title: The effects of vulnerabilities and strengths on the outcomes of a chronic pain management programme

authors: Campbell, Eryn

subjects: Chronic pain

abstract: Chronic pain is a problem that affects around one million New Zealanders and is very difficult to treat effectively. Most pain management programmes focus on decreasing levels of treatment outcome measures (pain catastrophising, pain intensity, interference) and increasing levels of pain self-efficacy. Research shows that higher levels of vulnerabilities (depression, anxiety, stress, pessimism) can negatively impact treatment outcomes. However, research also shows that increasing levels of strengths (optimism, hope, spirituality, social support, grit) affect treatment outcomes positively. We wanted to determine if there were differences in treatment outcomes for participants with high levels of vulnerabilities or strengths. Our study looked at the relationships between treatment outcome measures, vulnerabilities, and strengths over a three-week pain management programme. Participants (N = 40) attending the ReCharge Programme at QE Health completed repeat measure scales at intake, discharge, and 12-week follow-up. We found that higher levels of depression, stress, and pessimism were associated with higher levels of pain catastrophising, pain intensity, and interference, and lower levels of pain self-efficacy. Conversely, higher levels of optimism, hope, spirituality, and grit were associated with lower levels catastrophising, intensity, and interference, and higher levels of pain self-efficacy. Anxiety and social support were not associated with any treatment outcomes. We also found that correlations of composite measures of strengths accounted for more variability in pain self-efficacy than did composite vulnerabilities. This suggests that tailored interventions, based on levels of strengths at intake, aimed at increasing levels of strengths during the ReCharge Programme could improve treatment outcome measures for clients.

text: The effects of vulnerabilities and strengths on the outcomes of a chronic pain management programme Chronic pain is a problem that affects around one million New Zealanders and is very difficult to treat effectively. Most pain management programmes focus on decreasing levels of treatment outcome measures (pain catastrophising, pain intensity, interference) and increasing levels of pain self-efficacy. Research shows that higher levels of vulnerabilities (depression, anxiety, stress, pessimism) can negatively impact treatment outcomes. However, research also shows that increasing levels of strengths (optimism, hope, spirituality, social support, grit) affect treatment outcomes positively. We wanted to determine if there were differences in treatment outcomes for participants with high levels of vulnerabilities or strengths. Our study looked at the relationships between treatment outcome measures, vulnerabilities, and strengths over a three-week pain management programme. Participants (N = 40) attending the ReCharge Programme at QE Health completed repeat measure scales at intake, discharge, and 12-week follow-up. We found that higher levels of depression, stress, and pessimism were associated with higher levels of pain catastrophising, pain intensity, and interference, and lower levels of pain self-efficacy. Conversely, higher levels of optimism, hope, spirituality, and grit were associated with lower levels catastrophising, intensity, and interference, and higher levels of pain self-efficacy. Anxiety and social support were not associated with any treatment outcomes. We also found that correlations of composite measures of strengths accounted for more variability in pain self-efficacy than did composite vulnerabilities. This suggests that tailored interventions, based on levels of strengths at intake, aimed at increasing levels of strengths during the ReCharge Programme could improve treatment outcome measures for clients.

year: 2021

title: What gets in the way? A new conceptual model for the trajectory from teacher professional development to impact

authors: McChesney, Katrina

subjects: Social Sciences

abstract: Although school and education system leaders can mandate teachers’ participation in professional development activities, various school-related, teacher-related and student-related factors influence the degree to which professional development opportunities ultimately result in the desired teaching and learning impacts. This study examined teachers’ perceptions of the factors that influenced the impacts of a range of professional development activities in which they had participated. Constructivist grounded theory analysis of qualitative data provided by 131 teachers (reflecting 15 nationalities) led to the development of a new conceptual model for the trajectory from teacher professional development activities to student impacts. The model involved five stages: intended professional development, received professional development, accepted professional development, applied professional development and student impacts. Various barriers influenced whether professional development was able to progress to each successive stage; the current data provided particular insight into the structural barriers that determined whether intended professional development was actually received by teachers and the acceptance barriers that determined whether received professional development was actually accepted by teachers. The new model extends existing frameworks by highlighting the importance of contextual influences on teacher professional development and providing further specificity regarding some of the gatekeeping factors that influence the outcomes of teacher professional development.

