Browse
Recent Submissions
Item Open Access Fiji Living HiT update Chapter 6: Principal health reforms(Asia Pacific Observatory on Health Systems and Policies, The World Health Organization, 2016) Mohammed JFiji made considerable progress in advancing health outcomes of its citizens from the 1950s to 1970s. However, this progress has been stalled since the 1980s with little or no headway being made in improving health outcomes (World Health Organization, 2013). Additionally, a series of reports outlined growing user dissatisfaction with health services (Coombe, 1982, Dunn, 1997, The Government of Fiji, 1996, The Government of Fiji, 1997, The Government of Fiji, 1979, World Bank, 1993). As a result, Fiji attempted two waves of reforms: the first between 1999 and 2004; and the current from 2009 (see Box 6.1). This section provides an overview of the two waves of reform and describes their impact on service organization and planning, financing, human resources, and service delivery.Item Open Access Public Health Protocols/Guidelines for Masjids and Islamic Centres(2021) Mohammed J; Rizwan S; Amir S; Kashkhari I; Ali R; Faizal N; Khan APlease find in this a series of COVID-19 related safety documents that we recommend to be used by all Mosque Committees for the safe reopening and functioning of Mosques. FIANZ has consulted many experts and stakeholders and has reviewed relevant Government regulations and guidelines during the development of these documents. These guidelines should be adapted by Mosque Committees to suit their own context. Each mosque shall be in charge of their own COVID-19 Safety Plan. Our role of FIANZ is advisory and it is strongly recommended that the Ministry of Health be contacted for further clarification. Please note that advice from the Ministry of Health is subject to change and you should refer to the Ministry of Health webpage for the most up to date information. Inshallah these guidelines shall contribute to ensuring the safety of our community and to the wider public health of Aotearoa New Zealand.Item Open Access Exploring the landscape of relationships and sexuality education in primary schools in New Zealand(2023) Dixon, Rachael; CLELLAND, Tracy; Blair, M.From Introduction: Learning about sex, relationships, and sexuality in education contexts is a perennially controversial issue, no matter where in the world. Is it the role of the parents? Is it the role of the school? At what age or stage should this learning occur? How much information is “too much information”, or “too little information”? A search for new stories1 from recent years in New Zealand reveals such headlines as “More sex education should be taught earlier”. “Some schools wary of sex education for young”. “Principals reject sex education 'pleasure zone' teaching”. “Leave sex education to parents? No thanks”. “Sex ed's an issue for families, not schools”. These sometimes conflicting headlines provide some insight into the controversy surrounding sex, relationships, and sexuality education in schools as it plays out in the wider public arena. This research aims to shed light on the current landscape of relationships and sexuality education in primary schools in New Zealand, in order contribute to the limited research base that exists in this area.Item Open Access New Zealand secondary school teachers’ perspectives on teaching Relationships and Sexuality Education(UC, Family Planning and NZHEA, 2022) Dixon R; Robertson J; Beliveau A; Reid S; Maitland R; Dalley JBest practice relationships and sexuality education (RSE) increases young people’s knowledge, critical thinking, and positive attitudes related to sexual and reproductive health and relationships (UNESCO, 2018). The Ministry of Education (2020a) asserts that a comprehensive approach to RSE begins early in a child’s life and progresses throughout the years of formal schooling. The Ministry of Education’s guidance (2020a) as well as the statement of National Educational and Learning Priorities (NELP) coming into effect in 2023, make it clear that expectations for RSE go beyond solely health education teaching and link to a whole school approach for the promotion of student wellbeing. Research literature from New Zealand generally highlights the inadequacies, gaps, and inconsistencies in RSE practice (Classification Office, 2020; Education Review Office, 2018; Family Planning, 2019; O’Neill, 2017). This research base has primarily been informed by young people’s perspectives and the evaluative work of the Education Review Office and reveals a gap in understanding of teachers’ perspectives of teaching RSE in New Zealand. The purpose of this research project, therefore, was to gain a contemporary view of the experiences of secondary school teachers in New Zealand in relation to relationships and sexuality education (RSE).Item Open Access Sport Research Report(2021) Fyall, GlennThis report outlines the findings from the St Bede’s College (SBC) Sport Research Project undertaken by Glenn Fyall during the period of March 2021-September 2021. This report has been designed to provide information and recommendations on the sport system at SBC with a view to inform short and medium term planning. This report includes the findings and conclusions of many other relevant documents and reports, including; The Value of Sport and Active Recreation to New Zealanders; Teacher Attrition From Coaching In New Zealand Secondary Schools: Final Report; Active NZ Main Report: The New Zealand Participation Survey 2019; Secondary Age review; Sport NZ Voice