Books
Springer, 2023
The theoretical and empirical literature has long included belonging as central to student engage... more The theoretical and empirical literature has long included belonging as central to student engagement. Some conceptualizations and approaches have suggested that a student's sense of belonging is a central and foundational principle underpinning engagement. Engagement also contributes to a sense of belonging. Two distinct literatures have developed insights around the importance of, pathways to, and outcomes associated with each construct. This chapter narratively explores similarities and differences between belonging and student engagement, identifying areas of overlap as well as helpful distinctions, with implications for research and educational practice. Although the two are closely connected, these two friends are more effectively treated as complementary constructs, both of which are essential components for positive development in young people.
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Springer Social Sciences
This book explores the concept of school belonging in adolescents from a socio-ecological perspec... more This book explores the concept of school belonging in adolescents from a socio-ecological perspective, acknowledging that young people are uniquely connected to a broad network of groups and systems within a school system. Using a socio-ecological framework, it positions belonging as an essential aspect of psychological functioning for which schools offer unique opportunities to improve. It also offers insights into the factors that influence school belonging at the student level during adolescence in educational settings. Taking a socio-ecological perspective and drawing from innovative research methods, the book encourages researchers interested in school leadership to foster students' sense of belonging by developing their qualities and by changing school systems and processes
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Brill, 2020
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Brill , 2020
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Routledge, 2021
Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Lead... more Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders provides an extensive set of free-to-use policies for building better schools.
The policies included in this book cover a broad range of popular topics for schools that are not readily accessible, and each policy is built on theory, driven by research, and created by and experts. Each policy is based on substantial evidence and this is ensured through the inclusion of contributors who are active and highly reputable in their respective field. Most schools are obliged to write and maintain policy and not all school leaders have the required skills, time or expertise to do this effectively. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders is a time-saving resource for schools. It aims to address the reported research to practice gap in education by delivering accessible evidence-based practice in a ready-to-use adaptable format. All policies within this book are designed to be adapted and tailored to the unique diversity and needs of each school as reflected by the context and the people that make up the school community.
Download for free here: https://www.taylorfrancis.com/books/oa-edit/10.4324/9781003025955/building-better-schools-evidence-based-policy-kelly-ann-allen-andrea-reupert-lindsay-oades?refId=632274ab-eee7-4293-bb4a-6c1366715472
This book is relevant to every person who works in a school - worldwide. Users of this book can rest assured that each policy has been carefully formulated from the current understandings of best practice. This is a practical innovation and an example of how schools can use research-evidence in their day-to-day practices.
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Routledge, 2020
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Routledge, 2019
With rising rates of youth mental illness, disconnection and social isolation, strategies are nee... more With rising rates of youth mental illness, disconnection and social isolation, strategies are needed that can help stem the tide. A sense of belonging to one’s school is associated with good school performance, physical and psychological wellbeing, and offers a quintessential solution to help address many of the issues faced by young people today.
Grounded in theory, research, and practical experience, Boosting School Belonging provides 48 activities for practitioners and teachers to use with classes, groups, or individuals to help secondary students develop a sense of school belonging. Through six modules, readers will understand the evidence underlying each module, identify fun and practical tools to use with young people, and develop strategies for helping young people connect with teachers, parents, peers, themselves, learning, and help.
The evidence-based strategies and concepts make it an invaluable resource for teachers, psychologists and counsellors looking to help foster a sense of school belonging amongst students.
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Brill , 2018
School belonging should be a priority across every facet of education. The research on school bel... more School belonging should be a priority across every facet of education. The research on school belonging for positive student outcomes has been widely accepted and findings demonstrating its role as a protective factor against mental ill health and youth suicide are too compelling to ignore. In an age where it has been argued that academic achievement is prioritised over wellbeing, the editors bring the importance of school belonging back to the fore in educational policy and planning. This book is the most comprehensive compendium of its kind on the topic of school belonging
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The Elements of Psychological Case Report Writing in Australia, 2018
The Elements of Psychological Case Report Writing in Australia is a comprehensive and applied rev... more The Elements of Psychological Case Report Writing in Australia is a comprehensive and applied review of material required for basic case conceptualisation and report writing in Australia. This book is the first of its kind to offer a one-step resource to success in submitting concise case reports that demonstrate basic applied psychological competence. For anyone looking to submit case reports to the Psychology Board of Australia to support their application for general registration this is an absolute must-have resource.
