Master of EducationThis is a study of the use of drama to enhance the resilience of young people.... more Master of EducationThis is a study of the use of drama to enhance the resilience of young people. A reflective practitioner methodology was used to conduct a study with a Year 11 drama class. Dramatic framing and distancing devices were employed to explore with students the social and cultural myths influencing choices and behaviour. Work with the class culminated in performance, incorporating student-devised texts and forum theatre processes that addressed the theme Coping with Change and Challenge. The study examines the role of the teacher in the design and management of a drama process with transformational goals. Student interviews identify the value of the experience as perceived by the participants and illustrate the critical role membership of a supportive group plays in young people's capacity to participate in collaborative tasks involving self-expression and exploration of sensitive issues. A review of the drama literature within the resilience paradigm identifies a number of implications relevant to the drama educator. These include the importance of maintaining a healthy group dynamic and the need to be aware of the capacity of the medium to exacerbate rather than to deconstruct stereotypes, and to normalise or glamorise extreme or unhealthy behaviours. Informed by the resilience literature, the reflection on practice and the students' perspective on learning through drama, a collection of frameworks were developed as a guide to drama praxis for the purposes of empowerment and health promotion. The study suggests that selection of appropriate drama conventions and manipulation of the dramatic form can provide both protection and challenge for young people
The Melbourne Graduate School of Education Youth Research Centre was commissioned to conduct a re... more The Melbourne Graduate School of Education Youth Research Centre was commissioned to conduct a review of the research literature in the field, using these four areas as a central focus. Methodology As part of the review of the literature, 280 papers were reviewed at abstract level using key education data bases including A+ Education, ERIC and INFORMIT (for the Australian context) using the search terms wellbeing OR well being OR well-being in combination with the following terms: safe*, inclus*, Catholic, relation*, divers*, teach*, learn*, voice, empower*, SEL, socialemotional learning. 120 were identified as valuable to inform the development of a framework, including some following on from references identified in the papers in the original search. Subsequent consultation with the CEM team led to the identification and inclusion of a further 32 documents with a focus on sub-themes, including religion and spirituality. This literature review has been developed by the Youth Research Centre, University of Melbourne as part of a project funded by Catholic Education Melbourne, designed to inform approaches to promoting student wellbeing in Catholic Schools.
prevention access and practice. Practices are then stratified by a social disadvantage index and ... more prevention access and practice. Practices are then stratified by a social disadvantage index and billing methods and randomised. Sanci et al. BMC Public Health 2012, 12:400
This book investigates the life trajectories of Generation X and Y Australians through the 1990s ... more This book investigates the life trajectories of Generation X and Y Australians through the 1990s and 2000s.
Y-Change is a pilot initiative developed by the Berry Street Childhood Institute. It aims to prov... more Y-Change is a pilot initiative developed by the Berry Street Childhood Institute. It aims to provide opportunities for a range of young people who have experienced disadvantage to contribute as leaders, change agents and advisors on matters affecting young people experiencing disadvantage. Young people were recruited through Berry Street services and a network of three Referral Partner Organisations: Mirabel Foundation, Youth Support & Advocacy Service (YSAS), and the Broadmeadows Education First Youth Foyer.
Drugs-education Prevention and Policy, Mar 1, 2017
Aims: The Drug Education in Victorian Schools (DEVS) programme taught about licit and illicit dru... more Aims: The Drug Education in Victorian Schools (DEVS) programme taught about licit and illicit drugs over two years (2010-11), with follow up in the third year (2012). It focused on minimizing harm, and employed participatory, critical-thinking and skill-focused pedagogy. This study evaluated the programme's residual effectiveness at follow up in reducing alcoholrelated risk and harm. Methods: A cluster-randomized, controlled trial was conducted with a student cohort during years eight (13-14 years old), nine (14-15 years old) and ten (15-16 years old). Schools were randomly allocated to the DEVS programme (14 schools, n=1163), or their usual drug education (7 schools, n=589). Multi-level models were fitted to the data, which were analysed on an intent-to-treat basis. Statistically significant findings: Over the three years there was a greater increase in intervention students' knowledge about drugs, including alcohol. Their alcohol consumption did not increase as much as controls. Their alcohol-related harms decreased, while increasing for controls. There were fewer intervention group risky drinkers, and they reduced their consumption compared to controls. Similarly, harms decreased for intervention group risky drinkers, while increasing for controls. Conclusions: Skill-focused, harm minimization drug education can remain effective, subsequent to programme completion, in reducing students' alcohol consumption and harm, even with risky drinkers.
