ORCID Profile
0000-0002-5768-0065
Current Organisation
Flinders University
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Research Topics
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.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Social Policy | Policy and Administration | Social policy | Counselling, Welfare and Community Services | Policy and administration
ANZSRC Socio-Economic Objective (SEO)
Ability and Disability | Workplace and Organisational Ethics | Child Health | Structure, Delivery and Financing of Community Services | Comparative Structure and Development of Community Services |
Related Links
Publications
Building belonging and connection for children with disability and their families: a co-designed research and community development project in a regional community
Publisher: Oxford University Press (OUP)
Date: 09-02-2015
DOI: 10.1093/CDJ/BSV001
Children, Young People and Care
Publisher: Routledge
Date: 28-04-2017
HUMAN RIGHTS
Publisher: Edward Elgar Publishing
Date: 08-06-2023
Introduction to disability policy through a human rights lens
Publisher: Edward Elgar Publishing
Date: 08-06-2023
Reinforce Self Advocacy: Speaking Up Over the Years
Publisher: Informa UK Limited
Date: 02-01-2014
Children and safety in Australian policy: Implications for organisations and practitioners
Publisher: Wiley
Date: 05-10-2020
DOI: 10.1002/AJS4.134
What place is there for shared housing with individualized disability support?
Publisher: Informa UK Limited
Date: 23-05-2021
DOI: 10.1080/09638288.2019.1615562
Abstract: In idualized funding of disability support services has implications for people's choices about when to share their home. This paper examines how people with disabilities made choices about who to live with and the factors influencing these choices. This paper discusses data from interviews with 30 people with mostly intellectual disabilities using in idualized support services, 21 interviews with family members, four interviews with service managers, and a focus group with five support workers. The data come from a large evaluation of in idualized housing support programs in New South Wales, Australia. Only some people had the opportunity to choose whether to share and with whom. Their choices were constrained by the range of housing options and their limited experience of them, even when they had support to make choices about shared housing or living alone. In some cases, the choices reflected a conceptualization of people with disabilities as different to other citizens in their rights and expectations about their social arrangements. The results have implications for information sharing, housing stock, and the need to challenge the positioning of people with disabilities relative to other people regarding choices about where and with whom to live. Implications for rehabilitation Many people preferred not to live alone, so as to improve their economic and social circumstances, and their choice and control. The choices about shared housing that many people and their supporters made were constrained by their limited experience of housing options or their familiarity with the range of choices made by other people with disabilities. Being able to draw on the material, social, and information resources of family made a big difference to their housing choices. It raises questions for policy implementation about whether in idualized support may lock some people into shared housing arrangements by failing to include housing costs in the in idual package.
Community in the pandemic: experiences and strategies by people with acquired brain injury and their families during COVID-19
Publisher: Informa UK Limited
Date: 21-03-2023
DOI: 10.1080/09638288.2022.2049377
Abstract: This study explored the experiences of people with acquired brain injury and their families during the COVID-19 pandemic, focusing on how they maintained their communities and sense of belonging, the strategies they found helpful, and advice they have for improving service provision and community connectedness. Semi structured interviews with pictorial mapping were conducted with ten adults with ABI and six of their family members. Participants responded to recruitment information circulated by a state-wide ABI peer support network in South Australia. Four primary themes were identified from the findings: (1) disruptions to routine (2) social isolation (3) using technology and (4) strategies for staying safe and keeping well. Results are discussed using a social and urban geography lens and a conceptual framework of belonging to explore the experiences of people with ABI and their communities. The study reinforces the role of robust peer/support networks to stay connected, stay well and support others. Government, health services and community groups must provide clear and accessible information and supports, and regularly reach out to ensure the safety and wellbeing of people with ABI and their families during the pandemic.IMPLICATIONS FOR REHABILITATIONPeople with acquired brain injury and their families experienced increased challenges to maintaining contact with their communities during the COVID-19 pandemic.The main challenges were disruptions to routine, social isolation, and use of technology for health, therapy and social contact.Strategies to support people with ABI to maintain connections, stay engaged, and access technology and information to stay safe and well during lock-down are presented.