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The Elements of Psychological Case Report Writing in Australia, Jan 2018
The Elements of Psychological Case Report Writing in Australia is a comprehensive and applied rev... more The Elements of Psychological Case Report Writing in Australia is a comprehensive and applied review of material required for basic case conceptualisation and report writing in Australia. This book is the first of its kind to offer a one-step resource to success in submitting concise case reports that demonstrate basic applied psychological competence. For anyone looking to submit case reports to the Psychology Board of Australia to support their application for general registration this is an absolute must-have resource.
Most notably this book provides:
Numerous assessment focused and intervention focused case report examples:
A presentation of case report requirements for 4+2 and 5+1 internship programs;
A review of important case conceptualisation areas necessary for applied psychological understanding;
Time management tips and guidance for making focused progress on the production of required case report and avoiding procrastination.
Both early career and experienced psychologists will find the case reports illustrative of various assessments and interventions in applied psychology in Australia. No other resource has collected together in one place multiple case reports illustrating the use of so many assessment instruments nor such a variety of interventions for the treatment of psychological difficulties in Australia.
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This book will help develop coping skills through arts and language-based activities. The strateg... more This book will help develop coping skills through arts and language-based activities. The strategies suggested build on children's existing knowledge and skills to enhance their learning, and will all contribute to:
· improving all children's emotional health and creativity
· developing resilience, particularly in periods of high stress such as transition from preschool to school
· increasing children's capacity to cooperate, respect and play with others
The authors also explain how to identify children at risk, particularly those experiencing anxiety or delay in social and emotional development, so that parents and practitioners can intervene early where difficulties exist. Practitioners and parents of children aged 3-8 will find a treasure trove of activities to build coping and self-esteem through creative play and imagination. - See more at: http://www.bloomsbury.com/au/developing-everyday-coping-skills-in-the-early-years-9781441187994/#sthash.kzdJr4CS.dpuf
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Social and Emotional Learning in Australia and the Asia-Pacific, Mar 8, 2017
The literature on school belonging is not well advanced in Australia and is complicated by a disp... more The literature on school belonging is not well advanced in Australia and is complicated by a disparity in terminology (e.g., school belonging has been referred to as school connectedness, school bonding, affiliation with school, school community). Nevertheless, there is a common understanding that school belonging is vital and necessary for the social and emotional well-being of adolescence. This chapter will present a general overview of school belonging and associated empirical studies, present findings of a meta-analysis that has investigated the relationship between social and emotional competencies and school belonging, and discuss practical implications for how to increase social and emotional competencies that may in turn enhance school belonging. The field of research concerned with school belonging and social and emotional competencies holds promise for future directions with respect to the applied impact in schools.
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Abnormal Psychology in Context: The Australian and New Zealand Handbook, Feb 1, 2017
Written by leading researchers from Australia and New Zealand, each chapter examines a particular... more Written by leading researchers from Australia and New Zealand, each chapter examines a particular psychological disorder, details symptoms and responses, and includes relevant statistics, case studies, further reading and links to community resources. The chapters give equal weight to Australian and New Zealand experiences in abnormal psychology matters
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Peer Reviewed Publications
Nursing Open, 2024
Aim
This study explored the influence of student computer competency on e-learning outcomes among... more Aim
This study explored the influence of student computer competency on e-learning outcomes among Iranian nursing students and examined its mediating role in the relationship between virtual learning infrastructure, student collaboration, access to electronic facilities, and e-learning outcomes.
Design
A cross sectional study.
Method
A self-administered online survey was used from August to October 2022, with a sample size of 417 nursing students selected through convenience sampling. Descriptive statistics, correlation analyses, and PROCESS macro v4.1 (Model 4) were used for data analysis.
Results
The results revealed that virtual learning infrastructure, access to electronic facilities, and student collaboration, significantly predict student computer competency and e-learning outcomes. Virtual learning infrastructure and access to electronic facilities were found to be the strongest predictors of student computer competency, while student collaboration had a smaller but still significant effect. Student computer competency was found to mediate the relationship between virtual learning infrastructure, access to electronic facilities, student collaboration, and e-learning outcomes.
