Amy Carroll
Biographic Data
| ID | 106041 |
|---|---|
| NAME | Amy Carroll |
| GIVEN NAMES | Amy |
| FAMILY NAME | Carroll |
| SIGNATURE | CARROLL A |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0001-9668-6227 |
| VERIFIED | Yes |
| TOTAL WORKS | 42 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 42 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
“It’s how you look in your mate’s eyes”
Men are more at risk of suicide but less likely to access mental health services than women. Men aged 45-64 are the highest risk group of suicide in England and Wales. Recent gender-specific research has attempted to explore the reasons for this health inequality, although much more enquiry is needed into smaller groups of men with unique characteristics. Former mining communities have many risk factors associated with mental health difficulties.…
Carrying the weight of caring
Compassion fatigue, a psychological burden arising from sustained empathetic engagement, significantly impacts teachers, particularly those working with trauma-affected students. This study investigates how Australian teachers experience and navigate compassion fatigue through the lens of compassion fatigue theory and Bronfenbrenner’s ecological systems theory. Using qualitative data from 57 educators via an online questionnaire, the study explor…
Maternal parenting style and self-regulatory private speech content use in preschool children
Private speech is a tool through which children self-regulate. The regulatory content of children’s overt private speech is associated with response to task difficulty and task performance. Parenting is proposed to play a role in the development of private speech as co-regulatory interactions become represented by the child as private speech to regulate thinking and behaviour. This study investigated the relationship between maternal parenting st…
Effects of mindfulness practice on the emotional states of students in the classroom
Traditional methods of exploring classroom emotions usually rely on self-reported data gathered retrospectively. Using a single exploratory case study design with multimodal methods, namely, momentary self-report ( S*3 app ), physiological ( Empatica 4 skin conductance wristbands), and observational measures, we explored the effects of mindfulness practice on the emotional states of students in a secondary school classroom. Specifically, we measu…
Assessing the interplay
In Australia, there is a growing concern about the well-being of teachers with many expressing their intention to leave the profession or indeed have already left. Various reasons have been suggested for this trend, with burnout being identified as one of the factors. This study investigates burnout in Australian teachers as one of the constructs which make up compassion fatigue (CF), a reduced ability to empathise with others. Moreover, it explo…
“It actually helped”
This study investigated the effects of a teacher professional learning intervention, underpinned by a student-centred model of feedback, on student perceptions of feedback helpfulness. The study was conducted in the context of primary education English writing in Queensland, Australia. No overall differences in feedback perceptions of students in 13 intervention and 9 comparison schools were identified following the intervention. However, more de…
Using a stakeholder engagement approach to inform professional development programs to promote education for sustainability in schools
Compassion fatigue and secondary traumatic stress in teachers
Introduction Teachers play an integral role in providing positive life experiences for their students and are especially crucial for students who are experiencing or have experienced a trauma in their lives. In Australia however, teachers are increasingly stating that they do not plan on remaining in the profession causing media and governments to warn of a teacher shortage. Several key factors for teacher attrition have been proposed, with burno…
A qualitative exploration of expert perspectives on applying the science of learning to higher education
Amid the constant change in higher education, a clear-eyed focus on the mission of higher education to support student learning is critical. Supporting student success, in turn, needs to emphasise rigorous evidence about what matters most for facilitating high-quality learning. With the science of learning, an emerging interdisciplinary field, as the study foundation, a series of 20 interviews was conducted with senior academics with research exp…
Task difficulty and private speech in typically developing and at-risk preschool children
Private speech is a cognitive tool to guide thinking and behavior, yet its regulatory use in atypical development remains equivocal. This study investigated the influence of task difficulty on private speech in preschool children with attention or language difficulties. Measures of private speech use, form and content were obtained while 52 typically developing and 25 developmentally at-risk three- to four-year-old children completed Duplo constr…
Autonomy-pressure profiles among teachers
Exploring the emotions of disadvantaged adolescents in the classroom
