ORCID Profile
0000-0003-0710-4550
Current Organisation
The University of Canberra
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Publisher: Elsevier BV
Date: 05-2010
Publisher: Informa UK Limited
Date: 03-2013
DOI: 10.1111/AJPY.12008
Publisher: Elsevier BV
Date: 07-2013
DOI: 10.1016/J.NEDT.2012.11.017
Abstract: In Australia, the Federal government's agenda to increase clinical training places to address the forecast shortfall of nurses is driving innovation in clinical education. A student leadership model of clinical education, named the Student Nurse Led Ward model, was designed for the aged care context to provide a high number of clinical placements for pre-service Bachelor of Nursing students in an under-utilized clinical education setting. The research aimed to determine the viability of the innovation by (1) developing a preliminary understanding of what students were learning and (2) exploring stakeholders' perceptions about student learning. A mixed methods design included an ageing knowledge test and ageing attitudes survey, both administered before and after the placement, student narratives of a learning event written after the placement, as well as focus group and in idual interviews with stakeholders. Three residential aged care facilities partnering with one university in one Australian jurisdiction. Included 35 of the 45 students who began placement in the aged care facilities during one semester, a convenience s le of 15 staff and each of the managers and educators from the three agencies. Descriptive statistical analysis of student pre-post knowledge test and attitude survey, hermeneutic analysis of student narratives, and content analysis of in idual and group interview data. There was an increase in student knowledge around sensory changes, delirium, and drug reactions in older people. There was a slight increase in students' expression of ageist attitudes following the clinical experience. The clinical educator position was considered to be critical to the success of the model. This Student Nurse Led Ward model is a viable model to increase clinical placements, with preliminary evidence in this study suggesting that students benefit through increased knowledge, understanding and capacity to work with older people.
Publisher: Bentham Science Publishers Ltd.
Date: 30-09-2013
DOI: 10.2174/1874350120130802001
Abstract: This study reports on a meta-analytic review of 197 studies of adventure therapy participant outcomes (2,908 effect sizes, 206 unique s les). The short-term effect size for adventure therapy was moderate (g = .47) and larger than for alternative (.14) and no treatment (.08) comparison groups. There was little change during the lead-up (.09) and follow- up periods (.03) for adventure therapy, indicating long-term maintenance of the short-term gains. The short-term adventure therapy outcomes were significant for seven out of the eight outcome categories, with the strongest effects for clinical and self-concept measures, and the smallest effects for spirituality/morality. The only significant moderator of outcomes was a positive relationship with participant age. There was also evidence that adventure therapy studies have reported larger effects over time since the 1960s. Publication bias analyses indicated that the study may slightly underestimate true effects. Overall, the findings provide the most robust meta-analysis of the effects of adventure therapy to date. Thus, an effect size of approximately .5 is suggested as a benchmark for adventure therapy programs, although this should be adjusted according to the age group.
Publisher: SAGE Publications
Date: 10-2000
DOI: 10.2466/PR0.2000.87.2.431
Abstract: Ostroff, Woolverton, Berry, and Lesko in 1996 examined the adolescent subs le of Veit and Ware's 1983 normative data for the Mental Health Inventory and recommended a two-factor rather than the original five-factor model for the assessment of adolescents' mental health. Analysis of a 30-item version with a new independent s le of 878 adolescents in another English-speaking country supported a two-factor model of psychological well-being and distress for boys and girls. Internal consistency was .9, and scores were stable (~.7) over a 10-wk. period. Boys reported slightly better mental health than girls, as in the original American research.
Publisher: Akademiai Kiado Zrt.
Date: 28-09-2023
Abstract: Psilocybin, the psychoactive compound in magic mushrooms, is increasingly discussed in terms of its psychotherapeutic potential however, little is known about community attitudes towards psilocybin assisted therapy (PAT). To address the question: What are the public's attitudes towards psilocybin and psilocybin-assisted therapy? And what factors explain these attitudes? This study investigated the attitudes of 118 young adults in the Australian Capital Territory through an online survey. Participants who were more open to experience and who had used recreational drugs were more likely to have positive attitudes towards all aspects of PAT. Additionally, psychedelic drug use and agreeableness was positively associated with attitudes towards psilocybin safety, legality, and research and psilocybin use was positively associated with attitudes towards psilocybin knowledge and acceptability. This convenience s le of young adults was generally positively disposed towards PAT. People who were more open to experience and who had used recreational or psychedelic drugs had more favourable attitudes towards PAT.
