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Objective: This paper describes the initial development of a mental health rehabilitation curriculum for Australian mental health settings and for psychiatrists and trainees wishing to develop specialist skills in mental health rehabilitation. Method: Members of the Section of Social Cultural and Rehabilitation Psychiatry (SSCRP) established an expert working group under the auspices of the RANZCP. Existing college training resources were reviewed, and a gap analysis was conducted to guide development of new training modules. Results: A tiered curriculum structure was created that allows a staged development of rehabilitation knowledge, skills and attitudes required to be a specialist in mental health rehabilitation. An introductory module was developed to establish the principles of modern mental health rehabilitation. Most of the curriculum was based on existing resources that are relevant to rehabilitation practice. Finalisation of a draft for review was undertaken with the assistance of the RANZCP education project advisors and curriculum experts. Conclusions: As a national body responsible for training psychiatric registrars and maintenance of training for psychiatrists, the RANZCP is well situated to train the specialist medical mental health workforce required to lead rehabilitation services in Australia. The RANZCP mental health rehabilitation curriculum will provide a platform to train the skilled workforce that will enable these services to be fully realised. [ABSTRACT FROM AUTHOR]

Artefacts are an important part of policy work, and a means of representation, translation, re-negotiation, and resistance of policy. While research has established their integral role in policy enactment, little research has examined the production and/or dissemination of artefacts by teacher educators. This paper reports and analyses the production and re-production of a specific set of artefacts, arising from the policy work of four teacher educators seeking to influence the interpretation and enactment of the Australian Curriculum in Health and Physical Education (AC HPE). Analysis and discussion pursue: the rationale for producing a set of artefacts focusing on a particular feature of the AC HPE; the processes of artefact production; actions designed to activate and re-present the artefacts; and emerging evidence of uptake and impact. The relationship of artefacts to policy work is shown to be strategically significant for teacher educators, teachers and others invested in new curriculum developments, and is characterised as both fluid and generative. We argue that artefacts have important performative policy potential and play a key role in supporting and shaping curriculum policy enactment. [ABSTRACT FROM AUTHOR]

Early learning services and schools provide unique settings for mental health promotion and early intervention due to the potential for population-level dosage and reach in terms of reducing multiple risk factors and enabling protective factors among young people. Educators play a key role in supporting children and young people's experiences of, and access to mental health promotion opportunities, and hold unparalleled opportunity in terms of creating mental health–promoting learning environments. In 2018, the Australian National Mental Health in Education Initiative, Be You, was launched. Be You is a multi-million-dollar Australian government–supported initiative, freely available to all 24,000 early learning services, primary and secondary schools throughout Australia. The potential for subsequent population reach is proposed to potentially exceed that of any mental health promotion initiative for children and young people previously observed in Australia. Be You aims to foster mentally healthy learning communities across Australia through building capacity among educators to embed mental health promotion strategies. The Initiative was developed based on a review and integration of previous national mental health promotion frameworks, with an overall alignment to existing state and territory education, social and emotional well-being frameworks, and the Australian Curriculum. In delivering facilitated support from specialised consultants to early learning services and schools participating in the initiative, Be You draws on professional learning principles designed to build capacity in educators and educational systems relating to mental health promotion. It uses an updated, multi-module online platform providing interactive, evidence-based resources. This paper presents the Be You framework, describes the evidence sources used to inform the underlying principles and objectives, discusses the specific components that form the initiative, details the professional learning modules and content, and discusses potential implications for population mental health and prevention efforts. [ABSTRACT FROM AUTHOR]

Objective: The Claassen Institute of Psychiatry for Medical Students (the Institute) is an innovative enrichment programme aimed at attracting medical students to psychiatry. This paper reports on the effectiveness of the Institute as a strategy to increase interest in psychiatry as a career, and the career pathways of students who have attended since 2008.Method: Students completed a baseline questionnaire on day 1 and the final day of the Institute. A follow-up survey was administered electronically to ex-Institute students to determine their career pathways and current level of interest in psychiatry.Results: Since 2008, 117 students have attended the Institute. There was a significant increase in those 'definitely' considering a career in psychiatry from 57% at baseline to 77% at the end of the week. Eighty-nine ex-Institute students were invited to participate in the follow-up survey, and of these 21% were currently psychiatry trainees.Conclusion: The Institute has been successful in encouraging medical students to pursue a career in psychiatry. Enrichment programmes are emerging as an effective recruitment strategy and will assist in future-proofing the psychiatric workforce in decades to come. [ABSTRACT FROM AUTHOR]