In the present research, three phases were conducted to develop a real-time emotional measure (S 2* emotion application) to examine the emotional experiences and causes for those emotions in disadvantaged Australian adolescents. In the first phase, data were collected from 412 Year 10 students (aged 14–15 years) to understand their emotional experiences in the classroom. Second, the S 2* emotion application was developed and trialed based on the …
Mindful practice for teachers
Objectives The present study aimed to determine the degree of stress relief and increase in mindfulness attributes experienced by 18 participants in an 8-week Mindful Practice for Teachers (MPT) program. Methods The mixed-methods study design included participant reflections collected throughout the study and self-report measures: Perceived Stress Scale (PSS), Positive Mindset Index (PMI), and Five Facets of Mindfulness Questionnaire (FFMQ). Data…
Adolescents' longitudinal trajectories of mental health and loneliness
INTRODUCTION: Longitudinal research examining the impact of coronavirus disease 2019 (COVID-19) school closures on the mental health of adolescents is scarce. Prolonged periods of physical and social isolation because of such restrictions may have impacted heavily on adolescents' mental health and loneliness. METHODS: The current study addresses a major gap by examining the impact of school closures on the mental health and loneliness of 785, 10-…
Longitudinal trajectories of mental health and loneliness for Australian adolescents with‐or‐without neurodevelopmental disorders
BACKGROUND: The impact of COVID-19 (SARS-CoV-2) pandemic school lockdowns on the mental health problems and feelings of loneliness of adolescents with neurodevelopmental disorders (NDDs) is hypothesized to be greater than that of their non-NDD peers. This two and a half year longitudinal study compared changes in the mental health and loneliness of Western Australian adolescents pre-COVID-19 (November 2018 and April 2019), immediately prior to CO…
Teacher stress and burnout in Australia
Concerns regarding high rates of teacher stress and burnout are present globally. Yet there is limited current data regarding the severity of stress, or the role of intrapersonal and environmental factors in relation to teacher stress and burnout within the Australian context. The present study, conducted over an 18-month period, prior to the COVID pandemic, surveyed 749 Australian teachers to explore their experience of work-related stress and b…
Schoolwide Approaches for Promoting Social and Emotional Well-Being in Australian School Contexts
Purpose: The present research sought the views of 157 stakeholders (students, parents, teachers, and school executive members) in three Australian urban government high schools and departmental and management staff of the Department of Education to determine the current status of social and emotional well-being (SEW) in an Australian context. Research Methods: Using semistructured interviews, participants’ perspectives were explored and compared …
Promoting Stress Management and Wellbeing for Teachers, A Pilot Study
Objectives: Investigate the change in perceived stress, mindful attention awareness, subjective wellbeing and coping for pre-service teachers (PSTs) and the impact of a pilot 6-h Complementary Intervention (CI). Method: Phase One (N = 79) survey at two timepoints. Perceived Stress Scale, Mindful Attention Awareness Scale, Personal Wellbeing Index and the Brief COPE scale. Phase Two CI pre- and post-program self-report measures (N = 20). Data anal…
In their words
Teacher stress remains a consistently reported issue nationally and internationally in both the mainstream media and academic fora. Understanding the source/s of stress, however, remains complex given the interplay of external and internal factors that have the potential to shape teachers’ stress and resilience responses. This exploratory qualitative study sought to understand 74 teachers’ perceptions of the main contributors to stress in the wor…
From fixing the work to improving the learner
Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers
the findings suggest that a CI for educators may provide strategies for supporting wellbeing and assisting with stress management
The Relationship between Mindful Attention Awareness, Perceived Stress and Subjective Wellbeing
The findings suggest that higher levels of mindful attention awareness may be associated with lower levels of perceived stress and higher subjective wellbeing levels and lower levels of perceived stress may be associated with higher subjective wellbeing. The findings confirm that pre-service teachers are a demographic that experiences elevated levels of perceived stress regardless of the stage in initial teacher training programs
A Complementary Intervention to Promote Wellbeing and Stress Management for Early Career Teachers
The educational climate and culture in our schools present a variety of environmental (contextual) factors that influence teacher wellbeing, job satisfaction, and work-related stress. The magnitude of contextual factors cannot be ignored, and directing attention towards the environment teachers face daily is essential. Primary (organisational)-level interventions are documented in organisational health and wellbeing literature; however, to provid…
