Schedule and Abstracts for Papers and Workshops
ANZSSA Conference December 2 – 5, 2007
Timetable
Sunday 2 Activity
December
3.00 –
6.00pm
Registration desk open (Conference Centre, AUT)
6.00 –
9.00pm
Meet & Greet BBQ and Cultural Performance at Vesbar Café, Hikuwai Plaza, AUT.
(Adjacent to Conference Centre)
Monday 3
December
8.00 –
Registration desk open
8.45am
8.45 –
Powhiri
10.00 am
10.00 –
10.30 am
10.30 –
11.00 am
11.00 –
12.00
AUT Marae (Note that all conference participants will
from the registration area at 8.45 sharp for the Powhiri
(formal traditional welcome) at the Marae.
Morning Tea
Welcome/Opening
address
Housekeeping
Keynote Speaker
Welcome: Julie Wood (Chair, Conference Committee
Cathy Stone (ANZSSA President)
Opening Address: AUT Chancellor or VC
Professor Kerri-Lee Krause, Chair in Higher Education
Director of the Griffith Institute for Higher Education
First Year Pathways and Transitions: Challenges and
Opportunities
12.00 –
1.00
LUNCH
Poster presentations (Conference Centre)
Michelle Clark: Sink or swim: social learning communities as navigation tools for s
services practitioners
Rhonda Leece: Developing an Alcohol Strategy in a Regional University Setting:
Study.
1.00 –
2.00 pm
2.05 -2.50
Keynote Speaker
Dr Paul Quigley, Emergency Physician at Wellington
Hospital, New Zealand
4 Concurrent Sessions PLUS 1 Workshop
Room WB 327
1
Concurrent
Room WA 220
2
Concurrent
Room WB305
3
Concurrent
Conf Centre
4
Concurrent
Room WB
Worksho
Sharon Renfro
2.50– 3.15
3.15 –
4.45
Session One
Session Two
Wayne Clark: Establishing
student communities to
add value to the student
experience: a research led
transformation strategy for
Student Service
Practitioners
Leeanne Purdom, Jim
Elliott and Sean Murray:
Residential Assistants
Training: Building a
Relationship between
Counselling Services
and Student Residences
Session
Three
Cherie Buchanan and
Vivienne Peterson:
Strategic Health
Management: Key
Changes for Student
Health to Facilitate
Transition and
Retention
Session Four
Dianne Kirby and
Teresa Dluzewska :
Creating autonomy
supportive
environments to
promote intrinsic
motivation for learning
and students’ sense
of self
Student Succe
Successfully
Differentiating
Family of Orig
Bowen Family
Systems Theo
Perspective
Afternoon Tea
4 Concurrent Sessions PLUS 1 Workshop
WB 327
5 Concurrent
Session One
WA 220
6 Concurrent
Session Two
(2 presenters + shared
(2 presenters + shared
question time)
Wayne Ah-Wong:
Collaboration: Nulloo
Yumbah, faculty,
communities and other
student services
question time)
Darryl Cloonan: Issues
When Counselling
Trainee Artists
Bridgette Saplos: Informal
Peer Support for Students:
An analysis of informal
sharing and supporting
experiences of Aboriginal
and Torres Strait Islander
(A&TSI)
students
at
Central
Queensland
University (CQU).
Jan Stewart: “A
meaningful student
experience”: Whose job
is it?
WB 305
7
Concurrent
Session
Three
(3 presenters +
shared question time)
Bill Crome: From
Astin to Zepke Alphabet Soup as a
cure for strategic seasickness
Kathleen Kramlinger:
Virtual Voyage to the
New World of Student
Services
Christina Mico and
William Oates (nonattending author):
Defining, nurturing
and applying wisdom
How student services
professionals view
wisdom in work and
life
Conf Centre
8
Concurrent
Session Four
WB 315
(3 presenters + shared
question time)
Wayne Gillespie: The
Use of Myers-Briggs
Type Indicator (MBTI)
workshops to enhance
student interpersonal
skills and effectiveness
in working in groups
Sharon Ren
Student Suc
Successfully
Differentiatin
the Family o
Origin—a B
Family Syst
Theory Pers
Worksh
(continu
Sean Murray and
Charmaine Cameron:
Mood Management
Group Programme for
Tertiary Students
Geoff Simmons: Paying
Attention to Attention
FREE NIGHT – Local Restaurant listing will be available with sign up sheets in conference centr
Tuesday 4
December
9.00
9.05 –
10.15
10.15 –
10.45
10.45 –
11.45
Venue
Conference Centre
Karakia/Housekeeping
Housekeeping/Keynote
speaker
Morning tea
4 Concurrent Sessions PLUS 2 Workshops
WB 327
9
Concurrent
Session
One
WA 220
10
Concurrent
Session
Two
(1 presenter +
question time
(2 presenters +
shared question
time
Jim Elliott:
Creating a
Student Retention
Plan
Lis Shugg and
Jacquie Robilliard:
Seizing the
momentum:
Mainstreaming
Mental Health
11.45 –
1.00
1.00 – 2.00
2.05 – 2.50
WB305
11
Concurrent
Session
Three
Jan
Wilson:
Supporting post
graduate students
to stay on board:
the role of a
counsellor
on
Faculty staff.
Jo Wilkins and
Rachael Lane:
Keeping students
afloat while trying
to get everyone
else on board
WB 306
Conf Centre
12
Workshop
Concurrent C
Angela Baker:
Session
Lambs to the
Four
Slaughterhouse:
(2 presenters +
shared question
time
Renee Gedge:
The evolution of
internet-based
counselling
services in
Australia over the
past 5 years
Competition,
perfectionism and
universities
WB 315
Worksho
Maeve Castles
Donna Christie
How Hard Can
Sharing exper
insights on how
feels to be a s
with a learning
disability
Carolyn Toonen:
Y Connect:
Student Services
for the Now
Generation
Combined AGM/Lunch
Keynote Speaker
John Carlson
4 Concurrent Sessions PLUS 2 Workshops
WB 327
WA 220
WB 305
WB 306
WB 315
13
14
15
16
Workshop
Concurrent Concurrent Concurrent Concurrent E
Penny Shores
Session
Session
Session
Session
and Annie
One
Two
Three
Four
Andrews:
Kate Borrett and
Ania Zysk:
Relationships and
Friendships
across cultures:
Using ‘story
telling’ to engage
new international
students in
conversations
about friendships,
relationships and
sexuality
2.50-3.15
Dr Kelley Kenney, full professor at Kutztown Univers
Pennsylvania, US: Collaboration: Working Together
Behalf of Our Students
Afternoon tea
Julie Grove and
Georgina BarrattSee: Building
Community and
enhancing
Graduate
Attributes at
UNSW: From First
Year Peer
Mentoring to
University
Leadership
Don Gooder:
Setting up and
Maintaining an
Online
Counselling
Programme in a
University
Edward Spalding:
Is Chaplaincy on
board? : An
investigation of
how University
Chaplaincy has
developed in
Australia 19962006
Making the most
of hindsight:
Alarm
Minimization:
Containing
contagious alarm
on campus:
Mapping the
players and the
processes
Conf Cen
Worksho
John Carlson
Panel Discuss
3.15 – 4.00
4 Concurrent Sessions PLUS Workshops
WB 327
WA 220
WB 305
17
18
19
Concurrent Concurrent Concurrent
Session
Session
Session
One
Two
Three
Diana Collett:
Coming Together:
New Approaches
to Intercultural
Interaction in
Higher Education
Isabella
Rasch:
The Fono Room A
holistic
response
that
supports Pasifika
tertiary students’
retention
and
success
Alexandra Smith,
Ava Gibson and
Rachel AndersonSmith: Although
our stone may
quickly disappear,
the ripples extend
to the oceans
Enhancing faculty
engagement to
achieve equity for
disabled students
WB 306
20
Concurrent
Session
Four
Mark Rainier,
Nicola Stone and
Angela Baker:
Sleeping with the
Enemy.
Embedding
traditional Student
Services into
Academic
Programmes
WB 315
Conf Cen
Workshop Worksho
E
Paul Quigle
(continued) Dr
Emergency Ph
Penny Shores
and Annie
Andrews:
Making the most
of hindsight:
Alarm
Minimization:
Containing
contagious alarm
on campus:
Mapping the
players and the
processes
at Wellington
Hospital, New
Zealand: Alcoh
Consumption:
much is too m
4.00 – 5.00
Special Interest Groups
Sign Up Sheets and Rooms will be available.
Meetings
Day ends – Conference Dinner/Dance 6.00pm – 12.00pm ( Auckland Maritime Museum)
Wednesday
5
December
9.00
9.30 - 10.35
10.35 –
11.00
11.00 –
12.30
Karakia/Housekeeping
Keynote speaker
Morning Tea
Oscar Kightley
4 Concurrent Sessions PLUS Workshop
WB 327
21
Concurrent
Session
One
WA 220
22
Concurrent
Session
Two
WB 305
23
Concurrent
Session
Three
(2 presenters +
(3 presenters +
shared question
time
Gerard Hoffman:
Responding to
Students at Risk
of Suicide – How
Assertive is too
Assertive?
(3 presenters +
shared question
time
Liz PrendergastJones: Cbsplus*
:Making the most
of diversity to
develop
future
leaders
Lesley Mackay:
Staying on Track :
Facilitating
healing and
supporting
academic
progress of young
students
subsequent to the
death of a parent
Sophie ReissnerRoubicek and
Gillian Reynolds:
They can walk the
walk, but can they
talk the talk? How
students benefit
from university
careers services
in their transition
to the workplace
shared question
time
Adiemus Chi How
Seah: The
unspoken grief in
an ivory tower:
Examining the
transition issues
among
international
students from a
grief tasks model
Judy Wright:
Research
informing practice
and practice
informing
research
Mary Ann Seow
and Nimi Ashok:
Partnering for
student success –
partnering with
Bill Crome: The
Health
&
Wellness Needs
WB306
24
Concurrent
Session Four
(2 presenters + shared
question time
Dianne Kirby and Teresa
Dluzewska: How do you eat
an elephant? Encouragement
for mature age students
Cathy Stone: The role of
public higher education
institutions in enhancing
equity in education: The
experiences of mature age
students entering university
via an equity program at the
University of Newcastle,
Australia
Conf Centre
Workshop G
Dr Kelley Kenney, full pr
at Kutztown University
Pennsylvania, US: Multi
Competence in Student
Services
the community in
response to the
external
environment
12.30 –
1.00
1.00
of
Mature
Students:
Navigating
Uncharted Waters
Poroporoaki (Farewell)
Possible next conference
launch
LUNCH
The End – Back Home Safely.
