This site contains digital copies of research-based books, booklets, reports and audiovisual material published by University of Wollongong staff. In some instances these publications are only available in digital form. The series Corporate Publications Archive comprises the largest collection of UOW-related material.
A systematic review of programs and models used to mentor young people of African origin in Australia and other parts of the world
Jacob Mugumbate, Lynne Keevers, and Jioji Ravulo
Mentoring refers to a cultural, natural or professional relationship that results from a person working with peer(s) or an older person(s) to develop their skills within the expectations of a cultural, religious, political, social, academic or professional context. Mentoring can happen at individual, family, group or community level. Often, literature speaks of professional mentoring but other communities identify more with culturally or naturally situated mentoring. As with other immigrants, young people from an African background encounter unique social, psychological and economic challenges that could be addressed using culturally informed interventions. While there is a lot of research on youth mentorship in Australia, less is known about mentoring young people from African backgrounds. Therefore, this research was consummated to address this gap in the literature with the ultimate intention of contributing to interventions. We searched literature on the subject from databases on the University of Wollongong (UOW) library website but also outside. We were searching for researches and reports on mentoring programs or models for young people of African origin throughout the world. Twenty-five (25) articles from Australia, USA, UK and South Africa met this inclusion criteria and were reviewed. Twenty-four articles described a mentoring program or model each, some briefly yet some in detail. One article described two different programs, resulting in a total of 26 programs and models. The 26 programs and models were grouped into seven approaches: individual; family; group; community; critical or transformational; natural; and cultural. Before the review was done, background information about mentoring was gathered. This report will start by providing this background information about mentoring in general; mentoring in the African context and a summary of the situation of young people of African origin in Australia. It will then describe the methodology used during the review and the programs and models found in the literature reviewed. It will end with a brief section on issues, lessons and themes arising from the review. The next activity involves presenting this report to organizations in the Illawarra region for co-sense making. In the process of co-sense making, the researchers will gain insights into programs and models used in the Illawarra region while the service providers from the organizations will gain insights from approaches that we found in the literature reviewed. This mutual process will also help in identifying areas for future research as well as opportunities for collaboration.
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.
Lynnaire Sheridan, Oriana Price, Lynn Sheridan, Roz Pocius, Taryn McDonnell, and Renee Cunial
This audio-visual resource is a research methods training tool that introduces ‘Interview to the Double’; one data collection method aligned with Practice Theory. The interview technique is described before Dr Oriana Price presents some background on its emergence as a Practice Theory data collection tool. Dr Oriana Price then interviews Dr Bonnie Dean to demonstrate the method in action accompanied with overlaid titles that outline techniques used by the interviewer to elicit data from the participant. A subsequent debrief by the interviewee Dr Bonnie Dean discusses the role of the Interview to the Double method in ‘uncovering’ data that otherwise would have remained ‘undiscoverable’ using other interview data collection methods. Dr Oriana Price concludes with tips and strategies for researchers embarking on use of ‘Interview to the Double’.
Lynnaire Sheridan, Oriana Price, Lynn Sheridan, Roz Pocius, Taryn McDonnell, and Renee Cunial
This audio-visual resource is a research methods training tool for academics engaged in Scholarship of Teaching and Learning (SoTL) on Work Integrated Learning (WIL). Dr Oriana Price introduces ‘Interview to the Double’ and Practice Theory before outlining how a Practice Theory lens, together with use of this method, could contribute to the advancement of WIL research by elucidating the previously ‘undiscoverable’. Dr Oriana Price then interviews Dr Bonnie Dean to demonstrate the method in action accompanied with overlaid titles that outline techniques used by the interviewer to elicit data from the participant. The interview content is focused on ‘discovered’ WIL practices as elucidated by the interview method. A subsequent debrief by the interviewee Dr Bonnie Dean discusses the role of the Interview to the Double method in ‘uncovering’ data that otherwise would have remained ‘undiscoverable’ using other interview data collection methods. Dr Oriana Price concludes with tips and strategies for researchers embarking on use of ‘Interview to the Double’.
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.
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.
Beverley Symons and Rowan Cahill
This book was originally published by the Sydney Branch, Australian Society for the Study of Labour History in 2005.
Introduction (2020): During the turbulent decade 1965-1975, a cultural revolution took place in Australia. The future was seeded with movements and ideas that changed Australian society and culture, and enlarged the space for democratic action. Published in a print-run of 500 copies in 2005, and edited by Beverley Symons and Rowan Cahill, activists of that decade, A Turbulent Decade: Social Protest Movements and the Labour Movement, 1965-1975 is a unique, and rare, assemblage of recollections and reflections of veterans of the period.
The focus is Sydney and New South Wales, and a great deal that is new is added to the public record, often candidly and vulnerably so. The book covers the Anti-Vietnam War and Anti-Conscription Movements, the Student, New Left and Counter Culture Movements, Women’s Liberation, Gay and Lesbian Rights, Aboriginal Land Rights and Civil Rights, the Anti-Apartheid Movement, the Trade Union Movement, and the Australian Labor Party.
Contributors are Brian Aarons, Anthony Ashbolt, Wendy Bacon, Suzanne Bellamy, Lester Bostock, Charlie Bowers, Meredith Burgmann, Rowan Cahill, Jack Cambourn, Bruce Childs, Ken Davis, Diane Fieldes, Dulcie Flower, Graham Freudenberg, Hall Greenland, Bob Gould, Noreen Hewett, Suzanne Jamieson, Craig Johnston, Gillian Leahy, Greg Mallory, Race Mathews, Audrey McDonald, Tom McDonald, Peter McGregor, Jack Mundey, John Myrtle, Sue Tracey, Shane Ostenfeld, Joe Palmada, John Percy, Robyn Plaister, Mavis Robertson, Lyndall Ryan, Joyce Stevens, Paul True, Barrie Unsworth, Sue Wills.
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/