Conclusion on disability policy
Publisher: Edward Elgar Publishing
Date: 08-06-2023
Safety and harm in school: promoting the perspectives of students with intellectual disability
Publisher: Wiley
Date: 14-04-2018
Disability and support relationships: What role does policy play?
Publisher: Wiley
Date: 14-12-2019
Understanding emotional and psychological harm of people with intellectual disability: an evolving framework
Publisher: Emerald
Date: 15-06-2012
DOI: 10.1108/14668201211236313
Abstract: A schema for more clearly understanding the emotional and psychological abuse and neglect of people with intellectual disability was developed to support a narrative study with people with intellectual disability, families and other supporters about the lived experience of this maltreatment in disability accommodation services in Australia. This paper aims to describe the underpinning review of emotional and psychological abuse and neglect and the evolving new framework. A review of existing understandings of this form of abuse in research and policy was conducted, and a framework developed and tested for “trustworthiness” with participants in the research. A framework of emotional and psychological abuse and neglect is presented. It centres on the misuse of power and control, details behaviours and interactions which can occur when it is inflicted, and is tested against the experiences of people who have experienced this sort of abuse and neglect. This is an evolving framework, applied through one study only. Further application and research is needed to test the robustness of the framework. A more complex construction of emotional and psychological abuse and neglect may inform the development of service policy and support education for people with disability, families, and workers.
How do self‐advocates use community development to change attitudes to disability?
Publisher: Wiley
Date: 04-09-2023
DOI: 10.1111/BLD.12549
Embedding research codesign knowledge and practice: Learnings from researchers in a new research institute in Australia
Publisher: Springer Science and Business Media LLC
Date: 07-12-2022
DOI: 10.1186/S40900-022-00392-4
Abstract: Research codesign is generally defined as end-users’ involvement in planning, implementation, and evaluation of projects. Recently, there has been a growing interest in codesign to maximise research acceptability, applicability, and impact and to address longstanding issues around power and depth of involvement. Frameworks have been developed to assist in understanding research codesign processes at a project level. However, little is known about how university based researchers construct or adopt a coherent approach to sustain research codesign in governance, methodological approaches, and practice. This study investigated the perspectives of researchers within a newly formed research institute about principles and practices of research codesign in the context of their previous and current projects. We also investigated their perceptions of institution-level enablers and barriers to codesign. University based researchers are our primary focus here and we intend to consult other stakeholders in future work. Using an interview guide informed by exploratory work and a scoping review of the literature, we conducted 15 in idual interviews with Caring Futures Institute (CFI) leaders and researchers at different career stages working across multiple areas of health, care, and social research. Qualitative thematic analysis was conducted. The researchers we interviewed were involved in projects ranging from large nationally funded projects to small studies funded by the university or PhD projects. Research codesign activities were generally part of larger researcher-led projects but there were a few ex les of community-led projects. There was agreement amongst participants on the principles and perceived benefits of research codesign such as partnership, co-learning, and power sharing. Less agreement was found regarding the definition of research codesign and best terminology to be used. Themes reflecting the success of research codesign included pre-existing community relationships, communication skills, knowledge, and training on codesign, balancing power relationships, use of external facilitators, and adequacy of funding, time, and resources. The study reaffirmed the complexity of research codesign from researchers’ perspectives and identified areas of potential action that may be beneficial for university based research institutions in building codesign skills, capacity and culture for ex le training, peer learning and funding support. Implications for practice improvement centre on a dual strategy of building practical capacity in researchers and integrating institutional dimensions (such as governance and leadership) into codesign frameworks. This can help to ensure research codesign is integrated into organisational culture and through the work of in idual researchers.
