ORCID Profile
0000-0002-4666-2128
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Psychology | Public Health and Health Services | Nursing | Mental Health | Health, Clinical And Counselling Psychology | Care For Disabled | Environmental And Occupational Health And Safety | Industrial And Organisational Psychology | Special Education | Mental Health Nursing | Criminology | Educational Psychology |
Mental health | Ability and disability | Education and Training Systems not elsewhere classified | Nursing | Special education | Health education and promotion | Mental Health | Secondary education | Occupational health (excl. economic development aspects) | Mental Health Services
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: SAGE Publications
Date: 26-02-2010
Abstract: This article reports on the development of a school-based intervention to reduce risk taking and associated injuries. There is limited but important evidence that intervention design should ensure participation does not lead to an increase in target risk behaviors with some studies in alcohol and drug prevention finding unexpected negative effects. The short-term evaluation of Skills for Preventing Injury in Youth (SPIY) examined change in interpersonal violence, alcohol use, and transport-related risks. Intervention ( n = 360) and comparison ( n = 180) students were surveyed pre- and postintervention. A qualitative analysis based on focus groups (70 students) explored experiences of change. Findings indicate significant positive changes reinforced by students’ reports. A decrease in reported risk taking for the intervention group and an increase in the comparison group were observed. These findings endorse SPIY as a useful curriculum approach to reducing injuries and lend support to the future conduct of a long-term outcome evaluation.
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: 12-04-2016
DOI: 10.1007/S10567-016-0203-4
Abstract: Despite an increased risk of mental health problems in adolescents with autism spectrum disorder (ASD), there is limited research on effective prevention approaches for this population. Funded by the Cooperative Research Centre for Living with Autism, a theoretically and empirically supported school-based preventative model has been developed to alter the negative trajectory and promote wellbeing and positive mental health in adolescents with ASD. This conceptual paper provides the rationale, theoretical, empirical and methodological framework of a multilayered intervention targeting the school, parents and adolescents on the spectrum. Two important interrelated protective factors have been identified in community adolescent s les, namely the sense of belonging (connectedness) to school and the capacity for self and affect regulation in the face of stress (i.e. resilience). We describe how a confluence of theories from social psychology, developmental psychology and family systems theory, along with empirical evidence (including emerging neurobiological evidence), supports the interrelationships between these protective factors and many indices of wellbeing. However, the characteristics of ASD (including social and communication difficulties, and frequently difficulties with changes and transitions, and diminished optimism and self-esteem) impair access to these vital protective factors. The paper describes how evidence-based interventions at the school level for promoting inclusive schools (using the Index for Inclusion) and interventions for adolescents and parents to promote resilience and belonging [using the Resourceful Adolescent Program (RAP)] are adapted and integrated for adolescents with ASD. This multisite proof-of-concept study will confirm whether this multilevel school-based intervention is promising, feasible and sustainable.
Publisher: Informa UK Limited
Date: 14-07-2008
DOI: 10.1080/15374410802148053
Abstract: In this study, we tested whether school connectedness mediated or moderated the effect of parental attachment on adolescent depressive symptoms. A s le of 153 secondary school students ranging from 8th to 12th grade were assessed using measures of parental attachment, school connectedness, and depressive symptoms. Independently, parental attachment and school connectedness accounted for 28% and 49% of the variance in depressive symptoms respectively, whereas collectively they accounted for 53% of the variance. School connectedness only partially mediated the relationship between parental attachment and depressive symptoms, and there was no significant moderation effect.
