title: Understanding adherence to physiotherapy: findings from an experimental simulation and an observational clinical study

authors: Tijou, Imogen

subjects: adherence

abstract: This article reports two studies assessing the influence of self-efficacy, outcome expectancies and aversive feedback on different aspects of adherence. Study 1 employed a computer simulation of physiotherapy to test experimentally the effects of aversive feedback (i.e., loud noise) experienced during simulated therapy on adherence behaviour in a student population. Study 2 examined whether similar effects of aversive feedback (i.e., pain) experienced during physiotherapy in a clinical setting would be observed in a longitudinal questionnaire study of predictors of adherence. In both studies, self-efficacy and outcome expectancies were assessed at baseline and after experience of the task (performing simulated or actual physiotherapy). Study 1 found that self-efficacy and outcome expectancies predicted persistence with simulated physiotherapy (i.e., completing the experimental session), whereas aversive feedback influenced adherence during sessions (i.e., correct response rate). Study 2 found that self-efficacy and outcome expectancies predicted persistence with actual physiotherapy (i.e., completing the prescribed number of sessions). Aversive feedback and outcome expectancies influenced adherence during sessions. We conclude that different factors predict different aspects of adherence behaviour. It is therefore important to measure both persistence over time and adherence during sessions, and to investigate the predictors of each dimension of adherence.

text: Understanding adherence to physiotherapy: findings from an experimental simulation and an observational clinical study This article reports two studies assessing the influence of self-efficacy, outcome expectancies and aversive feedback on different aspects of adherence. Study 1 employed a computer simulation of physiotherapy to test experimentally the effects of aversive feedback (i.e., loud noise) experienced during simulated therapy on adherence behaviour in a student population. Study 2 examined whether similar effects of aversive feedback (i.e., pain) experienced during physiotherapy in a clinical setting would be observed in a longitudinal questionnaire study of predictors of adherence. In both studies, self-efficacy and outcome expectancies were assessed at baseline and after experience of the task (performing simulated or actual physiotherapy). Study 1 found that self-efficacy and outcome expectancies predicted persistence with simulated physiotherapy (i.e., completing the experimental session), whereas aversive feedback influenced adherence during sessions (i.e., correct response rate). Study 2 found that self-efficacy and outcome expectancies predicted persistence with actual physiotherapy (i.e., completing the prescribed number of sessions). Aversive feedback and outcome expectancies influenced adherence during sessions. We conclude that different factors predict different aspects of adherence behaviour. It is therefore important to measure both persistence over time and adherence during sessions, and to investigate the predictors of each dimension of adherence.

year: 2008

title: New Zealand

authors: Moffat, Kirstine

subjects: New Zealand

abstract: 2009 was a particularly rich and diverse year for New Zealand literature, with the publication of significant works by many established authors and the emergence of several new and promising voices. Experimentation with form and a joyful celebration of the act of creation are a hallmark of much of this year’s bibliography. The first decade of the twenty-first century continues to be distinguished by a range of genres and forms – realist, mythic, fantastical and historical modes remain particularly popular – and, in some authors’ work, by a movement away from New Zealand settings to other, actual or imagined, locations.

text: New Zealand 2009 was a particularly rich and diverse year for New Zealand literature, with the publication of significant works by many established authors and the emergence of several new and promising voices. Experimentation with form and a joyful celebration of the act of creation are a hallmark of much of this year’s bibliography. The first decade of the twenty-first century continues to be distinguished by a range of genres and forms – realist, mythic, fantastical and historical modes remain particularly popular – and, in some authors’ work, by a movement away from New Zealand settings to other, actual or imagined, locations.

year: 2010

title: Taku Ara, Taku Mahara: Pākehā Family Experiences of Kaupapa Māori and Bilingual Education

authors: Barnes, Alexander Louis

subjects: Kaupapa Maori

abstract: Kaupapa Māori (indigenous Māori-centred philosophies) initiatives have transformed various social, cultural and public projects in the domains of governance and constitutional issues, health, education, the environment, community development and research in Aotearoa – New Zealand. As a Pākehā graduate of te kōhanga reo and kura kaupapa Māori (Māori language immersion pre-school and primary school), this research is concerned with exploring the impact of kaupapa Māori and bilingual educational initiatives on my life and the lives of two other Pākehā families who share similar educational backgrounds. This foundational study utilises qualitative narrative inquiry methods as a means of understanding and analysing the implications for Pākehā as a result of their participation in kaupapa Māori and bilingual education. An intergenerational family approach is used in this research whereby the individual voices and experiences of young adults are heard equally alongside their parents’. Collectively understood, the themes represented in this research offer a unique means of understanding why Päkehä families decided to be involved in Māori immersion settings, and what these experiences mean to them now. One of the principle aims of this study is that it be used as a platform for dialogue amongst Pākehā, non-Māori and Māori about the future direction of bicultural education in Aotearoa – New Zealand.

text: Taku Ara, Taku Mahara: Pākehā Family Experiences of Kaupapa Māori and Bilingual Education Kaupapa Māori (indigenous Māori-centred philosophies) initiatives have transformed various social, cultural and public projects in the domains of governance and constitutional issues, health, education, the environment, community development and research in Aotearoa – New Zealand. As a Pākehā graduate of te kōhanga reo and kura kaupapa Māori (Māori language immersion pre-school and primary school), this research is concerned with exploring the impact of kaupapa Māori and bilingual educational initiatives on my life and the lives of two other Pākehā families who share similar educational backgrounds. This foundational study utilises qualitative narrative inquiry methods as a means of understanding and analysing the implications for Pākehā as a result of their participation in kaupapa Māori and bilingual education. An intergenerational family approach is used in this research whereby the individual voices and experiences of young adults are heard equally alongside their parents’. Collectively understood, the themes represented in this research offer a unique means of understanding why Päkehä families decided to be involved in Māori immersion settings, and what these experiences mean to them now. One of the principle aims of this study is that it be used as a platform for dialogue amongst Pākehā, non-Māori and Māori about the future direction of bicultural education in Aotearoa – New Zealand.

year: 2006