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Terence Bowles

University of Melbourne, Graduate School of Education, Faculty Member

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Terence Bowles is an Associate Professor in Educational Psychology in the School of Education at the University of Melbourne. He is the author of 50 peer reviewed papers. His university research programs focuses on clinical and normal functioning, motivation, achievement, communication and relationships. He has published on change management, adaptive functioning, social and emotional learning time orientation and affect, talent and talent development. He has served as the editor of the Australian Educational and Developmental Psychologist and is currently the editor of the Journal of Relationships Research and on the editorial board of the International Journal of School and educational Psychology.

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The University of Manchester

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Monash University

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Papers by Terence Bowles

Applying adaptive change processes and supports to the learning classroom

The aim of this paper is to describe the application of the adaptive change model (ACM) to the sc... more The aim of this paper is to describe the application of the adaptive change model (ACM) to the school context, and provide rubrics for the use the model to evaluate student or teacher preparedness for change, and enhance the decision-making process at the school community, classroom, and individual student levels. Transformational learning is a philosophy that conceptualises change as central in the teaching and learning dynamic and provides the foundation for understanding how the ACM is applied to teaching and learning. The second aim of this paper is to propose how the eight factors of the ACM provide a template for interventions in schools. The eight factors (five processes and three supports) of the model define ways of prompting change, the responsiveness to curriculum materials and learning, and the processes that facilitate change and learning. Two rubrics to forward-map the change process towards learning based on this model are provided for future practice and research. The model provides a means of operationalising and monitoring progress for individual students from the teachers' and eventually the students' perspectives.

Coincidental development of talent in university students ABOUT THE AUTHOR

This research investigated how tertiary students perceived their talents and the coincidental lea... more This research investigated how tertiary students perceived their talents and the coincidental learning that occurred over a semester. The tertiary students (n = 467) were 379 females with a mean age of 22.63 years (SD = 6.84) and 88 male students with a mean age of 23.97 years (SD = 6.24). The aim of the research was to establish whether there was a change over the duration of a semester and whether gender was also associated with respondents' talent ratings. Following multiple intelligence (MI) theory, talents as manifestations of MIs were measured. Each talent was rated on seven concepts of learning. Results showed nine factors emerged in conjunction with the seven conceptions of learning, as they have in previous research. Importantly, there were small but significant differences between the beginning and the end of semester scores of seven of nine talents, indicating coincidental learning. Highest ranking of the talents were self-awareness, language and communication, and social and leadership talents. The ranking of the concepts of learning based on the average contribution to each talent was consistent with previous research, and showed performance and then natural ability to be highest ranking. These findings support the suggestion that tertiary students' talents improve coincidentally with formal study and is deserving of further research.

Who's the Fairest of Them All and Does It Really Matter? Positive and Negative Affective Responses to Levels of Relational Equity in Adolescent Relationships

The current study investigated how a sample of adolescents perceived the level of equity with fri... more The current study investigated how a sample of adolescents perceived the level of equity with friends, teachers, parents, and siblings; and how equity influenced adolescents' affect. Analysis of responses from 208 Australian secondary students showed that level of perceived equity influenced positive and negative affect. Respondents' mean scores showed they were more benefitted in their relationships with parents, siblings, friends and least benefitted in relations with teachers. Respondents were most frequently equitable in their relationships with friends. Importantly, consistent with previous research, negative affect was consistently associated with both the underbenefitted and overbenefitted conditions, particularly in relationships with parents and teachers. In conclusion, the findings confirm the initial proposition of equity theory when applied to multiple relationships with adolescents.

Seven Motivating Conceptions of Learning of Tertiary Students

Of the various ways of defining learning, few use students " own terms as the foundation for the ... more Of the various ways of defining learning, few use students " own terms as the foundation for the definition of factors. Based on data derived from student " s descriptions of concepts of learning a questionnaire was developed. Responses from 252 tertiary students were used to evaluate and validate the conceptions of learning. Exploratory and confirmatory analysis showed that the seven concepts of Interest, Performance, Effort, Understanding, Ease, Natural Ability, and Preoccupation were acceptable as were levels of reliability. The consistency of the factors was tested over the duration of a semester with no significant differences between times 1 and 2 and no significant gender differences. The implications for further development and application are discussed as is the similarity of the seven factors with previous explanations of learning. Keyword: metacognitive skills; conceptions of learning; motivation to learn; characteristics of learning; approaches to learning; prompts to learning.

