Events archive


Queer pedagogies out of place and time: redrawing the boundaries of youth, homosexuality and education

Dr Daniel Marshall
Date: Wednesday, October 17
Time: 2–4pm
Venue: Room 612, Education Building (A35)
Speakers: Dr Daniel Marshall, Faculty of Arts and Education, Deakin University
RSVP: to Dorothy Bottrell (email:

What is the correct place for queer sexualities education? From geographic and spatial perspectives, how is queer pedagogical work with young people organised? Taking the health-education classroom as a spatial starting point, this paper opens by arguing that the spatial consolidation of sexualities education in schools has contributed to the production of a normative bioethical account of the conjunction between homosexuality, pedagogy and youth. Elaborating a range of concerns in relation to this normative conjunction, this paper focuses on constructing an alternative history of locations, spaces and places in, and for, Australian queer pedagogy. To construct this alternative history I will introduce three cartographic cases that I will examine for the purposes of mapping out, literally, different relationships between pedagogy and sexuality. My examination of these cases will be driven by my argument that the non-normative uses of space, place and location which they evince provide responses to the bioethical dilemmas of knowledge, educational rationale and student subjectivities raised by the conventional location of sexualities education in the classroom. The paper closes by demonstrating some of the ways that place-based queer histories can enable queer pedagogies that re-draw the boundaries of youth, homosexuality and education.

Daniel Marshall conducts research in sexualities education, queer histories, popular culture and queer youth social policy. His publications include forthcoming co-edited special issues of Radical History Review, The Review of Education, Pedagogy & Cultural Studies and Sex Education; the policy monograph, Beyond Homophobia (co-authored); and the popular history book, Secret Histories of Queer Melbourne (co-edited). He has a PhD in Cultural Studies from the University of Melbourne, is President of the Australian Lesbian and Gay Archives and serves as associate editor of Critical Studies in Education.

Screw You, Jimmy Choo! performance and seminar

Christine Bruno
Date: Tuesday, October 2
Time: 3–5pm
Venue: Assembly Hall, Old Teachers College (A22)
Speakers: Christine Bruno, New York based playwright and actor
RSVP: to Dorothy Bottrell (email:

New York actor Christine Bruno will present her one-woman show, Screw You, Jimmy Choo!, followed by a question-and-answer session and discussion of her work in disability arts advocacy with Alliance for Inclusion in the Arts.

Women covet them and men covet the women who wear them. All hail the almighty high-heel! Join one sex-crazed New Yorker on her crip-trek through Internet dating, disability stereotypes, sex fantasies, and of course, New York City cab drivers — all viewed through the haze of her unnatural obsession with shoes she can’t wear! Called “compelling, hilarious and very, very sexy,” Screw You, Jimmy Choo! was developed at the Actors Studio and received its world premiere in March 2009 at the Art of Difference Festival in Melbourne. In 2010, it premiered in the UK at DaDaFest International in Liverpool. According to renowned disability rights scholar, author and artist, Dr Tom Shakespeare, experiencing Christine Bruno's performance “finally made this uncomprehending male realise the vital importance of footwear!”. Christine will also be available for further discussion of disability arts and advocacy. Email Dorothy Bottrell if you would like to arrange to meet with Christine.

Lecturers: If you would like to bring your class to this event, please work out numbers and email Dorothy Bottrell.

Christine Bruno is based in New York City and has worked nationally and internationally as an actor, director, singer, coach and disability advocate. She has an MFA in Acting and Directing from the Actors Studio Masters Program at New School University and is a lifetime member of the Actors Studio. Bruno has performed throughout the US, in Melbourne, and across the UK. Her credits include The Glass Menagerie, The Good Daughter, The Crucible, A View From the Bridge, Krankenhaus Blues, the independent feature films Static, This Is Where We Live, One Spring, and TV’s Law & Order. She most recently completed a run at London’s Oval House Theatre and a UK tour of the new musical, Raspberry. November 2010 also marked the UK premiere of her one-woman show,

Screw You, Jimmy Choo!, as part of DaDaFest International 2010 in Liverpool. Bruno served as the 2011 co-chair of the Inclusion in the Arts & Media of People With Disabilities (I AM PWD; global civil rights campaign and is a member of the Screen Actors Guild‐American Federation of Television and Radio Artists national committee for Performers with Disabilities. As Disability Advocate for Inclusion in the Arts, Bruno has represented the organisation across the US and internationally in Melbourne and the UK.

