title: Counselling children in Years 1-8: Scoping primary school counselling in Aotearoa New Zealand

authors: Flanagan, Paul G.

abstract: In July 2020, due to the effects of Covid-19, the Government made funding available for counselling in primary schools. Counselling in Primary Schools is not common in Aotearoa. Where this exists it is usually through community organisations as a funded service (e.g. by MSD or ACC for specific projects such as family violence prevention) or MoH (Mana Ake). There are a few schools that employ counsellors. This study explores examples of where and how counselling has been offered in primary schools. It documents that experience and provides data to argue for further expansion of counselling services in primary schools.

text: Counselling children in Years 1-8: Scoping primary school counselling in Aotearoa New Zealand In July 2020, due to the effects of Covid-19, the Government made funding available for counselling in primary schools. Counselling in Primary Schools is not common in Aotearoa. Where this exists it is usually through community organisations as a funded service (e.g. by MSD or ACC for specific projects such as family violence prevention) or MoH (Mana Ake). There are a few schools that employ counsellors. This study explores examples of where and how counselling has been offered in primary schools. It documents that experience and provides data to argue for further expansion of counselling services in primary schools.

year: 2021

title: Getting back to work after the baby: A quantitative exploratory study

authors: Cochrane, Michael

subjects: Clinical psychology

abstract: The postnatal period is a time of increased stress and sometimes high levels of anxiety and depression for mothers. While there has been substantial research on postnatal mental health problems and interventions, very little is known about the transition to work after maternity leave, and how work interacts with perinatal emotional distress. This work investigates how the mental health of mothers who are returning to work relates to their demographic characteristics as well as the interpersonal and administrative features of their work. These data were gathered with a comprehensive questionnaire that measured demographics, levels of distress, work characteristics, presenteeism, illness disclosure, co-worker support, manager support, and job quality. A total of 246 working mothers from New Zealand with children under 24 months old were included in the sample. The sample showed significantly higher levels of distress on the Depression, Anxiety, and Stress Scale (DASS-21) than the normative population. Education level and financial situation were negatively correlated with DASS-21 scores, and the experience of previous perinatal distress (PND) and working from home were positively associated with DASS-21 scores. Presenteeism, attitudes to illness disclosure, and co-worker support all had medium strength significant correlations with DASS-21 scores, while manager support showed a weak significant correlation with the DASS-21. A t-test showed that mean DASS-21 scores of Māori mothers were significantly higher than those of Pākehā mothers. Co-worker support, financial situation, being Māori, and job location all contributed significantly to the variance of DASS-21 scores within the full sample. Presenteeism, attitude to illness disclosure, and co-worker support all contributed to the variance of DASS-21 scores for the sub-sample that reported experiencing PND. These findings provide evidence that work related factors should be a focus in further research into perinatal distress. Future research might also explore these factors in a larger, more diverse sample to allow for examination of the experiences of mothers from a variety of ethnic, cultural, vocational, and socioeconomic groups.

text: Getting back to work after the baby: A quantitative exploratory study The postnatal period is a time of increased stress and sometimes high levels of anxiety and depression for mothers. While there has been substantial research on postnatal mental health problems and interventions, very little is known about the transition to work after maternity leave, and how work interacts with perinatal emotional distress. This work investigates how the mental health of mothers who are returning to work relates to their demographic characteristics as well as the interpersonal and administrative features of their work. These data were gathered with a comprehensive questionnaire that measured demographics, levels of distress, work characteristics, presenteeism, illness disclosure, co-worker support, manager support, and job quality. A total of 246 working mothers from New Zealand with children under 24 months old were included in the sample. The sample showed significantly higher levels of distress on the Depression, Anxiety, and Stress Scale (DASS-21) than the normative population. Education level and financial situation were negatively correlated with DASS-21 scores, and the experience of previous perinatal distress (PND) and working from home were positively associated with DASS-21 scores. Presenteeism, attitudes to illness disclosure, and co-worker support all had medium strength significant correlations with DASS-21 scores, while manager support showed a weak significant correlation with the DASS-21. A t-test showed that mean DASS-21 scores of Māori mothers were significantly higher than those of Pākehā mothers. Co-worker support, financial situation, being Māori, and job location all contributed significantly to the variance of DASS-21 scores within the full sample. Presenteeism, attitude to illness disclosure, and co-worker support all contributed to the variance of DASS-21 scores for the sub-sample that reported experiencing PND. These findings provide evidence that work related factors should be a focus in further research into perinatal distress. Future research might also explore these factors in a larger, more diverse sample to allow for examination of the experiences of mothers from a variety of ethnic, cultural, vocational, and socioeconomic groups.

