L
Lisa Gibbs
Researcher at University of Melbourne
Publications - 170
Citations - 6113
Lisa Gibbs is an academic researcher from University of Melbourne. The author has contributed to research in topics: Mental health & Public health. The author has an hindex of 35, co-authored 149 publications receiving 4881 citations. Previous affiliations of Lisa Gibbs include Cardiff University & Deakin University.
Papers
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Journal ArticleDOI
Generating best evidence from qualitative research: the role of data analysis
TL;DR: The importance of the clarity of data analysis in the doing and reporting of interview‐based qualitative research is outlined.
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The WHO Health Promoting School framework for improving the health and well‐being of students and their academic achievement
Rebecca Langford,Chris Bonell,Hayley E Jones,Theodora Pouliou,Simon Murphy,Elizabeth Waters,Kelli A. Komro,Lisa Gibbs,Daniel Magnus,Rona Campbell +9 more
TL;DR: The results of this review provide evidence for the effectiveness of some interventions based on the Health Promoting Schools framework for improving certain health outcomes but not others; however, there was a lack of long-term follow-up data for most studies.
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The World Health Organization's Health Promoting Schools framework: a Cochrane systematic review and meta-analysis.
Rebecca Langford,Chris Bonell,Hayley E Jones,Theodora Pouliou,Simon Murphy,Elizabeth J. Waters,Kelli A. Komro,Lisa Gibbs,Daniel Magnus,Rona Campbell +9 more
TL;DR: The Cochrane review has found the WHO HPS framework is effective at improving some aspects of student health, and the effects are small but potentially important at a population level.
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Parent-proxy and child self-reported health-related quality of life: using qualitative methods to explain the discordance
Elise Davis,Caroline Nicolas,Elizabeth Waters,Kay Cook,Lisa Gibbs,Angela Gosch,Angela Gosch,Ulrike Ravens-Sieberer,Ulrike Ravens-Sieberer +8 more
TL;DR: Evidence is provided to suggest that discordance among parent-child pairs on KIDSCREEN scores may be as a result of different reasoning and different response styles, rather than interpretation of items, which has important implications when parent-proxy reported HRQOL is used to guide clinical/treatment decisions.
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Supporting schools to create an inclusive environment for refugee students
TL;DR: In this paper, the authors present the results of an evaluation of the School Support Programme operating in schools in Victoria, Australia, which is provided to networks of refugees and asylum seekers.