Search

In Australia, concerningly high levels of teacher attrition, and subsequent teacher shortages, have led to calls for improvement in the social status of teachers. In response, this study explored what draws pre-service teachers to the teaching profession in the face of research and media reports that suggest teaching is perceived as a low-status career. Using mixed methods, we surveyed 387 Australian pre-service teachers and found that their primary motivations for entering the teaching profession corresponded with the motivations attributed to social entrepreneurs who use innovation to make positive social change for their constituents. As far as the authors know, this is the first time that a close alignment between pre-service teachers' motivations for entering the teaching profession and social entrepreneurs' behaviours and intentions has been demonstrated. Thus, this study makes a unique contribution in the field of initial teacher education. We suggest that explicitly recognising teachers as social entrepreneurs with the inherent capacity to generate social innovation has the potential to raise the status of the profession. Such recognition could also positively inform pre-service teacher recruitment and teacher retention.

Background: Current evidence indicates that intellectual disability and gender are both factors in differential usage of services. However, there are limited data about the demographic and service usage patterns of people with intellectual disability who use mental health services. This is particularly true in relation to women with intellectual disability with mental ill health. Interrogation of large-scale linked data sets can provide valuable insights into patterns of service usage among marginalised groups. Method: A large collaborative data linkage project was assembled with the overarching aim of providing an epidemiological profile of the health (including mental health), health service use, mortality and other service system contacts of people with intellectual disability in New South Wales (NSW), Australia. These linked data were used to interrogate the demographic, diagnostic and service use profiles of women with intellectual disability who have sought mental health support in NSW. Results: The linked data demonstrated important differences in patterns of diagnosis and service use for women with intellectual disability and mental health disorders, when compared to women without intellectual disability and men with and without intellectual disability, with mental health disorders. The diagnostic profile of women with intellectual disability reflected the gendered nature of diagnoses found in the wider population. Women with intellectual disability also experienced higher rates of diagnostic instability than other groups. Conclusions: The intersection between gender, intellectual disability and mental health has an effect on diagnostic profile and patterns of service use for women with intellectual disability. These differences are important and may impact targeted service delivery and planning for women with intellectual disability who have sought mental health support.

Purpose: The aim of this study is to establish which specific cognitive abilities are phenotypically related to reading skill in adolescence and determine whether this phenotypic correlation is explained by polygenetic overlap. Method: In an Australian population sample of twins and non-twin siblings of European ancestry (734 [less than or equal to] N [less than or equal to] 1542 [50.7% < F < 66%], mean age = 16.7, range = 11-28 years) from the Brisbane Adolescent Twin Study, mixed-effects models were used to test the association between a dyslexia polygenic score (based on genome-wide association results from a study of 51,800 dyslexics versus >1 million controls) and quantitative cognitive measures. The variance in the cognitive measure explained by the polygenic score was compared to that explained by a reading difficulties phenotype (scores that were lower than 1.5 SD below the mean reading skill) to derive the proportion of the association due to genetic influences. Results: The strongest phenotypic correlations were between poor reading and verbal tests R[superscript 2] up to 6.2%); visuo-spatial working memory was the only measure that did not show association with poor reading. Dyslexia polygenic scores could completely explain the phenotypic covariance between poor reading and most working memory tasks and were most predictive of performance on a test of arithmetic (R[superscript 2] = 2.9%). Conclusion: Shared genetic pathways are thus highlighted for the commonly found association between reading and mathematics abilities, and for the verbal short-term/working memory deficits often observed in dyslexia.

Background: Traineeships have been proven to be beneficial vocational pathways for people with intellectual disability however to date the on-the-job training provision associated with traineeships has not been well documented. Method: This study describes components of on-the-job training provided to eight people, most with intellectual disability undergoing traineeships for 12 months in four aged care services. Sheri et al.'s (2019) framework for mentors during training was used to examine the findings. Results: Challenges in the traineeships were common to most new staff, such as developing confidence, recognising the urgency of some tasks, and time to learn how to support aged-care residents. The findings highlighted on-the-job training that was individualised, incorporating a variety of approaches was most beneficial to the trainees. Conclusions: Traineeships for people with intellectual disability require support from both the trainee and mentors. This support is essential to develop skills and ensure positive workplace attitudes.