of Participants Programme 2018/19 Results; NZ Sport Census data (2005-2020); Top of the south case study (part 1 of 2): Improving youth well-being through a collaborative agency approach; Papa Noho Report: Toward a bicultural future. Reference has been made to these documents where appropriate, however, for readability these references are limited in-text and listed in more detail in the reference section at the end of the document. This Executive summary gives a concise overview of the background, design/methodology, a summary of the findings and provides options and recommendation. The results present both qualitative and quantitative findings from numerical survey data as well as open-ended responses and focus group interviews.Item Open Access Ngā Tikanga Whānaketanga He Arotake Tuhinga: A Review of Aotearoa New Zealand Youth Development Research(Ara Taiohi, 2019) Deane K; Dutton H; Kerekere E• The Youth Development Strategy Aotearoa (YDSA) has been pivotal for the youth development sector since its launch in 2002. It has provided the foundation for youth development practice and qualifications. It has also been prominent in youth research but it is in need of an update to better align with the needs of contemporary young people in Aotearoa New Zealand. • This Aotearoa-based youth development arotake tuhinga (literature review) attempts to address critiques of the YDSA and its accompanying literature review, Building Strengths, (2002) particularly with respect to their Western orientation. To ensure kaupapa Māori was integral to this work, we created a framework based on concepts discussed in Māori models of youth development. The scope, structure, and focus of this arotake (review) was guided by research-engaged “critical friends” who were consulted in the process. • This arotake is only one component of the activities that form a broader review of the YDSA. It encompassed Te Ao Māori (Māori world) through the use of te reo Māori and Māori frameworks; Kaimahi (workers) through an online survey and regional consultations with young people and people who work with young people across the country with additional hui for Māori practitioners; Taiohi (young people) through two focus groups; one for young people and one for Pacific Island youth practitioners and young people; and a survey on young people’s perceptions of wellbeing; and Mātauranga through this arotake and an evidence review of the youth development landscape. • Six Māori concepts provide the organising frames for the youth development literature we reviewed. Each is described in relation to the six existing principles of the YDSA although they do not directly correlate in each case. They are Whakapapa (interconnectedness through time and space); Mauri (one’s inherent potential and life spark); Mana (one’s inherent authority and integrity); Manaakitanga (generosity and care for collective wellbeing); Whanaungatanga (relationship building and connection); and Mātauranga (knowledges). • We have come a long way in the past 17 years with respect to producing youth development research. Research about and with young people in Aotearoa New Zealand has burgeoned. It is rich, diverse, and exciting. We have benefitted from large-scale quantitative, qualitative and mixed methods projects, theoretical and conceptual articles, books, and numerous theses from multiple disciplines, all forms of which were considered in this arotake. Given such a range, we limited the scope of this arotake to Aotearoa research published from 2002 onwards that was focused on young people aged 12–24 years and their development or wellbeing. A “living” bibliography of research we identified will be housed on Ara Taiohi’s website and additional research can be added.Item Open Access Positive youth development through education: Addressing issues of dis/engagement in Aotearoa/New Zealand schools(Te Ora Hou Aotearoa, 2014) Bruce J; Clelland T; Macfarlane S; Mikaere-Wallis N; Ruddenklau K; Taula J; Taula IYoung people disengage from schooling for a range of complex reasons, and steps toward re-engagement are also often complex. This resource provides insight into factors leading to dis/engagement, and suggests a range of possible strategies for practitioners (including teachers) when supporting young people. Both the reasons for disengagement and re-engagement in schooling suggested in this resource come from a range of sources including the stories of young people with a history of truancy, their parents, and expert practitioners working in the field, as well as international and national research. This resource is the culmination of a research project: Dis/Engagement in secondary schools: Toward truancy prevention1 . This resource is aligned to the Positive Youth Development Aotearoa2 resource which provides a framework for practitioners working in the field of youth development. Positive Youth Development Aotearoa calls for a reimagining of practice toward the development of the whole person and connected communities through an approach which fosters respectful relationships, strengths based practice, and ownership and empowerment. In this education-focused document, we suggest an approach which is cognisant of effective youth development practice, and the Positive Youth Development Aotearoa resource provides a useful framework for such considerations.Item Open Access Professional learning opportunities for postgraduate specialist teachers(Ako Aotearoa, 2020) Swit, Cara; Teschers, Christoph; Houghton, JulieThis project developed a coaching resource