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Resilience and Adjustment60change in adjustment across life domainsand time. Journal of Social and ClinicalPsychology, 19, 544-567.Gardynik, U. M., & McDonald, L. (2005).Implications of risk and resilience in thelife of the individual who is gifted/learningdisabled. Roeper Review, 27, 206-214.Gerdes, H., & Mallinckrodt, B. (1994).Emotional, social and academic adjustmentof college students: A longitudinal study ofretention. Journal of Counseling andDevelopment, 72, 281-288.Gonzalez, R., & Padilla, A. M. (1997). Theacademic resilience of Mexican Americanhigh school students. Hispanic Journal ofBehavioral Sciences, 19, 301-317.Hays, R. B., & Oxley, P. (1986). Social networkdevelopment and functioning during a lifetransition. Journal of Personality andSocial Psychology, 50, 305-313.Justice, E. M., & Dornan, T. M. (2001).Metacognitive differences betweentraditional-age and nontraditional-agecollege students. Adult EducationQuarterly, 2001(51), 236-249.Lapsley, D. K., & Edgerton, J. (2002).Separation-individuation, adult attachmentstyle, and college adjustment. Journal ofCounseling and Development, 80, 484-492.Larose, S., Bernier, A., & Tarabulsy, G. M.(2005). Attachment state of mind, learningdispositions, and academic performanceduring the college transition.Developmental Psychology, 41, 281-289.Mandleco, B. L., & Peery, J. C. (2000). Anorganizational framework forconceptualizing resilience in children.Journal of Child and AdolescentPsychiatric Nursing, 13, 99-111.Martin, A. (2002). Motivation and academicresilience: Developing a model for studentenhancement. Australian Journal ofEducation, 46, 34-49.Merril, B. (1999). Gender, change and identity:Mature women students in universities.Aldershot, United Kingdom: Ashgate.NIFTeY Vision for Children in WesternAustralia. (2003). National investment forthe early years. Retrieved June 20, 2007,from http://www.niftey.cyh.comParker, J. D. A., Summerfeldt, L. J., Hogan, M. J.,& Majeski, S. (2004). Emotional intelligenceand academic success: Examining thetransition from high school to university.Personality and Individual Differences, 36,163-172.Perry, R. P., Hladkyj, S., Pekrun, R. H., &Pelletier, S. T. (2004). Academic control andaction control in the achievement of collegestudents: A longitudinal field study. Journalof Educational Psychology, 93, 776-789.Pike, L. T., Cohen, L., & Pooley, J. A. (2008).Australian approaches to understanding andbuilding resilience in at risk populations. In L.Liebenberg & M. Unger (Eds.), Resilience inAction (pp. 264-285): University of TorontoPress.Pooley, J. A., Young, A., Haunold, S., Pike, L. T.,& O'Donnell, J. (2000). Peer mentoringprogram manual: 10 steps to helping studentssuccessfully adjust to university. Perth,Australia: Edith Cowan University.Raphael, B. (1993). Adolescent resilience: Thepotential impact of personal development inschools. Journal of Paediatrics and ChildHealth, 29, S31-S36.Schwitzer, A. M., Griffin, O. T., Ancis, J. R., &Thomas, C. R. (1999). Social adjustmentexperiences of African American collegestudents. Journal of Counseling andDevelopment, 77, 189-197.Sennett, J., Finchilescu, G., Gibson, K., & Strauss,R. (2003). Adjustment of black students at ahistorically white South African university.Educational Psychology, 23, 107-116.Taniguchi, H., & Kaufman, G. (2005). Degreecompletion among nontraditional collegestudents. Social Science Quarterly, 86, 912-927.Tusaie, K., & Dyer, J. (2004). Resilience: Ahistorical review of the construct. HolisticNursing Practice, 18, 3-10.Urquhart, B., & Pooley, J. A. (2007). Thetransition experience of Australian students toThe Australian Community Psychologist Volume 21 No 1 June 2009
