In light of the global popularity and ubiquity of Facebook, this thesis presents an in-depth exam... more In light of the global popularity and ubiquity of Facebook, this thesis presents an in-depth examination of Facebook addiction. Commonly, researchers measuring potential technological addictions adapt symptoms from more established addictive disorders. Ho
In training to become a registered psychologist in Australia, as with many other countries, there... more In training to become a registered psychologist in Australia, as with many other countries, there is a requirement for students to attend placements, where they work with clients in an apprenticeship model under the guidance of qualified supervisors. In the context of COVID-19, tertiary sector psychology educators responsible for facilitating these placements, which typically require face-to-face client work, have been challenged to arrange or maintain practica. During the pandemic, across Australia, most placements have been affected through cancellation, postponement, or modification (e.g., using telehealth, supported by the Australian Federal Government). In this paper we describe a collaborative initiative by members of the psychology profession across 15 providers of Australian postgraduate professional training programs. The initiative aimed to identify ways in which to develop and innovate psychological placement offerings, specifically using simulation-based learning. Althou...
Frontiers in Education: Educational Psychology, 2021
In training to become a registered psychologist in Australia, as with many other countries, there... more In training to become a registered psychologist in Australia, as with many other countries, there is a requirement for students to attend placements, where they work with clients in an apprenticeship model under the guidance of qualified supervisors. In the context of COVID-19, tertiary sector psychology educators responsible for facilitating these placements, which typically require face-to-face client work, have been challenged to arrange or maintain practica. During the pandemic, across Australia, most placements have been affected through cancellation, postponement, or modification (e.g., using telehealth, supported by the Australian Federal Government). In this paper we describe a collaborative initiative by members of the psychology profession across 15 providers of Australian postgraduate professional training programs. The initiative aimed to identify ways in which to develop and innovate psychological placement offerings, specifically using simulation-based learning. Although simulation-based learning in psychology training programs in Australia is a widely employed pedagogy for the scaffolding of theory into psychological practice, there is paucity of clear and comprehensive guidelines for the use of simulation to both optimize competency-based training and ensure public and student safety. The overarching aim of the group, and the focus of this paper, is to provide standardized guidelines for the inclusion of simulation-based learning in psychology training in Australia both during and post-COVID 19. Such guidelines may be equally valuable for psychology training programs globally.
First- and final-year undergraduate students have unique transition issues. To support both the t... more First- and final-year undergraduate students have unique transition issues. To support both the transition of first-year students into the program, and the transition of third-year students out of the program and into the workforce or further study, a face-to-face peer mentoring program was embedded into the first-year psychology curricula at RMIT University, Melbourne, Australia. The 34 peer mentors, third-year students taking a course on mentoring and career preparation, worked in pairs with small groups of first-year students ( N = 231) in class time to help them develop study skills that underpin the first-year assessment tasks. This article reports on a peer mentoring program designed to develop and consolidate psychological literacies of both first- and third-year students. Comparing pre-and post-tests for first-year students, there was a significant increase in self-ratings across 8 of the 9 ability areas used to measure psychological literacy. In contrast, third-year mentors...
In light of the global popularity and ubiquity of Facebook, this thesis presents an in-depth exam... more In light of the global popularity and ubiquity of Facebook, this thesis presents an in-depth examination of Facebook addiction. Commonly, researchers measuring potential technological addictions adapt symptoms from more established addictive disorders. Ho
In training to become a registered psychologist in Australia, as with many other countries, there... more In training to become a registered psychologist in Australia, as with many other countries, there is a requirement for students to attend placements, where they work with clients in an apprenticeship model under the guidance of qualified supervisors. In the context of COVID-19, tertiary sector psychology educators responsible for facilitating these placements, which typically require face-to-face client work, have been challenged to arrange or maintain practica. During the pandemic, across Australia, most placements have been affected through cancellation, postponement, or modification (e.g., using telehealth, supported by the Australian Federal Government). In this paper we describe a collaborative initiative by members of the psychology profession across 15 providers of Australian postgraduate professional training programs. The initiative aimed to identify ways in which to develop and innovate psychological placement offerings, specifically using simulation-based learning. Althou...
Frontiers in Education: Educational Psychology, 2021
In training to become a registered psychologist in Australia, as with many other countries, there... more In training to become a registered psychologist in Australia, as with many other countries, there is a requirement for students to attend placements, where they work with clients in an apprenticeship model under the guidance of qualified supervisors. In the context of COVID-19, tertiary sector psychology educators responsible for facilitating these placements, which typically require face-to-face client work, have been challenged to arrange or maintain practica. During the pandemic, across Australia, most placements have been affected through cancellation, postponement, or modification (e.g., using telehealth, supported by the Australian Federal Government). In this paper we describe a collaborative initiative by members of the psychology profession across 15 providers of Australian postgraduate professional training programs. The initiative aimed to identify ways in which to develop and innovate psychological placement offerings, specifically using simulation-based learning. Although simulation-based learning in psychology training programs in Australia is a widely employed pedagogy for the scaffolding of theory into psychological practice, there is paucity of clear and comprehensive guidelines for the use of simulation to both optimize competency-based training and ensure public and student safety. The overarching aim of the group, and the focus of this paper, is to provide standardized guidelines for the inclusion of simulation-based learning in psychology training in Australia both during and post-COVID 19. Such guidelines may be equally valuable for psychology training programs globally.
First- and final-year undergraduate students have unique transition issues. To support both the t... more First- and final-year undergraduate students have unique transition issues. To support both the transition of first-year students into the program, and the transition of third-year students out of the program and into the workforce or further study, a face-to-face peer mentoring program was embedded into the first-year psychology curricula at RMIT University, Melbourne, Australia. The 34 peer mentors, third-year students taking a course on mentoring and career preparation, worked in pairs with small groups of first-year students ( N = 231) in class time to help them develop study skills that underpin the first-year assessment tasks. This article reports on a peer mentoring program designed to develop and consolidate psychological literacies of both first- and third-year students. Comparing pre-and post-tests for first-year students, there was a significant increase in self-ratings across 8 of the 9 ability areas used to measure psychological literacy. In contrast, third-year mentors...
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Papers by Sophie Xenos