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This paper seeks to review the adaptation and application of mindfulness‐based psychotherapeutic practices for individuals with intellectual disability, the population most at risk for mental health and behavioral challenges.

Provided is an overview of the adaptation and utilization of these practices in the treatment of anxiety and mood disorders, and maladaptive behavior in individuals with intellectual disabilities. It also explores current research related to mindfulness‐based stress management for parents and caregivers of individuals with intellectual disability.

Current research and practice supports that mindfulness‐based psychotherapeutic practices are clinically effective in the treatment of anxiety, mood, stress, aggression, and self‐injury in individuals with intellectual disabilities, and enhanced coping and stress management in their parents and caregivers.

The effective, experiential, and skills‐based practices of mindfulness‐based psychotherapy make it easily adaptable and applicable for use with individuals with intellectual disabilities who have varying mental health and behavioral challenges.

Very little has been published on the adaptation and application of mindfulness‐based psychotherapeutic practices for individuals with intellectual disabilities. Given the mental health and behavioral challenges faced by this population, there is a great need for individuals with intellectual disabilities to have effective and practical treatment such as mindfulness‐based psychotherapy. Further research and utilization of these practices with this population is needed.

Emerging discourses focusing on the social, emotional, educational, and economic disadvantages identified for Australia’s First Peoples (when compared to their non-Indigenous counterparts) are becoming increasingly dissociated with an understanding of the interplay between historical and current trends in racism. In addition, it may be argued that the very construction of Western perspectives of Indigenous identity (as opposed to identities) may be deeply entwined within the undertones of the interplay between epistemological racism, and the emergence of new racism today.

This chapter shall review a substantial portion of Aboriginal and Torres Strait Islander educational research, with a particular emphasis on the acknowledgment of the impact of racism on the educational outcomes (and other life outcomes) of Aboriginal and Torres Strait Islander peoples with a focus on higher education.

This review has found that while there is evidence emerging toward the engagement of Aboriginal and Torres Strait Islander students in all forms of education, there is also considerable resistance to targeted efforts to reduce the inequities between Aboriginal and Torres Strait Islander students and all Australians (especially within the university sector). It is argued this resistance, both at the student and curriculum level, is clear evidence of preexisting epistemological mentalities and racism.

The implications of this review suggest that greater effort needs to be placed in recognizing unique Aboriginal and Torres Strait Islander experiences and perspectives, not only at the student level, but such perspectives need to be imbedded throughout the whole university environment.

This chapter identifies the attributes that learners need in order to learn effectively in new technology rich educational environments. There are a number of different ways of synthesising the findings from this emerging literature which relies heavily on qualitative research. This chapter reports on a literature review which adopted a deliberately interpretative qualitative meta-analysis, synthesising the findings from 15 key studies. As such, the chapter demonstrates a way of reviewing and compiling current research. The synthesis resulted in the identification of six attributes that learners need to do well in next generation learning spaces. These are engaged, connected, confident, adaptable, intentional and self-aware. Although some of these attributes are applicable to all learning contexts, those of being connected, confident, adaptable, and intentional seem to be particularly important in learning in next generation learning spaces. The challenge is to design learning activities that encourage and reward the development of these attributes. The hope is that through both its findings and its method, this chapter provokes debate on what it now means to be a successful learner in today’s technology rich world.

In this article I will first explore current research definitions, uses and roles of yarning. From this I will argue yarning is undervalued and underutilised as a potentially rich source of data collection. Second, I will discuss how yarning can be used in research design development, application and data collection. Last, I will use my research in the history of education to demonstrate the effectiveness of yarning in historical narratives, in particular my study of an Aboriginal community’s journey towards Aboriginal student integration in Collarenebri, a small, remote and rural town, in northern New South Wales (NSW). I show how the local Aboriginal community lobbied successfully for their children to be transferred from a segregated Annex to the main school during the mid 1940s to the early 1950s. Utilising yarning as a research methodology added depth and relevance for participants, their local communities and the narrative paradigm that informs it.

The purpose of this paper is to examine changes in patients' satisfaction after their doctor has participated in a brief educational intervention on medicolegal risk management.

Questionnaire completed by ambulatory patients, measuring satisfaction with their doctor's communication skills before and three months after the doctor participated in a three hour workshop on medicolegal risk management. 75 obstetrician/gynaecologists (O&Gs) and 99 general practitioners (GPs) were each rated by 60 of their patients following a consultation in their clinical rooms.

Patient satisfaction as evidenced by change to “complete satisfaction” with doctor's communication skills and overall satisfaction with the clinical encounter.

Participants had high initial patient satisfaction ratings and these were found to have improved across all parameters three months after the educational intervention.

