Health: Journal Articles
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Item Open Access A Strength and Spirit training programme for pre-elite wheelchair athletes(University of Canterbury. School of Sport & Physical Education, 1996) Draper, P.N.; Wolf, J.Traditionally, wheelchair athletes have placed a strong emphasis on habituating technique through high-volume training, the idea being that they could then compete in a range of events from 100m to the marathon. However, increased participation numbers and improved coaching mean that track events are becoming more competitive. For British athletes to remain successful in paralympic competition there may be a need for an increased emphasis on specificity. This case-study focuses on the benefits of event-specific resistance and sprint training for two pre-elite wheelchair athletes.Item Open Access Anaerobic performance testing(University of Canterbury. School of Sport & Physical Education, 1997) Draper, P.N.; Whyte, G.The Running-based Anaerobic Sprint Test (RAST) has been developed at the University of Wolverhampton as a sports-specific anaerobic test. It is similar to the Wingate ANaerobic 30 cycle Test (WANT) in that it provides coaches with measurements on peak power, average power and minimum power along with a fatigue index. The tests differ with regard to specificity and cost of administration. The Wingate test is more specific for cyclists, whereas the RAST provides a test that can be used with athletes where running forms the basis for movement. The WANT necessitates the use of a cycle ergometer and computer which are not available for all coaches. The RAST requires only a stopwatch and a calculator for some simple computations. The RAST provides a more specific test of anaerobic performance in running-based sports.Item Open Access Teacher and student perspectives on a physical education inclusion programme at a college of further education(University of Canterbury. School of Sport & Physical Education, 1998) Draper, N.; Aleknavicius, K.; Crooks, L.Item Open Access An international overview of out-of-school physical activity levels of students(University of Canterbury. School of Sport & Physical Education, 1999) Watson, D.; Christie, B.; Draper, N.; Minniear, T.Item Open Access Left ventricular structure and function in elite judo players(University of Canterbury. School of Sport & Physical Education, 2000) Whyte, G.; George, K.; Sharma, S.; Martin, L.; Draper, N.; McKenna, W.Item Open Access Prescription-only Tobacco is the Sensible Solution(University of Canterbury. School of Educational Studies and Human Development, 2001) Small, D.I believe that like other drug addicts, tobacco users must be acknowledged as being sick people and treated accordingly. And like other dangerous drugs, tobacco should be controlled and available on prescription only. People with tobacco addictions would be required to register through a medical professional and be prescribed appropriate amounts of tobacco for their personal use. They could even specify which brand and delivery mechanism they prefer; Port Royal pipe tobacco, Winfield blue cigarettes or whatever. They could obtain their tobacco by bringing their purchase authorisation (perhaps something like the photo drivers' licence) to a chemist or some other registered outlet and obtain a week's supply at a time.Item Open Access Experiential Approaches with Challenging Adolescents(University of Canterbury. School of Sciences and Physical Education, 2004) Jansen, C.Experiential approaches with challenging adolescents are numerous and widely varied both in New Zealand and around the world. This paper begins by defining „challenging adolescents‟ and „experiential approaches‟. It then goes on to explore the relevant literature and reviews the strengths and limitations of an experiential approach with this population. It concludes that although there is no shortage of anecdotal evidence to support the notion that this type of programme is beneficial and can help an individual make significant changes during the programme, there is doubt over the longevity of these changes after the young person returns to their „home‟ setting. This paper promotes the design and delivery of multi modal programmes, where the adventure approach works in partnership with other interventions focussed on other areas of the young person life. It also explores the diverse skills and knowledge required by staff to implement such programmes and suggests two possible alternatives to providing these competencies.Item Open Access Reading errors made by children with low vision(University of Canterbury. School of Educational Studies and Human Development, 2004) Douglas, G.; Grimley, M.; McLinden, M.; Watson, L.Previous research has shown that, on average, children with low vision lag their sighted peers in general reading development (in terms of speed, accuracy and comprehension). This study sought to examine this apparent lag by comparing the reading profiles of 25 normally sighted readers (mean age 8 years 8 months) with 25 low vision readers. The children were