Personality, Resilience, Self-Regulation and Cognitive Ability Relevant to Teacher Selection

Australian Journal of Teacher Education, 2015

The current study uses social judgment theory to inform the design of processes to be used in sel... more The current study uses social judgment theory to inform the design of processes to be used in selecting teachers for training programs. Developing a comprehensive selection process to identify individuals who are likely to succeed as teachers is a mechanism for improving teacher quality and raising the profile of the profession. The design of such a process requires the identification of qualities of effective teaching that can be assessed at selection, and their relative importance. Six psychological constructs are identified from previous literature that are likely to differentiate between teaching candidates -Extraversion, Agreeableness, Conscientiousness, Resilience, Self-Regulation and Cognitive Ability. Participants (n =90) judged the likely success of 35 hypothetical teaching candidates. All included constructs were positively related to candidate selection, with Cognitive Ability the most valued attribute. Individuals clustered into three groups -one cluster high cognitive ability, a second cluster of people with high personality scores, Agreeableness in particular, and a third characterized by high self-regulation and Resilience scores. Further research is required to validate the current findings however they lend support to the use of all six constructs in teacher selection, particularly cognitive ability.

The effect of attachment style and emotional intelligence on communication style

Australian Journal of Psychology

The aim of the current research was to investigate the association between attachment style, emot... more The aim of the current research was to investigate the association between attachment style, emotional intelligence, and communication style. A secondary aim was to investigate the operationalization of attachment styles. Forty percent of 223 respondents indicated that their highest rating attachment style was a tie with at least one other style. The remaining 60% conformed to the frequency distribution of secure, dismissive, preoccupied, and fearful found in initial research. Cluster analysis was used to remedy the absence of clear categories of the attachment data rendering a highly secure cluster and a non-secure cluster. Similarly, the four factors of emotional intelligence comprising: expression and perception of emotion, regulation of self emotions, regulation of other's emotions, and utilization of emotions were clustered into a second pair of independent variables of high and low emotional intelligence. A MANOVA of success, task, withdrawing, other-person, concession, and confusion communication factors, and the clusters of attachment, and emotional intelligence showed that communication style did not vary due to the security or anxiety of attachment. Higher emotional intelligence was associated with higher scores on success, task, and other-person focus. The results will be discussed in reference to the adequacy of the measure of attachment.

Communication Styles and Therapy: A Preliminary Investigation of the Effect of Clinical Status and Occupation

This study explores the style of communication of clients and non-clients on five factors of the ... more This study explores the style of communication of clients and non-clients on five factors of the Focus of Communication Questionnaire: Success, Task, Concession, Withdrawal, and Other-person. Thirty-two clinical and 60 non-clinical respondents of whom 52 were female (mean age of 35.33 years) and 40 were male (mean age of 34.35 years) were classified into three work types of managerial and professional, associate professional, and trades and technical work. Results showed that males were high rating on Success focused communication. Managers and professionals were highest, followed by associate professionals, with trades and technical workers lowest rating on Success focus. Male trades and technical workers were highest rating on Withdrawal focus. Clinical trades and technical workers were lowest rating on Success and highest rating on Withdrawal communication focus. Implications for future research and for practitioners providing services to specific client career types, and the use...

The Effect of Gender-role Self-stereotypes and Social Comparison on the Relationship between Equity and Satisfaction

The study investigated whether the reported importance of gender-role self-stereotyping in the as... more

Belonging as a Guiding Principle in the Education of Adolescents

Australian Journal of Educational and Developmental Psychology

Belonging has been shown to have a significant impact on a range of factors associated with wellb... more Belonging has been shown to have a significant impact on a range of factors associated with wellbeing. These areas include life satisfaction, general wellbeing, clinical depression, cognitive performance, academic outcomes, and physical health. Belonging is an important aspect of psychological functioning. Schools offer unique opportunities for mediating belonging for school-aged children. Research on belonging in educational settings has been unsystematic and diluted by disparities in definition and terminology. This paper provides an overview of belonging, the importance of belonging in schools, and proposes an argument as to why further research is needed. Future findings should have relevance for the design of interventions and modification of organisational structures within the school including, policy, pedagogy, and teacher training.

