Published: Wednesday 9th July 2014
I am delighted to announce that ACU researchers have been successful on five Australian Research Council (ARC) Linkage Grants, which indicates the strong growth in our research performance. I offer my warmest congratulations to those who have succeeded and look forward to working on future submissions with those who missed out so narrowly.
I should especially like to congratulate staff in the new Institute for Positive Psychology and Education (IPPE) who won three grants from three applications submitted.
The IPPE grants are as follows:
Craven, Prof Rhonda G; Marsh, Prof Herbert W; Morin, A/Prof Alexandre J; Vickers, Prof Margaret H; Kennedy, Dr Michael H; Parker, Dr Philip D; Birch, Mr Philip; Gallagher, Mr Peter; Huppert, Prof Felicia A; Meyer, Prof John P; Ryan, Prof Richard M
May the Force Be With You: Furthering Fresh Futures for NSW Police Psychological Strengths, Wellbeing and Retention
NSW Police Department
There is international emphasis on cultivating the well-being of police but there is little research explicating key psychosocial drivers. Fresh solutions are urgently needed to address complex issues underpinning unsustainable rates of New South Wales Police medical leave, retirement and psychological stress that adversely impact on well-being and capacity to safeguard Australians. Capitalising on powerful longitudinal design, gold standard statistics and cutting-edge interdisciplinary and multi-method theory/research, the project aims to explicate psychosocial drivers of New South Wales Police well-being, commitment, resilience and retention and critical characteristics of effective police command units to further fresh futures and enrich the international research agenda.
Craven, Prof Rhonda G; Yeung, A/Prof Alexander S; Marsh, Prof Herbert W; Huppert, Prof Felicia A; Mooney, A/Prof Janet; Sherwood, Ms Juanita M; Seaton, Dr Marjorie; Dillon, Mr Anthony W; McCloughan, Mr Gerard E
Cultivating Capability: Explicating Critical Psychosocial Drivers of Educational Outcomes and Wellbeing for High-Ability Aboriginal Students
NSW Department of Education and Communities
Despite emphasis worldwide on enabling high-ability students to realise their potential, little is known about drivers that seed success in educational outcomes and wellbeing for high ability Aboriginal students who underachieve, are under identified and are underrepresented in selective settings. Capitalising on interdisciplinary theory and research, a powerful multi-method design and state-of-the-art statistics, the project aims to explicate psychosocial determinants of high-ability Aboriginal students' educational outcomes and wellbeing and test the efficacy of novel research-derived interventions. This aims to advance knowledge, policy and practice to enhance the provision of education to high-ability Aboriginal students ensuring they realise their full potential.
Marsh, Prof Herbert W; Ciarrochi, Prof Joseph; Parker, Dr Philip D; Huppert, Prof Felicia A; Kemp, Dr Travis
The Helmsman Project: Giving at-risk adolescents skills to navigate life's journey and make a difference
The Helmsman Project Limited
This project aims to investigate how to keep able but disadvantaged youth engaged in school and give them the psychological tools they need to succeed. To meet this challenge, this project aims to propose a randomised control and extended baseline control test of a combined personal coaching and outdoor education (sailing experience) program designed to foster positive psychological outcomes by developing goal strategies, hope, resilience, and self-regulation. The study aims to be extensive and novel, capturing the experiences of not just the participants but their peers, parents, teachers, and alumni mentors of the program. Both traditional survey and experience sampling data will be collected.
And as part of teams led through other universities:
Phillipson, Dr Sivanes; Sullivan, Prof Peter A; Gervasoni, Dr Ann M; Miles, Mrs Vicki L; Roberts, Mrs Rosemary J; Torpy, Mr Dennis V
Numeracy @ Home: Enhancing the capacity of parents to support the learning of their children
Victorian Department of Education and Early Childhood Development, Catholic Education Commission of Victoria Limited, Doveton College Early Learning Centre
Numeracy@Home aims to enhance the actions that families can implement at home, in collaboration with educators, in order to enhance children's learning in and positive dispositions toward the development of numeracy. The project articulates the key numeracy learning goals for families, identifies the actions of families that successfully support the development of numeracy at home, identifies the characteristics of successful numeracy programs for families, and designs, implements and evaluates a program based on the findings of Phases 1 to 3. Together with industry partners, Numeracy@Home aims to lead to better outcomes for families and their children, particularly those who are marginalised and experience disadvantage.
Schweitzer, A/Prof Robert D; Vromans, Dr Lynette P; Correa-Velez, Dr Ignacio; Brough, A/Prof Mark; Lenette, Dr Caroline; Asic-Kobe, Ms Mary
Developing Best Practice for Settlement Services for Refugee Women-at-Risk
Access Community Services Ltd
Queensland University of Technology
As one of the few countries offering a Woman-at-Risk visa category, Australia is committed to providing support to this vulnerable group during the process of settlement. Each year, approximately $17 million is allocated to women at risk to assist with the process of settlement; however, there is a paucity of research to inform settlement practice specific to this group. This project aims to understand the determinants of psychosocial wellbeing for women-at-risk during settlement and to draw upon the ecological model of community psychology to inform the design and delivery of settlement services for this group.
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