Learning to become an academic

This chapter explores the informal learning dimensions of ‘learning to become an academic’. I explore in detail the process of becoming a scholar with particular emphasis given to the supervisory relationship as a process of apprenticeship and learning community. My Ph.D. focussed on the informal and social learning practices of two groups of activists, so this paper also covers the journey of the research, the methodology and the methods chosen for the research. I outline the early corporeal learning experiences that constituted my own educational experience as a young woman growing up working class, who turned to ideas and theory for a language of resistance to educational discourses about class. This paper has a particular focus on the role of ‘identity’ formation in learning to become an academic. I outline the processes of apprenticeship through supervision and the role of a learning community in the Ph.D., as key in developing ‘mastery’ or a ‘feel for the game’ of academia.

Building effective school-university partnerships for a quality teacher workforce : a Victorian led initiative

‘Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative’ project, (‘BESUP’), funded by the Department of Education and Early Childhood Development from 2010 – 2011, was conducted by the research team from the School of Education, Deakin University in collaboration with key personnel in two ‘clusters’ of schools located in the Maroondah Education Coalition and in Keysborough/Noble Park.

The overall aim of this project was to examine a pilot model of effective school-university partnership that engages pre-service and in-service teachers and researchers in the co-production of professional knowledge and practice. The model of a university-school partnership that was investigated in the research project was developed as part of the Master of Teaching, a 16 credit pre-service postgraduate course in the School of Education that had the first intake of pre-service teachers in March, 2010. In the design and implementation of the Master of Teaching course, the School of Education set out to create a new relationship between key stakeholders in the preparation of the next generation of teachers. A commitment to doing the professional experience component differently was central to the conceptualization of the new course. To this end, three new professional experience curriculum units were designed with the placements ‘embedded’ into the units themselves.

The research questions that shaped the BESUP research project are:
• What are the design features of an effective school-university partnership model?
• What are the features of cross-generational (pre-service, in-service) models of quality supervision, mentoring and support in a school-university partnership model?
• What are the conditions for an effective professional development program for teachers and academic staff to support professional experience within school-university partnerships?

That the Department of Education and Early Childhood Development funded this research is evidence of the system’s awareness of and concern for investigating ways forward that will provide the next generation of teachers with strong links between the learning experiences undertaken in the university component of their pre-service teacher education and the professional experience component located in schools. The report suggests the significance of ongoing professional conversations and new ways of engaging in professional learning among all of the partners.

Thai hedging practices post-Asian financial crisis

This paper provides survey evidence captured from a sample of 113 respondents to a 2008 questionnaire sent to 344 companies in Thailand. The study examines Thai hedging practices following the Asian Financial Crisis of 1997. Thai companies, like their international counterparts, rely predominantly on matching and forward contracts to hedge transaction exposure. Thai companies, however, appear to be less rigorous when it comes to internal control and supervision of derivative activity. It is recommended that Thai companies improve their risk management practices by putting into place a documented hedging policy, which includes a requirement that senior staff be actively engaged in the risk management activities of the firm.

Using professional atandards : assessing work integrated learning in initial teacher education

All Australian teacher education programs must include practical experience--the practicum. It is a critical part of learning to become a teacher.  One of the major challenges in initial teacher education is to provide good quality assessment of the practicum.  Assessing the practicum is filled with tension for both the individual supervisor as well as the pre-service teacher. In 2011 the Australian National Professional Standards for Teachers were established.  On completion of teacher education programs, graduate teachers will have gained the knowledge and practice to meet the seven national standards.  For teacher preparation programs, the successful implementation of the standards will rely on the opportunities for preservice teachers to gather evidence of achieving the standards. This project focussed specifically on evidence of achievements of these standards through assessment practices during practicum.
The overall aim of this project was to enhance the academic and school-based teacher educators' and preservice teachers' capacities and understandings of assessing the practicum.  To achieve this aim, four outcomes were developed to provide professional leaning for improving the assessment practices of the practicum: a website resource, a collaborative partnership process, a professional learning model (PLM) and a developmental 'inventory' of evidence of achievement of the first five national standards.  The website resource provides materials and activities for staff involved in the design of professional experience in initial teacher education programs, to work with partner schools and preservice teachers to facilitate high quality supervision and assessment in practicum sites.  The collaborateive partnership process used for achieving these soutcomes -- communities of reflective practitioners--is integral to the professional learning focus of the project.  It guides the use of the resource in future teacher education sites of practice.  The professional learning model and website materials emphasise the critical role that evidence-informed judgements play at school sites in learning and assessment of future teachers.

