Journal of the Australian and New Zealand Student Services Association最新文献

{"title":"CSU Pathway Courses during COVID-19: A multi-faceted support strategy for online engagement.","authors":"Amita Krautloher","doi":"10.30688/JANZSSA.2021.1.06","DOIUrl":"https://doi.org/10.30688/JANZSSA.2021.1.06","url":null,"abstract":"In March 2020, Charles Sturt University (CSU) launched two new pathway courses: the Diploma of General Studies (DGS) and the CSU Pathway course. These courses are offered at five regional campuses, along with an online offering. This particular cohort of students lack the skills and confidence necessary to engage withuniversity-level study. With the advent of COVID-19, the challenge was to transition the five on-campus cohorts to a fully online mode of delivery within a few weeks. This task was further complicated as a number of teaching staff on the program were new to CSU, with little to no experience teaching explicitly online.This paper showcases the student-centric strategies adopted to transition on-campus students to online delivery. A summary will also be provided of the successes of this approach (to date), particularly in terms of retention and progression, along with the lessons learnt as part of the process.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"122 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88329975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the challenges and opportunities for improving the health and wellbeing of international students: Perspectives of professional staff at an Australian University.","authors":"D. Newton, drian J. Tomyn, A. Lamontagne","doi":"10.30688/JANZSSA.2021.1.01","DOIUrl":"https://doi.org/10.30688/JANZSSA.2021.1.01","url":null,"abstract":"There are growing concerns about the mental health of university students, with particular concerns for international students studying in countries with different language and culture from the country of origin. We sought to explore the challenges and opportunities for supporting and improving the health and wellbeing of international students through interviews with health and other support services staff at an Australian University. Semi-structured interviews with a range of health and support services staff were conducted in person or by telephone in late 2018. Staff were asked about their perceptions of 1) health and wellbeing issues for international students, 2) barriers to international students accessing campus-based services for health and wellbeing concerns, and 3) strategies to improve international students’ health and wellbeing. Transcribed interviews were analysed thematically. Mental health/illness was identified as the most important health and wellbeing concern for international students. Barriers to help-seeking included fear of repercussions for coming forward, lack of problem and symptom recognition, poor understanding of health information, cultural stigma associated with counselling and language barriers. A tendency among international students to delay help-seeking until problems reached crisis-point was also identified as a concern. Suggested strategies to improve wellbeing included pre-departure education/orientation to life in Australia, the integration of health and wellbeing education with other university programs, education about confidentiality, better supporting students in how to access services, and skill building to promote social connection. Addressing the identified issues and opportunities would support international student health and wellbeing and may assist in attracting international students back to Australia post-COVID.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79445278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"RMIT together: An integrated mental health promotion campaign designed to build wellbeing and connection during the COVID-19 pandemic.","authors":"Bronwyn Gresham, Mental Wellbeing Initiatives Rmit Advisor, V. Garrick, L. Chee, Cassandra E R Scott, Mental Wellbeing Initiatives Rmit Program Lead, Rmit Student Training Coordinator, Rmit Student Communications Advisor","doi":"10.30688/JANZSSA.2021.1.07","DOIUrl":"https://doi.org/10.30688/JANZSSA.2021.1.07","url":null,"abstract":"With the unfolding COVID-19 pandemic, physical distancing requirements and new psychosocial risks, the RMIT Wellbeing team andleaders in the community focussedon responding to the changing needs of students and staff. Communication of reliable, timely and evidence-based information through the lens of mental health and wellbeing was a top priority. The ‘RMIT Together’ campaign was designed to bring the whole community together, creating new online groups to foster peer connection and coping skills development. This case study demonstrates the various functions and wellbeing benefits that mental health and wellbeing promotion, prevention and education can play during periods of unforeseen life-changing global stress. It also demonstrates the sustainability of such interventions to build community resilience and mental wellbeing.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"28 20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83058708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of an online transdisciplinary student wellbeing bundle: a thematic analysis (Preprint)","authors":"J. Buchan, Bonnie A. Clough, Jonathan Munro, T. Ewais, Jaime Wallis, A. Teodorczuk","doi":"10.2196/preprints.26132","DOIUrl":"https://doi.org/10.2196/preprints.26132","url":null,"abstract":"\u0000 BACKGROUND\u0000 The consequences of burnout for tertiary students across the health professions are well documented and include higher rates of mental health challenges, suicide, alcoholism, and relationship problems. As a key stakeholder in University-offered wellbeing services and support, it is desirable for students to hold a central role in development of such resources, particularly given effectiveness relies on student uptake. Hence there is a compelling need to develop a student-driven approach to promote wellbeing in the tertiary setting at individual, curricula, and systems levels.