CCDE Annual Report 2012 - The Centre for Child Development ...
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CCDE Annual Report 2012 - The Centre for Child Development ...
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<strong>2012</strong> <strong>Annual</strong> <strong>Report</strong><br />
www.ccde.menzies.edu.au
<strong>The</strong> Menzies School of Health Research was established in 1985 as a body<br />
corporate of the Northern Territory Government under the Menzies School<br />
of Health Research Act 1985. This Act was amended in 2004 to <strong>for</strong>malise<br />
the relationship as a Controlled Entity of Charles Darwin University (CDU).<br />
Menzies is now a major partner of CDU, but remains controlled by its own<br />
Board, has its own financial and administrative structures, and can enter<br />
into contracts in its own right.<br />
© Menzies School of Health Research 2013<br />
<strong>The</strong> material contained in this document is the<br />
subject of copyright and/or privileged in<strong>for</strong>mation.<br />
Any use, disclosure (written or verbal), copying<br />
or dissemination of this document is prohibited<br />
without the written consent from the Menzies<br />
School of Health Research.<br />
ISBN: 978-1-922104-20-5 online<br />
ISBN: 978-1-922104-21-2 paperback<br />
In the spirit of respect, Menzies School of Health<br />
Research acknowledges the people and elders of<br />
the Aboriginal and Torres Strait Islander Nations<br />
who are the Traditional Owners of the land and<br />
seas of Australia.
Table of Contents<br />
Vision AND Strategic Plan...................................... 4<br />
Message from the Director and Chair...................... 5<br />
<strong>Centre</strong> Patrons................................................... 6<br />
Board Members.................................................. 7<br />
Research Highlights <strong>2012</strong><br />
<strong>Child</strong> <strong>Development</strong> and Education Research............... 8<br />
Indigenous Parenting and Family Research................ 10<br />
<strong>Child</strong> Protection Research..................................... 12<br />
Youth Health and Wellbeing Research...................... 14<br />
Suicide Prevention Research.................................. 16<br />
Publications...................................................... 18<br />
Achievements AND Awards..................................... 21<br />
Funders and Supporters....................................... 22<br />
Staff................................................................ 23
OUR VISION AND PLAN<br />
<strong>The</strong> <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education is situated within the<br />
<strong>Child</strong> Health Research Division of the Menzies School of Health Research,<br />
but has its own Director and Advisory Board. <strong>The</strong> <strong>Centre</strong> was launched<br />
in September 2011, as a partnership between Menzies, Charles Darwin<br />
University (CDU) and the Northern Territory Government (NTG).<br />
VISION<br />
Our vision is to position the <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education as a<br />
centre of excellence and a national leader in innovative, trans-disciplinary<br />
research that positively and practically improves children’s lives through<br />
better health, education and wellbeing.<br />
Purpose<br />
Our purpose is to conduct collaborative, applied research which builds<br />
scientific, policy and public understanding of how the development and<br />
educational opportunities of Australian children - particularly Indigenous<br />
children - can be improved to advance population health and community<br />
wellbeing.<br />
Strategic Plan<br />
<strong>The</strong> <strong>CCDE</strong> Strategic Plan <strong>for</strong> 2011-13 identifies four strategic goals:<br />
• Quality Research and Programs<br />
• Research Capacity and Sustainability<br />
• Relationships and Strategic Partnerships<br />
• Establishing Identity and Impact.<br />
4 <strong>The</strong> <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education
MESSAGE FROM THE DIRECTOR<br />
AND CHAIR<br />
<strong>The</strong> <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education (<strong>CCDE</strong>) is well<br />
advanced on its journey to becoming a national leader in the kind<br />
of research which will improve the lives of vulnerable young people<br />
across the country.<br />
<strong>The</strong> <strong>Centre</strong> was officially launched in September 2011. Wonderful<br />
support from organisations like the Ian Potter Foundation and the<br />
Sidney Myer Fund has enabled us to build the foundations <strong>for</strong> a<br />
productive future.<br />
In May of <strong>2012</strong>, Indigenous musician and educator, Dr M Yunupingu,<br />
and British Medical Association president, Professor Sir Michael<br />
Marmot, both agreed to become patrons of the <strong>Centre</strong>. It was an<br />
honour <strong>for</strong> us to gain the patronage of two giants in their respective<br />
fields.<br />
<strong>Centre</strong> Director<br />
Professor Sven Silburn<br />
It was there<strong>for</strong>e with great sadness that in early June this year we<br />
learned that Dr Yunupingu had passed away at age 56 at his home<br />
in Yirrkala after his long battle with kidney disease. In addition to<br />
his world-wide fame as a musician and founder of Yothu-Yindi, he<br />
was an inspiring community leader, and a distinguished educator.<br />
Dr Yunupingu was also a passionate advocate of ‘Two-way’ learning<br />
and a tireless champion of national reconciliation. <strong>The</strong> achievements<br />
of this great Australian will continue to inspire our work in seeking<br />
to ’Close the Gap’ in Indigenous disadvantage.<br />
<strong>The</strong> federal government will this year commence its investment of<br />
$3.5 billion dollars over 10 years in its Stronger Futures initiative to<br />
improve the circumstances of Aboriginal people in the Northern<br />
Territory. This is likely to offer new opportunities <strong>for</strong> Menzies,<br />
and <strong>for</strong> the <strong>Centre</strong> in particular, to support communities in their<br />
implementation of evidence-based programs and services which<br />
will improve lives <strong>for</strong> Aboriginal children and young people.<br />
Board Chair<br />
Dr Chris Sarra<br />
It is widely understood that education and early child development<br />