Background: Negative attitudes remain a major barrier to the equality of people with disability, especially when coupled with the lack of autonomy imposed on many people. This paper analyses how disability self-advocacy groups seek to change community attitudes and work towards systemic change by mobilising knowledge from their lived experience. Methods: The paper applies a cycle of praxis community development approach (a cycle of experience, learning and reflection, synthesis and planning, and implementation and review) to conceptualise and analyse their activities. The methods were a desktop document search, focus groups and reflective analysis with members of two self-advocacy groups. Findings: A synthesised data analysis found that applying the four-part community development framework was useful to understand the practice and the purpose of work by self-advocacy groups to change attitudes. The analysis also demonstrates the benefits for advocates and codesigned activities to intentionally apply the cycle of praxis model to guide their future efforts to change attitudes. Conclusions: The research provides evidence that self-advocacy groups achieve sustained impacts on attitudes in the community, beyond the direct benefit to their members. Government investment in self-advocacy has potential to leverage wider system change in attitudes to achieve policy goals for the rights of people with disability. Methodologically, the research also has implications for the benefit of inclusive roles in reflective analysis to understand the lived experience of how practices contribute to system change. The design is an opportunity for inclusive researchers to intentionally incorporate reflective analysis into research processes.

Introduction: Access to health information is a right for all people. Easy read information is one strategy used to make information accessible for people with intellectual disability. This research explored how easy read is used and the ways accessible information can address access barriers, with a focus on Australian mental health services. Methods: Semi-structured interviews were conducted across four sites to explore how easy read was used. Participants (n = 49) were easy read users, health practitioners and staff from services providing mental health care in New South Wales, Australia. An integrated health literacy framework was used to analyse data. Results: Most mental health staff did not use easy read or other accessible information, and did not consistently offer people with intellectual disability opportunities to understand, appraise and apply health information. This investigation confirmed the limited availability of accessible information resources, including easy read, and the importance of relationships of support when accessing health information. Conclusion: People with intellectual disability did not routinely have access to mental health information. Substantial change is required to address this disparity. Implications: Agency policy and processes require change to support staff practices that uphold the right to information. Inclusive practices that incorporate using easy read in health contexts, including mental health, are needed to facilitate change.

University is a critical timepoint for students in the science, technology, engineering, and mathematics (STEM) career pathway. Gender differences in the persistence of STEM students have been established, with female students more at risk for attrition from this career pathway. While the persistence of undergraduate STEM students has been a focus in the international literature, Australian studies in this space are limited. This cross-institutional study at eight different Australian universities set out to investigate how student experiences of science identity, belonging, and discrimination, which are known to impact student attrition, were affecting the persistence of students at university and in the science career pipeline. Three hundred eighty-six students who had experienced at least 1 year of university completed a questionnaire investigating these factors. Findings showed that high levels of science identity and belonging were associated with increased persistence intentions of female-identifying science students. Additionally, this same effect was found for male-identifying students in the more 'gender-balanced' science disciplines. Students also reported experiences of gender discrimination. Female students commonly reported negative experiences relating to group work, whereas male students reported initiatives to recruit more women into STEM as discriminatory against men. These results highlight potential 'at-risk' groups for attrition in the STEM fields, and provide an insight into the male student perspective on the gender equity in STEM discussion.

Objective: To undertake a content analysis of human papillomavirus (HPV) vaccine communication materials available to young people. Design: Content analysis. Setting: Majority English-speaking countries. Methods: Between March and April 2020, a web engine was utilised to search for and retrieve relevant communication materials. Content analysis was used to describe how the following key issues were covered: (1) side effects, (2) safety, (3) practicalities related to receiving the HPV vaccine and (4) gender-specific information. Results: A total of 44 separate communication materials were retrieved, predominantly videos, webpages and leaflets. There was a focus on mild side effects of the vaccine (43.2%), with less frequent reference being made to moderate or serious side effects (22.7%). Reassurance concerning the safety profile of vaccine was communicated by referencing the widespread use of the HPV vaccine (31.8%). Information regarding formal criteria for entry into the vaccination programme emphasised country-specific eligibility criteria (59.1%), the setting in which vaccination was offered (38.6%) and the number of doses required (38.6%). Content intended to improve young people's experiences of receiving the HPV vaccine was less often provided (22.7%). Gender-specific content usually related to specific HPV-related diseases (52.3%) and/or the availability of cervical cancer screening programmes (52.3%). Conclusion: A variety of different communication tools were retrieved encompassing a wide variety of formats and content, reflective of different vaccination programmes and the varied priorities of organisations producing the materials. Findings will inform the co-production of a tailored educational package to improve access to information by populations of young people identified as having lower HPV vaccine uptake.

