ORCID Profile
0000-0002-4477-2366
Current Organisation
Queensland University of Technology
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Public Health and Health Services | Educational Psychology | Mental Health | Law | Psychology | Criminal Law and Procedure | Care For Disabled | Tort Law | Special Education | Education not elsewhere classified | Criminal Law | Tort Law
Mental Health | Ability and disability | Justice and the law not elsewhere classified | Education and Training Systems not elsewhere classified | Education and Training not elsewhere classified | Education policy | Mental health | Special education | Justice and the Law not elsewhere classified |
Publisher: Springer International Publishing
Date: 2017
Publisher: Routledge
Date: 20-08-2019
Publisher: Elsevier BV
Date: 05-2013
Publisher: Cambridge University Press (CUP)
Date: 23-11-2016
DOI: 10.1017/JGC.2016.23
Abstract: Students with developmental disabilities have many challenges with learning and adaptive behaviour, as well as a higher prevalence rate of mental health problems. Although there is a substantial body of evidence for efficacious interventions for enhancing resilience and promoting mental health in typically developing children, very few programs have been modified for use with students with developmental disabilities. In this article we present two interventions (Aussie Optimism and the Resourceful Adolescent Program) that have been rigorously tested with typically developing students and subsequently adapted and evaluated for their effectiveness for students with developmental disabilities. The article highlights the critical importance of using interventions with a robust evidence base, and the important role for school psychologists and counsellors in program selection, implementation, and evaluation.
Publisher: Informa UK Limited
Date: 02-07-2020
Publisher: Mary Ann Liebert Inc
Date: 08-2009
Abstract: While the subject of cyberbullying of children and adolescents has begun to be addressed, less attention and research have focused on cyberbullying in the workplace. Male-dominated workplaces such as manufacturing settings are found to have an increased risk of workplace bullying, but the prevalence of cyberbullying in this sector is not known. This exploratory study investigated the prevalence and methods of face-to-face bullying and cyberbullying of males at work. One hundred three surveys (a modified version of the revised Negative Acts Questionnaire [NAQ-R]) were returned from randomly selected members of the Australian Manufacturing Workers' Union (AMWU). The results showed that 34% of respondents were bullied face-to-face, and 10.7% were cyberbullied. All victims of cyberbullying also experienced face-to-face bullying. The implications for organizations' "duty of care" in regard to this new form of bullying are indicated.
Publisher: Emerald
Date: 20-06-2023
DOI: 10.1108/JOSM-12-2022-0382
Abstract: Online trolling is a detrimental behavior for consumers and service businesses. Although online trolling research is steadily increasing, service research has yet to thoroughly explore how this behavior impacts businesses. Further, the role of bystanders, consumers who witness a victim (business) being trolled, remains largely unexplored. The purpose of this paper is thus to introduce online trolling to the service literature and begin to identify when (types of online troll content) and why (empathy and psychological reactance) bystanders are likely to intervene and support a service business being trolled by posting positive eWOM. This research uses a two-study (Study 1 n = 313 Study 2 n = 472) experimental design with scenarios of a service business experiencing online trolling (moral versus sadistic). Participants' responses as bystanders were collected via an online survey. Results reveal bystanders are more likely to post positive eWOM to support a service organization experiencing sadistic trolling. Psychological reactance is shown to mediate the relationship between trolling type and positive eWOM. Further, spotlight analysis demonstrates that bystanders with higher levels of empathy are more likely to post positive eWOM, whereas bystanders with low levels of empathy are likely to have a significantly higher level of psychological reactance. This research is among the first in the service literature to specifically explore the consumer misbehavior of online trolling. Further, it provides new perspectives to online trolling by probing the role of bystanders and when and why they are likely to support service organizations being trolled.
Publisher: Informa UK Limited
Date: 06-03-2014
Publisher: Informa UK Limited
Date: 13-08-2021
Publisher: Springer International Publishing
Date: 2017
Publisher: Wiley
Date: 30-05-2018
Publisher: John Benjamins Publishing Company
Date: 19-05-2020
DOI: 10.1075/NI.18031.ABK
Abstract: Researchers need to be cautious and reflective about the boundaries between narrative research and narrative intervention. Pursuing the ethics of care and the responsive and responsible practice of narrative inquiry obliges qualitative researchers to remain sensitive about the implications of engaging participants in narrative inquiry. This is accentuated with narrative inquiry into the life experiences of marginalised or disempowered populations. This study explored the implications of engaging recently resettled young African participants in narrative inquiry interviews. Thematic analysis uncovered four themes and 11 subthemes from the interviews. The Future Career Autobiography (FCA Rehfuss, 2009 , 2015 ) was used to understand these participants’ narrative themes and explore the possibility of narrative change as a result of participating in narrative inquiry interviews. The findings illustrate the transformative function of narrative inquiry as uncovered by the FCA, and how narrative inquiry could potentially cross a boundary with narrative interventions such as narrative career counselling.