KEYNOTE SPEAKERS
Professor Kerri-Lee Krause
Professor Krause is Chair in Higher Education and Director of the Griffith
Institute for Higher Education. Her research expertise spans across higher
education policy areas, with a particular focus on the quality of the student
experience in higher education and implications for learning, teaching and
policy.
In 2004/5 Professor Krause led the project team that undertook a national
study of the first year experience in Australian universities. This landmark
national first year experience trend study extends the outcomes of studies of
first year students in Australian universities in 1994 and 1999.
Professor Krause is no stranger to the practice and importance of student
support services and the value of collaboration.
This presentation will explore the diversity and range of first year experiences
that students face in a mass higher education system. Drawing on empirical
data, it will challenge the notion of the monolithic 'digital native' generation
and will examine the multiplicity of pathways and transition points experienced
by students in their first year. Challenges and opportunities for practice and
policy in the first year will be examined.
Dr Paul Quigley
Dr Paul Quigley is an Emergency Physician at Wellington Hospital, New
Zealand. While undertaking advanced training in Western Australia Dr
Quigley witnessed the rise of the ‘methamphetamine epidemic’ and became
interested in the impact of recreational drugs and alcohol on the Emergency
Department. He undertook additional training in clinical toxicology and
psychiatry specialising in addiction medicine. Dr Quigley was the lead
investigator of the Western Australia Drink Spiking study and a regular
presenter at international conferences on party drugs and alcohol. Paul
focuses on taking a harm minimisation approach encouraging other health
services to recognise that recreational drug use is here to stay. His hope is
that open discussion of how, why and what citizens are taking for recreation
will lead to reduced harm.
Paul’s presentation is on why and when recreational drug use (RDU) goes
wrong and it will be broken into three sections:
 Recognising that RDU is common and widespread with a focus on the
most common substances
 Looking at when it goes wrong, mental health, physical health and
addiction
 Looking at trying to recognise those in danger and focusing on early
intervention.
The presentation will have a strong intercurrent of the current problem with
alcohol as well.
A workshop session will also be scheduled as a follow-up to this presentation.
Dr Kelley Kenney
Dr Kenney is a full professor at Kutztown University Pennsylvania, US where
she has been for 22 years. She currently teaches in the graduate department
of Counselling and Human Services and serves as the programme coordinator for the Student Affairs administration and Student Affairs College
Counselling programme tracks. Prior to joining the graduate department full
tine Dr Kenney was a clinical faculty member in the University Counselling
Services Department. She is a certified and licensed professional counsellor,
with areas of specialisation in college student development and multicultural
counselling, specifically related to the multiracial population.
Dr Kenney has conducted numerous workshops, presentations and trainings
on issues of multi-culturalism and diversity and has published several articles
and book chapters on counselling the multi-racial population.
Dr Kenney’s keynote address will focus on collaboration across the various
student services and student affairs areas and will discuss student services as
a profession.
Delegates will have the opportunity to attend a workshop relating to her
expertise in the counselling of diverse populations.
Oscar Kightley
Oscar Kightley was born in Samoa and emigrated to NZ with his mother when
he was four years old. Oscar first recognised his ability to make people laugh
when he was a school boy, and when he was at Rutherford High School he
developed his skills in humour and English (but not maths!) further.
A 2006 Laureate Award winner and Qantas award winning journalist, Oscar
also co-founded Pacific Underground and the Island Players theatre company
which has produced critically acclaimed work. Oscar won the Bruce Mason
playwrights’ award in 1998 and has worked as a performer and writer for a
number of television shows. Oscar also co-wrote and took a lead role in the
highly successful movie Sione’s Wedding, which was released in 2006 in
New Zealand and Australia.
Oscar is one of the Naked Samoans, who’ve taken their anarchic brand on
comedy around NZ and even to Scotland. Oscar is currently working with the
Naked Samoans and Firehorse Films on the fourth series of bro’Town.
Currently Oscar’s time is fully committed to bro’Town, current TV projects, live
theatre shows…and perhaps just a little bit of socialising when time permits.
Abstracts
POSTER PRESENTATIONS
Title: Sink or swim: social learning
Presenter(s): Michelle Clark, Research
communities as navigation tools for
Assistant/Project Administrator, The
student services practitioners
University of Auckland
Schedule: Monday 3 December, noon – 1 pm
Abstract
Social interactions amongst individuals provide subtle learning opportunities, in which the
lessons of etiquette, invaluable to learning, are acquired without thought or analysis.
Behaviours, actions, emotions and communication distinguish between what is socially
acceptable and in which circumstances various social interactions can take place. Taking into
consideration the socio-psychological and socio-cultural elements of the learning
environment, an understanding of social networking and consequently of learning
communities is important to those planning and delivering student support services.
Within the university context, student services are fundamental in the establishment of social
learning communities which should be based on the personalisation of interaction. From the
moment that a student begins the process of engaging with the institution there are social
interactions which can influence, enhance and support individuals in their transition to, and
persistence in, tertiary study.
The poster presents schematic modelling to illustrate ways in which students engage in social
communities to foster learning and how integration of services - accommodation, recreation,
health, counselling, orientation, financial support etc. - promote socialisation. Each service
plays a key part at various stages in the total experience, exposing linear progressive and
cyclic models illustrating how learning communities interrelate to enhance and support
retention strategies.
Title: Developing an Alcohol Strategy in a
Presenter(s): Rhonda Leece, Assistant
Director, Student Services, University of New Regional University Setting: A Case
Study.
England
Schedule: Monday 3 December, noon – 1 pm
Abstract
University Drug and Alcohol Survey 2001). Research undertaken by the Alcohol and other
Drugs Council of Australia indicates that:
- individuals with post-school qualifications are more likely than those without, to drink
at risky or high risk levels for both short-term and long-term alcohol related harm; and
that
- people from rural/remote areas are more likely than those from urban areas to drink
at risky or high risk levels for both short-term and long-term alcohol related harm
(Alcohol and Other Drugs Council of Australia:2003).
‘Among 18-24 year olds, alcohol use is a legitimate and socially-sanctioned behaviour and its
consumption becomes a catalyst for social gatherings’ (NSW Youth Alcohol Action Plan 20012005:20). The cultural environment of a residential college system reinforces the social
aspects of alcohol consumption and many of the issues surrounding alcohol consumption at
university are targeted at students living on campus.
Between 2004 and 2007, the University of New England has been developing local responses
to these issues. The development of an Alcohol Awareness Strategy, has been developed to:
- Reduce alcohol related harm to students;
- Increase student awareness of alcohol related harm and safe alcohol related
practices;
Increase collaboration and partnership between the identified stakeholders such as the local
alcohol vendors, the University and college residents .
WORKSHOPS
Presenter(s): Sharon Renfro, Social Worker,
Counsellor, Victoria University Wellington
Campus
Schedule: Workshop A
Title: Student Success: Successfully
Differentiating from the Family of Origin—
a Bowen Family Systems Theory
Perspective
Abstract
The life/developmental tasks for the younger university student involve the process of
individuation and separation from one’s family of origin. The task demands a level of life
energy that varies from student to student; however, the successful work toward
differentiation enhances the functionality of a person which in turn impacts dramatically on the
ability to focus on one’s studies. Bowen Family Systems Theory provides theoretical insight
and many practical tools which when used can help the counsellor to address the process of
individuation in an objective manner to decrease anxiety, enhance focus on studies and
educational goals, and improve the likelihood that the student will establish and maintain
meaningful relationship systems. Stable relationship systems result in increased safety
factors that in turn provide a solid structure from which differentiation of self can proceed.
This workshop will offer practical information ranging from history taking for assessment
purposes of the process of differentiation of Self to therapeutic interventions to guide the
process. This releases the student from energy consuming emotional reactivity that can
generate high levels of anxiety which incapacitates thought, the very process in which
students must engage to meet educational goals and objectives. The workshop promises to
be thought provoking for the novice as well as the experienced counsellor.
Sharon Renfro is a Master level Clinical Social Worker with 30 years experience in mental
health, medical, school, and private practice social work. She received her masters degree
from The University of Tennessee, Knoxville, Tennessee USA and completed post-graduate
work at Georgetown University with Dr. Murray Bowen who is recognized as the father of
family therapy. She studied at Georgetown University with Dr. Bowen between 1982-and
1985 and continued with him for supervision until his death in 1990. Ms. Renfro continued to
focus her studies in BFST for several years participating in various research groups dedicated
to the understanding and development of the theory. She served as editorial consultant for
Family Systems, a journal dedicated to BFST. Ms. Renfro authored a book titled I Didn’t
Know That! The Basic Ideas for Successful Relationships. She lives in Greytown, New
Zealand and works at Victoria University Wellington Campus Student Counselling Centre.
Presenter(s): Angela
Massey University
Baker,
Counsellor,
Title: Lambs to the Slaughterhouse:
Competition, perfectionism and
universities
Schedule: Workshop C
Abstract
Universities could be seen to be fertile ground for breeding competition, perfectionism and
stress, being sites where ‘achievement’, ‘excellence’ and ‘winning’ - factors which are highly
valued in twenty-first century western society - are further put under the spotlight through
constant ‘measuring’ of achievement and comparison with norms and pass/fail grades. It
could also be argued that the political philosophy of competition and market forces which
increasingly influence the way universities function, potentially further embeds these values
while invisibilising the casualities of such taken-for-granted values. Perfectionism has been
shown to have an association with a number of psychological disorders including depression,
anxiety disorders, obsessive-compulsive disorder and eating disorders (Shafran and Mansell,
2001). It has been suggested that perfectionism may be a critical factor in the very high
levels of comorbidity amongst Axis I disorders and that possibly if perfectionism were
addressed directly, that the individual would experience symptomatic relief across a number
of domains. (Bieling et al, 2004). In this workshop I will share my experiences and ideas
regarding ways of working with students who were feeling driven by their studies to the extent
that they no longer ‘have a life’, in a counselling and therapeutic group context using Narrative
Therapy, and invite the sharing of experiences and ideas from participants using this and
other therapeutic modalities in working with students in the grip of perfectionism.
