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This paper reports on the use of role-play as a scenario-based learning approach in the teaching of counselling skills, client assessment and diagnostic interviewing within psychological training. While role-play is not a new technique in teaching such skills, its use is generally reserved for the training of higher level students. This paper explores the use of role-play for undergraduate training, its usefulness and how ambiguity and uncertainty can be incorporated into scripts for more effective training. Through a process of constructivist learning, students arrive at meaning between each other in how they approach even improvised role scripts.

This paper presents some possibilities for applying the linguistic and psychological theories of two dialogists, Mikhail Bakhtin and Jacques Lacan, to the classroom. There is a short summary of how the two theories may interact with each other and then a discussion of their two opposing views of identity formation. Bakhtin was a Russian, coming from the collectivist paradigm and Lacan's theories were arcane combinations of Freud's emphasis on the needs of the individual and French post-Revolutionary individualism. Lacan insisted that one could only become "whole" at the cost of incompleteness for another. Bakhtin opined that completeness could only be achieved within experiences shared and co-constructed by others. This paper concludes with the question of how teachers can ensure the positive experience of co-construction rather than one person paying a cost for the other's identity-formation and whether it is possible to fully implement insights from a collectivistic paradigm in an education system where the stated aim is to enable each individual to meet his/her potential. (Contains 1 figure and 1 footnote.)

Whilst online learning has gained rapid momentum, the development of online technology and practices that support the delivery of online courses with a large research component has been slow. In 2017, the School of Psychological Sciences at Monash University, Australia, developed a potentially scalable and transferable online research portal. This is an all-in-one platform that is designed to facilitate and support online research and research supervision, for supervisors and students. The research portal has evolved to currently provide research and research supervision support to over 700 online psychology students at the university. This paper describes the development, implementation and impact of the research portal and presents data from a preliminary evaluation of its usability and user satisfaction. Both research students and supervisors from the fully online fourth-year Graduate Diploma of Psychology Advanced program at Monash University participated in a series of focus groups, individual usability testing sessions, and surveys, and reported favourably on the research portal's research supervisor and supervisee user satisfaction and usability. Qualitative and quantitative feedback provided useful information supporting research portal improvement and expansion possibilities, allowing an increasingly valuable contribution to online research supervision, research and research teaching.

BACKGROUND: It is unknown whether questionnaires measuring psychosocial constructs related to low back pain (LBP) that were originally designed for adults are suitable for adolescents, and if paper and web-versions have similar measurement properties. OBJECTIVES: To examine selected psychometric properties for the paper- and web-based Back-Beliefs Questionnaire (BBQ) and the Fear Avoidance Beliefs Questionnaire (FABQ-phys) among adults and adolescents in two diverse countries and to determine whether differences existed between countries and pain groups. METHODS: A sample of 156 adults (Hong Kong, n = 75; Australia, n = 81) and 96 adolescents (Hong Kong, n = 61; Australia, n = 35) participated in this cross-sectional study. RESULTS: Main effects for country and administration mode were observed in adult BBQ scores, where Australian adults reported significantly higher BBQ scores than Hong Kong adults (mean difference (MD); 95% CI: 2.85; 0.96-4.74) and significantly higher scores were recorded on the web mode compared to the paper mode (MD 0.74; 0.10-1.38). Similarly, Hong Kong adults and adolescents reported higher FABQ-phys scores than Australian adults and adolescents (MD; 95% CI: 3.40; 1.37-5.43 and 4.88; 0.53-9.23, respectively). Internal consistency values were mostly acceptable (α⩾0.7). CONCLUSION: Differences exist between cultures for LBP-related beliefs. The BBQ and FABQ-phys have acceptable measurement properties in both administration modes. [ABSTRACT FROM AUTHOR]

A disconnect from environments has largely dominated educational discourse and policy. Attention to place and environment in education has gained momentum recently through several relational theories. Application of these theories in education notes the materiality and relationality of pedagogy, though often without specificity as to what the pedagogy is -- how it is enacted and what guides such pedagogy. For pedagogical direction in enlivening learning with environments, this paper looks to the potential of ecological psychology theories of affordances and developing specificity via perception and action with environments. To illustrate such, we offer reflections on the pedagogical gap from a teacher education project that attunes preservice teachers to the potential for learning by engaging with spaces produced for children by artists. We then look closely to the pedagogical practices of an artist working with children in a primary school maker space-oriented program. Inspired by ideas from ecological psychology, we identify four pedagogical principles in practices of responsive learning with environments and suggest these as a possible pedagogical framework for eliciting embodied, emplaced, relational, and integrated learning with environments.