The rigid architectures inherent within formal schooling continue to influence young people's disengagement from education. Globally and locally, policy makers have proposed education reform and innovation, politicians have legislated for education change, yet still the problem of disengagement remains. This paper investigates one community's effort to support the reengagement in learning of young people aged 15-18 years in regional Australia through a flexible, online, community-based education program. Theoretically, this study used critical discourse as a way in to expose so as to explain dimensions of power and ideological positions as to what counts as learning. Critical ethnography as a methodology extended critical discourse's explanatory authority to a naming of spatial and social architectures and their impact on the young people's lives. Discourses of a braided curriculum, structural conviviality and emotional well-being were found to reduce some barriers to reengagement in learning; develop a shared, multi-disciplinary approach to reengagement; and be inclusive of young people's emotional well-being as central to the reengagement process. At this time of pandemic induced online learning as the new normal on a global scale, young people who are already vulnerable due to individual, school, and socio-cultural marginalising conditions deserve research processes with outcomes valorising their voices and those who work with them.

Enriching health professional students' placement experiences through targeted community engagement has the potential to help develop their preparedness to provide healthcare to the broader community. In 2011 the University of Newcastle Department of Rural Health (UONDRH) embarked on a program of multidisciplinary community engagement which consisted of short, extracurricular community-engaged learning experiences integrated with the students' professional placements. The aim of this study was to investigate whether the program was adding to the students' rural health placement experiences based on perceptions of both the students themselves and UONDRH staff. A mixed methods approach used a student survey (n = 96), which included both closed and open-ended questions, and semi-structured interviews with staff members involved in delivery of the community engagement program (n = 15). Data were explored together for intersections and commonalities. The overarching key concept was 'Enhancing Work Readiness and Employability'. Both student and staff perceived that students' participation in community engagement improved their employment prospects. Three themes emerged from the data, which underpinned and supported the key concept. These were: 'Expanding professional practice capabilities'; 'Building confidence and showing motivation', and 'Better understanding the nature of rural practice'. The results of this study provide support to the notion that there was value for students in this form of short-term, community engagement activities, many of which could be readily integrated into existing health professional education programs with considerable benefits. It would also lend itself to other non-health professional programs, such as law, journalism or business studies, as a means of broadening the students' perspectives beyond the limits of their own professional horizons.

Flipped and blended learning pedagogies are increasingly being adopted by institutions that see in these novel pedagogies, mechanisms that might contribute to improved student outcomes and, in the case of the institutions, student retention. However, the as yet limited research does not definitively demonstrate the empirical link between flipped and blended learning pedagogies and the desirable student outcomes of engagement, performance and satisfaction. During four semesters, 348 responses were collected and analysed. The findings are that flipped and blended learning do positively influence perceptions of engagement, performance and satisfaction, but that flipped learning mediates the effects of blended learning, underscoring that blended learning pedagogies are delivery mechanisms that do not influence learning. Furthermore, the engagement stimulated by flipped learning pedagogy is inherently satisfying to students independent of their perceptions of performance. These findings contribute to closing the gap between what we believe and what we confirm with respect to flipped learning pedagogies, and provide additional evidence that the financial, cultural and individual investment by education institutions in flipped learning pedagogies will lead to the outcomes sought.

This paper explores students' perceptions of their learning outcomes, engagement, and satisfaction with a technology-facilitated flipped approach in a third-year core subject at an Australian university during 2014. In this pilot study, findings reveal that students preferred the flipped approach to the traditional face-to-face delivery and reported increased engagement, satisfaction, and learning outcomes as a result of both the flipped classroom approach and the use of digital technologies in the delivery of the unit. However, students did report frustration and less satisfaction generally with the flipped model in the initial stages of the semester. The implications are that students may require extra support in the initial stages of delivery of a flipped class to assist them to understand and take up the challenge of the approach, thereby maximising student engagement and satisfaction earlier in the semester.

Parent-child communication about gender and sexuality has received increasing attention since the late 1990s, in response to growing awareness that open dialogue plays a vital role in sex and relationships education, and improving sexual health outcomes for families and young people. However, the insights gained from this literature have been under-researched in Multicultural and Multifaith communities. Research of this kind is vital because such families often face 'intergenerational' conflicts that emerge through the process of migration, and which largely result from differing sex and gender norms in the country of origin and country of resettlement. In this paper, we argue that current research on migration and 'intergenerational conflict' has particular import for progressing research on parent-child communication that attends to the diverse range of cultures and communities living in Australia. We draw on pilot research in South Australia with parents and children from various African countries, which offers insights for the production of culturally appropriate knowledge and support material. We also provide suggestions on how to address parent-child communication that is alive to the nuances and complexities that emerge across race, sexuality and migration.