Presenter(s): Penny Shores (Senior
Counsellor) & Annie Andrews (non-attending
author) (Director) , UNSW Counselling
Service
Title: Making the most of hindsight: Alarm
Minimization: Containing contagious
alarm on campus: Mapping the players
and the processes
Schedule: Workshop E
Abstract
The recent tragedy on campus at Virginia Tech in the USA resonated for students and staff
on university campuses around the world and left many feeling hyper vigilant and reactive.
This workshop will use a case analysis approach to review a number of student cases where
alleged concerns about safety have resulted in staff and students becoming alarmed. These
cases have invariably involved multiple staff and taken up considerable time and energy to
manage and resolve.
An analysis of the unfolding of events and of possible critical intervention points will
demonstrate the importance of containing alarm and support for the model of early
intervention promoted by the Students At Risk program conducted by UNSW Counselling
Service.
Presenter(s): Maeve Castles_and Donna
Christie, Student Services Counsellor and
Manager, Canberra Institute of Technology
Schedule: Workshop D
Abstract
Title: How Hard Can It Be? Sharing
experiential insights on how it feels to be
a student with a learning disability
Increasing numbers of students with learning disabilities are participating in tertiary education,
creating challenges for teaching staff in how they teach and engage these students. In
Student Services, we are developing collaborative approaches with academic staff in working
with students with learning disabilities.
This fun, experiential workshop is one we have used to engage teaching staff in appreciating
first-hand the difficulties faced by students with learning disabilities – but this time, you will be
the participants. You will be able to join in or simply observe a number of different activities
designed to help you experience how it feels to struggle with a learning disability. The
workshop is easily adapted to different cultural needs and may prove to be useful in
facilitating collaboration with your institution’s teaching staff in the future.
Presenter(s): Dr. Paul Quigley MBChB,
Director of Emergency Medicine Training
Wellington Department for Emergency
Medicine, Wellington Hospital, New Zealand
Schedule: Workshop F
Title: Alcohol consumption: How much is
too much ??
Abstract
This workshop will go over how to perform a risk assessment for clients on alcohol
consumption. It will outline the premise behind brief intervention and stress how it does not
require specialist training in drug & alcohol counselling to make a difference.
This workshop will also education participants on.
1. What is a standard drink and what does it mean
How did I get drunk when their not ?
When am I sober ?
Do I have a problem
Advice
Format will be combination of a facilitated presentation and group discussions.
Participants are encouraged to bring with them a consumption list from their last big night out
or even last night.
Presenter(s): Dr Kelley Kenney, full professor
at Kutztown University Pennsylvania, US
Title: Multicultural Competence in Student
Services
Schedule: Workshop G
Abstract
Our college and university campuses are a microcosm of the larger global society. As our
campuses become more culturally diverse, multicultural competence becomes an imperative.
This presentation will introduce the participants to the domains of multicultural competence
(awareness, knowledge, skills). Participants will be asked to engage in some activities
geared toward raising their awareness of themselves as cultural beings, so as to better
understand and interact with their increasingly diverse student populations.
PAPERS
Presenter(s): Wayne Ah-Wong, Recruitment
and Retention Officer, Nulloo Yumbah,
Central Queensland University
Schedule: Session 5
Title: Collaboration: Nulloo Yumbah,
faculty, communities and other
student services.
Abstract
The author reflects upon eight years of Nulloo Yumbah’s collaboration with various faculties,
university administrative divisions and student services, through applying 5 structured
questions to the operation of the centres activities. The departments were considered
because of their contact with Nulloo Yumbah and potential and enrolled students. The
recollections include positive and negative collaboration with: program advisors from arts,
health, science, business, engineering, performing arts and information technology; with CQU
foundation program co-ordinators (Skills for Tertiary Education Preparatory Studies (STEPS)
and Women in Science and Technology (WIST) and the co-ordinator of the Indigenous
Tertiary Entry Program); Student Services staff including a Counsellor, Guidance Officer and
a front desk staff member. The recollections focussed on perceptions of Nulloo Yumbah.
The recollections were critically examined in the light of the author’s collaboration with the
groups. The reflections compare collaboration as a two way process. Highlighted was the
reason why Nulloo Yumbah operates as it does and explored Nulloo Yumbahs operating
relationships in collaboration with the other CQU groups mentioned above. Finally, as a
Recruitment Officer, the author explored how to enhance the effectiveness of Nulloo
Yumbah’s future.
Presenter(s): Kate Borrett and Ania Zysk,
Learning Connection, University of South
Australia
Title: Relationships and Friendships
across cultures: Using ‘story telling’ to
engage new international students in
conversations
about
friendships,
relationships and sexuality
Schedule: Session 13
Abstract
Talking about sexuality, relationships and friendships is perceived as a ‘taboo’ topic of
conversation in many cultures. This poses a challenge for engaging international students
and in providing education on sexual health and healthy relationships. As part of their
orientation activities, commencing international students at UniSA were invited to attend a
forum on relationships and friendships across cultures on 14 February 2007. The forum was
held as part of Valentine’s Day celebrations and Sexual Health Awareness Week in South
Australia.
The event provided an opportunity for senior students to share their personal stories and to
reflect on a diversity of relationship experiences. Topics included relationships with family and
friends back home, long distance love, love in translation, and cross-cultural relationships with
housemates. The stories were informative and honest and offered a catalyst for conversation
about the multiple interpretations that underlie cultural experiences and exchanges within
international students’ lives.
This paper describes an educative model that utilises ‘story telling’ to engage international
students in discussion about relationships and friendships in their new University and cultural
environment. It offers a format by which students can seek information in a culturally
appropriate and sensitive manner and explores the possibilities for student engagement.
Presenter(s): Cherie Buchanan and Vivienne
Peterson, Practice Manager (CB) and
Director of University Health Services (VP),
Student Administration, The University of
Auckland
Schedule: Session 3
Title: Strategic Health Management: Key
Changes for Student Health to Facilitate
Transition and Retention
Abstract
Campus based student health services serve diverse student populations where a high
percentage of patients are neither sedentary nor itinerant. Students live at home or in various
forms of campus housing, include internationals, or commute to campus daily.
At the University of Auckland, changes such as adopting a PHO model, and aligning more
closely with the University’s strategic plan, have precipitated significant change. Yet only 13%
of students use the health centre, and 15% of the services’ activities are taken up with non
student/non staff service provision. Greater access and increased patient enrolments for
funding, while at the same time balancing the need to support students-as-patients, improve
retention and increase persistence, become relevant.
Financial viability and an excellent health service is any student health practice goal.
Questioning long held beliefs is the start to redefine a new business model asking what the
University requires of its student health service.
This paper investigates key practitioner issues, financial considerations, strategic imperatives
and patient expectations as it investigates the transition from a passive welfare driven model
to a strategic health service in a modern, corporatised University environment where
performance is measured in new parameters including student support, retention and
customer service.
Presenter(s): Dr Wayne Clark, Director,
Student Administration, The University of
Auckland
Title: Establishing student communities to
add value to the student experience: a
research led transformation strategy for
Student Service Practitioners
Schedule: Session 1
Abstract
The establishment of supported learning communities demonstrates that from a strategic
perspective, the contribution of such communities and their significance can measured not
only in terms of retention, but on the basis of the value proposition to the participants and the
institution, and to enhancing the overall student experience.
UniGuides, a research based peer support system of learning communities established at the
University in 2004, demonstrates that even where transition and induction are not embedded
in the curriculum, transformation of both students and the institution can produce positive
results. The return on investment is monumental, not just in monetary terms, but in also in
terms of an enhanced first year experience and overall student experience. Retention across
the board has improved and attrition is less than half the national trend for non participants,
and significantly lower for UniGuide participants. More importantly for student service
practitioners, an improved completion rate signals a deeper application and value-added
component.
This paper discloses the outcomes of the longitudinal research on retention, persistence and
completion among three learning communities and a control group over the period 20042007. The personal as well as institution impact of this project is assessed and translated into
practical outcomes.”
Presenter(s): Darryl Cloonan, Counsellor,
Victorian College of the Arts, University of
Title: Issues When Counselling Trainee
Artists
Melbourne Counselling Service
Schedule: Session 6
Abstract
Artists occupy an unusual position in society, and their training exhibits significant differences
from that of other professions. Trainee artists must constantly face direct, often devastating
discoveries about themselves and their talent; assessment is direct and often subjective,
conducted in a very competitive environment, and students must overcome many doubts,
both of their abilities and of life after graduation.
A presentation and discussion of such issues as:
Why do students train to be artists?
Is arts training necessary?
What are the main issues trainee artists bring to counselling?
What are the principal obstacles, whether personal or institutional, to completing professional
training as an artist?
What are staff concerns about trainee students?
What constitutes duty of care in this environment?
What are some strategies to assist trainee artists remain in and graduate from their courses?
Darryl Cloonan, a counsellor at an Australian arts institution, is also a professional writer and
performer.
Presenter(s): Diana Collett, Counsellor,
University of South Australia
Title: Coming Together: New Approaches
to Intercultural Interaction in Higher
Education
Schedule: Session 17
Abstract
The higher education field exemplifies trends in global migration as international students
from a variety of cultural backgrounds choose to study overseas. One of their important
motives is the opportunity to gain intercultural experiences. Yet consistently they report
dissatisfaction with their interactions among members of the host culture. Educational
institutions face losing a lucrative market if they do not pick up the opportunity to engage
differently with international students. The challenge is to facilitate interactional experiences
that incorporate diversity in ways that develop constructive working relationships, providing
potential for ongoing collaboration between students and staff of all backgrounds. This paper
explores alternative interactive perspectives being that foreground the effect of rank and
differing understandings of power on interaction among international and local students and
staff. Based on Process Oriented Psychology, which emphasises change through increasing
awareness, it discusses the critical role of developing awareness about personal culturally
based assumptions and expectations, and how these shape ongoing and future interactions.
