title: Emotional Well-Being and Secondary Traumatic Stress In New Zealand Youth Workers

authors: Takhar-Stapleton, Amber

abstract: This study aimed to explore the relationship of STS and emotional well-being among New Zealand youth workers using a qualitative approach. Eleven participants were interviewed for the study using a semistructured interviewing technique. The purpose of this study was to fill a gap in the literature about the impact of working with traumatised youth and to identify if youth workers were at risk and vulnerable to the effects of trauma exposure. Three aims were incorporated in the study to answer the research question. The first aim was to explore ways in which youth work may be associated with decreased emotional well-being and STS with the second aim of identifying symptoms and causes of decreased emotional well-being and STS. Lastly, the third aim was to explore how decreased emotional well-being is associated with the development of STS. 
The findings suggest the majority of participants experienced moderate levels of decreased emotional well-being and displayed symptoms associated with the effects of secondary traumatic stress. The results confirmed the first aim of the study which identified youth work as being correlated with decreased emotional well-being and STS. The results suggested decreased emotional well-being increased vulnerability to developing STS and therefore, the third aim of the study was also confirmed. 
Several themes were found in the participants’ answers which revealed youth work is associated with emotional well-being and symptoms of STS. This included emotional detachment, suppression, and numbing, helplessness, burnout and lack of resources to cope, social withdrawal, difficulty sleeping and changes in appetite. Risk factors which appeared to increase vulnerability included personal trauma, PTSD, countertransference, and empathic engagement. Organisational stressors were also identified as increasing vulnerability which heavily influenced participants and contributed to extreme stress and exhaustion. 
Findings in this study contribute to the knowledge of secondary traumatic stress as well as increasing knowledge about the emotional effects of working with traumatised individuals. Furthermore, the study iii helps to educate helping professionals and increases knowledge of youth work.

text: Emotional Well-Being and Secondary Traumatic Stress In New Zealand Youth Workers This study aimed to explore the relationship of STS and emotional well-being among New Zealand youth workers using a qualitative approach. Eleven participants were interviewed for the study using a semistructured interviewing technique. The purpose of this study was to fill a gap in the literature about the impact of working with traumatised youth and to identify if youth workers were at risk and vulnerable to the effects of trauma exposure. Three aims were incorporated in the study to answer the research question. The first aim was to explore ways in which youth work may be associated with decreased emotional well-being and STS with the second aim of identifying symptoms and causes of decreased emotional well-being and STS. Lastly, the third aim was to explore how decreased emotional well-being is associated with the development of STS. 
The findings suggest the majority of participants experienced moderate levels of decreased emotional well-being and displayed symptoms associated with the effects of secondary traumatic stress. The results confirmed the first aim of the study which identified youth work as being correlated with decreased emotional well-being and STS. The results suggested decreased emotional well-being increased vulnerability to developing STS and therefore, the third aim of the study was also confirmed. 
Several themes were found in the participants’ answers which revealed youth work is associated with emotional well-being and symptoms of STS. This included emotional detachment, suppression, and numbing, helplessness, burnout and lack of resources to cope, social withdrawal, difficulty sleeping and changes in appetite. Risk factors which appeared to increase vulnerability included personal trauma, PTSD, countertransference, and empathic engagement. Organisational stressors were also identified as increasing vulnerability which heavily influenced participants and contributed to extreme stress and exhaustion. 
Findings in this study contribute to the knowledge of secondary traumatic stress as well as increasing knowledge about the emotional effects of working with traumatised individuals. Furthermore, the study iii helps to educate helping professionals and increases knowledge of youth work.

year: 2017

title: Review: Steal Away Boy: Selected poems of David Mitchell

authors: Locke, Terry

subjects: poem

abstract: In 1985, out of a job and mouths to feed I was offered a reprieve by Jim Tully, then an editor at the Auckland Star, who suggested that I might work as a proof-reader at the newspaper. David Mitchell was one of my workmates. We exchanged few words, though we were acquainted with each other. Having read the editor’s introduction to Steal Away Boy: Selected poems of David Mitchell, I can see that he had begun a retreat into silence, into the kind of strategic withholding of self which appears to have characterised his relationship with editors who sought to pin his poems sprawling to some page or other. In this respect, Edmond and Roberts have done a superb job in enticing Mitchell out of the tomb.

text: Review: Steal Away Boy: Selected poems of David Mitchell In 1985, out of a job and mouths to feed I was offered a reprieve by Jim Tully, then an editor at the Auckland Star, who suggested that I might work as a proof-reader at the newspaper. David Mitchell was one of my workmates. We exchanged few words, though we were acquainted with each other. Having read the editor’s introduction to Steal Away Boy: Selected poems of David Mitchell, I can see that he had begun a retreat into silence, into the kind of strategic withholding of self which appears to have characterised his relationship with editors who sought to pin his poems sprawling to some page or other. In this respect, Edmond and Roberts have done a superb job in enticing Mitchell out of the tomb.

year: 2010

title: Bilingual Education in Aotearoa/New Zealand

authors: Hill, Richard Kenneth

subjects: Maori medium

abstract: Bilingual education in the context of New Zealand is now over 30 years old. The two largest linguistic minority groups involved in this type of education – the Indigenous Māori and Pasifika peoples of Samoan, Tongan, Cook Islands and Niuean and Tokelauan backgrounds – have made many gains but have struggled in a national context where minority languages have low status. Māori bilingual programs are well established and have made a significant contribution towards reducing Māori language shift that in the 1970s looked to be beyond regeneration. Pasifika bilingual education by contrast is not widely available and not well resourced by the New Zealand government. Both forms continue to need support and a renewed focus at local and national levels.

This chapter provides an overview of past development of Māori and Pasifika bilingual education and present progress. For Māori, the issues relate primarily to how to boost language regeneration, particularly between the generations. Gaining greater support for immersion programs and further strengthening bilingual education pedagogies, particularly relating to achieving biliteracy objectives, are key. In the context of Pasifika, extending government and local support would not only safeguard the languages but has the potential to counteract long-established patterns of low Pasifika student achievement in mainstream/English-medium schooling contexts. Finally, the future of both forms of bilingual education can be safeguarded if they are encompassed within a national languages policy that ensures minority language development in the predominantly English monolingual national context of New Zealand.

text: Bilingual Education in Aotearoa/New Zealand Bilingual education in the context of New Zealand is now over 30 years old. The two largest linguistic minority groups involved in this type of education – the Indigenous Māori and Pasifika peoples of Samoan, Tongan, Cook Islands and Niuean and Tokelauan backgrounds – have made many gains but have struggled in a national context where minority languages have low status. Māori bilingual programs are well established and have made a significant contribution towards reducing Māori language shift that in the 1970s looked to be beyond regeneration. Pasifika bilingual education by contrast is not widely available and not well resourced by the New Zealand government. Both forms continue to need support and a renewed focus at local and national levels.

This chapter provides an overview of past development of Māori and Pasifika bilingual education and present progress. For Māori, the issues relate primarily to how to boost language regeneration, particularly between the generations. Gaining greater support for immersion programs and further strengthening bilingual education pedagogies, particularly relating to achieving biliteracy objectives, are key. In the context of Pasifika, extending government and local support would not only safeguard the languages but has the potential to counteract long-established patterns of low Pasifika student achievement in mainstream/English-medium schooling contexts. Finally, the future of both forms of bilingual education can be safeguarded if they are encompassed within a national languages policy that ensures minority language development in the predominantly English monolingual national context of New Zealand.

year: 2017