Loneliness and how to counter it: People with intellectual disability share their experiences and ideas
Publisher: Informa UK Limited
Date: 28-09-2023
Co‐production in peer support group research with disabled people
Publisher: Wiley
Date: 20-04-2018
DOI: 10.1111/AREA.12441
Understanding paid support relationships: possibilities for mutual recognition between young people with disability and their support workers
Publisher: Informa UK Limited
Date: 21-07-2021
My Choice Matters Evaluation - Stage 4 and Final Report
Publisher: Social Policy Research Centre, UNSW Sydney, Sydney
Date: 2017
Feeling safe, avoiding harm: Safety priorities of children and young people with disability and high support needs
Publisher: SAGE Publications
Date: 24-04-2021
Abstract: This study explored what helped and constrained children and young people with disability and high support needs, in feeling and being safe in institutional settings. Through adapted qualitative methods, 22 children and young people aged 7–25 years shared their conceptualizations of safety, along with facilitators and barriers to interpersonal safety in their everyday lives. Key themes were feeling safe and known in relationships, minimizing risk, having strategies and the opportunity to practice these, opportunities to learn about safety and supported transitions. The living patterns and environments of children and young people were different to their non-disabled peers, and they faced systemic barriers to activating safety strategies. Building meaningful prevention strategies for children and young people with disability requires specific skill in design and implementation. Without focused attention to their specific circumstances, measures promoting child safety may overlook the experiences of children and young people with intellectual disability.
Barriers to finding and maintaining open employment for people with intellectual disability in Australia
Publisher: Wiley
Date: 17-06-2020
DOI: 10.1111/SPOL.12523
Safe at home? Factors influencing the safety strategies used by people with intellectual disability
Publisher: Stockholm University Press
Date: 30-04-2013
A Transformative Framework for Deinstitutionalisation
Publisher: Informa UK Limited
Date: 02-01-2015
Promoting students’ safety and wellbeing: ethical practice in schools
Publisher: Springer Science and Business Media LLC
Date: 30-08-2023
DOI: 10.1007/S13384-022-00567-8
Abstract: Although ‘child safety’ is now a national policy priority in Australia, there is little research exploring the practices in schools that contribute to children and young people’s felt sense of safety and wellbeing. Drawing on a mixed-method Australian Research Council (ARC) Discovery project, this article presents findings from interviews with school staff ( N = 10), leaders ( N = 5) and nine focus groups with students ( N = 58), in primary and secondary schools in three Australian states (New South Wales, Victoria and South Australia). We employ relational ethics, recognition theory and the theory of practice architectures to explore practices at school that support student wellbeing and safety. The findings contribute significantly to understanding the ‘bundled’ nature of current practices and the conditions that enable and constrain these. Close attention to these findings is critical as schools seek to operationalise the National Child Safe Principles and refine ongoing safeguarding procedures. The findings have informed the development of an online survey that is currently testing, on a much larger scale, which elements of ethical practice are most positively associated with students’ safety, wellbeing and recognition at school.
Factors that help people with disability to self-manage their support
Publisher: Informa UK Limited
Date: 10-01-2023
Using the ‘in-between’ to build quality in support relationships with people with cognitive disability: the significance of liminal spaces and time
Publisher: Informa UK Limited
Date: 18-07-2023
Will Policy Makers Hear My Disability Experience? How Participatory Research Contributes to Managing Interest Conflict in Policy Implementation
Publisher: Cambridge University Press (CUP)
Date: 03-2010
DOI: 10.1017/S1474746409990339
Abstract: Participatory evaluation gives primacy to the experience of people affected by the policy. How realistic is it for researchers to persuade government of its benefits, given the gap between participatory policy theory and government evaluation practice? We apply this question to the Resident Support Program evaluation. The program coordinates support for people living in boarding houses and hostels in Queensland, Australia. We found that a participatory, longitudinal, formative evaluation process facilitated service user contribution to research outcomes, service experiences and policy implementation. In addition, the values position of participatory research can contribute to managing interest conflict in policy implementation.
The Association between Parental Educational Expectations and School Functioning among Young People with Disabilities
Publisher: SAGE Publications
Date: 24-04-2022
DOI: 10.1177/00144029221087392
Abstract: Past research has established clear educational inequities between young people with disabilities and their peers. In part, some of these inequities may be attributed to expectations. In this study, we examined whether parental expectations were related to school functioning at high school, with school functioning broadly defined as ease and frequency of engagement in school-based activities. Using the Longitudinal Study of Australian Children ( N = 3,956 48.9% female 5.01% with disability), we examined parental expectations and school functioning measured at three time-points, biennially from the ages of 12 and 13 through to 16 and 17. A multigroup, parallel latent growth curve analysis revealed that high parental expectations at the first timepoint predicted steeper increases in the trajectory of school functioning over time, but only among young people with disability. Parental expectations did not significantly predict school functioning trajectories for the remainder of the s le. Subsequent multigroup analyses that compared disability characteristics revealed that learning difficulties and speech problems, in particular, were associated with lower parental expectations. These results suggest that the perceptions of parents in the lives of young people with disability are important and efforts to shape them may have long-term benefits.