Contemporary nursing education in Australia needs to respond to the imperatives facing clinical practice (A* that nurses be work-ready, resilient, multi-skilled, good team communicators, compassionate and responsive to the diverse needs of clients and families. Transformative learning principles combined with effective, action-based learning experiences can provide a focused pedagogical basis for cultivating and achieving these graduate outcomes. In this paper, a novel framework is presented that provides a structure to support educators and curriculum development. The STAR framework, which stands for Sensitivity, Taking action and reflection, is easily remembered and embodies key aspects of transformative learning. [ABSTRACT FROM PUBLISHER]

Introduction: Consumer involvement in occupational therapy programmes is one of the accreditation requirements of the Occupational Therapy Council in Australia. Consumers are direct recipients of occupational therapy services. Current knowledge about consumer involvement within occupational therapy education is minimal and mostly in mental health. This study identifies the trends for involvement and methods for recruitment and retention of consumers in Australian occupational therapy university education programmes. Methods: Twenty-one occupational therapy programme directors in Australian universities were directly invited by email to participate in an online questionnaire. Prior to distribution, the questionnaire was piloted and the content validity tested. Analysis of closed-ended questions occurred using frequencies and percentages and content analysis occurred with open-text responses. Results: Nine programme directors completed the questionnaire. Consumers were mainly involved in delivering lectures, sharing stories and having discussions in small groups. Consumers were recruited to programmes through collaboration with organisations and/or by direct approach. The main retention strategies included employing consumers as university educators and providing support before/during involvement. Conclusion: Consumer involvement in curricula addresses university programme requirements and aims to prepare students for consumer-focussed practice. The findings inform educators about diverse ways of recruiting, retaining and involving consumers in their programmes. [ABSTRACT FROM AUTHOR]

Background: Home-based dementia care is common in the Chinese-Australian community. However, dementia education programs for Chinese-Australians in the language of their choice are scarce. The World Health Organization has developed iSupport for Dementia, an online education program for informal caregivers. Cultural adaptation of the program for Chinese-Australian caregivers is an opportunity to address this gap in caregiver support. Aim: The aims of the study were (1) to understand stakeholders' perspectives on the cultural and linguistic appropriateness of the Chinese iSupport for Dementia content and design and (2) to explore factors affecting the future implementation of the Chinese iSupport program in Australia. Methods: A qualitative descriptive design was applied to address the aims of the study. Focus group discussions with Chinese-Australian caregivers and community aged care workers were conducted to collect data. Thematic analysis was used to analyse data. Results: In total, six focus groups were conducted with 18 Chinese-Australian caregivers and 17 care workers. Six themes were identified and described as follows: (1) appropriateness of the Chinese iSupport content; (2) acceptability of the online Chinese iSupport design; (3) motivations to engage in the iSupport program; (4) desire to interact with peers and professional facilitators; (5) concerns about program accessibility; and (6) the need to extend the iSupport program to care workers. Conclusions: Engagement with Chinese-Australian caregivers and care workers will inform further revisions of the Chinese iSupport program contents to ensure the program is culturally congruent to Chinese-Australian caregivers. Factors affecting the implementation of the program identified in the study will be considered in the intervention phase of the program. [ABSTRACT FROM AUTHOR]

This is a story about what happens when an experienced teacher attempts to survive the implementation of a relentless, assessment-driven curriculum. Australian Education systems are now demanding that schools be accountable for student results, and that student outcomes are measured. Philosophically, this may have a certain merit, but in translation, as systemic doctrines are interpreted and implemented independently, school by school, one teacher grieves for the loss of student-centered learning and intrinsic motivation in the classroom. The pedagogy is geared away from engagement and toward statistical endorsement of each school’s teaching and learning. As with most statistical experiments, the individual exceptions are less important than the general trends. Ruth, a teacher in a remote Australian school, sees the system devouring her children. [ABSTRACT FROM PUBLISHER]

