2022 RTP Associations between language and literacy difficulties and child mental health

Status: Open

Applications open: 12/07/2021
Applications close: 30/08/2021

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About this scholarship
Description/Applicant information

Our Research Group focuses broadly on youth mental health and wellbeing. The overarching aim is to develop and evaluate evidence-based interventions promoting mental health among youth and their families. A particular focus is on understanding links between language and literacy difficulties and child psychosocial well-being.
Language and literacy difficulties are the most common learning difficulties in Australia, and children with language and literacy difficulties are vulnerable to mental health problems. Literacy difficulties are also associated with youth suicide, delinquency, and incarceration. However, why these difficulties are associated with poor psychosocial outcomes is unclear. If we are to develop effective interventions promoting mental health among children who struggle with language and literacy, it is essential to identify mechanisms explaining psychological outcomes, which can become intervention targets. The proposed research aims to extend understanding of associations between language and literacy difficulties and youth mental health, and identify modifiable factors explaining why children with language/literacy problems are at elevated risk.
Three example studies are outlined below, but the PhD will be developed with the candidate’s input .
1) Prospective associations between language and literacy ability and child mental health :
Analysis of data from an existing cohort, which tracked health, development, and wellbeing indicators within a large, representative sample of children over 30 years. The study included data on child language and literacy abilities, as well as mental health data collected across childhood, adolescence, and young adulthood. Some data on risk (e.g. bullying victimisation) and protective (e.g. self-esteem) factors is also available. The candidate could test associations between language/literacy difficulties and mental health over time, and test if these associations are moderated and/or mediated by potential risk/protective factors.
2) Living with language and literacy difficulties: Perspectives of children, parents, and educators :
The candidate could conduct in-depth interviews with children, parents, educators, and other stake-holders (e.g. service providers). Interviews could be thematically analysed, with the aim of identifying factors associated with mental health among children with language/literacy difficulties.
3) Language and literacy difficulties and mental health during transition to secondary school :                         
The transition to secondary school is a risk period for the mental health of children with language and literacy difficulties, due to increased expectations regarding literacy skills and reduced classroom support. Additionally, this is a life stage during which the first signs of mental health problems frequently appear. We can leverage data being collected through an NHMRC Investigator Grant, which is tracking mental health as children (with and without literacy difficulties) navigate the transition to secondary school. The candidate could test whether hypothesised risk/protective factors predict mental health among children with language and literacy difficulties over this transition.
         
Together these studies will further understanding of associations between language/literacy difficulties and child social and emotional wellbeing, and identify factors that can be targeted in future intervention efforts. Our research in this area has been developed in direct collaboration with clinicians and service providers, who have identified psychosocial support for children with language/literacy difficulties as a rapidly growing area of need, with increasing demand for services. 

Student type

• Future Students

Faculty

• Faculty of Health Sciences

Course type

• Higher Degree by Research

Citizenship

• Australian Citizen
• Australian Permanent Resident
• New Zealand Citizen
• Permanent Humanitarian Visa

Scholarship base

• Merit Based

Value

Total value of the annual scholarships (stipend and fees) is approx. $60,000 - $70,000 p.a. Curtin PhD Stipends are valued at $28,597 p.a. for up to a maximum of 3.5 years.

Successful applicants will receive a 100% Fee offset.

Scholarship Details
Maximum number awarded

1

Eligible courses

All applicable HDR courses

Eligibility criteria

A highly motivated student with an interest in the areas of language, literacy, and child mental health.
Essential
• English language IELTS level of 7 or above (or equivalent English proficiency)
• Undergraduate degree in Psychology, or another related field (e.g. Speech Pathology)
Desirable
• A track record of academic publication
• Previous research experience (e.g. work as a research assistant)
• Experience in working with children, particularly children with language and literacy difficulties 
• Experience managing databases
• A Master’s degree in Psychology, or another related field (e.g. Speech Pathology) 

Application process

If this project excites you, and your research skills and experience are a good fit for this specific project, you should email the project lead, expressing your interest (EOI) in this project.

Your EOI email should include your current curriculum vitae, a summary of your research skills and experience and the reason you are interested in this specific project.

Enrolment Requirements

Eligible to enrol in a Higher Degree by Research Course at Curtin University by March 2022

Enquiries

To enquire about this project opportunity contact the Project lead (listed below).

Name: Associate Professor Mark Boyes 

Email: [email protected]

Contact Number: 9266 7025

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