Publisher: Elsevier
Date: 2018
Publisher: Cambridge University Press (CUP)
Date: 12-2012
DOI: 10.1017/JGC.2012.29
Abstract: Is there a point where parental effort can be too much? While the link between parenting effort and the wellbeing of children has been firmly established, contemporary discussion has proposed that extreme levels of parental protection of and responsiveness to children could be counterproductive. Research has not yet addressed this phenomenon to ascertain if overparenting is a genuinely different type of parenting approach. The purpose of the present study was to gain insight into the parenting actions considered by parenting professionals (psychologists and school guidance counsellors) to be overparenting. One hundred and twenty-eight professionals responded to an online survey about their observations of overparenting, with eighty-six respondents providing lists of the types of actions they believed were behavioural ex les of the term. The survey data revealed that certain types of actions were considered to be indicative of overparenting, and that particular beliefs and outcomes may be involved in this parenting approach. Implications for parenting advice and education programs, and further research are discussed.
Publisher: Informa UK Limited
Date: 21-08-2018
Publisher: Wiley
Date: 23-10-2017
DOI: 10.1002/JCLP.22376
Abstract: Although developed for adults, the Depression Anxiety Stress Scales-Short Version (DASS-21) has been used in many research studies with adolescent s les. Evidence as to the applicability of the DASS subscale scores to represent the distinct states of depression, anxiety, and stress as experienced by adolescents is mixed, and the age at which it may be possible to differentiate these 3 states using the DASS-21 has not yet been determined. This study evaluated evidence for a multifactor structure in the DASS-21 in adolescents and the specificity of the 3 subscales for adolescents in general and at different ages. Data were from a large cross-sectional survey of 2,873 school students in Grades 6-12 (aged 12-18 years) in Australia. We conducted confirmatory bifactor analyses testing a general mental health distress factor and 3 domain-specific factors for anxiety, depression, and stress for the whole s le and across gender by age groups. The internal consistency reliability of the DASS total and subscale scores was determined using omega coefficients. Analyses identified that most of the variation in the items was explained by the dominance of a single, general factor and the subscales lacked specificity across all age groups. The DASS-21 can be reliably used to measure general distress in adolescents, but the subscales fail to discriminate between the 3 states. Our results indicate that this lack of discrimination does not reduce with increasing age. These findings caution against the use of adult theoretical models and measures within adolescent populations.
Publisher: Korean Counseling Association
Date: 31-12-2014
DOI: 10.18401/2014.4.2.9
Publisher: Springer International Publishing
Date: 29-09-2017
Publisher: Springer Science and Business Media LLC
Date: 19-07-2019
Publisher: Informa UK Limited
Date: 04-12-2022
Publisher: Informa UK Limited
Date: 26-05-2017
Publisher: Springer Science and Business Media LLC
Date: 03-11-2017
DOI: 10.1007/S00038-016-0915-8
Abstract: This study measured bullying roles across an academic year and examined how change in bullying experiences is associated with symptoms of depression, psychological distress, and suicidal ideation among adolescents in Vietnam. 1424 students in middle and high schools completed two self-administered questionnaires, six months apart in 2014-2015. Students who were victimised often and those who were classified as highly involved as both victims and bullies at one or both survey times showed significantly higher levels of depression, psychological distress, and suicidal ideation than other students. The mental health of adolescents who were involved in bullying as a victim or bully remained at low levels was generally similar to those not involved in any bullying. However, females who had stable but low level in victimisation or bully-victim status had worse mental health than males with stable-low-level exposure. This is the first longitudinal analysis of bullying among adolescents in Vietnam. Persistent and frequent bullying was strongly linked with poor mental health for males and females. A new observation is that Vietnamese girls appear to be more sensitive to low level but long-term bullying involvement than were boys.
