Care · Collaborate · Connect is underpinned by the most current science in the fields of health and wellbeing, mental illness, neuroscience, and human behaviour. Care · Collaborate · Connect specific peer-reviewed publications, program materials and measures are listed here.
Stallman, H. M. (2020). Health Theory of Coping. Australian Psychologist, 55(4), 295-306. https://doi.org/10.1111/ap.12465
Stallman, H. (2018). Coping Planning: A patient- and strengths-focused approach to suicide prevention training. Australasian Psychiatry, 26(2), 141–144. doi: http://dx.doi.org/10.1177/1039856217732471
Stallman, H. M., Beaudequin, D., Hermens, D. F., & Eisenberg, D. (2021). Modelling the relationship between healthy and unhealthy coping strategies to understand overwhelming distress: A Bayesian network approach. Journal of Affective Disorders Reports, 3, 100054. https://doi.org/10.1016/j.
Stallman, H. M. & Wilson, C. J. (2018). Attending to the biopsychosocial approach in Australia’s mental health agenda. Australian and New Zealand Journal of Psychiatry, 53(2), 173. doi: https://doi.org/10.1177/0004867418783569
Stallman, H. M. & Wilson, C. J. (2018). Can the mental health of Australians be improved by dual strategy for promotion and prevention? Australian and New Zealand Journal of Psychiatry, 52(6), 602. doi: https://doi.org/10.1177/0004867417752070
Stallman, H. M., Ohan, J. L., & Chiera, B. (2018). The role of social support, being present, and self-kindness in university student wellbeing. British Journal of Guidance and Counselling, 46(4), 365-374. doi: ttps://doi.org/10.1080/03069885.2017.1343458
Stallman, H. M., Ohan, J. L., & Chiera, B. (2018). The role of social support, being present, and self-kindness in university student psychological distress. Australian Psychologist, 53(1), 52–59. doi: http://dx.doi.org/10.1111/ap.12271
Ethics and law
Stallman, H. M. (2019). An ethical response to disclosures of suicidal ideation or behaviour. In N. J. Pelling & L. J. Burton (Eds). The Elements of Ethical Practice in Australia. Abingdon, Oxon: Routledge.
Stallman, H. M., Ohan, J. L. (2018). The alignment of law, practice and need in suicide prevention. BJPsych Bulletin, 42(2), 51-53. https://doi.org/10.1192/bjb.2017.3
Stallman, H. M. (2020). Online needs-based and strengths-focused suicide prevention training: Evaluation of Care · Collaborate · Connect. Australian Psychologist, 55(3), 220-229. doi: https://doi.org/10.1111/ap.12419
Stallman, H. M. (2019) Efficacy of the My Coping Plan mobile application in reducing distress: A randomized controlled trial. Clinical Psychologist, 23(3), 206-212. https://onlinelibrary.wiley.com/doi/abs/10.1111/cp.12185?af=R
Stallman, H. M., Ohan, J. L. & Chiera, B. (2019). Reducing distress in university students: A randomized control trial of two online interventions. Australian Psychologist, 54(2), 125-131. doi: https://doi.org/10.1111/ap.12375
Stallman, H. M., Lipson, S. K., Zhou, S. & Eisenberg, D. (2020). How do university students cope? An exploration of the Health Theory of Coping in a US sample. Journal of American College Health, https://doi.org/10.1080/07448481.2020.1789149
Stallman, H. M. (2020). Suicide following hospitalisation: Systemic treatment failure needs to be the focus rather than risk factors. The Lancet Psychiatry, 7(4), 303. https://doi.org/10.1016/S2215-0366(19)30528-0
Stallman, H. M., Hutchinson, A. D., & Ohan, J. L. (2020). Coping planning to reduce stigma and support coping after suicide. Australian Counselling Research Journal, 14(1), 5-9. http://www.acrjournal.com.au/journals
Stallman, H. M. (2017). Meeting the needs of patients who have suicidal thoughts presenting to Emergency Departments. Emergency Medicine Australasia, 29(6), 749. http://dx.doi.org/10.1111/1742-6723.12867
Stallman, H.M. & Hutchinson, A. D. & (2018). Using Coping Planning with a client experiencing suicidality: A case study. In N. J. Pelling & L. J. Burton (Eds). The Elements of Psychological Case Report Writing in Australia (pp. 224–226). Abingdon, Oxon: Routledge.
Stallman, H. M. (2019). Problems with the ‘ask for help’ approach to mental illness and suicide prevention. Australasian Psychiatry, 27(5), 534. http://dx.doi.org/10.1177/1039856219859278.
Stallman, H. M. & Bewick, B. (2018). Positioning universities as health care providers is not in the best interest of university students. BMJ Opinion, https://blogs.bmj.com/bmj/2018/12/13/positioning-universities-as-health-care-providers-is-not-in-the-best-interest-of-university-students/
Stallman, H. M. (2018). Why we need to stop using the misnomer “talking therapy”. BMJ Opinion. https://blogs.bmj.com/bmj/2018/10/02/helen-stallman-why-we-need-to-stop-using-the-term-talking-therapy/
Stallman, H. M. & Muncey, P. (2019). Are extension requests an opportunity to support student self-management? Social Work Education, 38(2), 261–268. https://doi.org/10.1080/02615479.2018.1517151
Stallman, H. M. & Wilson, C. (2017). Could explicit teaching coping planning for suicide prevention improve resilience in medical students? Medical Teacher, 39(7), 680. doi: http://dx.doi.org/10.1080/0142159X.2017.1302574
Stallman, H. M., Eley, D. & Hutchinson, A. D. (2017). Trigger warnings: Caring or coddling. Journal of the Australian and New Zealand Student Services Association, 50, 89–92. http://dx.doi.org/10.30688/janzssa.2017.20
Eley, D. S., & Stallman, H. (2015). Response to ‘The 3Rs: A student perspective’. Medical Teacher, 37(6), 599-600. http://dx.doi.org/10.3109/0142159X.2015.1016491
Eley, D., & Stallman, H. M. (2014). Where does medical education stand in nurturing the 3 Rs in medical students: Responsibility, resilience, and resolve? Medical Teacher, 36(10), 835-837. http://dx.doi.org/10.3109/0142159X.2014.917159