Impact of organisational practices on the relationships between young people with disabilities and paid social support workers
Publisher: SAGE Publications
Date: 09-09-2021
Abstract: This article uses Ikäheimo’s concept of institutionally mediated recognition to explore how organisational norms and rules facilitate and constrain interpersonal recognition between a young person with disabilities and their paid support worker. The experience of recognition is important because it reflects the quality of this relationship and shapes the identity of both people in the paid support relationship. To understand the relationships between the pairs, Honneth’s interpersonal modes of recognition were applied as the theoretical lens. The data were generated from photovoice, social mapping, interviews and workshops with 42 pairs of young people and their support workers in six organisations. These data were then analysed for the ways institutional practices mediated the interpersonal relationships. The findings revealed four practices in which the organisational context mediated interpersonal recognition: the support sites, application of organisation policies, practices to manage staff and practices to organise young people’s support. Some organisational practices facilitated recognition within the relationships, whereas others were viewed by the pair or managers as constraints on conditions for recognition. Some young people and support workers also exercised initiative or resisted the organisational constraints in the way they conducted their relationship. The findings imply that to promote quality relationships, organisations must create the practice conditions for recognition, respond to misrecognition, and encourage practices that make room for initiative and change within the paid relationship. This requires supervision and training for and by support workers and people with disability.
Graduating university as a woman with down syndrome
Publisher: MDPI AG
Date: 20-11-2021
Abstract: This paper reflects on the experience of being a woman with Down Syndrome who completed an undergraduate degree at an Australian university. This autoethnography is based on a year-long research project completed as part of my studies. I did a literature review about the experiences of other students with an intellectual disability at university. Then, I wrote about my own university experience. I found that the parts of my own educational journey were linked to each other like stepping-stones. Four main things came from my research: the importance of the journey before going to university the isolation experienced by students in this situation how stereotypes might affect students and teaching methods that can be used to support students during their time at university. This experience changed me as a person. I gained skills and confidence whilst being at university, as well as the ability to see where I am going in life. This experience made me feel more part of society. While there were many wonderful parts, it was not an easy journey. People with an intellectual disability have a right to have an education. What makes the biggest difference is the way we are treated by other people. It would be good for students with an intellectual disability to be accepted and treated with respect. People may have a different way of learning, and it would be good if this was recognised.
“Listening to me and acting on what I say I need from the NDIS.” Commentary on “The National Disability Insurance Scheme: voices of adults with intellectual disabilities” (Lloyd et al., 2022)
Publisher: Informa UK Limited
Date: 02-01-2022
Attitudes towards people with intellectual disabilities. Commentary on “Stereotypes of people with intellectual disabilities held by university education students” (Beunza-Garcia et al., 2023)
Publisher: Informa UK Limited
Date: 03-07-2023
Recasting ‘harm’ in support: Misrecognition between people with intellectual disability and paid workers
Publisher: Informa UK Limited
Date: 24-01-2023
Youth and masculinity in rural and regional Australia: Beer, 4WDs and home
Publisher: Routledge
Date: 21-04-2017
Can Policy to Address Some Disability Rights Mitigate Weak Approaches to Others?
Publisher: Informa UK Limited
Date: 06-2013
Can Case Management Contribute to Effective Use of Small Self‐Directed Support Packages for People with Disabilities?