Abstract: Marketing is taught at many private colleges, technical colleges and at universities across Australia. While marketing as an academic discipline is well developed, little is known of the early days and development of marketing education. This paper will observe marketing-related subjects at correspondence schools, the first “Marketing” subject that was taught at the University of Melbourne, early attempts of marketing education by industry associations, technical colleges, and universities until 1965 when the first Chair in Marketing was established. Studying the development of marketing education over the years can provide a greater insight into the current status of marketing education. [Copyright &y& Elsevier]

In Australia, advertising is a $13 billion industry that needs a supply of suitably skilled employees. Over the years, advertising education has developed from vocational-based courses to degree courses across the country. This study uses diffusion theory and various secondary sources and interviews to observe the development of advertising education in Australia from its early past to its current-day tertiary offerings, to discussing the issues that are arising in the near future. Six critical issues are identified, along with observations about the challenges and opportunities within Australian advertising education. By looking back to the future, it is hoped that this historical review provides lessons for other countries of similar educational structure or background, or even other marketing communication disciplines on a similar evolutionary path. [ABSTRACT FROM AUTHOR]

Concerts designed to introduce young children to music and live performance are staged by a variety of organisations and ensembles across Australia. Shows featuring a wide range of performers are advertised for young children. Such concerts include Babies' Proms, Family Concerts by symphony orchestras, Play School Concerts, performances by children's music groups such as The Wiggles, and performances for children by youth orchestras and choirs. To be successful, these concerts must match the needs and interests of their audience of young children, engage their attention and offer the potential to expand their musical worlds. This paper documents the views of some musicians and early childhood practitioners about concerts for children aged from two to six years. Through interviews and observation of performances, some key principles for staging concerts for young children are proposed. Effective ways of incorporating concert experiences into the early childhood curriculum are also examined. [ABSTRACT FROM AUTHOR]

This paper considers the delivery and assessment strategies used in two structural mechanics units at Deakin University, a leader in distance education in Australia. The two units have had unacceptably high rates of student failure. Student perceptions of the delivery method were analysed and an investigation was carried out of the performance of 329 (173 on- and 156 off-campus) students enrolled in the two units. An analysis of the assignment, laboratory and examination marks is presented. Consideration is also given to the total marks. The results show that on-campus students performed better in structural mechanics than their off-campus counterparts. Plots of the distributions of student performance for the three assessment methods are provided (for each unit) and high failure rates are linked to low examination marks. Students tended to perform best in assignments and worst in examinations. Parametric statistical tests show a correlation between the marks obtained in continuous assessment and in examinations, and it is therefore proposed that, in order to improve performance, the students must be encouraged to participate fully in all aspects of the course. Many students were unenthusiastic about laboratory practical sessions and did not think they aided their understanding of the theoretical material. Motivation to participate is often dependent on the perceived relevance of a given task and its contribution to the total mark and, thus, to help motivate students to participate fully in the continuous assessment tasks, the authors propose several changes to the delivery methods, as well as to assessment criteria and marking schemes. [ABSTRACT FROM AUTHOR]

Sport Australia released the Australian Physical Literacy Framework (APLF) in 2019 to advance a national agenda for physical literacy (PL) and specifically, clarify and promote the development of PL in Australian sport and education sectors. For teachers, this policy initiative followed a period of curriculum development guided by the Australian Curriculum for Health and Physical Education (AC: HPE). The AC: HPE makes no explicit reference to PL, but nevertheless seeks to support young people to lead active healthy lives. This study acknowledged that HPE teachers are now challenged to navigate the divide between the APLF and AC: HPE and find ways to appropriately integrate the APLF into HPE programmes. The premise for the study was that investigating conceptual 'common ground' between the APLF and AC: HPE in relation to PL could provide an important foundation for coherent policy enactment. Accordingly, Whitehead's (2001) foundational conceptualisation of PL was employed as an analytic framework for examination of both policy texts. The purpose was to identify points of conceptual connection between the APLF, AC: HPE and Whitehead's conceptualisation of PL, and thereby strategically extend the PL discourses 'at play' across the Australian sport and education sectors. Findings suggest that while the AC: HPE and the APLF reflect differing policy agendas, the two texts both have some points of alignment with dimensions of Whitehead's framework. Discussion pursues the significance of distinctions and commonalities identified and addresses issues that HPE teachers and other stakeholders need to consider to promote a coherent approach to PL in Australia. [ABSTRACT FROM AUTHOR]

