Stephen Provost

Graduate attributes of the 4-year Australian undergraduate psychology program

This paper outlines the background, process and outcomes for a project that delineated a set of graduate attributes of the 4-year Australian undergraduate psychology program. The nature of the current undergraduate psychology program and its quality assurance system is described, followed by a consideration of current issues in psychology education and training. The processes involved in delineating the six graduate attributes (i.e., knowledge and understanding, research methods, critical thinking, values, communication, and application) are then described. Some issues and suggestions related to their implementation are then outlined. Finally, the authors summarise what has been accomplished in delineating the graduate attributes, and what still needs to be achieved.

Where should the balance be between “scientist” and “practitioner” in Australian undergraduate psychology?

Abstract The scientist–practitioner model of training in psychology has been widely influential in the development of undergraduate curricula in Australia. The model had its origins in post-war America and has formed the basis for accreditation of psychology courses in Australia since the late 1970s. Recently a reconsideration of the model in Australian undergraduate psychology was argued for, suggesting that the absence of significant practical skills development in most curricula is detrimental to the disciplines graduates and their employers. The authors agree that the need for some practical skills development in undergraduate curricula is becoming increasingly important for psychology. Many of the exemplars of curriculum revision provided, however, are impractical and are unlikely to make significant contributions to Australian programs. There is an urgent need to consider the graduate attributes desired for 3-year and 4-year trained psychology graduates who will go on to employment without completi...

Psychology in Australian universities

All but three universities in Australia have departments or schools of psychology. In the older universities (e.g., the universities of Sydney, Melbourne, and Western Australia), the psychology departments evolved from philosophy departments in the late 1920s and early 1930s. There was a rapid expansion of universities in the 1960s, which led to the establishment of many new psychology departments. In a further expansion in the late 1980s, many former institutes of advanced education were afforded university status or were merged with existing universities. In these newer universities, psychology had been taught primarily to students in nursing and education, but these academic areas later evolved from “service” departments into larger and broader psychology departments. There is a strong system of accreditation of psychology departments, a function that is provided by the Australian Psychological Society. The APS conducts reviews of all departments of psychology on a 5‐year cycle. This system of accredit...

Dusted Community: Piloting a Virtual Peer-to-Peer Support Community for People with an Asbestos-Related Diagnosis and Their Families

Individuals with an asbestos-related diagnosis and their carers face burdens including debilitating and life-limiting physical symptoms and medico-legal stressors. Feelings of social isolation are common. Increasing social connectedness can lead to increased feelings of personal empowerment and may inhibit chronic stress responses. The authors report on the development, via a process of participatory action research, of an online peer-to-peer support group, and the first 30-day test phase of this virtual community. Initial indications are that individuals with an asbestos-related diagnosis and their carers can benefit, in psychosocial terms, from membership of an on-line support group comprised of experientially similar others.

Conversion between control mechanisms in simulated flight: an ab initio quasi-transfer study

Skill acquisition in simulated flight was examined to identify differences between transfer effects facilitated by yoke and joystick flight control systems. Flight naive participants (N = 32) twice completed 15 consecutive visual landing approach trials in a low fidelity fixed based synthetic flight trainer. Acquisition and transfer phases were completed one week apart with either the prior or alternate control. Vertical deviations from a constant three degree glideslope angle were analysed. Results revealed evidence of positive transfer. The results are discussed in relation to similarity based transfer theories and avenues for future research are proposed.

School leadership and school improvement : an examination of school readiness factors

ABSTRACT This article reports on an investigation into the influence stemming from school leadership as an important consideration in relation to school improvement. School readiness, based on [Schiemann, W. A. 2014. “From Talent Management to Talent Optimization.” Journal of World Business 49 (2): 281–288. doi:10.1016/j.jwb.2013.11.012]. Accountability, Capability and Engagement (ACE) leadership model, was assessed through self-reported school leader behaviours, attitudes, perceptions, and school improvement attributes. To clarify, school readiness refers to how a school principal optimises staff and other school resources to best achieve school improvement agendas. School readiness survey results and student achievement outcomes for one entire school district were analysed, indicating that school readiness did indeed impact student achievement. Findings reveal a need for school leaders to focus more clearly on overall school alignment and optimisation behaviours, and these are discussed in relation to specific leadership recommendations and how leadership can better support and encourage school improvement in terms of educational accountability.