Relationships and sexuality education for young people in Australia and elsewhere is a controversial topic. Numerous studies in Australia have focused on curriculum, policy, teachers, schools, sexting and other behaviours, and knowledge regarding sexually transmitted infection (STI)/human immunodeficiency virus (HIV) and pregnancy prevention. Few large-scale national studies have engaged with young people about what they want out of their sex education, and what they suggest would be most valuable for future programs in Australia. Data for the study included qualitative comments about experiences of sex education (n = 2316) provided in a national survey of adolescent sexual health. An initial thematic inductive analysis identified comments falling into two dominant themes: positive and negative experiences of their sex education. Results indicate that young people in Australia are articulate and understanding of the gaps in their sex education. A majority of comments highlighted negative experiences. These comments primarily discussed issues of delivery (timing, environment, person) and content quality (comprehensiveness). A minority highlighted positive commentary also around delivery (environment, person) and content quality (comprehensiveness). The findings of this study illuminate contemporary adolescent concerns regarding their experiences of education. Understanding these experiences can inform future curriculum development, teacher training and the design and implementation of policy.

Introduction: Early parenting services in Australia offer brief structured residential programs to address moderate to severe non‐psychotic mental health problems among women and unsettled infant/toddler behaviours. The aims were to (1) estimate the immediate and medium‐term impact of a five‐night psychoeducational residential early parenting program on postpartum depressive symptoms and (2) identify the factors associated with improvement or worsening of postpartum depressive symptoms after completing the program and six weeks post‐discharge. Methods: Audit of routinely collected medical record data from pre‐admission, pre‐discharge and post‐discharge assessments of a consecutive cohort of women admitted, with their infants/toddlers in a 15‐month period to Masada Private Hospital Early Parenting Centre. Data included structured questions assessing: demographic characteristics, access to family and social support, past and current mental health problems, reproductive and obstetric health, chronic health conditions, breastfeeding problems, coincidental major life events, health risk behaviours and infant/toddler feeding, sleeping and crying behaviours. Standardised instruments included the Partner Interaction after Birth Scale (PIBS), the MacLean Screening Instrument for Borderline Personality Disorder (MSI‐BPD), Modified Fatigue Assessment Scale (FAS) and selected items from the Karitane Parenting Confidence Scale. The primary outcomes were Edinburgh Postnatal Depression Scale scores at pre‐discharge and follow up assessments. Data were analysed using multinomial logistic regression models in which individual and psychosocial characteristics at pre‐admission were included as predictors of the likelihood of the changes of the outcomes from pre‐admission to pre‐discharge and follow up. Results: Complete data from 1220 of 1290 (95%) eligible women were available to assess pre‐admission to pre‐discharge and from 559 (45.8%) to assess pre‐discharge to six‐week follow‐up changes. The mean pre‐admission EPDS score was 11.7 (95% CI: 11.5; 12.0), pre‐discharge it was 7.1 (95% CI: 6.9; 7.4) and at six‐week follow up it was 5.7 (95% CI: 5.3; 6.1). We found that almost all women experienced a clinically meaningful and rapid improvement in depressive symptoms of at least this magnitude (reduction in mean EPDS scores of 4.6 points from pre‐admission to pre‐discharge (five nights) and a further reduction of 1.2 points pre‐discharge to follow up) (six weeks) and we identified an interpretable set of risk factors for symptoms that did not improve or worsened. The adverse outcomes were associated with having symptoms of borderline personality disorder, a partner experienced as lacking kindness and care, coincidental adverse events and having a child younger than six months. Conclusion: Residential early parenting programs, which take a psycho‐educational approach to strengthening caregiving skills, maximising agency, and reducing helplessness, have a rapid beneficial effect on women's postpartum depressive symptoms. These programs provide a valuable and effective component of comprehensive mental health services. Long‐term dialectical behaviour therapy is indicated for women with borderline personality disorder traits for whom early parenting programs alone are insufficient to improve depressive symptoms. [ABSTRACT FROM AUTHOR]

