Mental Health Services for Help. Participants also highlighted a number of unique gender-related vulnerabilities experienced during resettlement, which were exacerbated in regional locations due to health services being overstretched and under-resourced. Results of the current study are discussed in regard to policy and practical implications, taking into consideration the unique vulnerabilities experienced by WoRB, which, to date, are often overlooked.
Publisher: Informa UK Limited
Date: 02-01-2015
Publisher: Springer Science and Business Media LLC
Date: 15-07-2014
DOI: 10.1007/S10803-014-2189-4
Abstract: The factors predicting stress, anxiety and depression in the parents of children with autism remain poorly understood. In this study, a cohort of 250 mothers and 229 fathers of one or more children with autism completed a questionnaire assessing reported parental mental health problems, locus of control, social support, perceived parent-child attachment, as well as autism symptom severity and perceived externalizing behaviours in the child with autism. Variables assessing parental cognitions and socioeconomic support were found to be more significant predictors of parental mental health problems than child-centric variables. A path model, describing the relationship between the dependent and independent variables, was found to be a good fit with the observed data for both mothers and fathers.
Publisher: Informa UK Limited
Date: 13-02-2020
DOI: 10.1080/21622965.2018.1550404
Abstract: The aim of the study was to compare parent and teacher ratings of executive function and behavioral difficulties of kindergarten-age preterm and term children. Parents of 82 and kindergarten teachers of 105 preterm (<33 weeks' gestation) children and parents of 49 and kindergarten teachers of 46 term four- to five-year-old children completed executive function (EF) and behavior questionnaires. The preterm children were rated to have more EF difficulties than the term children by parents and teachers. On the behavior scales, the preterm children were reported as having more attention control difficulties than the term group, but no other behavioral problems. The parents reported higher levels of EF and behavioral difficulties than the teachers when both child groups were combined. The overall interrater reliability between parents and teachers in terms of children being in the clinical vs. non-clinical range for EF and behavioral problems was low for the preterm and term groups. Conclusion: Based on this study, some young preterm children need EF supports when commencing kindergarten, and preterm children should be screened for EF difficulties. Noncongruent parent and teacher reporting nevertheless make it challenging to identify the preterm children most at need of such supports. Further studies are needed to determine the factors impacting on reporting patterns, and also the best combination of EF and behavior assessment tools.
Publisher: Cambridge University Press (CUP)
Date: 09-2017
DOI: 10.1017/S003224741700050X
Abstract: The third-quarter phenomenon is the dominant theoretical model to explain the psychological impacts of deployment in Antarctica on personnel. It posits that detrimental symptoms to functioning, such as negative mood, increase gradually throughout deployment and peak at the third-quarter point, regardless of overall deployment length. However, there is equivocal support for the model. The current meta-analysis included data from 21 studies (involving 1,826 participants) measuring negative mood during deployment to elucidate this discrepancy. Across studies analyses were conducted on three data types: stratified by month using repeated-measured all time points meta-analytic techniques and pre ost-deployment data for summer/winter deployment seasons. Our results did not support the proposed parameters of the third-quarter phenomenon, as negative mood did not peak at the third-quarter point (August/September) of deployment. Overall effect sizes indicated that negative mood was greater at baseline than the end of deployment for summer and winter deployment seasons. These findings have theoretical and practical implications and should be used to guide future research, assisting in the development and modification of pre-existing prevention and intervention programmes to improve well-being and functioning of personnel during Antarctic deployment.
Start Date: 2015
End Date: 2015
Funder: Department of Police and Emergency Management [TAS]
View Funded ActivityStart Date: 2016
End Date: 2016
Funder: University of Tasmania
View Funded ActivityStart Date: 2016
End Date: 2016
Funder: Tasmanian Community Fund
View Funded Activity