title: Fathers' Help Seeking and Support: The Importance of Relationships for Mental Wellbeing

authors: Ghaleiha, Amin

abstract: Becoming a father is a major transition for men, and may be a source of happiness and fulfilment, as well as distress. Perinatal mental health research has traditionally focused on mothers, with paternal mental health receiving limited attention. Men are adopting more caregiving roles and increasing their parental involvement, while maintaining their traditional role as a key provider for the family. Balancing these roles may lead to experiences of psychological distress, and help-seeking can be important in alleviating the impacts of paternal distress. However, research on fathers’ help-seeking and mental health needs remains scarce. Therefore, this thesis sought to better understand fathers’ experiences of help-seeking, and facilitators and challenges of paternal help-seeking to support mental health.
Study 1 involved in-depth semi-structured interviews with 11 fathers about their experiences regarding transition to fatherhood and seeking support and advice in early years of parenthood. Fathers reported experiencing distress and uncertainty during the transition to parenthood; however, most did not believe their distress required seeking professional help. Fathers also used a variety of individual and interpersonal coping strategies. Partners were the most important source of emotional support for fathers, but some fathers felt it was inappropriate to seek their partner’s support while she was coping with the stress of pregnancy and new parenting. This study revealed that fathers viewed themselves in a rather traditional role of provider and as a source of emotional and financial stability for their family. This led to work-life balance stress and, for some, created a dilemma where they felt unable to seek emotional support from their most trusted person—their partner.
In study 2 the role of social support, particularly partner support, was explored in relation to paternal mental health and parenting. Data from fathers participating in Growing Up in New Zealand (N = 2601) were used, focusing on data waves during pregnancy and at child ages 9 months and 2 years. Concurrent partner support, and to a lesser degree, other informal support (friends and family) was related to lower paternal distress during pregnancy and at child age 9 months. Although significant, the magnitude of the association was small. There was no evidence of social support in infancy buffering a negative association between distress and parenting outcomes at child age 2 years.
Study 1 found that most fathers did not feel that their distress warranted a professional intervention. Following from this, study 3 investigated the relationships among mental health literacy (MHL), emotional distress, and fathers’ perceptions of barriers and modes of mental health help-seeking. Data were collected from a community sample of New Zealand and Australian fathers (N = 129). The study involved completing an online vignette survey, the Depression, Anxiety, and Stress Scale 21 Items (DASS-21), and two open ended questions. Those with a high DASS-21 stress score were more likely to report the individual in the vignette as needing help or having a mental health problem. regardless of the accuracy of this choice. Additionally, more fathers were able to correctly recognise clear symptoms of depression (typical depression) compared to masked depression. Fathers described several informal and formal sources for support and internal and external barriers (e.g., stigma and time/cost) to help-seeking.
This thesis adds to the growing knowledge on fathers’ mental wellbeing by examining paternal help-seeking and distress as well the role of social support. Overall, the findings of this research are consistent with the limited amount of existing research suggesting that partner support has a unique role in paternal mental health. The findings also suggest greater emphasis on the role of relationships and social support in fathers’ mental health and help-seeking. The main implications of this thesis for health professionals who interact with young families are that paternal mental health requires greater clinical and social attention, and fathers with low levels of social support, poor work-life balance and mental health literacy, and traditional masculine beliefs on help-seeking may be at high risk of experiencing mental health difficulties.