text: What gets in the way? A new conceptual model for the trajectory from teacher professional development to impact Although school and education system leaders can mandate teachers’ participation in professional development activities, various school-related, teacher-related and student-related factors influence the degree to which professional development opportunities ultimately result in the desired teaching and learning impacts. This study examined teachers’ perceptions of the factors that influenced the impacts of a range of professional development activities in which they had participated. Constructivist grounded theory analysis of qualitative data provided by 131 teachers (reflecting 15 nationalities) led to the development of a new conceptual model for the trajectory from teacher professional development activities to student impacts. The model involved five stages: intended professional development, received professional development, accepted professional development, applied professional development and student impacts. Various barriers influenced whether professional development was able to progress to each successive stage; the current data provided particular insight into the structural barriers that determined whether intended professional development was actually received by teachers and the acceptance barriers that determined whether received professional development was actually accepted by teachers. The new model extends existing frameworks by highlighting the importance of contextual influences on teacher professional development and providing further specificity regarding some of the gatekeeping factors that influence the outcomes of teacher professional development.

year: 2019

title: Introduction to tephra-derived soils, North Island, New Zealand: University of Waikato and University of Wisconsin-Platteville post-conference Andisol excursion, 21-23 December, 2016

authors: Lowe, David J.

abstract: Provisional itinerary DAY 1 Wednesday 21 December: Mamaku Plateau-Rerewhakaaitu-Lake Tarawera: 1 Goodwin Farm, Tapapa Rd, Tapapa: welded ignimbrite, tephras, loess, buried soils (Tirau soil) - stratigraphy of sequence (230 ka and younger) and upbuilding pedogenesis - Tirau silt loam 2 Brett Rd, Rerewhakaaitu: Holocene tephras and buried soil (Rotomahana soil) - Volcanic landscape, historical importance of area for NZ soil survey - Stratigraphy of sequence (~9.5 cal ka to 10 June 1886 Tarawera eruption) and upbuilding pedogenesis - Rotomahana sandy loam, 3 Ash Pit Rd, Rerewhakaaitu: tephras and buried soils (Matahina soil) - Matahina gravel - buried spodic/podzol soil features, 4 Okareka Loop Rd tephra section with proximal Rotorua Tephra and buried soils, loess, Buried Village Museum, Te Wairoa, Lake Tarawera (Stoney Point). DAY 2 Thursday 22 December: Otorohanga-Waitomo Caves -Pirongia Mountain: 1 Raynes Road section: Ultisol in composite tephra sequence (Kainui soil), 2 Otorohanga Kiwi House, 3 Waitomo Caves,, 4 Pirongia Mountain: Mangakara forest walk, 5 Evening meal on an Andisol. DAY 3 Friday 23 December: Hobbiton, Hamilton gardens including Te Parapara (ancient Maori garden): 1. Hobbiton tour 10.15 am (2 hrs), 2. Hamilton Gardens incl. Te Parapara Garden and human-modified soils (Tamahere soil).

text: Introduction to tephra-derived soils, North Island, New Zealand: University of Waikato and University of Wisconsin-Platteville post-conference Andisol excursion, 21-23 December, 2016 Provisional itinerary DAY 1 Wednesday 21 December: Mamaku Plateau-Rerewhakaaitu-Lake Tarawera: 1 Goodwin Farm, Tapapa Rd, Tapapa: welded ignimbrite, tephras, loess, buried soils (Tirau soil) - stratigraphy of sequence (230 ka and younger) and upbuilding pedogenesis - Tirau silt loam 2 Brett Rd, Rerewhakaaitu: Holocene tephras and buried soil (Rotomahana soil) - Volcanic landscape, historical importance of area for NZ soil survey - Stratigraphy of sequence (~9.5 cal ka to 10 June 1886 Tarawera eruption) and upbuilding pedogenesis - Rotomahana sandy loam, 3 Ash Pit Rd, Rerewhakaaitu: tephras and buried soils (Matahina soil) - Matahina gravel - buried spodic/podzol soil features, 4 Okareka Loop Rd tephra section with proximal Rotorua Tephra and buried soils, loess, Buried Village Museum, Te Wairoa, Lake Tarawera (Stoney Point). DAY 2 Thursday 22 December: Otorohanga-Waitomo Caves -Pirongia Mountain: 1 Raynes Road section: Ultisol in composite tephra sequence (Kainui soil), 2 Otorohanga Kiwi House, 3 Waitomo Caves,, 4 Pirongia Mountain: Mangakara forest walk, 5 Evening meal on an Andisol. DAY 3 Friday 23 December: Hobbiton, Hamilton gardens including Te Parapara (ancient Maori garden): 1. Hobbiton tour 10.15 am (2 hrs), 2. Hamilton Gardens incl. Te Parapara Garden and human-modified soils (Tamahere soil).

year: 2016-12-21