ORCID Profile
0000-0003-4733-3411
Current Organisation
University of Tasmania
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Publisher: Ubiquity Press, Ltd.
Date: 2021
DOI: 10.5334/IJIC.5581
Publisher: Informa UK Limited
Date: 02-2013
Publisher: Informa UK Limited
Date: 03-05-2020
Publisher: Swansea University
Date: 19-01-2021
Abstract: BackgroundIn Australia, the health and education sectors provide universal early childhood services for the same population of children. Therefore, there is a strong imperative to view service use and outcomes through a cross-sectoral lens to better understand and address the service needs of young children and their families. ObjectivesTo investigate patterns of health and education service use from birth through Kindergarten (age four years), the associations with cumulative risks, and developmental vulnerability in the first year of full-time school (age five years). MethodsA retrospective cohort study that used population-wide linkage of health and education administrative data records for 5,440 children with a Tasmanian 2015 Australian Early Development Census (AEDC) record who were born in Tasmania (2008-2010). ResultsFour service use patterns were identified: Regular (46% of children), Declining (24%) Low (18%) and Selective service use (12%). Regular service use (aOR 0.8, 95% CI 0.7 to 0.9), adjusted for cumulative risks, was associated with decreased odds of developmental vulnerability, compared to the other service use groups. Low (OR 6.1, 95% CI 4.5 to 8.2) and Declining service use (OR 2.5 95% CI 1.9 to 3.4) were more likely for children with the highest levels of cumulative risks. Low and Declining service use, adjusted for cumulative risks were associated with increased odds of developmental vulnerability, compared to the Regular service use group. ConclusionThis study provides a whole population view of the differential use of universal services and the complex risk circumstances that influence service use. The association between patterns of multiple risk and service use points to barriers to service use, and the varying level of developmental vulnerability within each service use group draws attention to children who may benefit from higher sustained participation in core health and education services across the whole of early childhood.
Publisher: Elsevier BV
Date: 2020
Publisher: Informa UK Limited
Date: 29-09-2018
Publisher: BMJ
Date: 05-2019
DOI: 10.1136/BMJOPEN-2018-026234
Abstract: To investigate mothers’ infant feeding experiences (breastfeeding/formula milk feeding) with the aim of understanding how women experience cessation of exclusive breastfeeding. Multimethod, qualitative study questionnaire, focus groups and interviews. Northern and Southern Tasmania, Australia. 127 mothers of childbearing age from a broad sociodemographic context completed a questionnaire and participated in 22 focus groups or 19 interviews across Tasmania, 2011–2013. Mothers view breastfeeding as ‘natural’ and ‘best’ and formula milk as ‘wrong’ and ‘unnatural’. In an effort to avoid formula and prolong exclusive breastfeeding, mothers will endure multiple issues (eg, pain, low milk supply, mastitis, public shaming) and make use of various forms of social and physical capital resources such as father artner support, expressing breast milk, bottles and dummies. The cessation of exclusive breastfeeding was frequently experienced as unexpected and ‘devastating’, leaving mothers with ‘breastfeeding grief’ (a prolonged sense of loss and failure). For many mothers, the cessation of exclusive breastfeeding results in lingering feelings of grief and failure making it harmful to women’s emotional well-being. Reframing breastfeeding as a family practice where fathers artners are incorporated as breastfeeding partners has the potential to help women negotiate and prolong breastfeeding. Proactive counselling and debriefing are needed to assist women who are managing feelings of ‘breastfeeding grief’.
Publisher: Springer Science and Business Media LLC
Date: 18-11-2020
DOI: 10.1007/S10643-020-01130-9
Abstract: School readiness is a construct used by educators and policy makers to describe a range of abilities that are beneficial for children transitioning to school. The association of socioeconomic disadvantage with developmental vulnerability when children start school is well established. Parents play a crucial role in supporting children’s transition to school and are acknowledged as their child’s first and foremost teacher. The aim of this study was to explore how parents experience and support their children’s transition to school. This study presents findings from an ethnographic study with 39 parents living in two Australian communities characterised by high area-level socioeconomic disadvantage. The study reports on how parents experience and support their child for transition to school, specifically through their understanding of the concept of ‘readiness’. The role of early childhood services in supporting parents is also explored. Parents conceptualised school readiness as the child’s capacity to function effectively and independently in the hitherto unfamiliar physical and social world of school. Parents considered early childhood services supportive of their children's transition to school, particularly the development of social skills.
Publisher: Informa UK Limited
Date: 08-04-2019
DOI: 10.1080/13691058.2019.1584334
Abstract: Increased awareness of the health disparities faced by lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ) people has driven the need for LGBTIQ-inclusive medical practices internationally. However, despite bisexual, pansexual and queer women's increased sexual health risks and reduced engagement with health services, there is little qualitative research examining their healthcare experiences. In addition, healthcare practitioners continue to report lack of awareness and competence in inclusive practice, particularly regarding these groups. To address these gaps in the literature and practice, this study draws on 21 qualitative interviews with women and general practitioners, comparing and contrasting their understandings and experiences of inclusive sexual and reproductive healthcare. Findings reveal that women value practitioners who take a non-judgemental approach, use inclusive language and are knowledgeable or willing to self-educate about LGBTIQ issues. Practitioners describe prioritising visual indicators of inclusivity, using inclusive language and embracing professional development. However, women and doctors both identify knowledge gaps among healthcare providers and the need for additional training opportunities to support effective inclusive practice.
Publisher: Elsevier BV
Date: 12-2021
Start Date: 2016
End Date: 2016
Funder: University of Tasmania
View Funded ActivityStart Date: 2015
End Date: 2015
Funder: University of Tasmania
View Funded ActivityStart Date: 2011
End Date: 2011
Funder: Royal Hobart Hospital Research Foundation
View Funded ActivityStart Date: 2008
End Date: 2008
Funder: Physiotherapy Research Foundation
View Funded ActivityStart Date: 2012
End Date: 2012
Funder: National Aboriginal and Torres Strait Islander Health Equality Council
View Funded ActivityStart Date: 2004
End Date: 2006
Funder: Department of Health and Ageing
View Funded ActivityStart Date: 2017
End Date: 2017
Funder: University of Tasmania
View Funded ActivityStart Date: 2004
End Date: 2004
Funder: Royal Australian College of General Practitioners
View Funded ActivityStart Date: 2004
End Date: 2005
Funder: Department of Health and Ageing
View Funded ActivityStart Date: 2018
End Date: 2018
Funder: University of Tasmania
View Funded ActivityStart Date: 2011
End Date: 2011
Funder: Tasmanian Early Years Foundation
View Funded ActivityStart Date: 2015
End Date: 2016
Funder: Tasmanian Association of Community Houses Inc.
View Funded ActivityStart Date: 2011
End Date: 2012
Funder: Department of Health and Human Services Tasmania
View Funded ActivityStart Date: 2017
End Date: 2017
Funder: University of Tasmania
View Funded Activity