Associate Professor Roberto Parada

Associate Dean, Higher Degree Research,
Dean's Unit, School of Education

Associate Professor in Adolescent Development, Behaviour, Well-Being & paedagogical Studies,
Secondary Education

Biography
Contact
Publications
Projects
Supervision
Teaching

Biography

Dr Roberto H Parada BA(Hons I) USyd MA(Psych) USyd PhD(Psych) UWS

Dr Roberto Parada ’s research and academic interest focus on school bullying, child and adolescent mental health, Australian Aboriginal youth wellbeing, positive learning environments, school mental health, and the application of cognitive and behavioural interventions in schools. Dr Parada has held various academic appointments in Australian universities. He is currently a Senior Lecturer in Adolescent Development, Wellbeing, Behaviour and Pedagogical Studies at the University of Western Sydney where he coordinates the Positive Learning Environments and Adolescent Devlopment post-graduate course. He has also held appointments at the University of Notre Dame-Australia as a Lecturer in Counselling where he lectured in Counselling Children and Adolescents; Bereavement and Loss; and on Counselling Theory. Dr Parada is a full member of the Australian Psychological Society, The Australian Association for Cognitive and Behaviour Therapy, and the Bullying Research Network (USA). As a registered psychologist with more than a decade in active clinical practice he has special interest in child, adolescent and young adult mental health. Dr Parada is an invited reviewer for major scientific journals in child and adolescent mental health and educational psychology. He has published book chapters, scientific papers and presented at international and national scientific conferences in the areas of psychometrics, parenting skills training, population based interventions, bullying, and child and adolescent mental health.

This information has been contributed by Associate Professor Parada.

Qualifications

PhD University of Western Sydney

Professional Memberships

Australian Association for Cognitive Behavioural Therapy (AACBT) (2008)
Australian Psychological Society (2003)

Interests

Adolescent Mental Health
Adolescent Wellbeing
Behaviour and Wellbeing in Schools
Bullying intervention and research
Cognitive Behaviour Therapy (CBT) and Schools
Positive Learning Environments

Organisational Unit (School / Division)

Dean's Unit, School of Education
Secondary Education

Contact

Email:	R.Parada@westernsydney.edu.au
Phone:	(02) 47360 051
Mobile:
Location:	J.G.08 Penrith (Kingswood)

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Teaching

Previous Teaching Areas

101642 Positive Learning Environments, 2014
102081 Adolescent Development and Teaching, 2015
102082 Pedagogy for Positive Learning Environments, 2015

Publications

Chapters in Books

Parada, R. (2023), 'Bullying prevention and prosocial skill development in school settings', School-Wide Positive Behaviour Support: The Australian Handbook, Routledge 9781032030128.
Dobia, B., Arthur, L., Jennings, P., Khlentzos, D., Parada, R., Roffey, S. and Sheinman, N. (2020), 'Implementation of social and emotional learning', Rethinking Learning: A Review of Social and Emotional Learning for Education Systems, Mahatma Gandhi Institute of Education for Peace and Sustainable Development 9788189218737.
Montgomery, M., Parada, R. and Dobia, B. (2020), 'Pedagogy and adverse childhood experiences : a teacher's action-learning journey in mitigating the impact of trauma through changing teaching practice', Alleviating the Educational Impact of Adverse Childhood Experiences: School-University-Community Collaboration, Information Age Publishing 9781648021138.
Bodkin-Andrews, G., Bodkin-Andrews, G., Whittaker, A., Cooper, E., Parada, R., Denson, N. and Bansel, P. (2017), 'Moving beyond essentialism : Aboriginal parental perceptions of school bullying and school engagement', Indigenous Children Growing Up Strong: A Longitudinal Study of Aboriginal and Torres Strait Islander Families, Palgrave 9781137534347.
Craven, R., Marsh, H. and Parada, R. (2012), 'Potent ways forward : new multidimensional theoretical structural models of cyberbullying, cyber targetization, and bystander behaviors and their potential relations to traditional bullying constructs', Principles of Cyberbullying Research: Definitions, Measures, and Methodology, Routledge Taylor & Francis Group 9780415897495.
Parada, R., Craven, R. and Marsh, H. (2008), 'The Beyond Bullying Secondary Program: An Innovative Program Empowering Teachers to Counteract Bullying in Schools', Self-Processes, Learning, and Enabling Human Potential, Information Age Publishing Inc. 9781593119011.
Marsh, H., Parada, R., Craven, R. and Finger, L. (2004), 'In the Looking Glass: A Reciprocal Effects Model Elucidating the Complex Nature of Bullying, Psychological Determinants, and the Central Role of Self-Concept', Bullying: Implications for the Classroom, Elsevier Ltd 0126179557.