A Proposed Conceptual Model for Fostering Belonging in Secondary Schools

Schools. A Place To Belong? A Synthesis Of The Psychological, Ecological, Environmental, And Interpersonal Factors Related To School Connectedness

Belonging in Adolescents: A synthesis of research

Schools. A place to Belong? The psychological, interpersonal, environmental, and ecological factors that influence school connectedness

The Importance of Belonging for Adolescents in Secondary School Settings

The European Journal of Social & Behavioural Sciences, 2013

It has been shown that belonging has a significant impact on a range of factors associated with w... more It has been shown that belonging has a significant impact on a range of factors associated with wellbeing. T hese factors incl ude general life satisfaction, cognitive performance, academic work and physical health. T hese associations have been demonstrated across a range of settings, including secondary schools. T his paper provides an overview of belonging and its importance in secondary schools.

Getting By With a Little Help From My Friends: A Pilot Study of the Measurement and Stability of Positive Social Support From Significant Others for Adolescents

Journal of Relationships Research, 2015

Based on research into adult social support and the ecological model of development, we sought to... more Based on research into adult social support and the ecological model of development, we sought to redefine and establish the levels and nature of support provided to Year 7 (n = 52), 9 (n = 52) and Year 11 (n = 33) adolescents over a period of 3 months. A questionnaire to identify who provided support to adolescents was developed to measure instrumental, informational and emotional support, and add siblings to the primary support network. Factor analysis confirmed the expected four-factor model of support, with parents, teachers, siblings and friends providing different levels and priorities of support. Results indicated high levels of internal consistency and test-retest reliability. Trends in the amount of social support generally showed a decrease from Time 1 to Time 2, significantly so from parents and teachers. Females indicated they received significantly more support from friends in comparison with males, regardless of year level. Year 7 students indicated significantly higher support from parents and teachers. Importantly, this study showed the general decline of social support from early to late adolescence, and the relative consistency of social support for male and female adolescents. The different types of supports provided to the individuals in the adolescents' social network are discussed.

Examining the Effects of Brief Training on the Attitudes and Future Use of Behavioral Methods by Teachers

Behavioral Interventions, 2014

Teachers from government and independent schools anonymously completed a measure of attitudes tow... more Teachers from government and independent schools anonymously completed a measure of attitudes towards applied behavior analysis (ABA) before and after participation in a short seminar on ABA. A total of 187 primary teachers provided data on professional qualifications, years of teaching, school type, number of students in the classroom, and prior knowledge of ABA. Data were also collected on the number of students with a disability the teacher had instructed. Survey results suggested that, before and after the seminar, teachers held negative attitudes towards ABA. These attitudes, however, significantly and positively shifted after attending the seminar. Neither the number of students taught with a disability over the last 5 years nor teacher type (e.g., specialist or classroom) nor school type (e.g., independent or government) was significantly related to the attitude measure. The findings have implications for ongoing teacher education and professional development, as well as for school psychologists tailoring interventions and framing recommendations for teachers in mainstream primary settings.

The Australian Educational and Developmental Psychologist

The Australian Educational and Developmental Psychologist, 2009

In keeping with its over two decade history, the Australian Educational and Developmental Psychol... more

Proposing a comprehensive model for identifying teaching candidates

by Terence Bowles, Stephen Dinham, Janet Scull, and Janet Clinton

The Australian Educational Researcher, 2014

Teacher education in universities continues to diversify in the twentyfirst century. Just as cour... more Teacher education in universities continues to diversify in the twentyfirst century. Just as course offerings, course delivery, staffing and the teaching/ research mix varies extensively from university to university so does the procedure for pre-service teacher selection. Various factors bear on selection procedures and practices however few university courses have rigorous testing procedures for candidate selection. Further, there has been an over-reliance on grade scores and interview as preferred selection methods. A method of selection based on a comprehensive and broad spectrum set of tests and questionnaires is proposed on which to base selection. We suggest that a model comprised of previous achievements, tests of ability and reasoning, self and social interaction are the best indicators and that scores on these factors should be taken into account to provide valid and reliable data on which to make good decisions when selecting candidates.

Proposing a comprehensive model for identifying teaching candidates

by Janet Scull, Terence Bowles, and Stephen Dinham

The Australian Educational Researcher, 2014

Teacher education in universities continues to diversify in the twentyfirst century. Just as cour... more Teacher education in universities continues to diversify in the twentyfirst century. Just as course offerings, course delivery, staffing and the teaching/ research mix varies extensively from university to university so does the procedure for pre-service teacher selection. Various factors bear on selection procedures and practices however few university courses have rigorous testing procedures for candidate selection. Further, there has been an over-reliance on grade scores and interview as preferred selection methods. A method of selection based on a comprehensive and broad spectrum set of tests and questionnaires is proposed on which to base selection. We suggest that a model comprised of previous achievements, tests of ability and reasoning, self and social interaction are the best indicators and that scores on these factors should be taken into account to provide valid and reliable data on which to make good decisions when selecting candidates.