are the keys to a brighter future <strong>for</strong> Indigenous Australians. <strong>The</strong><br />
<strong>Centre</strong> is well placed to continue its progress in leading the research<br />
which will unlock opportunities <strong>for</strong> educational development and<br />
create a pathway <strong>for</strong> a healthier, happier tomorrow <strong>for</strong> Indigenous<br />
Australian children.<br />
Finally, we would like to acknowledge our gratitude to the <strong>Centre</strong>’s<br />
board members <strong>for</strong> their guidance, and to our staff <strong>for</strong> their skill and<br />
dedication.<br />
<strong>Annual</strong> <strong>Report</strong> <strong>2012</strong><br />
5
Our Patrons<br />
Dr M Yunupingu, the 1992 Australian of the Year, was a distinguished per<strong>for</strong>mer<br />
and teacher. As a songwriter and musician he brought contemporary Aboriginal<br />
culture to the world with the Yothu Yindi band. Dr Yunupingu was also the first<br />
Indigenous principal of Yirrkala Community School, and a pioneer of ‘Twoway<br />
learning’. Dr Yunupingu’s passing in June of 2013 was a great loss to his<br />
community and to the nation.<br />
Professor Sir Michael Marmot is president of the British Medical Association<br />
and chair of the World Health Organisation’s European Review of action to<br />
address health inequities. He was knighted in 2000 <strong>for</strong> his pioneering work in<br />
epidemiology and in understanding health inequalities.<br />
“Dr Yunupingu was an educator and community leader of the highest calibre.<br />
He brought deep knowledge and keen insight to the challenge of improving<br />
the provision of health and education services <strong>for</strong> Indigenous Australians.<br />
His memory will continue to inspire the work of staff and students at Menzies<br />
generally, and at <strong>CCDE</strong> in particular.”<br />
“Professor Marmot is a leading scientist, who will help the <strong>Centre</strong> link with<br />
some of the world’s best minds to develop solutions <strong>for</strong> the challenges the<br />
Northern Territory faces in health and education.”<br />
Dr M Yunupingu (centre) with<br />
Professor Sir Michael Marmot<br />
(right) and <strong>CCDE</strong> Director,<br />
Professor Sven Silburn (left)<br />
“It is humbling that two men of this quality agreed to lend their names to the<br />
work of the <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education.”<br />
Professor Sven Silburn, Director <strong>CCDE</strong><br />
6 <strong>The</strong> <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education
Our Board<br />
Members<br />
Dr Chris Sarra<br />
Chair, <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education Board<br />
Professor Sven Silburn<br />
Director, <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education<br />
Professor Jonathan Carapetis<br />
Director, Menzies School of Health Research<br />
Professor Sharon Bell<br />
Deputy Vice Chancellor, Charles Darwin University<br />
Mr Gary Barnes<br />
CEO, Department of Education and Training<br />
Professor John Mathews<br />
AM Executive Director, Menzies Foundation<br />
Professor Tom Healy<br />
AO Governor, Ian Potter Foundation<br />
Associate Professor Tess Lea<br />
Department of Gender and Cultural Studies, University of Sydney<br />
Professor Collette Tayler<br />
Chair, Early <strong>Child</strong>hood Education and Care, Melbourne Graduate School of<br />
Education<br />
Professor Paul Torzillo<br />
Medical Director, Nganampa Health Council, University of Sydney<br />
Ms Gurruwun Yunupingu<br />
Teacher, Activist <strong>for</strong> Two-way learning<br />
Mr David Shinkfield<br />
Principal, Kormilda College<br />
Ms Sue Beynon<br />
Principal, Gray Primary School<br />
Clare Gardiner Barnes<br />
NTG Office of <strong>Child</strong>ren and Families<br />
<strong>Annual</strong> <strong>Report</strong> <strong>2012</strong><br />
7
<strong>Child</strong> <strong>Development</strong> and<br />
Education Research<br />
<strong>The</strong> <strong>Child</strong> <strong>Development</strong> and Education research stream at <strong>CCDE</strong> looks at the broad<br />
field of developmental health, particularly as it relates to brain development and<br />
early education. Growing bodies of evidence in recent years have shown that<br />
both ‘nature’ and ‘nurture’ in the earliest years of life significantly influence brain<br />
development and the wiring of neural pathways that have broad ranging impacts<br />
across the entire lifespan. It follows then, that good early child development<br />
programs can vastly improve outcomes <strong>for</strong> children’s behaviour, learning and<br />
health in later life, leading to enhanced overall life opportunities and outcomes.<br />
8 <strong>The</strong> <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education
Research Highlights<br />
CHILD DEVelopment AND EDUcation RESEARCH<br />
Strong Start-Bright Futures (SSBF) evaluation concludes<br />
<strong>The</strong> <strong>Centre</strong>’s $2.5m research partnership with the NT Department<br />
of Education and <strong>Child</strong>ren’s Services (2009-2013) has enabled the<br />
collaborative evaluation of the first stage of the implementation of this<br />
extended service model of schooling in eight remote NT communities. <strong>The</strong><br />
SSBF ‘College’ model included provision of the school-based early years<br />
program Families as First Teachers; increased support and training <strong>for</strong><br />
school leadership teams; building school-community partnerships; and<br />
developing links with local industries and employers to support vocational<br />
education in schools and pathways into employment. <strong>The</strong> evaluation has<br />
shown some positive results in school attendance, particularly <strong>for</strong> children<br />
whose parents participated in the Families as First Teachers program. <strong>The</strong><br />
improved support <strong>for</strong> school leadership teams and processes <strong>for</strong> recruiting,<br />
selecting and supporting teaching staff has also helped reduce the rate of<br />
teacher turn-over in remote schools.<br />
Science of Learning Research <strong>Centre</strong><br />
Prof Sven Silburn was one of the 22 Chief Investigators in a national<br />
research consortium recently awarded a $16m ARC grant <strong>for</strong> the<br />
establishment of a Science of Learning Research <strong>Centre</strong>. This will enable<br />
<strong>CCDE</strong> researchers to collaborate with Prof Collette Tayler at the University<br />