Central aspects that have previously received little attention are the role and impact of rank in
determining a dominant communication style and how each person’s culturally defined
understanding of power impacts their ability and choices to contribute in any given context.
Presenter(s): Bill Crome, Group Manager,
Student Support , Student, The University of
Auckland
Schedule: Session 7
Title: From Astin to Zepke - Alphabet Soup
as a cure for strategic sea-sickness
Abstract
Building and embedding a research based student services strategy is largely the result of
serendipity, accidental evolution and fortunate fortitude rather than institutional foresight.
Much global research has emerged about student services and how these support and
enhance the student experience. Not only theories, but also models provide extensive insight
into the work that practitioners undertake to ensure student wellbeing, welfare and success,
and how students experience the support that institutions offer.
In isolation and in literature studies, this catalogue of insights has limited value especially in
Universities which are large organisations with diverse agendas. Although generally following
an institutional direction, few institutions have constructively developed research based and
key outcome structures for student services delivery.
In this presentation, psychosocial student service structures and campus integration
strategies are explored from the perspective of conscious and cognitive evaluation of practice
from which a communicable structure for constructing key institutional values can be
established. This keystone structure is then used to formalise a key value portfolio for the
development of student services to minimise risk and streamline institutional thinking and
planning. This common platform supports all the campus crew members in navigating the
tricky shoals of contemporary student service provision.
Title: The Health & Wellness Needs of
Presenter(s): Bill Crome, Group Manager,
Mature Students: Navigating Uncharted
Student Support , Student, The University of
Waters
Auckland
Schedule: Session 23
Abstract
As universities focus more on attracting working professionals to study, a corresponding
increase in requests for a different kind of support from mature students arises. The
traditional cohorts are well-served – recreation centres abound with “Gen Y” students who
can’t get enough of pumping iron, shooting hoops, sprinting on treadmills and generally
proving they are bullet-proof. Newly enrolled up-and-coming-professionals are well aware of
the potential risks of their lifestyle – lack of exercise, expanding waistlines, high stress levels
from balancing study, family and work – and are motivated to enhance their state of health
and wellbeing, but are often daunted by the idea of “working out”, particularly in gyms
dominated by youngsters.
Older students are prepared to state their needs and expect a service orientation, with
surveys and focus groups proving fertile grounds for feedback. This research presentation
examines responses from surveys (primarily targeting +27 year olds) towards group fitness,
exercise awareness, nutrition, aging issues, decreasing levels of strength and general fitness.
The presentation demonstrates workable responses to the health and wellness needs of
mature students.
Presenter(s): Dr Jim Elliott, Student
Transition and Retention Team (START)
Manager, Curtin University of Technology
Schedule: Session 10
Title: Creating a Student Retention Plan
Abstract
Student retention is a matter of serious concern to the University. Poor retention impacts
upon the University’s reputation, and has significant implications for funding. In September
2006, the author was given the task of developing the University’s Retention Plan. This paper
describes the processes involved in this task, and progress made in the first year of the
project. Key aspects to be addressed in this paper include:






Evaluation of retention data, including the very real problem of working out what they
actually mean
Engaging key stakeholders in support of the process
Assessing existing retention strategies
Identifying potential new student retention strategies
Trialling new strategies with the goal of identifying those to be implemented on a
wider scale in 2008
Examining potential performance indicators in the context of the problems associated
with retention data.
Presenter(s): Dr Renee Gedge, Clinical
Academic Psychologist, Eastern Health and
Deakin University
Title: The evolution of internet-based
counselling services in Australia over the
past 5 years.
Schedule: Session 12
Abstract
This paper reports on the evolution of Australian on-line counselling services from an initial
survey in 2002 to the present time. It examines the prevalence of both free and fee-based
services from all providers, including post-secondary educational institutions, and discusses
the potential advantages and disadvantages of this type of service. Methods of online
counselling currently in use were found to vary along a spectrum of sophistication from
insecure email exchange, to real-time web video conferencing. Security measures,
acknowledgement of ethical issues, payment methods, fee structures, and apparent
authenticity of practitioners vary widely, even within the small Australian practitioner base.
Unique practical and ethical problems may arise for both therapists and clients, which need to
be anticipated and acknowledged by service providers. Examples of these are discussed,
including confidentiality of both client and therapist material, placing limits on client contact,
managing crises, and the potential legal issues in the crossing of state or even national
borders. Conversely, on-line counselling provides opportunities for the provision of services to
client groups who would otherwise probably not use a counselling service, an area which this
paper explores in some detail. These groups include the geographically isolated, time-poor
professionals, and those with a variety of clinical disorders.
Presenter(s): Wayne Gillespie,
Psychologist and Student
University of New South Wales
Schedule: Session 8
Counsellor,
Title: The Use of
Myers-Briggs Type
Indicator (MBTI) workshops to enhance
student
interpersonal
skills
and
effectiveness in working in groups
Abstract
The Myers Briggs Type Indicator® (MBTI) instrument is a questionnaire based on the Myers
Briggs model of personality. The MBTI is widely used in education, counselling, vocational
and organisational settings.
Our aim in conducting these workshops is to assist students in learning more about how your
personality type influences the success of team-based activities and the effectiveness of their
communication with staff as well as peers.
This workshop will outline the ways the UNSW Counselling Service has conducted workshops
using the Myers-Briggs Type Indicator ( MBTI) ) in collaboration with faculties and also in
counselling service outreach programs to enhance student interpersonal skills and team
effectiveness. Particular emphasis will be on workshops used to help team process for
students working on group projects in Engineering and Commerce faculties. Mention will also
be made of workshops used to enhance students’ personal relationships , learning and
communication styles as part of the UNSW Counselling service’s outreach program working
with a range of students from first year through to postgraduates students.
This presentation will also discuss perceived strengths and weaknesses of the program
obtained through student evaluation feedback forms.
Presenter(s): Don Gooder, Counsellor, AUT
University
Schedule: Session 15
Abstract
Title: Setting up and Maintaining an Online
Counselling Programme in a University
Inline with providing parallel services to distance students, AUT University researched,
implemented and now trains counsellors to deliver online counselling services to both
students and staff of the University’s wider community.
The initial rationale for provision of the service has proven to be somewhat underused, yet it
has taken on a new life in providing counselling to other clusters of clients.
The traditional demographic ratios have altered somewhat, with higher percentages of
International students, domestic Asian students, males, and presenting issues of sexuality.
Although the statistics for the presenting issue of relationship matters has remained high, the
reasons for seeking online services appears to have shifted to areas that may have proven
more difficult for some to come forward with, in traditional face to face counselling.
Additionally online counselling may provide an outlet for counsellors who are hard of hearing,
the author who suffered a severe hearing loss in recent years has had his use-by-date
extended somewhat by this innovation.
The presenter will suggest ways in which counsellors can choose to offer online services,
technically, ethically and professionally. Ample time will be made available for questions and
support.
Presenter(s): Julie Grove (non-attending
author) and Georgina Barratt-,See
Counsellor/Peer Mentoring Coordinator,
UNSW Counselling Service
Schedule: Session 14
Title: Building Community and enhancing
Graduate Attributes at UNSW: From First
Year Peer Mentoring to University
Leadership
Abstract
In Generic Capabilities of ATN University Graduates, Bowden et. al. (2000) provide a
definition of graduate attributes that has become commonly accepted and applied in many
Australian universities:
Graduate attributes are the qualities, skills and understandings a university community agrees
its students should develop during their time with the institution. These attributes include, but
go beyond, the disciplinary expertise or technical knowledge that has traditionally formed the
core of most university courses. They are qualities that also prepare graduates as agents for
social good in an unknown future.
Some specific and key methods of building graduate attributes are leadership and peer
mentoring. This paper will discuss how peer mentoring programs and leadership are being
implemented at UNSW, especially in the ever changing and limited resourced university
environment. It discusses the collaboration and building of relational connections across
UNSW, the structure and style of these programs, and the innovative ways of embedding
these programs. It also demonstrates how richly student services can enhance both the
student and staff experience at UNSW in these areas.
Julie Grove is a Registered Psychologist at UNSW Counselling Service who has worked in
university counselling for 10 years and is currently developing leadership courses to embed
into the general education program at UNSW. She previously worked as Peer Mentoring
Coordinator.
Georgina Barratt-See is currently Office & Peer Mentoring Coordinator at UNSW Counselling
Service. She holds a Masters of Educational Administration, majoring in Leadership, as well
as Certificate IV in Training and Assessment.
Presenter(s): Gerard Hoffman, Head of
Counselling, Victoria University of Wellington
Schedule: Session 22
Abstract
Title: Responding to Students at Risk of
Suicide - How Assertive is too Assertive?
In 2005 Victoria University of Wellington passed a university policy called the “Responding to
Students at Risk of Suicide Policy”. The policy made it mandatory for all university staff to
notify the Counselling Service of any suicidal behaviour by any Victoria student. Furthermore
the policy also required the student to attend a clinical assessment if their behaviour was
deemed of serious enough risk.
The policy formed part of an ongoing strategy to implement a suicide prevention framework
within the university. The overarching framework was based on the NZ Governments New
Zealand Suicide Prevention Strategy. The planning group developing the framework and
policy, engaged in extensive consultation both within and outside the University community. It
became apparent that the issue of the mandatory notification and referral of students at risk
of suicide was contentious and aroused divergent and strong responses. On the one hand
staff affected by suicidal behaviour and suicide strongly supported a very assertive response.
On the other hand, a number of staff (and students), especially those with a clinical
background or role argued that students right to privacy and to consent were violated by such
an approach.
This workshop sets out the background to the development of the policy and explores some
of the legal and ethical issues and dilemmas behind the concerns about privacy and consent,
It then summarises the initial evaluation of the policy and indicates some of the lessons learnt
and suggests a way forward for universities grappling with this important issue.
