title: An Insight into Youth Mental Health: A mixed methods research study of experiences and perceptions of youth mental health.

authors: Lingley-Tremewan , Kathryn Victoria May

abstract: Background: The mental health of youth within New Zealand is an imperative matter that needs to be immediately addressed.  The rates of youth struggling with their mental health is a concern for all health professional in New Zealand.   
Objectives: The objectives of this research are to firstly, look at what are common mental health issues that youth are currently living with. The second objective is to find out what the perceptions are that nurses have on youth mental health within New Zealand.  
Participants: The first part of this research examined quantitative data using the YouthCHAT instrument from 778 students from secondary schools within the Waikato and Coromandel regions. The second part of this research, comprised individual interviews  with eight nurses based in the Waikato. 
Methods: The study used a mixed methods design. The quantitative data was extracted from an existing YouthCHAT . This data was analysed through parsimonious modelling and analysis of covariance (ANCOVA). The data was examined utilising the Statistical Package for the Social Sciences (SPSS). The qualitative data was generated by interviewing eight nurses about their perception of youth mental health. The findings from the interviews were analysed utilising a general inductive approach.  
Results: The research undertaken provides valuable insights into youth mental health in New Zealand by combining qualitative interviews with nurses and quantitative data from YouthCHAT. It explores the emotional response of nurses, barriers to accessing mental health services, the impact of social media, and associations between depression, anxiety, and other factors in youth mental health.  Conclusion The study shows the importance of addressing youth mental health issues and also recognising the crucial roles nurses play in addressing youth mental health within New Zealand.

text: An Insight into Youth Mental Health: A mixed methods research study of experiences and perceptions of youth mental health. Background: The mental health of youth within New Zealand is an imperative matter that needs to be immediately addressed.  The rates of youth struggling with their mental health is a concern for all health professional in New Zealand.   
Objectives: The objectives of this research are to firstly, look at what are common mental health issues that youth are currently living with. The second objective is to find out what the perceptions are that nurses have on youth mental health within New Zealand.  
Participants: The first part of this research examined quantitative data using the YouthCHAT instrument from 778 students from secondary schools within the Waikato and Coromandel regions. The second part of this research, comprised individual interviews  with eight nurses based in the Waikato. 
Methods: The study used a mixed methods design. The quantitative data was extracted from an existing YouthCHAT . This data was analysed through parsimonious modelling and analysis of covariance (ANCOVA). The data was examined utilising the Statistical Package for the Social Sciences (SPSS). The qualitative data was generated by interviewing eight nurses about their perception of youth mental health. The findings from the interviews were analysed utilising a general inductive approach.  
Results: The research undertaken provides valuable insights into youth mental health in New Zealand by combining qualitative interviews with nurses and quantitative data from YouthCHAT. It explores the emotional response of nurses, barriers to accessing mental health services, the impact of social media, and associations between depression, anxiety, and other factors in youth mental health.  Conclusion The study shows the importance of addressing youth mental health issues and also recognising the crucial roles nurses play in addressing youth mental health within New Zealand.

year: 2023

title: COWpads: Sharing iPads in a range of secondary school classrooms

authors: Wright, Noeline

subjects: iPad

abstract: This article outlines a mid-point snapshot of the progress of a small teaching-as-inquiry project at Hillcrest High School in 2013. Three teachers (music, mathematics, French) volunteered to focus on using iPads in a COW (computers on wheels, hence the term COWPads) configuration with a junior class during 2013. Each teacher created their own teaching-as-inquiry question focused on specific aspects of their practice. A University of Waikato researcher supported the teachers by observing classes and meeting regularly for feedback, reflection and discussion. Halfway through the year the following themes have emerged: the technical challenges to using a device designed for personal use as a shared device; a positive impact on students’ concentration levels and spans when using iPads, and shifts in teachers’ pedagogical design and practice. The teachers individually contribute their voices to this article, describing their initial experiences of using iPads on a regular basis and what they concentrated on most during the first few months of the project.

text: COWpads: Sharing iPads in a range of secondary school classrooms This article outlines a mid-point snapshot of the progress of a small teaching-as-inquiry project at Hillcrest High School in 2013. Three teachers (music, mathematics, French) volunteered to focus on using iPads in a COW (computers on wheels, hence the term COWPads) configuration with a junior class during 2013. Each teacher created their own teaching-as-inquiry question focused on specific aspects of their practice. A University of Waikato researcher supported the teachers by observing classes and meeting regularly for feedback, reflection and discussion. Halfway through the year the following themes have emerged: the technical challenges to using a device designed for personal use as a shared device; a positive impact on students’ concentration levels and spans when using iPads, and shifts in teachers’ pedagogical design and practice. The teachers individually contribute their voices to this article, describing their initial experiences of using iPads on a regular basis and what they concentrated on most during the first few months of the project.

year: 2013

title: Journeys of Māori women in engineering and engineering trades: Navigating challenges and embracing identity

authors: Moridnejad, Maryam

subjects: engineering

abstract: CONTEXT 
This paper reports a study that explores the lived experiences of five Māori women in New Zealand who are engaged in engineering and engineering trades, aiming to inspire more Māori women to join these fields. Through in-depth interviews, three key phases of their lives are examined: upbringing, educational experiences, and professional encounters. The research identifies barriers and strategies these women employed, revealing themes such as identity development, stereotyping, cultural identity, determination, and support.  