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Journal of University Teaching and Learning Practice, 2024
The emergence of artificial intelligence in the higher education publishing context has led to sc... more The emergence of artificial intelligence in the higher education publishing context has led to scholars seeking opportunities to leverage the new technological affordances offered by the tool. Yet, there have been questions emerging about the extent to which artificial intelligence should prompt scholars towards certain outcomes. In this commentary, we examine the need for human flourishing to sit at the forefront of decisions around academic publishing alongside the pursuit of fair and innovative knowledge creation and dissemination. We advocate an evidence-based position against artificial intelligence as a peer reviewer, recognising that parroting knowledge is insufficient to be critical and comprehensive in the review process. There are significant limitations to the current artificial intelligence tools from bias to current corpus limitations that restrict its usefulness as a gatekeeper of knowledge, a key role a reviewer takes on board. We offer suggestions for places where artificial intelligence tools may be quite useful and offer some future directions for artificial intelligence in publishing processes.
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Studies in Higher Education, 2024
Artificial intelligence (AI) may be the new-new-norm in a post-pandemic learning environment. The... more Artificial intelligence (AI) may be the new-new-norm in a post-pandemic learning environment. There is a growing number of university students using AI like ChatGPT and Bard to support their academic experience. Much of the AI in higher education research to date has focused on academic integrity and matters of authorship; yet, there may be unintended consequences beyond these concerns for students. That is, there may be people who reduce their formal social interactions while using these tools. This study evaluates 387 university students and their relationship to – and with – artificial intelligence large-language model-based tools. Using structural equation modelling, the study finds evidence that while AI chatbots designed for information provision may be associated with student performance, when social support, psychological wellbeing, loneliness, and sense of belonging are considered it has a net negative effect on achievement. This study tests an AI-specific form of social support, and the cost it may pose to student success, wellbeing, and retention. Indeed, while AI chatbot usage may be associated with poorer social outcomes, human substitution activity that may be occurring when a student chooses to seek support from an AI rather than a human (e.g. a librarian, professor, or student advisor) may pose interesting learning and teaching policy implications. We explore the implications of this from the lens of student success and belonging.
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Information Technology & People, 2024
Purpose – In response to growing concerns over the negative consequences of Internet addiction on... more Purpose – In response to growing concerns over the negative consequences of Internet addiction on adolescents’ mental health, coupled with conflicting results in this literature stream, this meta-analysis sought to (1) examine the association between Internet addiction and depressive symptoms in adolescents, (2) examine the moderating role of Internet freedom across countries, and (3) examine the mediating role of excessive daytime sleepiness.
Design/methodology/approach – In total, 52 studies were analyzed using robust variance estimation and meta-analytic structural equation modeling.
Findings – There was a significant and moderate association between Internet addiction and depressive symptoms. Furthermore, Internet freedom did not explain heterogeneity in this literature stream before and after controlling for study quality and the percentage of female participants. In support of the displacement hypothesis, this study found that Internet addiction contributes to depressive symptoms through excessive daytime sleepiness (proportion mediated 5 17.48%). As the evidence suggests, excessive daytime sleepiness displaces a host of activities beneficial for maintaining mental health. The results were subjected to a battery o robustness checks and the conclusions remain unchanged.
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Journal of University Teaching and Learning Practice, 2024
Belonging is more than just a buzzword; it is a critical factor that affects students’ academic e... more Belonging is more than just a buzzword; it is a critical factor that affects students’ academic engagement, motivation, persistence, and overall achievement, especially considering the diversity of students in educational settings. The goal of this paper is to dissect the complexities of belonging, examining its various determinants, the diverse impacts it has on student university populations, and the range of strategies that effectively nurture this sense of belonging. We conducted literature search in August 2023 using the Web of Science database, focusing exclusively on publications from the Journal of University Teaching and Learning Practice. We used a combination of keywords like ‘belonging’, ‘university belonging’, ‘social belonging’, and other related terms, ensuring a comprehensive collection of relevant studies. A total of 133 articles were identified, with 77 selected for detailed full-text review. The final selection process resulted in 33 articles for the systematic review. Key results from our review indicate that belonging in higher education involves four main themes: connectedness to peers, staff, and the institution; feeling safe and part of the community; being valued and accepted; and embracing diversity and inclusion. These themes reflect a holistic understanding of belonging as a multi-dimensional concept, significantly influenced by institution-wide approaches, inclusive environments, educator practices, and quality relationships. The variation of belonging experiences identifies key challenges such as exclusion of diverse groups, lack of connection opportunities, and insufficient support relationships. Effective strategies for fostering belonging include targeting multiple system levels, building relationships, employing diverse educator practices, leveraging technology and creating inclusive environments.