Family Functioning and Adolescent Help-Seeking Behavior

Family Relations, 2001

Data from 196 adolescents were used to examine the relationship between help-seeking behavior and... more Data from 196 adolescents were used to examine the relationship between help-seeking behavior and family functioning. Results indicated that half sought help for their problem, and problem type was not associated with help-seeking behavior. Adolescents clustered into 2 groups of families-1 high in conflict and low in democratic parenting style and 1 low in conflict and high in democratic parenting style. Complex relationships between help-seeking behavior, type of family, and type of problem were found.

Applying adaptive change processes and supports to the learning classroom

The aim of this paper is to describe the application of the adaptive change model (ACM) to the sc... more The aim of this paper is to describe the application of the adaptive change model (ACM) to the school context, and provide rubrics for the use the model to evaluate student or teacher preparedness for change, and enhance the decision-making process at the school community, classroom, and individual student levels. Transformational learning is a philosophy that conceptualises change as central in the teaching and learning dynamic and provides the foundation for understanding how the ACM is applied to teaching and learning. The second aim of this paper is to propose how the eight factors of the ACM provide a template for interventions in schools. The eight factors (five processes and three supports) of the model define ways of prompting change, the responsiveness to curriculum materials and learning, and the processes that facilitate change and learning. Two rubrics to forward-map the change process towards learning based on this model are provided for future practice and research. The model provides a means of operationalising and monitoring progress for individual students from the teachers' and eventually the students' perspectives.

Coincidental development of talent in university students ABOUT THE AUTHOR

This research investigated how tertiary students perceived their talents and the coincidental lea... more This research investigated how tertiary students perceived their talents and the coincidental learning that occurred over a semester. The tertiary students (n = 467) were 379 females with a mean age of 22.63 years (SD = 6.84) and 88 male students with a mean age of 23.97 years (SD = 6.24). The aim of the research was to establish whether there was a change over the duration of a semester and whether gender was also associated with respondents' talent ratings. Following multiple intelligence (MI) theory, talents as manifestations of MIs were measured. Each talent was rated on seven concepts of learning. Results showed nine factors emerged in conjunction with the seven conceptions of learning, as they have in previous research. Importantly, there were small but significant differences between the beginning and the end of semester scores of seven of nine talents, indicating coincidental learning. Highest ranking of the talents were self-awareness, language and communication, and social and leadership talents. The ranking of the concepts of learning based on the average contribution to each talent was consistent with previous research, and showed performance and then natural ability to be highest ranking. These findings support the suggestion that tertiary students' talents improve coincidentally with formal study and is deserving of further research.

Who's the Fairest of Them All and Does It Really Matter? Positive and Negative Affective Responses to Levels of Relational Equity in Adolescent Relationships

The current study investigated how a sample of adolescents perceived the level of equity with fri... more The current study investigated how a sample of adolescents perceived the level of equity with friends, teachers, parents, and siblings; and how equity influenced adolescents' affect. Analysis of responses from 208 Australian secondary students showed that level of perceived equity influenced positive and negative affect. Respondents' mean scores showed they were more benefitted in their relationships with parents, siblings, friends and least benefitted in relations with teachers. Respondents were most frequently equitable in their relationships with friends. Importantly, consistent with previous research, negative affect was consistently associated with both the underbenefitted and overbenefitted conditions, particularly in relationships with parents and teachers. In conclusion, the findings confirm the initial proposition of equity theory when applied to multiple relationships with adolescents.

Seven Motivating Conceptions of Learning of Tertiary Students

Of the various ways of defining learning, few use students " own terms as the foundation for the ... more Of the various ways of defining learning, few use students " own terms as the foundation for the definition of factors. Based on data derived from student " s descriptions of concepts of learning a questionnaire was developed. Responses from 252 tertiary students were used to evaluate and validate the conceptions of learning. Exploratory and confirmatory analysis showed that the seven concepts of Interest, Performance, Effort, Understanding, Ease, Natural Ability, and Preoccupation were acceptable as were levels of reliability. The consistency of the factors was tested over the duration of a semester with no significant differences between times 1 and 2 and no significant gender differences. The implications for further development and application are discussed as is the similarity of the seven factors with previous explanations of learning. Keyword: metacognitive skills; conceptions of learning; motivation to learn; characteristics of learning; approaches to learning; prompts to learning.

