My personal background spans a number of areas not limited to psychology — I also incorporate my knowledge of metaphysics and dynamic systems design in my approach to the human mind, whether in my teaching, research, or practice. The main three values that underpin my work are: The open exploration of mind, intellectual freedom, and collaborative self-growth.
1. Open consciousness exploration
The pursuit of knowledge if not always unbiased politically. Often only certain phenomena have been studied and others ignored. The impact of broader altered states, anomalistic phenomena, and the transpersonal approach to mental health has for the most part been ignored in research and practice more broadly. The claimants that argue this approach is of a lesser rigour or methodical calibre are often misinformed about transpersonal methods of studying the mind. My perspective is that science ought to openly investigate the entire spectrum of human consciousness which envelopes altered states as well as emotional qualia and psi phenomena.
2. Academic freedom as a pillar of knowledge
The catchphrase “research for impact” presently dominates academic institutes around the world. However, we often forget that some of the most amazing discoveries have come about due to sheer curiosity and the search for meaning, rather than the capitalisation of impact-for-its-own-sake and quantitative rather than relational gains within society. I aim to cultivate an alternative attitude of open curiosity above outcome-driven research in all of students.
3. Contributionism for human potential
In extension of the above, my perspective is that human potential is best cultivated in a collaborative rather than competitive context. In our modern world often major corporations hold 99% of the power and resources that inform critical decisions, which creates a disempowered and disproportionate society where the majority of people have little impact over the world they are living in. Many social and political systems value capitalising on one’s individual rather than group strengths. This attitude dissuades co-creation and collaborative efforts. Yet, it is a genuine attitude of co-creation which allows us to authentically pave the world we wish to see in front of us tomorrow.
In my approach, I encourage students to draw upon both their personal and immediate group strengths in their learning towards the creation of a future career and personal ethos.
Academic posts held
LecturerRMIT University, Discipline of Psychology
Lecturer in cognitive and developmental psychology
LecturerACAP, School of Counselling
Academic teacher into undergraduate and postgraduate counselling degrees
Assistant Lecturer + TutorMonash University
Lecturer and tutor in undergraduate psychology programs and the Monash flagship transition program for disadvantaged students
- PhD in Psychology from Monash University in 2016 on factors associated with perceptual disruption in haptic illusions — available via Monash ePub repository
- Postgraduate diploma in psychological research from Monash University in 2011 — dissertation document available via Monash ePub repository
- Master in Counselling from Monash University in 2010 specialising in cognitive techniques
- Narrative Practice Level 1 — Dulwich Centre
- Certificate in Male Family Violence Counselling — MRS/Swinburne
- Certificate IV in Training and Assessment
- Mediation and Dispute Resolution Certification
- NLP Coach