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Child & Youth Care Forum, 2024
Background
The prevalence of trauma among young people is alarming due to its considerable effec... more Background
The prevalence of trauma among young people is alarming due to its considerable effects on their wellbeing and development. Parents can provide crucial support for young people exposed to trauma, however, there is limited research on how parents can help young people exposed to trauma from a youth perspective.
Objective
This study explored the perspectives of young people regarding strategies and approaches parents can take to assist young people to cope with traumatic events.
Methods
An anonymous online survey created in Australia was distributed to young people aged 15 to 18 years to identify what parents can do to help young people exposed to trauma. A total of 159 young people completed the survey.
Results
Qualitative thematic analysis revealed that young people felt parents could listen to and validate the experiences of young people and provide them with help and guidance. Young people recommended that parents should support those who have experience trauma by adopting a non-confrontational, empathetic, and understanding approach, and refrain from expressing anger, judgment, dismissiveness, ridicule, or blame. Young people also recommended parents encourage, empower, and provide guidance to young people exposed to trauma. Participants spoke about the importance of parents spending time with young people and ensuring that young people have access to mental health support. However, participants highlighted that parents should not pressure young people to engage in counselling.
Conclusions
Implications from this study emphasise the importance of education and resources to help parents support, promote recovery and prevent further harm and re-traumatisation of young people exposed to trauma. This study has implications for mental health professionals working with parents to help them effectively support young people exposed
to trauma. Results from this study inform the development of trauma-informed parenting programs to ensure that young people exposed to trauma receive adequate parental support.
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BMC Public Health Journal, 2024
Aim
Understanding vaccine hesitancy, as a critical concern for public health, cannot occur witho... more Aim
Understanding vaccine hesitancy, as a critical concern for public health, cannot occur without the use of validated measures applicable and relevant to the samples they are assessing. The current study aimed to validate the Vaccine Hesitancy Scale (VHS) and to investigate the predictors of children’s vaccine hesitancy among parents from Australia, China, Iran, and Turkey. To ensure the high quality of the present observational study the STROBE checklist was utilized.
Design
A cross-sectional study.
Method
In total, 6,073 parent participants completed the web-based survey between 8 August 2021 and 1October 2021. The content and construct validity of the Vaccine Hesitancy Scale was assessed. Cronbach’s alpha and McDonald’s omega were used to assess the scale’s internal consistency, composite reliability (C.R.) and maximal reliability (MaxR) were used to assess the construct reliability. Multiple linear regression was used to predict parental vaccine hesitancy from gender, social media activity, and perceived financial well-being.
Results
The results found that the VHS had a two-factor structure (i.e., lack of confidence and risk) and a total of 9 items. The measure showed metric invariance across four very different countries/cultures, showed evidence of good reliability, and showed evidence of validity. As expected, analyses indicated that parental vaccine hesitancy was higher in people who identify as female, more affluent, and more active on social media.
Conclusions
The present research marks one of the first studies to evaluate vaccine hesitancy in multiple countries that demonstrated VHS validity and reliability. Findings from this study have implications for future research examining vaccine hesitancy and vaccine-preventable diseases and community health nurses.
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Uploads
The policies included in this book cover a broad range of popular topics for schools that are not readily accessible, and each policy is built on theory, driven by research, and created by and experts. Each policy is based on substantial evidence and this is ensured through the inclusion of contributors who are active and highly reputable in their respective field. Most schools are obliged to write and maintain policy and not all school leaders have the required skills, time or expertise to do this effectively. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders is a time-saving resource for schools. It aims to address the reported research to practice gap in education by delivering accessible evidence-based practice in a ready-to-use adaptable format. All policies within this book are designed to be adapted and tailored to the unique diversity and needs of each school as reflected by the context and the people that make up the school community.
Download for free here: https://www.taylorfrancis.com/books/oa-edit/10.4324/9781003025955/building-better-schools-evidence-based-policy-kelly-ann-allen-andrea-reupert-lindsay-oades?refId=632274ab-eee7-4293-bb4a-6c1366715472
This book is relevant to every person who works in a school - worldwide. Users of this book can rest assured that each policy has been carefully formulated from the current understandings of best practice. This is a practical innovation and an example of how schools can use research-evidence in their day-to-day practices.
