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Poster presented at the Society for Personality Assessment annual conference, New Orleans 2019

Poster presented at the Society for Personality Assessment annual conference, Washington DC 2018

Slides from the symposium on cognition, presented at the Australian Conference on Personality and Individual Differences, Newcastle NSW in 2014

This document is a hand-scored version of the General Practice Supervisory Relationship Measure (Supervisors; GP-SRMS). The GP-SRMS measures the supervisory relationship from the supervisor's perspective and is completed by the supervisor in relation to an individual registrar. The GP-SRMS was developed for use in the Australian general practice training sector. The partner tool for use with registrars is available here: http://doi.org/10.6084/m9.figshare.7132100Authors and affiliations (credited alphabetically)Michael Bentley, General Practice Training TasmaniaJoan Burns, GP Supervisors AustraliaShane Costello, Monash UniversityRebecca Kippen, Monash UniversityMorton Rawlin, Royal Flying Doctor ServiceMarisa Sampson, GP Supervisors AustraliaGlen Wallace, GP Supervisors AustraliaAllyson Warrington, General Practice Training TasmaniaAcknowledgementsThis research project was supported by the Royal Australian College of General Practitioners with funding from the Australian Government under the Australian General Practice Training Program (Education Research Grant ERG007, 2016–17).We thank participants in the steering group, expert group, pilot group and survey participants for their valuable contributions.This instrument was originally adapted from the Supervisory Relationship Measure (SRM), which can be found here:http://doi.org/10.1111/bjc.12012

This document is a hand-scored version of the General Practice Supervisory Relationship Measure (Registrars; GP-SRMR). The GP-SRMR measures the supervisory relationship from the registrar's perspective and is completed by the registrar in relation to an individual supervisor. The GP-SRMS was developed for use in the Australian general practice training sector. The partner tool for use with supervisors is available here: http://doi.org/10.6084/m9.figshare.7034750Authors and affiliations (credited alphabetically)Jill Benson, GPExMichael Bentley, General Practice Training TasmaniaJoan Burns, GP Supervisors AustraliaChristine Cook, GPEx Shane Costello, Monash UniversityTaryn Elliott, GPExRebecca Kippen, Monash UniversityMarisa Sampson, GP Supervisors AustraliaGlen Wallace, GP Supervisors AustraliaAllyson Warrington, General Practice Training Tasmania AcknowledgementsThis research project was supported by the Royal Australian College of General Practitioners with funding from the Australian Government under the Australian General Practice Training Program (Education Research Grant ERG007, 2017–18).We thank participants in the steering group, expert group, pilot group and survey participants for their valuable contributions.This instrument was originally adapted from the Supervisory Relationship Measure (SRM), which can be found here: http://doi.org/10.1111/bjc.12012

Copy of poster presented at the Society for Personality and Social Psychology's annual convention in January 2017.This poster summarises three PhD dissertations, which have culminated in the Ways of Thinking instrument. The first investigation was by John Roodenburg, who developed a model of cognitive style using the psycholexical approach. Building on this, Esther Roodenburg operationised the model and conducted mixed methods research in mature adults to further investigate thinking style. The final investigation was completed by myself, which was a validation of the instrument from both variable and person-centred perspectives. The poster was designed by myself.Recommended citation:Costello, S. (2017). Ways of Thinking: The development and application of an instrument to measure dispositional thinking traits. Poster presented at the Society for Personality and Social Psychology annual convention, San Antonio, TX. doi:10.6084/m9.figshare.4564183

This document accompanies the slides for the paper presented at the Teaching for Psychology preconference at SPSP 2017 (http://doi.org/10.6084/m9.figshare.4564039).Recommended citation:Bell, K. L., and Costello, S. (2017). PeerWise - Instructions for Students. figshare. doi:10.6084/m9.figshare.4564177

Copy of poster presented at at the Society for Teaching Psychology's preconference at SPSP in January 2017.This research was conducted by Zoe Morris, Nick Gamble and myself at Monash University. The poster was designed collaboratively. The research project commenced in 2016, and this poster describes the result of an attempt to integrate teaching, research and clinical education in a postgraduate psychology training program.Recommended citation:Costello, S., Morris, Z. A., and Gamble, N. (2017). Working smarter, not harder: Integrating teaching, research, and clinical experience in a careers assessment service. Poster presented at the Society for Teaching Psychology preconference, Society for Personality and Social Psychology annual convention, San Antonio, TX. doi:10.6084/m9.figshare.4564174