Publisher: Elsevier
Date: 2018
Publisher: Mary Ann Liebert Inc
Date: 12-2012
Abstract: Research has consistently found that school students who do not identify as self-declared completely heterosexual are at increased risk of victimization by bullying from peers. This study examined heterosexual and nonheterosexual university students' involvement in both traditional and cyber forms of bullying, as either bullies or victims. Five hundred twenty-eight first-year university students (M=19.52 years old) were surveyed about their sexual orientation and their bullying experiences over the previous 12 months. The results showed that nonheterosexual young people reported higher levels of involvement in traditional bullying, both as victims and perpetrators, in comparison to heterosexual students. In contrast, cyberbullying trends were generally found to be similar for heterosexual and nonheterosexual young people. Gender differences were also found. The implications of these results are discussed in terms of intervention and prevention of the victimization of nonheterosexual university students.
Publisher: Wiley
Date: 18-10-2013
DOI: 10.1002/PITS.21728
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.
Publisher: Informa UK Limited
Date: 24-02-2020
Publisher: Cambridge University Press (CUP)
Date: 12-2010
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.
Publisher: Cambridge University Press (CUP)
Date: 11-12-2015
DOI: 10.1017/JGC.2015.24
Abstract: The current study explored the reasons that primary school teachers reported were tipping points for them in deciding whether or not and when to refer a child to the school student support team for excessive anxiety. Twenty teachers in two Queensland primary schools were interviewed. Content analysis of interview transcripts revealed six themes reflecting teachers’ perceived reasons for deciding to refer anxious children: (1) impact on learning (2) atypical child behaviour (3) repeated difficulties that do not improve over time (4) poor response to strategies (5) teachers’ need for support and (6) information from parents/carers. Teachers considered different combinations of reasons and had many different tipping points for making a referral. Both teacher- and system-level influences impacted referral decisions. Implications and future research are discussed.
Publisher: IGI Global
Date: 04-2016
DOI: 10.4018/IJCBPL.2016040104
Abstract: Social networking sites are changing the way in which young people develop and maintain friendships and relationships. This study investigated the relationship between level of Facebook addiction, Facebook behaviors, gender, and intimacy development in emerging adults. Participants were 273 university students aged 18 to 25. They completed an online questionnaire that measured their level of Facebook addiction, what they do on Facebook, and their ability to form intimate relationships. A gender difference was found with long distance, passive, active photo, and organizing behaviors relating to high levels of Facebook addiction in females, whereas gaming was related to high levels of Facebook addiction in males. Intimacy development was related to high Facebook use and long distance, active photo, and organizing behaviors, but not to the level of Facebook addiction. Implications regarding the identification of at-risk for addiction emerging adults are discussed.
Publisher: Springer International Publishing
Date: 2020
Publisher: SAGE Publications
Date: 29-05-2022
DOI: 10.1177/18369391221104353
Abstract: Early childhood education and care is recognised as extremely important for the health, education and welfare of all children. As Australia is a multicultural society then the early childhood education and care workforce needs to reflect the proportion of the population who were born overseas in non–English-speaking countries, often referred to Culturally and Linguistic Diverse in iduals. With the staff shortages in the sector, we propose that supporting students in initial teacher training from a CALD background is important. Several ways to accomplish this goal are discussed.
Publisher: Elsevier BV
Date: 09-2020
Publisher: OpenEdition
Date: 03-2015
DOI: 10.4000/DSE.835
Publisher: Informa UK Limited
Date: 07-2015
DOI: 10.1017/EDP.2015.8
Publisher: Elsevier BV
Date: 04-2018
Publisher: Elsevier BV
Date: 08-2015
Publisher: Springer Science and Business Media LLC
Date: 07-05-2014
Publisher: SAGE Publications
Date: 24-09-2014
Abstract: Acting in the best interests of students is central to the moral and ethical work of schools. Yet tensions can arise between principals and school counsellors as they work from at times opposing professional paradigms. In this article we report on principals’ and counsellors’ responses to scenarios covering confidentiality and the law, student/teacher relationships, student welfare and psychological testing of students. This discussion takes place against an examination of ethics, ethical dilemmas and professional codes of ethics. While there were a number of commonalities among principals and school counsellors that arose from their common belief in education as a moral venture, there were also some key differences among them. These differences centred on the principals’ focus on the school as a whole and counsellors’ focus on the welfare of the in idual student. A series of recommendations is offered to assist principals to navigate ethical dilemmas such as those considered in this article.
