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A high proportion of adults with intellectual disability (ID) who live in supported accommodation (i.e. group homes) engage in challenging behaviours (CB). A lack of engagement in meaningful activity, social isolation, communication difficulties, and boredom can be triggers for challenging behaviour. There is a small body of literature on staff/resident interactions in the context of challenging behaviour but even less research has addressed resident-to-resident interactions. Specific Aims: This study aims to examine the types of interactions in which residents of shared accommodation settings engage, with whom; and explore staff's understanding of residents' needs, communication abilities, and relationships. Method: Observations of interactions with 12 residents who were identified as having challenging behaviours were conducted using momentary time sampling. Direct care staff who supported the residents were also interviewed. Findings: Residents were infrequently engaged in activity or interactions and where these did occur, they were primarily with staff rather than with co-residents. Discussion: Staff play an important role in supporting and facilitating people with ID and CB to expand their social interactions and engagement in meaningful activity, which can have a significant impact on the occurrences of challenging behaviour. The implications for practice in shared accommodation sites are discussed.

Traditional resources for ascertaining risk and protection for disengaged youth are often unsuitable, due to the stamina and skill required to complete them. Many of these tools assess risk without considering participants' potential for personal growth. The present study outlines the development and initial validation of a tool titled the Contextualized Assessment Tool for Risk and Protection Management (CAT-RPM), which was administered to 499 participants across a range of high school settings. Six factors emerged that were highly correlated and had good internal consistency. Multivariate tests strongly suggest that the CAT-RPM is a valid and psychometrically sound assessment tool for differentiating groups across sex, age, and antisocial behavior. The research reveals a reliable measure of risk and protection that can assist young people to recognize and build on their strengths and adds a positive dimension to traditional risk assessment tools.

Student populations in higher education in Australia and elsewhere in the developed world have experienced significant diversity over the past two decades. The existing literature has provided limited clarity about the effects of this diversity on the dimensions underpinning students' study philosophy domain. Based on a large data set from a leading Australian university, this paper analyses students' study philosophy, beliefs and attitudes towards teaching and learning. Factor analysis explored themes (or dimensions) within the survey. Multivariate analysis of variance used these dimensions as dependent variables with age, sex, ethnicity, study discipline, study level, academic performance and sex/ethnicity interaction as grouping variables to identify significant sources of variations. Deep learning, expediency and responsibility reflected the students' study philosophy domain. Deep learning and responsibility varied with ethnicity and academic performance. Expediency differed according to ethnicity, study discipline and academic performance. Students in business-related disciplines displayed greater expediency than peers elsewhere, treating education like any other commodity. The contribution of this study lies in its rigorous analysis of the impact of the diversity of the student population on the study philosophy domain, compared to the existing literature.

Readiness for change (or treatment readiness) is a core concept of many rehabilitation programs for adult and juvenile offenders. The present study examined the experiences of six young people aged 13 to 17 years who participated in Mindfields[R], a 6-week self-regulatory intervention aimed at enhancing life skills and goal setting among youths who present with challenging and/or risky behaviour. This article investigates the extent to which: readiness for change influences individual responses to the Mindfields[R] program; external factors influence the achievement and maintenance of program success; and goal achievement leads to perceptions of self-efficacy and personal control over one's behaviour. Prior to, and on completion of the intervention, participants completed the Mindfields[R] Assessment Battery that measures goal commitment, social competence, self-regulation, life satisfaction, delinquent involvement, and readiness for change. Findings show the importance of participants' motivation to make life-changing decisions, but this motivation and promising goals can be compromised by factors external to the individual. Our findings prompt future research into ways in which young people can maintain their motivation and readiness for change, and draw encouragement from less successful outcomes than might have been expected.

This research investigated the reliability and validity of the Mindfields Assessment Battery (MAB), measuring three components of self-regulation (forethought, performance control, self-reflection) of young offenders. Participants were 57 12- to 18-year-olds from youth justice service centres, alternative education schools, and a youth correctional facility (N[subscript males] = 46; N[subscript Indigenous] = 7). Psychometric properties of the battery were sound with adequate alpha levels for the scales. The factor structure and internal reliability of three measures were replicated and validated. Positive significant correlations found between these subscales indicated consistent relationships with young people's responses to challenging situations. Prodelinquency scores were significantly positively correlated with minor misdemeanours and negatively correlated with social competency. Significant positive correlations were found between social competence and goal commitment, and self-regulation and life satisfaction. The battery provides a reliable, valid way of assessing forethought, performance control, self-reflection, and treatment amenability within the conceptual framework of self-regulation.

This research investigated relationships between risk and protective factors and school experiences for three adolescent groups (31 early-onset offenders who began offending before the age of 12, 36 late-onset offenders who began offending at or after 12 years, and 36 who were non-offenders) aged 12-18 years. Using a semi-structured interview and thematic data analysis, thought and social processes were investigated to determine how goal-setting, planning, self-reflection, and social competence build resilience within the domains of school, peers/leisure, and self. Overall, important differences in schooling experiences were reported, indicating that those with high risk- and low protective factors within these contexts were likely to lack connectedness, unlikely to have a positive self-concept, and likely to have disengaged from school. (Contains 3 figures and 3 tables.)

