ORCID Profile
0000-0002-8054-4272
Current Organisation
University of South Australia
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Publisher: Common Ground Research Networks
Date: 2007
Publisher: Equinox Publishing
Date: 11-12-2008
Abstract: The concept of international education in Australia is moving from a discourse of attracting students from other countries to one of concern with internationalising curriculum and pedagogy. This internationalisation is motivated by a reconsideration of the appropriateness of curricula to prepare students for the globalised world of work. If one examines universities’ approaches to internationalisation, however, if becomes clear that the dominant ideology of internationalisation is framed from a English-speaking perspective in which English-language monolingualism is constructed as both the basis for and the content of teaching and learning. The monolingual mindset is characterised by: ? An emphasis on knowledge created in and communicated through English ? Little attention to the linguistic and cultural context in which knowledge will be used ? Neglect of the “non-English” competences and capacities of learners ? Construction of learners’ English second language as a deficit and of English language learning as remediation ? The “invisibility” of the linguistic and cultural context of English ? Little consideration of developing the linguistic resources needed by students to participate in a globalised workplace. ? Perceptions that education offered by Australian institutions in the first language of students is suspect (easy options, low standards of teaching, etc.) ? Little consideration of knowledge and discipline practices as culturally and linguistically contexted. These characteristics demonstrate that internationalisation is discursively constructed as an English language phenomenon and the valued dimensions of international education are located within the value structures of English which determines the flow of knowledge, learning purposes and practices, academic values and the attribution of value to knowledge as a commodity.
Publisher: John Benjamins Publishing Company
Date: 15-07-2019
Abstract: This paper reports on a semester-long study that explored the experience of a group of local and international students from multiple disciplines, and their teachers, in a core Intercultural Communication undergraduate course of 550 students in which there is an orientation to learning, teaching and assessment that seeks to develop students’ intercultural learning capabilities. To capture the experience of learning, teaching and assessment in a highly erse Australian university, data were collected over the life cycle of the course. The research design was ethnographic and collaborative, involving the research team, members of the teaching staff, and members of the university’s learning and teaching unit. The data include interviews with students and teachers, students’ written assessments, and observations of weekly teaching staff meetings. The overarching finding of the study is that, to enable students to develop their intercultural learning capabilities, there is a need to rethink notions of experience and engagement, specifically to attend to the central role of language/s and culture/s in all students’ experience of learning, teaching, and assessment. Analysed ex les from the data are used to illustrate four specific guiding principles underpinning this (re)orientation to learning. The study was one of two case studies funded by the University of South Australia as part of a larger project: Developing English Language and Intercultural Learning Capabilities. 1
Publisher: Mark Allen Group
Date: 09-07-2015
DOI: 10.12968/BJON.2015.24.13.686
Abstract: Older people with dysphagia are at high risk of malnutrition. To maintain safe oral and nutritional intake, solid food may be texture-modified. Little is known about the transition experiences of older people who move from normal to texture-modified foods. The aim of this study was to describe residents' experiences as they transitioned from normal food to texture-modified food. The study used a qualitative descriptive design and in idual interviews were conducted with a study group of 28 participants (residents, family members, nursing and care staff, and speech and language therapists). The interviews were thematically analysed. The findings suggest that transition creates the risk of distress, reducing eating to a matter of necessity and hunger, and that the process is perceived as abrupt, and characterised by lack of communication and awareness of the need for change. A key finding is that the language used during transition can be adversely affected by the management of risk. This language promotes a culture of care that emphasises the limitations of residents, reduces their motivation to eat and hinders the delivery of person-centred care. The findings suggest that care facilities for older people need to revisit their dysphagia management protocols to ensure that they support a person-centred approach for recipients of texture-modified food.