New research on young people's health

Date: Wednesday, September 19
Venue: Education Building (A35)
Speakers: Professor Kate Steinbeck, Medical Foundation Chair in Adolescent Medicine
Emily Klineberg and Dr Damien McKay, Department of Adolescent Medicine
RSVP: to Dorothy Bottrell (email:

The ARCHER Study: Adolescent Rural Cohort Study of Hormones, Health, Education, Environments and Relationships

Kate Steinbeck: Adolescence is a critical life transition through which adult health and well-being are established. Substantial research confirms the role of psycho-social and environmental influences on this transition, but research examining the role of puberty hormones on adolescent events is lacking. Neither has the tempo of puberty or the interaction between age of onset and tempo has been well studied. The ARCHER study will provide evidence on the relationship between hormones and adolescent behaviour, health and wellbeing. The ARCHER study is a multidisciplinary, prospective, longitudinal cohort study over three years in 400 adolescents (10–12 years of age) in Dubbo and Orange. Data collection includes participant and parent questionnaires, anthropometry, blood (annually) and urine (every three months) collection and geocoding. The strengths of this study include enrollment starting in the earliest stages of puberty, the use of frequent urine samples in addition to annual blood samples to measure puberty hormones, and the simultaneous use of parental questionnaires. Kate holds a Clinical Academic Appointment in the Department of Adolescent Medicine at the Children’s Hospital Westmead and an Honorary VMO position in Adolescent Medicine at Royal prince Alfred Hospital. She is chief investigator for the Sydney Medical School’s Adolescent Rural Cohort study, a case coordinator for an adolescent problem based learning case and a member of the Child and Adolescent Health Committee. She is a member of the Steering Committee for the Boden Institute of Obesity, Nutrition and Exercise. Kate’s research contributions to adolescent health include chronic illness and transition to adult care, adolescent obesity, insulin resistance and cardiovascular risk factors, the Prader Will Syndrome and the late effects of cancer therapy in adolescents. Studies on the effects of puberty hormones on adolescent health and wellbeing are part of her ongoing research program, together with the studies on the methodological issues uniquely associated with adolescent research and homeless youth. Much of her research has been translated into clinical practice.

Emily Klineberg is currently working with the clinical team in the Adolescent Medicine Unit on three projects: to analyse data collected from the Complex and Chronic Clinic; to embed an evaluation into their Chronic Illness Peer Support Program (ChIPS); and assisting with a retrospective review of data from the Services in Addiction Medicine in Youth (SAMY). Emily is working with two Youth Health Services in Western Sydney to explore the health issues and service use in young people who are homeless or at risk of homelessness, which will be the starting point to develop a wider body of research with this marginalised group of young people. Emily has a B.Psych(Hons) from The University of Sydney and a PhD on adolescent self-harm from The University of London (awarded in 2010). Emily has research experience in both the UK and Australia working on school-based, community-based and now hospital-based studies of adolescent mental and physical health. Her interests include health behaviours, attitudes to health and self- care and help-seeking, social support and the interplay between mental and physical health in adolescent wellbeing.

Damien McKay will discuss the self-management of chronic illness in adolescents and the plans to establish a self-management clinic at the Children’s Hospital at Westmead. Damien is a consultant paediatrician, specialising in paediatric rheumatology and paediatric sports and exercise medicine. His current areas of work include self-management of chronic illness in adolescent populations and injury risk from participation in sports and physical activity during adolescence.