Publisher: Informa UK Limited
Date: 13-08-2021
Publisher: Springer Science and Business Media LLC
Date: 08-04-2020
Publisher: Informa UK Limited
Date: 07-2013
Publisher: Informa UK Limited
Date: 26-03-2013
Publisher: Informa UK Limited
Date: 21-09-2021
Publisher: American Psychological Association (APA)
Date: 2016
DOI: 10.1037/TRA0000083
Abstract: Previous research with emergency service workers has examined the relationship between operational and organizational stress and negative indicators of mental health, and generally found that organizational stress is more strongly related to pathology than operational stress. The current study aimed to create and test a model predicting both posttraumatic stress disorder (PTSD) symptoms and posttraumatic growth (PTG) simultaneously in a s le of firefighters (N = 250). The results found that the model demonstrated good fit for the data. In contrast to previous research operational stress was directly related to PTSD symptoms, whereas organizational stress was not. Organizational stress was indirectly related to PTG, through the mediating role of organizational belongingness. This research identified organizational belongingness as a good target for psychosocial interventions aimed at promoting positive adaptation following the experience of trauma in emergency services. (PsycINFO Database Record
Publisher: BMJ
Date: 10-2020
DOI: 10.1136/BMJOPEN-2020-039343
Abstract: The Resourceful Adolescent Program (RAP) is an evidence-based resilience intervention for adolescents. Operating in a strength-focused paradigm, the programme uses an integration of cognitive behavioural therapy and interpersonal psychotherapy to improve coping skills and build resilience. This study aims to establish whether a culturally and linguistically adapted intervention informed by RAP principles is effective in increasing resilience, enhancing coping skills and preventing symptoms of depression and anxiety. We will translate, back-translate and culturally adapt the RAP for adolescents and training materials for facilitators, and the adapted intervention will be called Happy House. A two-arm parallel controlled trial will be conducted in eight high schools in the north of Vietnam. In each of the selected schools, all students from four randomly selected grade 10 classes (an estimation of about 1204 students) will be invited to participate. The control group will receive the usual curriculum. The intervention group will receive six weekly 90 min school-based group sessions of Happy House in addition to the usual curriculum. The primary outcome, depressive symptoms, will be measured using a locally validated version of the Centre for Epidemiologic Studies Depression Scale Revised. Secondary outcomes are mental well-being, coping self-efficacy, school connectedness, anger management and health risk behaviours. Data will be collected at recruitment, and at two weeks and six months post intervention. Mixed-effect logistic regression for the main outcome and mixed-effect linear and logistic regression models for the secondary outcomes will be conducted to estimate the effects of the intervention on the outcomes. This trial has been approved by Monash University Human Research Ethics Committee (No. 21455) and the Institutional Review Board of the Hanoi School of Public Health (488/2019/YTCC-HD3). Dissemination of findings will include peer-reviewed publications, international and national conferences, seminar and media presentations, national policy briefings in Vietnam, local language reports and lay language summaries for participants. Registered with the Australian New Zealand Clinical Trials Registry, registration number: ACTRN12620000088943 (3/2/2020). WHO Universal Trial Number: U1111-1246-4079.
Publisher: Informa UK Limited
Date: 05-2006
DOI: 10.1207/S15374424JCCP3502_1
Abstract: There is limited prospective research on the relation between school connectedness (i.e., the extent to which students feel accepted, valued, respected, and included in the school) and mental health symptoms in adolescents. A s le of 2,022 students (999 boys and 1,023 girls) ages 12 to 14 years were measured at 2 time points (12 months apart) on school connectedness and mental health symptoms (general functioning, depression, and anxiety symptoms). School connectedness correlated extensively with concurrent mental health symptoms at both time points (between 38% and 55% covariation with depression, 26% to 46% with general functioning, and 9% and 16% for anxiety symptoms). Using hierarchical linear modeling, school connectedness also predicted depressive symptoms 1 year later for both boys and girls, anxiety symptoms for girls, and general functioning for boys, even after controlling for prior symptoms. The reverse, however, was not true: Prior mental health symptoms did not predict school connectedness 1 year later when controlling for prior school connectedness. Results suggest a stronger than previously reported association with school connectedness and adolescent depressive symptoms in particular and a predictive link from school connectedness to future mental health problems.
Publisher: Cambridge University Press (CUP)
Date: 12-2008
Abstract: There is an urgent need to find strategies to promote positive mental health in the workplace. The current study presents outcomes of a pilot trial of the Promoting Adult Resilience (PAR) program, an innovative mental health promotion program, which is conducted in the workplace over 11 weekly sessions. The PAR program is a strengths-based resilience-building program that integrates interpersonal and cognitive–behaviour therapy (CBT) perspectives. Pre-, post- and follow-up measures on 20 PAR participants from a resource-sector company were compared with a non-intervention-matched comparison group. At follow-up, the PAR group had maintained significant post-test improvements in coping self-efficacy and lower levels of stress and depression, and reported greater work-life fit than the comparison group. The program appeared to be ecologically valid and treatment integrity was maintained. Process evaluations of PAR program showed that skills were rated highly and widely used in everyday life at both post and follow-up measurement times.