This paper is a teaching reflection. It gives an account of the delivery of two courses dealing with inclusive education. Both were delivered via external mode at the postgraduate level (i.e. distance education including web-based presentations and alternative resource delivery). While university education lecturers often talk about, and promote, Universal Design for Learning (UDL) and curriculum differentiation as the foundations of inclusive education, they do not appear to apply the relevant principle to their own teaching in tertiary education. The delivery of the two courses described herein was based upon UDL, curriculum differentiation and professional learning essentials. Overall, the participants reported gaining knowledge and skills in a flexible learning context that they were able to pass on to their own students in a variety of teaching-learning settings.

Background: This study builds on previous studies reporting that depressive symptoms among adolescents are reduced and personal satisfactions with one's achievements and competence with peers are enhanced when students are taught strategies for engaging in more optimistic thinking (explanatory style) (Gillham, Reivich, & Freres et al., 2006) and social problem-solving (Ingoldsby, Kohl, McMahon, & Lengua, 2006). Additionally, engaging in regular exercise has also been found to be useful in reducing depressive symptoms in this age group (Bodin & Martinsen, 2004). Aim: The study investigated the effects of three interventions--explanatory style (cognitive training), conflict resolution, and exercise--known to help adolescents develop a strong sense of wellbeing. It involved 31students aged 11 to 13 years and their parents, and six class teachers from a large, metropolitan, private boys' college in Brisbane, Australia. Methods: Twenty-five boys participated in the three interventions, while six boys acted as a comparison group. A counterbalanced, multiple baseline design was implemented so that students participated in the three interventions in a different order. Results: The results showed that students in the intervention group experienced a reduction of internalising behaviours such as withdrawal and depressive symptoms following all three interventions. Collectively, the interventions were successful in reducing depressive symptoms; individually, they also significantly reduced depressive symptoms. Conclusions: The results showed that explanatory style, conflict resolution, and exercise interventions are effective in reducing depressive symptoms in adolescents.

The present research investigated differences in levels of impulsivity among early-onset, late-onset, and non-offending adolescents. 129 adolescents (114 males, 15 females), of whom 86 were institutionalised (M age = 15.52 years) and 43 were regular school students (M age = 15.40 years) participated. Each participant completed the Adapted Self-Report Delinquency Scale, Stroop Colour and Word Test, Time Perception task, Accuracy Game, Risk-Taking Game, and the Eysenck Impulsiveness Questionnaire. Results suggest that adolescents who display rapid cognitive tempo, poor mental inhibitory control, and high impulsivity are more likely to be early-onset offenders. Offender and non-offender groups showed significant differences on several measures of impulsivity, which may suggest that late-onset offenders acquire or exacerbate impulse-related problems through social mimicry of early-onset offender peers. Potentially important implications for our understanding of delinquency and the design and provision of prevention programs are highlighted.

A deinstitutionalization research project in which residents from the largest institution in Queensland, Australia, were relocated after a government decision to close the center was described. Outcomes of relocation into community living for adults with severe mental retardation, many of whom were older (over 40 years) and had been institutionalized for much of their lives, was addressed within the Australian context. Results from the relocation and outcomes for people aged 20 to 39 years (n = 37), 40 to 59 years (n = 39), and over 60 years (n = 24) were described. Group results focused on adaptive and maladaptive behavior, choice-making, and objective life quality were discussed together with the implications for service provision.

Gender differences associated with the development of adolescents' sense of general self-concept and emotional stability were investigated with 655 adolescents. Relationships with parents were important for males' emotional stability, but not females'. Peer relations were more influential in the formation of adolescents' emotional stability than parental relationships. (Contains references.) (Author/CR)

As part of an institutional closure program, 95 Australian individuals with mental retardation were relocated to community-based group homes. Assessments indicated improvements in adaptive functioning but not significant change in maladaptive behavior. There were also improvements in life circumstances and increased opportunities for choice-making following relocation to the community. (Contains references.) (Author/CR)

A study investigated behaviors, interactions, and learning outcomes of 22 children with learning disabilities who participated in structured and unstructured group activities. Children in the structured groups were more involved in group activities, provided more directions and help to others, and obtained a significantly higher performance on a comprehension questionnaire. (Contains references.) (Author/CR)

Investigates the influence of gender on the development of elementary school students' general self-concept along with academic achievement. Finds that pre-adolescent boys' and girls' general self-concepts were significantly influenced by peer and parent relationships and physical appearances, while only boys' general self-concept was influenced by reading and general school dimensions. (CMK)

Study investigates the behaviors and interactions of children in structured and unstructured groups as they worked together on a six-week social-studies activity each term for three school terms. The results show that the children in the structured groups were consistently more cooperative and they provided more elaborated and nonelaborated help than did their peers in the unstructured groups. (Author/GCP)