title: Exploring the effects of vicarious trauma in New Zealand practitioners

authors: Rakei, Nina Roera Maheaiterangi

subjects: Vicarious trauma

abstract: Vicarious trauma is an occupational stress reaction that affects health professionals on different levels. This is caused from empathic engagements with clients and being exposed to traumatic material on a regular basis. In this study it was clear that practitioner’s experience negative as well as positive shifts in their world views and sense of self. Eleven health practitioners were interviewed to explore what led them into their desired helping profession and how they have managed to practice effectively. Related concepts of psychological impacts are discussed describing the relationship between posttraumatic stress type features and vicarious trauma that are experienced by health professionals. Information collected from interviews explored the themes between the shared stories and the literature on vicarious trauma effects. Four sections explore: motives for helping, personal experiences of vicarious trauma, identifying it in others and various ways of coping with effects. Various sub-themes are explored from each major theme using the constructivist self-development theory. In conclusion with the findings from the data collected and previous research, this study shares lived experiences of the effects of vicarious trauma.

text: Exploring the effects of vicarious trauma in New Zealand practitioners Vicarious trauma is an occupational stress reaction that affects health professionals on different levels. This is caused from empathic engagements with clients and being exposed to traumatic material on a regular basis. In this study it was clear that practitioner’s experience negative as well as positive shifts in their world views and sense of self. Eleven health practitioners were interviewed to explore what led them into their desired helping profession and how they have managed to practice effectively. Related concepts of psychological impacts are discussed describing the relationship between posttraumatic stress type features and vicarious trauma that are experienced by health professionals. Information collected from interviews explored the themes between the shared stories and the literature on vicarious trauma effects. Four sections explore: motives for helping, personal experiences of vicarious trauma, identifying it in others and various ways of coping with effects. Various sub-themes are explored from each major theme using the constructivist self-development theory. In conclusion with the findings from the data collected and previous research, this study shares lived experiences of the effects of vicarious trauma.

year: 2016

title: Indian teachers and environmental identity in Aotearoa New Zealand early childhood education

authors: Rathore, Devika

abstract: The Aotearoa New Zealand early childhood education (ECE) landscape is becoming increasingly multicultural, in particular with a significant number of migrant Indian teachers working in the field. This paper explores the potential role of environmental identity as migrant Indian ECE teachers navigate between the Indian and New Zealand cultures, wherein the environment may hold different meanings and place in these two cultural systems. The natural environment holds a special place in Aotearoa New Zealand’s cultural systems and is an integral part of the national identity. It can be argued that early childhood environmental education is important, and is already playing a part, in developing children’s environmental identity across the country. In facilitating this, teachers’ environmental identities can be equally important, especially in the case of migrant teachers, whose identities are influenced by different cultural systems. Our interest is in the environmental identities of migrant Indian teachers’ given their growing numbers in Aotearoa New Zealand ECE.

text: Indian teachers and environmental identity in Aotearoa New Zealand early childhood education The Aotearoa New Zealand early childhood education (ECE) landscape is becoming increasingly multicultural, in particular with a significant number of migrant Indian teachers working in the field. This paper explores the potential role of environmental identity as migrant Indian ECE teachers navigate between the Indian and New Zealand cultures, wherein the environment may hold different meanings and place in these two cultural systems. The natural environment holds a special place in Aotearoa New Zealand’s cultural systems and is an integral part of the national identity. It can be argued that early childhood environmental education is important, and is already playing a part, in developing children’s environmental identity across the country. In facilitating this, teachers’ environmental identities can be equally important, especially in the case of migrant teachers, whose identities are influenced by different cultural systems. Our interest is in the environmental identities of migrant Indian teachers’ given their growing numbers in Aotearoa New Zealand ECE.

year: 2020

title: Secular schools, spirituality and Maori values

authors: Fraser, Deborah

abstract: New Zealand has had free, state, secular education since 1877, but just what is meant by secularism is changing. Since the 1980s the growth of Maori education initiatives has mushroomed and these place emphasis on Maori values and beliefs, including spirituality. In addition, in 1999 a definition and statement on spirituality appeared in the health and physical education national curriculum document. This statement referred to values, beliefs, meaning and purpose. It also incorporated a Maori model of well‐being which places the spiritual alongside other dimensions of humanity. This article explores the concept of spirituality in secular schooling in New Zealand. Some influences from Maori culture are explored with particular reference to values, ethical decision‐making and spirituality. Interviews with Maori teachers highlight how moral decisions often reflect spiritual beliefs and practices. It is argued that schooling has a moral obligation to reflect indigenous values if understanding, respect and cultural identity are to be promoted and cherished. It is also suggested that spirituality challenges what we have traditionally considered as learning at school.

text: Secular schools, spirituality and Maori values New Zealand has had free, state, secular education since 1877, but just what is meant by secularism is changing. Since the 1980s the growth of Maori education initiatives has mushroomed and these place emphasis on Maori values and beliefs, including spirituality. In addition, in 1999 a definition and statement on spirituality appeared in the health and physical education national curriculum document. This statement referred to values, beliefs, meaning and purpose. It also incorporated a Maori model of well‐being which places the spiritual alongside other dimensions of humanity. This article explores the concept of spirituality in secular schooling in New Zealand. Some influences from Maori culture are explored with particular reference to values, ethical decision‐making and spirituality. Interviews with Maori teachers highlight how moral decisions often reflect spiritual beliefs and practices. It is argued that schooling has a moral obligation to reflect indigenous values if understanding, respect and cultural identity are to be promoted and cherished. It is also suggested that spirituality challenges what we have traditionally considered as learning at school.

year: 2004