Meredith O’Connor

The Geelong Grammar Positive Psychology Experience

The emergence of the positive psychology movement has seen a significant redirection of scientific inquiry towards the exploration of optimal human functioning, and interest is now growing in how this knowledge can be applied in real-world settings. Positive Education refers to the application of positive psychology in schools. Social emotional learning (SEL) is a critical component of Positive Education, though Positive Education also incorporates a focus on other factors such as character strengths and the development of meaning and purpose. Geelong Grammar School (GGS) is an independent, Anglican, co-educational, boarding, and day school. It is located across four campuses in Victoria, Australia, with over 1500 students. In 2008, during a 6 month visit by Professor Martin Seligman and with extensive support from his colleagues, GGS began implementing positive psychology as a whole-school approach. Positive Education as implemented at GGS seeks to combine principles of positive psychology with best practice teaching and educational paradigms to promote optimal development and flourishing in the school setting. This chapter discusses (1) the GGS ‘road map’ to implementing Positive Education as a whole-school approach, (2) ongoing research and evaluation efforts to further understand the impact of the programme at the level of staff, students, and the broader school community, (3) key practice issues, and (4) challenges and opportunities for further programme development. Positive Education continues to experience growing momentum both in Australia and internationally, and holds promise as a means of contributing to the well-being of school communities.

Understanding child disadvantage from a social determinants perspective

Background Child health and developmental inequities exist in all countries. Comprehensive and robust concepts of disadvantage are fundamental to growing an evidence base that can reveal the extent of inequities in childhood, and identify modifiable leverage points for change. We conceptualise and test a multidimensional framework of child disadvantage aligned to a social determinants and bioecological perspective. Methods The Longitudinal Study of Australian Children is a nationally representative sample of two cohorts of Australian children, including the birth cohort of 5107 infants, which commenced in May 2004. The analysis focused on disadvantage indicators collected at age 4–5 years. Confirmatory factor analysis was used to test a theoretically informed model of disadvantage. Concurrent validity was examined through associations with academic performance at 8–9 years. Results The model comprising four latent factors of sociodemographic (10 indicators), geographical environments (three indicators), health conditions (three indicators) and risk factors (14 indicators) was found to provide a better fit for the data than alternative models. Each factor was associated with academic performance, providing evidence of concurrent validity. Conclusion The study provides a theoretically informed and empirically tested framework for operationalising relative child disadvantage. Understanding and addressing inequities will be facilitated by capturing the complexity of children’s experiences of disadvantage across the multiple environments in which their development unfolds.

The impact of multidimensional disadvantage over childhood on developmental outcomes in Australia

Background Understanding the relationship between different aspects of disadvantage over time and domains of child development will facilitate the formulation of more precise policy responses. We examined the association between exposure to aspects of disadvantage over the childhood period (from 0-9 years) and child development at 10-11 years. Methods We used data from the nationally representative birth cohort of the Longitudinal Study of Australian Children (n = 4979). Generalized linear models with log-Poisson link were used to estimate the association between previously derived disadvantage trajectories (in each of four lenses of sociodemographic, geographic environments, health conditions and risk factors, and a composite of these) and risk of poor child developmental outcomes. Population-attributable fractions were calculated to quantify the potential benefit of providing all children with optimal conditions for each developmental outcome. Results Trajectories of disadvantage were associated with developmental outcomes: children in the most disadvantaged composite trajectory had seven times higher risk of poor outcomes on two or more developmental domains, compared with those most advantaged. Trajectories of disadvantage in different lenses were varyingly associated with the child development domains of socio-emotional adjustment, physical functioning and learning competencies. Exposure to the most advantaged trajectory across all lenses could reduce poor developmental outcomes by as much as 70%. Conclusions Exposure to disadvantage over time is associated with adverse child development outcomes. Developmental outcomes varied with the aspects of disadvantage experienced, highlighting potential targets for more precise policy responses. The findings provide evidence to stimulate advocacy and action to reduce child inequities.