Diversity, social cohesion and productive mix amongst young people

Date: Wednesday, November 23
Venue: Education Building (A35)
Speakers: Associate Professor Anita Harris, Monash University
RSVP: to Dorothy Bottrell (email:

Over the past decade in Australia, as elsewhere, young people have been at the centre of debates about diversity, integration and cohesion. Concern about intercultural conflict amongst youth has resulted in a new focus at the level of social policy and community initiatives on improving opportunities for and experiences of cross-cultural engagement to enhance social cohesion. Young people are encouraged to come together, learn about one another and thereby live more easily together. However, many questions remain about what kinds of togetherness are achieved, promoted, disavowed and made possible within and beyond the bounds of social cohesion agendas. This paper reflects on the complex nature of productive relations for young people in Australia’s culturally diverse cities in times of increasing concerns about social cohesion. It draws on research with young people in ten multicultural Australian neighbourhoods to investigate where and how young people of diverse cultural backgrounds encounter one another and what kinds of activities and everyday experiences facilitate productive mix. It explores a spectrum of intercultural engagement from indifferent co-presence to deep connectedness and considers what kinds of ethical relations these produce and how they fit with calls to young people to get to know and respect one another.

Associate Professor Anita Harris is an ARC Future Fellow in the School of Political and Social Inquiry at Monash University. She is undertaking a program of research on young people, citizenship, diversity and social inclusion, including ARC projects on young people’s everyday forms of living with cultural difference in multicultural cities and the ordinary civic practices of young Muslims. She has published widely in the areas of youth studies and girls’ studies.

Reimagining childhood and youth research seminar

Date: Tuesday, September 13
Time: 3–5pm
Venue: Room 436, Education Building (A35)
Speakers: Anna Hickey-Moody, University of Sydney
Valerie Harwood, University of Wollongong
RSVP: to Dorothy Bottrell (email:

Hickey-Moody will speak about Youth arts, pedagogy and affect; Harwood will give a presentation titled "interrupting the psychopathologisation of children. We hope you wil join us for the presentations followed by discussion and refreshments. For additional information, download the seminar flyer (pdf, 732kB)

Take the LEAD: the effect of a mentor-based intervention model for under-resourced youth

Date: Wednesday, February 16
Venue: Room 436, Education Building (A35)
Speakers: Anna Hickey-Moody, University of Sydney
Valerie Harwood, University of Wollongong
RSVP: to Dorothy Bottrell (email:

The LEAD program focuses on mentor-based relationships and a resiliency intervention model in school, community, and outdoor settings built over an extended period of time among at-risk high school students, teacher candidates, human kinetics volunteer interns and student success teachers. Teacher candidates and volunteer interns have all their placements in one school and commit to out-of-school mentoring to foster relations with at-risk youth and other community members. The seminar will discuss the program and

  • the impact of the mentoring relationships on the high school participants

  • high-school participants’ improvement on key performance indicators (GPA, attendance, suspensions, etc)

  • the improvement of resiliency for the at-risk youth

  • the impact of the program on all participants’ self- efficacy.

Geri Salinitri is Associate Professor in the Faculty of Education, University of Windsor. Her 32-year-teaching career includes teaching and counselling at secondary level and in teacher education. Geri developed the LEAD program in collaboration with Dr Vicky Paraschak from Human Kinetics as a unique field experience model that introduces teacher candidates to a year-long mentoring approach working with disadvantaged youth. Geri has extensive involvement with schools and professional organisations and has presented several papers on the freshman experience and the impact of mentoring on teacher candidates.


Linking resilience in children and child protection workers: Resilience and Burnout in Child Protection Social Work in Northern Ireland

Eligibility: Open to all school staff and higher-degree-research students
Thursday 8 July 2010
Room 438, Education Building (A35)
Paula McFadden, University of Ulster
to Dorothy Bottrell

Social work is a profession that aims to promote social functioning by the provision of practical and psychological support to those in need. It is well recognized that child protection social work can be extremely stressful and result in burnout and negative impacts on workers’ mental health and well being; also putting at risk the “best interests” of children and young people. The factors that contribute to burnout need to be identified so that that a knowledge base can develop on how organizations might implement policies to prevent such burnout and promote resilience. Despite the evidence related to the difficulties associated with child protection social work there have been findings which suggest that workers find their role rewarding, experience job satisfaction and feel they make a significant difference to people’s lives. What makes some workers resilient to the high demands, low return occupation like child protection social work? What enables some to sustain these conditions whilst others burn out? These questions are the focus of my doctoral research which aims to elucidate workers’ experience and contribute to better understanding of symbiotic resilience or links between worker and client resilience.