Background: Rates of family violence are high in many societies, with disproportionate impacts on women and children. Healthcare services have an important gateway role for victim-survivors requiring assistance. There is limited evidence regarding how much training is required for hospital clinicians to be adequately prepared to work effectively with clients experiencing family violence. Objectives: This study aimed to investigate the impact of different levels of training in family violence, on the knowledge and confidence of hospital clinicians. Design: A cross-sectional, online, survey of hospital clinicians in a major trauma hospital was conducted. The study evaluated the impact of level of family violence training (no training, some training, clinical champions) on staff self-reported family violence knowledge and confidence levels. Methods: The Assisting Patient/Clients Experiencing Family Violence: Royal Melbourne Hospital Clinician Survey tool was utilised, and open for clinicians to complete, anonymously over a 6-week period. Results: In total, 526 clinical staff participated across a range of profession groups (Allied Health, 47%; Nursing 40%; Medical 13%). Staff with some training (mean training hours 3.25, SD 5.23) rated their knowledge and confidence levels at least two-thirds higher than those with no training. Those trained as clinical champions (mean training hours 14.60, SD 9.14) rated their knowledge and confidence at least 50% higher than staff with some training. An even more pronounced elevation across training levels was seen with specific family violence clinical skills – identifying the signs of family violence, knowing how to screen patients and providing an appropriate response to disclosures. Conclusions: Training in family violence clinical response significantly increased self-reported knowledge and confidence levels of hospital staff, with the extra time and resourcing required to train clinical champions, showing clear benefits. The provision of evidence-based and well-resourced family violence education for healthcare professionals is required to drive clinical practice improvements for victim-survivors. Plain language summary: Training requirements for healthcare workers helping patients with family violence issues. Rates of family violence are high in many communities. Women and children are most affected by this violence. Healthcare workers have an important role to play in helping people with family violence issues. There is little information about how much training healthcare workers need to do this effectively. This study evaluated the effect of different levels of training in family violence on the knowledge and confidence of hospital clinicians. Healthcare workers in a large trauma hospital were surveyed. 526 clinical staff responded, including Allied Health (47%), Nursing (40%), and Medical (13%) staff. Clinicians with some training rated their knowledge and confidence levels at least two-thirds higher than those with no training. Those trained as clinical champions rated their knowledge and confidence at least 50 percent higher than staff with some training. An even more pronounced difference was seen across training levels for specific family violence clinical skills. These included identifying the signs of family violence, knowing how to screen patients, and providing an appropriate response to disclosures. Overall, training in family violence clinical response significantly increased self-reported knowledge and confidence levels of clinicians, with the extra time and resourcing required to train clinical champions, showing clear benefits. Well-resourced and designed family violence education for healthcare professionals is required for appropriate care and support to be provided for victim-survivors of family violence. [ABSTRACT FROM AUTHOR]

Background: Many refugee women and women seeking asylum arrive in high-income countries with unmet preventive sexual and reproductive health (SRH) care needs. Primary healthcare providers (HCPs) are usually refugee and asylum seekers' first point of care. This study aimed to identify HCP characteristics associated with initiating conversations and discussing SRH opportunistically during other health interactions. Methods: An anonymous online survey was distributed nationally to representatives of health professional organisations and Primary Health Networks. Hierarchical logistic regression analysed factors including HCP demographics, knowledge and awareness, perceived need for training and professional experience with refugee women were included in the models. Results: Among 163 HCPs, those initiating conversations ranged from 27.3% (contraceptive care) to 35.2% (cervical screening). Opportunistic discussions ranged from 26.9% (breast screening) to 40.3% (contraceptive care). Positively associated factors included offering care to refugee women or women seeking asylum at least once every 2 months 7.64 (95% CI 2.41;24.22, P < 0.001); 2.82 (95% CI 1.07;740, P < 0.05), working part-time 8.01 (95% CI 2.34;27.86, P < 0.001); 2.43 (95% CI 1.02;5.76, P < 0.05) and having over 10 years of practice in Australia 2.20 (95% CI 0.71;6.87, P < 0.001); 0.40 (95% CI 1.66;0.95, P < 0.05). Barriers identified by HCPs included women's cultural beliefs (76%), lack of SRH knowledge (72.4%), religious beliefs (67.5%) and limited English-language skills (54.6%). Conclusions: Direct professional experience, frequency of service provision, years of practice, and part time work positively influence HCPs' SRH care practices. Enhancing bilingual health worker programs, outreach, education, and support for SRH and cultural competency training are essential to improving the preventive SRH care of refugee women and women seeking asylum. Primary healthcare providers are usually refugee and asylum seekers' first point of care in resettlement countries. Findings indicate direct professional experience characteristics influence healthcare providers' knowledge and beliefs regarding refugee women's sexual and reproductive health. Clinical practice changes and cultural competency training are needed to improve the preventive sexual and reproductive health care of refugee women and women seeking asylum. [ABSTRACT FROM AUTHOR]