Personality, Resilience, Self-Regulation and Cognitive Ability Relevant to Teacher Selection

Australian Journal of Teacher Education, 2015

The current study uses social judgment theory to inform the design of processes to be used in sel... more The current study uses social judgment theory to inform the design of processes to be used in selecting teachers for training programs. Developing a comprehensive selection process to identify individuals who are likely to succeed as teachers is a mechanism for improving teacher quality and raising the profile of the profession. The design of such a process requires the identification of qualities of effective teaching that can be assessed at selection, and their relative importance. Six psychological constructs are identified from previous literature that are likely to differentiate between teaching candidates -Extraversion, Agreeableness, Conscientiousness, Resilience, Self-Regulation and Cognitive Ability. Participants (n =90) judged the likely success of 35 hypothetical teaching candidates. All included constructs were positively related to candidate selection, with Cognitive Ability the most valued attribute. Individuals clustered into three groups -one cluster high cognitive ability, a second cluster of people with high personality scores, Agreeableness in particular, and a third characterized by high self-regulation and Resilience scores. Further research is required to validate the current findings however they lend support to the use of all six constructs in teacher selection, particularly cognitive ability.

The effect of attachment style and emotional intelligence on communication style

Australian Journal of Psychology

The aim of the current research was to investigate the association between attachment style, emot... more The aim of the current research was to investigate the association between attachment style, emotional intelligence, and communication style. A secondary aim was to investigate the operationalization of attachment styles. Forty percent of 223 respondents indicated that their highest rating attachment style was a tie with at least one other style. The remaining 60% conformed to the frequency distribution of secure, dismissive, preoccupied, and fearful found in initial research. Cluster analysis was used to remedy the absence of clear categories of the attachment data rendering a highly secure cluster and a non-secure cluster. Similarly, the four factors of emotional intelligence comprising: expression and perception of emotion, regulation of self emotions, regulation of other's emotions, and utilization of emotions were clustered into a second pair of independent variables of high and low emotional intelligence. A MANOVA of success, task, withdrawing, other-person, concession, and confusion communication factors, and the clusters of attachment, and emotional intelligence showed that communication style did not vary due to the security or anxiety of attachment. Higher emotional intelligence was associated with higher scores on success, task, and other-person focus. The results will be discussed in reference to the adequacy of the measure of attachment.

Communication Styles and Therapy: A Preliminary Investigation of the Effect of Clinical Status and Occupation

This study explores the style of communication of clients and non-clients on five factors of the ... more This study explores the style of communication of clients and non-clients on five factors of the Focus of Communication Questionnaire: Success, Task, Concession, Withdrawal, and Other-person. Thirty-two clinical and 60 non-clinical respondents of whom 52 were female (mean age of 35.33 years) and 40 were male (mean age of 34.35 years) were classified into three work types of managerial and professional, associate professional, and trades and technical work. Results showed that males were high rating on Success focused communication. Managers and professionals were highest, followed by associate professionals, with trades and technical workers lowest rating on Success focus. Male trades and technical workers were highest rating on Withdrawal focus. Clinical trades and technical workers were lowest rating on Success and highest rating on Withdrawal communication focus. Implications for future research and for practitioners providing services to specific client career types, and the use...

The Effect of Gender-role Self-stereotypes and Social Comparison on the Relationship between Equity and Satisfaction

The study investigated whether the reported importance of gender-role self-stereotyping in the as... more

Belonging as a Guiding Principle in the Education of Adolescents

Australian Journal of Educational and Developmental Psychology

Belonging has been shown to have a significant impact on a range of factors associated with wellb... more Belonging has been shown to have a significant impact on a range of factors associated with wellbeing. These areas include life satisfaction, general wellbeing, clinical depression, cognitive performance, academic outcomes, and physical health. Belonging is an important aspect of psychological functioning. Schools offer unique opportunities for mediating belonging for school-aged children. Research on belonging in educational settings has been unsystematic and diluted by disparities in definition and terminology. This paper provides an overview of belonging, the importance of belonging in schools, and proposes an argument as to why further research is needed. Future findings should have relevance for the design of interventions and modification of organisational structures within the school including, policy, pedagogy, and teacher training.