Presenter(s): Dianne Kirby and Teresa
Dluzewska, Counselling Service, University
of Newcastle
Title: Creating autonomy supportive
environments
to
promote
intrinsic
motivation for learning and students’
sense of self
Schedule: Session 4
Abstract
This paper outlines strategies to support students’ intrinsic motivation for learning and their
developing sense of self based on Self Determination Theory. A series of four workshops was
developed to target students at crucial transition points. The participant groups were
Residential Assistants mentoring first year students on campus, mature aged students
returning to study, postgraduate candidates and law students preparing for their entry into
professional practice. The paper discusses how the students were engaged in the pleasure of
reflecting on the outcomes they value for themselves and on their capacities to achieve their
learning goals.
The facilitator frame, student as consultant and the role of the group mind are examined.
Presenter(s): Dianne Kirby and Teresa
Dluzewska, Counselling Service, University
of Newcastle
Schedule: Session 24
Abstract
Title: How do you eat an elephant?
Encouragement for mature age students.
Many of us have had the pleasure of working with successive cohorts of mature age students.
As a community we’re very fortunate. Students arrive hoping to belong and we welcome them
and their contributions. With their desire to succeed, they share a sense of hope that inspires
us in our own work. Gandi said “If I have the belief that I can do it, I will surely acquire the
capacity to do it, even if I may not have it at the beginning.”
The paper explores how the chapter written by the presenters in the recently published
monograph “Stepping Stones” offers a virtual community of students and counsellors whose
stories invite new mature age students to follow in the footsteps of those more familiar with
the culture, willing to guide and support them on their own journey. In doing so, a community
of diverse minds creates a space for the reader to share in their dialogue and in turn, to reflect
on their own purpose. Immediately the new student becomes an active learner capable of
personal growth. The climate of hope in the chapter encourages students to feel more
emotionally secure as they negotiate new territory and encounter hiccups and setbacks along
the way.
Presenter(s): Kathleen Kramlinger, Research
Assistant/Project, Student Administration,
The University of Auckland
Schedule: Session 7
Title: Virtual Voyage to the New World of
Student Services
Abstract
The increasing complexity of the university environment requires a transformation in the way
student support practitioners view problems and create solutions. The concept of Higher
Education students being passive receptacles of knowledge is an outdated phenomenon.
Modern students are mass consumers of educational and support services, with elevated
expectations of competency, quality and efficiency standards. To remain competitive in a
changing student-centric climate permeated with increasing challenges, professionals must
offer comprehensive services. Student-centric strategies in a holistic, collaborative services
environment to facilitate enhancement of student retention, transition and persistence are
imperative.
Is it possible to achieve a cohesive service approach in a physically disconnected, vastly
populated campus atmosphere? The electrifying potential of innovative communication
technologies explores the creation of a virtual learning community that fosters interaction and
collaboration amongst its members by providing an open communications network that is
personalised, convenient, customized and transformative. Practitioners become active,
interactive virtual community builders: exchanging digitized resources and contacts on a
global scale, posting news bulletins, and discussing key topics to build and expand
professional capacity.
This innovative “collaborative global cooperative” approach is discussed in terms of its
implications for student transition and retention, including a comparison of similar projects
being developed internationally.
Presenter(s): Lesley Mackay, Head of
Counselling, The University of Auckland
Schedule: Session 22
Title: Staying on Track : Facilitating
healing and supporting academic
progress of young students subsequent
to the death of a parent
Abstract
He moana pukepuke
E ekengia e te waka
A turbulent sea can be navigated; it is about collaboration, perseverance and encouragement.
The broad purpose of this presentation is to outline the integral role of the counselling service
towards enabling students to continue to make progress academically after a traumatic
experience.
The presentation will illustrate the efficacy of group work when students are faced with an
overwhelming event that, by its “untimely” nature, isolates them from their peers.
At the University of Auckland, counsellors interview students who apply for Compassionate
Consideration at examination time and have become alert to the extent to which parental
death jeopardises students’ ability to continue with full-time study.
These therapeutic groups, facilitated by two members of the counselling team,
run for six to eight sessions and draw on grief theory which acknowledges the dynamic and
ongoing relationship with the deceased (Silverman 1996) and Narrative therapy’s particular
use of “outsider witnessing” (White 1997)
This presentation will provide an outline of the programme, including both a description of
session content and materials used.
The effectiveness of the group process has been evaluated by both the feedback from the
students who have participated and by measuring the impact on their academic performance.
The facilitators conclude the following benefits:
 Increased motivation to complete academic goals
 Reduction in mood disorder through ‘normalising’ experience of peer support
 On-going networking and support that extended beyond participation in the group.
 Reduction in suicidality
 Proactive planning to manage important transitions, such as graduation, without the
presence of the parent
Presenter(s): Christina Mico, Head of
Department, Counselling and Equity,
Canberra Institute of Technology and
Assoc. Prof. William Oates (non-attending
author), Director
Indigenous Learning, Spirituality and
Research Centre, Central Qld University
Schedule: Session 7
Title: Defining, nurturing and applying
wisdom: How student services
professionals view wisdom in work and
life
Abstract
This paper examines how individual professionals working in Student Services view wisdom
in the context of both their working and personal lives.
A range of professionals: teachers, counsellors, heads of department, heads of service,
participated in conversations to examine how wisdom operates for them. Are there parallels
between ones working and personal life? Does length of work experience make a difference
to ones conception of wisdom and its operation?
Wisdom is a vexed question in the literature with various schools of thought ranging from
implicit to the explicit theories. What value do these theories add to our understanding of how
wisdom operates? How do those of us working with students understand this elusive concept
in a practical way? Is it a quality that we value in our work? How do we develop it if we do?
Do we have a responsibility to share these insights beyond the confines of our immediate
practice? What relevance does wisdom in our work have to the way we live our lives, and
does the way we apply wisdom in our lives effect the work we do?
This paper then is an in depth exploration of the life journeys and experiences of people
working with people and the wise and otherwise of their understandings.
Presenter(s): Dr Sean Murray and
Dr
Charmaine Cameron, Curtin University of
Technology
Schedule: Session 8
Abstract
Title:
Mood
Management
Programme for Tertiary Students
Group
This presentation will elucidate a 10 week Mood Management Group Programme for students
which was implemented in 2007 by counsellors at the University Counselling Service at Curtin
University of Technology Perth, Western Australia. The aim of the programme was to provide
an alternative to individual therapy for students with long standing anxiety and depression
issues. The programme is a structured, comprehensive and systematic course using
evidence-based principles and strategies developed by the Centre for Clinical Interventions
(CCI) in Perth, Western Australia (authored by Nathan et al., 2004).
Weekly 2 hours sessions were run after lecture hours to enable student access. A follow-up
session was scheduled a few weeks following completion of the programme.
The group members were recruited via counsellor referral. Students were assessed by
counsellors using DSM-IV criteria for anxiety and depression. The group was aimed at
dealing with long standing issues and not situational dependent or reactive mood disturbance.
Students with primary presenting issues that include eating disorders, substance abuse,
personality disorders, or psychotic disorders were excluded.
To evaluate outcome, the DASS was administered at intake, post programme and at followup. At the final session, students completed a questionnaire to evaluate the programme.
Presenter(s): Liz Prendergast-Jones, Curtin
University of Technology
Schedule: Session 23
Title: Cbsplus* : Making the most of
diversity to develop future leaders
Abstract
Curtin University’s cbsplus Leadership and Development program is a unique personal and
professional development program aimed at developing and nurturing the next generation of
international business leaders.
cbsplus courses, events and activities encourage students of all nationalities, beliefs and
disciplines develop their professional and personal skills and provide them with tools to work
with people of diverse backgrounds and expectations. Multicultural teams work together on
internal and external projects, learning the basics of Project Management to put into practice
the theory learnt in their academic studies.
The cbsplus Management Team is selected to lead and organise specific projects. Small,
diverse teams coordinate projects to assist refugees and disadvantaged students, draw up
business plans for not for profit organisations, arrange for executives to speak, assist country
town projects, and organise the annual Curtin Business School charity ball.
Students attend leadership and teamwork training programs, gain experience in
administrative skills and mentor members in the program. cbsplus participants become
integrated more quickly into university and local life, and take on challenges otherwise
unavailable to them.They also improve their employment opportunities.
Cbsplus participants make a difference – to themselves, to community, to country.
Presenter(s): Ms Leeanne Purdom, Dr Jim
Elliott and Dr Sean Murray
Title: Residential Assistants
Building
a
Relationship
Counselling
Services
and
Residences
Training:
between
Student
Schedule: Session 2
Abstract
Students employed as residential assistants (RAs) in student accommodation are in a critical
position to provide pastoral care to other residents. For a number of years, the training
program for RAs had been contracted to an external trainer. However, since 2006, the
Counselling Service at Curtin University has taken an active part in training this group of
students at the beginning of their role – with the additional goal of retaining an on-going
relationship with them throughout their term as residential assistants. Additionally, this
function has included significant liaison with management of student housing. This session
will describe the four day training program and the perceived benefits from the resulting
strong links with student housing services.
Presenter(s): Mark Rainier (Head of Service,
Student Counselling), Nicola Stone (Career
Adviser) and Angela Baker (Student
Counsellor), Massey University
Schedule: Session 20
Title:
Sleeping
with
the
Enemy.
Embedding traditional Student Services
into Academic Programmes
Abstract
Student Services are frequently seen, by academics as well as by students, as outside the
mainstream of university endeavour. Those of us who provide these services can clearly
recognise the academic and employability advantages to be gained by students who use
what we offer, there are plenty of students for whom higher education is mainly (if not totally)
about grades and exams. For them our services are too often regarded as ‘add ons’ and less
pertinent. Many academics and administrators would agree and continue to regard students
who do not perform academic high-wire acts as having less of a place in our institutions.