Resilience and Adjustment61university: The importance of social support.Australian Community Psychologist, 19(2),78-91.Walker, C., Gleaves, A., & Grey, J. (2006). Canstudents within higher education learn to beresilient and, educationally speaking, doesit matter? Educational Studies, 32(3), 251-264.Werner, E. E. (1990). Protective factors andindividual resilience. In S. J. Meisels & J.P. Shonkoff (Eds.), Handbook of earlyintervention: Theory, practice and analysis(pp. 97-116). Cambridge, England:Cambridge University Press.Address correspondence tob.munro@ecu.edu.auThe Australian Community Psychologist Volume 21 No 1 June 2009
Page 2 and 3:
2Office Bearers of the APS College
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General Information4The Australian
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Editorial6Psychologist. With this i
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The Construction of Muslims as “O
Page 10 and 11: Muslim, Racism and Media10old fashi
Page 12 and 13: Muslim, Racism and Media12rightfull
Page 14 and 15: Muslim, Racism and Media14distance
Page 16 and 17: Muslim, Racism and Media16incompati
Page 18 and 19: Muslim, Racism and Media18This disc
Page 20 and 21: Muslim, Racism and Media20that psyc
Page 22 and 23: Muslim, Racism and Media22injustice
Page 24 and 25: 24Multiculturalism and Whiteness:Th
Page 26 and 27: Multiculturalism and Whiteness26emb
Page 28 and 29: Multiculturalism and Whiteness28spe
Page 30 and 31: Multiculturalism and Whiteness30Aus
Page 32 and 33: Multiculturalism and Whiteness32res
Page 34 and 35: Multiculturalism and Whiteness34del
Page 36 and 37: Multiculturalism and Whiteness36NSW
Page 38 and 39: Multiculturalism and Whiteness38but
Page 40 and 41: Accessing Authentic Knowledge40is a
Page 42 and 43: Accessing Authentic Knowledge42Nort
Page 44 and 45: Accessing Authentic Knowledge44pers
Page 46 and 47: Accessing Authentic Knowledge46or p
Page 48 and 49: Accessing Authentic Knowledge48The
Page 50 and 51: 50Differences in Resilience and Uni
Page 52 and 53: Resilience and Adjustment52entry st
Page 54 and 55: Resilience and Adjustment54competen
Page 56 and 57: Resilience and Adjustment56reported
Page 58 and 59: Resilience and Adjustment58that the
Page 62 and 63: 62Understanding and Assisting Exces
Page 64 and 65: Excessive Videogame Playing64Despit
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Page 68 and 69: Excessive Videogame Playing68order
Page 70 and 71: Excessive Videogame Playing70belong
Page 72 and 73: Excessive Videogame Playing72for th
Page 74 and 75: Excessive Videogame Playing7412. Do
Page 76 and 77: Giving Psychology Away76alleviation
Page 78 and 79: Giving Psychology Away78coalitions
Page 80 and 81: Giving Psychology Away80own needs
Page 82 and 83: Giving Psychology Away82psychology
Page 84 and 85: Reflections on Implementing an Educ
Page 86 and 87: Education support programme86Aborig
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Page 90 and 91: Education support programme90active
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Page 94 and 95: Education support programme94overal
Page 96 and 97: Education support programme96that f
Page 98 and 99: Education support programme98A25757
Page 100 and 101: Education support programme100Assoc
Page 102 and 103: 102Using the SPECS Model to Explore
Page 104 and 105: New Paradigms in Health Psychology1
Page 106 and 107: New Paradigms in Health Psychology1
Page 108 and 109: 108A Case for More Culture in Commu
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States of Micronesia110with 57.6% s
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States of Micronesia112alcohol, Mar
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States of Micronesia114activity set
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States of Micronesia116healthy comm
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States of Micronesia118succumbing t
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States of Micronesia120evaluation f
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States of Micronesia122conquest of
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Manuscript preparation124page, abst
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The Australian Community Psychologi
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