Powerpoint slides (in PDF) from a paper presented at the Society for Teaching Psychology's preconference at SPSP in January 2017.This research was conducted by Karen Bell and myself at Monash University. The slides were constructed by myself.Recommended citation:Costello, S., & Bell, K. B. (2017). Peer-assisted learning: What do students want from their peers? [PowerPoint Slides]. Paper presented at the Society for Teaching Psychology preconference, Society for Personality and Social Psychology annual convention, San Antonio, TX. doi:10.6084/m9.figshare.4564039

This is the final proceedings of the 15th annual Australian Conference on Personality and Individual Differences conference, which was hosted by the Understanding Personality and Individual Differences Research Team at Monash University. The final proceedings include abstracts of papers which were presented, as well as full papers.All papers presented at the conference were subject to blind peer review. Full papers included in the conference proceedings were subjected to further review for suitability and scientific rigour.To cite the conference proceedings as a whole, please use:Costello, S. (Ed.). (2017). Proceedings of the 15th annual Australian Conference on Personality and Individual Differences. Melbourne, Australia: ACPID. doi: 10.6084/m9.figshare.4702291To cite an individual abstract or paper, please use:AuthorSurname, Firstname. (2017). Title of abstract or paper. Proceedings of the 15th annual Australian Conference on Personality and Individual Differences. doi: 10.6084/m9.figshare.4702291

Slides from a paper presented at the New Zealand Psychological Society's annual conference in Christchurch, 2017.

Working document which was originally developed for the Master of Counselling program at Monash University. Step-by-step instructions for creating narrated videos using PowerPoint, uploading to YouTube (private), and displaying in Moodle.

Cognitive style refers to the way in which we prefer to think and process information. Within the framework of individual differences, cognitive style has much to offer with regards to our understanding of how people think. The field of cognitive style has been plagued by poorly constructed instruments based on disparate and incomplete theory. One instrument, the Ways of Thinking, offers an alternative conceptualisation of cognitive style. Drawing on what has been learned from the study of personality, the Ways of Thinking instrument was developed through an application of the psycholexical approach. Early modelling of the Ways of Thinking showed much promise, while mixed method research added to the construct validity of the instrument, further suggesting that there was evidence for three integrative typologies – Realists, Ideaists, and Undifferentiated thinkers. This thesis aims to start where previous validation research into the Ways of Thinking instrument finished. Given that the three qualitative typologies were not reflected in the hierarchical statistical model of the instrument, a person-centred perspective to construct validation was considered. Building on a foundation of classical test theory and item response theory, variable-centred validation studies were completed; a short-form version of the instrument was created, and the temporal stability of both versions was established; before finally considering three person-centred methodologies. The goal was to explore higher order types of people by using the Ways of Thinking facets in conjunction with transposed principal components analysis, cluster analysis, and latent class analysis. The results of the variable-centred analyses suggested that the Ways of Thinking instrument generally demonstrated excellent measurement model fit against both classical test and item response theories. The short-form version explained an average of 83% of the variance in the long-form instrument, while temporal stability across three substantial time periods was acceptable. The results of the person-centred analyses were remarkably similar given the different mathematical models underpinning the methods, with clear evidence in support of a divide between Realist and Ideaist thinkers, and subtle differences in subtypes also emerged. The predictive utility of the Ways of Thinking instrument was explored using personality and occupational interests as outcomes. As expected, the Ways of Thinking instrument demonstrated strong relationships in theoretically consistent directions with a measure of the Big Five personality factors and a measure of Holland’s RIASEC model. The short-form version demonstrated very little loss in predictive utility compared to the long-form version. The person-centred typologies also proved to be of considerable predictive utility, which was an important aspect of construct validity to demonstrate. Implications, limitations, and future directions for research were explored.

This is a preprint of an manuscript draft, with much more work needed before it is ready to be submitted to an academic journal. However the results are interpretable and meaningful.Recommended citation:Costello, S. (2016). The Big Five: How short is too short? figshare. doi:10.6084/m9.figshare.4062552

Powerpoint slides (in PDF) from a paper presented at the New Zealand Psychological Society's annual conference "Psychology without Borders" in September 2016.This paper was originally written by the second author as a Master of Psychology (Educational and Developmental) thesis, supervised by myself. The slides were constructed by myself.Recommended citation:Costello, S., & Etherington, V. (2016). Exploring mindfulness in the classroom: Universal or targeted approach? [PowerPoint Slides]. Paper presented at the New Zealand Psychological Society annual conference, Wellington, NZ. doi:10.6084/m9.figshare.3798369