The Institute of Veterinary Animal and Biomedical Sciences (IVABS) at Massey University has
relatively recently been accredited by a number of international associations including the
American Veterinary Medical Association and, at their prompting, implemented a “life skills”
component. Student Counselling Services was invited to run this as an integrated part of the
academic curriculum. Since then similar involvements have developed in the Department of
Management and with the “sports cluster” where career skills are being integrated into the
curriculum.
The purpose of this paper is to outline the rationale for this co-operation and to describe how
we have gone about it. The presentation will highlight the underlying principles and describe
briefly the programmes in the Vet School and in the Department of Management, as well as
some of the outcomes and the advantages for our Services.
Presenter(s): Isabella Rasch, AUT Pasifika
Student Support Advisor - Student Services,
AUT
Schedule: Session 18
Abstract
Title: The Fono Room - A holistic response
that supports Pasifika tertiary students’
retention and success
The aim of this paper is to present an innovative visual exploration that provides an
introduction to the Fono Room concept: creating culturally safe meeting spaces for Pasifika
students within tertiary institutions.
The first AUT Fono Room was first established in 1999 in Te Ara Poutama Building to
enhance Pasifika support and to promote social interaction and engagement among the
diverse groups of Pasifika students in collaboration with Student Support Services’ Pasifika
Liaison Manager.
Auckland City has the largest Polynesian population in the world. AUT acknowledges the
increasing significance of Pasifika communities and their influence on local identity and the
region’s social and economic development. The University is committed to nurturing the
cultural values, traditions and wellbeing of Pasifika peoples, and to educate for their
development and success (AUT Charter, 2007).
In consultation with Pasifika organisations, staff, and student networks, the University seeks
to be proactive in providing learning environments, an organisational culture and structures
that support and promote Pasifika success. Student learning occurs in the context of a
holistic university experience.
This paper is presented in a visual digital diary format.
4 Part Story:
 Fono Room City Campus
 The Fono Room Akoranga Campus
 Faculty Fono and Whānau Rooms
 Student Staff Reflections
Presenter(s): Sophie Reissner-Roubicek and
Gillian Reynolds, Careers Advisors, The
University of Auckland
Title: They can walk the walk, but can they
talk the talk? How students benefit from
university careers services in their
transition to the workplace
Schedule: Session 23
Abstract
Analysis of the interactional and linguistic features of graduate recruitment interviews has
great potential to inform the development of students’ communication skills. This presentation
illustrates how practice interviews are crucial in scaffolding students towards success.
Acquiring the ability to understand the specialised discourse of recruitment interview
questions has been recognised as challenging for all tertiary students, whatever their
language background; however, research has shown that pragmatic competence can under
many conditions outweigh surface quality issues in spoken English. Practice interview data
collected in The University of Auckland Careers Centre as well as at real recruitment
interviews are offered to illustrate discourse strategies that are considered
appropriate/inappropriate by interviewers. The target norms students seek to meet involve the
presentation and co-construction of an appropriate identity, goals that cannot be achieved if
there is a schema mismatch between interviewer expectations and student knowledge/belief
structures. Fulfilling an interviewer’s expectations appears to compensate for lack of shared
social background, so in spite of culture and power differentials students may establish comembership with interviewers, an indicator of positive outcomes in all selection interviews.
Implications for careers services helping students negotiate the recruitment process in the
transition from higher education to the workplace are discussed.
Presenter(s): Bridgette Saplos, Nulloo
Yumbah, Central Queensland University
Title: Informal Peer Support for Students:
An analysis of informal sharing and
supporting experiences of Aboriginal and
Torres Strait Islander (A&TSI) students at
Central Queensland University (CQU).
Schedule: Session 5
Abstract
The recruitment and retention of students is the core business of any university, whose
product is to sell higher education to its major clients, the students. In doing so, many
universities have developed and put in place programs and services that will enhance the
students’ learning journey at the university. One such service is the formal peer mentoring
programs that is centrally coordinated by university faculties and schools and implemented
through the university’s student service centre. Since the inception of this mentoring program
at CQU, A&TSI students have not fully participated in this program. Instead, A&TSI students
have formed small informal social networks to provide an avenue whereby new and
continuing indigenous students make social connections and encourage them to persevere
with university life. How does this informal peer support network works and what are the
influencing factors for such a network?
This paper will analyse and discuss the experiences of four (4) mature aged female students
who had shared their experiences and have informally supported their fellow students
during their learning journey through Nulloo Yumbah, CQU. The paper will further discuss the
evaluation results of the students’ experiences and highlight areas for future nurturing of this
informal peer supporting initiatives in collaboration with the Nulloo Yumbah’s Recruitment
and Retention team.
Presenter(s): Adiemus, Chi How SEAH,
Counsellor, University of South Australia
Title: The unspoken grief in an ivory
tower: Examining the transition issues
among international students from a grief
tasks model
Schedule: Session 21
Abstract
Grief is a universal human experience but not everyone is given a license to grieve, and
certainly no one can be exempted from experiencing the pain of losing someone special or
something significant. This is particularly evident for traditionally-aged university students (1823 years old) who have experienced non-death losses such as transition to university, the end
of a friendship and/or romantic relationship, leaving home, separation from loved ones, or
academic failure. The research suggests that these non-death losses seem to evoke similar
physical and psychological distress to death losses. However, these non-death losses are
often not appropriately acknowledged or supported, and therefore can be viewed as
disenfranchised grief. Traditionally-aged university students also tend to be less experienced
with death and loss, and are more challenged by the intensity of grief due to their
developmental stage and the unconducive university environment to grieving. This whole
grieving experience is further exacerbated for international students who are often going
through the transition of adjusting and adapting to a new culture, new education system, new
expectations, new friends, and new living experiences.
This paper will review the developmental challenges for university students who are grieving,
discuss the impacts of grief especially in non-death losses for international students with
specific focus on transition issues, and examine the ‘grief tasks model’ in the adjustment to
grief. I will also share some clinical observations about working with grieving students, and
suggest strategies for university wide engagement in helping and supporting students who
are grieving.
Presenter(s): Mary Ann Seow and Nimi
Ashok (non-attending author), International
Student Advisory Services, University of
South Australia
Schedule: Session 22
Title: Partnering for student success –
partnering with the community in
response to the external environment
Abstract
In 2006, a number of international students at the University of South Australia (UniSA)
sought advice and counselling as victims of crime. The crisis involved students from other
education providers, common localities and the largest group of victims emerged as a cohort
from one region of the world. The crisis received political attention as well as media scrutiny
The immediate and long term physical safety and emotional well-being of the students were
the primary foci. Issues such as media management, collaboration with other affected
education providers and concerns of the ethnic community also required attention. UniSA
adopted several strategies to assist the students and resolve the crisis.
This paper outlines and highlights the collaboration that was the key to managing this crisis
effectively.
Internal key stakeholders included student support services, other professional teams, and
senior management at UniSA. External stakeholders included the State government, local
councils, and student support services at other education providers, the South Australian
police, community organisations, diplomatic representatives, student groups and Education
Adelaide. Cooperative strategies emerged resulting in successful outcomes
Strategies included forming a core internal crisis management team, setting of clear roles for
members, communication strategies (internal and external), community forums facilitated by
community groups and the police and sharing information and support across the sector.
Presenter(s): Lis Shugg and Jacquie
Robilliard, Counsellor & Disability Liaison
Unit Adviser, University of Melbourne
Schedule: Session 9
Abstract
Title:
Seizing
the
momentum:
Mainstreaming Mental Health
Given the increasing numbers of students presenting with mental health conditions in higher
education, universities are faced with the ever-growing problem of providing adequate support
for staff to manage this student cohort. Professional development in this area poses
significant questions. What do we reasonably expect staff to know about mental health in
order for them to be able to do their job? Does a “one size fits all” training module fulfil the
needs of staff? Who should be targeted? Is ongoing professional development a necessary
adjunct to primary training? What is the best utilisation of limited time and money for these
purposes?
In a collaborative program, the Disability Liaison Unit and the Counselling Service at the
University of Melbourne have engaged with faculty and students in training staff on mental
health issues. A collaborative partnership has been fundamental in the evolution of a training
program which addresses different needs of staff, tailors training to individual work places and
has, in some instances, embedded the training in position descriptions.
This project is a work in process. The paper will take you from its beginnings to the
development of a new mental health awareness training program for university staff.
Presenter(s): Geoff Simmons, Student
Counsellor, Charles Sturt University
Schedule: Session 8
Title: Paying Attention to Attention
Abstract
This presentation is a theoretical exploration of the possibilities of mindfulness training to
enhance concentration and focus among students.
Because mindfulness training is focussed on developing increasingly refined levels of
awareness of present-moment experience, there are indications that it may have applications
in this way.
Research into the beneficial effects of mindfulness in health and other settings and the
presenter’s clinical experiences will be reviewed and presented. (This will include the
challenges of teaching mindfulness practices and issues of commitment and compliance).
Finally, the presentation calls for further research in this area and outlines how such research
might be conducted.
Presenter(s): Alexandra Smith (Transition
Coordinator), Ava Gibson (Consultant, Orb
Solutions – non-attending author), Rachel
Anderson-Smith (Manager), Victoria
University – Disability Support Services
Schedule: Session 19
Abstract
Title: Although our stone may quickly
disappear, the ripples extend to the
oceans: Enhancing faculty engagement to
achieve equity for disabled students
‘Kia Orite: Achieving Equity’ is now linked to the Tertiary Education Commission’s
expectations of New Zealand Tertiary Institutions. It offers us a long awaited catalyst to lead
our institutions towards meeting equity commitments. In this paper we recognise that in order
to embrace this opportunity, we need to challenge the assumptions that we bring to working
with faculty. We also examine and reflect on the various strategies Disability Support Services
has used to work collaboratively.
In particular we share the tension and success of tackling an audit on inclusive teaching
practise through facilitating an appreciative inquiry process with Education Faculty students
and staff; and our working with academic researchers to analyse and report on the data
gained. We also look at our core service practise as an opportunity for engaging staff, the
language we use in day-to-day communications with academics, and the establishment of a
faculty engagement group to guide us.
