This site contains digital copies of books, booklets and reports published by University of Wollongong staff and UOW Press publications. In some instances these publications are only available in digital form. The series Corporate Publications Archive comprises the largest collection of UOW-related material.
Rachel C. Bailey, Kate L. Lewis, Michael Matthias, Toni Garrety, Annemaree Bickerton, and Brin F.S. Grenyer
Families, partners and carers of persons with personality disorder experience significant distress and burden within this role (Bailey & Grenyer, 2013, 2014; Day, Bourke, Townsend, & Grenyer, 2018). Treatment guidelines now recommend supporting families and carers, including involving them in the treatment process to improve wellbeing and thereby assist them in effectively caregiving for the person with personality disorder. This manual has been designed to help services engage and work with families and carers of persons with personality disorder in a brief four session intervention that aims to provide information, support and strategies. This manual has been developed in accordance with the relational model advocated by the Project Air Strategy for Personality Disorders (see The Relational Model of Treatment in the Project Air Strategy Treatment Guidelines). The relational model involves an integrative and collaborative approach to personality disorders treatment, focussing not only on the person with personality disorder but also carers, health services and clinicians. In the relational treatment model, the person’s problems are seen as stemming from problematic and dysfunctional relationship patterns that have developed over time (Grenyer, 2012). These relationship patterns are considered both intrapersonal (how the person relates to themselves, including their feelings and thoughts) and interpersonal (how they relate to others). The relational model recognises that responsibility for effective relationships also rests with others involved in the person’s life. It is now recognised that a service system that works together in an integrated manner better supports people with personality disorders, rather than any sector working in isolation (Grenyer, 2014; Grenyer, Lewis, Fanaian, & Kotze, 2018). Therefore, clinicians, case managers, carers, youth workers, teachers, school counsellors and the broader community share a joint responsibility to respond effectively to the person in a way that is helpful and encouraging (Townsend, Gray, Lancaster, & Grenyer, 2018). Indeed, longitudinal research indicates that clinicians attitudes towards working with individuals with a personality disorder has improved, reflecting the hope and optimism of treatment providers and the wider community informed by over 27 years of evidence and treatment (Day, Hunt, Cortis-Jones, & Grenyer, 2018). Caring for and helping people with personality disorders is everyone's business (Grenyer, Ng, Townsend, & Rao, 2017) and everyone can choose to adopt the key principles from the Project Air Strategy model. This manual was utilized in a randomized controlled trial that sought to provide education and support to carers of individuals with a personality disorder (Grenyer et al., 2018). Compared to waitlist control groups, participants reported improvements in their relationship with their relative with a personality disorder and improvements in family empowerment (reflecting carers ability to take an active role in supporting their relatives treatment). At a 12 month follow-up these improvements were maintained and carers also reported an improvement in their mental health and decreased levels of burden.
Elizabeth J. Halcomb, Susan McInnes, L. Moxham, and C. Patterson
Halcomb, E.J., McInnes, S.,Moxham, L and Patterson, C., Mental Health Practice Standards for Nurses in Australian General Practice, Australian College of Mental Health Nurses, Canberra, 2018, 32p.
Practice standards define and describe the practice of nurses, and in this instance, aim to guide practice and support the delivery of stepped mental health care by nurses working in general practice and other primary health care settings.
These Practice Standards have built on the Australian and Nursing Midwifery (ANMF) National Practice Standards for Nurses working in Australian general practice. They provide an important framework against which nurses can self-assess their professional development needs and adjust their clinical practice to ensure that every person seen in the primary care setting has their mental health needs considered and addressed as appropriate.
University of Wollongong
Project Air Strategy, Adolescent Intervention: Guide for Clinicians, University of Wollongong and Illawarra Health and Medical Research Institute., Wollongong, 2018, 100p.