Grounded in theory, research, and practical experience, Boosting School Belonging provides 48 activities for practitioners and teachers to use with classes, groups, or individuals to help secondary students develop a sense of school belonging. Through six modules, readers will understand the evidence underlying each module, identify fun and practical tools to use with young people, and develop strategies for helping young people connect with teachers, parents, peers, themselves, learning, and help.
The evidence-based strategies and concepts make it an invaluable resource for teachers, psychologists and counsellors looking to help foster a sense of school belonging amongst students.
Most notably this book provides:
Numerous assessment focused and intervention focused case report examples:
A presentation of case report requirements for 4+2 and 5+1 internship programs;
A review of important case conceptualisation areas necessary for applied psychological understanding;
Time management tips and guidance for making focused progress on the production of required case report and avoiding procrastination.
Both early career and experienced psychologists will find the case reports illustrative of various assessments and interventions in applied psychology in Australia. No other resource has collected together in one place multiple case reports illustrating the use of so many assessment instruments nor such a variety of interventions for the treatment of psychological difficulties in Australia.
· improving all children's emotional health and creativity
· developing resilience, particularly in periods of high stress such as transition from preschool to school
· increasing children's capacity to cooperate, respect and play with others
The authors also explain how to identify children at risk, particularly those experiencing anxiety or delay in social and emotional development, so that parents and practitioners can intervene early where difficulties exist. Practitioners and parents of children aged 3-8 will find a treasure trove of activities to build coping and self-esteem through creative play and imagination. - See more at: http://www.bloomsbury.com/au/developing-everyday-coping-skills-in-the-early-years-9781441187994/#sthash.kzdJr4CS.dpuf
This study explored the influence of student computer competency on e-learning outcomes among Iranian nursing students and examined its mediating role in the relationship between virtual learning infrastructure, student collaboration, access to electronic facilities, and e-learning outcomes.
Design
A cross sectional study.
Method
A self-administered online survey was used from August to October 2022, with a sample size of 417 nursing students selected through convenience sampling. Descriptive statistics, correlation analyses, and PROCESS macro v4.1 (Model 4) were used for data analysis.
Results
The results revealed that virtual learning infrastructure, access to electronic facilities, and student collaboration, significantly predict student computer competency and e-learning outcomes. Virtual learning infrastructure and access to electronic facilities were found to be the strongest predictors of student computer competency, while student collaboration had a smaller but still significant effect. Student computer competency was found to mediate the relationship between virtual learning infrastructure, access to electronic facilities, student collaboration, and e-learning outcomes.
Design/methodology/approach – In total, 52 studies were analyzed using robust variance estimation and meta-analytic structural equation modeling.
Findings – There was a significant and moderate association between Internet addiction and depressive symptoms. Furthermore, Internet freedom did not explain heterogeneity in this literature stream before and after controlling for study quality and the percentage of female participants. In support of the displacement hypothesis, this study found that Internet addiction contributes to depressive symptoms through excessive daytime sleepiness (proportion mediated 5 17.48%). As the evidence suggests, excessive daytime sleepiness displaces a host of activities beneficial for maintaining mental health. The results were subjected to a battery o robustness checks and the conclusions remain unchanged.
The prevalence of trauma among young people is alarming due to its considerable effects on their wellbeing and development. Parents can provide crucial support for young people exposed to trauma, however, there is limited research on how parents can help young people exposed to trauma from a youth perspective.
Objective
This study explored the perspectives of young people regarding strategies and approaches parents can take to assist young people to cope with traumatic events.
Methods
An anonymous online survey created in Australia was distributed to young people aged 15 to 18 years to identify what parents can do to help young people exposed to trauma. A total of 159 young people completed the survey.
Results
Qualitative thematic analysis revealed that young people felt parents could listen to and validate the experiences of young people and provide them with help and guidance. Young people recommended that parents should support those who have experience trauma by adopting a non-confrontational, empathetic, and understanding approach, and refrain from expressing anger, judgment, dismissiveness, ridicule, or blame. Young people also recommended parents encourage, empower, and provide guidance to young people exposed to trauma. Participants spoke about the importance of parents spending time with young people and ensuring that young people have access to mental health support. However, participants highlighted that parents should not pressure young people to engage in counselling.