In the 2017 final report of the Australia's Royal Commission Into Institutional Responses to Child Sexual Abuse, recommendations noted the importance of school-based prevention efforts to create child-safe communities. In this study, we report on a national evaluation of the nature and availability of child sexual abuse prevention programs delivered in Australian primary schools. A survey instrument, anchored in empirical evidence, was distributed to all providers of child sexual abuse prevention programs in Australian primary schools serving children aged 4 to 13 years. Respondents were program coordinators or facilitators who provided data on 35 school-based child sexual abuse prevention programs that reached 631,720 children (approximately 26% of the Australian primary school student population) in 1 year. On average, each program reached 18,049 children in a calendar year (ranging from 200 to 80,000 children). Median child age for program exposure was 8 years. However, program duration was poorly reported so it was difficult to establish what program dosage was received. Most programs (80%-94%) covered specific item content, "always or often," for 13 important areas of content, including five of seven items that had the strongest evidence of effectiveness, derived from a recent Cochrane Review (e.g., distinguishing appropriate and inappropriate touching). Programs less frequently addressed such content as safety in using technology and perpetrator strategies (e.g., grooming). The findings provide important information about the scope and nature of child sexual abuse prevention programs, and baseline data against which future program advancements can be tracked. [ABSTRACT FROM AUTHOR]

In this qualitative study, we report how Supervisors of Training, educational supervisors overseeing the learning of anaesthesia trainees, experience their role in practice. Using purposive sampling, we interviewed Supervisors of Training from across Australia and New Zealand. The interviews began by asking 'what do you see as your role as a Supervisor of Training?' then explored the response in detail. Following the technique of thematic analysis, inductive analysis occurred as data were collected until we generated a thematic structure sufficient to address our research question after 19 interviews. In the first three of the four identified themes, Supervisors of Training perceived themselves as the fulcrum of the learning environment, 'the something in between'. These three themes were: guiding and assessing trainees; identifying, supporting, and adjudicating trainee underperformance; and mediating trainees' relationship with the hospital. Participants perceived themselves as a broker between trainees, their colleagues, their hospital, the Australian and New Zealand College of Anaesthetists and the community to varying degrees at different times. Negotiating these competing responsibilities required Supervisors of Training to manage multiple different relationships and entailed significant emotional work. Our fourth theme, scarcity, described the imbalance between these demands and the time and resources available. The complexity of the Supervisor of Training role and the tensions between these competing demands is underappreciated. Our findings would support strategies to mitigate the administrative load and share the decisionmaking burden of the role and to enhance the capability of Supervisors of Training by requiring formal training for the role. [ABSTRACT FROM AUTHOR]

Information and communications technology has become central to the way in which health services are provided. Technology-enabled services in healthcare are often described as eHealth, or more recently, digital health. Practitioners may require new knowledge, skills and competencies to make best use of eHealth, and while universities may be a logical place to provide such education and training, a study in 2012 found that the workforce was not being adequately educated to achieve competence to work with eHealth. We revisited eHealth education and training in Australian universities with a focus on medical schools; we aimed to explore the progress of eHealth in the Australian medical curriculum. We conducted a national interview study and interpretative phenomenological analysis with participants from all 19 medical schools in Australia; two themes emerged: (i) consensus on the importance of eHealth to current and future clinical practice; (ii) there are other priorities, and no strong drivers for change. Systemic problems inhibit the inclusion of eHealth in medical education: the curriculum is described as 'crowded' and with competing demands, and because accrediting bodies do not expect eHealth competence in medical graduates, there is no external pressure for its inclusion. Unless and until accrediting bodies recognise and expect competence in eHealth, it is unlikely that it will enter the curriculum; consequently the future workforce will remain unprepared. [ABSTRACT FROM AUTHOR]