Background: A dramatic decline in mental health of people worldwide in the early COVID-19 pandemic years has not recovered. In rural and remote Australia, access to appropriate and timely mental health services has been identified as a major barrier to people seeking help for mental ill-health. From 2020 to 2021 a care navigation model, Navicare, was co-designed with rural and remote communities in the Greater Whitsunday Region of Central Queensland in Australia. The Exploration, Preparation, Implementation and Sustainment (EPIS) framework was used to design and guide multiple aspects of a multisite study, The Bridging Study, to evaluate the implementation of Navicare in Australia. Methods: A community-engaged hybrid effectiveness-implementation study design will focus on the tailored implementation of Navicare at three new sites as well as monitoring implementation at an existing site established since 2021. Study outcomes assessed will include sustained access as the co-primary outcome (measured using access to Navicare mental health referral services) and Proctor's Implementation Outcomes of feasibility, acceptability, appropriateness, adoption, fidelity, implementation cost, and sustainability. Data collection for the implementation evaluation will include service usage data, community consultations, interviews, and workshops; analysed using mixed methods and guided by EPIS and other implementation frameworks. Pre-post effectiveness and cost-consequence study components are embedded in the implementation and sustainment phases, with comparison to pre-implementation data and value assessed for each EPIS phase using hospital, service, and resource allocation data. A scaling up strategy will be co-developed using a national roundtable forum in the final year of the study. Qualitative exploration of other aspects of the study (e.g., mechanisms of action and stakeholder engagement) will be conducted. Discussion: Our study will use tailoring to local sites and a community-engaged approach to drive implementation of a mental health care navigation service in rural and remote Australia, with expected benefits to mental healthcare access. This approach is consistent with policy recommendations nationally and internationally as building blocks for rural health including the World Health Organization Framework for Action on Strengthening Health Systems to Improve Health Outcomes. Trial registration: Prospectively registered on April 2, 2024, on the Australian New Zealand Clinical Trials Registry, no. ACTRN12624000382572. https://anzctr.org.au/Trial/Registration/TrialReview.aspx?id=386665&isReview=true. [ABSTRACT FROM AUTHOR]

The objective of this research was to compare social, emotional, and cognitive determinants of depression and anxiety symptoms and mental wellbeing using the two-continua model of mental health and illness in two age groups. The two-continua model proposes that mental health and mental illness are not two ends of the same spectrum but are, in fact, two separate but related spectrums. This cross-sectional study used a multi-age group comparison approach to identify the relative predictive strengths of risk and protective factors for the two-continua model of mental health and mental illness. Participants (n = 458: 251 16–25 year olds, and 207 35–64 year olds) completed an online survey that measured the outcome variables of depression and anxiety symptoms and mental wellbeing. Independent variables from three conceptual areas in psychology—(1) positive psychology: optimism, pessimism, and accomplishment; (2) emotion regulation: cognitive reappraisal and expressive suppression; and (3) interpersonal theories: belonging and relationship with parent/child—were measured to ascertain the determinants of these outcome variables. The all-variables models explained 58–68% of the variance in depression symptoms, 77–80% in mental wellbeing, and 26–43% in anxiety symptoms. For both groups, the strongest predictor of mental wellbeing in these models was accomplishment. The strongest predictors in these models of mental illness symptoms differed between groups: belonging in the younger group and accomplishment in the older group. Programs targeting belonging and accomplishment could be highly effective in promoting mental wellbeing and reducing mental ill-health for these groups. Interventions require contextual investigation to locate drivers of mental wellbeing and illness for different age groups prior to implementation. [ABSTRACT FROM AUTHOR]

Intimate Partner Violence (IPV) is a risk factor for depressive disorders and other harms to women and their pregnancy. There is a need for longitudinal evidence to assist with understanding the subgroups of women including those from refugee background affected by IPV. We recruited women at their prenatal visit from three antenatal clinics in Australia (January 2015–March 2016). A total of 1335 women, 650 (48.7%) born in Australia and 685 (51.3%) from refugee backgrounds, completed baseline assessment; then, Time 2 follow-up was at 6 months and Time 3 follow-up was at 24 months post birth. The WHO Intimate Partner Violence (IPV) measure was used. Latent class growth analysis grouped individuals based on trajectories of IPV across three time points. A three-step process identified characteristics associated with respective latent class membership. Similar three-class solutions were observed across both cohorts, composed of Limited IPV (64% and 48% Australian-born and refugee background, respectively); Changing IPV (31%; 46%)—various combinations of IPV categories across time; Combined IPV (4%; 6%)—IPV at all time points, all transitioning to the combined physical and psychological abuse category at Time 3. Older age, fewer children, being in a couple, having a better partner, family and friend relationships, fewer partner trauma events, and fewer living difficulties emerged as protective factors for the changing and combined categories, with a distinct pattern for the refugee cohort. The findings assist with understanding and defining of the highest risk group for targeting interventions to prevent IPV, and the unique protective factors across the two IPV-affected classes for women born in Australia and those who arrived as refugees. [ABSTRACT FROM AUTHOR]

Understanding the nature of career mentoring is important for improving the career experience of aged care workers. This study explores the career mentoring behaviours of sponsorship, coaching, advocacy, challenging assignments, exposure and visibility in the residential aged care context. Interviews were conducted with 32 aged workers from several occupations within the care context. It was found that career mentoring in the aged care context was limited. The mentor behaviours of coaching, sponsorship and advocacy were limited and there was no opportunity in aged care to provide challenging assignments or promote exposure and visibility. Organisations and managers can facilitate learning and personal development by providing inclusive training for all workers regardless of the need to meet professional registration requirements. Learning needs to be continuous as careers and clinical techniques evolve. Extension of existing mentoring programmes to include all care workers would improve overall quality of care in residential aged care facilities.