The educational intervention was successful in improving doctors' communication skills as evidenced by enhanced patient satisfaction in all key areas, including those most frequently associated with patient complaint, litigation and adverse outcome.

This article seeks to augment understanding of the rise of psychological interpretations of the child in New Zealand, and suggest refinements to McDonald’s typology, with reference to changing religious values and priorities in the years before World War II. In particular, it considers patterns of religious education, with special reference to changing representations of Jesus for children during this time. Consideration of this material indicates that psychological approaches to childhood played an important role in shaping religious education throughout these years. Though noteworthy in itself, this influence highlights the extent to which interest in scientific and psychological understandings of the child had been growing more generally since the beginning of the twentieth century. Indeed, it provides a broader context for understanding the post‐war expansion of psychological approaches to children. Insofar as psychological interpretations of childhood were paradigmatic after 1945, this occurred because such approaches had been disseminated and acquired sufficient legitimacy in preceding years.

Visual representations of teachers and teachers’ work over the past century and a half, in both professional literature and popular media, commonly construct teachers’ work as teacher‐centred, and built around specific technologies that privilege the teacher as the active, dominant and legitimate principal agent in the educational process. This article analyses a set of photographs that represent an ‘alternative’ educational approach to normalised mainstream schooling, to explore the ways such practices might enact pedagogy within different social relations. Butler’s discussions of performativity and Foucault’s concept of technologies of self, offer a theoretical framework for understanding the educative and political work such visual representations of teachers work might perform, in the construction of capacities to imagine what teachers’ work looks like, with implications for capacities to enact teaching. The photographs analysed present a pedagogy in which the teacher is less visibly central and less overtly directive in relation to children’s learning than in normalised pedagogy. Thus, in important respects, they offer material from which to construct a different vision of what teachers’ work looks like, and, consequently, to enact teachers’ work differently. In this article I explore a set of photographs of Montessori methods at Blackfriars School in Sydney in the early twentieth century. I do so in order to establish whether such photographs offer a representation of teaching that differs significantly from conventional ‘normalised’ understandings of teachers’ work. This in turn is intended to inform one part of a transformative agenda to address problematic aspects of contemporary schooling.

To improve outcomes for people with co-occurring mental health and substance use disorders, the Eastern Health Mental Health Service implemented an integrated treatment model known as the dual diagnosis clinician shared care model. This study aims to provide evidence for a relatively unexplored model in clinical mental health services within the state of Victoria, Australia.

Dual diagnosis clinicians were placed into community mental health clinics in a shared-care, modified case management role, to provide primary and secondary consultations to select consumers and/or their carers, as well as to provide capacity-building training to the mental health staff facing real world clinical challenges in dual diagnosis service delivery.

Since the commencement of this service, more than 800 consumers of the adult mental health service have been supported to concurrently address their harmful substance use, while receiving recovery-focused community mental health care. Preliminary findings include previously unknown figures on the prevalence for co-occurring substance use at the point of referral and a demonstrated preference by consumers for treatment of both disorders at the same time by the same service (in-house treatment).

The establishment of a dedicated, integrated dual diagnosis team has significantly increased the capacity of a community-based clinical mental health service to engage with and treat consumers with dual diagnosis disorders. This model is beginning to produce evidence challenging traditional siloed approaches to mental health and alcohol and drug treatment.

This paper aims to show that zakat solves the collective action problem by changing the framework of giving. An additional purpose of this paper is an attempt to fill a critical gap in the Islamic economics literature. This gap concerns the nature and role of zakat in effectively delivering aid to those in need while mitigating the potential for free riding. There is also a general gap in the current literature on Islamic economics that the issues of zakat and charity have not received the same attention as the focus remained mostly on money, banking and the issues of interest and usury. The paper is also an attempt to provide a refocus.

This paper attempts to build an argument to show how zakat can function as a unique solution to the free-rider problem in voluntary charity. The author’s argument is based on a precise theoretical framework, namely the “free-rider problem,” and how zakat can function as a unique solution to this problem. The author also uses game theory to show how reputation can lead to cooperation in a repeated game. The author uses an example from Pakistan to show how reputation can be a disciplinarian of zakat collection organizations.

Zakat solves both the free-rider problem in ordinary charity and the coordination problem between members in a large group. The free-rider problem is solved by changing the very framework of giving and the coordination problem between Muslims around the globe disappears because the rates and details of levying zakat are centrally created based on divine revelation.

This paper presents an important topic as it addresses one of the most popular giving practices in Muslim societies, called zakat. It also provides a framework in examining the meaning and function of zakat in Muslim societies.