Conclusions
Implications from this study emphasise the importance of education and resources to help parents support, promote recovery and prevent further harm and re-traumatisation of young people exposed to trauma. This study has implications for mental health professionals working with parents to help them effectively support young people exposed
to trauma. Results from this study inform the development of trauma-informed parenting programs to ensure that young people exposed to trauma receive adequate parental support.
Understanding vaccine hesitancy, as a critical concern for public health, cannot occur without the use of validated measures applicable and relevant to the samples they are assessing. The current study aimed to validate the Vaccine Hesitancy Scale (VHS) and to investigate the predictors of children’s vaccine hesitancy among parents from Australia, China, Iran, and Turkey. To ensure the high quality of the present observational study the STROBE checklist was utilized.
Design
A cross-sectional study.
Method
In total, 6,073 parent participants completed the web-based survey between 8 August 2021 and 1October 2021. The content and construct validity of the Vaccine Hesitancy Scale was assessed. Cronbach’s alpha and McDonald’s omega were used to assess the scale’s internal consistency, composite reliability (C.R.) and maximal reliability (MaxR) were used to assess the construct reliability. Multiple linear regression was used to predict parental vaccine hesitancy from gender, social media activity, and perceived financial well-being.
Results
The results found that the VHS had a two-factor structure (i.e., lack of confidence and risk) and a total of 9 items. The measure showed metric invariance across four very different countries/cultures, showed evidence of good reliability, and showed evidence of validity. As expected, analyses indicated that parental vaccine hesitancy was higher in people who identify as female, more affluent, and more active on social media.
Conclusions
The present research marks one of the first studies to evaluate vaccine hesitancy in multiple countries that demonstrated VHS validity and reliability. Findings from this study have implications for future research examining vaccine hesitancy and vaccine-preventable diseases and community health nurses.
The policies included in this book cover a broad range of popular topics for schools that are not readily accessible, and each policy is built on theory, driven by research, and created by and experts. Each policy is based on substantial evidence and this is ensured through the inclusion of contributors who are active and highly reputable in their respective field. Most schools are obliged to write and maintain policy and not all school leaders have the required skills, time or expertise to do this effectively. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders is a time-saving resource for schools. It aims to address the reported research to practice gap in education by delivering accessible evidence-based practice in a ready-to-use adaptable format. All policies within this book are designed to be adapted and tailored to the unique diversity and needs of each school as reflected by the context and the people that make up the school community.
Download for free here: https://www.taylorfrancis.com/books/oa-edit/10.4324/9781003025955/building-better-schools-evidence-based-policy-kelly-ann-allen-andrea-reupert-lindsay-oades?refId=632274ab-eee7-4293-bb4a-6c1366715472
This book is relevant to every person who works in a school - worldwide. Users of this book can rest assured that each policy has been carefully formulated from the current understandings of best practice. This is a practical innovation and an example of how schools can use research-evidence in their day-to-day practices.
Grounded in theory, research, and practical experience, Boosting School Belonging provides 48 activities for practitioners and teachers to use with classes, groups, or individuals to help secondary students develop a sense of school belonging. Through six modules, readers will understand the evidence underlying each module, identify fun and practical tools to use with young people, and develop strategies for helping young people connect with teachers, parents, peers, themselves, learning, and help.
The evidence-based strategies and concepts make it an invaluable resource for teachers, psychologists and counsellors looking to help foster a sense of school belonging amongst students.
Most notably this book provides:
Numerous assessment focused and intervention focused case report examples:
A presentation of case report requirements for 4+2 and 5+1 internship programs;
A review of important case conceptualisation areas necessary for applied psychological understanding;
Time management tips and guidance for making focused progress on the production of required case report and avoiding procrastination.
Both early career and experienced psychologists will find the case reports illustrative of various assessments and interventions in applied psychology in Australia. No other resource has collected together in one place multiple case reports illustrating the use of so many assessment instruments nor such a variety of interventions for the treatment of psychological difficulties in Australia.
· improving all children's emotional health and creativity
· developing resilience, particularly in periods of high stress such as transition from preschool to school
· increasing children's capacity to cooperate, respect and play with others
The authors also explain how to identify children at risk, particularly those experiencing anxiety or delay in social and emotional development, so that parents and practitioners can intervene early where difficulties exist. Practitioners and parents of children aged 3-8 will find a treasure trove of activities to build coping and self-esteem through creative play and imagination. - See more at: http://www.bloomsbury.com/au/developing-everyday-coping-skills-in-the-early-years-9781441187994/#sthash.kzdJr4CS.dpuf
This study explored the influence of student computer competency on e-learning outcomes among Iranian nursing students and examined its mediating role in the relationship between virtual learning infrastructure, student collaboration, access to electronic facilities, and e-learning outcomes.
