Signs and codes in early childhood: An investigation of young children’s creative approaches to communication

PEOPLE COMMUNICATE AND MAKE meaning through the use of the signs, codes and rules of their community and its language/s. On the way to learning these signs, codes and rules, children often create or invent their own unique and sometimes temporary systems of meaning making. In this paper we use Vygotsky’s concept of semiotic mediation and Bernstein’s code theory to reflect on some examples of children’s creative approaches to communication that involved the creation and use of signs. We will argue that young language learners’ invention of their own languages and creative use of drawing as a form of sign creation are symbolic expressions of their intent to generate and reinforce desired social and cultural situations of learning. We conclude that individuals mediate social and individual functioning in order to make meaning of their world, and argue for a move away from viewing second language learning and emergent writing as static sets of abilities to a more dynamic interpretation.

Community-school collaborations in science: towards improved outcomes through better understanding of boundary issues

There is growing interest, worldwide, in collaboration between schools and community organisations in contributing to and enriching school science programs, yet such collaborations are inadequately understood. This paper reports data from an Australian study designed to probe the views of members of the community who have participated in a broad range of such collaborations in school science programmes in order to better understand the issues which impact on their operation. The data were collected by interviews with the community participants selected by opportunistic sampling. The analysis reveals a number of issues—purposes, communication, organisational structures and curriculum—which can be seen as impacting on the collaborations. These are examined through the concepts of communities of practice, boundaries and boundary crossing, associated with people from scientific communities of practice interacting with school communities. The paper reflects on the implications of these findings for constructing effective school-community collaboration in school science programs.

Using Twitter to learn about the autism community

Considering the raising socio-economic burden of autism spectrum disorder (ASD), timely and evidence-driven public policy decision-making and communication of the latest guidelines pertaining to the treatment and management of the disorder is crucial. Yet evidence suggests that policy makers and medical practitioners do not always have a good understanding of the practices and relevant beliefs of ASD-afflicted individuals’ carers who often follow questionable recommendations and adopt advice poorly supported by scientific data. The key goal of the present work is to explore the idea that Twitter, as a highly popular platform for information exchange, could be used as a data-mining source to learn about the population affected by ASD—their behaviour, concerns, needs, etc. To this end, using a large data set of over 11 million harvested tweets as the basis for our investigation, we describe a series of experiments which examine a range of linguistic and semantic aspects of messages posted by individuals interested in ASD. Our findings, the first of their nature in the published scientific literature, strongly motivate additional research on this topic and present a methodological basis for further work.

From exclusion to agency in Papua: Pagar Adat Papua (the Papuan Customary Framework) as a culture- centred approach to HIV and AIDS communication

 This thesis examines the existing constructions, multiple discourses and framings of the HIV and AIDS epidemic in the Mee community of Papua, Indonesia, through the lens of a culture-centred approach to HIV and AIDS communication.

Extending boundaries: clinical communication with culturally and linguistically diverse mental health clients and carers

We are often confronted with the dilemmas of interacting with people from different cultural backgrounds. How do we ensure that we meet their needs, if they have some barriers to communicating those needs? This project explores the communication mechanisms used by mental health clinicians, to explore how they modify their communication to reconcile cultural differences and promote self-disclosure. It also identifies the practical experiences that have enlightened clinicians' practice when interacting with culturally and linguistically diverse (CALD) groups. Through focus groups, mental health clinicians were probed about their experiences with CALD groups and the methods used to facilitate communication. Clinicians were working in either acute adult inpatient or community settings in a large metropolitan health service. Fifty-three clinicians formed 7 focus groups. In the focus groups, clinicians were asked about their perceptions of communication with CALD clients. Guided questions were used. All focus groups were audio-taped and transcribed. Two distinct themes emerged. They were ‘respect’ and ‘cultural understanding’. The clinicians recognized that showing and maintaining respect for the CALD client, and their families significantly impacted on the development of a therapeutic relationship. Showing cultural understanding and acceptance for difference also enhanced communication.

Effects of a community-based salt reduction program in a regional Australian population

BACKGROUND: Salt reduction is a public health priority but there are few studies testing the efficacy of plausible salt reduction programs.

