title: A community psychology-based evaluation of the you good? You Good! program delivered by Jade speaks up educational trust in Aotearoa. Empowering tamariki emotional literacy, supporting mental health and encouraging well-being.

authors: Webbon, Abigail

abstract: This evaluation was completed for Jade Speaks Up (JSU) Educational Trust to provide feedback from school teachers and whānau who were involved in the You Good? You Good! (YG?YG!) program, delivered by JSU Educational Trust to schools across Aotearoa. The evaluation goal was to collate the narratives of participating school staff, whānau, and JSU Educational Trust trainers, contrasting experiences and perspectives to determine program effectiveness.
This program is for schools, management, and teachers who work with tamariki, to help teachers and students understand anxiety and develop skills and strategies to have self-agency. JSU Educational Trust developed YG?YG! in 2021, and in 2022 the YG?YG! pilot program was implemented.
This evaluation had three research objectives: 1) Identify and collate the experiences of school staff and other key stakeholders when implementing the YG?YG!, 2) Identify the strengths and barriers to inclusion for tamariki in schools where the program was delivered, and 3) Draw on the stakeholder narratives to assess the program's ability to achieve its goal: enable tamariki to be more agentic in responding to early signs of anxiety in themselves and others.
Information for this evaluation was collected from four sources: 1) Focus groups with JSU trainers, 2) Interviews with school staff, 3) Online surveys with school staff, 4) Archival supervision, and 5) Literature review. Data collected was interpreted through the use of thematic analysis, informed by Community Psychology principles, and the “Six C” framework, guided by He Awa Whiria.
Thematic analysis was completed by coding themes and categories from data sources. The findings from this empirical research engagement informed the analysis and discussion on program effectiveness. 
The findings and analysis found that forming a program design and approach informed with respect for the community’s needs and world-views can enable recognition, awareness and inclusion. A way for the program to begin to do so is to collaborate with communities.
Including researchers from a local community can enable empowerment, build social power, and create responses that promote the needs of the involved communities. The program can champion the field and those they work with by being accountable and enabling transparency.
The program can take an inclusive approach to sustaining its relationships, content relevance, and development for tamariki emotional well-being. The program can work on cultivating and empowering participants to be active partners, enabling the program to be shaped with equity in mind.
Key to program efficacy is acknowledging change and encompassing adaptation. The way to do this is to consider local health issues driven by who experience them, elevating the voice of the community.
Change and need cannot be determined without considering the voice of involved communities. By taking participants feedback, the program can create change for tamariki mental health, whilst acknowledging system and structural barriers, striving for community competence.
Importance lies within the work the program does to enable and support those affected by external factors. The program can acknowledge these challenges, and provide hope that community competence can be achieved.
To conclude, recommendations are presented for JSU Educational Trust to consider.

text: A community psychology-based evaluation of the you good? You Good! program delivered by Jade speaks up educational trust in Aotearoa. Empowering tamariki emotional literacy, supporting mental health and encouraging well-being. This evaluation was completed for Jade Speaks Up (JSU) Educational Trust to provide feedback from school teachers and whānau who were involved in the You Good? You Good! (YG?YG!) program, delivered by JSU Educational Trust to schools across Aotearoa. The evaluation goal was to collate the narratives of participating school staff, whānau, and JSU Educational Trust trainers, contrasting experiences and perspectives to determine program effectiveness.
This program is for schools, management, and teachers who work with tamariki, to help teachers and students understand anxiety and develop skills and strategies to have self-agency. JSU Educational Trust developed YG?YG! in 2021, and in 2022 the YG?YG! pilot program was implemented.
This evaluation had three research objectives: 1) Identify and collate the experiences of school staff and other key stakeholders when implementing the YG?YG!, 2) Identify the strengths and barriers to inclusion for tamariki in schools where the program was delivered, and 3) Draw on the stakeholder narratives to assess the program's ability to achieve its goal: enable tamariki to be more agentic in responding to early signs of anxiety in themselves and others.
Information for this evaluation was collected from four sources: 1) Focus groups with JSU trainers, 2) Interviews with school staff, 3) Online surveys with school staff, 4) Archival supervision, and 5) Literature review. Data collected was interpreted through the use of thematic analysis, informed by Community Psychology principles, and the “Six C” framework, guided by He Awa Whiria.
Thematic analysis was completed by coding themes and categories from data sources. The findings from this empirical research engagement informed the analysis and discussion on program effectiveness. 
The findings and analysis found that forming a program design and approach informed with respect for the community’s needs and world-views can enable recognition, awareness and inclusion. A way for the program to begin to do so is to collaborate with communities.
Including researchers from a local community can enable empowerment, build social power, and create responses that promote the needs of the involved communities. The program can champion the field and those they work with by being accountable and enabling transparency.
The program can take an inclusive approach to sustaining its relationships, content relevance, and development for tamariki emotional well-being. The program can work on cultivating and empowering participants to be active partners, enabling the program to be shaped with equity in mind.
Key to program efficacy is acknowledging change and encompassing adaptation. The way to do this is to consider local health issues driven by who experience them, elevating the voice of the community.
Change and need cannot be determined without considering the voice of involved communities. By taking participants feedback, the program can create change for tamariki mental health, whilst acknowledging system and structural barriers, striving for community competence.
Importance lies within the work the program does to enable and support those affected by external factors. The program can acknowledge these challenges, and provide hope that community competence can be achieved.
To conclude, recommendations are presented for JSU Educational Trust to consider.

year: 2024-11-14

title: Violation of te whare tangata - the maternal body: Young women's journeys through pregnancy and partner terrorism

authors: Marsh, Tuihana M.

