scholarly journals American Australian Association (AAA)

2021 ◽  
pp. 53-53
Keyword(s):  
Australian Association

An Interview with Professor Wilma Vialle

2020 ◽  
pp. 52-62
Keyword(s):  
Gifted Education ◽  
Effective Teachers ◽  
Talent Development ◽  
International Study ◽  
Chief Editor ◽  
Research Association ◽  
Social Emotional ◽  
South Wales ◽  
Australian Association

This is an interview with Dr Wilma Vialle, Ph.D, Professor in Educational Psychology and Gifted Education in the Faculty of Social Sciences at the University of Wollongong, New South Wales, Australia. Dr Vialle is the author of several books, articles, and chapters on gifted education and child psychology. Her research interests are centred on giftedness and talent development and she is predominantly interested in issues concerning social justice. Recent research projects include an international study of effective teachers of the gifted, a longitudinal study of adolescent academic and social emotional outcomes, the development of expertise in competitive Scrabble players, popular culture and giftedness, and the development of spiritual understanding in children. Dr Vialle is the chief editor of the journal Talent Development and Excellence and is on the editorial board of several international journals. She is also on the Executive Board of the International Research Association for Talent Development and Excellence (IRATDE). In 2006, Dr Vialle was awarded the Eminent Australian award by the Australian Association for the Education of the Gifted and Talented (AAEGT) for her contributions to gifted education.

Art Therapy

1952 ◽  
Vol 15 (2) ◽  
pp. 67-68
Author(s):  
I. Champernowne
Keyword(s):  
Occupational Therapy ◽  
Public Affairs ◽  
Physical Work ◽  
Physical Treatment ◽  
Australian Association ◽  
Adequate Care ◽  
Football Match ◽  
Environmental Stimulation ◽  
Or Team ◽  
Complex Activities

“Occupational therapy in psychiatry is a particularly fine art. Emphasis should be placed on constructive projects to awaken new interests and skills, and these must be adapted to the patient's individual needs. The patient emerging from a manic phase requires limited diversional activities, as it may only increase his responsiveness to environmental stimulation. The depressive patient responds better to easy tasks, as complex activities will increase his feelings of inadequacy. The emphasis here should be placed on diversion, which may take the patient out of himself. The schizophrenic requires activities symbolising reality, the neurotic with pent-up tension should be occupied with activities that give him an opportunity for energy release. Many patients will release more energy witnessing an international football match and by concentrating attention upon public affairs than in actual physical work. The patient identifies himself with his favourite player or team of players, political party or leader, etc. and, by projecting himself in real or imaginary actions, he secures a release of tension. Tension is a sympton of unreleased energy. In the properly selected work and recreations, the psychiatric finds an opportunity to release his unreleased tension, and this is the task of the psychiatric occupational therapist. It goes back to 1913 when the American Psychiatric Association adopted a resolution, namely ‘that occupational therapy marks the standing of a psychiatric organisation, and neglected or omitted the patients are not receiving the adequate care and treatment to which they are entitled.’ After all, occupational therapy is applied physical treatment.— Dr. Z. Wechsler on ‘Physical Therapies in Psychiatry’ in the Australian Association O.T. Bulletin, October, 1951.

Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives

2013 ◽  
Vol 37 (2) ◽  
pp. 93-106 ◽  
Author(s):  
Michael F. Giangreco
Keyword(s):  
Research Trends ◽  
Educational Opportunities ◽  
Annual Conference ◽  
Integrated Models ◽  
Special Educational Needs ◽  
Teacher Assistants ◽  
Australian Association ◽  
Special Service ◽  
Inclusive Schools ◽  
Teacher Assistant

In this article, I summarise the primary content included in a keynote address I delivered via videoconferencing in July 2012 at the national conference of the Australian Association of Special Education, held jointly with the annual conference of the Tasmanian Principals Association in Hobart, Tasmania. The address focused on three major topics pertaining to the utilisation of teacher assistants in inclusive schools: (a) persistent and emerging research trends, (b) contemporary conceptual and data-based concerns, and (c) ideas about what schools can do to provide improved educational opportunities and supports for students with special educational needs in inclusive classrooms. The article concludes that the potential overuse or misuse of teacher assistants is a symptom, not cause. Building integrated models of general and special service delivery in schools can address the challenges associated with questionable teacher assistant utilisation.

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