Publisher: Elsevier BV
Date: 2020
Publisher: Informa UK Limited
Date: 10-04-2016
Publisher: SAGE Publications
Date: 09-2003
DOI: 10.1177/105382590302500305
Abstract: This article summarizes evidence from meta-analyses of outdoor education, psychotherapy, and education which can he used to help determine the relative efficacy of adventure therapy programs. The major outdoor education meta-analysis by Hattie, Marsh, Neill, and Richards (1997) cites an effect size of .34 for immediate program effectiveness. Meta-analytic studies of innovative education programs in school settings report similar effects (Hattie et al., Hattie, 1992, 1993), while psychological training meta-analyses report slightly higher effects (Lipsey & Wilson, 1993), and meta-analyses of psychotherapy effectiveness find stronger effects (Casey St Berman, 1985 Smith, Glass, & Miller, 1980). This article derives outcome benchmarks for adventure therapy program outcomes taken from existing outdoor education, psychological, and educational meta-analyses, and recommends that the benchmarks be used in adventure therapy research and evaluation to allow for more accurate assessments of program's effectiveness. The suggested benchmarks should be used only as guides, and should be refined in future by meta-analyses of adventure therapy outcomes.
Publisher: Informa UK Limited
Date: 2002
Publisher: Cambridge University Press
Date: 23-11-2011
Publisher: Springer Science and Business Media LLC
Date: 07-2020
Publisher: Sagamore Publishing, LLC
Date: 2016
Publisher: No publisher found
Date: 2000
Publisher: Springer Science and Business Media LLC
Date: 04-2017
DOI: 10.1007/BF03401002
Publisher: Masaryk University Press
Date: 30-12-2018
DOI: 10.5817/CP2018-3-2
Abstract: Exposure to ideal body types in the media has been consistently linked to reduced body satisfaction. Images posted on social networking sites may also impact body satisfaction by portraying idealised standards of physical attractiveness promoted by peers. This study draws on self-determination theory to examine whether satisfaction of basic psychological needs (autonomy, competence, and relatedness) protects against the negative effect of viewing Facebook images depicting an ideal body type on body satisfaction. Female (n = 141) and male (n = 48) university students were randomly assigned to view either a body-ideal image or a travel image presented on a mock Facebook profile. Viewing body-ideal imagery resulted in significantly lower body satisfaction compared to viewing travel imagery (d = -0.37). Satisfaction of the needs for autonomy and competence predicted higher baseline body satisfaction however, none of the psychological needs protected against the negative effect of viewing body-ideal imagery on body satisfaction. Limitations included brief exposure to a single Facebook image and use of a convenience s le. Future research may benefit from measuring body image-specific rather than general psychological need satisfaction to predict state changes in body satisfaction.
Publisher: Elsevier BV
Date: 08-2022
DOI: 10.1016/J.BURNS.2021.09.020
Abstract: Children and adolescents recovering from burn injury are at heightened risk of psychosocial problems. An integrative form of psychosocial intervention is burn c . However, evidence about burn c effectiveness is equivocal. This study examined the role of therapeutic c experiences in the recovery journeys of children and adolescents who had experienced burn injury and been treated in a tertiary pediatric hospital in Brisbane, Australia. Retrospective semi-structured interviews were conducted with youths and parents. Inductive reflexive thematic analysis was used with pooled interview data. The participants were eight youths who attended at least one burns c (between 2009 and 2019) and 15 parents of youth c ers. An overwhelming majority (96%) reported a positive experience of c , that they would return, and that they recommended the c to other youth with burns. The four strengths of the c experience were fun, adventurous activities social relatedness (friendships, socializing) c setting and experience and acceptance. The four impacts of the c on youth c ers were normalizing ("I'm not the only one", shared experience) social support (making new friendships, social confidence, mentoring others) psychological recovery (happier, mentally stronger, more resilient, independence building) and confidence (increased self-confidence, increased social confidence, leadership development). Although this is the first known research about burn c in Australia, the findings are similar to a handful of other qualitative studies about burn c experiences and impacts. Recommendations include future research on aspects of c experiences that contribute to targeted outcomes, the role of staff and previous c participants as mentors, and comparisons with other psychosocial interventions for youth burn survivors.
Publisher: SAGE Publications
Date: 23-05-2022
DOI: 10.1177/00049441221092472
Abstract: Student violence directed at school educators appears to be increasing, thus it is important to identify practical strategies that educators use to prevent and cope with occupational violence. This observational study surveyed 369 government primary school staff in the Australian Capital Territory. Sixty per cent of respondents reported abusive language, 42% physical aggression, and 43% experienced other threatening behaviour from students at least weekly. More than one-third of respondents rated the impact of these experiences as moderate or higher. The most effective prevention strategies, according to respondents, were the educator’s response to the threat, focusing on the student’s needs, working collaboratively, and using antecedent control. The most effective coping strategies were debriefing, self-care, and work support. The most helpful sources of support were workplace colleagues, partners, school leaders, and friends. This study offers a solution-focused perspective about what works in preventing and coping with occupational violence from educators’ points of view.