Design
A cross sectional study.
Method
A self-administered online survey was used from August to October 2022, with a sample size of 417 nursing students selected through convenience sampling. Descriptive statistics, correlation analyses, and PROCESS macro v4.1 (Model 4) were used for data analysis.
Results
The results revealed that virtual learning infrastructure, access to electronic facilities, and student collaboration, significantly predict student computer competency and e-learning outcomes. Virtual learning infrastructure and access to electronic facilities were found to be the strongest predictors of student computer competency, while student collaboration had a smaller but still significant effect. Student computer competency was found to mediate the relationship between virtual learning infrastructure, access to electronic facilities, student collaboration, and e-learning outcomes.
Design/methodology/approach – In total, 52 studies were analyzed using robust variance estimation and meta-analytic structural equation modeling.
Findings – There was a significant and moderate association between Internet addiction and depressive symptoms. Furthermore, Internet freedom did not explain heterogeneity in this literature stream before and after controlling for study quality and the percentage of female participants. In support of the displacement hypothesis, this study found that Internet addiction contributes to depressive symptoms through excessive daytime sleepiness (proportion mediated 5 17.48%). As the evidence suggests, excessive daytime sleepiness displaces a host of activities beneficial for maintaining mental health. The results were subjected to a battery o robustness checks and the conclusions remain unchanged.
The prevalence of trauma among young people is alarming due to its considerable effects on their wellbeing and development. Parents can provide crucial support for young people exposed to trauma, however, there is limited research on how parents can help young people exposed to trauma from a youth perspective.
Objective
This study explored the perspectives of young people regarding strategies and approaches parents can take to assist young people to cope with traumatic events.
Methods
An anonymous online survey created in Australia was distributed to young people aged 15 to 18 years to identify what parents can do to help young people exposed to trauma. A total of 159 young people completed the survey.
Results
Qualitative thematic analysis revealed that young people felt parents could listen to and validate the experiences of young people and provide them with help and guidance. Young people recommended that parents should support those who have experience trauma by adopting a non-confrontational, empathetic, and understanding approach, and refrain from expressing anger, judgment, dismissiveness, ridicule, or blame. Young people also recommended parents encourage, empower, and provide guidance to young people exposed to trauma. Participants spoke about the importance of parents spending time with young people and ensuring that young people have access to mental health support. However, participants highlighted that parents should not pressure young people to engage in counselling.
Conclusions
Implications from this study emphasise the importance of education and resources to help parents support, promote recovery and prevent further harm and re-traumatisation of young people exposed to trauma. This study has implications for mental health professionals working with parents to help them effectively support young people exposed
to trauma. Results from this study inform the development of trauma-informed parenting programs to ensure that young people exposed to trauma receive adequate parental support.
Understanding vaccine hesitancy, as a critical concern for public health, cannot occur without the use of validated measures applicable and relevant to the samples they are assessing. The current study aimed to validate the Vaccine Hesitancy Scale (VHS) and to investigate the predictors of children’s vaccine hesitancy among parents from Australia, China, Iran, and Turkey. To ensure the high quality of the present observational study the STROBE checklist was utilized.
Design
A cross-sectional study.
Method
In total, 6,073 parent participants completed the web-based survey between 8 August 2021 and 1October 2021. The content and construct validity of the Vaccine Hesitancy Scale was assessed. Cronbach’s alpha and McDonald’s omega were used to assess the scale’s internal consistency, composite reliability (C.R.) and maximal reliability (MaxR) were used to assess the construct reliability. Multiple linear regression was used to predict parental vaccine hesitancy from gender, social media activity, and perceived financial well-being.
Results
The results found that the VHS had a two-factor structure (i.e., lack of confidence and risk) and a total of 9 items. The measure showed metric invariance across four very different countries/cultures, showed evidence of good reliability, and showed evidence of validity. As expected, analyses indicated that parental vaccine hesitancy was higher in people who identify as female, more affluent, and more active on social media.
Conclusions
The present research marks one of the first studies to evaluate vaccine hesitancy in multiple countries that demonstrated VHS validity and reliability. Findings from this study have implications for future research examining vaccine hesitancy and vaccine-preventable diseases and community health nurses.