subjects: Partner Terrorism

abstract: Partner terrorism is a leading social issue in Aotearoa. It occurs with such frequency and ferocity that it is often considered an epidemic. This has placed us in the shameful position of being the highest ranked nation in the western world for the prevalence of intimate partner violence. This research explored young women’s experiences of intimate partner violence during pregnancy. Eleven women aged 14 - 17 years when pregnant were interviewed. A mana wāhine theoretical perspective was employed, guided by a kaupapa Māori research methodology. Pūrākau was used as a method to present and validate the women’s voices.
The key findings identified that these relationships began with the potential of any other relationship. However, they typically followed a pattern of co-habituation and entrapment through pregnancy and financial dependence. It was evident the partner terrorism was brought into these relationships by the terrorist partners, and was the first experience of this violence for many of the women. The terrorism continued to escalate. Separating from their terrorist partners did not result in the women being any safer, with some continuing to experience life-threatening acts of terrorism post separation. Pregnancy did not serve as a protective factor: the violation of te whare tangata generally occurred before, during and after pregnancy. Often, the acts of terrorism escalated following the birth of their pēpī, with their partner’s terrorism being a direct assault on ūkaipō, disrupting bonding and mothering practices. Many of the women were able to recognise the terrorism to which they were subjected only in hindsight. Despite this, they showed ingenuity and resilience in the ways they resisted the terrorism in efforts to keep themselves and their pēpī safe. Breaking free of these relationships demanded intervention and support from outsiders. The women remain strongly committed to the welfare of their pēpī.

text: Violation of te whare tangata - the maternal body: Young women's journeys through pregnancy and partner terrorism Partner terrorism is a leading social issue in Aotearoa. It occurs with such frequency and ferocity that it is often considered an epidemic. This has placed us in the shameful position of being the highest ranked nation in the western world for the prevalence of intimate partner violence. This research explored young women’s experiences of intimate partner violence during pregnancy. Eleven women aged 14 - 17 years when pregnant were interviewed. A mana wāhine theoretical perspective was employed, guided by a kaupapa Māori research methodology. Pūrākau was used as a method to present and validate the women’s voices.
The key findings identified that these relationships began with the potential of any other relationship. However, they typically followed a pattern of co-habituation and entrapment through pregnancy and financial dependence. It was evident the partner terrorism was brought into these relationships by the terrorist partners, and was the first experience of this violence for many of the women. The terrorism continued to escalate. Separating from their terrorist partners did not result in the women being any safer, with some continuing to experience life-threatening acts of terrorism post separation. Pregnancy did not serve as a protective factor: the violation of te whare tangata generally occurred before, during and after pregnancy. Often, the acts of terrorism escalated following the birth of their pēpī, with their partner’s terrorism being a direct assault on ūkaipō, disrupting bonding and mothering practices. Many of the women were able to recognise the terrorism to which they were subjected only in hindsight. Despite this, they showed ingenuity and resilience in the ways they resisted the terrorism in efforts to keep themselves and their pēpī safe. Breaking free of these relationships demanded intervention and support from outsiders. The women remain strongly committed to the welfare of their pēpī.

year: 2019

title: Monitoring the effects of pulp and paper effluent is restricted in genetically distinct populations of common bully (gobiomorphus cotidianus)

authors: van den Heuvel, Michael R.

subjects: biology

abstract: The common bully (Gobiomorphus cotidianus), a small-bodied New Zealand native fish species, was used to monitor population impacts of multiple effluents in the Tarawera River, New Zealand. In an initial survey, the absence of reproductive development at the expected spawning time for common bully was observed in a population downstream of effluent discharges. Subsequently, we examined the hypotheses that the observed changes were due to effluent exposure, migratory patterns, or genetic differences between populations. Liver detoxification enzyme activity and stable isotopes provided evidence against upstream migration of sexually mature bully. The observed presence of developed gonads in the downstream population during winter season resulted in the rejection of the hypothesis that reproductive failure was due to effluent exposure, and it was concluded that there were substantial differences in reproductive timing. Genetic analyses of two upstream, one downstream, and one population from a nearby coastal river indicated the upstream (reference) and downstream (effluent exposed) bully in the river formed genetically distinct populations. The identification of a nearby river population with similar reproductive timing and high genetic similarity to the effluent-exposed population suggests that the observed differences in the genetics of the downstream population were not caused by effluent exposure. The genetic analysis did highlight the lack of downstream dispersion and gene flow in the river which could possibly be related to anthropogenic stress.

text: Monitoring the effects of pulp and paper effluent is restricted in genetically distinct populations of common bully (gobiomorphus cotidianus) The common bully (Gobiomorphus cotidianus), a small-bodied New Zealand native fish species, was used to monitor population impacts of multiple effluents in the Tarawera River, New Zealand. In an initial survey, the absence of reproductive development at the expected spawning time for common bully was observed in a population downstream of effluent discharges. Subsequently, we examined the hypotheses that the observed changes were due to effluent exposure, migratory patterns, or genetic differences between populations. Liver detoxification enzyme activity and stable isotopes provided evidence against upstream migration of sexually mature bully. The observed presence of developed gonads in the downstream population during winter season resulted in the rejection of the hypothesis that reproductive failure was due to effluent exposure, and it was concluded that there were substantial differences in reproductive timing. Genetic analyses of two upstream, one downstream, and one population from a nearby coastal river indicated the upstream (reference) and downstream (effluent exposed) bully in the river formed genetically distinct populations. The identification of a nearby river population with similar reproductive timing and high genetic similarity to the effluent-exposed population suggests that the observed differences in the genetics of the downstream population were not caused by effluent exposure. The genetic analysis did highlight the lack of downstream dispersion and gene flow in the river which could possibly be related to anthropogenic stress.

year: 2007-02-16