that reflects the insights and hindsights of what Field Advisors (qualified Early Intervention Teachers) and postgraduate Early Intervention students find critical in their coaching relationship during students’ practicum. The coaching resource gives voice to their experiential-based knowledge and understanding. Experiential based postgraduate programmes have an important and increasing role in New Zealand in the post-compulsory education sector, which includes adult and community education, workplace education, and formal tertiary institutions such as University and Polytechnics. Coaching is seen as an important strategy for supporting co-enquiry and professional learning of undergraduate students participating in experiential-based degrees such as psychology and education (Smith et al., 2012). However, to our knowledge, no empirical evidence of the effectiveness of this approach with postgraduate students, at least in New Zealand if not internationally, is available. For this study, we collected data on Field Advisor (i.e. experienced early intervention teacher) and coachee (i.e. postgraduate student learning to become an early intervention teacher) perceptions of the critical attributes that contribute to a successful coaching relationship. These insights and hindsights were then used to develop a coaching resource that can be used by Field Advisors and students during their practicum to build the key attributes and characteristics necessary for a successful coaching relationship. This coaching resource can be used in other educational and professional contexts where coaching relationships exist. Eleven postgraduate students and seven of their Field Advisors took part in the project. The Field Advisors were experienced Early Intervention Teachers (EITs) working in early intervention services such as the Ministry of Education, CCS Disability Action, Conductive Education, and the Champion Centre. Students were qualified and experienced early childhood educators working as teachers or EITs. Field Advisors and students were paired based on the region they worked in. Data were collected through semi-structured interviews with Field Advisors and students. Transcript data were imported into the qualitative research software, NVivo version 12, and a thematic analysis was used to identify key themes that represent attributes of a successful coaching relationship. An important aspect of the coaching relationship was that it was reciprocal and non-judgemental. Field Advisors and students stated that key attributes of a good coach include reciprocity, invites input and reflection, relational behaviours, provides constructive feedback and feedforward, suggests and models a range of strategies and approaches, extends and challenges, and promotes joint planning. Key attributes of a good coachee include being open-minded, flexible and adaptable, engages in the learning process, respectful and professional etiquette and engages in inquiry and reflection.Item Open Access Education Outside the Classroom in Aotearoa New Zealand – A Comprehensive National Study : Final Report(Ara Institute of Canterbury Ltd., 2020) Hill, Allen; North, Chris; Cosgriff, Marg.; Irwin, David; Boyes, Mike; Watson, SophieExecutive Summary: Education outside the Classroom (EOTC) has a long and rich history in Aotearoa New Zealand schools (Lynch, 2006), contributing positively to the lives of many young New Zealanders. The purpose of this study was to gain a contemporary and comprehensive understanding of what EOTC is currently occurring in schools across, the value that schools see in/ascribe to EOTC, and the various challenges and factors that influence the provision of EOTC. Data for the EOTC Comprehensive National Study was gathered from late 2017 throughout 2018 utilising a multiphase mixed methods research design. Data collection involved a national EOTC questionnaire (NEOTCQ) completed by school leaders and EOTC coordinators’ (n=523), specific EOTC inventories from a small sample of schools (n=23), and individual and focus group interviews with school leaders and teachers (n=28), students (n=140) and LEOTC providers (n=9). This executive summary provides a succinct overview of the key findings from the comprehensive final report. The summary comprises four key sections addressing: what schools are doing with EOTC, teacher and student perspectives on the value of EOTC, how school leaders and teachers view challenges associated with EOTC provision, and enablers of flourishing EOTC in schools.Item Open Access Co-enrolment in Deaf Education(Winston Churchill Memorial Trust, 2020) Powell DThe purpose of my fellowship was to investigate the concept of co-enrolment with the potential opportunity to make recommendations for policy and practice regarding Deaf Education within the New Zealand education system. My own goal in participating in this investigation was to increase my knowledge and skills to be able to provide good leadership in the area of bilingual/ bicultural education for Deaf and Hard of Hearing students. As the coordinator of the Teacher of the Deaf training in New Zealand, having the opportunity to investigate current practices and observe the strategies involved with this particular approach increased my own knowledge and skills. My intention is to pass my learnings on to my students and ultimately influence the inclusive practices they employ when working with their own students in the field of Deaf Education.Item Open Access How to Support Child and Adolescent Learning and Coping in the Immediate Aftermath of the Shooting: Suggestions for Parents and Teachers(University of Canterbury, 2019) Liberty, KathleenItem Open Access Whānau Ora: Where did it come from? Where will it lead?