This paper describes a professional development (PD) program for academics at an Australian university designed to model good blended curriculum design and effective use of contemporary learning technologies. It evaluates a case study from the pilot of this program involving a postgraduate psychology course to illustrate one of the most challenging examples and in turn the potential impact of the approach developed. Academic developers face known barriers, including time constraints, interdisciplinary miscommunication, and change resistance, when introducing academics to new approaches to learning and teaching. This PD sought to promote change by modelling a shift from "sage on the stage" to "guide on the side," through use of flipped and blended learning approaches by the academic developer. The case study found the teacher gained confidence in these methods and student satisfaction ratings increased.

The purpose of the paper is to offer a detailed explication of collectively enacted analytical and sense-making practices in participatory research. The co-production of knowledge is central to the methodological integrity of participatory research, but capturing the shared and collaborative processes through which meaning is made; particularly the analytical practices, can be difficult to untangle. A participatory project that employed memory work techniques is presented to illustrate and examine these dynamic processes 'in action'. Three issues that merit careful consideration in enacting collective analytical practices are identified and discussed; firstly the negotiation of tension between forms of organic and more structured forms of analytical exploration, secondly reflexive engagement with power relationships and diversity in making sense of data, and finally addressing the utility of the analysis as an important aspect of participatory work. The paper contributes to an ongoing conversation concerning the challenges and possibilities for collaborative knowledge generation in participatory practices.

This paper stems from research in Australia examining pre-service teacher and mentor teacher experiences on the practicum. The paper focuses on findings from the research, highlighting the tendency among the pre-service teachers to either valorise or demonise their mentor teachers, reflective of what we describe, following Kristeva and Britzman, as their powerful need to believe. The paper draws on psychoanalytic theory in order gain insights into this process, viewing the pre-service teachers' accounts of their mentors as fantasies that serve a stabilising function in order to manage the intense emotional demands of schools and classrooms. The paper concludes with considerations of how teacher educators might ameliorate the ideality of novice teachers, reflecting the insistence of the imaginary, and hence enable them to benefit more from the practicum experience. We briefly suggest the use of tools that work within the symbolic register to exercise a mediating role in the context of these intense demands.

In contemporary society, global population movements, global conflict and ensuing migration have resulted in the presence of bicultural children in many nations, with multiple possibilities for musical engagement emerging within their home and host cultures. For these children, issues of social integration, identity construction, and cultural maintenance and change must be negotiated on a continual basis. This paper explores some of the ways in which music participation, and more specifically, participation in musical play, contributes to the well-being of bicultural children. In particular, the paper addresses the contribution of musical activities to the well-being of newly arrived refugee and voluntary migrant children and the ways in which these musical activities provide new musical and social beginnings for these children and young people. Drawing on research from the fields of music education, ethnomusicology, evolutionary musicology, anthropology, psychology and refugee studies, this paper focuses on my current research involving newly arrived forced and voluntary migrant children in Australia, but also on my previous cross-cultural study of musical play in a number of countries. Specific reference is made to Iraqi, South Sudanese and Sierra Leonean refugee children and young people in Australia, Punjabi children in the UK and newly arrived Central and South American immigrants in the USA.

This paper presents findings from the "Flourishing in a Second Language" (FL2) project--a language curriculum for first-year university students which integrates Positive Psychology (Seligman, 2002), Transition Pedagogy (Kift, 2009a), and CLIL principles (Coyle, 2006). The project aims to create learning experiences that are personally relevant, and that facilitate alignment between learners' interests, linguistic goals, and cognitive challenges posed by the tasks, in order to increase the perceived value of language learning and sustain students' motivation. More specifically, the project involves re-designing language learning activities typically found in beginners' level classes, to include strategies and contents believed to facilitate transition, as well as enhance students' psychological, emotional, and social wellbeing. In this paper, we evaluate the trial implementation of the FL2 activities integrated into the beginners' curriculum at two different universities. Feedback obtained from language experts and practitioners in language education and Positive Psychology is also briefly discussed.

The marketisation of higher education (HE) has created a number of tensions and ideological dilemmas that may influence how academics see their roles and teaching practices. This paper explores how academics in the discipline of social work (who were also in leadership roles) perceive their roles and identities and manage the tensions and dilemmas that arise for them as teachers in the current HE environment. Unless the tensions and dilemmas are articulated, it is not possible to understand and manage their impact on academics. This may lead to the loss of quality learning experiences for students and lower workplace satisfaction. This paper addresses the research question: were there ideological dilemmas experienced by social work academics in the current environment and if so, what subject positions did they adopt in response to these? A discursive psychology approach was used to answer this question. Data showed a range of ideological dilemmas represented by each of the different subject positions adopted. The paper concludes with questions for readers to consider, generating ideas for transferring understanding of these ideological dilemmas into positive action within the workplace.

