Jason Skues

A contemporary review of the definition, prevalence, identification and support of learning disabilities in Australian schools

Learning disabilities (LDs) are associated with underachievement in one or more areas such as reading, spelling, writing and/or mathematics. In general, it is assumed that LDs are neurological in origin, permanent in nature and resistant to intervention. Moreover, LDs are not considered the result of intellectual, physical or sensory disabilities, emotional disturbance, cultural or economic disadvantage or inappropriate teaching. The purpose of this review was to provide school communities including principals, classroom teachers, other professionals, parents and students with a contemporary review of the definition, prevalence, identification and support of LDs. In particular, this review highlights the confusion surrounding the definition of LDs and how this has impacted on estimates of the prevalence of LDs, as well as current identification methods used in Australian schools. The various methods used to support students with LDs in schools are discussed.

The Effects of Boredom, Loneliness, and Distress Tolerance on Problem Internet Use Among University Students

The purpose of this study was to examine whether boredom proneness and/or loneliness predict problem internet use (PIU) and whether these possible associations are moderated by distress tolerance. The study used a sample of 169 undergraduate university students known to be regular internet users, and measured the impact of PIU on their life by examining the relationship between PIU and academic performance. As predicted, boredom proneness was significantly associated with PIU and was a significant predictor of PIU in a model that included loneliness and distress tolerance. Loneliness was also significantly associated with both boredom and PIU, but was not a significant predictor of PIU in the model. There was no evidence that distress tolerance moderated either of these associations. As predicted, higher levels of PIU were associated with lower levels of academic performance, leading us to the conclusion that university students who are prone to experiencing boredom tend to use the internet to seek out more stimulating and satisfying activities, which in turn can lead to problematic internet use patterns that can negatively affect their academic performance.

Primary and secondary perceived control: A comparison of adolescent students with and without learning disabilities

Abstract In this study we compared the results of both a primary and a secondary perceived control measure completed by 93 regional and metropolitan students from Years 7–9 who were assessed as having learning disabilities and 102 students from the general student population. The Mastery Scale (Pearlin, Menaghan, Lieberman, & Mullan, 1981) was used to measure primary perceived control and The Childrens Internal Coping Self‐efficacy Scale (Cunningham, 2002) was used to measure secondary perceived control. The students who had learning disabilities scored lower on both measures. These findings are discussed in relation to a need for interventions that give students who have learning disabilities strategies that address both primary and secondary aspects of perceived control.

The role of e-learning coaches in Australian secondary schools

The purpose of this study was to explore the personal experiences of e-learning coaches working in secondary schools in order to provide information about the role of an e-learning coach. Seven secondary schools in the outer-eastern region of Melbourne, Australia, were involved in a 3-year e-learning project. Semi-structured interviews were conducted by an independent researcher with an e-learning coach from each of the seven schools involved in the research. A number of themes emerged from the interviews, including role confusion, changes in the role over time, the importance of establishing relationships, barriers to the uptake of information and communication technology (ICT) and ICT usage. To facilitate the integration of ICT with teaching practices in the secondary school setting, we recommend that a full-time position for an on-site e-learning coach receiving the total support of school leaders is needed to provide relevant professional development and ongoing support to classroom teachers.

What do we mean by social networking sites

The purpose of this study was to explore peoples conceptual understanding of Social Networking Sites (SNSs) through exploring the combined use of a range of popular SNSs, including Facebook, Twitter, Myspace, Instagram, Tumblr, LinkedIn and Google Plus. Seventy-three adults, aged 18 to 63, participated in an online survey that used open-ended questions to ask how participants define and use different SNSs. Four themes were identified, including the explicit presentation and interpretation of different selves, the love-hate relationship with SNSs, privacy and danger concerns, and limited SNS knowledge. The findings from this study suggest that researchers need to consider how people use SNSs in combination as this influences the decisions people make about which SNS accounts they use and how they present themselves on these sites.

Assessing the Potential Risks Associated with Facebook Game Use

This study used the psycho-structural taxonomy proposed by King et al. (International Journal of Mental Health and Addiction, 8(1), 90–106, 2010a) to examine the structural characteristics of two genres of Facebook games (Tile Matching games and Simulation/RPGs) to investigate their potential to encourage and maintain Problem Video Game Play (PVGP). Ten of the most popular Facebook games were played by the first author for between two and three hours per game. Recurring structural characteristics influencing the researcher’s behaviour or considered to be problematic were noted and compiled according to the taxonomy. Both genres appeared to have the capacity to encourage the development and maintenance of PVGP. While Simulation/RPGs appear to promote more problematic use than do Tile Matching games, both tended to use similar features to promote player engagement. Further in-depth research is needed to understand the psychological impact of playing Social Network Games, and how this may lead to, or encourage problematic use of these games.