Academic outcomes of multilingual children in Australia

Abstract Purpose: The Australian educational system is increasingly challenged to meet the needs of multilingual students, who comprise a fifth of the student population. Within the context of a monolingual English curriculum, multilingual children who enter school not yet English proficient may be at risk of experiencing inequitable educational outcomes. Method: We examined the relationship between the timing of multilingual children’s acquisition of receptive English vocabulary skills and subsequent reading and numeracy outcomes, as well as factors associated with earlier versus later timing of acquisition. Data were drawn from the Kindergarten-cohort (n = 4983) of the Longitudinal Study of Australian Children – a nationally representative, community sample of Australian children. Result: Linear regression analyses revealed that multilingual children who begin school with proficient receptive English vocabulary skills, or who acquire proficiency early in schooling, are indistinguishable from their monolingual peers in literacy and numeracy outcomes by 10–11 years. However, later acquisition of receptive English vocabulary skills (i.e. after 6–7 years) was associated with poorer literacy outcomes. In turn, socioeconomic disadvantage and broader language or learning problems predicted this later acquisition of receptive English vocabulary skills. Conclusion: All children need to be supported during the early years of school to reach their full educational potential.

Can a teacher-reported indicator be used for population monitoring of oral language skills at school entry?

Abstract Purpose: Monitoring oral language skills at the population level would provide valuable data to inform policy decisions to better support children’s oral language skills in schools. The Australian Early Development Census (AEDC) is a teacher-rated population measure of early child development that includes a rating of children’s oral communication in the classroom (OCC). Method: This study evaluates the validity of the OCC indicator for population monitoring of children’s oral language skills, capitalising on data from two datasets: the 2012 AEDC cohort (n = 289 973) and a subsample of children from the Longitudinal Study of Australian Children for whom AEDC data were also collected (n = 720). Result: Construct validity was demonstrated by showing significant differences in OCC ratings between subpopulations of children who would be expected to differ in terms of oral language skills at school entry (e.g. children with a diagnosed speech-language impairment compared to those with no impairment). OCC ratings were associated with externally validated measures of language, suggesting convergent validity. No relationship was found between OCC ratings and physical health scores, indicating divergent validity. Conclusion: The findings support the use and interpretation of the OCC indicator as a tool for population-level monitoring of oral language in Australian school entrants.

The structural stability of positive development across young adulthood: longitudinal findings from the Australian temperament project

The purpose of this study was to examine the structural stability of positive development across the 20s using data from one of Australia’s oldest population-based studies of social–emotional development. Positive development was indicated by civic action and engagement, trust and tolerance of others, trust in authorities and organizations, social competence, and life satisfaction. Results extend an earlier published model spanning 19–20 and 23–24 years by incorporating a new wave of data collected at 27–28 years. The age 27–28 latent model was gender invariant and a robust replication of our earlier model. Associations between the latent constructs in the mid- to late 20s were stronger than those in emerging adulthood. This work provides evidence of a cohesive higher order construct of positive development from late adolescence to the late 20s and has the potential to inform measurement of strength-based research and prevention programs in the emerging and young adult periods.

A Research Agenda for the Future: New Challenges for Peace Psychology in Australia

This chapter examines future directions for peace psychology in Australia in terms of theory, research and practice. To inform this discussion, we used a modified Delphi process to gather perspectives from Australian peace psychologists. We start by looking backwards, at achievements over the last 30-odd years. This is followed by an exploration of the current status and challenges for Australian peace psychology. A major challenge is that the diversity of peace psychology work, while in many ways a strength, detracts from its recognition as a credible field of research. We discuss how we can best address such challenges, build our work and amplify our impact. In terms of future directions, we suggest that Australian peace psychology should continue to address issues specific to our context, including deeper analysis of the roots and dynamics of conflict, social justice issues for marginalised groups and environmental concerns, and argue for creative initiatives (such as a ‘virtual institute’) to allow peace psychology researchers and practitioners to support each other more effectively over the Australian ‘tyrannies of distance’.