The aim of this guide is to support clinicians to implement effective evidence based practices to respond to complex mental health presentations in young people in both school and community mental health settings. This guide builds on previous work undertaken in Project Air Strategy for Schools, which included the development of a guide for teachers titled ‘Working with young people with complex mental health issues’ and the professional development of education staff to help schools to effectively identify, respond, support and refer students with severe and complex mental health concerns (particularly personality disorder), and manage challenging behaviours common in this population (particularly self-harm). Project Air Strategy for Schools also developed a collaborative training project between the NSW Department of Education, NSW Ministry of Health and the Project Air Strategy for Personality Disorders based at the University of Wollongong. The training package includes presentation slides, a guide for working with young people with complex mental health needs, fact sheets, a training film, and web-based resources. The course will assist teachers to develop strategies to successfully support and engage students who are experiencing mental health problems and challenging behaviours.
Parenting with Personality Disorder and Complex Mental Health Issues Intervention : A Manual for Health Professionals
University of Wollongong
Project Air Strategy for Personality Disorders, Parenting with Personality Disorder and Complex Mental Health Issues Intervention: A Manual for Health Professionals, Illawarra Health and Medical Research Institute, University of Wollongong, Wollongong, 2nd edition, 2018.
This manual is designed to assist mental health clinicians to work effectively with parents or caregivers with a personality disorder and complex mental health issues. The aim of this intervention program, in line with the relational approach of the Project Air Strategy for Personality Disorders (Project Air Strategy for Personality Disorders, 2015), is to assist mental health clinicians to reflect on parenting with people with personality disorder and complex mental health issues. The goal is to support parents, children and families to enhance protective factors and to identify and reduce risk factors. Given the daily difficulties parenting presents for caregivers with personality disorder, this approach is likely to enhance the working alliance between the clinician and the client in treatment. Addressing parenting with people with personality disorder will likely achieve better mental health outcomes for both parent and child. It is often the case that personality disorder and parenting are not talked about together, particularly when parents are seeking treatment individually in an adult mental health service. However, personality disorder can have a profound effect on the home environment, especially on children. Parents with personality disorder may engage in more problematic parenting behaviours than other parents, such as low sensitivity and responsivity, inconsistent discipline and role-reversal. The possibility of intergenerational transmission of mental health disorders has been well documented, and children of parents with personality disorder may be at risk of experiencing more emotional, behavioural, social and cognitive difficulties than their peers.
External Referencing of Standards (ERoS) - An example of a collaborative end-to-end peer review process for external referencing
Simon Bedford, Peter Czech, Lesley Sefcik, Judith Smith, and John Yorke
The External Referencing of Standards (ERoS) project is a collaboration between RMIT University, The University of Wollongong, Queensland University of Technology and Curtin University. The purpose of the ERoS Project was to develop and test a collaborative end-to-end process to verify student attainment standards. The requirement for external referencing and benchmarking is specified in the revised Higher Education Standards Framework (Threshold Standards) to come into effect on January 1, 2017.
Brin F.S. Grenyer, Annaleise S. Gray, and Michelle L. Townsend Dr
This guide is designed to help work effectively with young people that have complex mental health issues. It provides guidance to understand and respond to emerging personality disorder, trauma history, self-harm and suicidal behaviour, and other difficulties with identity, emotions and relationships. The aim is to assist all people interested in improving the mental health of young people. Counsellors, health staff, welfare workers, teachers and school administrators often require additional information to effectively identify, respond, support and refer young people with severe and complex mental health concerns, particularly personality disorder. A further goal is to help those who care for young people to respond to challenging behaviours common in this population, for example, self-harm.
Kerry Ross, 24 Boxes: Unpacking the Cochrane Papua New Guinea Collection, University of Wollongong Library, 2016, 12p. Descriptive booklet accompanying an exhibition held at the University of Wollongong Library between 18 May - 18 September 2016.
