http://hdl.handle.net/10453/52692 2026-05-03T11:21:37Z http://hdl.handle.net/10453/194772 Title: Conceptualising the everyday harm experienced by people with cognitive disability: A scoping review of microaggression and emotional and psychological abuse. Authors: Idle, J; Robinson, S; Fisher, KR; Ikäheimo, H; Smyth, C; Yoon, J Abstract: BACKGROUND: Many people with disability experience harm in everyday interactions that can leave them feeling insulted, degraded, silenced, or rejected. We adopt the term "everyday harm" to describe this underexplored form of harm. METHOD: The purpose of this scoping review was to assess how the literature on microaggression and emotional and psychological abuse contributes to an understanding of everyday harm and misrecognition. RESULTS: Microaggression and emotional and psychological abuse occur at an interpersonal level and are influenced by organisational structures and attitudes, underpinned by ableist attitudes and stigma. Actions and omissions are both intentional and unintentional and the effects are subjective and cumulative. CONCLUSION: Insights from microaggression and emotional and psychological abuse can inform the concept of everyday harm. Little is known about how people with disability understand and respond to their harmful experiences and everyday harm can offer a language to name and prevent this form of harm. 2025-03-01T00:00:00Z http://hdl.handle.net/10453/194722 Title: Yoga resilience training to prevent the development of posttraumatic stress disorder in active-duty first responders: A cluster randomized controlled trial. Authors: Tan, L; Deady, M; Mead, O; Foright, RM; Brenneman, EM; Bryant, RA; Harvey, SB Abstract: OBJECTIVE: Evidence on effective prevention of posttraumatic stress disorder (PTSD) is sparse, particularly among first responders. This study evaluated the effectiveness of a Tactical Mind-Body Resilience Training program on PTSD symptoms in first responders. METHOD: Active-duty first responders (n = 80; Mage = 41.8 years, 82.5% men) were randomized to the intervention group or the waitlist control condition. PTSD symptoms as measured by the PTSD-8 were the primary outcome assessed at postintervention and at 3-month follow-up. Secondary outcomes were cognitive and emotional coping strategies, resilience, somatic symptoms, work performance, and sickness absence. RESULTS: At postintervention, the intervention group had significantly reduced PTSD symptoms compared to the control group (d = -0.26, difference = -2.52, 95% confidence interval [CI] [-4.93, -0.11], p = .040); however, this difference was attenuated at 3-month follow-up (d = -0.07, difference = -1.41, 95% CI [-3.83, 1.01], p = .248). The intervention group had significant improvements in cognitive reappraisal and resilience at postintervention compared to the control group, which were sustained at 3 months. The remaining secondary outcomes had statistically nonsignificant improvements. CONCLUSIONS: This workplace-delivered intervention shows potential in preventing the development of PTSD in first responders. Further research is needed on maintaining long-term benefits of this training. (PsycInfo Database Record (c) 2024 APA, all rights reserved). 2025-01-01T00:00:00Z http://hdl.handle.net/10453/193259 Title: How do public servants frame and practise empathy? Authors: Mussagulova, A; Padilla, J; Asquith, A Abstract: This article examines how public servants use empathy in their work by distinguishing between empathy as a frame or a way of defining phenomena, and empathy as a practice or a concrete way through which care, understanding, and responsiveness are enacted. Drawing on survey data from the public service of New South Wales, Australia, the study identifies five categories of empathetic practice: helping clients, improving communication, facilitating teamwork, decision-making, and program design. Our findings show that while empathy is often framed by public servants as a feeling or an emotional state, it is also used in practice as a cognitive and political tool, enabling public servants to frame problems, engage with lived experience, and challenge dominant assumptions embedded in policy settings. This article contributes to our understanding of empathy as a distinct practice in public servants’ work which can inform the design of institutional settings that enable empathy in public service. Points for practitioners: Empathy can be a strategic skill, not just a soft skill. It can help public servants interpret evidence, understand diverse perspectives, and make decisions that lead to better outcomes for clients. Empathy should be supported across a variety of roles, not just at the frontline. Public service leaders should create space for empathetic engagement in policy and organisational processes. Lived experience should inform policy design and advice. Practising empathy means going beyond consultation to meaningfully incorporate the experiences of people affected by policy in program design. 2025-01-01T00:00:00Z http://hdl.handle.net/10453/190192 Title: Medical students' critical engagement with publications related to strategies addressing health disparities with Indigenous Peoples in Australia: critically iterative and iteratively critical Authors: Purohit, H; Lalwani, N-I; Love, G; Ma, A-M; Urquhart, L; Smallwood, R; Croker, A Abstract: Higher education’s contributions to societal transitions can be limited by the inadvertent perpetuation of embedded practices that can be hard to see and taken for granted. Such practices can delegitimise other forms of knowledge and learning, potentially hindering societal transitions. Healthcare’s preferencing objective ways of knowing, including accessing peer-reviewed literature via biomedical search engines, is one such embedded practice. This practice potentially influences medical students’ understandings of Indigenous Peoples health disparities. Extending our collaboration beyond a two-year student research project, our research team of four medical students and three supervisors reconvened. We explored the question: In relation to shaping higher education’s contributions to societal transitions, what is the nature of fostering medical students’ engagement with publications addressing health disparities with Indigenous Peoples in Australia? Based in the interpretive paradigm and informed by philosophical hermeneutics, we present our findings encapsulating themes of positional, interactive and precarious using three stories: students’ research insights; supervisors’ hindsight insights; and collective team’s insights for shaping societal transitions. Being iterative was critical to our deeper understandings. We invite others to join us in revisiting embedded practices in an iterative manner and being open to individual and collaborative critical reflexivity for further opportunities for higher education to contribute to societal transitions. 2025-08-18T00:00:00Z