METHODS: A multi-faceted, community-based salt reduction program using the Communication for Behavioral Impact framework was implemented in Lithgow, Australia. Single 24-h urine samples were obtained from 419 individuals at baseline (2011) and from 572 at follow-up (2014). Information about knowledge and behaviors relating to salt was also collected.

RESULTS: Survey participants were on average 56 years old and 58 % female. Mean salt intake estimated from 24-h urine samples fell from 8.8 g/day (SD = 3.6 g/day) in 2011 to 8.0 (3.6) g/day in 2014 (-0.80, 95 % confidence interval -1.2 to -0.3;p < 0.001). There were significant increases in the proportion of participants that knew the recommended upper limit of salt intake (18 % vs. 29 %; p < 0.001), knew the importance of salt reduction (64 % vs. 78 %; p < 0.001) and reported changing their behaviors to reduce their salt intake by using spices (5 % vs. 28 %; p < 0.001) and avoiding eating out (21 % vs. 34 %; p < 0.001). However, the proportions that checked food labels (30 % vs. 25 %; p = 0.02) fell, as did the numbers avoiding processed foods (44 % vs. 35 %; p = 0.006). Twenty-six percent reported using salt substitute at the end of the intervention period and 90 % had heard about the program. Findings were robust to multivariable adjustment.

CONCLUSIONS: Implementation of this multi-faceted community-based program was associated with a ~10 % reduction in salt consumption in an Australian regional town. These findings highlight the potential of well-designed health promotion programs to compliment other population-based strategies to bring about much-needed reductions in salt consumption.

Association between autism symptoms and family functioning in children with attention-deficit/hyperactivity disorder: a community-based study

Autism spectrum disorder (ASD) symptoms are elevated in populations of children with attention-deficit/hyperactivity disorder (ADHD). This study examined cross-sectional associations between ASD symptoms and family functioning in children with and without ADHD. Participants were recruited to a longitudinal cohort study, aged 6-10 years (164 ADHD; 198 controls). ADHD cases were ascertained using community-based screening and diagnostic confirmation from a diagnostic interview. ASD symptoms were measured using the Social Communication Questionnaire. Outcome variables were parent mental health, family quality of life (FQoL), couple conflict and support, and parenting behaviours. After adjustment for a range of child and family factors (including other mental health comorbidities), higher ASD symptoms were associated with poorer FQoL across all three domains; emotional impact (p = 0.008), family impact (p = 0.001) and time impact (p = 0.003). In adjusted analyses by subgroup, parents of children with ADHD+ASD had poorer parent self-efficacy (p = 0.01), poorer FQoL (p ≤ 0.05), with weak evidence of an association for less couple support (p = 0.06), compared to parents of children with ADHD only. Inspection of covariates in the adjusted analyses indicated that the association between ASD symptoms and most family functioning measures was accounted forby child internalising and externalising disorders, ADHD severity, and socioeconomic status; however, ASD symptoms appear to be independently associated with poorer FQoL in children with ADHD. The presence of ASD symptoms in children with ADHD may signal the need for enhanced family support.

Ubby's underdogs: a transformative vision of Australian community

In Black Words White Page (2004), his seminal study of Aboriginal cultural production in Australia, Adam Shoemaker notes that ‘when Oodgeroo Noonuccal’s first collection of poetry appeared in print in 1964, a new phase of cultural communication began in Australia’ (2004, p. 5). The ‘new phase’ to which Shoemaker refers pertains to the many plays, collections of poetry and novels by Aboriginal authors published between 1964 and 1988 and directed to Australian and international audiences. Flying under the radar of scholarly attention, Aboriginal authors and artists also produced significant numbers of children’s books during this time, including Wilf Reeves and Olga Miller’s The Legends of Moonie Jarl, published by Jacaranda Press in 1964 (see O’Conor 2007), Oodgeroo Noonuccal’s Stradbroke Dreamtime (1972), and the picture books of Dick Roughsey and many other Aboriginal authors and artists (see Bradford 2001, pp. 159-90).