While blended learning has been around for some time, the interplay between lecture recordings, lecture attendance and grades needs further examination particularly for large cohorts of over 1,000 students in 500 seat lecture theatres. This paper reports on such an investigation with a cohort of 1,450 first year psychology students' who indicated whether they frequently attended lectures or not. The division helped ascertain differences and similarities in preferences for using online recordings. Overall, non-frequent attendees were more likely not to use lecture recordings (48.1%) to make up a missed lecture than frequent attendees (34.3%). Surprisingly, in the last week of semester, 29% of students reported not yet accessing lecture recordings. Students had the intention to use lecture recordings as they envisaged these to be helpful for learning and commented that they would be adversely affected if recordings were not available. In fact, students are passionate about lecture recordings. Analytics show that after Lecture 7, each lecture recording attracted 600 or less unique visits (hits) supporting the finding that most students make strategic use of learning resources available within the blended learning environment.

Extensive linguistic research and theorising relating to maintaining the family heritage, as bilingual or multilingual family in differing language contexts, is currently available. Substantial research beneficially explores approaches to multilingual parenting, outcomes for individuals through parent and child perspectives, among linguistic and social realms of being multilingual in differing contexts. Personal experiences as emotive ways of reasoning, actions, and motive for sustaining one's heritage in a differing context are partially considered, but the cognitive-affective dimension could be more comprehensively explored. This paper conveys research methodology of parents' subjective sense for sustaining their heritage, as situated and unique for individuals through cultural-historical psychology elements. A cultural-historical framework provides a dynamic and multi-faceted scope of parent's subjective sense of self, for reasoning and approaches to sustaining their heritage with family. Construction of subjective perspectives involves the temporal motion of past to present, to enlighten motive and ideals for the present and future. Narrative analysis methodologies evidencing "perezhivanie" represent individuals' subjective configurations with individuals' contemporary and transpiring development of the subjective sense of self. This study associates Vygotsky's original "perezhivanie" conceptualisation and contemporary advances of subjectivity to cognise the intellectual-affective affiliation for motive substantiated through narrative analysis to show human subjective sense in motion.

Academically engaging adolescents with learning difficulties continues to be a challenge for teachers and education authorities around the world. This paper reports on one part of a broader study to address the impasse present between research and practice in meeting the needs of adolescents with learning difficulties. Drawing on the mounting research attesting to the effectiveness of Explicit Instruction and Positive Psychology, a concerted investigation was carried out to assess the effectiveness of combining the two approaches. Two Year 8 classes (N = 23 experimental) (English and Mathematics) were provided with the combined systems intervention over one academic year. Response to the intervention was compared to two similar academic ability control groups from the same Year group. Results report students made statistically significant gains, in comparison to the control group. This study contributes to an understanding of how effective classroom pedagogy instead of remediation can support adolescents with learning difficulties.

Purpose: The purpose of this paper is to identify the major factors necessary for engaging university campus community in sustainability. While general awareness in sustainability issues has improved in recent years through mass media coverage, this knowledge is not always translated into actual sustainable practice. Studies have indicated that there are many factors for engaging the community in sustainability. Design/methodology/approach: A multi-disciplinary literature review is first undertaken to distil the drivers that enhance participation in sustainability programmes by the university community. Next, to illustrate the applicability of the factors identified in the community engagement framework, two case studies are undertaken to highlight the importance of the identified factors in influencing the level of community participation in their sustainability programmes. Findings: The 6-P framework for community engagement includes factors such as psychological needs, physical facilities, personal motivations, public perception, price mechanisms and policies. The case studies of two universities' sustainability projects illustrate that the framework is highly applicable to university communities. Originality/value: While research on behaviour change has been undertaken by various disciplines such as urban planning, marketing and psychology, these have been done in isolation. The originality of this paper is therefore achieved by drawing together the knowledge from these well-established disciplines to develop an original 6-P framework. This framework has the potential of assisting university leaders in the development of their community engagement strategy to mobilise and motivate their community members to take practical steps towards building a sustainable campus. However, the robustness of this framework will need to be further validated in future studies.

Much of the burden of undergraduate teaching in Australian higher education institutions falls to sessional staff and postgraduate students. These members of staff assume high teaching loads and administrative management responsibilities. This paper explores the perspectives of two female academics in the unique position of being the subject co-ordinators for large first-year psychology units (around 1600 students) whilst still being doctoral (PhD) candidates. This situation raises interesting issues around the creation of academic identity. Using the metaphor of sinking or swimming in the deep end, we explore strategies to navigate the often turbulent waters of working in academia without drowning in teaching and administration, whilst attempting to stay afloat with doctoral research.