PURPOSE OR GOAL
Diversity remains a persistent concern within traditionally male-dominated fields such as engineering and trades. Literature underscores the invaluable contributions of a diverse workforce, including fresh perspectives, insights, and innovative problem-solving approaches. Efforts to enhance diversity in engineering education must address systemic barriers across all levels of education. The aim of this study is to give voice to Māori women in engineers and engineering trades. The study explores participants' career choices, childhood, schooling, tertiary education, and workplace experiences.

APPROACH OR METHODOLOGY/METHODS
The study is underpinned by a feminist poststructuralist conceptual framework, emphasizing that knowledge is constructed rather than discovered, and power relations are shaped within cultural and societal contexts. Data collection involved an initial short questionnaire and two semi-structured interviews. Qualitative inductive analysis was used. Early thematic coding occurred during the analysis of initial questionnaires to identify key themes for the interviews. Interview data were coded inductively by research assistants and cross-checked by the main researchers to find common themes. In a further analysis phase, interview transcripts were loaded into ChatGPT to identify key commonalities, which were compared with researchers’ codes to finalize the themes. These themes framed the discussion and provided a basis for understanding the lived experiences of Māori women in engineering and engineering trades.

ACTUAL OR ANTICIPATED OUTCOMES
The lives and experiences the five Māori women in this study illuminate the unique experiences and challenges faced by indigenous women pursuing careers in engineering and engineering trades. By amplifying their voices, this research highlights their perspectives, celebrates their agency and resilience, and showcases how they assert themselves, overcome challenges, and advocate for gender equality in their professions. Common themes such as identity development, others’ beliefs and attitudes, cultural identity, determination, and support and encouragement frame the discussion, assisting in demystifying societal realities and gaining insight into their social realities. This research aims to empower and make these women visible. The findings highlight the need for timely career guidance in schools, dismantling gender stereotypes early, and integrating Māori culture into workplaces to foster equity and inclusion.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY
Collaborative efforts from educators, researchers, and policymakers are needed to address systemic barriers and create inclusive pathways for indigenous women and other underrepresented groups into engineering. Flexible support services tailored to the diverse needs are essential for facilitating success in these fields. The researchers suggest further research should focus on longitudinal studies tracking the career trajectories of minority groups, exploring how cultural and gender identities influence educational experiences, evaluating the effectiveness of existing support programmes, and examining the role of mentorship and support networks in empowering minority students to succeed in engineering and trades careers.

text: Journeys of Māori women in engineering and engineering trades: Navigating challenges and embracing identity CONTEXT 
This paper reports a study that explores the lived experiences of five Māori women in New Zealand who are engaged in engineering and engineering trades, aiming to inspire more Māori women to join these fields. Through in-depth interviews, three key phases of their lives are examined: upbringing, educational experiences, and professional encounters. The research identifies barriers and strategies these women employed, revealing themes such as identity development, stereotyping, cultural identity, determination, and support.  

PURPOSE OR GOAL
Diversity remains a persistent concern within traditionally male-dominated fields such as engineering and trades. Literature underscores the invaluable contributions of a diverse workforce, including fresh perspectives, insights, and innovative problem-solving approaches. Efforts to enhance diversity in engineering education must address systemic barriers across all levels of education. The aim of this study is to give voice to Māori women in engineers and engineering trades. The study explores participants' career choices, childhood, schooling, tertiary education, and workplace experiences.

APPROACH OR METHODOLOGY/METHODS
The study is underpinned by a feminist poststructuralist conceptual framework, emphasizing that knowledge is constructed rather than discovered, and power relations are shaped within cultural and societal contexts. Data collection involved an initial short questionnaire and two semi-structured interviews. Qualitative inductive analysis was used. Early thematic coding occurred during the analysis of initial questionnaires to identify key themes for the interviews. Interview data were coded inductively by research assistants and cross-checked by the main researchers to find common themes. In a further analysis phase, interview transcripts were loaded into ChatGPT to identify key commonalities, which were compared with researchers’ codes to finalize the themes. These themes framed the discussion and provided a basis for understanding the lived experiences of Māori women in engineering and engineering trades.

ACTUAL OR ANTICIPATED OUTCOMES
The lives and experiences the five Māori women in this study illuminate the unique experiences and challenges faced by indigenous women pursuing careers in engineering and engineering trades. By amplifying their voices, this research highlights their perspectives, celebrates their agency and resilience, and showcases how they assert themselves, overcome challenges, and advocate for gender equality in their professions. Common themes such as identity development, others’ beliefs and attitudes, cultural identity, determination, and support and encouragement frame the discussion, assisting in demystifying societal realities and gaining insight into their social realities. This research aims to empower and make these women visible. The findings highlight the need for timely career guidance in schools, dismantling gender stereotypes early, and integrating Māori culture into workplaces to foster equity and inclusion.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY
Collaborative efforts from educators, researchers, and policymakers are needed to address systemic barriers and create inclusive pathways for indigenous women and other underrepresented groups into engineering. Flexible support services tailored to the diverse needs are essential for facilitating success in these fields. The researchers suggest further research should focus on longitudinal studies tracking the career trajectories of minority groups, exploring how cultural and gender identities influence educational experiences, evaluating the effectiveness of existing support programmes, and examining the role of mentorship and support networks in empowering minority students to succeed in engineering and trades careers.

year: 2024