title: Unheard voices: Adults with ADHD in Aotearoa New Zealand

authors: Murray, Amy Jo

subjects: attention-deficit/hyperactivity disorder

abstract: Attention-deficit/hyperactivity disorder (ADHD) is a well-researched condition within multiple editions of the Diagnostic and statistical manual of mental disorders (DSM). Historically, ADHD was believed to be a childhood condition that typically diminished in adolescence. However, current research confirms that not only does ADHD often continue into adulthood, but its impact also has a cumulative effect over the lifespan. Consequently, adults not diagnosed in childhood are a growing demographic of ADHD diagnoses. Within this growing demographic, there is little research on the lived experiences of adults with ADHD, and none were found in Aotearoa New Zealand. The purpose of this study was to explore the similar and differing lived and ableist experiences between groups of adults who were diagnosed with ADHD in childhood, adolescence, adulthood, and those who suspect they have ADHD. Data were collected from eight participants (two from each diagnosis group) using online survey software and online one-to-one interviews. The study used a mixed-method design, and data were interpreted using hermeneutic phenomenology and critical disability theory frameworks to explore participants' lived experiences with ADHD. Findings revealed some differences in life trajectories and between-group experiences of participants with diagnosed or suspected ADHD. However, most experiences revealed a commonality centred around feelings of frustration, rejection, shame, and the lack of personal agency. These experiences and normative social discourses prompted participants to actively police and mask their behaviours and ADHD characteristics. Participants reported lacking crucial knowledge to navigate life internally and externally with ADHD due to the absence of relevant guidance and support. The impact of these internal and external difficulties was compounded by the ableism they faced related to their ADHD. Early ADHD diagnosis followed by comprehensive ADHD information and support within the broader community, i.e. educators and health professionals, would have facilitated more positive lived experiences according to participants. This study indicates that early information, treatment, and support could mitigate the unseen personal toll associated with having ADHD. Additionally, the results highlight the need for further research to understand better the most needed supports and how they might best be made available.

text: Unheard voices: Adults with ADHD in Aotearoa New Zealand Attention-deficit/hyperactivity disorder (ADHD) is a well-researched condition within multiple editions of the Diagnostic and statistical manual of mental disorders (DSM). Historically, ADHD was believed to be a childhood condition that typically diminished in adolescence. However, current research confirms that not only does ADHD often continue into adulthood, but its impact also has a cumulative effect over the lifespan. Consequently, adults not diagnosed in childhood are a growing demographic of ADHD diagnoses. Within this growing demographic, there is little research on the lived experiences of adults with ADHD, and none were found in Aotearoa New Zealand. The purpose of this study was to explore the similar and differing lived and ableist experiences between groups of adults who were diagnosed with ADHD in childhood, adolescence, adulthood, and those who suspect they have ADHD. Data were collected from eight participants (two from each diagnosis group) using online survey software and online one-to-one interviews. The study used a mixed-method design, and data were interpreted using hermeneutic phenomenology and critical disability theory frameworks to explore participants' lived experiences with ADHD. Findings revealed some differences in life trajectories and between-group experiences of participants with diagnosed or suspected ADHD. However, most experiences revealed a commonality centred around feelings of frustration, rejection, shame, and the lack of personal agency. These experiences and normative social discourses prompted participants to actively police and mask their behaviours and ADHD characteristics. Participants reported lacking crucial knowledge to navigate life internally and externally with ADHD due to the absence of relevant guidance and support. The impact of these internal and external difficulties was compounded by the ableism they faced related to their ADHD. Early ADHD diagnosis followed by comprehensive ADHD information and support within the broader community, i.e. educators and health professionals, would have facilitated more positive lived experiences according to participants. This study indicates that early information, treatment, and support could mitigate the unseen personal toll associated with having ADHD. Additionally, the results highlight the need for further research to understand better the most needed supports and how they might best be made available.

year: 2021

title: The effect of eccentric cycle training on physiological and performance parameters in cycling.