Paula is a doctoral student at the University of Ulster, Northern Ireland. She is an experienced social worker and counsellor and a member of the British Association of Counselling and Psychotherapy; and the Northern Ireland Social Care Council.
Rsvp by Monday 5 July to


Seminar: The Social Ecology of Resilience

Dr Michael Ungar
Eligibility: Open to all school staff and higher-degree-research students
Wednesday 7 October 2009
Room 612, Education Building (A35)
Dr Michael Ungar, Dalhousie University, Halifax, Canada
to Dorothy Bottrell

Despite decades of resilience research, there continues to be definitional ambiguity in how to define and operationalise positive development under adversity. In this presentation, Dr Ungar will use examples from his research collaborations on six continents to discuss how we can study resilience using mixed methods in ways sensitive to culture and context. His work suggests the need for an ecological interpretation of the construct. Four principles will be presented that guide theory development, research, and the design of integrated approaches to intervention that ensure resilience is more likely to occur. These principles are: decentrality, complexity, atypicality, and cultural relativity. Employing these four principles informs a critical perspective of resilience that explicitly accounts for the disequilibrium between vulnerable individuals who lack opportunities for growth and the influence of social and physical ecologies that facilitate or inhibit resilience-promoting processes.

Michael Ungar, PhD is both a social worker and marriage and family therapist with experience working directly with youth and families in child welfare, mental health, educational and correctional settings. He is now a University Research Professor and Professor of Social Work at Dalhousie University in Halifax, Canada. He has conducted workshops internationally on resilience-related themes relevant to the treatment and study of at-risk youth and families and has published over 70 peer-reviewed articles and book chapters on the topic. He is also the author of nine books including: The We Generation: Raising Socially Responsible Children and Teens; Too Safe for their Own Good: How Risk and Responsibility Help Teens Thrive; Counseling in Challenging Contexts: Working with Individuals and Families Across Clinical and Community Settings; and Strengths-based Counseling with At-risk Youth. Currently, as the director of the Resilience Research Centre, he leads a number of studies of resilience involving researchers from more than a dozen countries on six continents. In addition to his research and teaching, Michael maintains a family therapy practice in association with Phoenix Youth Programs, a prevention program for street youth and their families, and since 2002 has sat on the Board of Examiners for the Nova Scotia Association of Social Workers. Michael lives in Halifax with his partner and their two children.

Further information:

Seminar: Innovative community approaches to the problem of intra- and inter-cultural youth conflict and violence

July 2, 2pm, Education Seminar room 325
Speaker: Dr Peter Westoby, University of Queensland

Dr Peter Westoby is a Lecturer in Community Development within the School of Social Work and Human Services, while also working as a research consultant with the Australian Centre for Peace and Conflict Studies. He has worked in development practice within South Africa, PNG, the Philippines, and Australia. Some of this recent work is focused on peaceful development practice within Vanuatu, social cohesion and community conflict practice within Australia and the application of community development within school settings. In 2008 he was awarded a Churchill Fellowship enabling him to investigate innovative community approaches to the problem of intra and inter cultural youth conflict and violence. He lectures in community development theory/practice, methodology, frame-working and community-based training. His most recent publications include two books: Dialogical Community Development: with depth, solidarity and hospitality (Tafina Press, 2009), and The Sociality of Healing: In Dialogue with Resettling Sudanese Refugees within Australia (Common Ground, 2009).