\u0000 \u0000 \u0000 OBJECTIVE\u0000 Based on this need, an online student-focused platform was developed using a bottom-up approach to support participant-driven enhancement of wellbeing and resilience to counteract burnout. This study reports on the development of the initial online “Student Bundle”, providing a foundation to inform the design of more locally based approaches to improve wellness and prevent burnout.\u0000 \u0000 \u0000 METHODS\u0000 Students and academic and professional staff from Griffith University Health groups were invited to participate in a series of focus groups. Sessions sought to collect information on desired structure, resources and overall content of the Student Bundle, with a thematic analysis undertaken to identify emerging themes.\u0000 \u0000 \u0000 RESULTS\u0000 Focus groups were conducted separately with staff (n=17) and students (n=7). Six main themes in relation to the development of the bundle emerged: Communication/Engagement; Accessibility/Flexibility; Professional practice; Community; Awareness; and Opportunity for personal growth. Stakeholders emphasized a bundle should be engaging and proactive to address wellbeing issues, incorporate aspects linked to professional identity and foster community, connectedness and self-awareness, providing an opportunity for growth.\u0000 \u0000 \u0000 CONCLUSIONS\u0000 Our research has revealed significant needs in relation to how an online student-focused wellbeing bundle could be delivered and what it could provide. Findings from this study will be used to guide further development and implementation of a multimodal, interactive student wellbeing bundle.\u0000","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87502815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can Strengths Based Interventions be used to Support the Financial Wellbeing of Tertiary Students in Financial Need During COVID-19?","authors":"R. Angus","doi":"10.30688/janzssa.2020.08","DOIUrl":"https://doi.org/10.30688/janzssa.2020.08","url":null,"abstract":"Positive Psychology explores howprofessionals and individuals, including financial counsellors,can make life “better”, instead of merely alleviating suffering(Seligman & Csikszenzentmihalyi, 2000). It is acknowledged that some financial problems are insurmountable, and students can lack motivation due to continual disadvantage, discrimination, overwhelming circumstances and poverty. Positive Psychology encourages professionals to seek out the strengths of character demonstrated by our clients; to acknowledge past achievements and encourage and build greater self-determination and a sustainable financial future. Positive Psychology research is evidence-based and applied in manysettings(Lyubomirsky & Sin, 2009). Financial counsellors do not profess to be psychologists, but insight fostered by psychologicalknowledge and interventions may enlighten our engagement, and/or facilitatereferrals to other professionals. Clients experiencingfinancial difficultyoften understand their issues best and may possess strengths to endure hardship and move towards a sustainable financial future. Some practical tools are offered to add to professional practice and to offer some hope during the COVID-19 pandemic and into the recovery period.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90146393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intensive Student Support Coordination","authors":"Lee Papworth","doi":"10.30688/janzssa.2020.09","DOIUrl":"https://doi.org/10.30688/janzssa.2020.09","url":null,"abstract":"This pilot project funded by the Student Services and Amenities Fee tested an approach for coordinated support to students with complex, multiple social, health, academic and behavioural needs. Strategies have been designed for effective student participation and access to appropriate services. It was concluded that when working in partnership with students, wraparound support from academic and professional staff increases positive student experiences and outcomes.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79553572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting Mature Aged Students to Develop Group Work Skills: A Review of a 2-Year Study of Students’ Experience of Group Work within their Pre-Nursing Program","authors":"D. McCall, B. Relf","doi":"10.30688//janzssa.2020.06","DOIUrl":"https://doi.org/10.30688//janzssa.2020.06","url":null,"abstract":"The University of Newcastle offers a tertiary preparation program that enables mature aged students to gain access to higher education. One of the largest intakes is into the pre-nursing program. This paper will share the findings of a 2-year study of tertiary preparation students undertaking group work within their pre-nursing program. For many mature-aged students returning to study, it requires the development and transition of their identity from that of an adult role to that of a student role. The aim of this study was to examine how group work can help support mature aged students in their transition to a student identity. The premise was to enable students to develop skills for success in their undergraduatenursing studies, whilst fostering social connection and a sense of belonging in the university. We identified an essential aspect of nursing as being able to work collaboratively with other nurses and within allied health teams. Keeping this in mind, we developed and delivered an approach that introduced group work in Week 3 of the students' program to enable them to effectively integrate curricula and co-curricular learning experiences. Using an online assessment tool called SPARK, students were each asked to self-reflect upon their individual role and their role within the group according to specific criteria that promoted positive group work behaviours and fostered social connection. It was hoped that by providing students with resources and evaluation tools they would develop group work and self-reflection skills to succeed in their studies and future profession.