In this paper, we examine teacher beliefs and advocacy intentions in relation to provision of soc... more In this paper, we examine teacher beliefs and advocacy intentions in relation to provision of social and emotional learning (SEL) and gender and respectful relationships (G&RR) education. Using multivariate binary logistic regression analysis, we examine the impacts of gender, teaching experience and school setting on (1) teachers’ beliefs about the significance of teaching for SEL and G&RR, and (2) their intentions to advocate for program implementation in their schools. Data were collected from a survey of 293 Australian teachers (137 primary and 156 secondary teachers) at exit from 13 two-day professional learning workshops aimed to foster readiness to teach a SEL and G&RR education program. The findings show significant differences remain post-training in beliefs and advocacy intentions on the basis of teacher gender, experience and location in a primary or secondary school setting. Females, teachers with 10 or more years of experience, and those teaching in primary schools demonstrate stronger beliefs in and greater intention to advocate for the implementation of SEL and G&RR education. We discuss the implications of these findings in relation to developing a deeper understanding of the ways in which gender and institutional norms might work to constrain or enable provision of SEL and G&RR education.
The Life Patterns research program is designed to follow patterns in young people's lives ove... more The Life Patterns research program is designed to follow patterns in young people's lives over time to gain a holistic understanding of the ways in which two generations of young Australians are responding to a rapidly changing world. This report draws together longitudinal data collected from the two cohorts that are part of the Life Patterns project. Cohort 1, which left secondary school in 1991, corresponds to the popular notion of 'Generation X'. Cohort 2, which left secondary school in 2006, corresponds to the popular notion of 'Generation Y', or the 'Millennials'. The analysis shows that there are many more similarities than differences between Cohorts 1 and 2. Both have struggled with balancing their lives and both highly value family and job security, placing them as their top priorities in life. For both cohorts, gaining work in their chosen field has taken (and continues to take) longer than they anticipated. These intergenerational commonalitie...
This research aims to explore the experiences of children`s school life and to explore the idea o... more This research aims to explore the experiences of children`s school life and to explore the idea of school model that promotes children`s well-being in Indonesia context based on perspectives of children, parents and teachers. Participants of this project are primary school children aged 10-12 years old, primary school teachers and parents of children studying in primary schools in Indonesia. This project invites nine groups of discussion consist of three groups of children, three groups of parents and three groups of teachers from public, Islamic and independent school. Each group consists of ten people. Grounded analysis will be used to analyze the data. Data will be collected using activity-based focus group discussion (FGD). The participants will be involved in some interesting activities such as photo -voice, drawing, listing and ranking to encourage them share their experiences about children`s school life and share the idea about school model in Indonesia. Recently, the projec...