In recent policies, it is assumed that communities welcome the inclusion of young people with intellectual disability. However, little is known about perspectives of young people themselves. This article reports on research that sought to address this gap. Young people with intellectual disability living in three Australian small town communities participated in pictorial mapping and photo-rich methods to explore belonging and exclusion and links between these. Young people's feelings of comfort and safety with local spaces and people were important for their sense of belonging. Emplaced relationships with family and some friends were key to strong belonging, as were positive attachments to disability support workers and spaces. Social exclusion, either from particular places or more generally, was keenly felt. Young people's confidence, willingness to enter social spaces and relationships were magnified by ways that systems responded to their impairment, at worst fracturing their sense of feeling welcome and included.

Concerns have been raised internationally about whether alternative learning programmes are producing low-skilled labourers for rapidly disappearing twenty-first-century jobs. Researchers claim that learners in alternative programmes are more at risk due to the focus on low-level vocational and basic skill attainment, with a lack of formal academic pathways available to them. This article questions whether and in what ways an alternative learning programme supports young people to achieve successful transitions to sustainable social mobility for informed citizenship through a holistic approach to learning; or if class stratification is being re/enforced through systems' accountability discourses. Hesitant hopes in alternative learning are explored through an ethnographic study of one alternative learning programme across five sites in regional Australia. Contextually, not-for-profit community agencies provide physical infrastructures as well as youth workers and volunteers, while a publicly funded School of Distance Education provides teacher oversight of the curriculum. Findings suggest that the theme of 'hesitant hope' is constructed through the analysis of the discourses of supporting wellbeing, life skill development and academic learning. These discourses facilitate further analysis of the concept of social mobility, suggesting a conceptual starting point for an engaging critique of the differing perspectives on how support could be providing these marginalised young people with a sense of hope for a socially mobile future.

Background: People with intellectual disability experience elevated rates of mental ill health. Yet they face barriers in accessing appropriate individualised mental health care. Further research is required to learn about the capability of the mental health workforce to facilitate access and participation in quality mental health care for this group. Methods: Thirty-three Australian intellectual disability mental health experts participated in four focus groups. The research team undertook thematic analysis applying a health care human rights framework known as the 3AQ Framework. Results: The participants identified multiple barriers to the delivery of quality mental health care. These included the lack of clear career pathways, education, clinical skills, clinical guidelines, and negative attitudes held by some mental health professionals. Conclusion: A comprehensive workforce development strategy is required to improve the capability of the mental health workforce to provide an available, accessible, acceptable and quality mental health services to people with intellectual disability.

Effective school-based relationship and sexuality education (RSE) can improve youth sexual outcomes, including knowledge and behaviour. National pedagogical guidance in the form of the Australian Curriculum: Health and Physical Education (AC: HPE), which includes RSE, was released in 2015. This study sought to determine the sexual health knowledge and school-based RSE experiences of Australian students since the release of the AC: HPE. It presents findings from the Sixth National Survey of Secondary Students and Adolescent Sexual Health, which surveyed 6,180 Australian Year 10, 11 and 12 students. Findings are compared to those from the same survey conducted in 2013 -- prior to the release of the AC: HPE. Analyses examined the associations between perceived relevance of RSE and demographic characteristics/context of RSE; and between sexual health knowledge, demographic characteristics and receipt of RSE. A thematic analysis of responses to an open-ended question provides additional context. Findings indicate that the AC: HPE has had little impact on RSE experiences and sexual health knowledge as findings remain mostly unchanged from 2013: overall knowledge scores have remained moderate to low and peak among young people aged 16-18 in year 12 at school even though most receive RSE in earlier years. Students value their RSE, but their comments reflect inconsistent teaching.

Research has shown that achieving gender equality in science goes beyond equal gender ratios in the classroom. Female students in science disciplines with relatively higher female participation rates (e.g. biology and chemistry) still experience similar gender issues as students in male-dominated science disciplines (e.g. physics and mathematics). Yet, when studying gender inequality in science, these so-called 'gender-balanced' disciplines are frequently ignored. This study aimed to investigate gender issues for students in biology and chemistry and explore how these experiences were impacting their persistence in the science, technology, engineering, and mathematics (STEM) educational and career pipeline. Findings showed that both male and female students commonly believed that issues of gender were restricted to the male-dominated science disciplines. However, female students still reported experiences of gender bias, commonly through the form of implicit discrimination. The importance of the affective domains was also highlighted, with science identity and belonging impacting the female student experience and their intentions to persist in the sciences. Results from this study suggest further work is needed in 'gender-balanced' science disciplines, specifically in the emotional domains of science identity and belonging. This research may help educators develop more effective intervention programmes for increasing women's persistence in the STEM pipeline.