This presentation will overview the background (rationale) and key findings elicited from the research trip funded by the Churchill Fellowship conducted in 2008. This research trip focused on the three ‘concerns’ of: community-based inter-cultural youth conflict, youth violence and youth gangs. The presentation will examine some of the conceptual issues when thinking about these three ‘concerns’, and then overview the key findings from a program of interviews conducted within South Africa (Johannesburg, Durban and Bloemfontein), the UK (London, Manchester/Oldham and Coventry), USA (Boulder and Denver/Colorado) and New Zealand (Auckland). Finally some recommendations will be discussed.


Seminar: Girls and Girlhood

Tuesday 25 November2008
Room 618, Education Building (A35)

Girls Today: Girls, Girl Culture and Girls' Studies
Catherine Driscoll
, Chair, Gender and Cultural Studies, School of Philosophical and Historical Inquiry, The University of Sydney.

The history of modern girlhood is entwined with anxieties about cultural norms and cultural change that are foundational to 'girlhood' and 'girl culture'. This paper sketches a history of discourses on girls, girlhood and girl culture as the necessary genealogical context for a subsequent discussion of the field of contemporary girl studies. It finally focuses on girlhood studies' particular interest in locating, describing and problematizing girls' voices and girls' agency.

‘The bad girls don’t really work hard and then they get really popular’: an exploration of girls’ relationships to school work.
Carolyn Jackson,
Lancaster University

Interviewer: If it was really cool to work hard in school and you got status from working hard, would you work hard?
Sandy: Yes I would, I would if it was [cool]. But because at the moment it’s not, I just don’t [work hard]. I don’t try and I don’t intend to.

In the UK concerns about ‘Laddism’ or ‘laddishness’ are central to the on-going discourse on boys’ educational ‘underachievement’. Many politicians, researchers, parents and teachers are mindful that many ‘lads’ regard ‘coolness’ and popularity as incompatible with being seen to work hard academically. Indeed, some are looking for ways to make ‘school = cool’ for boys. By contrast, girls’ relationships to school work are generally ignored and/or are assumed to be unproblematic; such assumptions are misguided.

In this paper I explore year 9 girls’ (aged 13-14 years) relationships to academic work. I draw upon interview data from an ESRC funded project. During the project I interviewed a total of 153 pupils (75 girls, 78 boys) and 30 teachers. Participants were from six schools in England (4 co-educational and 2 single-sex), selected to ensure a mix of pupils in terms of social class, ‘race’ and ethnicity, and a mix of schools in terms of examination results, and gender of intake (single-sex and co-educational). The paper focuses on the ways in which the ‘it’s-not-cool-to-be-seen-working’ discourse that is associated with boys is also dominant for girls. I explore the ways in which girls negotiate this discourse, and also consider the implications for particular groups of girls.

Picture me as a young woman: Making sense of young women’s photograph collections from the 1950s and 1960s
Penny Tinkler
, University of Manchester

Many young women growing up in the 1950s and 1960s collected photographs. These included pictures they: took themselves, commissioned, bought and were given. These photograph collections have frequently been preserved, often in their original settings (such as albums, picture frames, lockets). Whilst there have been several historical studies of photographs of young people, especially children, there has been no attempt to research and analyse the photographs produced and consumed by young people in the past. Indeed, studies of domestic photography, both past and present, have privileged the perspectives and photographic practices of adults.

This paper reports on a pilot project that examines the photographs collected by young women (aged 12 to 25 years) in the 1950s and 1960s. Illustrated with practical examples and drawing on ideas about photo elicitation, oral history and the analysis of domestic photography, this paper outlines how photograph collections can contribute a youth-oriented perspective on girlhood and ‘growing up’ female in the post-war period.