Publisher: Elsevier BV
Date: 03-2017
Publisher: Cambridge University Press
Date: 23-11-2011
Publisher: Informa UK Limited
Date: 2005
Publisher: SAGE Publications
Date: 03-2002
DOI: 10.1177/105382590202500103
Abstract: This paper analyzes a holistic method of experiential program design, “dramaturgy.” Dramaturgy, a theatre term, involves the development of themes and is characterized by the dramaturgy wave, which intertwines a wide variety of social, physical, creative, and reflective “games.” The dramaturgy aims to enhance the challenge to participants in ways other than physical and is adapted during the program for the specific needs of the in iduals and group. The findings are based on the content analysis of 70 participant responses to open-ended questions up until two years after a two-week course for international participants. The course was held in the Czech Republic in 1997 and 1998, and then Mailed at Outward Bound Australia in 1999. The results identified that the development of the course dramaturgy is an effective method of program design that has implications for the next generation of experiential program development.
Publisher: SAGE Publications
Date: 21-04-2021
DOI: 10.1177/07435584211007851
Abstract: Adolescence involves significant developmental changes and challenges including heightened body image concerns. However, there is limited research on adaptive ways of responding to perceived threats to body image. This study uses body image flexibility, derived from contextual behavioral perspectives, and coping theories to explore young people’s responses to body image threats. High school and university students (12 male, 15 female) aged 12 to 24 years were recruited from educational institutions in a metropolitan area of Australia. Thematic analysis of semistructured interviews identified themes related to body image threats from internal and external sources. In response to these threats, young people reported coping by changing the content of, and how they related to, perceived threats, and seeking social support. In addition, young people viewed coping as a dynamic process that changed over time and across situations. Reported processes of attending to, and allowing, momentary negative experiences and connecting with other important life domains were consistent with body image flexibility. The coping context affected the selection of coping strategies, with body image flexibility facilitating more adaptive coping for some participants. Further investigation of contextual behavioral approaches, such as body image flexibility, could help to better understand and promote adaptive body image coping in youth.
Publisher: Elsevier BV
Date: 07-2018
Publisher: Elsevier BV
Date: 10-2016
DOI: 10.1016/J.EVALPROGPLAN.2016.05.005
Abstract: Adventure therapy offers a prevention, early intervention, and treatment modality for people with behavioural, psychological, and psychosocial issues. It can appeal to youth-at-risk who are often less responsive to traditional psychotherapeutic interventions. This study evaluated Wilderness Adventure Therapy (WAT) outcomes based on participants' pre-program, post-program, and follow-up responses to self-report questionnaires. The s le consisted of 36 adolescent out-patients with mixed mental health issues who completed a 10-week, manualised WAT intervention. The overall short-term standardised mean effect size was small, positive, and statistically significant (0.26), with moderate, statistically significant improvements in psychological resilience and social self-esteem. Total short-term effects were within age-based adventure therapy meta-analytic benchmark 90% confidence intervals, except for the change in suicidality which was lower than the comparable benchmark. The short-term changes were retained at the three-month follow-up, except for family functioning (significant reduction) and suicidality (significant improvement). For participants in clinical ranges pre-program, there was a large, statistically significant reduction in depressive symptomology, and large to very large, statistically significant improvements in behavioural and emotional functioning. These changes were retained at the three-month follow-up. These findings indicate that WAT is as effective as traditional psychotherapy techniques for clinically symptomatic people. Future research utilising a comparison or wait-list control group, multiple sources of data, and a larger s le, could help to qualify and extend these findings.
Publisher: American Educational Research Association (AERA)
Date: 03-1997
DOI: 10.3102/00346543067001043
Abstract: The purpose of this meta-analysis is to examine the effects of adventure programs on a erse array of outcomes such as self concept, locus of control, and leadership. The meta-analysis was based on 1,728 effect sizes drawn from 151 unique s les from 96 studies, and the average effect size at the end of the programs was .34. In a remarkable contrast to most educational research, these short-term or immediate gains were followed by substantial additional gains between the end of the program and follow-up assessments ( ES = .17). The effect sizes varied substantially according the particular program and outcome and improved as the length of the program and the ages of participants increased. Too little is known, however, about why adventure programs work most effectively.
No related grants have been discovered for James Neill.