title: Talking in circles: Examining co-rumination in parent-child reminiscing and future event conversations as an intergenerational transmission pathway for internalising symptoms

authors: Wither, Adria

subjects: middle childhood

abstract: Middle childhood is a salient period of development (Mah & Ford-Jones, 2012). Internalising difficulties such as depression and anxiety often occur before the age of 15 (Lijster et al., 2017; Liu et al., 2011), and the burden of these difficulties continue into adolescence and adulthood (Caputi & Schoenborn, 2018; Garber & Horowitz, 2002). Previous research highlights the integral role that parent-child interactions play in the development of mental health concerns in children (Eisenberg et al., 1998; Goodman & Gotlib, 1999), with the discussion of emotions identified as a pathway which might support children’s capacity to cope with emotional distress and buffer against the development of mental health difficulties in children (Bray et al., under review; Russell et al., 2024b; Swetlitz et al., 2021). On the other hand, parents may pass on their own cognitive biases through conversations about emotions with their child (Bray et al., under review). This study aimed to examine co-rumination within parent-child conversations about past and future negative emotional events, and whether this might act as a potential pathway for the intergenerational transmission of internalising difficulties between parents and their children. Participants were parent-child dyads from New Zealand (n = 51) and Australia (n = 54). Children were aged between 8 and 12-years-old. Parents and children completed relevant measures for mental
health difficulties and engaged in two reminiscing conversations (one positive and one negative) and two future event conversations (one positive and one negative). Parent-child
conversations were coded for co-rumination utilising an adapted co-rumination coding scheme (Rose et al., 2014). A series of Pearson correlations and simple mediation models
were conducted to examine associations between parent and child mental health and co-rumination, and to test a potential pathway of intergenerational transmission of internalising difficulties through co-rumination. Results indicated that parent and child rumination were correlated, suggesting a dyadic style of rumination developing during middle childhood. No empirical support was identified for an indirect effect of parent to child internalising symptoms through co-rumination. Recommendations for future research are discussed.

text: Talking in circles: Examining co-rumination in parent-child reminiscing and future event conversations as an intergenerational transmission pathway for internalising symptoms Middle childhood is a salient period of development (Mah & Ford-Jones, 2012). Internalising difficulties such as depression and anxiety often occur before the age of 15 (Lijster et al., 2017; Liu et al., 2011), and the burden of these difficulties continue into adolescence and adulthood (Caputi & Schoenborn, 2018; Garber & Horowitz, 2002). Previous research highlights the integral role that parent-child interactions play in the development of mental health concerns in children (Eisenberg et al., 1998; Goodman & Gotlib, 1999), with the discussion of emotions identified as a pathway which might support children’s capacity to cope with emotional distress and buffer against the development of mental health difficulties in children (Bray et al., under review; Russell et al., 2024b; Swetlitz et al., 2021). On the other hand, parents may pass on their own cognitive biases through conversations about emotions with their child (Bray et al., under review). This study aimed to examine co-rumination within parent-child conversations about past and future negative emotional events, and whether this might act as a potential pathway for the intergenerational transmission of internalising difficulties between parents and their children. Participants were parent-child dyads from New Zealand (n = 51) and Australia (n = 54). Children were aged between 8 and 12-years-old. Parents and children completed relevant measures for mental
health difficulties and engaged in two reminiscing conversations (one positive and one negative) and two future event conversations (one positive and one negative). Parent-child
conversations were coded for co-rumination utilising an adapted co-rumination coding scheme (Rose et al., 2014). A series of Pearson correlations and simple mediation models
were conducted to examine associations between parent and child mental health and co-rumination, and to test a potential pathway of intergenerational transmission of internalising difficulties through co-rumination. Results indicated that parent and child rumination were correlated, suggesting a dyadic style of rumination developing during middle childhood. No empirical support was identified for an indirect effect of parent to child internalising symptoms through co-rumination. Recommendations for future research are discussed.

year: 2025

title: Accountability, narrative reporting and legitimation: The case of a New Zealand public benefit entity

authors: Samkin, Grant

subjects: conservation

abstract: Purpose – The purpose of this paper is to show how a major public benefit entity in New Zealand uses formal accountability mechanisms and informal reporting to justify its existence. The paper is premised on the view that the accountability relationship for public benefit entities is broader and more complex than the traditional shareholder-manager relationship in the private sector. 