text: Fathers' Help Seeking and Support: The Importance of Relationships for Mental Wellbeing Becoming a father is a major transition for men, and may be a source of happiness and fulfilment, as well as distress. Perinatal mental health research has traditionally focused on mothers, with paternal mental health receiving limited attention. Men are adopting more caregiving roles and increasing their parental involvement, while maintaining their traditional role as a key provider for the family. Balancing these roles may lead to experiences of psychological distress, and help-seeking can be important in alleviating the impacts of paternal distress. However, research on fathers’ help-seeking and mental health needs remains scarce. Therefore, this thesis sought to better understand fathers’ experiences of help-seeking, and facilitators and challenges of paternal help-seeking to support mental health.
Study 1 involved in-depth semi-structured interviews with 11 fathers about their experiences regarding transition to fatherhood and seeking support and advice in early years of parenthood. Fathers reported experiencing distress and uncertainty during the transition to parenthood; however, most did not believe their distress required seeking professional help. Fathers also used a variety of individual and interpersonal coping strategies. Partners were the most important source of emotional support for fathers, but some fathers felt it was inappropriate to seek their partner’s support while she was coping with the stress of pregnancy and new parenting. This study revealed that fathers viewed themselves in a rather traditional role of provider and as a source of emotional and financial stability for their family. This led to work-life balance stress and, for some, created a dilemma where they felt unable to seek emotional support from their most trusted person—their partner.
In study 2 the role of social support, particularly partner support, was explored in relation to paternal mental health and parenting. Data from fathers participating in Growing Up in New Zealand (N = 2601) were used, focusing on data waves during pregnancy and at child ages 9 months and 2 years. Concurrent partner support, and to a lesser degree, other informal support (friends and family) was related to lower paternal distress during pregnancy and at child age 9 months. Although significant, the magnitude of the association was small. There was no evidence of social support in infancy buffering a negative association between distress and parenting outcomes at child age 2 years.
Study 1 found that most fathers did not feel that their distress warranted a professional intervention. Following from this, study 3 investigated the relationships among mental health literacy (MHL), emotional distress, and fathers’ perceptions of barriers and modes of mental health help-seeking. Data were collected from a community sample of New Zealand and Australian fathers (N = 129). The study involved completing an online vignette survey, the Depression, Anxiety, and Stress Scale 21 Items (DASS-21), and two open ended questions. Those with a high DASS-21 stress score were more likely to report the individual in the vignette as needing help or having a mental health problem. regardless of the accuracy of this choice. Additionally, more fathers were able to correctly recognise clear symptoms of depression (typical depression) compared to masked depression. Fathers described several informal and formal sources for support and internal and external barriers (e.g., stigma and time/cost) to help-seeking.
This thesis adds to the growing knowledge on fathers’ mental wellbeing by examining paternal help-seeking and distress as well the role of social support. Overall, the findings of this research are consistent with the limited amount of existing research suggesting that partner support has a unique role in paternal mental health. The findings also suggest greater emphasis on the role of relationships and social support in fathers’ mental health and help-seeking. The main implications of this thesis for health professionals who interact with young families are that paternal mental health requires greater clinical and social attention, and fathers with low levels of social support, poor work-life balance and mental health literacy, and traditional masculine beliefs on help-seeking may be at high risk of experiencing mental health difficulties.

year: 2024

title: Myths and Methodologies: Reducing scientific design ambiguity in studies comparing sexes and/or menstrual cycle phases

authors: Sims, Stacy

subjects: Science & Technology

abstract: In recent years, the increase in scientific literature exploring sex differences has been beneficial to both clinicians and allied health science professionals, although female athletes are still significantly under‐represented in sport and exercise science research. Women have faced exclusion throughout history though the complexities of sociocultural marginalization and biomedical disinterest in women's health. These complexities have contributed to challenges of studying women and examining sex differences. One underlying complexity to methodological design may be hormonal perturbations of the menstrual cycle. The biphasic responses of oestrogen and progesterone across the menstrual cycle significantly influence physiological responses, which contribute to exercise capacity and adaptation in women. Moreover, oral contraceptives add complexity through the introduction of varying concentrations of circulating exogenous oestrogen and progesterone, which may moderate physiological adaptations to exercise in a different manner to endogenous ovarian hormones. Thus, applied sport and exercise science research focusing on women remains limited, in part, by poor methodological design that does not define reproductive status. By highlighting specific differences between phases with regard to hormone perturbations and the systems that are affected, methodological inconsistencies can be reduced, thereby improving scientific design that will enable focused research on female athletes in sports science and evaluation of sex differences in responses to exercise. The aims of this review are to highlight the differences between endogenous and exogenous hormone profiles across a standard 28–32 day menstrual cycle, with the goal to improve methodological design for studies exploring sex differences, menstrual cycle phase differences and/or endogenous versus exogenous female sex hormones.

