title: Investigating the effects of an online ACT program on psychological flexibility, stress, and burnout rates among teachers

authors: Botha, Bernice Maryna

subjects: Acceptance and Commitment Therapy

abstract: Teacher stress and burnout is a growing concern, which has been globally associated with high attrition rates and student outcomes. Research over the last few decades has sought to understand organisational and personal factors that contribute to burnout to explore and identify solutions to the problem of burnout. The current study investigated the effects of an online Acceptance and Commitment Therapy based (ACT) programme, Psyflex6 6, on psychological flexibility and the level of burnout among a sample of teachers in Australia. The results from between group and within group comparisons of an Experimental Group and Control Group (N = 6 and N =9, respectively) indicated that whilst not statistically significant, the Intervention Group experienced an increase in psychological flexibility, a decrease in psychological inflexibility, and a decrease in the level of burnout. It is possible that a larger sample may increase the statistical power to the findings and supporting the use of a self-administered online ACT intervention a possible approach to reduce burnout among teachers.

text: Investigating the effects of an online ACT program on psychological flexibility, stress, and burnout rates among teachers Teacher stress and burnout is a growing concern, which has been globally associated with high attrition rates and student outcomes. Research over the last few decades has sought to understand organisational and personal factors that contribute to burnout to explore and identify solutions to the problem of burnout. The current study investigated the effects of an online Acceptance and Commitment Therapy based (ACT) programme, Psyflex6 6, on psychological flexibility and the level of burnout among a sample of teachers in Australia. The results from between group and within group comparisons of an Experimental Group and Control Group (N = 6 and N =9, respectively) indicated that whilst not statistically significant, the Intervention Group experienced an increase in psychological flexibility, a decrease in psychological inflexibility, and a decrease in the level of burnout. It is possible that a larger sample may increase the statistical power to the findings and supporting the use of a self-administered online ACT intervention a possible approach to reduce burnout among teachers.

year: 2021

title: Editorial

authors: Findsen, Brian

abstract: This special issue of the International Journal of Ageing in Developing Countries (IJADC) focusses on learning in later life (also known as educational gerontology). As guest editor for this issue, I am hopeful that this divergent compilation of articles will provide the stimulus for further insights into what is happening in developing countries for older people in respective societies. Over the last decade there has been much more attention given to how learning and education can provide the basis for more ‘active ageing’ and ‘successful’ lives. Both learning and living are inextricably connected. This issue expands on some of these emergent perspectives.

text: Editorial This special issue of the International Journal of Ageing in Developing Countries (IJADC) focusses on learning in later life (also known as educational gerontology). As guest editor for this issue, I am hopeful that this divergent compilation of articles will provide the stimulus for further insights into what is happening in developing countries for older people in respective societies. Over the last decade there has been much more attention given to how learning and education can provide the basis for more ‘active ageing’ and ‘successful’ lives. Both learning and living are inextricably connected. This issue expands on some of these emergent perspectives.

year: 2017

title: Recognition and indigenizing official statistics: Reflections from Aotearoa New Zealand and Australia

authors: Kukutai, Tahu

subjects: Indigenou

abstract: In First World colonised nations such as Aotearoa New Zealand and Australia, population statistics form the evidentiary base for how Indigenous peoples are known and `managed' through state policy approaches. Yet, population statistics are not a neutral counting. Decisions of what and how to count reflect particular assumptions about Indigenous identity, ways of life and wellbeing. More often than not, the requirements and priorities of government take precedence over the informational needs and priorities of Indigenous communities. Whereas National Statistics Offices (NSOs) once rendered Indigenous peoples invisible in official statistics through non-recognition, the more pressing problem in the 21st century is that of misrecognition. In seeking to move beyond statistical misrecognition, we propose a set of guiding principles for bringing government reporting frameworks and Indigenous concepts of identity and wellbeing into closer proximity. We argue that a principled approach to collecting, disseminating and analysing Indigenous data not only avoids misrecognising Indigenous peoples but enhances the functionality of official statistics for Indigenous peoples and NSOs alike.

text: Recognition and indigenizing official statistics: Reflections from Aotearoa New Zealand and Australia In First World colonised nations such as Aotearoa New Zealand and Australia, population statistics form the evidentiary base for how Indigenous peoples are known and `managed' through state policy approaches. Yet, population statistics are not a neutral counting. Decisions of what and how to count reflect particular assumptions about Indigenous identity, ways of life and wellbeing. More often than not, the requirements and priorities of government take precedence over the informational needs and priorities of Indigenous communities. Whereas National Statistics Offices (NSOs) once rendered Indigenous peoples invisible in official statistics through non-recognition, the more pressing problem in the 21st century is that of misrecognition. In seeking to move beyond statistical misrecognition, we propose a set of guiding principles for bringing government reporting frameworks and Indigenous concepts of identity and wellbeing into closer proximity. We argue that a principled approach to collecting, disseminating and analysing Indigenous data not only avoids misrecognising Indigenous peoples but enhances the functionality of official statistics for Indigenous peoples and NSOs alike.

year: 2015