Examining Prediction Models of Giving up within a Resource-Based Framework of Coping in Primary School Students with and without Learning Disabilities.

This study tests a proposed model of coping outcomes for 290 primary school students in Years 5 and 6 (mean age = 11.50 years) with and without learning disabilities (LDs) within a resource-based framework of coping. Group-administered educational and intelligence tests were used to screen students for LDs. Students also completed a questionnaire measuring coping resources, namely student engagement and internal control as well as outcome measures of coping styles and inability to cope. Structural equation modelling revealed that student engagement promoted the use of productive coping strategies for both groups and that this relationship was partially mediated by internal control. Internal control also partially mediated the relationship between student engagement and non-productive coping for students without LDs. Furthermore, less reliance on productive and greater reliance on non-productive coping strategies, respectively, predicted more of a tendency to not cope or give up in both groups.

Development and validation of the Shy Bladder and Bowel Scale (SBBS)

Abstract Currently research exploring paruresis and parcopresis, anxiety relating to urinating and having bowel motions in public respectively is limited. While there are several validated measures of paruresis, no valid measure assessing parcopresis is currently available. The present study investigates the development and validation of the Shy Bladder and Bowel Scale (SBBS) which assesses both paruresis and parcopresis. Two participant groups were utilised to validate this scale, a student psychology cohort (n = 387) and a public cohort (n = 334). An eight-item two-factor model was identified in the psychology cohort and confirmed in the public cohort. The two-factor SBBS was found to be a valid and reliable measure of paruresis and parcopresis. Paruresis and parcopresis-related concerns were associated with social anxiety in both cohorts. Subscales for both paruresis and parcopresis (i.e. difficulty, interference and distress) were positively correlated, suggesting individuals are likely to report similar levels of concerns across both conditions. Further, individuals self-identifying with either paruresis or parcopresis reported significantly higher scores on the respective SBBS subscales than non-identifying paruresis and parcopresis individuals. The SBBS also demonstrated strong test–retest reliability in a small sample of adults (n = 13). Overall, the developed scale provides clinicians and researchers with a valuable tool to evaluate both paruresis and parcopresis.

Public Stranger Violence—What Makes You Vulnerable?A Comparison of Perspectives From Young Adults and Industry Experts

The purpose of this study was to determine the situational and individual factors that influence vulnerability to public stranger violence (PSV) from the perspective of young adults and industry professionals. In total, 25 young adults aged between 18 and 29 years formed one sample and participated in one of four focus groups. The second sample consisted of 10 industry professionals with backgrounds in policing, corrections, and forensic psychology. Each professional participated in an individual semistructured interview. Both samples were asked questions regarding vulnerability and safety in public, where responses were analyzed using a thematic analysis. Multiple themes were identified and categorized into situational and individual factors associated with victimization. Situational factors referred to aspects of the environment that may influence vulnerability to PSV and included visibility, location, and level of support for potential victims. Individual factors referred to aspects about the person that may influence vulnerability to PSV and included unpredictability, ease of target, stereotypes, in-groups versus out-groups, distractions, and personality traits. Although both samples identified similar situational factors, young adults were found to be either unaware of individual factors identified by industry professionals as influencing vulnerability or at least misunderstood some of these factors. This is problematic as young adults may be basing their public behaviors on misinformation that may in fact increase, rather than decrease, vulnerability to PSV. The findings from this study have implications for the design of personal safety programs as well as community-based interventions to reduce vulnerability, the prevalence of PSV, and the negative outcomes associated with PSV, including anxiety and fear of crime.

Perceived workplace adversity and correctional officer psychological well-being: an international examination of the impact of officer response styles

Abstract Correctional officers work in a highly challenging environment and are at a heightened risk of a range of negative stress-related health conditions. This study examines how correctional officer responses to adversity moderate the association between perceived workplace adversity and psychological well-being. The aim was to assess the degree that perceived workplace adversity predicts correctional officer psychological well-being and the subsequent impact on negative organizational outcomes such as absenteeism, presenteeism and job dissatisfaction. Hundred and seventy four officers completed an online questionnaire including measures of perceived workplace adversity, officer responses, psychological well-being and organizational impact. Structural Equation Modelling revealed that a heightened perception of workplace adversity predicted lower psychological well-being and in turn increased negative organizational impacts. Analyses indicated that using an interpersonal/solution focused response style moderated the relationship between perceived workplace adversity and psychological well-being, reducing its negative impact on well-being and in turn the frequency of negative organizational impacts. These findings offer insight into how officers’ perceptions of their working environment and how they respond to workplace adversity influence their psychological well-being and the organizations that employ them.