In Australia, the number of female graduates in some science, technology, engineering, and mathematics (STEM) disciplines is as low as 15%. Previous reviews exploring the issues affecting female undergraduate STEM students are primarily based in North America and there is yet to be an Australian focused review. This review identifies the factors contributing to the gendered experience of Australian undergraduate STEM students. A systematic review was conducted in November -- December 2018 using ERIC, PsycInfo, ProQuest and Scopus databases. From this review, 36 papers that focus on gender differences and university STEM students in Australia were identified. The Australian research suggests the most prominent issue for female STEM students is their lower self-efficacy. Gendered preferences for learning, gendered motivations to pursue STEM degrees, the masculine culture of these fields and gender differences in science identity were also themes identified through the review. This review indicates some gaps in the Australian literature, namely that identity, and other emotional factors, are understudied in the Australian context and an avenue for future research. The findings suggest that science educators should be aware of the gendered experiences of their students to ensure female persistence in university STEM degrees.

Changes in higher education internationally, including the corporatisation of universities, greater codification of research and teaching performance, and more precarious employment, have led to a chillier environment for academics. Employing an autoethnographic approach, we interrogate our career experiences as academic women and the important role our writing group has played in helping us navigate the competing calls on our time and energy, shape our careers, and heighten our career satisfaction. There are salient lessons about the value of adaptive group peer mentoring for those entering what is an increasingly uncertain academic environment.

Background: Economic evaluations are less commonly applied to implementation interventions compared to clinical interventions. The efficacy of an implementation strategy to improve adherence to screening guidelines among first-degree relatives of people with colorectal cancer was recently evaluated in a randomized-controlled trial. Using these trial data, we examined the costs and cost-effectiveness of the intervention from societal and health care funder perspectives. Method: In this prospective, trial-based evaluation, mean costs, and outcomes were calculated. The primary outcome of the trial was the proportion of participants who had screening tests in the year following the intervention commensurate with their risk category. Quality-adjusted life years were included as secondary outcomes. Intervention costs were determined from trial records. Standard Australian unit costs for 2016/2017 were applied. Cost-effectiveness was assessed using the net benefit framework. Nonparametric bootstrapping was used to calculate uncertainty intervals (UIs) around the costs and the incremental net monetary benefit statistic. Results: Compared with usual care, mean health sector costs were $17 (95% UI [$14, $24]) higher for those receiving the intervention. The incremental cost-effectiveness ratio for the primary trial outcome was calculated to be $258 (95% UI [$184, $441]) per additional person appropriately screened. The significant difference in adherence to screening guidelines between the usual care and intervention groups did not translate into a mean quality-adjusted life year difference. Discussion: Providing information on both the costs and outcomes of implementation interventions is important to inform public health care investment decisions. Challenges in the application of cost-utility analysis hampered the interpretation of results and potentially underestimated the value of the intervention. Further research in the form of a modeled extrapolation of the intermediate increased adherence effect and distributional cost-effectiveness to include equity requirements is warranted.

This statement on social work practice research highlights the contributions of scholars, practitioners, and conference participants in the Fourth International Conference on Practice Research (ICPR) in 2017, hosted by The Hong Kong Polytechnic University in May 2017. It focuses on the contexts and challenges of carrying out practice research in the Far East and beyond as well as raises pertinent questions about the development of practice research. It begins with a brief description of the context of social work practice research in the Far East. The second part explores the organizational and community contexts and challenges of practice research with special attention to the perspectives of practitioners. It concludes with reviewing some of the continuing challenges that will guide the program planning for the Fifth ICPR in 2020 in Melbourne, Australia, located at the crossroads between East and West.

Although there is a substantial literature critical of the colonising discourses of higher education in both teaching and learning and research, there has been relatively little commentary about work integrated learning (WIL) from an Indigenous perspective. Currently, the higher education discourse of WIL is dominated by a teaching and learning perspective, which focuses almost entirely on the benefits to the student and/or the educational institution. This leaves the Indigenous community experience invisible and continues to reinforce a neo-colonial relationship between higher education providers and Indigenous people. This article reports the findings of a study undertaken in partnership with the Aboriginal community of Cherbourg in Queensland, Australia, which sought to understand the community experience of students undertaking WIL within Cherbourg. Twenty yarns, undertaken by a research assistant employed from the community, provided the basis for identifying key meanings and requirements of the community in their hosting of higher education students. The recent experience of students by the community was found to be positive with reciprocity, openness and practical benefit over time being central concerns. The study concludes that WIL with Indigenous agencies and communities requires decolonising, temporal and relational frames to be employed in the process of negotiating the purpose and processes of higher education student engagement.