of Melbourne in conducting the Indigenous education component of this<br />
national collaborative research program.<br />
It will also fund a post-doctoral fellowship <strong>for</strong> Dr Helen Harper<br />
(Indigenous educator and linguist) to continue her classroom based<br />
research on effective pedagogical strategies with Indigenous students in<br />
remote communities.<br />
How Early Life Conditions Affect the <strong>Development</strong> and<br />
Learning Outcomes: A Whole of Population Data-Linkage Study<br />
<strong>The</strong> <strong>Centre</strong> has partnered with the NT Department of Health and the SANT-<br />
Datalink Consortium in conducting a demonstration study using the newly<br />
established facility <strong>for</strong> confidential linkage of data drawn from separate<br />
administrative datasets. This is investigating how early life biological<br />
and social factors shape children’s readiness <strong>for</strong> learning at school, and<br />
subsequent school learning and behaviour outcomes. We are currently<br />
analysing selected in<strong>for</strong>mation on over 45,000 NT-born children drawn<br />
from their birth, peri-natal, child health, Australian Early <strong>Development</strong><br />
Index (AEDI) and NAPLAN records.<br />
<strong>The</strong> first study outputs are providing policy-relevant in<strong>for</strong>mation on the<br />
relative importance of various early life factors on children’s longerterm<br />
pathways of development and learning. <strong>The</strong> data systems and<br />
analytical capacity developed through the project will enable new ways of<br />
monitoring population outcomes of policies and programs such as those<br />
about to be implemented through the Stronger Futures Strategy.<br />
<strong>Annual</strong> <strong>Report</strong> <strong>2012</strong><br />
9
Indigenous Parenting and<br />
Family Research<br />
Aboriginal and Torres Strait Islander communities are among the most<br />
disadvantaged in Australian society, with Indigenous children significantly more<br />
vulnerable to a range of adverse life outcomes stemming from this disadvantage.<br />
Parenting skills and a variety of family risk factors are influenced by the effects<br />
of disadvantage, meaning that Indigenous children are more likely to miss out<br />
on the crucial early childhood development opportunities that are required<br />
<strong>for</strong> positive social, educational, health and employment outcomes later in life.<br />
<strong>The</strong> Indigenous Parenting and Family Research team works to discover the most<br />
effective ways to help Indigenous parents, children and families get the best start<br />
in the early years, promoting positive developmental health outcomes.<br />
10 <strong>The</strong> <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education
Research Highlights<br />
Indigenous Parenting and Family Research<br />
<strong>The</strong> Indigenous Parenting and Family Research program is building a body<br />
of interdisciplinary research that focuses on the interests and needs of<br />
Indigenous parents, children and families of the Northern Territory (NT).<br />
It includes intervention research, program implementation, resource<br />
development and translation of research into practice.<br />
<strong>The</strong> program’s major project is the Let’s Start Parent-<strong>Child</strong> Program, a<br />
therapeutically oriented group parenting program that supports children’s<br />
social-emotional development during the transition to school. Developed<br />
and evaluated over 10 years, Let’s Start is the only parenting program<br />
specifically developed <strong>for</strong> Aboriginal parents and families with evidence<br />
<strong>for</strong> its effectiveness. It is responsive, has an integrated focus on child<br />
development, early learning, parenting and the emotional and mental<br />
wellbeing of parent and child. It is currently delivered in eight rural and<br />
remote communities of the NT, with expressions of interest received across<br />
north and central Australia.<br />
<strong>The</strong> research program is now being extended to include:<br />
• Let’s Start Early: an early intervention program <strong>for</strong> parents with<br />
infants and toddlers<br />
• Watch Us Grow: school-based early intervention <strong>for</strong> children in<br />
primary and middle school<br />
• Let’s Start Interactive Workshops: to build the skills and capacity of<br />
parents and providers in remote and rural communities<br />
• A new program of observational research focusing on parent-child<br />
interaction: investigation of links between Indigenous parenting<br />
styles and children’s behaviours<br />
• Resource development and translation: materials, manuals, training<br />
and guidelines <strong>for</strong> supervision to support implementation of Let’s<br />
Start in diverse community settings<br />
• <strong>Development</strong> of educational materials and training resources<br />
focusing on (a) Indigenous parenting (b) parent-child interaction<br />
(c) attachment and child development, and (d) therapeutic practice<br />
with Indigenous families with complex needs. <strong>The</strong>se resources are<br />
designed <strong>for</strong> dissemination within the Indigenous work<strong>for</strong>ce in child<br />
protection, mental health, early education and community services.<br />
<strong>Annual</strong> <strong>Report</strong> <strong>2012</strong><br />
11
<strong>Child</strong> Protection Research<br />
<strong>The</strong> <strong>Child</strong> Protection Research Program (CPRP) is focused on driving the<br />
implementation of evidence-based interventions <strong>for</strong> children and families who<br />
are at risk, working across the government, non-government and community<br />
sectors. Rather than follow more traditional child protection methods which tend<br />
to involve crisis management and interventions ‘after the fact’, the CPRP is very<br />
much committed to identifying effective and culturally appropriate preventative<br />
and early intervention methods that work to stop child abuse or neglect from<br />
taking place to begin with.<br />
12 <strong>The</strong> <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education
Research Highlights<br />
<strong>Child</strong> Protection Research<br />
<strong>CCDE</strong>’s <strong>Child</strong> Protection Research Program (CPRP) aims to better understand<br />
how to protect the safety, health and wellbeing of children in the<br />