Empowering Community-Based Ecosystem Approaches to Fisheries Management: Strategies for Effective Training and Learning
Vicki Vaartjes, Quentin Hanich, and Aurelie Delisle
In March 2015, regional Pacific stakeholders and Governments engaged in collaborative planning to establish a new direction in the management of Coastal Fisheries1. A New Song for Coastal Fisheries: Pathways to Change calls for a “...new and innovative approach to dealing with declines in coastal fisheries resources and related ecosystems”2. A New Song is an important step forward for coastal fisheries management across a complex and diverse region. This Paper argues that a strategic and integrated approach to capacity development, learning and training will support its full implementation. The paper makes five recommendations designed to strengthen community-based ecosystem approaches to fisheries management (CEAFM) across the region by adopting a capacity development approach as an integrated strategy, to develop capacity in CEAFM in information, management, monitoring and enforcement functions, from community to national government. Furthermore, the paper argues on the basis of stakeholder experience, for a long-term commitment to learning that is conductive to sustainable, iterative change, and is backed up by regional and national coordination that allows for sharing of data and learning across the many stakeholders and promoting organisations that are engaged in the training and learning space. When training is the chosen learning methodology, then adapting and contextualising the approach to yield robust learning outcomes is essential, and this means care in design, the delivery approach and attention to learning transfer. As a resource-constrained environment, the paper argues that this makes it even more critical that every training and learning initiative in coastal fisheries management is targeted and as effective as possible, and supported by an evidence base that uses evaluation and other data to drive ongoing improvement in the approach. This is particularly critical given the diversity of communities and government organisations involved.
This 80 page publication featuring 71 full colour reproductions of artworks celebrates the development of the University of Wollongong Art Collection (UOWAC). A Place for Art, the latest publication from University of Wollongong Press, charts the 40 year history of the UOWAC, arguably one of the most accessible and diverse public art collections in the country. The book’s editor and Art Collection Director, Professor Amanda Lawson, says the publication is an opportunity to provide a sense of the University’s rich and unique Collection. “Woven into the fabric of campus life, art infuses the experience of being at UOW. The Art Collection brings spaces alive and inspires the individuals who inhabit them: the University is truly a place for art,” says Professor Lawson. A Place for Art celebrates the Art Collection’s development and focuses on images selected from the UOWAC’s specialist areas which include works with a regional connection, Australian indigenous works on paper and international prints. The publication also highlights the personal connections people can make with art that is incorporated into their everyday environment. Link to Image Gallery. Read the book online here:
Agnieszka Golda, Martin V. Johnson, and Ruth Fazakerley
This monograph presents a series of three exhibitions developed collaboratively by Agnieszka Golda and Martin Johnson. It describes a wonderful tracery of not quite recognisable anthropomorphic creatures who inhabit oddly constructed and disjointed spaces. Together Golda and Johnson have utilised crocheted and printed textiles, carved wood and painted aluminium to form strange dwellings, figures and passages. Dr Ruth Fazakerley's research and art practice span Australian contemporary urban public art, painting and sculptural installation. In her essay here she positions Golda and Johnson's work in a wider context. The distinctive aesthetic force of collaborative process is underpinned by Golda's discerning scholarship in opening up 'sensography', a terrain that explores both art practice and the emotional, affective resonances it engenders.
Quentin A. Hanich
There are 89 States and territories that have some form of current or historical interest in the tropical tuna fisheries (i.e., bigeye, yellowfin and skipjack) of the Western and Central Pacific Ocean (WCPO). However, only 14 of them ultimately control access to the most productive fishing grounds and the vessels that fish in them. All but one of these States are full members of the Western and Central Pacific Fisheries Commission (WCPFC), and all have some form of vested interest in the long-term sustainability of some part of the tropical tuna fisheries.
This report studies the mix of interests in the WCPO tuna fisheries. These interests are likely to influence each delegation’s national interest and drive negotiating positions to support or oppose certain measures, depending upon how they affect that State’s interests. Given the complex nature of the WCPO tuna fisheries and their conservation challenges, it is important to understand these interests and consider how States might compromise their interests in an equitable manner that allows for the adoption a new conservation and management in 2011.
Good things in life, such as happiness and health, are often taken for granted. All the attention is on problems. Yet good things do not happen by themselves — they need to be fostered. How to do this is the theme of Doing Good Things Better. For years, Brian Martin has studied tactics against injustice. He has now turned his strategic focus to good things, looking for common patterns in what it takes to protect and promote them. Some of his topics are familiar, like writing and happiness. Others are less well known, such as citizen advocacy and chamber music. The same basic tactics are relevant to all of them. Doing Good Things Better provides ideas and inspiration for fostering the things you care most about.