Religious education in Australian Catholic High Schools is the raison d'etre for the Catholic education system and religious education teachers are critical to this mission. This paper offers a framework for investigating the self-efficacy of religious education teachers.We first describe the nature and context of religious education in Australian Catholic schools. We argue that the teaching of religious education presents a set of unique challenges to teachers, compared to teaching other disciplines in the curriculum. Next we review the extant literature on Social Cognitive Theory, and self-efficacy as it may apply in this context. Then we look at likely constructs that may impact upon teacher self-efficacy for teaching religious education: collective efficacy, teachers' implicit theories about student ability and student faith, and the intrinsic spirituality of religious education teachers.We present a theoretical framework for examining the self-efficacy of religious education teachers, and we argue for research in this area that has not been studied hitherto, making this a unique contribution to the field of the psychology of religion, and to practitioners.

The education of healthcare professionals is critical for the safe delivery of services to patients (Ricciardi & de Paolis, 2014). Postgraduate psychology students undertaking a professional degree encounter a steep learning curve when transitioning from theoretical knowledge to professional practice. This beginning student stage of development is fraught with anxiety and high-stress levels, and has implications for both student and client wellbeing (Skovholt & Ronnestad, 2003). Successful navigation of this phase is critical to psychology graduate competence and employability, with potentially lasting consequences for psychologists' perceptions of self-efficacy and career trajectory (De Stefano et al., 2007; Skovholt & Ronnestad, 2003). Serious games in health provide the potential for safe practice opportunities in an engaging and entertaining manner (Hawn, 2009; Knight et al., 2010). The author developed a serious game with the intention of providing postgraduate professional psychology students with increased and more convenient opportunity to practice psychological competencies. This paper synthesises game design theory into a prototype for educators to provide innovative solutions in a health context. It contributes to the body of research determining the efficacy of games in educational contexts and advances knowledge in the use of simulation pedagogies.

The following paper presents the first known examination of the experiences of class tutors within a peer-assisted learning program. Three female first-year class tutors, aged 25-28 years, provided insight into how they experienced a novel peer tutoring program embedded in their tutorials. Using grounded theory techniques, it was found that the following five themes underlie their experiences: "role exploration," "sharing responsibility," "regulation of the peer tutored groups," "harnessing the peer tutors' role," and "community." Literature from the domain was examined post-hoc and was found to complement these themes. Additionally, it was found that class tutors were beneficiaries of the program. It was suggested that future research address the limitations of the present study and test a number of hypotheses within a novel theoretical framework. The hypotheses were constructed to include the key roles within embedded peer tutoring, and learning climate typologies and dimensions (Little, 1975).

In recent years, there have been numerous papers discussing the importance of improving the link between health promotion researchers and practitioners. Several reviews have been undertaken to determine the extent to which health promotion research is disseminated to, and utilized by, practitioners in the development and implementation of health promotion programs. These studies have generally been limited to reviews of literature rather than directly gathering data from practitioners. This paper reports on a survey of Australian health promotion practitioners undertaken to investigate the extent to which they are aware of, understand and utilize the major health promotion theories and models derived from research in the areas of psychology and communication. We found that none of the theories or models included in this study--the "standard" theories and models taught in health promotion courses, and included in the leading textbooks--were used by more than 50% of practitioners in their work. The only models being used by more than one-third of the practitioners were PRECEDE-PROCEED and the Transtheoretical (Stages of Change) Model. The paper concludes with possible explanations for the low level of utilization of theories and models, and suggestions for increasing their usage based on information sources accessed by these practitioners. (Contains 2 tables and 1 figure.)

In 2003/4, 13 Australian universities took part in a follow-up survey of occupational stress following an earlier one conducted in 2000. More than 6000 staff participated at each time, of whom 969 (stayers) participated at both times. This paper presents the cross-sectional data obtained on both occasions as well as the longitudinal data provided by the stayers. Overall, the cross-sectional data from all participants showed some encouraging improvements. For example, there were increases in organisational commitment, job involvement, job autonomy, procedural fairness, and trust in senior management, as well as decreases in work pressure and job insecurity. However, there were also increases in psychological strain and work-home conflict. Longitudinal results from the stayers showed a similar pattern. These participants also showed increases in job involvement, job autonomy, belief in procedural fairness, and trust in senior management, and a decrease in job insecurity, together with increased work-home conflict and increased psychological strain. However, they did not show improvements in organisational commitment or work pressure, and also reported reduced job satisfaction. Attrition analyses revealed some Time 1 differences between the stayers and dropouts that might explain the discrepant findings. Neither the cross-sectional nor longitudinal changes were uniform across all universities, or all categories of staff. The improvements were more marked for general than for academic staff, and for female than for male staff. Regression analyses found that the best predictors of organisational commitment were job satisfaction and trust in senior management; the best predictors of trust in senior management were procedural fairness and organisational commitment; and the best predictor of job satisfaction was procedural fairness. Interestingly, the only significant predictor of psychological strain was neuroticism. The next stage of the research is to try to find out what interventions were introduced at each university and to link them to the observed improvements. (Contains 8 tables.)