Publisher: Springer Science and Business Media LLC
Date: 23-01-2022
DOI: 10.1007/S12310-022-09501-W
Abstract: Tackling mental health difficulties in adolescents on the autism spectrum requires a comprehensive prevention approach. A 3-year multisite proof-of-concept longitudinal study implemented an evidence-based multilevel resilience intervention in schools to promote protective factors at the adolescent, parent, and school level. The intervention, consisting of the adolescent, parent and teacher components of the Resourceful Adolescent Program–Autism Spectrum Disorder (RAP-ASD) augmented with the Index for Inclusion, was implemented in 6 secondary schools with 30 adolescents with an autism diagnosis in Grades 7 and 8, 31 parents of 23 of the adolescents, and school staff. The intervention was implemented with good validity and acceptability. Quantitative data from adolescents and parents were analysed using the Reliable Change Index, and qualitative data were analysed using Consensual Qualitative Research. Triangulated quantitative and qualitative outcomes from the majority of adolescents and their parents showed some evidence for promoting resilience for adolescents with a diagnosis or traits of autism, as reflected in reliable improvements in coping self-efficacy and school connectedness, and a reduction in anxiety symptoms and emotional and behavioural difficulties. A reliable improvement in depressive symptoms was more modest and was only achieved by a small minority of adolescents. This multilevel, strength-focused, resilience-building approach represents a promising and sustainable school-based primary prevention program to improve the quality of life for adolescents on the spectrum by promoting their mental health and providing their families with much needed support.
Publisher: Springer New York
Date: 2014
Publisher: Elsevier BV
Date: 08-2011
DOI: 10.1016/J.JSP.2011.04.004
Abstract: Adolescents engage in many risk-taking behaviors that have the potential to lead to injury. The school environment has a significant role in shaping adolescent behavior, and this study aimed to provide additional information about the benefits associated with connectedness to school. Early adolescents aged 13 to 15 years (N=509, 49% boys) were surveyed about school connectedness, engagement in transport and violence risk-taking, and injury experiences. Significant relations were found between school connectedness and reduced engagement in both transport and violence risk-taking, as well as fewer associated injuries. This study has implications for the area of risk-taking and injury prevention, as it suggests the potential for reducing adolescents' injury through school based interventions targeting school connectedness.
Publisher: Informa UK Limited
Date: 05-11-2010
Publisher: Wiley
Date: 18-10-2013
DOI: 10.1002/PITS.21728
Publisher: American Psychological Association (APA)
Date: 2011
Publisher: Springer Science and Business Media LLC
Date: 14-06-2021
Publisher: Springer Science and Business Media LLC
Date: 25-10-2023
Publisher: Informa UK Limited
Date: 08-2001
Publisher: Informa UK Limited
Date: 19-03-2015
Publisher: Cambridge University Press (CUP)
Date: 06-2009
DOI: 10.1375/BECH.26.2.97
Abstract: The Promoting Adult Resilience (PAR) program is a strengths-based resilience building program that integrates Interpersonal and CBT perspectives. The second, successful pilot of the PAR program in the human-service departments of a local government organisation used a 7-week format. At posttest, PAR participants reported greater self-efficacy, more family satisfaction, greater work–life fit and balance and less negative family–work spillover than the comparison group. At the 6-month follow up, these gains were maintained, although to a lesser degree, with work–life balance being considerably strengthened, and negative spillover in both directions reduced. Participants also reported greater optimism, greater work satisfaction, less stress and promisingly for human service workers, exhaustion was reduced and work vigour was increased. This is important for human service professions as exhaustion, a component of burnout, is associated with higher employee turnover and poorer employee outcomes. Participants reported that they could easily incorporate the new skills into their lives and at follow up, they continued to use the skills to manage the demands of their work and family lives.
Publisher: Wiley
Date: 08-11-2013
DOI: 10.1002/CASP.2121
Publisher: Guilford Publications
Date: 05-2014
Publisher: MDPI AG
Date: 22-05-2014
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: Informa UK Limited
Date: 25-09-2023
Publisher: Informa UK Limited
Date: 16-04-2009
Publisher: Informa UK Limited
Date: 08-2010
DOI: 10.5172/JAMH.9.1.73
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.
Location: United States of America
Start Date: 03-2004
End Date: 01-2008
Amount: $194,850.00
Funder: Australian Research Council
View Funded ActivityStart Date: 2008
End Date: 12-2011
Amount: $268,967.00
Funder: Australian Research Council
View Funded ActivityStart Date: 05-2009
End Date: 03-2014
Amount: $283,384.00
Funder: Australian Research Council
View Funded ActivityStart Date: 12-2019
End Date: 06-2024
Amount: $317,509.00
Funder: Australian Research Council
View Funded ActivityStart Date: 06-2011
End Date: 12-2014
Amount: $108,958.00
Funder: Australian Research Council
View Funded Activity