ReSeaRch centRe foR aPPlied PSychology (RecaP) - Health ...

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6 I am delighted to have assumed the Headship of the School of Psychology and Speech Pathology in March 2012. As this report shows, the School has a vibrant programme of research and teaching in areas that have strong theoretical importance, but which also have clear impact on the day-to-day life of the public. Over the coming years you can expect to see our our research research and teaching is grow well-known into new and exciting areas and that respected underscore our in commitment both national to high quality scholarship and attempts to improve quality of and life. I hope international you find this report arenas. interesting and informative, and I look forward to perhaps welcoming you at our 2012 Open Day. With best wishes, Adrian North Head of School of Psychology and Speech Pathology
School of Psychology and Speech Pathology ReCAP ANNUAL REPORT 2011 7 AUSSIE OPTIMISM Chief Researchers: Associate Professor Clare Roberts Funded by: Mental Health Commission WA Project Term: 2006 to June 2012 Total funding: $902,875 The Aussie Optimism Program is comprised of three classroom based packages: (1) Positive Thinking Skills (grade 4-5), (2) Social Life Skills (grade 5-7), and (3) Optimistic Thinking Skills (grade 6-8), and a stand-alone parent and family program designed to help parents and families talk about difficult subject matters such as bullying and peer pressure. The Aussie Optimism Program is an evidence based mental illness prevention program with a solid research background and a proven track record with respect to the prevention of mental health problems such as internalising problems, depression and anxiety, and health risk behaviours such as drinking, and smoking in upper primary school children and young adolescents. The Program also aims to enhance the capacity of schools to promote social and emotional wellbeing. The program is designed for young adolescents who are transitioning to high school. Two programs are useful for this group – Social Life Skills which involves social skills and competence, and Optimistic Thinking Skills, which attends to student’s thinking styles and cognitions. These skills sets are important in the early adolescence phase as this is a time of change of schools, friends, socialising and increased academic pressure. The Social Life Skills and Optimistic Skills programs have been evaluated in randomised controlled trials. STEPPING STONES - PREVENTING CHALLENGING BEHAVIOURS IN CHILDREN WITH INTELLECTUAL DISABILITIES Chief Researchers: Associate Professor Clare Roberts, in collaboration with Professor Matt Sanders (University of Queensland) Funded by: Healthway Project Term: 2008 to May 2011 Total funding: $317,333 This research continues the development and validation of a multi-level parenting intervention system, Stepping Stones Triple P (SSTP), for families of children with disabilities. The first individual family version of SSTP was developed from a Healthway grant in 1998, with collaboration from the WA Disability Services Commission, Curtin University’s School of Psychology, and the Parenting and Family Support Centre at the University of Queensland. This individual family–based prevention program resulted in lower levels of challenging behaviours, enhanced parenting skills, and reduced parental stress (Roberts, Mazzuchelli, Studman and Sanders, 2006). Two accessible and cost effective intervention formats, Group SSTP and Self-directed SSTP have now been developed to add to the range of prevention program formats that are available to families of children with disabilities. This research proposes to evaluate these new prevention formats in a randomised controlled trial comparing effects to a waitlist control group. Both interventions aim to reduce and prevent child behaviour problems, by enhancing parenting skills and self-efficacy, and reducing parental stress. Such multi-level parenting interventions form part of the population health framework of the 2003 - 2008 National Mental Health Plan, and are widely available to families of typically developing children. Such a system has not been widely available to families of children with disabilities, despite the increased risks that are present for these families. If effective, the two intervention programs should reduce the prevalence, burden and costs of challenging behaviour in children with an intellectual disability. This project is due for completion this year.
Page 1: Health Sciences Research Centre for
Page 4 and 5: 2 I I am am delighted delighted to
Page 6 and 7: 4 The Research Centre for I am deli
Page 10 and 11: 8 ANIMAL FUN Chief Researchers: Pro
Page 12 and 13: 10 HEAD INJURY AND ALZHEIMERS Chief
Page 14 and 15: 12 I am delighted to have assumed t
Page 16 and 17: 14 Today, with approximately 40 ful
Page 18 and 19: 16 JANET BEILBY Lecturer BSc (Speec
Page 20 and 21: 18 JADE CARTWRIGHT Lecturer, Coordi
Page 22 and 23: 20 Research Interests Neuropsycholo
Page 24 and 25: 22 Hagger, M. S., & Chatzisarantis,
Page 26 and 27: 24 ROBERT KANE Senior Lecturer BA (
Page 28 and 29: 26 Mandurah, November 2011; Member,
Page 30 and 31: 28 Publications Cross, D. S., H. Mo
Page 32 and 33: 30 Professional Practice 795 (super
Page 34 and 35: 32 Curtin’s new multi-million dol
Page 36 and 37: 34 Student Title Supervisor Amy Fin
Page 38 and 39: 36 Student Title Supervisor Matthew
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Page 42 and 43: 40 than in those without. Another s
Page 44 and 45: 42 We are proud of our applied and
Page 46 and 47: 44 The discipline of Psychology was
Page 48 and 49: 46 BUILDING MENTAL WEALTH SEMINAR T
Page 50: 48 The research performance of the

ReSeaRch centRe foR aPPlied PSychology (RecaP) - Health ...

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