Design/methodology/approach – This longitudinal single case study of the Department of Conservation (DOC) spans the period from its establishment in 1987 to June 2006. It involves the detailed examination of the narrative disclosures contained in the annual reports, including the Statement of Service Performance, over the period of the study. A number of controversial items that appeared in the printed media between 1 April 1987 and 30 June 2006 were traced through the annual reports to establish whether DOC used impression management techniques in its annual reports to gain, maintain and repair its organisational legitimacy. 

Findings – The analysis found that the annual report of a public benefit entity could play an important legitimising role. Using legitimacy theory, it is argued that assertive and defensive impression management techniques were used by DOC to gain, maintain and repair its organisational legitimacy in the light of extensive negative media publicity. 

Originality/value – This is one of the first studies to examine the relationship between narrative disclosures in annual reports and legitimacy in the public sector. The paper provides a valuable contribution to researchers and practitioners as it extends the understanding of how public benefit entities can make use of the narrative portions of the annual report when pursuing organisational legitimacy.

text: Accountability, narrative reporting and legitimation: The case of a New Zealand public benefit entity Purpose – The purpose of this paper is to show how a major public benefit entity in New Zealand uses formal accountability mechanisms and informal reporting to justify its existence. The paper is premised on the view that the accountability relationship for public benefit entities is broader and more complex than the traditional shareholder-manager relationship in the private sector. 

Design/methodology/approach – This longitudinal single case study of the Department of Conservation (DOC) spans the period from its establishment in 1987 to June 2006. It involves the detailed examination of the narrative disclosures contained in the annual reports, including the Statement of Service Performance, over the period of the study. A number of controversial items that appeared in the printed media between 1 April 1987 and 30 June 2006 were traced through the annual reports to establish whether DOC used impression management techniques in its annual reports to gain, maintain and repair its organisational legitimacy. 

Findings – The analysis found that the annual report of a public benefit entity could play an important legitimising role. Using legitimacy theory, it is argued that assertive and defensive impression management techniques were used by DOC to gain, maintain and repair its organisational legitimacy in the light of extensive negative media publicity. 

Originality/value – This is one of the first studies to examine the relationship between narrative disclosures in annual reports and legitimacy in the public sector. The paper provides a valuable contribution to researchers and practitioners as it extends the understanding of how public benefit entities can make use of the narrative portions of the annual report when pursuing organisational legitimacy.

year: 2010

title: Te Puni Rumaki – Strengthening Māori medium initial teacher education

authors: Tamatea, Karaitiana

abstract: The delivery of initial teacher education for Māori medium contexts in Aotearoa seeks to support the revitalization of the indigenous language and practices in collaboration with the current education system. This presentation introduces a research project begun early in 2013 with providers, student teachers, schools and communities involved in respective Māori medium programmes. This research project has a "positive output approach" where fundamental elements to the success of these various programmes are shared. The wide range of Māori medium initial teacher education settings is investigated. Consequences from the research findings will also be discussed.

text: Te Puni Rumaki – Strengthening Māori medium initial teacher education The delivery of initial teacher education for Māori medium contexts in Aotearoa seeks to support the revitalization of the indigenous language and practices in collaboration with the current education system. This presentation introduces a research project begun early in 2013 with providers, student teachers, schools and communities involved in respective Māori medium programmes. This research project has a "positive output approach" where fundamental elements to the success of these various programmes are shared. The wide range of Māori medium initial teacher education settings is investigated. Consequences from the research findings will also be discussed.

year: 2014