tested using a reading test (the Neale Analysis of Reading Ability, NARA) and were matched on the reading accuracy score produced by the test. Therefore in terms of the reading accuracy scores (and reading ages) derived from the NARA both groups were the same. The low vision readers were on average older than the normally sighted children (mean = 10 years, 5 months). When the reading profile (i.e. accuracy, comprehension and speed) was examined in the same analysis no significant effect was revealed [d.f. = 1, 48; F = 0.05; p > 0.1], but a general lag for these children is suggested (in keeping with previous research). However, a closer analysis of the reading error profile revealed the most common reading errors made by all readers in the analysis were either mispronunciations or substitutions. The low vision readers were more prone to making substitution errors than mispronunciations and the reverse was true for normally sighted readers [d.f. = 1, 48; F = 7.1; p < 0.05]. This indicates that the reading strategies adopted by low vision readers may differ from those of normally sighted readers of the same apparent reading ability.Item Open Access Developing services in te rohe o Ngai Tahu for Maori with gambling related problems(University of Canterbury. Health Sciences Centre, 2005) Robertson, P.; Pitama, S.; Huriwai, T.; Ahuriri-Driscoll, A.; Larsen, J.; Uta’i, S.; Haitana, TAlthough Maori, like other indigenous populations, have been identified as being disproportionately at risk of gambling related problems, there has been limited progress with strategies to address issues in this area. The purpose of the current study was to contribute to the advancement of problem gambling services for Maori living in te rohe o Ngai Tahu by identifying the capacity and willingness of existing services to engage with such development. Following a review of the relevant literature, information was gathered through a phone survey of local Maori health providers and several non-Maori gambling services. The survey identified a number of salient issues, many not surprisingly relating to recruitment and retention of appropriately skilled staff, A need for increased training of both Maori and non-Maori gambling treatment workers was highlighted, however the presence of some current capacity and a broad willingness to contribute to development of Maori responsive interventions was clearly indicated. The results of the survey along with information from the literature provided the basis for constructing a framework to guide problem gambling service development in te rohe o Ngai Tahu, While the current study was focused on this specific region, it is likely that many of the issues identified would be pertinent to developments in other tribal areas.Item Open Access The influences of teacher knowledge and authentic formative assessment on student learning in technology education(University of Canterbury. College of Education., 2006) Fox-Turnbull, W.Students involved in holistic technological practice need to develop an understanding of technological practice outside the classroom and to participate in tasks set as close as practicable to actual technological practice. This paper investigates the context of assessment and its relationship to achievement and the importance of teacher knowledge to student technological practice. I argue that ‘out of context’ assessment tasks do not give an accurate indication of achievement levels of the children assessed. Introduced is the Model of Student Technological Practice, which identifies four constraints that influence student technological practice. A significant factor is teacher knowledge, as it impacts greatly on the quality of feedback given to students by their teachers. Timely teacher intervention and formative assessment feedback will alter student technological practice and should improve the students’ likelihood of developing successful outcomes.Item Open Access Cueing Metacognition to Improve Researching and Essay Writing in a Final Year High School Biology Class(University of Canterbury. School of Sciences and Physical Education., 2007) Conner, L.N.This paper reports on degrees of awareness and use of specific metacognitive strategies by 16 students in a final-year high school biology class in New Zealand. The aims of the intervention were to broaden students' thinking about bioethical issues associated with cancer and to enhance students' use of metacognition. Cues and prompts were used in this unit of work to help students use metacognitive strategies since students did not generally use metacognitive strategies spontaneously. Scaffolding was mediated through the teacher modelling, questioning, cueing or prompting students to evaluate their learning. The research reported here illustrates how teachers can cue students to be more self-directed in their learning. Three case studies illustrate how learning strategies were used differentially. Most students were aware of strategies that could help them to learn more effectively. It was found that those students who were not only aware of but also used