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 peer-reviewed publications are listed here. 

Featured Research


Stallman, H. M. (2020). Health Theory of Coping. Australian Psychologist55(4), 295-306.

Stallman, H. (2018). Coping Planning: A patient- and strengths-focused approach to suicide prevention training. Australasian Psychiatry, 26(2), 141–144. doi 

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.

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:

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:

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), 365-374doi: ttps://

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:

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.


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:


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.

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:

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,

In practice

Stallman, H. M., & Allen, A. (2021). Acute suicide prevention: A systematic review of the evidence and implications for clinical practice. Journal of Affective Disorders Reports, 5, 100148. doi:

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.

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.

Stallman, H. M. (2017). Meeting the needs of patients who have suicidal thoughts presenting to Emergency Departments. Emergency Medicine Australasia, 29(6), 749.

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.

Stallman, H. M. & Bewick, B. (2018). Positioning universities as health care providers is not in the best interest of university students. BMJ Opinion,

Stallman, H. M. (2018). Why we need to stop using the misnomer “talking therapy”. BMJ Opinion.

Stallman, H. M. & Muncey, P. (2019). Are extension requests an opportunity to support student self-management? Social Work Education, 38(2), 261–268.

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:

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.

Eley, D. S., & Stallman, H. (2015). Response to ‘The 3Rs: A student perspective’. Medical Teacher, 37(6), 599-600.     

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.