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91035494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The development of an evidence based, evidence generating framework for enhancing Indigenous student success at an Australian university.","authors":"Braden Hill, F. Robertson, Grantley Winmar, Tracey Lee, Tilly Casey, Keneasha Lindsey, Dellas Bennell","doi":"10.30688/janzssa.2020.03","DOIUrl":"https://doi.org/10.30688/janzssa.2020.03","url":null,"abstract":"In 2019, Kurongkurl Katitjin, Centre for Indigenous Australian Education and Research at Edith Cowan University, set up a new Indigenous student support service with the aim of enabling Indigenous students to progress through their degree at rates commensurate with the broader student population. This was an opportunity to design the service on the best available evidence and to embed an ongoing evaluation system that would generate evidence of its efficacy and with that, the capacity of ongoing refinement. The design of the service synthesised material from four discourses; existing literature on Indigenous student success, the demography of students, and best practice for service provision for marginalised and student voices. Key values and a service mission were identified, these underpinned the process of design, and the operations of the service. A framework was developed that enabled the generation of quantitative and qualitative data about the efficacy of the service. This paper demonstrates the significance of the process of design as well as describing the service and its embedded evaluation system.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89161359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Revisiting the staff to student ratio outcomes of the HOCS Survey 2018","authors":"Ann E. Andrews","doi":"10.30688/janzssa.2019.12","DOIUrl":"https://doi.org/10.30688/janzssa.2019.12","url":null,"abstract":"The reporting on the data for Q.25 of the ANZSSA Heads of Counselling Services HOCS Benchmarking Survey 2018 Summary Report as published in JANZSSA April Issue 1 2019 needs and deserves clarification. This article provides that clarification, some critical wording correction and some additional comparative data to highlight with more specificity on how institutions responding to the 2018 HOCS Survey either met or did not, meet, criteria to satisfy the international and national best practice standards for FTE staffing to enrolled student ratios for counselling services in post-secondary education. The institutional data identifies staffing levels and the number of students enrolled and does not identify responding institutions by name. Based on the HOCS survey returns it is concluded that none of the institutions met the international best practice standards for staffing FTE to enrolled student ratio of 1 to 1,000-1,500 and very few institutions achieved the ANZSSA best practice standard of 1 to 3,000.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72984762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The social capital of LSES students: Using student stories to mobilise student success","authors":"Christie White","doi":"10.30688/janzssa.2019.10","DOIUrl":"https://doi.org/10.30688/janzssa.2019.10","url":null,"abstract":"Social capital has been defined in various ways (Bourdieu, 1997; Coleman, 1998; Putnam, 1995) but generally it is associated with the social networks or connections and social structures that people are engaged with, and, has been attributed to social class and subsequently likelihood of success in education (Dika & Singh, 2002). Traditional theories of people from low socioeconomic backgrounds (LSES) attest that those cohorts have low levels of social capital (Bourdieu, 1997; 2011). This article challenges this assumption and contributes to the growing body of evidence that LSES students in higher education have well developed social capital (Devlin et al., 2012; Macqueen, 2018). Results of a doctoral study, examining the narratives of LSES students in higher education, demonstrates that the students have well-developed skills in seeking out support and social capital which challenges preconceived assumptions about socioeconomic status and social class (White, 2016). Despite life’s challenges LSES students were enabled via their own self-agency (Karimshah et al., 2013) to strive for success in higher education and, “their resourcefulness and their social capital aided their ability to navigate the complex and challenging higher education environment” (White, 2016, p.116). This report will share the stories of LSES students and how they mobilised their social capital in order to increase their likelihood of success at university.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"203 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89641302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}