Youth Justice Perspectives and Issues

Wednesday 19 November 2009
Room 612, Education Building (A35)
Professor Dianna Kenny, Dr Chris Lennings, Peter Ashkar and Istvan Schreiner

Presentations by staff and PhD students from Behavioural and Social Sciences in Health, Faculty of Health Sciences, University of Sydney

  • Professor Dianna KennyProfessor of Psychology
    Young offenders and justice discourses
  • Dr Chris LenningsSenior Lecturer in Psychology and Forensic psychologist
    Case studies in juvenile justice
  • Peter AshkarForensic psychologist, recently submitted PhD
    Subjective experience of young offenders – family, school and incarceration experiences: An ecological analysis
  • Istvan SchreinerForensic and Clinical Psychologist undertaking PhD
    Structural factors in alcohol abuse in young offenders

Seminar: Nurturing the hidden resilience of at-risk young people across cultures and contexts

October 28, 4.30pm, Lecture Theatre Room 215, Old Teachers College
Speaker: Dr Michael Ungar, Dalhousie University, Halifax, Canada

This seminar challenges anyone working with children, youth and families labelled ‘dangerous,’ ‘deviant,’ ‘delinquent’ and ‘disordered’ to better understand problem behaviours. Based on research with high-risk young people around the world, a culturally and contextually sensitive approach to nurturing resilience will be presented. While we commonly think of resilience as an individual’s capacity to overcome great adversity, this seminar focuses on how individuals ‘beat the odds’ and, just as importantly, how social service providers can ‘change the odds’ to make resilience more likely to occur. A strengths-based model of practice will be discussed that can be used in diverse child welfare, mental health, education and correctional settings. Using interactive exercises, and case recordings, Michael will show how this model of practice helps professionals explore the pathways to resilience children and families use to survive and thrive.

Michael Ungar has worked for more than 20 years as a social worker and marriage and family therapist with children and families in child welfare, mental health, education and correctional settings. Now a professor at the School of Social Work, at Dalhousie University, Halifax, Canada, Dr Ungar is an internationally recognised researcher on the subject of resilience, and leads a team that spans 11 countries on five continents. He is also the author of six books for parents, educators and helping professionals.

For details, see

In addition to his research and writing interests, Dr Ungar maintains a small family therapy practice for troubled youth and their families. He also served on the Nova Scotia Association of Social Workers Registration Board from 2002–2006. He lives in Halifax with his partner and their two teenage children. This seminar has been organised in association with the Division of Professional Learning.

Discussion Forum

Monday 18 August 2008
4:30 - 6pm 
Room 618, Education Building (A35)
Haibin Li and Dorothy Botrell

How resilience, or positive adaptation despite adversity, is conceptualised is central to educational, welfare or other interventions that aim to foster resilience. These presentations explore individual agency in young people’s accounts of their resilience.

Haibin Li: Family Conflict and Adolescents’ Well-being: Exploring Individual Roles in Resilience
In the literature, external protective factors have explained children’s resilience while the individuals’ roles are often ignored. The purpose of this study is to explore whether adolescents modify their unfavourable environments through actively seeking coping strategies. Thirty-one Chinese 11th grade students who met two criteria: 1) competencies in academic achievement and behaviour; 2) high level of family conflict, were drawn from a quantitative study for interview. In response to being asked how they deal with risks, they talked about some strategies such as communicating with family members, living in the school as a boarder, focusing on study, and attachment to prosocial people. The findings provide evidence that resilient youth are not passive participants in creating their own environment and support Kumpfer’s person-environment interaction theory (1999). The study has important implications for rethinking child protection investigations and service provision.

Ms. Haibin Li is a doctoral student in the Sydney School of Education and Social Work. Her research aims to explore how adolescents develop into competent people despite high risks, and especially, to explore whether these resilient adolescents succeed through their own efforts. Her background includes secondary school teaching, students/parents counselling, and administration in the Communist Youth League and Communist Party of China.

Dorothy Bottrell: Resilience, resistance and social context
This presentation analyses the resilience of disadvantaged young people based on their own accounts of growing up in an inner-city public housing estate in Sydney. These accounts point to the significance of social identities and collective experience to individual resilience. In the context of local relations and processes of marginalisation, young people’s resistances indicate places of inclusion and positive adaptation. It is suggested that interventions for resilience building need to consider the embeddedness of resilience and resilience work in social inequities and differentiated societal and ideological expectations of young people. Without attention to these contexts, some approaches to resilience building may shift the emphasis from support to responsibilisation and from positive adaptation despite adversity to positive adaptation to adversity.