authors: Dillon, Piers, Callum

abstract: Prior research has demonstrated the benefits of 3 to 8 weeks of eccentric cycle  training in athletes, the elderly, and in suffers of various pathophysiological conditions. Eccentric cycling requires participants to absorb force generated by an electric motor that drives a traditional cycle crank in a reverse fashion. Relative to traditional concentric cycle training, eccentric cycling is lower in metabolic cost and facilitates greater force production through multi-joint leg actions.  
Chapter 2 reports on an investigation that utilises an eccentric cycling ergometer to evaluate and observe the influence of eccentric cycle training on a range of key performance parameters, and physiological measures on a well-trained cycling population. Specifically, in this novel study we assessed the physiological performance measures of leg spring stiﬀness, 4 s mean maximal sprint power, 4-km time-trial performance, and economy prior to, during, and following periodised eccentric cycle training. The investigation recruited eight healthy well-trained male participants (mean ± SD; age: 33 ± 12 yr; mass: 80 ± 11 kg; VO₂peak: 64 ± 8 ml.kg⁻¹.min⁻¹) to take part in a 6 week, 12 session eccentric cycling study. Utilising a commercially available eccentric ergometer (Cyclus2, Leipzig, Germany), the participants replaced two hours of their weekly cycle training, with eccentric cycling. Initial training loads were prescribed based on 25% of participant 4 s mean maximal sprint power (MM4SP). Stepwise increases of training load occurred every 3ʳᵈ training session. Assessments of submaximal hopping to evaluate leg spring stiﬀness, 4 s mean maximal sprint power and 4-km time-trial performance were conducted, prior-to, during the 3ʳᵈ week (Mid), and 1 and 4 weeks following the eccentric cycling intervention. Over a 6 week period, this stepwise approach led to an increase in workload from 25% to 50% of participant MM4SP. Overall participants achieved 97 ± 4% of their individual prescribed training load during the 6 week eccentric cycling training intervention.  
Relative to baseline measures, muscle stiffness effects were very likely positive (35.8 ± 30.4%) at week 3 (Mid), and at 1 week post (57.7 ± 22.3 and 46.6 ± 26.0%) week 4 post intervention. Effects for 4 s mean maximal sprint power were likely beneficial at 60 rpm at week 11 relative to both baseline, and week 7. Similarly, likely beneficial effects were reported at 120 (week 7 – pre), and 135 rpm (week 11 – pre). 4-km time-trial performance, at Mid (mean ± SD %: 0.2 ± 2.8%), and 1 week (0.7 ± 2.3%) post-training produced unclear alterations, while likely beneficial improvements were seen at week 4 (2.3 ± 3.6%) post-training. The findings of the current study suggest that 12 sessions of eccentric training over a 6 week period improved 4-km time-trial performance, and muscle stiffness within a well-trained population. Outcomes for the remaining endurance and sprint performance related measures however predominantly resulted as unaltered or unclear over the participant population