Teachers activating learners
Trajectories of academic achievement for students with attention‐deficit/hyperactivity disorder
BACKGROUND: Attention-deficit/hyperactivity disorder (ADHD) is associated with negative social and occupational outcomes across the life course. However, there has been limited population-based research that quantifies the impact of ADHD on academic achievement and academic trajectories. AIMS: To compare academic performance and academic trajectories of students with ADHD with students without a mental disorder. SAMPLE: Data were drawn from Young…
Teacher stress and burnout in Australia
Concerns regarding high rates of teacher stress and burnout are present globally. Yet there is limited current data regarding the severity of stress, or the role of intrapersonal and environmental factors in relation to teacher stress and burnout within the Australian context. The present study, conducted over an 18-month period, prior to the COVID pandemic, surveyed 749 Australian teachers to explore their experience of work-related stress and b…
Reactive and proactive aggression as meaningful distinctions at the variable and person level in primary school‐aged children
Reactive and proactive aggression is a dichotomous classification of aggression in adults and children. This distinction has been supported by a number of variable-based and factor analytic studies. Due to high inter-correlations, however, the reactive-proactive aggression distinction may not be entirely useful for understanding how group or individual aggressive behavior varies in children and adolescents. Drawing on a sample of primary school-a…
Impulsivity in Juvenile Delinquency
Goal Setting and Self-Efficacy Among Delinquent, At-Risk and Not At-Risk Adolescents
Autonomy-pressure profiles among teachers
Capturing real-time emotional states and triggers for teachers through the teacher wellbeing web-based application t
At-risk and not at-risk primary school children
Aims. The purpose of the present research was to examine whether at-risk and not at-risk primary school aged students differ in two social and psychological domains (future goal orientations and social reputation). Sample. A total of 886 years 5, 6 and 7 students from five primary schools in the Brisbane metropolitan area of Queensland, Australia, participated in the study. Method. The Children's Activity Questionnaire which constitutes three par…
Teachers activating learners
Juchitan/ Las Momias de Guanajuato
Health-related quality of life in Australian children with asthma
At-risk and not at-risk primary school children
Aims. The purpose of the present research was to examine whether at-risk and not at-risk primary school aged students differ in two social and psychological domains (future goal orientations and social reputation). Sample. A total of 886 years 5, 6 and 7 students from five primary schools in the Brisbane metropolitan area of Queensland, Australia, participated in the study. Method. The Children's Activity Questionnaire which constitutes three par…
Incumbent upon Recombinant Hope
June 01 2003 Incumbent upon Recombinant Hope: EDT's Strike a Site, Strike a Pose Amy Carroll Amy Carroll Amy Carroll received her A.B. in anthropology and creative writing from Princeton University (1990), then went on to earn an M.A. in anthropology from the University of Chicago (1993) and an M.F.A. in creative writing, poetry, from Cornell University (1995). Currently, she is completing her doctorate in Duke University's Program in Literature.…
Impulsivity in Juvenile Delinquency
Adolescent Reputations and Risk
Sustainable Caregiving? Demands Upon and Resources of Female Carers of Adults with Intellectual Disability
Female carers of adults with an intellectual disability are increasing in our communities as those with intellectual disability live into middle and old age. Twenty-seven carers between the ages of 45 and 85 years responded to questionnaires about demands, resources, and their health. Almost all were in the clinical range on the measure of psychological functioning. Demands contributed significantly to poorer functioning; however, other measures …
Conceptualising Loneliness in Adolescents
Goal Setting and Self-Efficacy Among Delinquent, At-Risk and Not At-Risk Adolescents
Development and application of the CAT-RPM report for strengths-based case management of at-risk youth in schools
The Contextualised Assessment Tool for Risk and Protection Management (CAT-RPM) has been established as a valid and reliable tool for differentiating groups across age, sex and behaviour and assisting young people to find their strengths [Bower, J., A. Carroll, and A. Ashman. 2014 Bower, J., A. Carroll, and A. Ashman. 2014. “The Development and Validation of the Contextualised Assessment Tool for Risk and Protection Management (CAT-RPM).” Journal…
A Comparison of Goal Setting and Reputational Orientations of African Adolescents From Refugee Backgrounds in Intensive English Centers and Mainstream Secondary School Classrooms