Brian Martin is professor of social sciences at the University of Wollongong, Australia. He runs writing programmes, teaches a class on happiness and plays the clarinet.
Exercise and breast support: A guide to understanding breast support during physical activity and how to determine correct bra fit
Deirdre McGhee, Exercise and breast support A guide to understanding breast support during physical activity and how to determine correct bra fit, Sports Medicine Australia and the University of Wollongong, 2011, 8p.
One of the biggest challenges for the field of gifted education is to ensure that our identification procedures, programs, curriculum models, and educational practices are: 1. supported by the best research evidence available; 2. inclusive of all social and cultural groups; and, 3. respectful of different knowledge and belief systems. Giftedness is not a static construct. Over the course of the twentieth century, we have observed a shift from views that conflated giftedness with IQ to the broader and dynamic perspectives reflected in Gagné’s (2003) Differentiated Model of Giftedness and Talent, Sternberg’s (2003) model of successful intelligence, Gardner’s (1983) theory of Multiple Intelligences, and Ziegler’s (2005) Actiotope Model of Giftedness. Percentages of the population that may be regarded as gifted have likewise shifted from around 2% to 10%. A key message in this broadened and dynamic view of giftedness is that potential needs to be cultivated. In Australia and New Zealand, Gagné’s model has been widely adopted in state and school policies and has been useful in drawing to the attention of educators, the need to provide conducive environments for talent to flourish. Sadly, giftedness is still viewed in many quarters as an elitist undertaking, which does not sit well with egalitarian nations such as Australia and New Zealand. While giftedness, by definition, exists equally in all populations, we are still a long way from recognising this in practice. Indigenous students comprise one group that is still underYrepresented in educational programs for gifted students. This collection of papers focuses the spotlight on giftedness in indigenous populations.
This e-book includes peer-reviewed full papers of the majority of the presentations at the inaugural Social Innovation Network conference, 28-29 September 2009, Wollongong Australia. Authors brought their perspectives from the different disciplines of accounting, engineering, education, management, science, literature, informatics, creative arts, economics, marketing and psychology. The range of social issues reflected in these papers is evidence of the success of the SInet as a network of scholars, working across traditional boundaries to explore and advocate innovative approaches to social, technical and environmental challenges that confront modern societies. The chapters have been organised to firstly present discussions on research and electronic networks, followed by sections which provide illustrations of the application and relevance of social innovation concepts and approaches.
Jan Herrington, Anthony Herrington, Jessica Mantei, Ian Olney, and Brian Ferry
The chapters of this e-book comprise the pedagogical and research endeavours of a team of academics in higher education who worked with mobile learning devices over two years on a project entitled New Technologies: New Pedagogies project: Using mobile technologies to develop new ways of teaching and learning. The project endeavoured to take an innovative approach not only in the creation of new, authentic pedagogies for mobile devices but also in the action learning approach adopted for the professional development of participants. The project involved 15 people including teachers, IT and PD personnel. It was a large and ambitious project that resulted not only in a range of innovative pedagogies, but in the creation of more knowledgeable and confident users of mobile technologies among teachers and students.
This book was originally published as Jan Herrington, Anthony Herrington, Jessica Mantei, Ian Olney and Brian Ferry (editors), New technologies, new pedagogies: Mobile learning in higher education, Faculty of Education, University of Wollongong, 2009, 138p. ISBN: 978-1-74128-169-9 (online). Contents information and chapter listings available here: ro.uow.edu.au/newtech.
Deirdre McGhee, Sports Bra Fitness, Breast Research Australia (BRA), Biomechanics Research Laboratory, School of Health Sciences, Faculty of Health & Behavioural Sciences, University of Wollongong, 2008, 36p.
