Glenys Oberg
Biographic Data
| ID | 4413650 |
|---|---|
| NAME | Glenys Oberg |
| GIVEN NAMES | Glenys |
| FAMILY NAME | Oberg |
| SIGNATURE | ÖBERG G |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0002-3790-4519 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Understanding school stress/distress
This study explored the lived experiences of children aged 8–12 and their caregivers navigating school can’t (SC), an emotionally based school non-attendance driven by a stress/distress relationship, rather than defiance. Using Interpretative Phenomenological Analysis (IPA), six neurodivergent children and young people shared how school environments influenced feelings of safety, belonging and overwhelm. Findings revealed that the distress that r…
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…
Moral injury in teaching
Moral injury, a concept derived from military psychology, has gained increasing relevance in understanding the ethical and emotional challenges faced by teachers in educational settings. This article investigates moral injury in the teaching profession, focusing on its systemic roots, manifestations, and implications. Using qualitative data from 57 Australian educators, this study explores how teachers experience and navigate moral injury in thei…
Feeling AI
This study investigates how students emotionally and morally engage with artificial intelligence (AI) in higher education (HE). Through a sociotechnical lens of AI and drawing on a Sara Ahmed’s frame of affective economies, we report on a national survey ( n = 8021) with qualitative focus groups ( n = 79) to explore the emotional textures of student experiences. Quantitative findings reveal strong co-occurrences of optimism with excitement, refle…
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…
School can’t
If you don’t have rapport, you haven’t got anything really”
Countering Violent Extremism (CVE) continues to be a topic of national and international concern; however, within the field of research, there has been limited engagement with the daily work of CVE intervention. The article presents findings from a study which aimed to better understand the strategies CVE Intervention Practitioners employ, specifically rapport building and the fostering of mutual trust. Drawing upon the accounts of 12 practitione…
Understanding the Role of Masculinity through the Perspectives of Countering Violent Extremism (CVE) Intervention Practitioners Engaged in Men’s (de)Radicalization
Within the field of Countering Violent Extremism (CVE) male clients are overwhelmingly represented, which reflects the key and complex significance ‘masculinity’ has for understanding susceptibility to violent extremism, processes of radicalisation and related issues. This article analyses the perspectives of 12 CVE Intervention Practitioners ( n = 8 female, n = 4 male) in Australia and their views on the role gender plays in their work. We focus…
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…
The ideology becomes a way to make sense of that disconnection”
The role of ideology in driving radicalisation to violent extremism is a more multifaceted and contested question than it may at first appear. While various explanatory models of radicalisation do suggest that ideology is an important precursor to the use of violence, other research has warned of various potential risks associated with focusing on the ideas in an individual's mind, rather than the actions they carry out. This article engages with…
School can’t
The ideology becomes a way to make sense of that disconnection”
The role of ideology in driving radicalisation to violent extremism is a more multifaceted and contested question than it may at first appear. While various explanatory models of radicalisation do suggest that ideology is an important precursor to the use of violence, other research has warned of various potential risks associated with focusing on the ideas in an individual's mind, rather than the actions they carry out. This article engages with…
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…
The ideology becomes a way to make sense of that disconnection”
The role of ideology in driving radicalisation to violent extremism is a more multifaceted and contested question than it may at first appear. While various explanatory models of radicalisation do suggest that ideology is an important precursor to the use of violence, other research has warned of various potential risks associated with focusing on the ideas in an individual's mind, rather than the actions they carry out. This article engages with…
If you don’t have rapport, you haven’t got anything really”
Countering Violent Extremism (CVE) continues to be a topic of national and international concern; however, within the field of research, there has been limited engagement with the daily work of CVE intervention. The article presents findings from a study which aimed to better understand the strategies CVE Intervention Practitioners employ, specifically rapport building and the fostering of mutual trust. Drawing upon the accounts of 12 practitione…
Understanding the Role of Masculinity through the Perspectives of Countering Violent Extremism (CVE) Intervention Practitioners Engaged in Men’s (de)Radicalization
Within the field of Countering Violent Extremism (CVE) male clients are overwhelmingly represented, which reflects the key and complex significance ‘masculinity’ has for understanding susceptibility to violent extremism, processes of radicalisation and related issues. This article analyses the perspectives of 12 CVE Intervention Practitioners ( n = 8 female, n = 4 male) in Australia and their views on the role gender plays in their work. We focus…
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…
School can’t
Understanding school stress/distress
This study explored the lived experiences of children aged 8–12 and their caregivers navigating school can’t (SC), an emotionally based school non-attendance driven by a stress/distress relationship, rather than defiance. Using Interpretative Phenomenological Analysis (IPA), six neurodivergent children and young people shared how school environments influenced feelings of safety, belonging and overwhelm. Findings revealed that the distress that r…
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…
Moral injury in teaching
Moral injury, a concept derived from military psychology, has gained increasing relevance in understanding the ethical and emotional challenges faced by teachers in educational settings. This article investigates moral injury in the teaching profession, focusing on its systemic roots, manifestations, and implications. Using qualitative data from 57 Australian educators, this study explores how teachers experience and navigate moral injury in thei…
Feeling AI
This study investigates how students emotionally and morally engage with artificial intelligence (AI) in higher education (HE). Through a sociotechnical lens of AI and drawing on a Sara Ahmed’s frame of affective economies, we report on a national survey ( n = 8021) with qualitative focus groups ( n = 79) to explore the emotional textures of student experiences. Quantitative findings reveal strong co-occurrences of optimism with excitement, refle…
Psychology (6 works) · Clinical Psychology (4 works) · Pedagogy (4 works) · Political science (4 works) · Social Psychology (4 works) · Burnout (3 works) · Compassion (3 works) · Compassion fatigue (3 works) · Early Childhood Education and Development (3 works) · Healthcare professionals’ stress and burnout (3 works)