Northern Territory (NT). In<strong>for</strong>med by international and national research,<br />
the specialist CPRP team is building a local evidence base to improve policy<br />
and practice across the children and families service system. This service<br />
system includes a range of Aboriginal, statutory and non-government<br />
organisations delivering early intervention, child protection and out-ofhome<br />
care programs and services to vulnerable children. To effectively<br />
support these children, we must also support parents, carers, extended<br />
family, kinship groups, broader communities and practitioners. With a<br />
high number of Aboriginal children entering the child protection system,<br />
the program has a particular focus on developing and implementing<br />
culturally responsive strategies to prevent child abuse and neglect.<br />
Established as a partnership with the NT Government, in <strong>2012</strong> the program<br />
completed a number of important research projects <strong>for</strong> the NT Office <strong>for</strong><br />
<strong>Child</strong>ren and Families (OCF). <strong>The</strong> scope of the program was expanded to<br />
work with a range of Aboriginal and non-government organisations.<br />
Projects included:<br />
• Implementation support and preliminary evaluation of a Family<br />
Group Conferencing model <strong>for</strong> Aboriginal children<br />
• Literature review of Men’s Places focusing on the prevention and<br />
responses to family violence with a focus on engaging Aboriginal<br />
men in remote communities<br />
• Social marketing and community education campaign to prevent<br />
child abuse and neglect in the NT-consortium partnership with<br />
Strong Aboriginal Families, Together (SAF,T), the NT peak body <strong>for</strong><br />
Aboriginal children and families: Exploring bicultural practice in the<br />
NT children and families sector<br />
• Consultancy <strong>for</strong> Relationships Australia NT to evaluate the Holding<br />
<strong>Child</strong>ren Together Model, a therapeutic counselling model <strong>for</strong><br />
Aboriginal children<br />
• Clinical consultancy to provide professional development, reflective<br />
and complex case supervision to therapeutic services, practice<br />
advisors and team leaders within NT OCF.<br />
<strong>Annual</strong> <strong>Report</strong> <strong>2012</strong><br />
13
Youth Health and<br />
Wellbeing Research<br />
Specialising in supporting young people’s health and wellbeing, the YH&WB<br />
Section of <strong>CCDE</strong> covers a wide range of community-focused, youth-developing<br />
fields of interest: from research into youth wellbeing in schools, through to<br />
youth justice and community care developments, issues affecting gender and<br />
sexuality, to applications of new media in young people’s lives. <strong>The</strong> emphasis<br />
is on empowering young people and their communities to support strengthsbased<br />
developments in partnership with elders and adult mentors. <strong>The</strong> research<br />
approaches use mixed methodologies to involve young people wherever<br />
feasible, and to encourage them to consider research pathways as possible future<br />
vocational choices. <strong>The</strong> combination of qualitative and quantitative methods<br />
brings together the strongest evidence <strong>for</strong> improving support <strong>for</strong> young people<br />
and their communities across the Northern Territory and the Asia Pacific region.<br />
14 <strong>The</strong> <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education
Research Highlights<br />
Youth Health and Wellbeing Research<br />
In 2011-<strong>2012</strong> the Youth Health team strengthened and consolidated their<br />
focus on Indigenous youth health and wellbeing, undertaking projects<br />
exploring sexual health, youth diversion, and the social determinants of<br />
youth health. This focus was greatly facilitated by the award of an ARC<br />
Future Fellowship to Associate Professor Kate Senior in July <strong>2012</strong>.<br />
This period was characterised by intensive community-based research,<br />
with researchers working in communities across the Northern Territory (NT),<br />
as well as Western Australia and South Australia. This work has resulted<br />
in a deep and nuanced understanding of the lives of Indigenous young<br />
people. We have been able to translate these research findings to key<br />
stakeholders from both government and non-government organisations.<br />
Our academic outputs have included publications in international journals,<br />
presentations at conferences, and the delivery of guest lectures and<br />
workshops, both in Australia and internationally. We also participated in<br />
the first NT Youth Conference. <strong>The</strong> team has made it a priority to involve<br />
young people in our research and build their capacity as researchers.<br />
Throughout <strong>2012</strong>, we placed a particular focus on building the research<br />
skills of young people in remote communities.<br />
We have continued to attract high quality postgraduate students, with<br />
eight students currently engaged in projects related to youth health and<br />
wellbeing. <strong>The</strong>se studies are being undertaken across a diverse range<br />
of fields, including youth engagement in social media, the effects of<br />
music participation on wellbeing, and young women’s lives in remote<br />
Indigenous communities.<br />
On the basis of our reputation in youth research, we were asked to develop<br />
a research collaboration with the University of Battambang in Cambodia<br />
to explore the lives, health and wellbeing of the adolescent population,<br />
again with an emphasis on building the research skills of local young<br />
people. This project was successfully trialled at the end of <strong>2012</strong> and will<br />
continue through 2013.<br />
<strong>Annual</strong> <strong>Report</strong> <strong>2012</strong><br />
15
Suicide Prevention Research<br />
<strong>The</strong> Suicide Prevention Research Program spans epidemiological research into<br />
the causes of suicide and the distribution of suicide risk factors across the NT,<br />
through to intervention research involving the implementation and evaluation of<br />
preventive strategies in different contexts. Suicide prevention involves work across<br />
all sectors of government and the community; child protection, community justice<br />
and education, mental health and the community sector. We are particularly<br />