Journal Articles

Marsh, H., Reeve, J., Guo, J., Pekrun, R., Parada, R., Parker, P., Basarkod, G., Craven, R., Jang, H., Dicke, T., Ciarrochi, J., Sahdra, B., Devine, E. and Cheon, S. (2023), 'Overcoming limitations in peer-victimization research that impede successful intervention : challenges and new directions', Perspectives on Psychological Science, vol 18, no 4 , pp 812 - 828.
Mackenzie, E., McMaugh, A., Van Bergen, P. and Parada, R. (2023), 'Adolescent girls' academic support-seeking, depression, and anxiety : the mediating role of digital support-seeking', Australian Journal of Psychology, vol 75, no 1 .
Mackenzie, E., McMaugh, A., Van Bergen, P. and Parada, R. (2023), 'Online support seeking, co-rumination, and mental health in adolescent girls', Frontiers in Psychiatry, vol 14 .
Cole, C., Parada, R. and Mackenzie, E. (2023), '[In Press] A scoping review of video games and learning in secondary classrooms', Journal of Research on Technology in Education, .
Cole, C., Parada, R. and Mackenzie, E. (2023), '[In Press] Why and how to define educational video games?', Games and Culture, .
Marsh, H., Guo, J., Parker, P., Pekrun, R., Basarkod, G., Dicke, T., Parada, R., Reeve, J., Craven, R., Ciarrochi, J., Sahdra, B. and Devine, E. (2023), 'Peer victimization : an integrative review and cross-national test of a tripartite model', Educational Psychology Review, vol 35, no 2 .
Rose, M., Mooney, M., Johnston, C. and Parada, R. (2023), '[In Press] Parent involvement in positive behaviour intervention and supports in Australia : teacher and parent/caregiver perspectives', Australian Educational Researcher, .
Balan, R., Dobrean, A., Balazsi, R., Parada, R. and Predescu, E. (2022), 'The adolescent peer relations instrument - bully/target : measurement invariance across gender, age, and clinical status', Journal of Interpersonal Violence, vol 37, no 3-4 , pp 1484 - 1513.
Cole, D., Parada, R., Gray, T. and Curry, C. (2020), 'Learning attribution in the Duke of Edinburgh's International Award (DoEIA)', Journal of Adventure Education and Outdoor Learning, vol 20, no 1 , pp 49 - 67.
Marengo, D., Settanni, M., Prino, L., Parada, R. and Longobardi, C. (2019), 'Exploring the dimensional structure of bullying victimization among primary and lower-secondary school students : is one factor enough, or do we need more?', Frontiers in Psychology, vol 10 .
Prino, L., Longobardi, C., Fabris, M., Parada, R. and Settanni, M. (2019), 'Effects of bullying victimization on internalizing and externalizing symptoms : the mediating role of alexithymia', Journal of Child and Family Studies, vol 28, no 9 , pp 2586 - 2593.
Dobia, B., Parada, R., Roffey, S. and Smith, M. (2019), 'Social and emotional learning : from individual skills to class cohesion', Educational and Child Psychology, vol 36, no 2 , pp 78 - 90.
Parada, R. (2019), 'Assessing perceived school support, rule acceptance and attachment : evaluation of the psychometric properties of the School Belonging Scale (SBS)', Educational and Child Psychology, vol 36, no 2 , pp 106 - 116.
Marsh, H., Craven, R., Parker, P., Parada, R., Guo, J., Dicke, T. and Abduljabbar, A. (2016), 'Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves : fully latent reciprocal effects models', Developmental Psychology, vol 52, no 12 , pp 1994 - 2009.
Lee, C., Rooney, P. and Parada, R. (2014), 'Fostering intentional learning with systems dynamic modeling', Australian Journal of Education, vol 58, no 1 , pp 89 - 103.
Marsh, H., Nagengast, B., Morin, A., Parada, R., Craven, R. and Hamilton, L. (2011), 'Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling', Journal of Educational Psychology, vol 103, no 3 , pp 701 - 732.
Parada, R. (2008), 'Beyond bullying a whole-school approach', Teacher: The National Education Magazine, vol 2008, no 188 , pp 22 - 26.
Marsh, H., Ellis, L., Parada, R., Richards, G. and Heubeck, B. (2005), 'A Short Version of the Self Description Questionnaire II: Operationalizing Criteria for Short-Form Evaluation with New Applications of Confirmatory Factor Analyses', Psychological Assessment, vol 17, no 1 , pp 81 - 102.
Marsh, H., Parada, R. and Ayotte, V. (2004), 'A multidimensional Perspective of Relations Between Self-Concept (Self Description Questionnaire II) and Adolescent Mental Health (Youth Self-Report)', Psychological Assessment, vol 16, no 1 , pp 27 - 41.
Parada, R. (2002), 'Beyond Bullying', The Boys in Schools Bulletin, vol 5, no 2 , pp 16 - 21.
Marsh, H., Parada, R., Yeung, A. and Healey, J. (2001), 'Aggressive School Troublemakers and Victims: A longitudinal Model examining the Pivotal Role of Self-concept', Journal of Educational Psychology, vol 93, no 2 , pp 411 - 419.