Alchemy is an ancient philosophy on which the two modern day sciences of chemistry and analytical psychology are grounded. In education in New South Wales (NSW) at the present time, the behaviour of boys is of increasing concern to schools, to teachers, to parents and to society at large as evidenced by the over-representation of boys in school suspension figures, detention and intensive learning classes, remedial reading and behaviour units, special programs and special schools. This paper outlines an action research study of the aberrant behaviour of seven boys from Sydney schools who were all clinically diagnosed as emotionally, conduct or behaviourally disordered. Jung's alchemic process was employed to assist each boy to understand his inner conflict and how it contributed to his behaviour. This approach was able to successfully bring about positive change in the unacceptable, challenging, aberrant behaviour of each of the boys. One boy's process is outlined in more detail. (Contains 5 figures.)

Student-driven "deep learning", teachers as "coaches" and "activators of learning" and positive student-teacher relationships are all part of the changing and significantly innovative educational landscape which requires considerable pedagogical change in teaching and learning processes. Teacher professional learning communities (PLCs) have been recognised as highly effective in supporting teachers in changing their beliefs and practices. There is considerable agreement about the characteristics of PLCs and there seem to be links with positive psychology's wellbeing and "flourishing" key concepts although there has been little research undertaken about this. The current research aims to explore these connections using case studies of three significantly innovative schools, with research methods including document study, surveys, interviews and focus groups. Research findings and data analysis undertaken highlight the PLC characteristics and positive psychology connections. The paper concludes by highlighting the benefits for schools and education systems of developing a greater understanding of PLCs, through using the lens of positive psychology. Through positive psychology elements such as nurturing positive emotion and a greater sense of purpose for teachers within PLCs, there are benefits for teacher professional learning but also potentially for student learning and wellbeing.

This article describes the experiences of teaching undergraduate psychology students in an Australian context. The degree course the students take has no community or critical units, but it is one of very few in Australia that has a compulsory standalone unit in qualitative methods. While qualitative methods are by no means necessarily inherently critical or community focused, it has presented an opportunity to the teachers of the unit (the authors of this paper). The authors of this paper, who employ community critical methodologies in their research, aim to design teaching which is also grounded in such theory, wherever possible and despite significant limitations. Such teaching is informed by: challenging taken for granted assumptions; deconstruction and problem posing; making things uncomfortable; and relating differently. The paper describes a design of teaching where all the students undertake research projects exploring the research question: "what does psychology offer community?" Following a description of the methodologies and teaching practices, the authors reflect subjectively on their experiences working with the students, on opportunities which arose and on structural boundaries which appear to make community critical methodologies in university teaching very difficult. [ABSTRACT FROM AUTHOR]

The widening participation agenda and related concerns about student retention require a more systematic focus on supporting student success. This paper describes a process designed with the dual goals of supporting the short-term academic recovery of students at risk of non-continuation due to early difficulties with assessment and developing their ongoing capabilities for self-regulation around challenging assessment tasks. Commencing students who failed or marginally passed their first piece of university assessment were invited to participate in a two-stage process: independently completing a reflective workbook designed to help them understand the reasons for their assessment performance, followed by a structured consultation with their tutor to identify improvement goals and strategies. Students undertaking the academic recovery process achieved higher pass rates for the second assessment item and for the course overall than a comparative group of students who did not participate. Findings indicate that a self-regulation-based intervention can contribute to students' academic persistence and success. Importantly, students experienced the intervention as providing insight into their underperformance on assessment and developing their capacity for metalearning. (Contains 3 tables and 1 figure.)

This paper describes psychosocial outcomes of an Indigenous residential substance abuse rehabilitation centre in Australia, examines the sensitivity to change of the new Growth and Empowerment Measure (GEM), and explores the degree to which service users value cultural components of the treatment program. Participants were 57 Indigenous and 46 non-Indigenous male clients from Oolong House. Intake, 8-weeks, and 16-weeks (program completion) measures of Kessler 10 Psychological Distress Scale (K10), Drug Taking Confidence Questionnaire (DTCQ-8), and GEM were completed. The Treatment Component Evaluation (TCE) was completed at 16-weeks. There were significant improvements for participants, with a decrease in psychological distress and increases in refusal self-efficacy and empowerment. Effect sizes for GEM were medium to large across the time-points (r = 0.61 to 0.70 for all four subscales from baseline to 8-weeks; r = 0.44 to 0.70 for three subscales from 8-weeks to 16-weeks), indicating sensitivity to change. Indigenous participants rated cultural components of treatment significantly more helpful than did non-Indigenous participants. Implications for future research and substance abuse interventions for Indigenous Australians are discussed.

