"Regardless of age" : Australian university managers' attitudes and practices towards older academics
- Earl, Catherine, Taylor, Philip, Cannizzo, Fabian
- Authors: Earl, Catherine , Taylor, Philip , Cannizzo, Fabian
- Date: 2018
- Type: Text , Journal article
- Relation: Work, Aging and Retirement Vol. 4, no. 3 (2018), p. 300-313
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- Description: As with other industrialized nations Australia's population is aging and older workers are encouraged to work for longer. At the same time, Australia's university sector, which is aging, is being reconfigured through changes that potentially marginalize its older workers as higher education institutions try to become more competitive in a global market. In this context, youthfulness appears to embody competitiveness and academic institutions are increasingly aspiring to a young workforce profile. This qualitative article builds on previous research to explore to what extent ageist assumptions shape attitudes to older workers and human resource management (HRM) practices within Australian universities even when HRM practitioners are well versed in antidiscrimination legislation that (unlike the Age Discrimination in Employment Act in the United States) applies to workers of all ages. Semistructured interviews conducted with 22 HRM practitioners in Australian universities reveal that university HRM practices generally overlook the value of retaining an older workforce by conflating "potential" with "youthfulness," assuming that staff potential and performance share a negative correlation with age. While mostly lower-ranked institutions have attempted to retain older academics to maintain an adequate labor supply, this study finds that university policies targeting the ongoing utilization of older workers generally are underdeveloped. Consequently, the availability of late career employment arrangements is dependent upon institutions' strategic goals, with favorable ad hoc solutions offered to academics with outstanding performance records, while a rhetoric of performance decline threatens to marginalize older academic researchers and teachers more generally.
- Authors: Earl, Catherine , Taylor, Philip , Cannizzo, Fabian
- Date: 2018
- Type: Text , Journal article
- Relation: Work, Aging and Retirement Vol. 4, no. 3 (2018), p. 300-313
- Full Text:
- Reviewed:
- Description: As with other industrialized nations Australia's population is aging and older workers are encouraged to work for longer. At the same time, Australia's university sector, which is aging, is being reconfigured through changes that potentially marginalize its older workers as higher education institutions try to become more competitive in a global market. In this context, youthfulness appears to embody competitiveness and academic institutions are increasingly aspiring to a young workforce profile. This qualitative article builds on previous research to explore to what extent ageist assumptions shape attitudes to older workers and human resource management (HRM) practices within Australian universities even when HRM practitioners are well versed in antidiscrimination legislation that (unlike the Age Discrimination in Employment Act in the United States) applies to workers of all ages. Semistructured interviews conducted with 22 HRM practitioners in Australian universities reveal that university HRM practices generally overlook the value of retaining an older workforce by conflating "potential" with "youthfulness," assuming that staff potential and performance share a negative correlation with age. While mostly lower-ranked institutions have attempted to retain older academics to maintain an adequate labor supply, this study finds that university policies targeting the ongoing utilization of older workers generally are underdeveloped. Consequently, the availability of late career employment arrangements is dependent upon institutions' strategic goals, with favorable ad hoc solutions offered to academics with outstanding performance records, while a rhetoric of performance decline threatens to marginalize older academic researchers and teachers more generally.
Psychological flexibility : positive implications for mental health and life satisfaction
- Lucas, James, Moore, Kathleen
- Authors: Lucas, James , Moore, Kathleen
- Date: 2020
- Type: Text , Journal article
- Relation: Health promotion international Vol. 35, no. 2 (2020), p. 312-320
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- Description: New wave therapies such as Acceptance and Commitment Therapy aim to cultivate people's psychological flexibility in order for them to live a satisfying life. Psychological flexibility has also a role in promoting mental health, which may mediate the relationship with life satisfaction. The aim of this study was to determine whether mental health mediates the effect of psychological flexibility on life satisfaction. A convenience sample of 140 adults (32 males, M = 36.50 years, SD = 12.22; 107 females, M = 38.46 years, SD = 12.81; and a 45-year-old person of unknown gender) completed an online questionnaire assessing psychological flexibility, mental health and life satisfaction. Three of the four hypothesized components of psychological flexibility (experiential acceptance, cognitive alternatives and cognitive control) contributed to the latent construct of psychological flexibility, but cognitive defusion failed to contribute. Psychological flexibility had a direct, positive effect on life satisfaction and the hypothesis that mental health would mediate this relationship was supported. The results suggest that psychological flexibility is important for one's mental health and that both are integral to life satisfaction. The results also support a continued focus on third-wave therapies in cultivating psychological flexibility. © The Author(s) 2019. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.
- Authors: Lucas, James , Moore, Kathleen
- Date: 2020
- Type: Text , Journal article
- Relation: Health promotion international Vol. 35, no. 2 (2020), p. 312-320
- Full Text:
- Reviewed:
- Description: New wave therapies such as Acceptance and Commitment Therapy aim to cultivate people's psychological flexibility in order for them to live a satisfying life. Psychological flexibility has also a role in promoting mental health, which may mediate the relationship with life satisfaction. The aim of this study was to determine whether mental health mediates the effect of psychological flexibility on life satisfaction. A convenience sample of 140 adults (32 males, M = 36.50 years, SD = 12.22; 107 females, M = 38.46 years, SD = 12.81; and a 45-year-old person of unknown gender) completed an online questionnaire assessing psychological flexibility, mental health and life satisfaction. Three of the four hypothesized components of psychological flexibility (experiential acceptance, cognitive alternatives and cognitive control) contributed to the latent construct of psychological flexibility, but cognitive defusion failed to contribute. Psychological flexibility had a direct, positive effect on life satisfaction and the hypothesis that mental health would mediate this relationship was supported. The results suggest that psychological flexibility is important for one's mental health and that both are integral to life satisfaction. The results also support a continued focus on third-wave therapies in cultivating psychological flexibility. © The Author(s) 2019. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.