strategies to plan, monitor and evaluate their work, produced essays of higher quality.Item Open Access Where to now for teacher education? Stakeholder views on the aims of education and initial teacher education programmes(University of Canterbury. College of Education, 2008) Conner, L.; McGrath, A.; Lancaster, N.Initial teacher education (ITE) programmes must take into account much more than just the current school curricula; they must also prepare student teachers for entry into a teaching environment that is likely to be very different from whence they came. At the same time, funding constraints, quality standards and potentially opposed stakeholder expectations provide an ongoing challenge. The New Zealand school system is undergoing major change as it introduces a new national curriculum focussed on outcomes. This new curriculum requires schools to design and review their own curricula within the framework of national philosophy and guidelines rather than according to prescriptions relating to the subjects that make up the curriculum. New Ministry of Education initiatives targeting senior students and M ori and Pasifika students require teachers to keep what is best for the student at the forefront of their teaching and decisionmaking. ITE programmes must ensure these considerations are evident in their overarching philosophy, course structure and practice. Teacher education programmes at the University of Canterbury are currently under review. As part of this process, we used the international Teacher Education for the Future project to help us identify aspects of the programmes needing attention. We asked stakeholders (teachers, student teachers and teacher educators) to rank the aims of education and their preferred future focus for ITE programmes. This paper reports the findings and discusses their implication for the design and facilitation of the university’s ITE courses.Item Open Access Research Digest(University of Canterbury. School of Educational Studies and Human Development, 2008) Miller, J.The article presents comments on research papers related to psychology. The article on grief counseling by D. G. Larson and W. T. Hoyt explores the research evidence of the negative characterization of grief counseling. But the findings are reported to be based on a student's unpublished dissertation. Two articles on couple therapy by authors S. D. Davis and F. P. Piercy explore the role of both common factors and specific therapeutic model interventions in couple therapy. It cites a framework to interpret and describe the development of change occurs across specific treatments. These papers require therapists to supplement development on helpful common factors with knowledge of some specific models of therapy.Item Open Access The Value of Enabling Teachers to Research Their Practice(University of Canterbury. School of Sciences and Physical Education, 2008) Greenwood, J.; Conner, L.This paper reports a project in which teachers used small action-research projects to investigate how they were responding to the diversity of their students in terms of planning and teaching. The project, funded by the New Zealand Ministry of Education through the Teaching and Learning Research Initiative fund (TLRI), involved teachers investigating self-chosen issues related to the diversity within their own sphere of practice. They were mentored through the research process by experienced tertiary researchers and by their peers in a series of regular meetings and conversations. As a result of participating in this project, the teachers developed an awareness of themselves as practitioner-researchers and acquired a foundational, though still emergent, understanding of research paradigms and research processes. In this paper, we reflect on the process, the nature of the outcomes, the value of such collaborative research partnerships, and the experiential learning of the teachers.Item Open Access Situational Leadership for Developing Group Culture(University of Canterbury. School of Sciences and Physical Education, 2008) Jansen, C.Professionals working with groups of young people often experience the following challenge: “How do we develop the motivation and cohesion of this group to allow us to work on the key objectives we are here for?” This paper begins by exploring the process of group development and then goes on to map out a conceptual framework for leadership of these groups. It suggests that professionals must be prepared to adopt a range of leadership styles and that the match between these leadership styles and the groups needs at any given time is a crucial factor in this group development. The paper then goes on to explore potential issues in adopting a situational leadership style including congruence with each professional‟s values and „natural‟ style, and the dilemmas that result from having to develop a „new‟ style to match the developing needs of the group.Item Open Access Emerging needs, evolving services: the health of Pacific peoples in New Zealand(University of Canterbury. College of Education., 2008) Wright, S.; Hornblow, A.From 