interested in research and interventions dealing with the early life determinants of<br />
suicide, and work in partnership with researchers in the other <strong>CCDE</strong> program areas<br />
who are concerned with youth, parenting, children and families, and their social<br />
and emotional wellbeing.<br />
16 <strong>The</strong> <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education
Research Highlights<br />
Suicide Prevention Research<br />
Of all Australian states and territories, the Northern Territory has the<br />
highest overall rate of suicide, with very high rates of suicide among the<br />
Indigenous population. <strong>The</strong> Suicide Prevention Research Program has<br />
grown rapidly. Its aim is to provide a comprehensive research response<br />
to the urgent problems of suicide and self-harm in NT communities,<br />
and to have an impact on policy and on the development of suicide<br />
prevention strategies. Promoting early intervention and prevention,<br />
which targets the life course determinants of vulnerability to suicide from<br />
early childhood through to young adulthood, is a particular focus.<br />
A research team led by researchers from Menzies’ <strong>CCDE</strong> recently conducted<br />
national consultations in each state and territory on behalf of the<br />
Commonwealth Department of Health and Ageing (DoHA) to develop<br />
a National Aboriginal and Torres Strait Islander Suicide Prevention<br />
Strategy. A report and a draft of the National Strategy are now with the<br />
department, and a National Aboriginal and Torres Strait Islander Suicide<br />
Prevention Strategy will be released <strong>for</strong> implementation in 2013.<br />
<strong>The</strong> <strong>Centre</strong> won a $615,000 DoHA tender in June <strong>2012</strong> to conduct a systematic<br />
review of the available literature, prepare and publish two discussion<br />
papers, and undertake a national consultation process supported by the<br />
National Aboriginal Community Controlled Health Organisations (NAACHO).<br />
This involved the centre developing a consultation website and convening<br />
and facilitating consultation <strong>for</strong>ums in all capital cities and several regional<br />
centres attended by over 500 people. An initial draft of a proposed<br />
National Aboriginal and Torres Strait Islander Suicide Prevention Strategy<br />
was then prepared and reviewed at a one day national stakeholder<br />
<strong>for</strong>um in Canberra. Following DoHA approval the National Strategy was<br />
launched jointly by the Federal Minister <strong>for</strong> Health (Hon Mark Butler) and<br />
the Federal Minister <strong>for</strong> Indigenous Affairs (Hon Warren Snowdon) with an<br />
announcement of $17.8 million of new funding <strong>for</strong> its implementation over<br />
three years, including the establishment of a national centre of excellence<br />
to support community-based Indigenous suicide prevention initiatives.<br />
Projects include:<br />
1. A Study of Suicide Deaths of NT <strong>Child</strong>ren from 2006-2010,<br />
commissioned by the NT Government’s <strong>Child</strong> Deaths Review<br />
and Prevention Committee, completed in January <strong>2012</strong><br />
2. A study of medically serious self-harm in NT hospitals (funded by<br />
beyondblue inc. and the NT Department of Health, 2013-2014)<br />
3. Evaluating the ‘Counterpunch Program’, a sports (boxing)-based<br />
suicide prevention initiative <strong>for</strong> disengaged secondary school students<br />
(funded by the Mental Health Branch of the NT Department of Health)<br />
4. Investigation of the early life determinants of suicide and self-harm<br />
and the development of effective early intervention strategies<br />
5. Effective early intervention <strong>for</strong> secondary school aged<br />
youth through the development of life skills and support<br />
during the transition from school to work.<br />
<strong>Annual</strong> <strong>Report</strong> <strong>2012</strong><br />
17
PUBLICATIONS<br />
Arney, F. & Westby, M.A. (<strong>2012</strong>). Men’s Places Literature<br />
Review. Darwin: <strong>The</strong> <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and<br />
Education, Menzies School of Health Research.<br />
Brinkman, S., Gialamas, A., Rahman, A., Mittinty, M.,<br />
Gregory, T., Silburn, S.R., et al. (<strong>2012</strong>). Jurisdictional,<br />
socioeconomic and gender inequalities in child health<br />
and development: analysis of a national census of<br />
5-year-olds in Australia, BMJ Open, 2(5), 1-14.<br />
Carapetis, J. & Silburn, S. (2011). Key factors influencing<br />
educational outcomes <strong>for</strong> Indigenous students and<br />
their implications <strong>for</strong> planning and practice in the NT,<br />
ACER Research Conference, Darwin Convention <strong>Centre</strong>,<br />
7–9 August 2011.<br />
Chenall R., Senior, K.A. & Belton, S. (2011).<br />
Negotiating Human Research Ethics: Case notes from<br />
anthropologists in the field, Anthropology Today,<br />
27(5), 13-17.<br />
Chenall, R., Holmes, C., Lea, T., Senior, K. & Wegner,<br />
A. (2011). Parent-school engagement: Exploring the<br />
concept of ‘invisible’ Indigenous parents in three<br />
North Australian school communities. Darwin: <strong>The</strong><br />
Northern Institute, Charles Darwin University.<br />
Chenhall, R. & Senior, K. (<strong>2012</strong>). Treating Indigenous<br />
Australians with Alcohol/Drug Problems: Assessing<br />
Quality of Life, Alcoholism Treatment Quarterly, 30(2),<br />
130-145.<br />
Chenhall, R.D., Senior, K., Cole, D., Cunningham, T. &<br />
O’Boyle, C. (2010). Individual quality of life among at<br />
risk Indigenous youth in Australia, Applied Research in<br />
Quality of Life, 5(3), 171-183.<br />
Cotter, P., Condon, J., Barnes, T., Anderson, I., Smith,<br />
L. & Cunningham, T. (<strong>2012</strong>). Do Indigenous Australians<br />
age prematurely? <strong>The</strong> implications of life expectancy<br />
and health conditions of older Indigenous people <strong>for</strong><br />
health and aged care policy, Australian Health Review,<br />
36(1), 68-74.<br />
D’Aprano, A.L., Carapetis, J.R. & Andrews, R. (2011).<br />
Trial of a developmental screening tool in remote<br />
Australian Aboriginal communities: A cautionary tale,<br />
Journal of Paediatrics and <strong>Child</strong> Health, 47(1-2), 12-17.<br />
Davison, B., Cunningham, T. & Singh, G. (2011).<br />
Engaging Adolescents and Young Adults in a<br />