A systematic review of alcohol education programs for young people : do these programs change behavior?
- Calverley, Hannah, Petrass, Lauren, Blitvich, Jennifer
- Authors: Calverley, Hannah , Petrass, Lauren , Blitvich, Jennifer
- Date: 2021
- Type: Text , Journal article
- Relation: Health education research Vol. 36, no. 1 (2021), p. 87-99
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- Description: Numerous education programs have addressed young peoples' alcohol use. To date, no peer-reviewed publication has evaluated the effectiveness of such programs delivered across a range of contexts to change alcohol-related behaviors, attitudes and/or knowledge. This systematic review aimed to identify alcohol education programs addressing young people, and determine whether they changed alcohol-related behavior, knowledge and attitudes; and, ascertain components of successful programs. Studies were identified, guided by the PRISMA review process, from the earliest records until June 2020. Included studies (N = 70) comprised an alcohol education program which focused on young people (15-24 years). Forty programs reported behavior changes, and these programs were the highest quality. Others impacted attitudes and/or knowledge only (n = 12); or reported no impacts (n = 17). Recent programs were more likely than older programs to feature online delivery and report behavior changes. To enhance alcohol education, future programs should include the identified quality criteria, alongside process and long-term outcome evaluations, to better monitor effectiveness. Findings indicated some education programs have capacity to positively change alcohol-related behavior; however, outcome consistency varied even in high-quality programs. Alcohol education programs should be designed alongside health education/promotion models and best-practice recommendations, to improve the likelihood of desirable behavior-related outcomes. © The Author(s) 2020. Published by Oxford University Press. All rights reserved.
- Description: Numerous education programs have addressed young peoples' alcohol use. To date, no peer-reviewed publication has evaluated the effectiveness of such programs delivered across a range of contexts to change alcohol-related behaviors, attitudes and/or knowledge. This systematic review aimed to identify alcohol education programs addressing young people, and determine whether they changed alcohol-related behavior, knowledge and attitudes; and, ascertain components of successful programs. Studies were identified, guided by the PRISMA review process, from the earliest records until June 2020. Included studies (N = 70) comprised an alcohol education program which focused on young people (15-24 years). Forty programs reported behavior changes, and these programs were the highest quality. Others impacted attitudes and/or knowledge only (n = 12); or reported no impacts (n = 17). Recent programs were more likely than older programs to feature online delivery and report behavior changes. To enhance alcohol education, future programs should include the identified quality criteria, alongside process and long-term outcome evaluations, to better monitor effectiveness. Findings indicated some education programs have capacity to positively change alcohol-related behavior; however, outcome consistency varied even in high-quality programs. Alcohol education programs should be designed alongside health education/promotion models and best-practice recommendations, to improve the likelihood of desirable behavior-related outcomes. © The Author(s) 2020. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.
- Authors: Calverley, Hannah , Petrass, Lauren , Blitvich, Jennifer
- Date: 2021
- Type: Text , Journal article
- Relation: Health education research Vol. 36, no. 1 (2021), p. 87-99
- Full Text:
- Reviewed:
- Description: Numerous education programs have addressed young peoples' alcohol use. To date, no peer-reviewed publication has evaluated the effectiveness of such programs delivered across a range of contexts to change alcohol-related behaviors, attitudes and/or knowledge. This systematic review aimed to identify alcohol education programs addressing young people, and determine whether they changed alcohol-related behavior, knowledge and attitudes; and, ascertain components of successful programs. Studies were identified, guided by the PRISMA review process, from the earliest records until June 2020. Included studies (N = 70) comprised an alcohol education program which focused on young people (15-24 years). Forty programs reported behavior changes, and these programs were the highest quality. Others impacted attitudes and/or knowledge only (n = 12); or reported no impacts (n = 17). Recent programs were more likely than older programs to feature online delivery and report behavior changes. To enhance alcohol education, future programs should include the identified quality criteria, alongside process and long-term outcome evaluations, to better monitor effectiveness. Findings indicated some education programs have capacity to positively change alcohol-related behavior; however, outcome consistency varied even in high-quality programs. Alcohol education programs should be designed alongside health education/promotion models and best-practice recommendations, to improve the likelihood of desirable behavior-related outcomes. © The Author(s) 2020. Published by Oxford University Press. All rights reserved.
- Description: Numerous education programs have addressed young peoples' alcohol use. To date, no peer-reviewed publication has evaluated the effectiveness of such programs delivered across a range of contexts to change alcohol-related behaviors, attitudes and/or knowledge. This systematic review aimed to identify alcohol education programs addressing young people, and determine whether they changed alcohol-related behavior, knowledge and attitudes; and, ascertain components of successful programs. Studies were identified, guided by the PRISMA review process, from the earliest records until June 2020. Included studies (N = 70) comprised an alcohol education program which focused on young people (15-24 years). Forty programs reported behavior changes, and these programs were the highest quality. Others impacted attitudes and/or knowledge only (n = 12); or reported no impacts (n = 17). Recent programs were more likely than older programs to feature online delivery and report behavior changes. To enhance alcohol education, future programs should include the identified quality criteria, alongside process and long-term outcome evaluations, to better monitor effectiveness. Findings indicated some education programs have capacity to positively change alcohol-related behavior; however, outcome consistency varied even in high-quality programs. Alcohol education programs should be designed alongside health education/promotion models and best-practice recommendations, to improve the likelihood of desirable behavior-related outcomes. © The Author(s) 2020. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.
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