Glenn Barkley (editor), Illawarra Visions: Collections of the University of Wollongong, UOW Art Collection, 2000, 39p. Includes forwards by Professor Gerard Sutton, UOW Vice Chancellor; Peter O'Neil, Director, Wollongong City Gallery; and Dr Guy Warren, Director, UOW Art Collection. Chapters include: Michael Organ, History & Heritage: Change & Adaptation; Di Kelly, Social & Working Life; Paul Sharrad, The Natural Environment; Glenn Barkley, Hybritity and the Influx of Ideas;
An account of the Bulli coal mining disaster of 23 March 1887 in which 81 mine workers lost their lives. Bulli is located in the Illawarra coal fields, on the east coast of Australia, south of Sydney. The disastrous explosion in the mine was caused by a neglect of safety issues. A Royal Commission was subsequently called to look into the disaster.
The first official published history of UOW was University of Wollongong: An Illustrated History 1951-1991, written by Josie Castle from the Department of History and Politics. The 68 page book was launched by the Foundation Chancellor Justice Robert Hope on 11th October 1991.
Michael K. Organ
A documentary history of the Illawarra and South Coast Aborigines 1770-1850, including a chronological blibliography covering the period 1770-1990. This is volume 1. The next part Illawarra and South Coast Aborigines 1770-1900 is available here: http://ro.uow.edu.au/asdpapers/118/
Winifred Mitchell and Geoffrey Sherington
This is a social history of an Australian region. Its theme is the changing experiences of children growing up. The history of the lllawarra region of New South Wales captures many of the developments and fluctuations of Australian social life over the past two centuries. From the displacement of the original aboriginal inhabitants of the early twentieth century through the rural and mining settlements of colonial Australia to the industrial development and changing composition of the population in the twentieth century, living in lllawarra has generally been a microcosm of the wider world of being an Australian. In particular, much of the focus of the white settlers of the past one hundred and fifty years has been on 'growth' and preparing what they thought was a better world for their children. By looking at the lives of children and their families in the 'everyday' and other circumstances we can discover as much, if not more, about social and other relationships than by examining more public institutions such as parliament or trade unions, all of which are dominated by adults. It is not always easy to find out about families, children and 'everyday life' in the past. For the nineteenth century we have relied on traditional documentary sources such as newspapers, diaries, published accounts of observers and the archives of such public institutions as schools. We have also used, where appropriate, the census and the records of the Registrar-General's Department for figures on marriages and births. For the twentieth century we have drawn on the personal memories of many who grew up in the lllawarra region, and who were prepared to share their experiences with us. By using oral history it was possible to get behind the general figures, on such matters as school attendance and housing growth and to understand what it was like to be young in the previous age. The book is organised into five chapters. We look first of all at the arrival of European settlers, their impact on the aboriginal tribes of the area, and the general pattern of growth in the first half of the nineteenth century. In the next two chapters we have chosen contrasting environments for growing up in nineteenth century lllawarra, looking closely at family life and schooling in the rural settlement of mid to late nineteenth century Kiama and the mining village of Bulli. In our third chapter we consider the slow transformation of the region into the industrial heartland of New South Wales and the consequences that this had in many ways for children growing up in the period from the turn of the century to the beginning of the Second World War. In our final chapter we examine some of the multiplicity of changes that have overwhelmed the region since 1945, particularly the arrival of new waves of overseas immigrants who have brought new traditions and expectations for the young.
This history of the Christian churches in Illawarra — Protestant, Catholic, and Orthodox — covers the period from the beginning of settlement to the present day. It has been researched, written, and printed in just over a year. Jerome would have called it ‘tumultuarium opus’, a rush job. Its findings are therefore tentative, and its conclusions provisional. It is more illustrative than analytical, and it abounds in case studies. Nevertheless, I have tried to be as conceptual and explanatory as constraints permitted. To my knowledge this is the first regional study ever written of all Christian denominations covering almost 200 years of Australian history.
L. Michael Birt
Report by the outgoing Vice-Chancellor of the University of Wollongong, Michael Birt, on his time at the university and its transition from Wollongong University College.
R. T. Wheway
R.T. Wheway, Engineering Feasibility Study of Proposed Kiama Breakwater, Department of Mechanical, Mining and Civil Engineering, Wollongong University College, April 1971, 23p. Report submitted to the Illawarra Regional Development Committee.