Master of EducationThis is a study of the use of drama to enhance the resilience of young people.... more Master of EducationThis is a study of the use of drama to enhance the resilience of young people. A reflective practitioner methodology was used to conduct a study with a Year 11 drama class. Dramatic framing and distancing devices were employed to explore with students the social and cultural myths influencing choices and behaviour. Work with the class culminated in performance, incorporating student-devised texts and forum theatre processes that addressed the theme Coping with Change and Challenge. The study examines the role of the teacher in the design and management of a drama process with transformational goals. Student interviews identify the value of the experience as perceived by the participants and illustrate the critical role membership of a supportive group plays in young people's capacity to participate in collaborative tasks involving self-expression and exploration of sensitive issues. A review of the drama literature within the resilience paradigm identifies a number of implications relevant to the drama educator. These include the importance of maintaining a healthy group dynamic and the need to be aware of the capacity of the medium to exacerbate rather than to deconstruct stereotypes, and to normalise or glamorise extreme or unhealthy behaviours. Informed by the resilience literature, the reflection on practice and the students' perspective on learning through drama, a collection of frameworks were developed as a guide to drama praxis for the purposes of empowerment and health promotion. The study suggests that selection of appropriate drama conventions and manipulation of the dramatic form can provide both protection and challenge for young people
The Melbourne Graduate School of Education Youth Research Centre was commissioned to conduct a re... more The Melbourne Graduate School of Education Youth Research Centre was commissioned to conduct a review of the research literature in the field, using these four areas as a central focus. Methodology As part of the review of the literature, 280 papers were reviewed at abstract level using key education data bases including A+ Education, ERIC and INFORMIT (for the Australian context) using the search terms wellbeing OR well being OR well-being in combination with the following terms: safe*, inclus*, Catholic, relation*, divers*, teach*, learn*, voice, empower*, SEL, socialemotional learning. 120 were identified as valuable to inform the development of a framework, including some following on from references identified in the papers in the original search. Subsequent consultation with the CEM team led to the identification and inclusion of a further 32 documents with a focus on sub-themes, including religion and spirituality. This literature review has been developed by the Youth Research Centre, University of Melbourne as part of a project funded by Catholic Education Melbourne, designed to inform approaches to promoting student wellbeing in Catholic Schools.
prevention access and practice. Practices are then stratified by a social disadvantage index and ... more prevention access and practice. Practices are then stratified by a social disadvantage index and billing methods and randomised. Sanci et al. BMC Public Health 2012, 12:400
This book investigates the life trajectories of Generation X and Y Australians through the 1990s ... more This book investigates the life trajectories of Generation X and Y Australians through the 1990s and 2000s.
Y-Change is a pilot initiative developed by the Berry Street Childhood Institute. It aims to prov... more Y-Change is a pilot initiative developed by the Berry Street Childhood Institute. It aims to provide opportunities for a range of young people who have experienced disadvantage to contribute as leaders, change agents and advisors on matters affecting young people experiencing disadvantage. Young people were recruited through Berry Street services and a network of three Referral Partner Organisations: Mirabel Foundation, Youth Support & Advocacy Service (YSAS), and the Broadmeadows Education First Youth Foyer.
Drugs-education Prevention and Policy, Mar 1, 2017
Aims: The Drug Education in Victorian Schools (DEVS) programme taught about licit and illicit dru... more Aims: The Drug Education in Victorian Schools (DEVS) programme taught about licit and illicit drugs over two years (2010-11), with follow up in the third year (2012). It focused on minimizing harm, and employed participatory, critical-thinking and skill-focused pedagogy. This study evaluated the programme's residual effectiveness at follow up in reducing alcoholrelated risk and harm. Methods: A cluster-randomized, controlled trial was conducted with a student cohort during years eight (13-14 years old), nine (14-15 years old) and ten (15-16 years old). Schools were randomly allocated to the DEVS programme (14 schools, n=1163), or their usual drug education (7 schools, n=589). Multi-level models were fitted to the data, which were analysed on an intent-to-treat basis. Statistically significant findings: Over the three years there was a greater increase in intervention students' knowledge about drugs, including alcohol. Their alcohol consumption did not increase as much as controls. Their alcohol-related harms decreased, while increasing for controls. There were fewer intervention group risky drinkers, and they reduced their consumption compared to controls. Similarly, harms decreased for intervention group risky drinkers, while increasing for controls. Conclusions: Skill-focused, harm minimization drug education can remain effective, subsequent to programme completion, in reducing students' alcohol consumption and harm, even with risky drinkers.