0.1% of the total population in 1945 to 6.9% in 2006, Pacific peoples now resident in New Zealand highlight significant health policy and service delivery issues within an increasingly diverse society. Over the last decade, marked differences in the health status of Pacific New Zealanders and Palagi New Zealanders have been well documented, showing high levels of disparity and continuing negative trends. This paper provides a broad overview of the history of Pacific health and health initiatives in New Zealand from the 1940s through to the mid 2000s, highlighting the interface between Pacific peoples and the New Zealand health sector. While the New Zealand Government has become increasingly responsive to Pacific health needs, significant disparities remain between Pacific and Palagi populations. Furthermore, many of the encouraging health initiatives introduced in the past decade remain at risk due to a variety of factors, including a need to strengthen the Pacific health workforce and management expertise.Item Open Access The effects of expectations on experiences with psychotherapy(University of Canterbury. Health Sciences Centre, 2009) Miller, J.The issue of how client expectations influence the outcome of psychotherapy has been a research interest for over 50 years with a number of authors in the 1950s, 60s and 70s calling attention to the clinical importance of this variable (Frank, 1968). In most cases there is support for the view that pre-therapy expectations of clients that they are likely to benefit from psychotherapy influences the success of their treatment. A problem with most research, however, is that the evidence derives mainly from correlational self-report studies (Greenberg, Constantino, & Bruce, 2005). A call has been made for systematic prior, or early, treatment expectancy enhancement strategies. So, in this issue, I am reporting on two studies that consider the client’s perspective of their experience of expectations for their counselling. The first looks at the effect of expectations on client experiences, the second investigates the client’s experience of the expectation of change in therapy.Item Open Access Does teaching a solution-focused model of counselling work? A follow-up of graduates(University of Canterbury. Health Sciences Centre, 2009) Miller, J.H.Objective: To explore the ways in which graduates of a university counsellor-education programme reflected on their career development, retained the programme's distinctive theoretical counselling model in their counselling practice and engaged in continuing professional development. The main aim was to discover whether or not teaching a solution-focused model of counselling was worthwhile. Method: A questionnaire, using primarily solution-focused type questions, was distributed to all graduates. Interest was focused on specific events, both inside and outside the training programme and beyond, that contributed to graduates' sense of development as counsellors. Results: Thirty four graduates (response rate 62%) provided responses indicating their recognition that their sense of competence and identification as professional counsellors develops over time, and is assisted by relevant feedback and supervision from lecturers and practical counselling experience. Graduates also indicated that their favoured working model was solution-focused and that, as a framework, it provided them with opportunities to integrate other counselling models and add complementary professional development education. Conclusion: The graduates' continued use of a solution-focused model supports the view that teaching the solution-focused model is working. The findings are considered alongside four models of counsellor development and implications for counsellor-education programmes are explored.Item Open Access Genetic research, population health and Maori(Health Research Council, 2009) Ahuriri-Driscoll, A.; Hudson, M.; Macartney-Coxson, D.Early genetic research focused on identifying single genes responsible for specific familial disorders. However, radical technological advancements such as high throughput testing and genome-wide scanning techniques have made it possible to examine complex conditions influenced by multiple genes and environmental factors to determine population susceptibility. Genetic epidemiology studies the distribution of genetic traits and variation within families and populations, risk factors associated with the frequency of genetic traits, and the role of genetic factors in disease aetiology (Khoury, Beaty & Cohen, 19931). This enables the impact of a specific genetic variation on disease risk in an individual or in a population to be estimated (Kaprio, 20002). As the contribution of a single gene variant to disease can be relatively small, it is important to understand not only the contribution of other genetic factors but how these interact with environmental factors to modulate disease risk.Item Open Access Managing suicidal risk:a collaborative approach. D.A. Jobes, 2006(University of Canterbury. Health Sciences Centre, 2009) Miller, J.H.