longitudinal health study: Experience from the Top<br />
End Cohort, Australian Journal of Public Health, 35(1),<br />
86-87.<br />
Dudley, M., Steel, Z., Mares, S. & Newman, L. (<strong>2012</strong>).<br />
<strong>Child</strong>ren and young people in immigration detention,<br />
Current Opinion in Psychiatry, 25(4), 285-292.<br />
Halkitis, K., Wegner, A. & Cunningham, T. (2011). Social<br />
Capital Creation in Short Timeframes and its Role in<br />
Knowledge Sharing, <strong>The</strong> International Journal of<br />
Management and Business, 2(1), 82-95.<br />
Harper, H. & Helmer, J. (2011). ABRACADABRA! Early<br />
<strong>Child</strong>hood Literacy Project. Darwin, NT: Menzies School<br />
of Health Research.<br />
Harper, H.A. (<strong>2012</strong>). Teachers’ emotional responses<br />
to new pedagogical tools in high challenge settings:<br />
illustrations from the Northern Territory, <strong>The</strong> Australian<br />
Educational Researcher, 39(4), 447-461.<br />
Harper, H.A., Helmer, J., Lea, T., Chalkiti., K, Emmett,<br />
S. & Wolgemuth, J. (<strong>2012</strong>). ABRACADABRA <strong>for</strong> magic<br />
under which conditions? Case studies of a webbased<br />
literacy intervention in the Northern Territory,<br />
Australian Journal of Language and Literacy, 35(1),<br />
33-50.<br />
Helmer, J., Bartlett, C., Wolgemuth, J.R. & Lea, T.<br />
(2011). Coaching (and) commitment: Linking ongoing<br />
professional development, quality teaching and<br />
student outcomes, Professional <strong>Development</strong> in<br />
Education, 37(2), 197-211.<br />
Jorgensen, R. & Perso, T. (<strong>2012</strong>). Equity and the<br />
Australian Curriculum: Mathematics. In B. Atweh,<br />
M. Goos, R. Jorgensen & D. Siemon (Eds), Engaging<br />
the Australian National Curriculum: Mathematics<br />
– Perspectives from the Field (pp. 115‐133). Online<br />
Publication: Mathematics Education Research Group of<br />
Australasia.<br />
Kowalenko, N., Mares, S., Newman, L., Sved Williams,<br />
A., Powrie, R. & Van Doesum, K. (<strong>2012</strong>). Family matters:<br />
infants, toddlers and pre-schoolers of parents affected<br />
by mental illness. MJA Open, 1(Suppl 1), 14-17.<br />
18 <strong>The</strong> <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education
Louise, S., Warrington, N., McCaskie, P., Oddy, W.,<br />
Zubrick, S., Hands, B., Mori, T., Briollais, L., Silburn,<br />
S.R., et al. (<strong>2012</strong>). Associations between aggressive<br />
behaviour scores and cardiovascular risk factors in<br />
childhood, Pediatric Obesity, 7(4), 319-328.<br />
Louise, S., Warrington, N.M., McCaskie, P.A., Oddy,<br />
W.H., Zubrick, S.R., Hands, B., Mori, T.A., Briollais,<br />
L., Silburn, S., et al. (<strong>2012</strong>). Associations between<br />
anxious-depressed symptoms and cardiovascular risk<br />
factors in a longitudinal childhood study, Preventive<br />
Medicine, 54(5), 345-350.<br />
Mares, S. & Graff-Martins, A.S. (<strong>2012</strong>). <strong>The</strong> clinical<br />
assessment of infants, preschoolers and their families:<br />
Parenting capacity. In Rey JM (ed), IACAPAP e-Textbook<br />
of <strong>Child</strong> and Adolescent Mental Health (pp. 1-22).<br />
Geneva: International Association <strong>for</strong> <strong>Child</strong> and<br />
Adolescent Psychiatry and Allied Professions.<br />
Mares, S. & Jureidini, J. (<strong>2012</strong>). <strong>Child</strong> and adolescent<br />
refugees and asylum seekers. In M. Dudley, D. Silove<br />
& F. Gale (Eds), Mental Health and Human Rights (pp.<br />
403-414). Ox<strong>for</strong>d: Ox<strong>for</strong>d University Press.<br />
Mares, S. (2010). Home is where we start from: early<br />
experience, play and creative living, ATTACHMENT:<br />
New Directions in Psychotherapy and Relational<br />
Psychoanalysis, 4, 216–231.<br />
Mares, S. (<strong>2012</strong>). <strong>The</strong> School Age <strong>Child</strong>. In Newman L &<br />
Mares S (Eds), Contemporary Approaches to Infant and<br />
<strong>Child</strong> Mental Health (pp. 105-111). Melbourne: IP Press.<br />
Mares, S. (<strong>2012</strong>).Disruptive Behaviour and Aggression –<br />
Complex presentations associated with early trauma.<br />
In L. Newman L & S. Mares (Eds), Contemporary<br />
Approaches to <strong>Child</strong> and Adolescent Psychiatry,<br />
volume 2 (pp. 160-179). East Hawthorn, Victoria: IP<br />
Press.<br />
Mares, S. Newman, L. & Warren, B. (2011). Clinical<br />
Skills in Infant Mental Health: <strong>The</strong> First Three Years.<br />
Camberwell, Vic: ACER Press.<br />
Mares, S.P. & Robinson, G.W. (<strong>2012</strong>). Culture, context<br />
and therapeutic processes: delivering a parent-child<br />
intervention in a remote Aboriginal community,<br />
Australasian Psychiatry: bulletin of <strong>The</strong> Royal<br />
Australian and New Zealand College of Psychiatrists,<br />
20(2), 102-107.<br />
McTurk, N.J., Robinson, G.W., Lea, T.S., Nutton, G.<br />
& Carapetis, J.R. (2011). Defining and assessing the<br />
school readiness of Australian Indigenous children.<br />
Australasian Journal of Early <strong>Child</strong>hood, 36(1), 69-76.<br />
Nixon, M. (<strong>2012</strong>). Ethics [Response to Chenhall, Senior<br />
and Belton, AT 27 (5)], Anthropology Today, 28(4),<br />
26-27.<br />
Oddy, W. H., Hickling, S., Smith, M. A., O’Sullivan,<br />
T.A., Robinson, M., de Klerk, N.H., Beilin, L. J., Mori,<br />
T.A., Syrette, J., Zubrick, S.R. & Silburn, S.R. (2011).<br />
Dietary intake of omega-3 fatty acids and risk of<br />
depressive symptoms in adolescents. Depression and<br />
Anxiety, 28(7), 582–588.<br />
Oddy, W., Hickling, S., Smith, M., O’Sullivan, T.,<br />
Robinson, M., de Klerk, N., Beilin, L., Mori, T., Syrette,<br />
J., Zubrick, S. & Silburn, S.R. (2011). Dietary intake of<br />
omega-3 fatty acids and risk of depressive symptoms in<br />
adolescents, Depression and Anxiety (Hoboken), 28(7),<br />
582-588.<br />
Perso, T. (2011). Assessing numeracy and NAPLAN,<br />
Australian Mathematics Teacher, 67(4), 32.<br />
Perso, T., Kenyon, P. & Darrough, N. (<strong>2012</strong>).<br />
Transitioning Indigenous Students to Western<br />
Schooling: A culturally Responsive Program, 17th<br />
<strong>Annual</strong> Values and Leadership Conference <strong>2012</strong>,<br />
Australian Catholic University, 1-2 October <strong>2012</strong>.<br />
Perso, T.F. (<strong>2012</strong>). Cultural Responsiveness and School<br />
Education: With particular focus on Australia’s First<br />
Peoples: A Review & Synthesis of the Literature.<br />
