Marc Chao

Dr Marc Chao, FHEA, is a Lecturer in Psychology and an early-career researcher at James Cook University who is building a program of behavioural public-health research focused on preventing mental ill-health, strengthening wellbeing and reducing inequities in access to evidence-based psychological support in regional, culturally diverse and underserved communities. His research examines modifiable mechanisms of risk, resilience, adaptation and behaviour change, then translates those findings into accessible and culturally responsive interventions delivered through health, education and community settings.

Marc’s research brings together health psychology, associative learning, mindfulness and third-wave interventions, critical thinking and cross-cultural psychology. These strands support applied work involving regional older adults, Australian veterans, survivors of domestic and family violence, people living with diabetes, culturally and linguistically diverse young people, international students and communities experiencing climate-related distress. Through JCU MINDS and related partnerships, this work has collectively engaged more than 550 community members. Mindful Warriors retreat reports documented 94.8% satisfaction and a 96.6% likelihood of recommending the program, while media coverage of the team’s mindfulness work included a report broadcast across 67 radio stations.

Marc’s nine-project funded research portfolio totals A$314,438: A$20,938 across five projects he leads as principal investigator and A$293,500 across four projects to which he contributes as a co-investigator. His principal-investigator research translates behavioural and psychological evidence into accessible public-health initiatives. This includes the A$12,000 Mindful Ageing project, which examines whether mindfulness-supported control enhancement can strengthen wellbeing and adaptive functioning among regional Australian older adults, and a funded A$6,938 evaluation of the Mindful Warriors program investigating its longer-term benefits, accessibility and meaning for veterans, family members and community participants. These projects build on two funded Mindful Warriors retreats and demonstrate a progression from community delivery to longer-term evaluation and scalable intervention evidence. His co-investigator portfolio includes a three-year, A$250,000 multidisciplinary study developing clinically feasible approaches to identifying mental-health risk and resilience in young adults. His research and publication portfolio also spans empirical studies, systematic reviews, intervention research, educational innovation and scholarly chapters on Mindfulness-Based Stress Reduction and Acceptance and Commitment Therapy. His contribution to JCU MINDS and community wellbeing was recognised when the team was named a finalist in the Community Engagement category of JCU’s 2025 Awards for Excellence. In 2026, JCU MINDS was also named a finalist in the Research Impact category of the JCU Research Awards.

Marc’s teaching and academic leadership support the same public-health purpose as his research: widening access to psychological knowledge and strengthening people’s capacity to use evidence in their education, work and communities. As Deputy Course Coordinator and Academic Advisor for JCU’s Bachelor of Psychological Science, he contributes to course-level leadership and supports students’ academic progression and professional development. His teaching philosophy is grounded in maximising access to learning. Across his subjects, he reduces practical, financial and learning barriers through accurately captioned recordings, recorded seminars and tutorials, editable dyslexia-friendly transcripts, consolidated weekly resources, interactive practice quizzes and flexible individual and small-group consultations. He has also reduced financial barriers by transitioning prescribed PY1103 materials into a published, freely available open educational resource, ensuring that access to required learning materials does not depend on a student’s capacity to pay.

The impact of this approach is reflected in an overall teaching satisfaction rating of 4.84 out of 5 across evaluated teaching deliveries. Student feedback describes difficult material becoming understandable, interactive activities strengthening engagement, and Marc’s timely and approachable support building confidence and interest in psychology. Students and tutors have also credited his teaching and mentorship with strengthening aspirations for postgraduate study and psychology careers and opening opportunities beyond the classroom. Through leadership in mental-health research alliances, community networks and professional organisations, he is building the partnerships and collective capability required to move psychological evidence into practical and scalable community benefit.

My research examines how core psychological mechanisms of learning, adaptation, and behaviour change can be leveraged to enhance population mental health and resilience. Drawing on principles of associative learning, I investigate how emotional and behavioural responses are acquired, generalised, and modified, particularly in contexts of stress, trauma, and adversity. These mechanisms inform the design and evaluation of applied interventions aimed at supporting recovery and wellbeing in underserved populations, including individuals affected by domestic violence, veteran trauma, and rural mental health challenges, with mindfulness-based approaches representing one evidence-informed application of these principles.

In parallel, my work on global consciousness explores how psychological processes related to awareness, values, and social connectedness can foster prosocial behaviour, inclusivity, and collective responsibility in an increasingly interconnected world. I also examine how critical thinking and cognitive skills contribute to resilience against misinformation, supporting individuals and communities to make informed decisions. Across these strands, my research is unified by a focus on equity, persistence, and the translation of psychological science into interventions and practices with real-world impact.

My teaching interests include inclusive and accessible psychology education, critical thinking, research methods, learning and behaviour, cognitive neuroscience, and the application of psychological evidence to mental health and wellbeing.

My teaching philosophy is grounded in maximising access to learning. I use clear explanations, accurately captioned recordings, adaptable dyslexia-friendly materials, interactive practice activities, flexible academic support and zero-cost open educational resources to reduce practical, financial and learning barriers. I aim to strengthen students’ confidence, critical thinking, research capability and preparation for postgraduate study and psychology careers.