We compared the goals, reputations and behaviours of three groups: African adolescents from refugee backgrounds in Australian Intensive English Centres (IEC), African adolescents who have transitioned from an IEC into mainstream schooling, and Australian mainstream adolescents. We posit the need for African adolescents from refugee backgrounds to identify with the dominant social group within the IEC and mainstream settings is important for the g…
Capturing real-time emotional states and triggers for teachers through the teacher wellbeing web-based application t
Teacher Education for Diversity
This research reports the findings from three Queensland universities regarding preservice teachers' attitudes towards people with disabilities. The Interactions With Disabled Persons Scale (Gething, 1991) was administered to investigate the effect of personal attributes on preservice teachers' acceptance of and social interactions with people with disabilities. The findings indicate that only four percent of preservice teachers surveyed had unde…
Reactive and proactive aggression as meaningful distinctions at the variable and person level in primary school‐aged children
Reactive and proactive aggression is a dichotomous classification of aggression in adults and children. This distinction has been supported by a number of variable-based and factor analytic studies. Due to high inter-correlations, however, the reactive-proactive aggression distinction may not be entirely useful for understanding how group or individual aggressive behavior varies in children and adolescents. Drawing on a sample of primary school-a…
Factors that influence senior secondary school students’ science learning
Evaluating the effectiveness of KooLKIDS
The effectiveness of universal social emotional learning (SEL) programs are dependent on the incorporation of best practice principles, including an evaluative component. In the present study, the effects of a best practice, teacher‐led SEL program was examined with 854 children aged 8–12 years. KooLKIDS uses an interactive multimedia format and animated character to help children develop their emotion regulation capacities, social and friendship…
Loneliness in adolescence
Promoting Stress Management and Wellbeing for Teachers, A Pilot Study
Objectives: Investigate the change in perceived stress, mindful attention awareness, subjective wellbeing and coping for pre-service teachers (PSTs) and the impact of a pilot 6-h Complementary Intervention (CI). Method: Phase One (N = 79) survey at two timepoints. Perceived Stress Scale, Mindful Attention Awareness Scale, Personal Wellbeing Index and the Brief COPE scale. Phase Two CI pre- and post-program self-report measures (N = 20). Data anal…
In their words
Teacher stress remains a consistently reported issue nationally and internationally in both the mainstream media and academic fora. Understanding the source/s of stress, however, remains complex given the interplay of external and internal factors that have the potential to shape teachers’ stress and resilience responses. This exploratory qualitative study sought to understand 74 teachers’ perceptions of the main contributors to stress in the wor…
From fixing the work to improving the learner
Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers
the findings suggest that a CI for educators may provide strategies for supporting wellbeing and assisting with stress management
The Relationship between Mindful Attention Awareness, Perceived Stress and Subjective Wellbeing
The findings suggest that higher levels of mindful attention awareness may be associated with lower levels of perceived stress and higher subjective wellbeing levels and lower levels of perceived stress may be associated with higher subjective wellbeing. The findings confirm that pre-service teachers are a demographic that experiences elevated levels of perceived stress regardless of the stage in initial teacher training programs
A Complementary Intervention to Promote Wellbeing and Stress Management for Early Career Teachers
The educational climate and culture in our schools present a variety of environmental (contextual) factors that influence teacher wellbeing, job satisfaction, and work-related stress. The magnitude of contextual factors cannot be ignored, and directing attention towards the environment teachers face daily is essential. Primary (organisational)-level interventions are documented in organisational health and wellbeing literature; however, to provid…
Teachers activating learners
Trajectories of academic achievement for students with attention‐deficit/hyperactivity disorder
BACKGROUND: Attention-deficit/hyperactivity disorder (ADHD) is associated with negative social and occupational outcomes across the life course. However, there has been limited population-based research that quantifies the impact of ADHD on academic achievement and academic trajectories. AIMS: To compare academic performance and academic trajectories of students with ADHD with students without a mental disorder. SAMPLE: Data were drawn from Young…
Psychology (36 works) · Clinical Psychology (18 works) · Developmental psychology (16 works) · Medicine (15 works) · Social Psychology (14 works) · Pedagogy (13 works) · Child and Adolescent Psychosocial and Emotional Development (12 works) · Clinical Psychology (11 works) · Psychiatry (11 works) · Early Childhood Education and Development (9 works)