Darwin NT: <strong>The</strong> <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and<br />
Education, Menzies School of Health Research.<br />
Roberts, C., Williams, R., Kane, R., Pintabona, Y.,<br />
Cross, D., Zubrick, S. & Silburn, S.R. (2011). Impact of a<br />
mental health promotion program on substance use in<br />
young adolescents, Advances in Mental Health, 10(1),<br />
69-79.<br />
Robinson, G. (<strong>2012</strong>). <strong>The</strong> State, Cultural Competence<br />
and <strong>Child</strong> <strong>Development</strong>: Perspectives on Intervention<br />
in the North of Australia, Young Lives, Changing Times:<br />
perspectives on social reproduction, University of<br />
Sydney, 8–9 June <strong>2012</strong>.<br />
<strong>Annual</strong> <strong>Report</strong> <strong>2012</strong><br />
19
Robinson, G., Mares, S., Jones, Y, Stock, C.,<br />
Hallenstein, B. & Branchut, V. (<strong>2012</strong>). <strong>The</strong> Let’s Start<br />
Parent <strong>Child</strong> Program: In<strong>for</strong>mation Paper. Darwin:<br />
<strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education, Menzies<br />
School of Health Research.<br />
Robinson, G., Silburn, S. & Leckning, B. (<strong>2012</strong>).<br />
Suicide of <strong>Child</strong>ren and Youth in the NT, 2006-2010:<br />
Public Release <strong>Report</strong> <strong>for</strong> the <strong>Child</strong> Deaths Review<br />
and Prevention Committee. Darwin: <strong>Centre</strong> <strong>for</strong> <strong>Child</strong><br />
<strong>Development</strong> and Education, Menzies School of Health<br />
Research.<br />
Robinson, G., Silburn, S., Arney, F. & Gawa, L. (2010).<br />
Effective Integration of Services <strong>for</strong> <strong>Child</strong>ren and<br />
Families: Making it happen, Symposium <strong>Report</strong>.<br />
Darwin NT: Menzies School of Health Research<br />
Robinson, G.W., Tyler, W.B., Jones, Y.M., Silburn, S.R.<br />
& Zubrick, S. (2011). Context, Diversity and Engagement:<br />
Early intervention with Australian Aboriginal families<br />
in urban and remote contexts. <strong>Child</strong>ren and Society,<br />
26(5), 343-355.<br />
Robinson, G.W., Tyler, W.B., Silburn, S.R. & Zubrick,<br />
S. (<strong>2012</strong>). Gender, Culture and Intervention: Exploring<br />
Differences between Aboriginal and Non-Aboriginal<br />
<strong>Child</strong>ren’s Responses to an Early Intervention<br />
Programme, <strong>Child</strong>ren and Society, [e-pub ahead of<br />
print].<br />
Robinson, M., Kendall, G.E., Jacoby, P., Hands,<br />
B., Beilin, L.J., Silburn, S.R., Zubrick, S.R. & Oddy,<br />
W.H. (2011). Lifestyle and demographic correlates of<br />
poor mental health in early adolescence, Journal of<br />
Paediatrics and <strong>Child</strong> Health, 47(1-2), 54-61.<br />
Rysavy, P., Cunningham, T. & O’Reilly-Martinez, R.<br />
(2011). Preliminary analysis of the Northern Territory’s<br />
illicit drug court diversion program highlights the<br />
need to examine lower program completion rates <strong>for</strong><br />
indigenous clients, Drug and Alcohol Review, 30(6),<br />
671-676.<br />
Senior, K. & Chenhall, R. (<strong>2012</strong>). Boyfriends, babies<br />
and basketball: present lives and future aspirations<br />
of young women in a remote Aboriginal Australian<br />
community, Journal of Youth Studies 15(3), 369-388.<br />
Silburn, S.R., Nutton, G., McKenzie, J.W., & Landrigan,<br />
M. (2011). Early years English language acquisition<br />
and instructional approaches <strong>for</strong> Aboriginal<br />
students with home languages other than English:<br />
A systematic review. Darwin NT: Menzies School of<br />
Health Research.<br />
Stock, C., Mares, S. & Robinson, G. (<strong>2012</strong>). Telling and<br />
re-telling stories: <strong>The</strong> use of narrative and drawing<br />
in a group intervention with parents and children in<br />
a remote aboriginal community, Australian and New<br />
Zealand Journal of Family <strong>The</strong>rapy, 33(2), 157-170.<br />
Tucker, R. & Mares, S. (<strong>2012</strong>). Establishing a mental<br />
health service <strong>for</strong> young children in out-of-home<br />
care: <strong>The</strong> Gumnut Clinic <strong>for</strong> 0 to 5 year olds in Western<br />
Sydney, <strong>Child</strong>ren and Youth Services Review, 35(2),<br />
205-212.<br />
Tyler, B., Rolls, N., Bridgeman, S. & Flack, M. (2011).<br />
Common Unit Monitoring Project: first year student<br />
progress and the success of the Common Unit<br />
Program. Darwin NT: Charles Darwin University.<br />
Warren, B. & Mares, S. (2009). Developing reflective<br />
process skills in IMH postgraduate students: <strong>The</strong><br />
Australian Experience, Infant Mental Health Journal,<br />
30(6), 621-633.<br />
Wolgemuth, J., Savage, R., Helmer, J., Lea, T.,<br />
Harper, H., Chalkiti, K., Bottrell, C. & Abrami, P.<br />
(2011). Using computer-based instruction to improve<br />
Indigenous early literacy in Northern Australia: A<br />
quasi-experimental study, Australasian Journal of<br />
Educational Technology, 27(4), 727-750.<br />
Zubrick, S., Mitrou, F., Lawrence, D. & Silburn, S.R.<br />
(2011). Maternal death and the onward psychosocial<br />
circumstances of Australian Aboriginal children and<br />
young people, Psychological Medicine, 41(9), 1971-<br />
1980.<br />
20 <strong>The</strong> <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education
Achievements and Awards<br />
Professor Sven Silburn, Bonnie Moss and <strong>for</strong>mer staff<br />
member, Anne Hanning received the McArthur River<br />
Mining Indigenous Innovation Award as part of the<br />
NT Research and Innovation Awards <strong>for</strong> the cultural<br />
adaptation of the Australian Early <strong>Development</strong> Index<br />
(AEDI) <strong>for</strong> use with Indigenous children.<br />
Yomei Jones was awarded the <strong>2012</strong> Ryan Family Prize,<br />
which recognises excellence from a staff member, <strong>for</strong><br />
her outstanding contributions to several high profile<br />
Menzies’ research projects including Let’s Start.<br />
Dr Kate Senior was awarded an Australian Research<br />
Council Future Fellowship to study health and<br />
wellbeing among Indigenous adolescents in the NT.<br />
Higher Degree Research<br />
<strong>The</strong> <strong>Centre</strong> is proud to have a number of PhD and<br />
Master’s students being supervised by our researchers.<br />
This is a practical demonstration of our commitment to<br />
developing research expertise in the Northern Territory.<br />