A Proposed Conceptual Model for Fostering Belonging in Secondary Schools

Schools. A Place To Belong? A Synthesis Of The Psychological, Ecological, Environmental, And Interpersonal Factors Related To School Connectedness

Belonging in Adolescents: A synthesis of research

Schools. A place to Belong? The psychological, interpersonal, environmental, and ecological factors that influence school connectedness

The Importance of Belonging for Adolescents in Secondary School Settings

The European Journal of Social & Behavioural Sciences, 2013

It has been shown that belonging has a significant impact on a range of factors associated with w... more It has been shown that belonging has a significant impact on a range of factors associated with wellbeing. T hese factors incl ude general life satisfaction, cognitive performance, academic work and physical health. T hese associations have been demonstrated across a range of settings, including secondary schools. T his paper provides an overview of belonging and its importance in secondary schools.

Getting By With a Little Help From My Friends: A Pilot Study of the Measurement and Stability of Positive Social Support From Significant Others for Adolescents

Journal of Relationships Research, 2015

Based on research into adult social support and the ecological model of development, we sought to... more Based on research into adult social support and the ecological model of development, we sought to redefine and establish the levels and nature of support provided to Year 7 (n = 52), 9 (n = 52) and Year 11 (n = 33) adolescents over a period of 3 months. A questionnaire to identify who provided support to adolescents was developed to measure instrumental, informational and emotional support, and add siblings to the primary support network. Factor analysis confirmed the expected four-factor model of support, with parents, teachers, siblings and friends providing different levels and priorities of support. Results indicated high levels of internal consistency and test-retest reliability. Trends in the amount of social support generally showed a decrease from Time 1 to Time 2, significantly so from parents and teachers. Females indicated they received significantly more support from friends in comparison with males, regardless of year level. Year 7 students indicated significantly higher support from parents and teachers. Importantly, this study showed the general decline of social support from early to late adolescence, and the relative consistency of social support for male and female adolescents. The different types of supports provided to the individuals in the adolescents' social network are discussed.

Examining the Effects of Brief Training on the Attitudes and Future Use of Behavioral Methods by Teachers

Behavioral Interventions, 2014

Teachers from government and independent schools anonymously completed a measure of attitudes tow... more Teachers from government and independent schools anonymously completed a measure of attitudes towards applied behavior analysis (ABA) before and after participation in a short seminar on ABA. A total of 187 primary teachers provided data on professional qualifications, years of teaching, school type, number of students in the classroom, and prior knowledge of ABA. Data were also collected on the number of students with a disability the teacher had instructed. Survey results suggested that, before and after the seminar, teachers held negative attitudes towards ABA. These attitudes, however, significantly and positively shifted after attending the seminar. Neither the number of students taught with a disability over the last 5 years nor teacher type (e.g., specialist or classroom) nor school type (e.g., independent or government) was significantly related to the attitude measure. The findings have implications for ongoing teacher education and professional development, as well as for school psychologists tailoring interventions and framing recommendations for teachers in mainstream primary settings.

The Australian Educational and Developmental Psychologist

The Australian Educational and Developmental Psychologist, 2009

In keeping with its over two decade history, the Australian Educational and Developmental Psychol... more

Proposing a comprehensive model for identifying teaching candidates

by Terence Bowles, Stephen Dinham, Janet Scull, and Janet Clinton

The Australian Educational Researcher, 2014

Teacher education in universities continues to diversify in the twentyfirst century. Just as cour... more Teacher education in universities continues to diversify in the twentyfirst century. Just as course offerings, course delivery, staffing and the teaching/ research mix varies extensively from university to university so does the procedure for pre-service teacher selection. Various factors bear on selection procedures and practices however few university courses have rigorous testing procedures for candidate selection. Further, there has been an over-reliance on grade scores and interview as preferred selection methods. A method of selection based on a comprehensive and broad spectrum set of tests and questionnaires is proposed on which to base selection. We suggest that a model comprised of previous achievements, tests of ability and reasoning, self and social interaction are the best indicators and that scores on these factors should be taken into account to provide valid and reliable data on which to make good decisions when selecting candidates.