Are the assumptions and approaches that we bring helpful: or do we need to alter our course
so that our efforts extend beyond immediate student need? The stone is our words, attitudes
and actions: the ripples are their impact. Let’s make our impact an enduring one.
Presenter(s): Edward Spalding, Counsellor
(With previous role of Chaplaincy Liaison
Officer), University of Western Sydney
Schedule: Session 16
Title: Is Chaplaincy on board? : An
investigation
of
how
University
Chaplaincy has developed in Australia
1996-2006
Abstract
Soon after the Dawkins Universities were established 1989, the newly created UWS Nepean
set up its Chaplaincy Service and the Counselling Unit was asked to play a liaison role
between University Management and Chaplains.
To ensure benchmarking and quality standards, I attended the 1996 TCMA ( Tertiary Campus
Ministry Association) Conference in Canberra and collected data by questionnaire on the
functioning of University Chaplaincies, the level of institutional support provided them and
their relationship with other services of their host universities. The following year, a TCMA
committee researched the personal views of its individual Chaplain members and asked me
to analyse the findings of their survey.
In 2006 I repeated the process with a follow-up questionnaire incorporating aspects of both
previous analyses and investigated the developments occurring over the ten year time span.
These developments will be reported on, especially as Chaplaincies have tended to move
from an Ecumenical Christian composition towards Multi-Faith in line with the student body
becoming more diverse and as Chaplains have tried to cope with fundamentalism.
Universities have recently become particularly concerned that Chaplaincies serve the whole
student body and that fundamentalism does not cause divisive splits in the university
community.
Presenter(s): Cathy Stone, Deputy Academic
Registrar, Student Support, The University of
Newcastle
Title: The role of public higher education
institutions in enhancing equity in
education: The experiences of mature age
students entering university via an equity
program at the University of Newcastle,
Australia
Schedule: Session 24
Abstract
This paper presents the findings of a qualitative research project, as part of a doctoral thesis,
which examines the impact of university study on a group of 20 female and male mature age
students at the University of Newcastle, Australia, who have entered university via an equity
program known as Open Foundation.
The students who are the subject of this paper are in the second to final years of their
undergraduate degree programs and have all have faced significant hurdles in gaining
university entrance and continuing with their studies. The majority have come from lower
socio-economic backgrounds, with little, if any, family history of higher education and little
positive experience of prior study. This paper gives voice to their stories - their triumphs and
achievements as well as their struggles - and highlights the important role that publicly funded
institutions can play, not only in widening access to higher education, but also in encouraging
and assisting students, from a diverse range of backgrounds, to participate fully in higher
education and achieve their goals.
Presenter(s): Jan Stewart, Victoria University
of Wellington
Schedule: Session 6
Title: “A meaningful student experience”:
Whose job is it?
Abstract
In the last decade or so, changes to the student population have directly fed into increasing
demand for student services and had an impact on teaching, as the homogenous student
population of the twentieth century gives way to more diversity. For academic staff, supporting
students is just one of many competing responsibilities, including research, teaching and
administration. In many circumstances, responsibility for “meaningful student experiences” is
off-loaded to dedicated student services providers. Despite or perhaps because of these
complexities, little research specifically addresses how teaching staff contribute to a holistic
system of student support. This paper, initiated by student services staff at one New Zealand
university, addresses this gap in the literature, by examining how the wider university can
work collaboratively and holistically to support students. It argues that a holistic approach – to
the student, to the services available, and to the university community – is most beneficial for
students. The paper offers a review of the literature on student support, provides a case study
of the holistic approach in practice at one New Zealand university, and challenges all
universities, including our own, to move beyond departmental and service silos, towards a
more integrated and collaborative community of learning.
Presenter(s): Carolyn Toonen, Manager
Counselling, ACU National (Australian
Catholic University)
Schedule: Session 12
Abstract
Title: Y Connect: Student Services for the
Now Generation
In March 2007 the ACU National Counselling Service implemented a Web based self help
tool for managing stress. This tool included an audio component of 9 relaxation tracks
recorded by counsellors of the service. At the suggestion of the I.T. staff providing the
technical skills for the project, the site also included a blog page for students. After four
months of availability, the site has attracted over 8,000 hits from a student population of over
13,000 across three states and a territory. It has left the counselling service with the
unavoidable reality that the current student population are accessing web based interactive
self help tools in ways that hard copy, straight content and groups have never been accessed.
This is not surprising given recent literature on generation Y. The dilemma for counsellors is
keeping up with the ethical and technical implications of virtual university communities. This
paper will discuss the process of developing and implementing the stress management tool
and the future plans to develop further online support to students with reference to literature
on generation Y and the risks and benefits of online psychosocial support.
Presenter(s): Jo Wilkins and Rachael Lane,
Retention Co-ordinator and Disability Coordinator, Massey University
Schedule: Session 10
Title: Keeping students afloat while trying
to get everyone else on board
Abstract
It has been said that any retention model takes ten years to develop, so what does one look
like after two years? Is it making any difference to students who often feel swamped?
Massey University Auckland began developing a model for retention in 2006, initially setting
up a comprehensive orientation programme for first year students . Once this was
established, we embarked on integrating existing retention initiatives, albeit a small number,
into our overall retention model. However, this only went some way to stem the tide of
students who were failing and not being retained.
It became clear that there were many issues to be addressed at the systemic and policy level
and it would take time to effect this change, so working at an operational level and targeting
individual students would need to be part of our retention model for some time to come.
Using the Betty-Guenter (1994) model we sorted students into subgroups and developed a
risk identification and follow up programmes for domestic and international students as well
as expanding equity based mentoring programmes to students with disability. A framework
developed by Swail (2004) was used as an assessment tool.
Our experience of implementing this programme, including issues of engagement, resourcing,
organisational buy-in and outcomes will be discussed. This will be followed by an opportunity
to share information and work together on developing retention initiatives at the operational
(student) level.
So whether you are new to retention or have expertise, all participants in this practical
workshop will offer valuable contributions which should make the next step in your journey
smooth sailing!
Presenter(s): Jan Wilson, Counsellor in
Health, Counselling and Wellbeing, and
Senior Lecturer , Postgraduate Studies,
Faculty of Health and Environmental
Sciences , AUT University
Schedule: Session 11
Abstract
Title: Supporting post graduate students
to stay on board: the role of a counsellor
on Faculty staff.
In 2002 three Student Services staff members, Jan Wilson, Melanie Cooke and Wendy
Hansen, carried out a survey of the needs of post-graduate students at AUT. Our institution
had recently been given university status, and our post-graduate area was rapidly expanding.
At about the same time Jan Wilson was seconded to the Nursing Department within the
Health Faculty to offer specific support to some post-graduate students. Since then that role
has developed into a permanent position within the post-graduate division of the Faculty of
Health and Environmental Sciences.
In this paper I will discuss the evolution of this role, the needs of post graduate students that
are being met through my work in this position, and the potential I see for such a role in the
future. The paper will focus on ways that this role can enhance the chances of success for
particular groups of post-graduate students as well as the need for collaboration between
Faculty and Student Services. I hope for a lively discussion about issues such as the
collaboration between academic and student support services staff, and the particular needs
of international students and of post graduate students who are also academic staff.
Presenter(s): Judy Wright, Counsellor, ACU
National
Schedule: Session 21
Title: Research informing practice and
practice informing research
Abstract
From August 2006 to December 2007 the ACU National Counselling Service at MacKillop
Campus North Sydney undertook a major research project on behalf of the University into the
psycho-social needs of International students. This research grew out of the large number of
International students enrolled in Diploma and Degree Courses at MacKillop Campus (50% of
the entire student body) and the University’s interest to enhance the response to International
students.
The Counselling Service embraced leading this research project given the already high
number of International students accessing Counselling, and our keeness for research to
inform practice. The Research Project has been a collaborative effort involving International
Office, various Schools on Campus and the student body and is an example of working
towards a common goal.
The presentation will outline the actual research project, the findings and the
recommendatiuons, as well as linking this with clinical practice. It will also discuss the benefits
and challenges of Counsellors leading such a research project on Campus.
Submissions for ANZSSA Conference
Presenter and email
Institution
Title
POSTER PRESENTATIONS
Michelle Clark
m.clark@auckland.ac.nz
The University
of Auckland
Rhonda Leece
rleec@une.edu.au
University of
New England
Sink or swim: social
learning communities
as navigation tools for
student services
practitioners
Developing an
Alcohol Strategy in a
Regional University
Setting: A Case
Study.
WORKSHOPS
Sharon Renfro
Sharon.Renfro@vuw.ac.nz
Victoria
University
Wellington
Campus
Angela Baker
a.i.baker@massey.ac.nz
Massey
University,
Palmerston
North
Maeve Castles and Donna Christie
maeve.castles@cit.act.edu.au
Canberra
Institute of
Technology
Penny Shores and Annie Andrews
p.shores@unsw.edu.au or
a.andrews@unsw.edu.au
UNSW
Student Success:
Successfully
Differentiating from
the Family of Origin—
a Bowen Family
Systems Theory
Perspective
Lambs to the
Slaughterhouse:
Competition,
perfectionism and
universities
How Hard Can It Be?
Sharing experiential
insights on how it
feels to be a student
with a learning
disability
Making the most of
hindsight: Alarm
Minimization:
Containing
contagious alarm on
campus: Mapping the
players and the
processes
Additional AV
needs
Time slot
Monday
noon- 1 pm
Monday
noon- 1 pm
White Board
with several
colours of
markers
Over head
Power Point
A
White Board
C
D
whiteboard
E
Dr Paul Quigley
paul.quigley@ccdhb.org.nz
Dr Kelley Kenney
kelleyrkenney@verizon.net
PAPER PRESENTATIONS
Wayne Ah-Wong
w.ah-wong@cqu.edu.au
Kate Borrett and Ania Zysk
kate.borrett@unisa.edu.au;
ania.zysk@unisa.edu.au
Emergency
Physician
at
Wellington
Hospital, New
Zealand
Full professor
at
Kutztown
University
Pennsylvania,
US
Alcohol consumption:
How much is too
much ??