(2011) Mataiti, HelenIn March 2010, the New Zealand Government launched the Whānau Ora policy initiative. Whānau Ora is a cross sector policy that seeks to improve whānau experiences of social, cultural economic wellbeing, through empowerment and selfdetermination. It is thought the policy will have a positive impact on the health of New Zealanders, and address ongoing issues of inequity. This is strongly supported by health determinants research. This independent study describes the development and early implementation of Whānau Ora, utilising a theoretical policy-making framework (Buse, Mays, & Walt, 2005). In order to answer a number of research questions, it examines contexts, processes and actors that contributed to policy making (Walt & Gillson, 1994). A qualitative documentary analysis method was used. Findings are presented in four areas, corresponding to the four identified stages of the policy cycle framework: problem identification and issue recognition, policy formulation, policy implementation, and policy evaluation (Buse et al, 2005). Findings are summarised and recommendations are made based on identified areas of concern to date. To close, limitations of the research study are identified, and future research directions outlined.Item Open Access Item Open Access Application of community based participatory research to the creation of a diabetes prevention documentary with New Zealand Maori(University of Canterbury. School of Health Sciences, 2015) Farmer, A.; Gage, J.D.; Kirk, R.Item Open Access An ecological whole-class approach to inclusion: Whaia ki te ara tika(University of Canterbury. School of Health Sciences, 2014) Macfarlane, S.Item Open Access De-centring the autonomous subject: different beings and becomings emerging from place relations for trainee counsellors(University of Canterbury. School of Health Sciences, 2014) Barraclough, S.J.My aim in this presentation is to share some aspects of my own rhizomatic research journey, in a potentially rhizomatic presentation, that is ‘proceeding from the middle, coming and going, rather than (necessarily) starting and finishing (D&G, p25). At the same time, I hope to give you an understanding of how I have been thinking with the ‘posts’ in my research in order to think and feel differently about the possibilities for student-counsellors’ being and becoming through and with counsellor education.Item Open Access Conduct Problems : Adolescent report 2013(University of Canterbury. School of Health Sciences, 2013) Advisory Group on Conduct ProblemsThis is the fourth report in a series prepared by the Advisory Group on Conduct Problems (AGCP)on the prevention, treatment and management of conduct problems in young people.Item Open Access Nga Tohu o te Ora: traditional Maori healing and wellness outcomes(University of Canterbury. Health Sciences Centre, 2012) Ahuriri-Driscoll, A.; Hudson, M.; Bishara, I.; Milne, M.; Stewart, M.Item Open Access Positive Youth Development in Aotearoa(University of Canterbury. School of Sciences and Physical Education, 2010) Jansen, C.; Bruce, J.; Williams, A.; Campbell, J.; Pawson, P.; Harrington, J.; Major, D.Positive Youth Development (PYD) has been described as an “approach that guides communities in the way they organise programmes, people and supports so that young people can develop to their full potential “(Pittman). This Positive Youth Development in Aotearoa (PYDA) framework seeks to explore the confluence between the various approaches to PYD documented in local and international literature, with the grass roots experiences of young people and organisations in Aotearoa / New Zealand. We hope to promote fresh thinking by those working with young people and the funding providers supporting them. This includes both private and public funders of adolescent focused programmes across a range of professions (social work, youth work, education, counselling, social services, corrections, justice etc), as well as managers, programme leaders and programme designers, the adults working with young people as well as parents, communities and young people themselves. In essence this PYDA framework suggests that both informal and formal initiatives, activities and programmes intentionally weave connections by intergrating two key focuses and adopting three key approaches;Key Outcomes 1) Developing the whole person. 2) Developing connected communities. Key Approaches 1) Strength based. 2) Respectful relationships. 3) Building ownership and empowerment.In the following pages each of these components is explored and linked to the experiences of young people in Canterbury who have come into contact with youth development organisations. The Positive Youth Development in Aotearoa framework (PYDA) has been developed by the Youth Advisory Group (YAG) for the Wayne Francis Charitable Trust (WFCT) a Christchurch-based private family philanthropic Trust. The Trust’s funding focus is on young people from 0-25 years. As part of its strategic approach WFCT commissioned the YAG to develop criteria against which organisations and projects being considered could be assessed as to whether they supported young people appropriately. This document has grown out of research commissioned by WFCT in 2009 and originally published in the Youth Studies Australia journal, ‘Youth Work that is of value: Towards a model of best practice’.