The globalized Knowledge Society of the 21st century brings with it important changes in models of work and lifestyle, triggered by the revolution in Information and Communication Technologies (ICTs). It has led to new ways of understanding knowledge itself, human activity, and consequently, professional and economic activity. In this current socio-educational and socio-economic context, more than ever, it makes sense to ask whether the mission and vision of commonly used educational models, that is, the educational purposes pursued, should be adjusted in the light of new context-driven training demands for the present and upcoming generations. This paper is structured in several parts. First, the concepts of "Creativity", "Innovation" and "Entrepreneurship" are defined, as well as their relationships and role in the R&D&I value chain. Next is a justification of why the "Knowledge Society" needs persons with creativity, innovation and entrepreneurship. Third, and at the heart of this review, we address the need for a "Psychology of Innovation and Entrepreneurship" and its contributions to educational processes for developing these competencies. Fourth, we suggest the implications of such contributions in an emerging educational paradigm, "Education for Competency in Innovation and Entrepreneurship", where we analyze what kind of learning would be involved in this competency, as well as cross-curriculum proposals to be integrated across educational processes. Conclusions and further educational implications are discussed in closing. (Contains 2 tables and 3 figures.)

This paper outlines a pilot study of the post-program psychological adjustment outcomes of adult staff facilitating an Australian-based wilderness adventure program for youth at risk. The descriptive and correlational survey study (N = 62) examined the psychological adjustment processes staff underwent following program completion, and the factors that predicted adjustment. The study found that post-program psychological adjustment is neither an abnormal nor a drawn-out process, with the majority of staff reporting broadly positive experiences. A number of significant predictors of post-program psychological adjustment were identified, with perceived "program success" positively related to increased "reflective" and decreased "reactive" adjustment experiences. Level of physical challenge experienced by staff was also positively related to reflective adjustment outcomes. These findings are discussed in light of organisational responses and directions for future research. (Contains 2 tables and 2 footnotes.)

The inclusion of evidence-based psychological interventions within Medicare through Better Access addresses an inequity within the Australian health system against people with mental disorders. The question of "Who is qualified to provide these services" is the overriding focus of many commentaries on Better Access within psychology. Carey et al. (2009) argue for examination of the Medicare data to answer this question. We show that Carey et al. (2009) fail to clarify if and how the Medicare data could be used to answer the questions they put and that the reasons for the current eligibility requirements within the Medicare Benefits Schedule are transparent, justifiable and responsible. The preoccupation with within-profession distinctions is counterproductive because it distracts from a proper examination of the impact of Better Access on mental health care in Australia. Research dollars need to be directed to questions that most directly affect the quality of care, such as how can interventions under Better Access be delivered appropriately according to best practice, improve access and equity for everyone and be most cost efficient? Given the current policy agenda in primary care favouring integrated, multidisciplinary models of care, these questions are the critical ones for the future direction of Better Access.

Medical students experience various stresses and many poor health behaviours. Previous studies consistently show that student wellbeing is at its lowest pre-exam. Little core-curriculum is traditionally dedicated to providing self-care skills for medical students. This paper describes the development, implementation and outcomes of the Health Enhancement Program (HEP) at Monash University. It comprises mindfulness and ESSENCE lifestyle programs, is experientially-based, and integrates with biomedical sciences, clinical skills and assessment. This study measured the program's impact on medical student psychological distress and quality of life. A cohort study performed on the 2006 first-year intake measured effects of the HEP on various markers of wellbeing. Instruments used were the depression, anxiety and hostility subscales of the Symptom Checklist-90-R incorporating the Global Severity Index (GSI) and the WHO Quality of Life (WHOQOL) questionnaire. Pre-course data (T1) was gathered mid-semester and post-course data (T2) corresponded with pre-exam week. To examine differences between T1 and T2 repeated measures ANOVA was used for the GSI and two separate repeated measures MANOVAs were used to examine changes in the subscales of the SCL-90-R and the WHOQOL-BREF. Follow-up t-tests were conducted to examine differences between individual subscales. A total of 148 of an eligible 270 students returned data at T1 and T2 giving a response rate of 55%. 90.5% of students reported personally applying the mindfulness practices. Improved student wellbeing was noted on all measures and reached statistical significance for the depression (mean T1 = 0.91, T2 = 0.78; p = 0.01) and hostility (0.62, 0.49; 0.03) subscales and the GSI (0.73, 0.64; 0.02) of the SCL-90, but not the anxiety subscale (0.62, 0.54; 0.11). Statistically significant results were also found for the psychological domain (62.42, 65.62; p less than 0.001) but not the physical domain (69.11, 70.90; p = 0.07) of the WHOQOL. This study is the first to demonstrate an overall improvement in medical student wellbeing during the pre-exam period suggesting that the common decline in wellbeing is avoidable. Although the findings of this study indicate the potential for improving student wellbeing at the same time as meeting important learning objectives, the limitations in study design due to the current duration of follow-up and lack of a control group means that the data should be interpreted with caution. Future research should be directed at determining the contribution of individual program components, long-term outcomes, and impacts on future attitudes and clinical practice.

