Mong-Lin Yu
Biographic Data
| ID | 1685173 |
|---|---|
| NAME | Mong-Lin Yu |
| GIVEN NAMES | Mong-Lin |
| FAMILY NAME | Yu |
| SIGNATURE | YU M |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0003-1662-5008 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Reflective-Thinking and Resilience as Predictors of Professionalism in Master of Social Work Students
Social work students are expected to learn about and demonstrate several professional competencies during their academic and fieldwork studies. This study explored the associations between professionalism, resilience, and reflective thinking in a sample of 212 students enrolled in a Master of Social Work program. The sample was predominantly female, aged 20 to 29, with an international student enrollment status. Students completed a demographic q…
Exploring emotional and social competencies in undergraduate students: Perspectives from Cald and non-Cald students
With the internationalisation of higher education, students from culturally and linguistically diverse (CALD) backgrounds represent a significant proportion of the university student body in Australia. Research literature indicates that the unique cultural and linguistic challenges experienced by these students may adversely impact their academic performance and social integration in university settings. However, less is known about how the socio…
The relationship between school-age children's perceptions of their playfulness and interoceptive awareness: An Exploratory Study
Playfulness is a key element in determining the play quality of children and interoceptive awareness (IA) has the potential to influence a range of elements of children’s play. IA refers to a person’s conscious perception of his/her internal bodily processes. This study investigated the association between school-age children’s perceptions of their IA and aspects of their playfulness. Thirty typically developing children aged between eight and 12…
An exploratory study of facilitator adherence to a School-Based Filial Therapy programme
Filial therapy is a play therapy intervention where significant individuals who are not clinicians facilitate therapeutic play sessions with children. In School-Based Filial Therapy (SBFT), the direct treatment role is performed by specially trained education professionals. Concerns about fidelity in filial therapy have been raised historically; however, investigation has been limited. This mixed-methods study explored factors impacting facilitat…
The association between school-aged children's self-reported levels of playfulness and quality of life: A Pilot Investigation
Playfulness and quality of life (QoL) appear to be related constructs; however, no studies have explored the potential association between them to date. Playfulness and QoL are important practice-related concepts for education and therapy professionals who work with children and their families. This study examined the potential links between children's self-reported playfulness and QoL. Thirty-one typically developing children aged 8–12 years (av…
Supervisors’ experiences in supervising higher education students from culturally and linguistically diverse backgrounds during work-integrated learning of health and non-health courses
A pilot study of school-based Filial Therapy (SBFT) with a group of Australian children attending rural primary schools: The Impact on Academic Engagement, School Attendance and Behaviour
School-based Filial Therapy (SBFT), a mental health intervention for primary school children living and remote locations. The SBFT pilot was implemented in three rural primary schools in remote and regional New South Wales, Australia, using a pretest-posttest control group design to investigate the impact of 10-sessions of Filial Therapy with a paraprofessional. Target issues were frequency and severity of school behaviour incidents, attendance, …
A pilot study of school-based Filial Therapy (SBFT) with a group of Australian children attending rural primary schools: The Impact on Academic Engagement, School Attendance and Behaviour
School-based Filial Therapy (SBFT), a mental health intervention for primary school children living and remote locations. The SBFT pilot was implemented in three rural primary schools in remote and regional New South Wales, Australia, using a pretest-posttest control group design to investigate the impact of 10-sessions of Filial Therapy with a paraprofessional. Target issues were frequency and severity of school behaviour incidents, attendance, …
A pilot study of school-based Filial Therapy (SBFT) with a group of Australian children attending rural primary schools: The Impact on Academic Engagement, School Attendance and Behaviour
School-based Filial Therapy (SBFT), a mental health intervention for primary school children living and remote locations. The SBFT pilot was implemented in three rural primary schools in remote and regional New South Wales, Australia, using a pretest-posttest control group design to investigate the impact of 10-sessions of Filial Therapy with a paraprofessional. Target issues were frequency and severity of school behaviour incidents, attendance, …
Supervisors’ experiences in supervising higher education students from culturally and linguistically diverse backgrounds during work-integrated learning of health and non-health courses
An exploratory study of facilitator adherence to a School-Based Filial Therapy programme
Filial therapy is a play therapy intervention where significant individuals who are not clinicians facilitate therapeutic play sessions with children. In School-Based Filial Therapy (SBFT), the direct treatment role is performed by specially trained education professionals. Concerns about fidelity in filial therapy have been raised historically; however, investigation has been limited. This mixed-methods study explored factors impacting facilitat…
The association between school-aged children's self-reported levels of playfulness and quality of life: A Pilot Investigation
Playfulness and quality of life (QoL) appear to be related constructs; however, no studies have explored the potential association between them to date. Playfulness and QoL are important practice-related concepts for education and therapy professionals who work with children and their families. This study examined the potential links between children's self-reported playfulness and QoL. Thirty-one typically developing children aged 8–12 years (av…
Reflective-Thinking and Resilience as Predictors of Professionalism in Master of Social Work Students
Social work students are expected to learn about and demonstrate several professional competencies during their academic and fieldwork studies. This study explored the associations between professionalism, resilience, and reflective thinking in a sample of 212 students enrolled in a Master of Social Work program. The sample was predominantly female, aged 20 to 29, with an international student enrollment status. Students completed a demographic q…
Exploring emotional and social competencies in undergraduate students: Perspectives from Cald and non-Cald students
With the internationalisation of higher education, students from culturally and linguistically diverse (CALD) backgrounds represent a significant proportion of the university student body in Australia. Research literature indicates that the unique cultural and linguistic challenges experienced by these students may adversely impact their academic performance and social integration in university settings. However, less is known about how the socio…
The relationship between school-age children's perceptions of their playfulness and interoceptive awareness: An Exploratory Study
Playfulness is a key element in determining the play quality of children and interoceptive awareness (IA) has the potential to influence a range of elements of children’s play. IA refers to a person’s conscious perception of his/her internal bodily processes. This study investigated the association between school-age children’s perceptions of their IA and aspects of their playfulness. Thirty typically developing children aged between eight and 12…
Psychology (7 works) · Medicine (6 works) · Child Therapy and Development (4 works) · Clinical Psychology (4 works) · Developmental psychology (4 works) · Social Psychology (4 works) · Family and Disability Support Research (3 works) · Medical education (3 works) · Gerontology (2 works) · Likert scale (2 works)