Publisher: Springer Science and Business Media LLC
Date: 02-1994
DOI: 10.1007/BF02169258
Abstract: Autonomic dysreflexia is an uninhibited sympathetic response evoked by a strong sensory input below the level of the injury in patients with spinal cord injury. As presented in this case, autonomic dysreflexia can be associated with unusual symptoms such as Horner's syndrome. An 18-year-old man with a traumatic spinal cord injury (C7 AIS A) experienced symptoms of unilateral Horner's syndrome: miosis, ptosis and anhidrosis which occurred simultaneously with symptoms of autonomic dysreflexia: severe headache accompanied by increasing right-sided diaphoresis, flushing, blurred vision, and increased blood pressure. These symptoms were triggered by bladder distention and were resolved after catheterisation. The patient experienced a transient Horner's syndrome due to autonomic dysreflexia. Both Horner's syndrome and symptoms of autonomic dysreflexia resolved when eliminating the eliciting stimulus, indicating that Horner's syndrome occurred due to a transient pressure on the sympathetic fibres supplying the superior cervical ganglion. Autonomic dysreflexia may have caused increased pressure disrupting the sympathetic input, thus inducing unilateral miosis, ptosis, and facial anhidrosis.
Publisher: Edith Cowan University
Date: 05-2013
Publisher: Informa UK Limited
Date: 07-2019
DOI: 10.1017/EDP.2019.3
Publisher: Informa UK Limited
Date: 02-01-2020
Publisher: SAGE Publications
Date: 10-07-2017
Abstract: Most of the published research on cyberbullying has been conducted with children and adolescents, so little is known about cyberbullying in other populations. This study examined cyberbullying within an emerging adult population in a university setting ( N = 282), and explored what coping strategies these in iduals intended to use in response to future cyberbullying incidents. Blocking of the sender of the bullying message was found to be the most frequent intention to cope with cyberbullying among these emerging adults. It was also found that both gender and victimisation status (i.e., whether the emerging adult had, in the preceding twelve months, been a victim of cyberbullying) influenced coping strategy intentions. The implications for practice and future research are discussed.
Publisher: Cambridge University Press (CUP)
Date: 05-02-2016
DOI: 10.1017/JGC.2015.29
Abstract: A high level of parental involvement is widely considered to be essential for optimal child and adolescent development and wellbeing, including academic success. However, recent consideration has been given to the idea that extremely high levels of parental involvement (often called ‘overparenting’ or ‘helicopter parenting’) might not be beneficial. This study used a newly created overparenting measure, the Locke Parenting Scale (LPS), to investigate the association of overparenting and children's homework. Eight hundred and sixty-six parents completed online questionnaires about their parenting beliefs and intentions, and their attitudes associated with their child's homework. Parents with higher LPS scores tended to take more personal responsibility for the completion of their child's homework than did other parents, and ascribed greater responsibility for homework completion to their child's teacher. However, increased perceived responsibility by parents and teachers was not accompanied by a commensurate reduction in what they perceived was the child's responsibility. Future research should examine whether extreme parental attitudes and reported behaviours translate to validated changes in actual homework support.
Publisher: Informa UK Limited
Date: 06-02-2020
Publisher: BENTHAM SCIENCE PUBLISHERS
Date: 26-06-2016
Publisher: SAGE Publications
Date: 13-04-2021
DOI: 10.1177/08862605211006355
Abstract: School bullying is a global phenomenon with teachers often at the forefront of responding to this behavior. It is, therefore, important that teachers are able both to understand and articulate what bullying is and to recognize bullying behavior. Ninety-five Australian early childhood teachers participated in an online survey to define bullying, fighting and identify the differences between the two behaviors. They were also asked to identify from 20 scenarios whether the behaviors depicted traditional bullying behaviors, cyberbullying behaviors, non-bullying face-to-face behaviors or non-cyberbullying behaviors. Results found that teachers described some of the three characteristics of bullying, that is, the intention to harm, power difference, and repetition however, many teachers had difficulty clearly explaining the distinguishing differences between bullying and fighting. The majority of teachers identified the bullying behaviors in the scenarios however, some teachers misinterpreted some non-bullying behaviors as bullying. The need to increase teacher’s knowledge of bullying to support the prevention and intervention of bullying are discussed.