In this paper I explore some of the issues associated with teaching about race, culture, and ethnicity in a psychology program. These curriculum initiatives are part of a broader agenda of raising awareness about racialised oppression and exclusion and contributing to the development of ways of researching and practicing psychology that are transformative and culturally sensitive. I overview the broader context and describe our subject and the guiding principles. This is followed by a description and analysis of two events in the classroom that illustrate the ways in which students differentially respond to the challenges posed by writings that challenge taken-for-granted understandings of race. Part of the analysis shows that students can often engage in the reproduction of oppressive practices and invest in whiteness. It is suggested that more than single semester subjects are required to promote and support the development of critical capacities for anti-racism practice.

In offering a critical review of the problem we call "ADHD" (Attention Deficit Hyperactivity Disorder), this paper progresses in three stages. The first two parts feature the dominant voices emanating from the literature in medicine and psychology which, when juxtaposed, highlight an interdependency between these otherwise competing interest groups. In Part 3, the nature of the relationship between these groups and the institution of the school is considered, as is the role that the school may play in the psycho-pathologisation of fidgety, distractible, active children who prove hard to teach. In so doing, the author provides an insight as to why the problem we call "ADHD" has achieved celebrity status in Australia and what the effects of that may be for children who come to be described in these ways. (Contains 2 figures and 14 notes.)

In Australia, youth are the most prolific users of mobile phones, however, there is little research investigating this phenomenon. This paper reports a qualitative exploration of psychological factors relating to mobile phone use amongst Australian youth. 32 participants, aged between 16 and 24 years, took part in focus group discussions. Thematic data analysis focussed on identifying the psychological benefits arising from mobile phone use and whether mobile phone addiction was occurring amongst this group. Mobile phone use was believed to provide numerous benefits to users and is an intrinsic part of most young people's lives. It emerged that some young people are extremely attached to their mobile phone with symptoms of behavioural addiction revealed in participants' descriptions of their mobile phone use. The study provides a solid foundation for further work investigating addictive patterns of mobile phone use amongst youth.

Research on attitudes towards asexual people is a relatively new focus within the discipline of psychology, and to date has not been a topic of focus in the Australian context. This study focused on Australian undergraduate psychology students, and their attitudes towards asexual people. The study recruited 231 participants from undergraduate psychology programmes to complete an online survey assessing their attitudes towards asexual people, bias against single people, and gender ideologies. In addition, participants rated how comfortable and confident they felt about working with asexual people within mental health settings in the future. Participants who reported greater endorsement of traditional gender role ideology, and negative bias against singles, also reported greater levels of anti-asexual bias. Participants who hoped to pursue a career in psychology reported lower levels of anti-asexual bias and less negative attitudes towards single people, and reported moderate levels of both comfort in working with asexual people in the future, and capacity to provide safe care to asexual people in the future. Drawing on these findings, the paper concludes by discussing areas that require ongoing attention in the study of anti-asexual bias, and makes recommendations for the training of psychology students and clinicians. [ABSTRACT FROM AUTHOR]

Adolescence and young adulthood is a time of rapid development. Although many people successfully negotiate this period, some do not. In this paper the evidence for the treatment of some of the most important adolescent psychological problems is considered. The problem areas of depression, anxiety disorders, conduct disorders, attention deficit hyperactivity disorder, eating disorders, alcohol and substance abuse disorders, suicide, and psychotic disorders are considered in turn. After reviewing these different areas of adolescent psychological dysfunction, guidelines for clinicians are offered. The literature review also provides the opportunity to clarify areas that future research could investigate. It is suggested that a closer link between research and clinical practice will ensure improved effectiveness of treatments provided to adolescents and the development of an evidence base for treatment in early adulthood.

This paper reports on an investigation into learning through discussions by undergraduate social work students. Second-year students studying psychology for social work experienced discussions began with face-to-face tutorials, and then continued for some time after online. This study used closed-ended questionnaires to investigate what students thought they were learning through discussions (their concepts), and how they engaged in the discussions face-to-face and online (their approaches). Significant associations were found among students' concepts of discussions, approaches and levels of achievement. The results suggest that students who do not understand how discussions can help them to interrogate, reflect on and revise their ideas tended not to approach either face-to-face or online discussions in ways likely to improve their understanding or their levels of achievement. This type of insight is critical for teacher/designers wishing to create university experiences in which discussion is used to promote learning. (Contains 4 tables and 1 figure.)