Adopting evidence-based practice (EBP) principles in undergraduate education can facilitate nursing students’ appreciation of EBP. Using grounded theory method, this study aimed to explore processes used by nurse academics while integrating EBP concepts in undergraduate nursing curricula across Australian universities. Twenty-three nurse academics were interviewed and nine were observed during teaching of undergraduate students. In addition, 20 unit/subject guides were analyzed using grounded theory approach of data analysis. The theory “On a path to success: Endeavoring to contextualize curricula within an EBP framework” reflects academics’ endeavors toward linking EBP concepts to practice, aiming to contextualize curricula in a manner that engages students within an EBP framework. However, academics’ journeys were influenced by several contextual factors which require strategies to accomplish their endeavors. In conclusion, initiatives to minimize barriers, faculty development, and provision of resources across educational and clinical settings are fundamental to achieving undergraduate curricula underpinned by EBP concepts. [ABSTRACT FROM AUTHOR]

The context in which gifted education operates in Australia provides for differing levels of identification and services. Lacking a federal mandate or funding, states and territories are responsible for addressing the needs of gifted students. Australia contributes to the gifted education research literature, focusing on acceleration, gifted girls, and teacher attitudes. The impacts of a relatively new national curriculum and assessment program have yet to be assessed in terms of their impact on gifted children. This article includes an overview of the policies, models, and barriers facing gifted education in Australia. [ABSTRACT FROM AUTHOR]

Education for Sustainability is an internationally recognised field of learning that is currently mandated as a cross-curriculum priority in the Australian curriculum. Empirical research into children’s views about sustainability, and how they develop sustainability knowledge, however, remains limited. This article focuses on research that investigated children’s perspectives of sustainability in Victoria, Australia. The children were recruited through the Sustainable School Expo where they delivered keynote presentations about their school’s respective Education for Sustainability initiatives. Data were generated from interviews with 16 children aged from 9 to 13 years and included a set of self-created and designed sustainability artefacts. The article contends that children have strongly conceptualised ideas about sustainability that are developed through interactions with material entities (human/more than human) in diverse environments. A key finding suggests that children become vital stakeholders in Education for Sustainability through experiential, investigative, sensorial and place-oriented ways of learning, which informs how they build sustainability knowledge. [ABSTRACT FROM AUTHOR]

An Australian scholar in the Arts and Humanities responds to recent US models emphasizing civic-engaged learning as a way to renew the humanities in undergraduate education. Policy contexts and curriculum initiatives of kindred trends in recent Australian undergraduate education in the humanities are contrasted in this essay. The Australian experience reiterates the worth of a turn towards engaging undergraduates in active learning contexts which take them out of classrooms and libraries. [ABSTRACT FROM AUTHOR]

The article outlines the need to update medical school psychiatry education in Australia to better equip doctors in recognising and treating mental disorders. It examines major challenges to the delivery of medical school mental health curricula as well as possible directions for reform in an effort to stimulate collaboration and enhance the efficiency across schools. The country's medical school psychiatry curriculum is mentioned.

This article investigates the internationalization of public relations education, by examining public relations education in Australia, its relation with the public relations industry, and its growth in response to international student- and market-led demand. The discussion highlights the tensions within what is essentially an education project driven in part by stakeholders seeking to professionalize the industry and in part by university staff seeking academic legitimacy and disciplinary status for public relations within a rapidly changing higher education sector. Tensions between the local, national, and global contexts of higher education, and academic, industry and market factors are evident. In particular, the process of developing an internationalized curriculum exposes the narrow disciplinarity and weak theoretical foundations of a field, which emerged out of industry practice and is strongly influenced by U.S. scholarship. It is concluded that internationalization of the public relations curriculum offers scholars the possibility to address the ethnocentric values and narratives of their discipline and improve learning outcomes for students. [ABSTRACT FROM PUBLISHER]

The aim of this article is to encourage a greater emphasis on creativity across and between varied fields of endeavour. It has been written to underline the interdisciplinary significance of creativity and the role of creativity in truly enhancing achievement. There is a reinvigorated awareness of the need for ‘big thinking’, a global concern that the Australian Government (April 2008) profiled in its 2020 Summit. Essentially, ‘big thinking’ involves being a connection-maker together with being a creative problem-finder and problem-solver. It is imagination and originality valued within a social context. While welcoming and exploring the powerful vision of the 2020 summit, the article also aims to encourage its application to daily life. While creativity is included as one of the ‘General Capabilities’ in the new National Curriculum for Australia (ACARA, 2010), it needs to be kept in focus to ensure that creativity is pervasive throughout the curriculum, and not just an ‘add-on’ activity. [ABSTRACT FROM AUTHOR]