Conference Papers

Parada, R. and Hamilton, L. (2017), 'An evaluation of the psychometric properties of the Adolescent Peer Relations Instrument: Participant Roles (APRI:PR) across primary and secondary schools', World Anti-Bullying Forum, Stockholm, Sweden.
Parada, R. and Hamilton, L. (2017), 'Bullying and the nature of problems : implications of structured vs. ill-structured problems for the development of bullying interventions in schools', World Anti-Bullying Forum, Stockholm, Sweden.
Bodkin-Andrews, G., Paradies, Y., Parada, R., Denson, N., Priest, N. and Bansel, P. (2012), 'Theory and research on bullying and racism from an Aboriginal Australian perspective', Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference, Sydney.
Finger, L., Yeung, A., Craven, R., Parada, R. and Newey, K. (2009), 'Adolescent peer relations instrument: Assessment of its reliability and construct validity when used with upper primary students', The Australian Association for Research in Education Changing Climates: Education for Sustainable Futures, Queensland University of Technology, Kelvin Grove Campus, Brisbane.
Finger, L., Craven, R., Marsh, H. and Parada, R. (2006), 'Characteristics of effective anti-bullying interventions: What research says', Annual conference of the Australian Association for Research in Education (AARE - 2005), UWS Parramatta Campus.
Parada, R., Marsh, H., Craven, R. and Papworth, B. (2006), 'Bullying in Schools: What Can We Glean from Self-concept Theory', Annual conference of the Australian Association for Research in Education (AARE - 2005), UWS Parramatta Campus.
Parada, R., Marsh, H. and Craven, R. (2006), 'There and back again from bully to victim and victim to bully: A reciprocal effects model of bullying behaviours in schools', Annual conference of the Australian Association for Research in Education (AARE - 2005), UWS Parramatta Campus.
Finger, L., Marsh, H., Craven, R. and Parada, R. (2006), 'Strengthening anti-bullying research: An investigation into the misuse of dichotomous variables', Annual conference of the Australian Association for Research in Education (AARE - 2005), UWS Parramatta Campus.
Finger, L., Marsh, H., Craven, R. and Parada, R. (2005), 'Is categorisation best practice for school bully research? An investigation into the process of dichotomisation.', CEASS Conference: Scholarship and Community UWS 2005, University of Western Sydney, Bankstown.
Marsh, H., Parada, R. and Ayotte, V. (2003), 'Multidimensional vs. Unidimensional Perspectives of Self-concepts in Adolescent Mental Health', Educational Research, Risks, & Dilemmas, Auckland, New Zealand.
Parada, R., Marsh, H. and Craven, R. (2003), 'The Beyond Bullying Program: An Innovative Program Empowering Teachers to Counteract Bullying in Schools', Educational Research, Risks & Dilemmas, Auckland, New Zealand.
Finger, L., Parada, R., Marsh, H. and Craven, R. (2003), 'Do My Self-Beliefs Lead Me to Bully or be Bullied? An Investigation into the Causal Relations Between Bullying, Victimisation and Self-Concept', Educational Research, Risks & Dilemmas, Auckland, New Zealand.

Other Publications

2023, 'Learning Ground in School (LGiS): Final Report of the 2020-2022 Implementation', Report
2016, 'Each One Teach One: An Evaluation of Learning Ground Mt Druitt', Report
2016, 'Research into Outdoor Education Learner Attribution Theory: The Effects Of the Duke of Edinburgh's International Award on Learning', Report
2013, 'Aboriginal Girls Circle: Enhancing Connectedness and Promoting Resilience for Aboriginal girls: Final Pilot Report', Report

Dr Roberto H Parada’s research interest focuses on: bullying and victimisation causes/consequences, Australian Aboriginal Youth Wellbeing, positive learning environments, mental health; and the application of cognitive and behavioural interventions in schools. Dr Parada is currently a Senior Lecturer in Adolescent Development, Wellbeing, Behaviour and Pedagogical Studies. His methodological focus is on factor analysis, structural equation modelling (SEM) and multilevel modelling. As a registered psychologist with over a decade of clinical practice, he has special interest in child, adolescent and young adult mental health. He is a full member of the Australian Psychological Society, Australian Association for Cognitive and Behaviour Therapy and the Bullying Research Network (USA).

Research and supervision interests include:

The development of and evaluation of whole-school and student level bullying reduction programs;
Positive Learning Environments and Behaviour Management;
Predictors of bullying and victimisation;
Measurement of bullying, victimisation, bystander behaviours and attitudes towards bullying.
Enhancement and evaluation of whole school programs to support learning, behaviour and mental health of students; and
Enhancing teacher capacity to support students with learning, behavioural and emotional needs.

Google Scholar link: http://scholar.google.com.au/citations?user=enGA4wMAAAAJ&hl=en