text: The effect of eccentric cycle training on physiological and performance parameters in cycling. Prior research has demonstrated the benefits of 3 to 8 weeks of eccentric cycle  training in athletes, the elderly, and in suffers of various pathophysiological conditions. Eccentric cycling requires participants to absorb force generated by an electric motor that drives a traditional cycle crank in a reverse fashion. Relative to traditional concentric cycle training, eccentric cycling is lower in metabolic cost and facilitates greater force production through multi-joint leg actions.  
Chapter 2 reports on an investigation that utilises an eccentric cycling ergometer to evaluate and observe the influence of eccentric cycle training on a range of key performance parameters, and physiological measures on a well-trained cycling population. Specifically, in this novel study we assessed the physiological performance measures of leg spring stiﬀness, 4 s mean maximal sprint power, 4-km time-trial performance, and economy prior to, during, and following periodised eccentric cycle training. The investigation recruited eight healthy well-trained male participants (mean ± SD; age: 33 ± 12 yr; mass: 80 ± 11 kg; VO₂peak: 64 ± 8 ml.kg⁻¹.min⁻¹) to take part in a 6 week, 12 session eccentric cycling study. Utilising a commercially available eccentric ergometer (Cyclus2, Leipzig, Germany), the participants replaced two hours of their weekly cycle training, with eccentric cycling. Initial training loads were prescribed based on 25% of participant 4 s mean maximal sprint power (MM4SP). Stepwise increases of training load occurred every 3ʳᵈ training session. Assessments of submaximal hopping to evaluate leg spring stiﬀness, 4 s mean maximal sprint power and 4-km time-trial performance were conducted, prior-to, during the 3ʳᵈ week (Mid), and 1 and 4 weeks following the eccentric cycling intervention. Over a 6 week period, this stepwise approach led to an increase in workload from 25% to 50% of participant MM4SP. Overall participants achieved 97 ± 4% of their individual prescribed training load during the 6 week eccentric cycling training intervention.  
Relative to baseline measures, muscle stiffness effects were very likely positive (35.8 ± 30.4%) at week 3 (Mid), and at 1 week post (57.7 ± 22.3 and 46.6 ± 26.0%) week 4 post intervention. Effects for 4 s mean maximal sprint power were likely beneficial at 60 rpm at week 11 relative to both baseline, and week 7. Similarly, likely beneficial effects were reported at 120 (week 7 – pre), and 135 rpm (week 11 – pre). 4-km time-trial performance, at Mid (mean ± SD %: 0.2 ± 2.8%), and 1 week (0.7 ± 2.3%) post-training produced unclear alterations, while likely beneficial improvements were seen at week 4 (2.3 ± 3.6%) post-training. The findings of the current study suggest that 12 sessions of eccentric training over a 6 week period improved 4-km time-trial performance, and muscle stiffness within a well-trained population. Outcomes for the remaining endurance and sprint performance related measures however predominantly resulted as unaltered or unclear over the participant population

year: 2018

title: Toitū Te Whānau, Toitū Te Iwi: A Community Approach to English Transition

authors: Berryman, Mere

subjects: Maori

abstract: The research project presented in this thesis documents and describes the outcomes of effective whānau (immediate and extended family), kura (school), student, and researcher collaboration. The researcher became part of a whānau-of-interest (Bishop, 1996b) in 1998 and 1999 when she was invited by this community to help develop a suitable programme to assist highly competent Māori immersion students in their transition to a bi-lingual secondary school (the only option available in their community). The whānau wanted students to begin their secondary schooling with an improved competence in reading and writing in English but without compromising their competency in Maori language. Prior to this programme few of the students had received any formal instruction in the English language.
After a ten-week intervention implemented mainly outside the classroom, the researcher found that whānau tutors had effectively implemented the programmes and that all Year 8 students were able to read stories (in English) and talk about them (in English) at age appropriate reading levels. They also displayed improved rates of writing in English while maintaining their high fluency in reading and writing in Māori. The 10-week programme and results were replicated over a further three terms with the Year 7 and again with the Year 6 students. The study employed a multiple baseline across groups, design. A collaborative story gathered from participants at the end of the programme, together with these process and outcome data, strongly support the successful outcomes of this "participant driven" (Bishop, 1996b) programme.

text: Toitū Te Whānau, Toitū Te Iwi: A Community Approach to English Transition The research project presented in this thesis documents and describes the outcomes of effective whānau (immediate and extended family), kura (school), student, and researcher collaboration. The researcher became part of a whānau-of-interest (Bishop, 1996b) in 1998 and 1999 when she was invited by this community to help develop a suitable programme to assist highly competent Māori immersion students in their transition to a bi-lingual secondary school (the only option available in their community). The whānau wanted students to begin their secondary schooling with an improved competence in reading and writing in English but without compromising their competency in Maori language. Prior to this programme few of the students had received any formal instruction in the English language.
After a ten-week intervention implemented mainly outside the classroom, the researcher found that whānau tutors had effectively implemented the programmes and that all Year 8 students were able to read stories (in English) and talk about them (in English) at age appropriate reading levels. They also displayed improved rates of writing in English while maintaining their high fluency in reading and writing in Māori. The 10-week programme and results were replicated over a further three terms with the Year 7 and again with the Year 6 students. The study employed a multiple baseline across groups, design. A collaborative story gathered from participants at the end of the programme, together with these process and outcome data, strongly support the successful outcomes of this "participant driven" (Bishop, 1996b) programme.

year: 2001