Between education and psychology: school staff perspectives

When discussing contributions from psychology in/to educational practices like school-based mental health promotion, it is peculiar that psychologists (of an educational or clinical kind) or education-oriented sociologists, both not often based in schools or classrooms, dominate the topic. It has been acknowledged that school staff have been over looked and underutilised in contributing to the discussion, particularly as this pertains to sharing perspectives on how they experience their role in relationship to education policy and practice. The study presented here looked to address this situation by seeking the perspectives of school staff on a range of concerns situated at the nexus between education and psychology. Contrary to the type of displaced assessment intimated above, this group of school staff generally accepts they perform a crucial task in supporting students, their main concern being to incisively question how they might negotiate existing role-related pressures to better current school-based practice.

Evaluating impact of clinical guidelines using a realist evaluation framework

RATIONALE, AIMS AND OBJECTIVES: The Remote Primary Health Care Manuals (RPHCM) project team manages the development and publication of clinical protocols and procedures for primary care clinicians practicing in remote Australia. The Central Australian Rural Practitioners Association Standard Treatment Manual, the flagship manual of the RPHCM suite, has been evaluated for accessibility and acceptability in remote clinics three times in its 20-year history. These evaluations did not consider a theory-based framework or a programme theory, resulting in some limitations with the evaluation findings. With the RPHCM having an aim of enabling evidence-based practice in remote clinics and anecdotally reported to do so, testing this empirically for the full suite is vital for both stakeholders and future editions of the RPHCM. METHODS: The project team utilized a realist evaluation framework to assess how, why and for what the RPHCM were being used by remote practitioners. A theory regarding the circumstances in which the manuals have and have not enabled evidence-based practice in the remote clinical context was tested. The project assessed this theory for all the manuals in the RPHCM suite, across government and aboriginal community-controlled clinics, in three regions of Australia. CONCLUSION: Implementing a realist evaluation framework to generate robust findings in this context has required innovation in the evaluation design and adaptation by researchers. This article captures the RPHCM team's experience in designing this evaluation.

Freshman residential schools for undergraduate on-campus and on-line engineering students

By means of evidence-based practice, this paper describes the residential-school component of an accredited online (distance education) undergraduate engineering program in Australia, with a particular focus on how the residential school program is implemented at freshman year. During these residential schools, activities were organised around the respective engineering courses undertaken by students during the semester. Elements considered suitable and worthwhile for inclusion in residential-school programs included: • In-person engagement with academic lecturers, • Practical and laboratory learning activities, • Presentations and interaction with guest speakers from industry, • Industry-based site visits, • Engagement in sole and group-based learning and assessment activities on campus, and • Social interaction with other students. After running pilot residential schools for two years, it was found that a workable format consisted in a two-week residential experience in the first semester, linked to two key freshman courses, Fundamentals of Technology Management, and Engineering Physics. On-campus and online students’ academic grades were compared for both courses over the years 2005 to 2012. We found that for physics lab, on-campus students’ grades tended to be higher than those for online students, and vice versa for technology management. We also conclude that when carefully designed, residential schools for online students do enhance learning for both online students and their on-campus counterparts.

Victoria’s banning notice provisions: parliamentary, procedural and individual vulnerabilities

Purpose Alcohol-related disorder in Australia’s night-time economy has precipitated an expanding regulatory and legislative framework. A key feature is the growth of police-imposed discretionary justice, one example of which are Victoria’s banning provisions. Banning notices are imposed on-the-spot, may be issued pre-emptively, but permit no right of independent appeal. However, there has been little analysis of the enactment, implementation or use of police-imposed banning provisions. The paper aims to discuss these issues.

Design/methodology/approach This paper draws upon a detailed examination of the record of parliamentary debate of the banning notice legislation to document how the provisions, and their embedded procedural vulnerabilities, were legitimised. In addition, an analysis of Victoria Police data informs consideration of the ongoing scrutiny of the police power to ban.

FindingsThe absolute discretion afforded to police officers, and a lack of effective oversight, has created the potential for the disproportionate and discriminatory implementation of Victoria’s banning notice powers. The findings highlight procedural vulnerabilities within the provisions, and concern regarding the particular risk of banning notices for vulnerable recipients.

Research limitations/implications The nature of Victoria’s banning provisions created the circumstances for their inequitable imposition, but public scrutiny of their use and effect is limited. Omissions and deficiencies in the published data restricts meaningful analysis of how banning works in practice.

Originality/value The research underpinning this paper was the first detailed examination of the implementation and ongoing scrutiny of Victoria’s banning notice provisions. The findings presented in this paper highlight key procedural vulnerabilities resulting from the passage of the legislation and the absence of effective oversight.

Trace memory: after decay

In this exhibition, interdisciplinary artist Tonya A. Meyrick presents a body of new work that explores the relationship between memory and place.Tonya A. Meyrick explores the recollection and perception of memory and considers how our memories are not stable; rather, they are fickle and tied to the places which we inhabit, past events and the ebb and flow of our daily patterns. The act of remembering, putting our memories back together is the thread that runs through this exhibition of large format digital still and moving artworks coupled with an experience of augmented reality

Tenerbrosity scene 1

Tenerbrosity Scene 1, is a large format photographic artwork. The work visually explores memory through the recollection of incidents and the fragility of truth. This is situated within the practice of landscape photography in a post-colonial framework. In Scene 1 of 2, a woodland closed shot is presented for the audience. The scene was shot at night in a forest, and provides a focus on the details of trees and leaves, branches and an emerging blackness that surrounds the scene. The journey has taken a strange turn in Tenerbrosity, with suggestions of the strange and unfamiliar, like a fragment or a moment, attempting to pull everything back together, somehow..somewhere… The size of the work as a large unframed print on canvas, actively seeks a physical engagement with the audience via a centrality of vision. The artwork hangs a metre out from the wall and the work sways in the breeze, to ensure the audience is located at a site for the production of meaning and this captures a mixed reality, between artwork, vision, audience and experience. This is achieved to engage with the multi-sequential narratives surrounding traces of memories and decay visually and theoretically traversed throughout the series. This is part of the ongoing exploration of states of the in-between and forms the 1st in a series of 2 artworks. The work is exhibited in the Yarra Ranges, because the work explores the narratives of the decay of memory experienced in this location. Exhibiting here allows a cyclic dialogue with notions of place, home, longing and loss.

Tenerbrosity scene 2

Tenerbrosity Scene 2, is a large format photographic artwork. The work visually explores memory through the recollection of incidents and the fragility of truth. This is situated within the practice of landscape photography in a post-colonial framework. In Scene 2 of 2, a woodland closed shot is presented for the audience. The scene was shot at night in a forest, and provides a focus on the details of trees and leaves, branches and an emerging blackness that surrounds the scene. The journey has taken a strange turn in Tenerbrosity, with scene 2 suggesting a mirror or reflection, a duplicate of or duality in combination with Scene 1. The size of the work as a large unframed print on canvas, actively seeks a physical engagement with the audience via a centrality of vision. The artwork hangs a metre out from the wall and the work sways in the breeze, to ensure the audience is located at a site for the production of meaning and this captures a mixed reality, between artwork, vision, audience and experience. This is achieved to engage with the multi-sequential narratives surrounding traces of memories and decay visually and theoretically traversed throughout the series. This is part of the ongoing exploration of states of the in-between and forms the 2nd in a series of 2 artworks. The work is exhibited in the Yarra Ranges, because the work explores the narratives of the decay of memory experienced in this location. Exhibiting here allows a cyclic dialogue with notions of place, home, longing and loss.