Introduction: Occupation-focused models are one method of integrating occupation into occupational therapy education programmes. They offer a theoretical basis for practice by providing explanations about the process and practice of the profession. Method: This exploratory study used a quantitative research framework to investigate which occupation-focused models are included in occupational therapy programmes, the rationale for their inclusion and how the models are integrated into curricula. A survey was sent to 193 occupational therapy programmes in Australia, Canada, the United Kingdom and the United States. Results: The response rate was 33.8% (n = 65). The data showed that each programme included between 3 and 10 occupation-focused models. The Canadian Model of Occupational Performance and Engagement and the Model of Human Occupation were included in 98.5% of all curricula surveyed. Conclusion: The educators used a multilayered decision-making process to determine which occupation-focused models to include in a curriculum. The instructional methods varied, but most programmes used practice placement education as a teaching strategy. Further research is required into how curriculum design influences a practitioner's future use of occupation-focused models in practice. A better understanding is needed of how professional practice education affects students' values and attitudes towards the use of occupation-focused models. [ABSTRACT FROM AUTHOR]

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In the UK, North America and Australia, credit-bearing discipline specific English for Academic Purposes (EAP) courses are seen as a challenge to remedial views of English as a Second Language and a key element in revitalizing a profession on the periphery of the institution. However, the EAP field has to confront not only institutional challenges to its acceptability as a discipline but also tensions within the field. In this article we examine the tensions which underpin current and future directions in the field, review the development of credit-based EAP courses in the US, UK and Australia, and illustrate our discussion with a case study from the University of Melbourne, We conclude by arguing that discipline specific credit-based EAP offers promising hope for the future of the EAP discipline in higher education, but that to achieve this end the field and practitioners need to find a position between critique of and accommodation to discipline specific content. [ABSTRACT FROM AUTHOR]

A teaching programme based on relational pedagogy (Baxter Magolda, 1993) was implemented to foster the development of epistemological beliefs in twenty-nine pre-service teacher education students at a large metropolitan university in Australia. Epistemological beliefs are those personally held beliefs about the nature and structure of knowing. The students were interviewed in relation to their epistemological beliefs at the beginning and conclusion of the teaching programme. The results of the qualitative data analysis indicated that students described more sophisticated relational epistemological beliefs over time. This finding is important given that teachers with relativistic epistemological beliefs are more likely to conceive of teaching as transformative (constructivist) than as transmissive. The perceived success of the teaching programme has implications for the development of a relational teaching model in teacher education courses. [ABSTRACT FROM AUTHOR]

As part of the Commonwealth's drive to enhance Australia's competitiveness in the global economy, Australia is five years from implementing 'National Benchmarks' to leverage measurable literacy outcomes from schools. This 'back to basics' agenda is in tension with another drive to foster advanced thinking skills in children. Teachers are being positioned as deskilled technicians on the one hand and model 'new economy' workers on the other, whilst working to meet the needs of diverse student populations. This article discusses the impact of these tensions on 'Riverside Primary School' located in a culturally diverse, socio-economically disadvantaged suburb of Adelaide. A case study of student-teacher interactions during a literacy lesson is used to illustrate how dominant educational and political discourses operate at a classroom level to construct children as 'normal', 'gifted' or 'slow'. [ABSTRACT FROM AUTHOR]

This article draws on the work of Foucault to construct a history of the invention and introduction of media studies in the Australian context through the analysis of two of its epistemological regimes: audience studies and media production. In so doing, it challenges contemporary assumptions about the subject's foundations, purposes, and achievements, most significant the belief that the story of media education is a story of seamless progress marked by the movement from a protectionist philosophy to one that approaches the media as a representational system. Questioning the normative, taken-for-granted history and conduct of a school subject does not necessarily mean that a subject will, or should, be changed. However, there exists at least the opportunity to bring about change when current practices can be located and understood in terms of historical contingency rather than the more common change and reform rhetoric of curriculum developers. [ABSTRACT FROM AUTHOR]

Studies the development of European studies programs in Australia. Interaction of global and local factors in bringing about change in disciplinary, teaching and research structures for the teaching of European language, society and culture; Foreign language requirements for university entry in Australia; Generational change in university staffing profiles.