text: Myths and Methodologies: Reducing scientific design ambiguity in studies comparing sexes and/or menstrual cycle phases In recent years, the increase in scientific literature exploring sex differences has been beneficial to both clinicians and allied health science professionals, although female athletes are still significantly under‐represented in sport and exercise science research. Women have faced exclusion throughout history though the complexities of sociocultural marginalization and biomedical disinterest in women's health. These complexities have contributed to challenges of studying women and examining sex differences. One underlying complexity to methodological design may be hormonal perturbations of the menstrual cycle. The biphasic responses of oestrogen and progesterone across the menstrual cycle significantly influence physiological responses, which contribute to exercise capacity and adaptation in women. Moreover, oral contraceptives add complexity through the introduction of varying concentrations of circulating exogenous oestrogen and progesterone, which may moderate physiological adaptations to exercise in a different manner to endogenous ovarian hormones. Thus, applied sport and exercise science research focusing on women remains limited, in part, by poor methodological design that does not define reproductive status. By highlighting specific differences between phases with regard to hormone perturbations and the systems that are affected, methodological inconsistencies can be reduced, thereby improving scientific design that will enable focused research on female athletes in sports science and evaluation of sex differences in responses to exercise. The aims of this review are to highlight the differences between endogenous and exogenous hormone profiles across a standard 28–32 day menstrual cycle, with the goal to improve methodological design for studies exploring sex differences, menstrual cycle phase differences and/or endogenous versus exogenous female sex hormones.

year: 2018

title: Kia tata mai te pae tāwhiti: Nurturing success in psychology for Māori and Pasifika

authors: Bidois, Devyn

abstract: Embarking on the university education journey is commonly perceived as a pathway to success and enhanced career prospects. However, for Māori and Pasifika students in psychology, this trajectory is distinctly burdened with challenges beyond their control, particularly concerning low clinician representation and educational achievement. This thesis thus explores the experiences, barriers, and aspirations of Māori and Pasifika students engaged in psychology studies in Tauranga Moana. Guided by the principles of Kaupapa Māori, the overarching goal of this thesis is to empower and advocate for students, shedding light on their unique journeys and fostering a platform for meaningful change within the academic landscape. Two group interviews with undergraduate students and two individual interviews with postgraduate students were conducted to explore the research topic. These were then analysed using inductive thematic analysis, and a social constructionist epistemology within a Kaupapa Māori paradigm, to contextualise participant experiences. Three core themes are identified in this analysis. The first theme, the Western Educational Environment, underscores the challenges students face within a system shaped by Western norms. A monocultural, individualistic approach to curriculum, assessments, and teaching methods impacts the diverse cultural perspectives of students, shaping their overall study experiences. The second theme, Pathways, explores the nuanced journeys of tauira navigating various options related to papers, qualifications, and future career prospects. The third theme, Equity, critically examines the (lack of) equity in relation to facilities and services at the Tauranga campus compared to those in Hamilton. Recommendations for the School of Psychology focus on improving discipline relevance for Māori and Pasifika students through methods integrating Kaupapa Māori content and strategies as well as addressing historical issues aims to empower, retain, and support students to higher positions in psychology.

text: Kia tata mai te pae tāwhiti: Nurturing success in psychology for Māori and Pasifika Embarking on the university education journey is commonly perceived as a pathway to success and enhanced career prospects. However, for Māori and Pasifika students in psychology, this trajectory is distinctly burdened with challenges beyond their control, particularly concerning low clinician representation and educational achievement. This thesis thus explores the experiences, barriers, and aspirations of Māori and Pasifika students engaged in psychology studies in Tauranga Moana. Guided by the principles of Kaupapa Māori, the overarching goal of this thesis is to empower and advocate for students, shedding light on their unique journeys and fostering a platform for meaningful change within the academic landscape. Two group interviews with undergraduate students and two individual interviews with postgraduate students were conducted to explore the research topic. These were then analysed using inductive thematic analysis, and a social constructionist epistemology within a Kaupapa Māori paradigm, to contextualise participant experiences. Three core themes are identified in this analysis. The first theme, the Western Educational Environment, underscores the challenges students face within a system shaped by Western norms. A monocultural, individualistic approach to curriculum, assessments, and teaching methods impacts the diverse cultural perspectives of students, shaping their overall study experiences. The second theme, Pathways, explores the nuanced journeys of tauira navigating various options related to papers, qualifications, and future career prospects. The third theme, Equity, critically examines the (lack of) equity in relation to facilities and services at the Tauranga campus compared to those in Hamilton. Recommendations for the School of Psychology focus on improving discipline relevance for Māori and Pasifika students through methods integrating Kaupapa Māori content and strategies as well as addressing historical issues aims to empower, retain, and support students to higher positions in psychology.

year: 2024