Publisher: Elsevier BV
Date: 02-2013
DOI: 10.1016/J.RIDD.2012.11.008
Abstract: The rate of emotional and behavioural disturbance in children with intellectual disability (ID) is up to four times higher than that of their typically developing peers. It is important to identify these difficulties in children with ID as early as possible to prevent the chronic co-morbidity of ID and psychopathology. Children with ID have traditionally been assessed via proxy reporting, but appropriate and psychometrically rigorous instruments are needed so that children can report on their own emotions and behaviours. In this study, the factor structure of the self-report version of the Strengths and Difficulties Questionnaire (SDQ) was examined in a population of 128 children with ID (mean age=12 years). Exploratory and Confirmatory Factor Analysis showed a three factor model (comprising Positive Relationships, Negative Behaviour and Emotional Competence) to be a better measure than the original five factor SDQ model in this population.
Publisher: Springer Science and Business Media LLC
Date: 17-08-2020
Publisher: Informa UK Limited
Date: 08-05-2018
Publisher: Wiley
Date: 18-04-2021
DOI: 10.1111/JOSH.13020
Publisher: Informa UK Limited
Date: 09-01-2017
DOI: 10.1080/13548506.2016.1271953
Abstract: Although many cross-sectional studies have examined bullying experiences and correlated factors among adolescents in schools, relatively little is known about the extent to which bullying roles are stable or fluid over time. This short-term quantitative longitudinal study in Vietnam examined temporal patterns and predictors of bullying roles over an academic year. A total of 1424 middle and high school students aged 12-17 years completed two anonymous, self-administered questionnaires six months apart in 2014 and 2015. Young people were classified into different bullying roles as follow: not-involved (38.9%), victims only (24%), bullies only (6.6%), and bully-victims (40.4%) across the two times. About 60% of all surveyed students experienced bullying either as victim, bully, or bully-victim during the year. Of these students, nearly three in four indicated unstable bullying roles over time. Multivariate multinomial logistic regressions indicated factors ranging from in idual (age, gender, and mental health) to family (social support, parental supervision and monitoring, witnessing parental violence, and conflict with siblings), school (perceived social support, teachers' attempt to stop bullying at school), and peers (social support, students' attempt to stop bullying at school) have significant associations with levels of bullying involvement. Implications for bullying prevention programs nationally and internationally are discussed.
Publisher: Routledge
Date: 16-07-2017
Publisher: Informa UK Limited
Date: 12-2019
DOI: 10.1017/EDP.2019.12
Publisher: Informa UK Limited
Date: 02-04-2016
Publisher: Springer Science and Business Media LLC
Date: 14-09-2017
Publisher: Cambridge University Press (CUP)
Date: 07-2005
DOI: 10.1375/AJGC.15.1.68
Abstract: Although technology provides numerous benefits to young people, it also has a ‘dark side’, as it can be used for harm, not only by some adults but also by the young people themselves. E-mail, texting, chat rooms, mobile phones, mobile phone cameras and web sites can and are being used by young people to bully peers. It is now a global problem with many incidents reported in the United States, Canada, Japan, Scandinavia and the United Kingdom, as well as in Australia and New Zealand. This growing problem has as yet not received the attention it deserves and remains virtually absent from the research literature. This article explores definitional issues, the incidence and potential consequences of cyber bullying, as well as discussing possible prevention and intervention strategies.
Publisher: Cambridge University Press (CUP)
Date: 04-09-2013
DOI: 10.1017/JGC.2013.15
Abstract: School guidance counsellors worldwide seek ways of providing appropriate professional assistance to all students. While young people integrate online technology into their daily lives and go online for information and to communicate with each other, school counsellors in Australia are not offering online support to students. This cross-sectional study reported on the reluctance of school counsellors to offer online counselling and the reasons for this. A survey was developed focusing on the intention to offer online counselling based on indicative factors favouring the use of this initiative. 210 school guidance counsellors completed the survey online, which showed that there is conditional support for the introduction of online counselling into the school setting. Counsellors indicated that they would use online counselling if students accepted its use in the school setting though they question how genuine students would be in its use. Most respondents reported a lack of confidence in understanding the ethical and legal implications of online counselling. However, the majority of participants were prepared to undertake further professional development in this mode of counselling. Additionally, they sought confirmation of the effectiveness of counselling students online before committing themselves to it. The implications for school guidance practice are discussed.