Dissemination of therapist-assisted internet cognitive behaviour therapy : development and open pilot study of a workshop

There is considerable research suggesting that therapist-assisted Internet cognitive behaviour therapy (ICBT) is efficacious in the treatment of depression and anxiety. Given this research, there is a growing interest in training students in therapist-assisted ICBT in order to assist with the dissemination of this emerging modality into routine clinical practice. In this study, we developed, delivered, and evaluated a therapist-assisted ICBT workshop for clinical psychology graduate students (n = 20). The workshop provided both research evidence and practical information related to the delivery of therapist-assisted ICBT. The workshop also incorporated an experiential component with students working on and discussing responses to client e-mails. Before and after the workshop, we measured knowledge of therapist-assisted ICBT research and professional practice issues, as well as attitudes towards and confidence in delivering therapist-assisted ICBT. Statistically significant changes were observed in all areas. Eighty-five per cent of students are now offering therapist-assisted ICBT under supervision. We conclude by discussing future research directions related to disseminating therapist-assisted ICBT.

Screening and intervention for mental health problems in alcohol and other drug settings: Can training change practitioner behaviour?

Aims: The comorbidity of substance use and mental health problems poses a significant challenge for alcohol and other drug (AOD) treatment services. In many cases, AOD practitioners do not have experience or training in identifying or managing mental health conditions. Methods: This project examined the implementation of screening and intervention practices for mental health disorders among AOD clients. Training and supervision was provided to 20 AOD practitioners across five sites in four agencies with a focus on enhancing skills in detection of, and intervention for, mental health conditions among their clients. A package developed for this purpose, known as PsyCheck, was used. A random file audit was undertaken to examine changes in detection of mental health conditions. Findings: There were significant improvements in detection after training and supervision, with detection rates almost doubling in this time. Conclusions: Training and supervision using the PsyCheck package appears to have the potential to improve mental health detection and intervention in AOD services. This study shows promise for the implementation of mental health intervention in AOD services.

Physical activity for children in special school environment

 Key Messages

Barriers and enablers to clinical fieldwork education in rural public and private allied health practice

There is a need to maximise rural clinical fieldwork placement to build health workforce capacity. This study investigated allied health professionals' (AHPs) experience of supervising students as part of work-integrated learning in public and private rural health settings. An anonymous postal questionnaire with 30 questions was used to collect quantitative and qualitative data about the barriers and enablers that AHPs encounter when supervising students in their clinical setting. A total of 113 public and private AHPs from Southwest Victoria, Australia, returned the questionnaire. The AHPs were trained in the disciplines of occupational therapy, physiotherapy, speech pathology, dietetics, podiatry or psychology. The majority of respondents (75%) had previously supervised students. Most respondents had only provided fieldwork education in the public sector. Allied health professionals working in public and private sectors had positive experiences with clinical fieldwork education and often had increased job satisfaction while supervising students. They experienced similar enablers to involvement in clinical fieldwork education programs, however the barriers they encountered were different. The findings highlight the differing issues between rural public and private settings that need to be addressed for successful clinical fieldwork education and work-integrated learning. Strategies to address the identified barriers need to be specific to the work conditions of each setting.

Predicting steep escalations in alcohol use over the teenage years: age-related variations in key social influences

Aims
This study examined how family, peer and school factors are related to different trajectories of adolescent alcohol use at key developmental periods.

Design
Latent class growth analysis was used to identify trajectories based on five waves of data (from grade 6, age 12 to grade 11, age 17), with predictors at grades 5, 7 and 9 included as covariates.

Setting
Adolescents completed surveys during school hours.

Participants
A total of 808 students in Victoria, Australia.

