ORCID Profile
0000-0003-2040-1912
Current Organisation
Federation University Australia
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Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 22-12-2016
DOI: 10.14742/AJET.2927
Abstract: Higher education institutions, and the way education is delivered and supported, are being transformed by digital technologies. Internationally, institutions are increasingly incorporating online technologies into delivery frameworks and administration – both through internal learning management systems (LMS) and external social networking sites (SNSs). This study aims to explore how higher education students in a regional Australian dual-sector institute use and manage SNSs for personal and study-related activities and their perceptions of how this impacts their educational experiences. This mixed-methods study involved a quantitative and qualitative survey of 355 vocational training and higher education students and in-depth focus groups with ten higher education students. Four key themes were identified through thematic analysis: SNSs as a tool for fostering peer connectedness with fellow students deliberate and distinct variation between personal and educational use of SNSs resistance to external SNSs within education settings and, need for a balance between digital and face-to-face learning and connectedness. Implications for curriculum design and delivery, and development of support for students in erse learning contexts, are considered.
Publisher: Informa UK Limited
Date: 24-08-2018
Publisher: Wiley
Date: 24-10-2022
DOI: 10.1111/CFS.12979
Abstract: This paper presents parents' experiences of community support and their recommendations for how their communities, and the services within them, might support their families. Generated through a human‐centred design methodology and using a desire‐centred framework, the findings suggest that parents receiving a family service require support invoking feelings of intimacy, trust, reciprocity, inclusivity, connection and belonging. Parents' recommendations for community support include addressing material and attitudinal constraints impacting on engagement with services creating non‐judgmental services tailored to their needs but accessed as a last resort and creating peer‐based opportunities to support each other. Parents reflect that moving beyond basic survival of risk and vulnerability to a position where thriving is possible requires purposeful integration of parent's existing and desired community into service interventions. Facilitating deliberate change at the intersection of community and service support is pertinent to current and future social work policy and practice. Wider opportunities for understanding and enabling the needs and aspirations of parents, which are often overlooked because of a focus on addressing risk and vulnerability, are considered.
Publisher: SAGE Publications
Date: 20-02-2016
Abstract: Among the research, practice and socio-legal commentary on the substantial sharing of parenting time after separation, children’s voices about their experiences remain overwhelmingly silent. This article draws on findings of a descriptive phenomenological study which investigated Australian school-aged (8- to 12-year-old) children’s descriptions of two binary phenomena: security and contentment in shared time arrangements, and the absence of security and contentment in shared time parenting. Specifically, this article focuses on exploring parental behaviours and interactions recognised by children as sources of security in shared time lifestyles, through happy and needy times. Central to this is the juxtaposition of the child’s experience of security and shared enjoyment with the present parent, against the absence of security emanating from unresolved longing for the ‘absent’ parent. The article provides an empirically derived formulation of children’s advice to parents about shared time parenting, with relevance for family law related parent education forums.
Publisher: Brill
Date: 10-06-2015
DOI: 10.1163/15691624-12341285
Abstract: This study explored the lived experience of security and contentment, and their absence, for latency-aged children (aged 8–12) living in shared-time parenting arrangements following their parents’ separation. A descriptive phenomenological methodology was utilized (Giorgi, 1985, 2009 Giorgi & Giorgi, 2003, 2008). Sixteen children living in shared-time were interviewed about their experiences of two phenomena: “feeling secure and content living in shared-time” and “not feeling secure and content living in shared-time.” The eight richest protocols were selected for analysis. The two resultant general structures and their core constituents are presented, and in idual variations discussed. Central to each phenomenon is the parent/s’ capacity, or incapacity, to create and sustain a physical and emotional space in which the child feels secure and held in the mind, feels the arrangements are responsive to their needs, feels free to access the “absent” parent, and experiences integration between the two parental homes. Implications for phenomenological human science research are considered, including the use of descriptive phenomenology with children.
Publisher: SAGE Publications
Date: 27-04-2022
DOI: 10.1177/10497315211009315
Abstract: This study compared the impact, challenges, and benefits of the Circle of Security-Parenting (COS-P) intervention across two delivery modes: group center-based (GCCOS-P) and in idual home-based (IHCOS-P). This mixed-methods study compared the impact of the COS-P on parental reflective functioning and parental stress across two delivery modes: GCCOS-P ( n = 7) and IHCOS-P ( n = 7). It compared the challenges and benefits of each, from the qualitative perspectives of participants ( n = 2 IHCOS-P n = 3 GCCOS-P) and facilitators ( n = 4). Quantitative statistical analysis comparing pre- and postintervention measures suggest that each delivery mode was equally effective in reducing parental stress and generally noneffective with respect to parental reflective functioning. Challenges and benefits of each mode, inherent in the peer/shared learning environment of the GCOS-P and the in idualized, flexible delivery of the IHCOS-P, were identified. This study adds to knowledge about the widely utilized COS-P, highlighting challenges and benefits of two modes of delivery.
No related grants have been discovered for Christina Sadowski.