In this paper, we examine teacher beliefs and advocacy intentions in relation to provision of soc... more In this paper, we examine teacher beliefs and advocacy intentions in relation to provision of social and emotional learning (SEL) and gender and respectful relationships (G&RR) education. Using multivariate binary logistic regression analysis, we examine the impacts of gender, teaching experience and school setting on (1) teachers’ beliefs about the significance of teaching for SEL and G&RR, and (2) their intentions to advocate for program implementation in their schools. Data were collected from a survey of 293 Australian teachers (137 primary and 156 secondary teachers) at exit from 13 two-day professional learning workshops aimed to foster readiness to teach a SEL and G&RR education program. The findings show significant differences remain post-training in beliefs and advocacy intentions on the basis of teacher gender, experience and location in a primary or secondary school setting. Females, teachers with 10 or more years of experience, and those teaching in primary schools demonstrate stronger beliefs in and greater intention to advocate for the implementation of SEL and G&RR education. We discuss the implications of these findings in relation to developing a deeper understanding of the ways in which gender and institutional norms might work to constrain or enable provision of SEL and G&RR education.
The Life Patterns research program is designed to follow patterns in young people's lives ove... more The Life Patterns research program is designed to follow patterns in young people's lives over time to gain a holistic understanding of the ways in which two generations of young Australians are responding to a rapidly changing world. This report draws together longitudinal data collected from the two cohorts that are part of the Life Patterns project. Cohort 1, which left secondary school in 1991, corresponds to the popular notion of 'Generation X'. Cohort 2, which left secondary school in 2006, corresponds to the popular notion of 'Generation Y', or the 'Millennials'. The analysis shows that there are many more similarities than differences between Cohorts 1 and 2. Both have struggled with balancing their lives and both highly value family and job security, placing them as their top priorities in life. For both cohorts, gaining work in their chosen field has taken (and continues to take) longer than they anticipated. These intergenerational commonalitie...
This research aims to explore the experiences of children`s school life and to explore the idea o... more This research aims to explore the experiences of children`s school life and to explore the idea of school model that promotes children`s well-being in Indonesia context based on perspectives of children, parents and teachers. Participants of this project are primary school children aged 10-12 years old, primary school teachers and parents of children studying in primary schools in Indonesia. This project invites nine groups of discussion consist of three groups of children, three groups of parents and three groups of teachers from public, Islamic and independent school. Each group consists of ten people. Grounded analysis will be used to analyze the data. Data will be collected using activity-based focus group discussion (FGD). The participants will be involved in some interesting activities such as photo -voice, drawing, listing and ranking to encourage them share their experiences about children`s school life and share the idea about school model in Indonesia. Recently, the projec...
Feminist New Materialist Practice: The Mattering of Methods, a focus issue of MAI: Feminism & Vis... more Feminist New Materialist Practice: The Mattering of Methods, a focus issue of MAI: Feminism & Visual Culture brings together international feminist academics and artists working across social sciences, arts and humanities to examine the relevance and productiveness of new materialisms in various types of feminist research. Until recently, the new materialisms have mainly constituted a conceptual field, viewed as ‘high’ theory. However, contemporary work is beginning to explore and develop a range of research methods and practices that both put new materialist concepts to work, and reflect on them, reshaping what new materialisms means as an approach, what it does, and what it can do. Feminist new materialisms, we suggest, are at the forefront of these developments; however, as yet, this emerging field of methodological and practice work has not been fully mapped. This special issue, therefore, draws out and pushes further the implications of new materialist philosophies for feminist research methodologies, methods and practices–and vice versa. In other words, it both considers and expands the making and mattering of feminist new materialisms. Open Access https://maifeminism.com/issues/focus-issue-4-new-materialisms/
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Papers by Helen Cahill
Open Access
https://maifeminism.com/issues/focus-issue-4-new-materialisms/