Measurements
Alcohol use trajectories were based on self-reports of 30-day frequency of alcohol use. Predictors included sibling alcohol use, attachment to parents, parental supervision, parental attitudes favourable to adolescent alcohol use, peer alcohol use and school commitment.

Findings
A total of 8.2% showed steep escalation in alcohol use. Relative to non-users, steep escalators were predicted by age-specific effects for low school commitment at grade 7 (P = 0.031) and parental attitudes at grade 5 (P = 0.003), and age-generalized effects for sibling alcohol use (Ps = 0.001, 0.012, 0.033 at grades 5, 7 and 9, respectively) and peer alcohol use (Ps = 0.041, < 0.001, < 0.001 at grades 5, 7 and 9, respectively). Poor parental supervision was associated with steep escalators at grade 9 (P < 0.001) but not the other grades. Attachment to parents was unrelated to alcohol trajectories.

Conclusions
Parental disapproval of alcohol use before transition to high school, low school commitment at transition to high school, and sibling and peer alcohol use during adolescence are associated with a higher risk of steep escalations in alcohol use.

Youth justice: challenges in responding to young people convicted of sexual offences

The clinical and criminological literature on adolescents who have committed sexual offences indicates that a pathologisation of young people and a labelling or overly punitive response is likely to be more harmful than rehabilitative. Accordingly, therapeutic counselling and diversionary schemes are seen as preferable to custodial terms in most instances. For adolescents convicted of sex offences, clinicians identify the benefits of comprehensive therapeutic care which involves family and is sensitive to the young person's context and culture. The benefits of this approach are documented and, although data are limited, indications are that recidivism is reduced where adolescents are provided with specialised counselling to encourage positive and non-abusive behaviours. Yet each jurisdiction experiences difficulties in ensuring the provision of equitable and comprehensive therapeutic services, particularly to regionally or remotely located youth. This paper draws on data from a national study of the services to children and adolescents with sexualised or sexual offending behaviours. With attention to the difficulty in providing services to regionally or remotely located adolescents, this paper identifies challenges around lengthy remand terms, the provision of pre-offence diversionary programs, and the provision of specialised services for young people serving community orders. For example, jurisdictions with the largest geographic service areas face enormous difficulties in providing specialised supervision for community-based orders. At present there are several jurisdictions where regionally and remotely located adolescents may serve the duration of a youth justice order without receiving sepcialised counselling to assist them in modifying their behaviours. The paper identifies the risks where specialised counselling cannot be provided, but also identifies specific initiatives designed to fill these gaps in service provision to youth justice clients. 

The road map to building new dreams : raising a child with developmental delay or disability

Research on early childhood education emphasises the importance of quality in early childhood intervention. This study examines the quality of Early Childhood Intervention Services based on parents’ experiences raising a child with developmental delay or disability. The study builds on the philosophy of Family-Centred Practice and professionals’ experiences with family-centred interventions. A qualitative case study approach was adopted to gain insight about families who are raising a child with additional needs. Nine in-depth parent-interviews and three focus groups with professionals were conducted in the first two terms of 2010. The case explicates the experiences of parents and professionals who were associated with Specialist Children’s Services in a metropolitan region of Victoria. The research concentrated on the first point of entry to early intervention, the referrals process and the waiting list. It also addressed parents' experiences, priorities and expectations. As a small-scale study, it examined parents’ and children’s needs as well as children’s access to therapy in early intervention. It also investigated community support and parent-professional relationships in the context of early childhood intervention services. The study found that family-centred intervention is beneficial to both parents and children with developmental delay or disability. However, to implement an effective family-centred approach, practitioner support in the form of professional development, supervision and peer mentorship is required to develop professionals’ reflexivity and self-efficacy in family-centred interventions. The study also identified strategies to promote effective practice, gaps in universal and specialised services, and implications for policy.

Doctoral work as boundary-riding and boundary-breaking

This chapter considers the tension between candidates being ‘disciplined in the discipline of the discipline’ and producing significant original knowledge to earn their doctorate. That is, learning about the disciplinary boundaries within which their doctorates are conducted, and learning how to ‘push’ those boundaries with sufficient originality in order to be ‘doctored’. For the purposes of this chapter, ‘doctoral work’ embraces all those forms of work and their workers that contribute to doctoral process. Supervisors (advisers) and candidates (students) are the obvious workers, but then there are those whose work it is to support doctoral work; in particular, administrators, counsellors, postgraduate students’ associations, and those ‘scholarly friends’ the librarians.