Publisher: Springer Science and Business Media LLC
Date: 05-07-2023
Publisher: Bentham Science Publishers Ltd.
Date: 15-05-2015
DOI: 10.2174/1874350101508010133
Abstract: Loneliness is a subjective distressing feeling of being disconnected from a desired group or intimate relationship. Most children and adolescents experience loneliness at some time but for 10-20% of young people it can be severe and chronic. While there are many avenues for help for distressed young people, such as friends and family as well as the professional help of counselors and psychologists, lonely young people often do not seek help. Telephone help-lines are one way to assist young people in difficulty which is cost effective, accessible and anonymous. Many countries provide this free or low cost help with specific services for youth either by telephone or online. From the call records of help-lines however, it would seem that lonely young people do not often utilize these services. The reasons for this apparent reluctance are discussed.
Publisher: Springer Science and Business Media LLC
Date: 31-08-2017
Publisher: Informa UK Limited
Date: 06-09-2017
Publisher: Informa UK Limited
Date: 02-2009
Publisher: SAGE Publications
Date: 18-07-2015
Abstract: This study investigated bullying among siblings in both traditional and cyber forms, and the associations of gender, grade, peer bullying perpetration, trait anger, and moral disengagement. The participants were 455 children in Grades 5 to 12 (262 girls and 177 boys with 16 unknown gender) who had a sibling. As the number of siblings who only bullied by technology was low, these associations were not able to be calculated. However, the findings showed that the percentage of sibling traditional bullying perpetration (31.6%) was higher than peer bullying perpetration (9.8%). Sibling bullies reported engaging in complex behaviors of perpetration and victimization in both the physical and in cyber settings, although the number was small. Gender, trait anger, moral disengagement, and bullying peers at school (but not grade) were all significantly associated with sibling traditional bullying perpetration. The implications of the findings are discussed for bullying intervention and prevention programs to understand childhood bullying in erse contexts.
Publisher: Springer Science and Business Media LLC
Date: 28-05-2021
Publisher: Cambridge University Press (CUP)
Date: 03-03-2020
DOI: 10.1017/JGC.2020.5
Abstract: The increasing tendency of immigration and forced migration practices around the world has made countries’ populations culturally and linguistically erse. Australia is considered one of the most culturally erse countries in the world. Consequently, the proportion of school-aged children with different culture and language is also increasing. Thus, school psychologists and guidance counsellors face the challenge of designing fair assessment practices and sound interventions for culturally and linguistically erse (CALD) students who experience difficulties with their learning. Although many multicultural countries have extensive research regarding the assessment of learning difficulties in CALD students, Australia lacks this research. This study explored the most common assessment strategies that school psychologists and guidance counsellors usually implement in their assessment of CALD students. These results were then compared to a best practice model from the literature. In order to understand the current practices of school psychologists and counsellors in Australia who have assessed CALD children, a survey was administered to 34 school psychologists and counsellors. It was found that the reported strategies and protocols were very close to the ones proposed by experts, which was an unexpected outcome of this study. Implications for school psychologists and counsellors are discussed.
Publisher: Springer Science and Business Media LLC
Date: 17-01-2019
Publisher: Cambridge University Press
Date: 2018
Publisher: Springer New York
Date: 2014
Publisher: Springer International Publishing
Date: 2017
Publisher: SAGE Publications
Date: 26-07-2016
Abstract: Online relationship formation through social networking sites helps to meet the developmental need for intimacy in emerging adults. Through the use of the rich get richer and the social compensation hypotheses, it is evident that personality characteristics such as extraversion and introversion impact online relationship formation. However, there is a lack of research on the amount of relational benefits, in terms of social capital, accrued from these relationships. This study addressed this issue by examining how the online communication styles of extraverts and introverts mediate the relationship between the personality variables and the accumulation of online social capital. Support for the rich get richer hypothesis was found, with extraversion leading to the accumulation of bonding social capital. This relationship was mediated by the active communication behaviors of extraverts.