Publisher: Wiley
Date: 06-06-2016
DOI: 10.1111/ASWP.12095
Sharing the focus: Engaging with support workers to include people with communication needs in research
Publisher: Wiley
Date: 17-02-2016
DOI: 10.1111/BLD.12126
Research Handbook on Disability Policy
Publisher: Edward Elgar Publishing
Date: 08-06-2023
Recognition in relationships between young people with cognitive disabilities and support workers
Publisher: Elsevier BV
Date: 09-2020
Towards a unifying caring life-course theory for better self-care and caring solutions: A discussion paper
Publisher: Wiley
Date: 18-05-2022
DOI: 10.1111/JAN.14887
Abstract: To present the first iteration of the caring life‐course theory. Despite requiring care from birth to death, a person's universal or fundamental care needs and the subsequent care provision, either by self or others, has yet to be presented within a life‐course perspective. Accurately describing the care people require across their lifespan enables us to identify who, what type, how and where this care should be provided. This novel perspective can help to legitimise a person's care needs and the support they require from wider care systems and contexts. Discussion paper outlines theory development. We adopted an inductive approach to theory development, drawing upon existing literature and the team's erse experiences. Our theoretical insights were refined through a series of collaborative meetings to define the theory's constructs, until theoretical saturation was reached. Fourteen constructs are identified as essential to the theory. We propose it is possible, using these constructs, to generate caring life‐course trajectories and predict ergences in these trajectories. The novel contribution of the theory is the interplay between understanding a person's care needs and provision within the context of their lifespan and personal histories, termed their care biography, and understanding a person's care needs and provision at specific points in time within a given care network and socio‐political context. The caring life‐course theory can provide a roadmap to inform nursing and other care industry sectors, providing opportunities to integrate and deliver care from the perspective of the person and their care history, trajectories and networks, with those of professional care teams. It can help to shape health, social and economic policy and involve in iduals, families and communities in more constructive ways of talking about the importance of care for improved quality of life and healthy societies.
Child safety in policy: Who is being kept safe and from what?
Publisher: Wiley
Date: 22-03-2020
DOI: 10.1111/SPOL.12591
Preventing abuse in accommodation services: From procedural response to protective cultures
Publisher: SAGE Publications
Date: 03-2011
Abstract: This article reviews current approaches of disability accommodation services to addressing the abuse and neglect of people with intellectual disability who live in them. We review international literature and provide practice ex les from accommodation services for people with intellectual disability in Australia to develop a framework of current research, policy and practice in this area. The results of this review show that dominant policy and practice approaches do not give adequate consideration to the prevention and protection of people from harm, focusing primarily on responding to in idual instances of maltreatment. Managerial, compliance-based systems may be deflecting attention from recognizing and responding more effectively to abuse and neglect at in idual, systemic and structural levels. The current dominant approach fails to develop a culture of prevention and protection for people with intellectual disability. Further, some systemic and structural preconditions are set which make abuse and neglect less likely to be prevented.
Promoting the safety of children and young people with intellectual disability: Perspectives and actions of families and professionals
Publisher: Elsevier BV
Date: 09-2019
Towards inclusive cities and social sustainability: A scoping review of initiatives to support the inclusion of people with intellectual disability in civic and social activities
Publisher: Elsevier BV
Date: 06-2021
Belonging and exclusion in the lives of young people with intellectual disability in small town communities
Publisher: SAGE Publications
Date: 27-03-2020
Abstract: In recent policies, it is assumed that communities welcome the inclusion of young people with intellectual disability. However, little is known about perspectives of young people themselves. This article reports on research that sought to address this gap. Young people with intellectual disability living in three Australian small town communities participated in pictorial mapping and photo-rich methods to explore belonging and exclusion and links between these. Young people’s feelings of comfort and safety with local spaces and people were important for their sense of belonging. Emplaced relationships with family and some friends were key to strong belonging, as were positive attachments to disability support workers and spaces. Social exclusion, either from particular places or more generally, was keenly felt. Young people’s confidence, willingness to enter social spaces and relationships were magnified by ways that systems responded to their impairment, at worst fracturing their sense of feeling welcome and included.
