Chad Morrison PhD

Tashi is pursuing his PhD by compilation, exploring remittances' dynamics and their socio-economic impacts on rural households. It will examine how remittance inflows influence household income, expenditure patterns, savings, and investments while assessing their role in shaping social structures, relationships, and community cohesion. Specifically, the research will: 1. Identify types, patterns, and sources of remittances. 2. Investigate how recipient households allocate and utilize remittance inflows. 3. Analyze social and economic impact of remittance. 4. Examine the challenges and opportunities associated with remittance flows in rural Bhutan.

We use a 'Canary in the Coal Mine' metaphor to explore the coalescing forces of outbound mobility, remittances being sent home, and the consequences and implications for gender roles, relational health and wellbeing, and broader social fabric.

Youth unemployment and drug abuse are two problems that remain concerns for societies globally. These problems are somewhat critical, especially for Bhutan, because its development model or Gross National Happiness (GNH) emphasises the welfare of society (Alaref et al., 2024). However, it has been seen that social development is given much importance in Bhutan country. The central issues explored in this study are the increasing rate of unemployment among young people and the use of drugs, both of which show a capacity to damage the social structure and economic prospects of Bhutan (Namgay et al., 2021). Our preliminary research indicates that the number of well-educated, yet unemployed young people is on the rise, and this has informed frustration among the youth, leading to drug and substance abuse.

This research will adopt a qualitative design to explore the lived experiences of women with endometriosis and PCOS. The study will use community-based surveys and in-depth interviews with individuals diagnosed with these conditions. Surveys and interviews will focus on participants’ quality of life, understanding of their condition, and experiences with healthcare professionals, including general practitioners and specialists. Responses will be analysed using thematic and narrative analyses to identify common patterns, challenges, and perspectives across participants’ stories. Findings will inform the development of a targeted intervention program aimed at improving healthcare providers’ knowledge, communication, and clinical practice in relation to women’s reproductive health.

This study seeks to:

· Examine the physiological and sociological impacts of those with clinically diagnosed endometriosis and PCOS

· Identify gaps in knowledge and care from both research and clinical perspectives

· Explore the lived experiences of individuals with these conditions through qualitative research

· Develop an evidence-informed intervention program (e.g., education program) to enhance healthcare providers’ understanding and responsiveness to the conditions

Overall, this study aims to centre patient voices in the conversation about women’s health, particularly regarding endometriosis and PCOS. By addressing gaps in understanding and care, the project will support more responsive healthcare practices and enhance the translation of research into meaningful clinical change. Ultimately, it seeks to ensure that women’s health receives the visibility and attention it needs.

How is mental health represented in online news media? How have the representations of PWMI changed over time, from traditional media to contemporary media, which is much more fragmented? This replication study takes Teague's (2018) study of Australian media's coverage of mental health reporting and examines how it has changed over time, exploring mental health reporting in the digital media landscape.

The lived experience of the homeless in the southern corridor of Western Australia is under-researched and under-appreciated by contemporary academics. How these folk find ways to establish a 'home' and an identity living in precarity is of interest in this research, as Stuart conducts a state-of-play analysis of the lived experience of the homeless in Western Australia's southern corridor. The research methodology adopted in this project is 'photo elicitation', which seeks to draw, visually, on how the homeless construct a place of meaning in a state of uncertainty.

Issues associated with hegemonic masculinity are ever-present within Australian society and are reflected in a range of troubling statistics, made visible through the Australian Government’s National Plan to Reduce Violence against Women and their Children 2022-2032. Indicators of unhealthy masculinity drive calls to improve gender equality as many men face complexity in managing relationships, behaviour, wellbeing, and their impact on others. Early adolescence (10-14 years) is a critical time for development. This represents an opportunity to deliver education programs aimed at disrupting traditional toxic, “Man box” (Kivel, 1998; Porter, 2010) perspectives about masculinity. Education programs with explicit focus on gender are seen as effective in disrupting normative beliefs.

Connell’s hierarchies of masculinities (1987) provide conceptual tools to examine developing masculinities within adolescence. Theoretical insights emphasise hierarchical relationships between expressions of masculinity and the complex interactions and outcomes for adolescent boys and men. Examining gender socialisation within structural, social interactional and individual experiences (John et al., 2017) provide further opportunity through which to interpret adolescent perspectives.

This research examined adolescent boys’ perceptions of masculinity following one year of a character education program delivered within an all-boys private school. A Year 9 cohort (n = 117) was surveyed using the Adolescent Masculinity Ideology in Relationships Scale (AMIRS). Semi-structured interviews were also conducted with eight staff involved in teaching and mentoring the Year 9 cohort.

Analysis of quantitative data reflects perspectives previously reported in the literature. After one year of participation in the character education program, project participants responded similarly to participants within studies conducted overseas. Analysis of qualitative data further expanded insights into program delivery and highlighted perspectives about masculinity that evolve across adolescence. These insights emphasise the need for ongoing research to enhance understandings of the efficacy of character education programs delivered throughout adolescence within the contemporary Australian context.

Autistic students commonly experience heightened sensory sensitivity in school environments due to the array of sensory inputs present, including noise and movement of people. While the challenges presented by school environments are identified in some literature and recognised anecdotally by teachers, little specific research examines autistic students’ perceptions of their school environments. This study examined autistic students’ perceptions of school environments through qualitative semi-structured photo-elicitation interviews. Five schools were involved in the research, with 11 participants from Years 7-11. Interviews were conducted at each school site in a ‘walk-and-talk’ style where students were asked to show and explain environments they favoured and found comfortable, as well as environments where they felt otherwise. Data were analysed through a thematic analysis. Each autistic student recounted unique school experiences and held a variety of perspectives while also highlighting common environmental challenges and benefits. Noise was the most prominent and challenging sensory aspect of the school environment for participants, which they actively avoided where possible. People were identified both positively and negatively, depending on the context. The presence of trusted friends and staff was viewed positively whereas crowds and the associated noise were viewed negatively.

Built environments were commonly discussed, with students finding certain areas challenging, often due to design. Other quieter areas were preferred, due to the fixtures and fittings provided. Preferred spaces were often described as quiet and private, providing autistic students safety, comfort and solace. Recommendations for schools include the provision and maintenance of easily accessible quiet spaces, policies and practices that promote inclusion based on autistic students’ sensory needs , encouragement of strong relationships between autistic students and trusted friends and staff, providing alternatives to environments where large cohorts of people gather, and listening to autistic student voice by maintaining a regular dialogue with each individual autistic student.