The COVID-19 pandemic disrupted the normality of daily life for many children, their families, and schools, resulting in heightened levels of anxiety, depression, social isolation, and loneliness among young people. An integrated public health model of interventions is needed to address the problem and to safeguard the mental health and wellbeing of children. The Triple P – Positive Parenting Program is one system of parenting support with a strong evidence-base and wide international reach. When implemented as a public health approach, Triple P has demonstrated population level positive effects on child wellbeing. This study will be the first large-scale, multi-site randomised controlled trial of a newly developed, low-intensity variant of Triple P, a school-based seminar series, as a response to the impacts of the pandemic.
Methods
The evaluation will employ an Incomplete Batched Stepped Wedge Cluster Randomised Trial Design. At least 300 Australian primary schools, from South Australia, Queensland, and Victoria will be recruited and randomised in three batches. Within each batch, schools will be randomly assigned to either start the intervention immediately or start in six weeks. Parents will be recruited from participating schools. The Triple P seminar series includes three seminars titled: “The Power of Positive Parenting”, “Helping Your Child to Manage Anxiety”, and “Keeping your Child Safe from Bullying”. Parents will complete measures about child wellbeing, parenting, parenting self-regulation and other key intervention targets at baseline, six weeks after baseline, and 12 weeks after baseline. Intervention effectiveness will be evaluated with a Multilevel Piecewise Latent Growth Curve Modelling approach. Data collection is currently underway, and the current phase of the project is anticipated to be completed in January 2024.
Discussion
The findings from this study will extend the current knowledge of the effects of evidence-based parenting support delivered through brief, universally offered, low intensity, school-based parenting seminars in a post pandemic world.
Methods: A sample population of 240 parents (25% fathers and 75% mothers) with an average age of 39.63 (standard deviation = 10.41) were selected by convenience sampling method and completed the Persian version of the SES online.
Results: Findings showed that concurrent validity of the SES with social comparison and social well being was within the acceptable range. The Cronbach’s alpha coefficient for the SES was 0.92, and for the subscales of self-control, social behavior, and implications were, respectively, 0.84, 0.71, and 0.70, which indicated good internal consistency between the items. Confirmatory factor analysis supported the Persian version of this scale same as the English version. The Persian version of the SES demonstrated psychometric properties of validity and reliability within the acceptable range (α = .70 and .84). In the present study, the results of convergent validity showed that there is a positive and significant relationship between sharing and constructs, such as social comparison, self-control, implications, and social behaviors, but no significant relationship was found between social well being and sharing.
Conclusions: Persian version of the SES is a suitable scale to measure the degree to which parents share their children’s sensitive content on the Internet and social media.
concepts (i.e attachment, hope, religiosity, and life satisfaction) and provide tools for decision makers to become involved in a large-scale planning.
general life sat isfact ion, cognit ive performance, academic work and physical health. These associat ions have been demonst rated
across a range of set t ings, including secondary schools. This paper provides an overview of belonging and its importance in
secondary schools.
(1830–1886). Often children who have experienced sexual assaultwish only to disclose
to the individual with whom they have formed a therapeutic bond. For many practitioners,
however, disclosure results in referral. Reasons can include uncertainty about
legal obligations, or self-doubt regarding one’s professional competence to manage
and therapeutically treat the disclosure. The authors of The Bravehearts Toolbox for
Practitioners Working with Child Sexual Assault tackle these issues and provide therapeutic
tools for practitionerswho have received a disclosure. Bravehearts recommends
that it is preferable for practitioners who have received a sexual assault disclosure to
continue working with the young person, particularly if a therapeutic relationship has
already been formed. This book aims to equip practitionerswith the knowledge, skills,
and techniques needed to professionally, ethically, and legally manage the disclosure
of sexual assault.
Aims and Learning Outcomes: Based on empirical research, the session will present the essential themes found to influence school belonging during adolescence in educational settings. This practical, strategy-based workshop will specifically discuss what school leaders and psychologists working in schools can do to increase perceptions of student school belonging.
Approach: During the first half of the workshop, participants will receive information and handouts related to how school belonging may be fostered within a secondary school based on key findings derived from recent research. For the second half of the workshop, participants will have an opportunity to talk, reflect, brainstorm, and share strategies aimed at fostering school belonging that are relevant to their own work settings.