Dr. Dorothy Bottrell is a Senior Research Associate in Child and Youth Studies in the Sydney School of Education and Social Work. Dorothy’s background is in secondary teaching, juvenile justice, youth and community work and teaching in welfare studies. Her research aims to shift understandings of disadvantaged and marginalised young people away from categories of “problem youth”. Identity work, resistances and resilience are central themes of her research, explored in relation to schooling, community and youth transitions.

Discussion Forum: The medicalisation of behaviour in children diagnosed as having attention deficit hyperactivity disorder (ADHD)

June 20, 4.30pm, A35.618

This discussion forum will be led by Gloria Hill, PhD candidate with the school. This study follows an interpretivist sociological tradition to investigate two aspects of the medicalisation of behaviour in children diagnosed as having ADHD. These are the:

  • process of identifying deviance, interpreting it as ADHD and achieving a medical solution
  • impact of medicalisation on children’s life experiences from the perspective of children who have been diagnosed as having ADHD.

Gloria will present a two-phase exploratory field-based qualitative research study from a Social Constructivist perspective, influenced by the tenets of Symbolic Interactionism and Phenomenology. She particularly, though not exclusively, utilises Symbolic Interactionism in the first part of her study, that is, the process of medicalisation, and phenomenology in the second part, that is, the experience of ‘being ADHD’.

Discussion Forum led by Nicole Wedgwood and Anne Honey from the Health Sciences Faculty

April 2008 29, 4.30pm
Presenters: Nikki Wedgwood and Anne Honey

Nikki Wedgwood is a research fellow with the Australian Family and Disability Studies Research Collaboration in the Faculty of Health Sciences. She is a sociologist with particular research interests in sport, gender and embodiment. Her presentation will look at her past research on the gendered embodiment of schoolgirls and schoolboys who play Australian Rules football as well as her planned future research on the role of sport in the lives of adolescents with physical impairments.

Anne Honey is a postdoctoral research fellow with the Australian Family and Disability Studies Research Collaboration in the Faculty of Health Sciences. Her research background is primarily in mental illness, adolescent eating disorders and vulnerable families. Her current research explores the role of families in the care and treatment of young people with mental disorders. Roughly half of all lifetime mental disorders start by the mid-teens and three quarters by the mid-20s. This is a time when most young people are living with their parents and parents are often the first people to notice a mental health problem and seek or encourage the young person to seek treatment. This presentation will explore the role of families in the lives and treatment of adolescents and young adults with mental disorders and issues relating to individuation, privacy and rights. Issues will be discussed with reference to recent research involving interviews with adolescent girls with anorexia nervosa and their parents.

Discussion Forum: Structural Violence: Asylum Seeker Children in Australia

March 12, 4–5.30pm

Opening with a presentation by Denise Lynch, this forum addressed the wellbeing, safety and protection of children who come to Australia hoping to achieve refugee status and a permanent visa to stay here. The discussion addressed the structural and legal issues that lead to concerns for these children and the consequences of their legal status.


Mapping the network

November 7, 4–6pm

We will create a conceptual map on which people can locate themselves in relation to their own and others' research interests. Identifying "clusters" of research interests and researchers could be a starting point for building collaborations within the network as well as the basis of the network applying for grants in future.

Network for Childhood and Youth Research Launch

August 13

Professor Derrick Armstrong, Dean and Deputy Provost (Learning and Teaching), welcomed university colleagues and in his opening address suggested the significance of interdisciplinary collaboration for enhancing research capacity and building strong, systematic programs of research on childhood and youth. The Network will also build international collaborations through membership of the Worldwide Universities' Network. It was exciting to meet so many colleagues keen to share research interests and engage in discussion of how child and youth perspectives inform our research. Discussions continued over lunch with everyone obviously relishing both delicious food and the opportunity to meet colleagues from across the eight faculties represented.