In this paper we explore issues surrounding university students' experiences of statistics drawing on data related to learning statistics as a compulsory component of psychology. Over 250 students completed a written survey which included questions on their attitudes to learning statistics and their conceptions of statistics. Results indicated that most students were studying statistics unwillingly. A minority of students acknowledged that statistics was necessary for psychology, but statistics was seen by many as boring or difficult. Students' conceptions of statistics were analysed from a perspective developed from phenomenography (Marton & Booth, 1997). The aim of phenomenographic research is to describe the qualitative variation in the ways people experience or conceptualise a phenomenon--in this case students' interpretations of the topic statistics. The conceptions fell into five categories of description including: statistics as decontextualised processes and algorithms, statistics as a tool for professional life and statistics as a way to self-development and enhanced perspectives on our world. Excerpts from interviews with selected students indicate the diversity of experiences in learning statistics. The perceptions of two teachers flesh out the learning and teaching environment. The findings raise challenges for supporting the learning of "occasional users" (Nicholls, 2001) of statistics in higher education. (Contains 2 tables and 1 figure.)

Gender differences in participation and performance at "high stakes" examinations have received much public attention, which has often focused on mathematics and science subjects. This paper describes the innovative forms of assessment introduced into mathematics and science subjects within the Victorian Certificate of Education (VCE) system. Results from these subjects are examined for patterns of gender differences in participation and performance over the period 1994-1999. A larger proportion of males than females studied all the VCE science and mathematics subjects except Biology and Psychology over this period. Based on study scores, females, on average, out-performed males in almost all VCE science and mathematics subjects in nearly every year from 1994-1999. As exceptions to the patterns, males out-performed females in Chemistry and Mathematical Methods. Results from a general ability test are used to question the legitimacy of gender comparisons in subjects in which enrolment is no longer compulsory. The data do not support simplistic conclusions about gender differences in participation and performance. (Contains 5 tables and 5 figures.)

This article presents the authors' response to a comment made by O'Kearney and Wilmoth on their article. The authors mention that O'Kearney and Wilmoth's rejoinder contained many positive features and supported the common aim of delivering best practice, improved access and equity, and cost efficiency in psychological therapies. They added that it was particularly encouraging to read their observation that a "preoccupation with within-profession distinctions is counterproductive." Nevertheless, two areas require clarification. The first is the difference between the psychological therapies and the focused psychological strategies described in the Medicare Benefits Schedule (MBS). O'Kearney and Wilmoth maintain that these items are different types of services, with the psychological therapies requiring "more independent clinical decision making" and "more expertise." If this is the case, it is not expressed in the MBS. The other difficulty in the O'Kearney and Wilmoth paper concerns international standards of training. There is clearly an argument for making Australian standards of training compatible with those in other countries, but this is a separate issue to the one highlighted in the Medicare context. The two-tier Medicare system does not differentiate between university-trained and industry-trained psychologists, as singled out by O'Kearney and Wilmoth. Rather, it separates those psychologists eligible for membership of the Clinical College of the Australian Psychological Society (APS) from all other registered psychologists, including those that are members of the other eight specialist colleges of the APS. The authors conclude that it is an exciting time for psychology in Australia and, to ensure that they do not look back on this period as an opportunity lost, it is imperative that they move forward in an atmosphere of collaborative openness and transparency.

Supporting students to develop transferable skills and gain employment is a vital function of Universities in the era of the Fourth Industrial Revolution. A key area is work readiness, which has steadily grown in importance over the last 2 decades as tertiary institutions increasingly aim to produce graduates who perceive and are perceived as work ready. However, a large majority of graduates report a lack of skills and confidence needed for the effective transition from study to work. This may be particularly problematic for disciplines that impart both discipline-specific and transferrable skills, such as psychology. The aim of this paper is to addresses the concept of work readiness within Australian psychological training and explores the need to shed light on and integrate work readiness within the pedagogy of psychology within Australia. Specifically, this paper calls for a review of work readiness skills developed in psychological courses to ensure industry needs are met. Beyond such a review, it is suggested that tertiary centres need to facilitate students in capturing and reflecting upon the transferable skills that they develop; and build assessments that allow students to demonstrate transferable skills in a meaningful way. Further, this paper proposes that work readiness skills be routinely mapped onto graduate attributes and course learning outcomes to be readily available by students so as to increase students' potential to articulate their learnt work readiness skills once in the workplace. [ABSTRACT FROM AUTHOR]

Maintains that courses in curriculum studies should be evaluated on "why" they should be part of teacher education and "how" they should be taught. Asserts that curriculum studies occupies a more tenuous position in teacher education than do established disciplines such as sociology, philosophy, and psychology. (CFR)