Publisher: John Benjamins Publishing Company
Date: 2010
DOI: 10.2104/ARAL1015
Abstract: In this paper we explore the provision of applied linguistics within Australian universities. We focus on how the ‘what’ of applied linguistics, as captured in scholarly definitions of the discipline, accords with the ‘where’, as captured in potential contexts of application as these are manifested in provision. In doing so, we examine the extent of any congruence or ergence between how applied linguistics is understood in the abstract and how it is realised in degree programs. Our findings, based an analysis of data collected via a survey of university websites, suggest that while the rhetoric around course offerings may suggest a wider view of the discipline, the content of applied linguistics programs generally reflects a narrower interpretation which aligns closely with observations often made as caveats to scholarly definitions and sees English language teaching as predominant
Publisher: SAGE Publications
Date: 18-12-2014
Publisher: Palgrave Macmillan UK
Date: 2016
Publisher: Informa UK Limited
Date: 04-10-2007
Publisher: Elsevier BV
Date: 11-2011
DOI: 10.1016/J.MEHY.2011.08.006
Abstract: The research and clinical literature portrays the thought disordered person as incapable of meaningful social interaction. This model views thought disorder exclusively as a brain dysfunction, evidenced by dysfunctions in speech. The study seeks to address this deficit model by investigating the interactional accomplishments of thought disordered people in clinical interviews. An analysis of clinical interview data. We investigate (1) what thought disordered people actually accomplish in interaction, and (2) how thought disordered people and their psychiatrists routinely communicate on matters consequential for treatment. This paper introduces a new perspective on the interactional achievements of people with thought disorder. The skills required by both parties during routine clinical interviews have not previously been recognised or described.
Publisher: Palgrave Macmillan UK
Date: 2011
Publisher: Emerald
Date: 04-2008
Publisher: SAGE Publications
Date: 08-2007
Abstract: This article describes an ongoing interdisciplinary research study1 with community-dwelling people living with dementia. The article focuses on one person living with dementia, her family and support group. Seven people were interviewed and their stories woven into one narrative. Our interest is in her self-identity, which we explore through a participatory story-telling approach. In gathering stories with all people who are significant in her life we have observed that what is driving the stories is an ethical imperative that is shared across her social network. We have described this as an imperative to `curate' her self-identity. `Curation' combines telling `about', `for' and potentially `with' the person living with dementia in interactions which reproduce and reconfirm her self-identity. We propose that the notion of curation offers a way in which people, research participants, significant others and health care professionals, can think differently about living with dementia. In particular, we argue that curation enables the person to be acknowledged in interaction as an in idual with a coherent, evolving identity which spans past, present and future.
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: Routledge
Date: 29-04-2020
Publisher: SERDI
Date: 2014
Abstract: People with dysphagia are at high risk of malnutrition. To maintain safe oral intake, solid food may be texture modified but this is associated with a reduction in the enjoyment of the eating experience. A recent approach to improving the enjoyment of eating texture-modified food has been to mould the food into the shape of the food that has been modified. The aim of this exploratory study was to describe and explain the mealtime experience of older people with dysphagia. Design: Qualitative and exploratory. Participants: In total, thirty five participants (nursing, care workers, lifestyle assistants, catering staff and residents) were involved in non-participant observations and in idual interviews for the qualitative assessment of the eating experience. Intervention: Moulded texture-modified food. The intervention occurred at lunchtime for a period of 3 consecutive days. Qualitative assessment: Non-participant observations and in idual interviews were conducted before and after the intervention. Analysis: Interpretative, descriptive and explanatory. Findings: Residents with dysphagia are separated from the dining experience and fostering good relationships between residents at mealtimes may lessen the effects of the challenging eating behaviours that often isolate residents with dysphagia from the dining environment. Non-moulded texture-modified food was viewed negatively by all participants and contributed to problems of interaction between care staff and residents by weakening those conversations and interactions that underpin the social dining experience. Residents also experienced difficulties adjusting to texture-modified food. Conclusion: Residents’ experience of adjustment to texture-modified food is difficult and non-moulded texture-modified meal that is unrecognisable and indescribable creates a problem of interaction between care staff and residents during mealtimes. The implementation of moulded texture-modified food has resulted in positive qualitative outcomes in the perception of texture-modified food and has improved the verbal interaction between care staff and residents.