Prioritising Children and Young People with Disability in Research About Domestic and Family Violence: Methodological, Ethical and Pragmatic Reflections
Publisher: Springer Science and Business Media LLC
Date: 28-01-2023
DOI: 10.1007/S10896-023-00496-9
Abstract: The perspectives of children and young people with disability who experience domestic and family violence are under-researched, impeding the development of approaches that meet their needs. Knowledge gaps stem from the layered discursive positioning of disability, childhood/youth, or domestic and family violence in addition to the methodological, ethical and pragmatic complexity of research needed to understand their priorities and be attuned to their lived experience. This article explores methodological, ethical and practical challenges to centring their voices in research about domestic and family violence. A conceptual framework of feminist disability theory and intersectionality informed our co-designed research, across three phases: (1) quantitative large-scale data linkage and case file analysis (2) qualitative research with children and young people, their families and service providers and (3) stakeholder engagement workshops. We reflect on how our research was able to prioritise the contextual agency of children and young people with disability, ways it could not, and other constraints. Children and young people with disability experiencing domestic and family violence hold an expert and unique vantage point on what happens to them. Amplifying their priorities for directing policy and organisational change requires more of researchers in terms of methods, but also more flexibility in how projects are funded to enable creativity and innovation. We call for collective attention to frameworks for supported decision-making and child ethics to progress inclusive research which recognises the importance of participation for children and young people with disability.
Access and Accessibility in Domestic and Family Violence Services for Women With Disabilities: Widening the Lens
Publisher: SAGE Publications
Date: 27-04-2021
Abstract: Women with disabilities experiencing violence can face challenges accessing domestic and family violence (DFV) services. Our research explored how these services understood and operationalized access for women with disabilities. In this article, we use Levesque, Harris, and Russell’s access framework to show how to be accessible to women with disabilities, and DFV services can widen the lens of access and accessibility to respond to women’s own priorities. These centered around appropriateness, approachability, and acceptability. Addressing these broader issues of access in policy and practice alongside disability-specific needs can better align what services offer and what women need.
Preventing Abuse of Children and Young People with Disability under the National Disability Insurance Scheme: A Brave New World?
Publisher: Informa UK Limited
Date: 09-09-2014
Ethical Practice in Disability Services: Views of Young People and Staff
Publisher: Informa UK Limited
Date: 15-05-2022
HEALTH
Publisher: Edward Elgar Publishing
Date: 08-06-2023
Disability and family violence prevention: a case study on participation in evidence making
Publisher: Bristol University Press
Date: 05-2021
DOI: 10.1332/174426421X16143457505305
Abstract: The paper draws on empirical evidence from a project investigating service responses to disabled women and children experiencing domestic and family violence (DFV). Service provision in these sectors is often rationed due to resource constraints, and increasingly marketised, and disabled people often do not have their needs met. Their opportunities for participation in policy and practice are also constrained. Our aim is to bring critical studies of intersectionality into dialogue with ‘evidence-making’ scholarship on policy implementation, to allow for new analyses of the inclusion of lived experience expertise in policy. What are the potential drivers for new forms of practice and evidence making in policy and service settings? The multi-method study comprised literature and policy review and qualitative research about the experience and implementation of an early intervention violence prevention support programme. Semi-structured interviews were conducted with mothers (n=27) and children (n=7), and service providers (n=28). Many mothers did not identify as disabled, although they discussed the effects of impairment. However, children were all diagnosed, and diagnosis was a means of accessing funding and services. The service was focused on brokering responses to family needs, and formal participation mechanisms for clients were not prioritised. Resource constraints and workforce capacity are ongoing concerns in the disability and violence prevention sectors. Relationships that facilitate trust, agency and choice remain key. Insights from critical policy scholarship suggest opportunities to recognise existing relationships as participation, with implications for policy and practice.
Participatory and Inclusive Approaches to Disability Program Evaluation
Publisher: Informa UK Limited
Date: 13-06-2014
Related Organisations
Related Funding Activities
Discovery Projects - Grant ID: DP230100288
Start Date: 08-2023
End Date: 08-2026
Amount: $386,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP150100013
Start Date: 03-2016
End Date: 07-2019
Amount: $360,900.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP210200536
Start Date: 09-2022
End Date: 09-2025
Amount: $466,852.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP180100465
Start Date: 06-2018
End Date: 08-2022
Amount: $463,136.00
Funder: Australian Research Council
View Funded Activity