Publisher: Springer Science and Business Media LLC
Date: 18-05-2019
Publisher: Elsevier BV
Date: 07-2015
DOI: 10.1016/J.PHARMTHERA.2015.03.004
Abstract: Protein kinases are one of the most studied drug targets in current pharmacological research, as evidenced by the vast number of kinase-targeting agents enrolled in active clinical trials. Dual-specificity Tyrosine phosphorylation-Regulated Kinase 1A (DYRK1A) has been much less studied compared to many other kinases. DYRK1A primary function occurs during early development, where this protein regulates cellular processes related to proliferation and differentiation of neuronal progenitor cells. Although most extensively characterised for its role in brain development, DYRK1A is over-expressed in a variety of diseases including a number of human malignancies, such as haematological and brain cancers. Here we review the accumulating molecular studies that support our understanding of how DYRK1A signalling could underlie these pathological functions. The relevance of DYRK1A in a number of diseases is also substantiated with intensive drug discovery efforts to develop potent and selective inhibitors of DYRK1A. Several classes of DYRK1A inhibitors have recently been disclosed and some molecules are promising leads to develop DYRK1A inhibitors as drugs for DYRK1A-dependent diseases.
Publisher: Cambridge University Press (CUP)
Date: 07-08-2017
DOI: 10.1017/JSE.2017.5
Abstract: All forms of bullying, physical, verbal, social, and cyber, are prevalent among youth worldwide. An especially vulnerable population for involvement in bullying is students with an autism spectrum disorder (ASD). Although there are some studies that have investigated bullying in these students, many of these are beset by methodological issues. We surveyed 104 students with ASD on their bullying experiences in all 4 forms of bullying and examined their roles as victim, perpetrator, and bully-victim, comparing them with a group of typically developing students matched for age and gender. It was found that students with ASD reported significantly more traditional victimisation (physical, verbal, and social) than their typically developing peers. Cyberbullying victimisation was similar for the 2 groups. There were no differences between the groups on traditional bullying perpetration however, typically developing students reported more cyberbullying perpetration behaviours. Implications for prevention and intervention are discussed.
Publisher: Informa UK Limited
Date: 19-02-2023
Publisher: Cambridge University Press (CUP)
Date: 28-09-2017
DOI: 10.1017/JSE.2017.6
Abstract: In this qualitative study, we explored the perspectives of 10 adolescents with a diagnosis of autism spectrum disorder (ASD) and their experiences of bullying. Through in idual semistructured interviews, they were asked to describe their understandings and experiences of bullying. Details of their experiences are described as well as the perceived impact on the students and their schooling. Data analysis revealed a number of common experiences including high rates of traditional bullying and more specifically verbal bullying, with fewer incidents of cyberbullying reported. In support of literature in the area, the results of the study indicate that bullying can be a significant inhibitor, which may prevent students with ASD from taking full advantage of their schooling. Listening to and reflecting on the voices and personal stories of adolescent students with ASD is critically important for developing more supportive approaches to their education and needs. The reports of bullying by students on the autism spectrum emphasises the need for more effective interventions and management strategies to be implemented in a whole-school approach as well as targeted strategies to prevent bullying experiences for this particular population of students.
Publisher: Springer International Publishing
Date: 2017
Publisher: Informa UK Limited
Date: 10-2021
Publisher: Springer International Publishing
Date: 2017
Publisher: Informa UK Limited
Date: 19-03-2015
Publisher: Wiley
Date: 11-12-2020
DOI: 10.1111/SJOP.12502
Abstract: Bullying is a perplexing and persistent problem with negative consequences for all involved. Schools are assigned considerable responsibility for the management of bullying because of its prevalence amongst youth. Despite considerable efforts over decades to curtail bullying through the use of anti-bullying policies and other school-based interventions, the rates of young people who frequently bully has not decreased significantly. Motivational Interviewing (MI) is a relational and affirming conversational method that strengthens an in idual's motivation and commitment to change, overcoming ambivalence toward the problem. The aim of the current study was to provide preliminary insight into the feasibility of incorporating MI into student service repertoires for addressing bullying. Ten staff participants from six secondary schools, who had roles in bullying intervention within their respective schools, were offered training in MI and invited to use and monitor this method in their practice as an intervention for students who perpetrate bullying. Results indicated a number factors which influenced the uptake of MI in schools. Facilitators enabling the use of MI included practitioner's professional background, administrative support, training and implementation of MI. Barriers to the use of MI included time pressure and administrative expectations, school roles and system limitations, and preconceptions and the stigma of bullying.