Anita D’Aprano-PhD- TRAK Study: Talking<br />
about raising Aboriginal kids. An evaluation<br />
of an early childhood training intervention <strong>for</strong><br />
remote Aboriginal Health Workers (AHWs)<br />
Brooke Barnett -PhD- Music as a trans<strong>for</strong>ming<br />
tool <strong>for</strong> adolescent health and wellbeing<br />
Claire Bartlett -PhD- Lessons learned from the<br />
implementation of the national accelerated literacy<br />
program; a case study on educational re<strong>for</strong>m in the NT<br />
Estella Ega -PhD- Who speaks <strong>for</strong> me? Who<br />
listens anyway? Factors affecting responses<br />
to social research in Indigenous Australians<br />
and African migrants’ communities. Case<br />
studies of Australia’s Northern Territory<br />
Gokula Chandran -PhD- Neighbourhoods,<br />
environments and development of children in the NT<br />
Helen Thompson -PhD- Parent and school<br />
staff attitudes to parent engagement<br />
Julie Fraser -Master by Research- Dhunupa<br />
Dhawu: Enhancing strengths, researching with<br />
the community in Gapuwiyak to develop a greater<br />
understanding of family and community perspectives<br />
on education and how the process of partnership<br />
with the school can be realised and maintained<br />
Kate McGuinness -PhD- Bicultural models of practice<br />
in the Northern Territory children and families sector<br />
Kishan Kariippanon -PhD- Youth Health 2.0:<br />
<strong>The</strong> interplay between social media, mobile<br />
phones and Yolngu youth in Yirrkala<br />
Rachael McMahon -PhD- Measuring the<br />
unmeasurable: an ethnography in the context<br />
of multicultural project implementation,<br />
evaluation and justification<br />
Santie Du Plessis - PhD- Adaptive<br />
behaviour assessment system-Indigenous<br />
Australian Adaptation Model<br />
Shirley Nirrpurranydji -Master by Research-<br />
Ngalapalmirr ga djamarrkuli Gapuwiyakpuy, nhaltjan<br />
nguli ga limurr dhamanapanmirr ga galkithirr wukirrilil<br />
(Dhunupa Dhawu: Enhancing strengths, researching<br />
with the community in Gapuwiyak to develop a greater<br />
understanding of family and community perspectives<br />
on education and how the process of partnership<br />
with the school can be realised and maintained)<br />
Sue Edwards -Master by Research-<br />
Psycho-educational assessment of remote<br />
Indigenous students in the Northern Territory<br />
Susan McMullen -PhD- Growing up fast in Borroloolayoung<br />
Indigenous women’s experience of relationships<br />
and sexual health in a remote Aboriginal community.<br />
<strong>Annual</strong> <strong>Report</strong> <strong>2012</strong><br />
21
Our Funders and Supporters <strong>2012</strong><br />
<strong>The</strong> <strong>Centre</strong> relies on the generous support of our<br />
sponsors as we conduct the research which will help<br />
to improve the lives of Australia’s children. We would<br />
like to take this opportunity to <strong>for</strong>mally acknowledge<br />
these contributions in <strong>2012</strong>.<br />
Infrastructure<br />
<strong>The</strong> Ian Potter Foundation $500,000<br />
Sidney Myer Fund $200,000<br />
NT Govt (DoH,DECS, and OCF) $192,218<br />
Infrastructure Total $892,218<br />
Contract Research Total $2,371,361<br />
Competitive Grants Total $337,722<br />
Grand Total $3,601,301<br />
In-kind Funding <strong>2012</strong><br />
Institution Purpose Approx $ value<br />
Menzies School of Health Accommodation and utilities <strong>for</strong> 30 staff at Menzies’ proposed $ 1,200,000<br />
Research<br />
new building at CDU<br />
Senior staff time $ 25,000<br />
Northern Territory<br />
Government<br />
Senior DET officer seconded to Menzies <strong>CCDE</strong> $ 130,000<br />
Charles Darwin<br />
University<br />
Transfer of the Abracadabra project (Rein<strong>for</strong>cing foundation<br />
literacy skills through technology) from SSPR to Menzies <strong>CCDE</strong><br />
$ 213,000<br />
TOTAL $ 1,568,000<br />
22 <strong>The</strong> <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education
All Staff<br />
Thanks to all the dedicated members of staff who have contributed to the success of<br />
the <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education…<br />
ARNEY, Fiona Marie<br />
BAUTISTA, Bettina<br />
BELL, Johanna<br />
BORELLA, Dianne<br />
BRANCHUT, Virginie<br />
BROOKE, Sarah<br />
CARROLL, Jacqueline<br />
CHESSEL, Sally<br />
CLANCY, Celeste<br />
COLEMAN, Shelley<br />
CRAIG, Kathleen<br />
CUNNINGHAM, Teresa<br />
DANIELS, Olga<br />
D’APRANO, Anita<br />
DEMETRIOS, Stephanie<br />
DUFFIELD, Rebecca<br />
DUNN, Kinara<br />
EGA, Estella<br />
FITZ, Joseph<br />
FRASER, Julie<br />
GAWA, Lydia<br />
HALLENSTEIN, Birgit<br />
HAMMOND, Elizabeth<br />
HANNING, Anne<br />
HARPER, Helen<br />
HELMER, Janet<br />
HENDERSON, Alice<br />
HODGSON, Rickeisha<br />
JONES, Yomei<br />
KARIIPPANON, Kishan<br />
LAWRANCE, Megan<br />
LECKNING, Bernard<br />
LEXIE KUNGLUNG, Jacinta<br />
LLOYD, Robbie<br />
LONERGAN, Katrina<br />
MACKLEY, Cherie<br />
MARES, Sarah<br />
MARRAR, Mary-Jo<br />
MCDONALD, Tina<br />
MCGUINNESS, Katherine<br />
MCKENZIE, John<br />
MCMAHON, Rachael<br />
MOSS, Bonita<br />
MOYLE, Tracey<br />
NADJALABURRNBURRN, Cheryl<br />
NADJALABURRNBURRN, Frank Maraboone<br />
NICHOLLS-SKENE, Raquel<br />
NIRRPURRANYDUI, Shirley<br />
NUTTON, Georgie<br />
NUTTON, Laura<br />
ORTIZ, Blanca<br />
PAVA IMITOLA, Zuleima<br />
PEARSE, Tiffanie<br />
PERSO, <strong>The</strong>lma<br />
PURUNTATAMERRI, Kayleen<br />
RING, Graham<br />
ROBINSON, Gary<br />
SALVERON, Mary<br />
SENIOR, Kate<br />
SILBURN, Sven<br />
SIMONETTO, Louise<br />
SMITH, James<br />
SINGLETON, Jess<br />
STOCK, Carolin<br />
TIPUNGWUTI, Roger<br />
WESTBY, Mark<br />
WOODY, Michelle<br />
YUNUPINGU, Gurruwun
<strong>The</strong> <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education<br />
PO BOX 41096<br />
Casuarina NT 0801<br />
Australia<br />
Phone: 08 8922 8196<br />
Fax: 08 8927 5187<br />
Email: adminccde@menzies.edu.au<br />
Website: www.ccde.menzies.edu.au<br />
Acknowledgements: Published in August 2013, this <strong>Annual</strong> <strong>Report</strong><br />
was produced by the <strong>Centre</strong> <strong>for</strong> <strong>Child</strong> <strong>Development</strong> and Education of<br />
the Menzies School of Health Research with input and much welcomed<br />
assistance from the staff and students of Menzies.<br />
Project management: Graham Ring<br />
Design and layout: Dreamedia<br />
Photography: Kara Burns and Menzies staff<br />
Printing: Uniprint NT