Ways in which theory and practice are integrated in the pre-service teacher education practicum

This paper reports on a study into pre-service teachers’ perceptions about their professional development during practicum. The study examined to what extent, and how effectively, one group of pre-service teachers was able to integrate theory and practice during a three-week practicum in the first year of their degree. Data for this mixed methods study were drawn from one cohort of first-year students undertaking the Master of Teaching (MTeach), a graduate-level entry program in the Faculty of Education at an urban Australian university. Although there is a strong field of literature around the practicum in pre-service teacher education, there has been a limited focus on how pre-service teachers themselves perceive their development during this learning period. Further, despite widespread and longstanding acknowledgement of the “gap” between theory and practice in teacher education, there is still more to learn about how well the practicum enables an integration of these two dimensions of teacher preparation. In presenting three major findings of the study, this paper goes some way in addressing these shortcomings in the literature. First, opportunities to integrate theory and practice were varied, with many participants reporting supervision and scheduling issues as impacting on their capacity to effectively enact theory in practice. Second, participants’ privileging of theory over practice, identified previously in the literature as commonly characteristic of the pre-service teacher, was found in this study to be particularly prevalent during practicum. Third, participants overwhelmingly supported the notion of linking university coursework assessment to the practicum as a means of bridging the gap between, on the one hand, the university and the school and, on the other hand, theory and practice. The discussion and consideration of findings such as those reported in this paper are pertinent and timely, given the ratification of both the National Professional Standards for Teachers and the Initial Teacher Education Program Standards by the Australian Federal Government earlier this year. Within a number of the seven Professional Standards, graduate teachers are required to demonstrate knowledge and skills associated with both the theory and practice of teaching and with their effective integration in the classroom. To be nationally accredited, pre-service teacher education programs must provide evidence of enabling pre-service teachers to acquire such knowledge and skills.

Finding aesthetic form inside the tome: the doctorate and arts based educational research

 In this paper we outline how the elements and forms of arts informed research can be used in doctoral education. Drawing on Cole and Knowles (2008) interrogation of the elements and forms of arts informed research, we rework their questions and apply them to the Australian model of the Doctor of Philosophy and consider the possibilities for arts based educational research within this model; its impacts on the doctorate itself and our role as supervisors. In the paper we ask: How can the arts (broadly conceived) inform the doctoral research process? How can the arts inform the representational form of doctoral research? What might this mean for us as supervisors? In our discussion we draw upon our work as researchers and supervisors, and consider Halse's (2011) concept of the ‘supervision as becoming’ (p. 569). Through an analysis of our supervision practices we reframe supervision as becoming in part, beyond a practice of hierarchical relationships and/or becoming as the mirror of the supervisor. Rather, we offer an explanation of research training and credentialing as taking forward a vision of new practices which although they are informed by the arts and arts based practices are however not risk averse. While we agree with Cole and Knowles (2008) to connect the work of the academy with the life and lives of communities through research that is accessible, evocative, embodied, empathic, and provocative is productive, something else is required in these times. SuperVision, is required both on the part of the candidate and the supervisors and/or supervisory panel to ensure that the PhD is executed in a way that can meet the university requirements and further is enabling of a sustainable career pathway beyond the initial doctoral education.

Professional views on the management of sex offenders in the community

Sex offender registration and community notification schemes form an increasingly important part of public policy relevant to the management of known sex offenders in the community. Critics of these policies not only point to the lack of empirical evidence that is currently available to support their impact on reoffending, but also the disproportionate and potentially iatrogenic effects that they have on offenders. However, there have been few attempts to understand these issues from the perspective of those practitioners who work on a daily basis with sex offenders in the community. These professionals are uniquely placed to contribute to an understanding of effective risk management and, as such, this article presents an analysis of the perspectives of a group of experienced practitioners and how this practice-based wisdom might inform the development of sex offender public policy.