Publisher: Springer Netherlands
Date: 2007
Publisher: Cambridge University Press (CUP)
Date: 2015
DOI: 10.1017/JRR.2015.8
Abstract: An exploratory qualitative study was conducted to examine the perceptions and attitudes of both school counsellors and students to online counselling. Focus groups were conducted with two groups of school counsellors and six groups of secondary students. It was found that counsellors were hesitant to use online counselling because they were not convinced that it was effective, and without the necessary online skills, they were concerned they would not be competent to deal with potential litigious and security pitfalls. Students were generally positive about the opportunity to access the school counsellor online. Implications for practice and future research are discussed.
Publisher: IGI Global
Date: 2012
DOI: 10.4018/978-1-61350-204-4.CH001
Abstract: A substantial group of young people experience mental health problems, which impact their educational development and subsequent wellbeing. Of those who do suffer from mental health issues, a minority of these seek appropriate professional assistance. This paucity of help seeking behaviours among young people is a challenge for counsellors. Whereas adults who suffer mental health issues have increasingly turned to the internet for assistance, it is interesting that when young people, whose social lives are increasingly dependent on the communication technologies, are not catered to as much as adults by online counselling. One small online counselling pilot program conducted at a Queensland secondary school for three years (from 2005-2007) (Glasheen & C bell, 2009) offered anonymous live-time counselling from the school counsellor (via a secure chat room) to students through the school’s website. Findings indicated that boys were more likely to use the service than girls. All participants transitioned to face-to-face counselling, and all reported it was beneficial. This pilot study attested to the potential of online counselling. However, school counselors, as a professional group, have been hesitant to utilise online counselling as part of their service delivery to young people in schools. This chapter concludes by identifying reasons for this reluctance and possible initiatives to increase online support for young people in schools.
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Cambridge University Press (CUP)
Date: 12-2010
Abstract: Bullying in all its forms, including cyberbullying, is a continuing problem in schools. Given the severe consequences it can have on students (socially, psychologically and physically) it is not surprising that a number of intervention programs have been developed, with most advocating a whole-school approach. The current study compared students' self-reports on bullying between schools with and without a Philosophy for Children (P4C) approach. A s le of 35 students in the P4C school and a matched s le of 35 students in other schools between the ages of 10 and 13 completed the Student Bullying Survey. Results indicated that while there were significant differences in incidences of face-to-face bullying, there were similar results from both cohorts in relation to cyberbullying. Both groups of students felt that teachers were more likely to prevent face-to-face bullying than cyberbullying. Findings indicate that teachers and guidance counsellors need to be as overt in teaching strategies about cyberbullying as they are in teaching strategies about reducing face-to-face bullying.
Publisher: Informa UK Limited
Date: 09-2008
Publisher: Mary Ann Liebert Inc
Date: 06-2010
Abstract: Children and adolescents now communicate online to form and/or maintain relationships with friends, family, and strangers. Relationships in "real life" are important for children's and adolescents' psychosocial development however, they can be difficult for those who experience feelings of loneliness and/or social anxiety. The aim of this study was to investigate differences in usage of online communication patterns between children and adolescents with and without self-reported loneliness and social anxiety. Six hundred twenty-six students ages 10 to 16 years completed a survey on the amount of time they spent communicating online, the topics they discussed, the partners they engaged with, and their purposes for communicating over the Internet. Participants were administered a shortened version of the UCLA Loneliness Scale and an abbreviated subscale of the Social Anxiety Scale for Adolescents (SAS-A). Additionally, age and gender differences in usage of the online communication patterns were examined across the entire s le. Findings revealed that children and adolescents who self-reported being lonely communicated online significantly more frequently about personal and intimate topics than did those who did not self-report being lonely. The former were motivated to use online communication significantly more frequently to compensate for their weaker social skills to meet new people. Results suggest that Internet usage allows them to fulfill critical needs of social interactions, self-disclosure, and identity exploration. Future research, however, should explore whether or not the benefits derived from online communication may also facilitate lonely children's and adolescents' offline social relationships.
Publisher: Cambridge University Press
Date: 2018
Start Date: 2008
End Date: 12-2011
Amount: $268,967.00
Funder: Australian Research Council
View Funded ActivityStart Date: 2008
End Date: 12-2011
Amount: $185,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 06-2011
End Date: 12-2014
Amount: $108,958.00
Funder: Australian Research Council
View Funded ActivityStart Date: 02-2012
End Date: 12-2016
Amount: $143,226.00
Funder: Australian Research Council
View Funded Activity