Publisher: John Benjamins Publishing Company
Date: 31-12-2018
Publisher: Springer Netherlands
Date: 2014
Publisher: Palgrave Macmillan UK
Date: 2017
Publisher: Palgrave Macmillan UK
Date: 2010
Publisher: Informa UK Limited
Date: 25-08-2013
DOI: 10.1080/13557858.2013.828830
Abstract: To explore the process of decision-making of older people with limited English proficiency (LEP) about using a professional interpreter during their health care after stroke. A constructivist grounded theory approach was used. Up to two in-depth interviews were conducted with 13 older people with LEP from seven different language groups, and one older person who preferred to speak English, who had recently received health care after an acute stroke. Professional interpreters assisted with 19 of the 24 study interviews. Data were analysed and theoretical processes developed using a constant comparative method. Professional interpreters were not a strong presence in the health care experience after stroke for participants. The use of professional interpreters was a complex decision for participants, influenced by their perception of the language and health care expertise of themselves and others, their perceived position to make the decision and whom they trusted. Getting by in English allowed participants to follow rules-based talk of health professionals, but did not enable them to understand detailed information or explanation, or to engage in the management of their condition in a meaningful way. Health professionals have an opportunity and a mandate to demonstrate leadership in the interpreter decision by providing knowledge, opportunity and encouragement for people with LEP, to use an interpreter to engage in, and understand, their health care after stroke. Health professionals may need to advise when interpretation is needed for health care situations, when communication difficulties may not be anticipated by the person with LEP.
Publisher: Wiley
Date: 07-06-2012
DOI: 10.1111/J.1365-2648.2011.05719.X
Abstract: This paper is a report of a methodological review of language appropriate practice in qualitative research, when language groups were not determined prior to participant recruitment. When older people from multiple language groups participate in research using in-depth interviews, additional challenges are posed for the trustworthiness of findings. This raises the question of how such challenges are addressed. The Cumulative Index to Nursing and Allied Health Literature, Scopus, Embase, Web of Science, Ageline, PsycINFO, Sociological abstracts, Google Scholar and Allied and Complementary Medicine databases were systematically searched for the period 1840 to September 2009. The combined search terms of 'ethnic', 'cultural', 'aged', 'health' and 'qualitative' were used. In this methodological review, studies were independently appraised by two authors using a quality appraisal tool developed for the review, based on a protocol from the McMaster University Occupational Therapy Evidence-Based Practice Research Group. Nine studies were included. Consideration of language ersity within research process was poor for all studies. The role of language assistants was largely absent from study methods. Only one study reported using participants' preferred languages for informed consent. More ex les are needed of how to conduct rigorous in-depth interviews with older people from multiple language groups, when languages are not determined before recruitment. This will require both researchers and funding bodies to recognize the importance to contemporary healthcare of including linguistically erse people in participant s les.
Publisher: SAGE Publications
Date: 22-12-2019
Abstract: To identify and understand the linguistic expertise of psychiatrists in clinical interviews with patients experiencing thought disorder (TD). Qualitative analysis of 24 routine clinical interviews between psychiatrists and inpatients with TD. Psychiatrists demonstrated the expertise with which they navigated clinical interviews and accomplished shared goals with patients experiencing TD. These findings highlight the need to rethink the notion that such patients are incapable of productive communication. Capturing and describing psychiatrists’ tacit expertise provides a foundation for documenting an under-recognised skill set. Understanding such expertise could enhance the care of patients with TD, repositioning them as active participants in the accomplishment of shared therapeutic goals. Teaching these skills to mental health clinicians during their training would improve their ability to establish effective therapeutic relationships with these patients.
Publisher: Equinox Publishing
Date: 17-08-2015
Abstract: In recent years cognitive behavioral therapy (CBT), a form of psychotherapy, has risen to prominence due to a large number of studies attesting to its efficacy. A crucial part of the model of CBT is the use of the therapeutic strategy, homework, in which the client undertakes therapeutic tasks between sessions. The focus of this study is on how homework is implemented in sessions of CBT. This is undertaken through an analysis utilizing theme-orientated discourse analysis of video recorded sessions of CBT of one therapist and a client. Through tracking the focal theme of homework, the analysis focuses on homework as a face-threatening act (Brown and Levinson 1987) and how discursive strategies are employed to manage this issue. Other analytic themes include the use of frames (Goffman 1974) and constructed dialogue (Tannen 2007). It is the expertise of the therapist in putting into practice the therapeutic task of homework that is the subject of this study.
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Jonathan Crichton.