Reducing self-harm and suicidal behaviours in young people in WA. Aims: reduce self-harm and suicidal behaviours in young people by upskilling teachers and providing resources to respond rapidly to students at risk via an innovative intervention with near real-time measures of changes in vulnerability.
Significance: self-harm and suicidal behaviours are increasing at alarming rates in young people. Schools are ideally placed to respond but many struggle to do so. New regular measures and advance ....Reducing self-harm and suicidal behaviours in young people in WA. Aims: reduce self-harm and suicidal behaviours in young people by upskilling teachers and providing resources to respond rapidly to students at risk via an innovative intervention with near real-time measures of changes in vulnerability.
Significance: self-harm and suicidal behaviours are increasing at alarming rates in young people. Schools are ideally placed to respond but many struggle to do so. New regular measures and advanced machine learning algorithms measuring change in risk in real time will enable schools to respond in a timely and effective manner
and save lives.
Expected outcomes: a new intervention to reduce self-harm and suicidal behaviours in young people that measures fluctuations in risk via a Temporal Vulnerability Index.Read moreRead less
The role of social-emotional learning in attaining literacy and numeracy. This project aims to characterise variability in developmental pathways to literacy and numeracy, and the factors that contribute to this variation, utilising innovative analytical approaches and population data. This project expects to generate new knowledge regarding the role of school-based social-emotional learning programs in supporting children’s achievement of literacy and numeracy. Expected outcomes of the project ....The role of social-emotional learning in attaining literacy and numeracy. This project aims to characterise variability in developmental pathways to literacy and numeracy, and the factors that contribute to this variation, utilising innovative analytical approaches and population data. This project expects to generate new knowledge regarding the role of school-based social-emotional learning programs in supporting children’s achievement of literacy and numeracy. Expected outcomes of the project include enhanced collaboration with government to deliver policy-relevant information on the most effective targets and timing for delivering social-emotional programs that maximise academic learning. This should assist policy makers to develop better strategies to support every child’s academic achievement.Read moreRead less
Discovery Early Career Researcher Award - Grant ID: DE170100412
Funder
Australian Research Council
Funding Amount
$316,376.00
Summary
Self-regulation in children. This project aims to reconcile insights from education and cognitive psychology to develop an integrative model of self-regulation and evaluate it using a low-cost self-regulation intervention compatible with existing practices. Children with low self-regulation in the preschool years are likelier to have poorer intellectual, health, wealth and anti-social outcomes in adulthood. However, this knowledge has not yet yielded a framework for understanding self-regulatory ....Self-regulation in children. This project aims to reconcile insights from education and cognitive psychology to develop an integrative model of self-regulation and evaluate it using a low-cost self-regulation intervention compatible with existing practices. Children with low self-regulation in the preschool years are likelier to have poorer intellectual, health, wealth and anti-social outcomes in adulthood. However, this knowledge has not yet yielded a framework for understanding self-regulatory change, nor generated particularly successful methods for enacting this change. This project is expected to provide theory- and evidence-based strategies for parents, educators and governments to give young children the best possible start in life.Read moreRead less
Language for learning: Developing learning-oriented talk in long-day-care. This study aims to identify, for the first time, key features of infant-toddler long day care (LDC) environments that support or constrain the development and use of language as a critical tool for early learning. This project expects to generate new knowledge by investigating early LDC predictors of preschool language skills, and will deliver much-needed new evidence to inform LDC pedagogy and curriculum development and ....Language for learning: Developing learning-oriented talk in long-day-care. This study aims to identify, for the first time, key features of infant-toddler long day care (LDC) environments that support or constrain the development and use of language as a critical tool for early learning. This project expects to generate new knowledge by investigating early LDC predictors of preschool language skills, and will deliver much-needed new evidence to inform LDC pedagogy and curriculum development and practice and, ultimately, to improve long term educational outcomes. This will provide significant benefits, such as improving the quality of infant-toddler LDC programs, which stands to enhance children’s learning and life-long outcomes.Read moreRead less
A RCT of an education reengagement program for at-risk youth. A RCT of an education reengagement program for at-risk youth. This project aims to determine the best and most cost-effective way to help 12–15 year olds re-engage with school when they become at-risk for dropping out, by conducting a gold-standard randomized-control trial. 20% of Australians fail to attain a Year 12 or equivalent certificate, often for preventable reasons. Dropouts are more likely to be unemployed, have psychological ....A RCT of an education reengagement program for at-risk youth. A RCT of an education reengagement program for at-risk youth. This project aims to determine the best and most cost-effective way to help 12–15 year olds re-engage with school when they become at-risk for dropping out, by conducting a gold-standard randomized-control trial. 20% of Australians fail to attain a Year 12 or equivalent certificate, often for preventable reasons. Dropouts are more likely to be unemployed, have psychological, social, and health problems, and end up in prison. This project could influence implementation of programmes and policy related to youth dropout, promote youth economic, social and physical wellbeing, and decrease their chance of committing crimes and becoming a social burden.Read moreRead less
Optimising students’ academic trajectories: The role of growth (‘personal best’) goals. Too many students fail to reach their academic potential and, as a result, they risk being systematically denied a sense of academic ‘success’ and progress. Through a focus on academic growth (and ‘personal bests’), this research project traverses complex terrain to identify the role of growth goals and growth goal setting in students’ academic trajectories. It also tackles methodological challenges that have ....Optimising students’ academic trajectories: The role of growth (‘personal best’) goals. Too many students fail to reach their academic potential and, as a result, they risk being systematically denied a sense of academic ‘success’ and progress. Through a focus on academic growth (and ‘personal bests’), this research project traverses complex terrain to identify the role of growth goals and growth goal setting in students’ academic trajectories. It also tackles methodological challenges that have impeded research progress in this compelling area. Through strategic international and institutional links, the research program will identify innovative approaches to academic growth and growth goals that will significantly assist pedagogy and psychology aimed at optimising students’ academic potential.Read moreRead less
Using large scale modelling to understand reading development and dyslexia. This project aims to construct a computational model of reading that makes quantitative predictions about reading behaviour and dyslexia. It will test theories of reading development and dyslexia based on what they predict in terms of reading performance, predictions which many theories of dyslexia do not make. The model will be in English, French and Italian, which offer rich and constraining data to test the model. The ....Using large scale modelling to understand reading development and dyslexia. This project aims to construct a computational model of reading that makes quantitative predictions about reading behaviour and dyslexia. It will test theories of reading development and dyslexia based on what they predict in terms of reading performance, predictions which many theories of dyslexia do not make. The model will be in English, French and Italian, which offer rich and constraining data to test the model. The project is expected to explain the link between reading performance and underlying influences and why dyslexia manifests differently in different languages.Read moreRead less