year: 2023

title: An exploration of wellbeing in Hapū Wānanga through a Te Wheke framework analysis

authors: Hawaikirangi, Lena

subjects: Antenatal education

abstract: Before colonisation, Māori had comprehensive knowledge and practices around pregnancy and childbirth. With colonisation, traditional maternity knowledge and practices were replaced by western medical practices. In more recent times, antenatal education classes have played an essential role in providing information on pregnancy, birth and caring for newborns. Research reports that Māori are less likely to attend antenatal programmes and  have suggested that culturally responsive programmes may encourage better engagement by Māori. Hapū Wānanga is a kaupapa Māori antenatal education programme. No previous research has explored how whānau experience wellbeing through Hapū Wānanga. This research explores how participants experience wellbeing within the Kia Wana  Lakes Baby Service Hapū Wānanga. Three participants, including one couple, and three facilitators were interviewed. Transcripts were analysed through a framework analysis using the Te Wheke model (Pere, 1997), a comprehensive Māori model of health. Findings showed that Hapū Wānanga caters to Māori holistic views of wellbeing, as demonstrated through the Te Wheke Model (Pere, 1997). All participants reported negative experiences with mainstream antenatal services; however, whānau enjoyed their experience at Hapū Wānanga. The two dimensions that influenced participants most were whānaungatanga (kinship ties) and hā ā koro mā ā kuia mā (cultural heritage). Although whānau were empowered by their experience at Hapū Wānanga, they wanted to learn more about parenting and postpartum, mental health. Overall, my findings highlighted that culturally adapted programmes that cater to  holistic models of wellbeing could engage Māori service users in an enjoyable and empowering way. If healthcare providers are to be successful in improving indigenous peoples' wellbeing, they need to prioritise culturally adapted programmes based on holistic models of wellbeing.

text: An exploration of wellbeing in Hapū Wānanga through a Te Wheke framework analysis Before colonisation, Māori had comprehensive knowledge and practices around pregnancy and childbirth. With colonisation, traditional maternity knowledge and practices were replaced by western medical practices. In more recent times, antenatal education classes have played an essential role in providing information on pregnancy, birth and caring for newborns. Research reports that Māori are less likely to attend antenatal programmes and  have suggested that culturally responsive programmes may encourage better engagement by Māori. Hapū Wānanga is a kaupapa Māori antenatal education programme. No previous research has explored how whānau experience wellbeing through Hapū Wānanga. This research explores how participants experience wellbeing within the Kia Wana  Lakes Baby Service Hapū Wānanga. Three participants, including one couple, and three facilitators were interviewed. Transcripts were analysed through a framework analysis using the Te Wheke model (Pere, 1997), a comprehensive Māori model of health. Findings showed that Hapū Wānanga caters to Māori holistic views of wellbeing, as demonstrated through the Te Wheke Model (Pere, 1997). All participants reported negative experiences with mainstream antenatal services; however, whānau enjoyed their experience at Hapū Wānanga. The two dimensions that influenced participants most were whānaungatanga (kinship ties) and hā ā koro mā ā kuia mā (cultural heritage). Although whānau were empowered by their experience at Hapū Wānanga, they wanted to learn more about parenting and postpartum, mental health. Overall, my findings highlighted that culturally adapted programmes that cater to  holistic models of wellbeing could engage Māori service users in an enjoyable and empowering way. If healthcare providers are to be successful in improving indigenous peoples' wellbeing, they need to prioritise culturally adapted programmes based on holistic models of wellbeing.

year: 2021