Proposing a comprehensive model for identifying teaching candidates

by Janet Scull, Terence Bowles, and Stephen Dinham

The Australian Educational Researcher, 2014

Teacher education in universities continues to diversify in the twentyfirst century. Just as cour... more Teacher education in universities continues to diversify in the twentyfirst century. Just as course offerings, course delivery, staffing and the teaching/ research mix varies extensively from university to university so does the procedure for pre-service teacher selection. Various factors bear on selection procedures and practices however few university courses have rigorous testing procedures for candidate selection. Further, there has been an over-reliance on grade scores and interview as preferred selection methods. A method of selection based on a comprehensive and broad spectrum set of tests and questionnaires is proposed on which to base selection. We suggest that a model comprised of previous achievements, tests of ability and reasoning, self and social interaction are the best indicators and that scores on these factors should be taken into account to provide valid and reliable data on which to make good decisions when selecting candidates.

Family Functioning and Adolescent Help-Seeking Behavior

Family Relations, 2001

Data from 196 adolescents were used to examine the relationship between help-seeking behavior and... more Data from 196 adolescents were used to examine the relationship between help-seeking behavior and family functioning. Results indicated that half sought help for their problem, and problem type was not associated with help-seeking behavior. Adolescents clustered into 2 groups of families-1 high in conflict and low in democratic parenting style and 1 low in conflict and high in democratic parenting style. Complex relationships between help-seeking behavior, type of family, and type of problem were found.

The Centrality of Connectedness: A Conceptual Synthesis of Attending, Belonging, Engaging and Flowing

Journal of Psychologists and Counsellors in Schools, 2019

Over the past decade, researchers have called for a reconceptualisation of school connectedness. ... more Over the past decade, researchers have called for a reconceptualisation of school connectedness. A review of literature between 1990 and 2016 was completed to define school connectedness and identified four factors: attending, belonging, engaging, and flow. The review of the published literature from 1990 to 2016 that related to the four factors was undertaken to define each of these terms and their relevance to school connectedness. Subsequently, based on the four factors, a sequential, four-level model of school connectedness was proposed. The model suggests a progression from minimal connection to a deep level of acculturation and shared meaning relevant for adolescents between 12 and 18 years of age. It is argued that the four factors form the foundation for engagement and suggests the possibility of an experience of flow as a result of a student's connectedness with school. The literature on which the model is based draws together social, emotional, behavioural, and cognitive terms central to learning. The purpose of the review is to move beyond individual factors to propose an explanation for the sequence of graduated connection. Practically, the model provides a template for establishing the student's current experience of school to facilitate interventions to optimise connectedness with school.

Mothers’ and Fathers’ Stress Associated with Parenting a Child with Autism Spectrum Disorder

by Terence Bowles and Kelly-Ann Allen

Autism Insight, 2013

This study was designed to assess parental stress in married mothers and fathers of children who ... more This study was designed to assess parental stress in married mothers and fathers of children who have Autism Spectrum Disorder (ASD), in relation to four dimensions associated with symptoms of ASD. The first dimension involved speech, language and communication. The second dimension covered sociability, with the third relating to sensory and cognitive awareness. The final dimension consisted of health and physical behavior. A total of 124 participants (101 females, 23 males) sourced from specialist schools, early intervention centers, support groups, and autism associations, completed questionnaires designed to elicit information on these dimensions for predicting perceived stress. Results indicated that sociability predicted stress in mothers, while stress for fathers was predicted by a child's deficits in sensory and cognitive awareness. The remaining variables did not significantly predict perceived stress. The results have implications for management of stress associated with parenting a child with ASD and for future child and parent intervention programs.

Examining the Effects of Brief Training on the Attitudes and Future Use of Behavioural Methods by Teachers

by Terence Bowles and Kelly-Ann Allen

Behavioral Interventions, Jan 2014

Teachers from government and independent schools anonymously completed a measure of attitudes to... more Teachers from government and independent schools anonymously completed a measure of attitudes
towards applied behavior analysis (ABA) before and after participation in a short seminar on ABA. A
total of 187 primary teachers provided data on professional qualifications, years of teaching, school type,
number of students in the classroom, and prior knowledge of ABA. Data were also collected on the
number of students with a disability the teacher had instructed. Survey results suggested that, before
and after the seminar, teachers held negative attitudes towards ABA. These attitudes, however,
significantly and positively shifted after attending the seminar. Neither the number of students taught
with a disability over the last 5 years nor teacher type (e.g., specialist or classroom) nor school type
(e.g., independent or government) was significantly related to the attitude measure. The findings have
implications for ongoing teacher education and professional development, as well as for school
psychologists tailoring interventions and framing recommendations for teachers in mainstream primary
settings.