F
Multicultural
Competence in
Student Services
G
Nulloo
Yumbah,
Central
Queensland
University
University of
South
Australia
Collaboration: Nulloo
Yumbah, faculty,
communities and
other student services
None
specified
5
Relationships and
Friendships across
cultures: Using ‘story
telling’ to engage new
international students
in conversations
about friendships,
relationships and
sexuality
Strategic Health
Management: Key
Changes for Student
Health to Facilitate
Transition and
Retention
Establishing student
communities to add
value to the student
experience: a
research led
transformation
strategy for Student
Service Practitioners
Issues When
Counselling Trainee
Artists
Coming Together:
New Approaches to
Intercultural
Interaction in Higher
Education
OHP
13
Cherie Buchanan and Vivienne Peterson
ck.buchanan@auckland.ac.nz;
vj.peterson@auckland.ac.nz;
The University
of Auckland
Dr Wayne Clark
w.clark@auckland.ac.nz
The University
of Auckland
Darryl Cloonan
darryljc@unimelb.edu.au
University of
Melbourne
Diana Collett
Diana.Collett@unisa.edu.au
University of
South
Australia
Bill Crome
b.crome@auckland.ac.nz
The University
of Auckland
Bill Crome
b.crome@auckland.ac.nz
The University
of Auckland
Session cancelled
Nulloo
Yumbah,
Central
Queensland
University
Curtin
University of
Technology
Eastern Health
and Deakin
University
Jim Elliott
j.elliott@curtin.edu.au
Renee Gedge
renee.gedge@easternhealth.org.au
Wayne Gillespie
w.gillespie@unsw.edu.au
University of
New South
Wales
3
1
6
17
From Astin to Zepke Alphabet Soup as a
cure for strategic seasickness
The Health &
Wellness Needs of
Mature Students:
Navigating Uncharted
Waters
Paddling Your own
Canoe
7
Creating a Student
Retention Plan
10
The evolution of
internet-based
counselling services
in Australia over the
past 5 years.
The Use of MyersBriggs Type Indicator
(MBTI) workshops to
enhance student
12
23
5
Whiteboard
and OHP
8
Don Gooder
don.gooder@aut.ac.nz
AUT University
Julie Grove and Georgina Barratt-See
georgina@unsw.edu.au
University of
New South
Wales
Gerard Hoffman
Head of Counselling
gerard.hoffman@vuw.ac.nz
Victoria
University of
Wellington
CANCELLED PAPER: Time slot available
Dianne Kirby and Teresa Dluzewska
Dianne.Kirby@newcastle.edu.au
Teresa.Dluzewska@newcastle.edu.au
University
Newcastle
of
Dianne Kirby and Teresa Dluzewska
Dianne.Kirby@newcastle.edu.au
University
Newcastle
of
Kathleen Kramlinger
k.kramlinger@auckland.ac.nz
The University
of Auckland
Lesley Mackay
l.mackay@auckland.ac.nz
The University
of Auckland
Christina Mico and
Assoc. Prof. William Oates
Christina.Mico@cit.act.edu.au
Canberra
Institute
of
Technology
and
Central
Qld University
w.oates@cqu.edu.au;
Dr Sean Murray and Dr Charmaine
Cameron
Session cancelled
Session cancelled
Liz Prendergast-Jones
e.prendergast-jones@curtin.edu.au
Curtin
University of
Technology
Curtin
University
of
Technology
Ms Leeanne Purdom, Dr Jim Elliott and Dr
Sean Murray
Curtin
University of
Technology
Mark Rainier, Nicola Stone and Angela
Baker
m.g.rainier@massey.ac.nz
n.a.stone@massey.ac.nz
a.i.baker@massey.ac.nz
Massey
University
Isabella Rasch
isabella.rasch@aut.ac.nz
AUT
interpersonal skills
and effectiveness in
working in groups
Setting up and
Maintaining an Online
Counselling
Programme in a
University
Building Community
and enhancing
Graduate Attributes at
UNSW: From First
Year Peer Mentoring
to University
Leadership
Responding to
Students at Risk of
Suicide – How
Assertive is too
Assertive?
15
14
22
6
4
Creating autonomy
supportive
environments to
promote intrinsic
motivation for learning
and students’ sense
of self
How do you eat an
elephant?
Encouragement for
mature age students.
Virtual Voyage to the
New World of Student
Services
Staying on Track :
Facilitating healing
and supporting
academic progress of
young students
subsequent to the
death of a parent
Defining, nurturing
and applying wisdom
How student services
professionals view
wisdom in work and
life
Mood Management
Group Programme for
Tertiary Students
24
7
22
7
whiteboard
11
9
23
Cbsplus* : Making
the most of diversity
to develop future
leaders
Residential Assistants
Training: Building a
Relationship between
Counselling Services
and Student
Residences
Sleeping with the
Enemy. Embedding
traditional Student
Services into
Academic
Programmes
The Fono Room - A
holistic response that
supports
Pasifika
tertiary
students’
8
2
whiteboard
20
18
retention and success
Sophie Reissner-Roubicek and Gillian
Reynolds
g.reynolds@auckland.ac.nz
The University
of Auckland
They can walk the
walk, but can they talk
the talk? How
students benefit from
university careers
services in their
transition to the
workplace
23
Bridgette Saplos
b.saplos@cqu.edu.au
Central
Queensland
University
Informal Peer
Support for
Students: An
analysis of informal
sharing and
supporting
experiences of
Aboriginal and
Torres Strait
Islander (A&TSI)
students at Central
Queensland
University (CQU).
5
Adiemus, Chi How SEAH
adiemus.seah@unisa.edu.au
University
South
Australia
of
The unspoken grief
in an ivory tower:
Examining the
transition issues
among international
students from a
grief tasks model
21
Mary Ann Seow and Nimi Ashok
maryann.seow@unisa.edu.au
University
South
Australia
of
Partnering for
student success –
partnering with the
community in
response to the
external
environment
22
Lis Shugg and Jacquie Robilliard
ess@unimelb.edu.au;
robij@unimelb.edu.au
University
Melbourne
of
9
Geoff Simmons
gsimmons@csu.edu.au
Alexandra Smith, Ava Gibson and Rachel
Anderson-Smith
Rachel.Anderson-Smith@vuw.ac.nz
Alexandra.Smith@vuw.ac.nz
ava@orbsolutions.co.nz
Charles Sturt
University
Victoria
University
Seizing the
momentum:
Mainstreaming
Mental Health
Paying Attention to
Attention
Although our stone
may quickly
disappear, the ripples
extend to the oceans
Enhancing faculty
engagement to
achieve equity for
disabled students
Edward Spalding
e.spalding@uws.edu.au
University
Western
Sydney
Cathy Stone
cathy.stone@newcastle.edu.au
The University
of Newcastle
Jan Stewart
Jan.Stewart@vuw.ac.nz
of
Victoria
University of
Wellington
Is Chaplaincy on
board? : An
investigation of how
University
Chaplaincy has
developed in
Australia 1996-2006
The role of public
higher education
institutions in
enhancing equity in
education: The
experiences of
mature age students
entering university via
an equity program at
the University of
Newcastle, Australia
“A meaningful student
experience”: Whose
job is it?
8
19
ohp
16
24
OHP
6
Session Cancelled
Carolyn Toonen
carolyn.toonen@acu.edu.au
ACU National
(Australian
Catholic
University)
24
12
Y Connect: Student
Services for the
Now Generation
Free session
20
Jo Wilkins and Rachael Lane
j.c.wilkins@massey.ac.nz and
r.m.lane@massey.ac.nz
Massey
University
Keeping students
afloat while trying to
get everyone else
on board
whiteboard
10
Jan Wilson
jan.wilson@aut.ac.nz
AUT University
Supporting post
graduate students
to stay on board:
the role of a
counsellor on
Faculty staff.
11
Judy Wright
judy.wright@acu.edu.au
ACU National
Research informing
practice and
practice informing
research
21
Distribution List: w.ah-wong@cqu.edu.au; Sharon.Renfro@vuw.ac.nz; s.murray@curtin.edu.au;
l.purdom@curtin.edu.au; j.elliott@curtin.edu.au; a.i.baker@massey.ac.nz; kate.borrett@unisa.edu.au;
ania.zysk@unisa.edu.au; c.Cameron@curtin.edu.au; cathy.stone@newcastle.edu.au; darryljc@unimelb.edu.au;
Diana.Collett@unisa.edu.au; renee.gedge@easternhealth.org.au; w.gillespie@unsw.edu.au;
georgina@unsw.edu.au; gerard.hoffman@vuw.ac.nz; Dianne.Kirby@newcastle.edu.au; m.g.rainier@massey.ac.nz;
n.a.stone@massey.ac.nz; a.i.baker@massey.ac.nz; b.saplos@cqu.edu.au; adiemus.seah@unisa.edu.au;
maryann.seow@unisa.edu.au; p.shores@unsw.edu.au; a.andrews@unsw.edu.au; ess@unimelb.edu.au;
robij@unimelb.edu.au; e.spalding@uws.edu.au; carolyn.toonen@acu.edu.au; j.c.wilkins@massey.ac.nz;
r.m.lane@massey.ac.nz; jan.wilson@aut.ac.nz; judy.wright@acu.edu.au; e.prendergast-jones@curtin.edu.au;
Christina.Mico@cit.act.edu.au; maeve.castles@cit.act.edu.au; don.gooder@aut.ac.nz; l.mackay@auckland.ac.nz;
Jan.Stewart@vuw.ac.nz; g.reynolds@auckland.ac.nz; m.clark@auckland.ac.nz; w.clark@auckland.ac.nz;
k.kramlinger@auckland.ac.nz; ck.buchanan@auckland.ac.nz; vj.peterson@auckland.ac.nz; gsimmons@csu.edu.au;
Rachel.Anderson-Smith@vuw.ac.nz; Teresa.Dluzewska@newcastle.edu.au; rleec@une.edu.au;
isabella.rasch@aut.ac.nz; b.crome@auckland.ac.nz; Alexandra.Smith@vuw.ac.nz ; ava@orbsolutions.co.nz;
paul.quigley@ccdhb.org.nz; kelleyrkenney@verizon.net;