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This article reflects on the developmental process of a case-based experiential learning model: the Federation University model, in an undergraduate community and human services program at a regional university. There is abundant literature that addresses the use and need for introducing experiential learning at the subject/unit level in community and human services/social work content. However, despite the expansion of research on experiential learning, there is limited literature that bridges the gap between course/program level teaching philosophy and using experiential learning activities in individual subjects. The article will demonstrate how Kolb's four stage cycle (Kolb, 1984) and case-based experiential learning were integrated to develop curriculum at a program level. It will also demonstrate how a move to experiential learning facilitated better alignment with face-to-face and online learning. As a way of argument, we suggest that case-based experiential learning is very relevant and useful to human services/social work education because of its emphasis on bridging the theory and praxis nexus and providing graduates with an opportunity to work effectively in a complex, fluid and ever-changing sector.

Studies about equine therapies or equine experiential learning recommend that significantly more research, specifically longitudinal research, across age groups, genders, contexts and client cohorts needs to occur in diverse contexts. There exists diverse equine-related programs which engage with a range of cohorts, specifically; young children who have experienced abuse; adolescents who have experienced abuse and family violence and adults who have experienced family violence, psychiatric disorders, social anxiety and social isolation. The most common outcomes from the equine learning program studied for this article, from the case-studies and the thematic analysis includes; behavioural changes, stress relief, mind and body awareness and control, forming a relationship with an intuitive practitioner, guided meditations as a means of creating independent meditation techniques and re-engagement with education, work, friendships and family relationships. The mind-body awareness that is gained by participants of the program provides skills and techniques for individuals (and families) to utilise in every-day, with lifelong learning a crucial aspect of the program.

Objective: This constructivist‐grounded‐theory study explored how foster and kinship carers conceptualize and experience their role. Background: Internationally, amid growing emphasis on home‐based care for children and young people living outside parental care, issues such as carer shortages, dissatisfied carers, and placement instability present significant challenges. Method: Sixteen carers (seven foster carers and nine kinship carers) from a regional area in Victoria, Australia, participated in in‐depth interviews following constructivist‐grounded‐theory protocols. Results: Six categories reveal the central ways carers go about caring for children and young people and the main challenges they face in doing so. The core category of "being a parent, but not" demonstrates tensions that carers experience in trying to establish a sense of belonging and connectedness with a child, within the limits of the Victorian home‐based care system. Conclusion: Home‐based carers view their role through a parental lens, but with various limitations that restrict their sense of being a parent. Implications: The current research acknowledges the role tensions inherent within the Victorian home‐based care system and emphasizes the importance of raising the status of foster and kinship carers to provide more recognition of the expertise they hold in the care of children and young people within this complex context. [ABSTRACT FROM AUTHOR]

There is growing acknowledgement that individuals who experience peer support following a major health event adapt more effectively to physical and psycho-social challenges. Research indicates that patients who experience peer mentoring support during the immediate rehabilitation period appear to adapt better and perceive themselves as better adjusted post injury or illness. Despite this, there appears to be only sporadic attention paid to the value that peer mentoring could play in health care delivery. This article reveals research that explored the beliefs, values, and experiences of five health care professionals about peer mentoring at a major urban rehabilitation centre. Three broad themes emerged from the research: bio-medicine and culture, transitions, and multidisciplinary understandings of peer mentoring. The research found that the dominance of bio-medicine impacted on the effective utilisation of peer mentoring in this culture.

This article reviews current literature and discussion about the policies and sites of Australian adult education and training and their potential impact on the development of social capital in a regional context. The review stems from a current research project examining the impact of participation in adult education by people from diverse cultural backgrounds in a regional town in northern Victoria. There is evidence that adult education can transform individuals via access to new knowledge and skills, but can it impact on the social cohesiveness of groups, communities and regions in Australian society? Access and equity policies and strategies form the centre of adult, community and public education in Australia and it is time for these to be significantly reviewed in the context of a culturally diverse twenty first century society. (Contains 1 table and 1 figure.)

Trauma-informed care is a growing practice approach in child and family social work. Current policy directions in out-of-home care (OOHC) in Victoria, Australia show an interest in further implementation of trauma-informed care, particularly through training for foster and kinship carers. Drawing upon findings from grounded theory research with sixteen foster and kinship carers, this article considers the application of trauma-informed practices in home-based care in the Central Highlands region of Victoria, Australia. The research reveals that whilst carers utilise principles of trauma-informed care to support children and young people, they do not always experience trauma-informed support from the wider OOHC system. This discrepancy suggests that the implementation of trauma-informed care has the potential to increase pressure on home-based carers if it is only encouraged at the interpersonal level between carers and children, without incorporating associated systems-level change. These findings propose that whilst micro-level support and training for carers are necessary and useful, it is crucial for OOHC systems to move beyond such initiatives to plan and enact macro-level reforms. [ABSTRACT FROM AUTHOR]

A number of US schools are opting for modular or pre-engineered buildings. Modular buildings differ from traditional buildings since these are constructed in a factory then assembled at the location. Such buildings reduce cost and construction time. They are also easy to maintain and provide adequate insulation. Examples of modular buildings include the Arcadia High School in California and the Colgate University dormitory in New York.

In this article the editor talks about literacy and numeracy skills or reskill and pathway into further education and training for new futures. Topics include history of adult education and adult learning across Australia; and field of adult education adapted to the rapidly changing context, opportunities and needs for lifelong learning in Australia.