title: Teachers and Curriculum, Volume 14, 2014: Editorial

authors: Ussher, William (Bill) Grant

abstract: In this, the 2014 general issue of Teachers and Curriculum, we are pleased to incorporate a wide range of contributions that demonstrate the breadth and complexity of teaching and curriculum work in education settings. The editorial board of this journal continues to be committed to working with contributors to present research, debates, and accounts of practice that are accessible to practitioners and have the potential to inform practice. We acknowledge that practitioners do not always feel that they have the requisite knowledge or ability to make a ‘legitimate’ contribution to our growing understandings of curriculum, pedagogy, assessment or policy. In many ways this could be viewed as a learned behaviour, in response to our own educational experiences that position ‘academic’ knowledge as held by ‘experts’, while positioning practitioner ways of knowing as of lesser consequence. Teachers and Curriculum is committed to addressing these binary ways of this thinking by providing a forum for both practitioner and academic contributions.

text: Teachers and Curriculum, Volume 14, 2014: Editorial In this, the 2014 general issue of Teachers and Curriculum, we are pleased to incorporate a wide range of contributions that demonstrate the breadth and complexity of teaching and curriculum work in education settings. The editorial board of this journal continues to be committed to working with contributors to present research, debates, and accounts of practice that are accessible to practitioners and have the potential to inform practice. We acknowledge that practitioners do not always feel that they have the requisite knowledge or ability to make a ‘legitimate’ contribution to our growing understandings of curriculum, pedagogy, assessment or policy. In many ways this could be viewed as a learned behaviour, in response to our own educational experiences that position ‘academic’ knowledge as held by ‘experts’, while positioning practitioner ways of knowing as of lesser consequence. Teachers and Curriculum is committed to addressing these binary ways of this thinking by providing a forum for both practitioner and academic contributions.

year: 2014

title: Exploring the duality of harm: Emotion regulation and the functions of non-suicidal self injury and outward-directed injury in young people in Aotearoa

authors: Morrison, Tobey

subjects: ecological momentary assessment

abstract: Understanding why young people engage in self-injurious behaviours is crucial for improving their well-being outcomes. While Non-Suicidal Self-Injury (NSSI) has been explored to some extent in New Zealand, research on Outward-Directed Injurious Behaviour (ODI) remains limited both within New Zealand and internationally. Although traditionally considered distinct, emerging research suggests that NSSI and ODI may share more commonalities than previously recognised, particularly regarding their role in emotion regulation. This study used Ecological Momentary Assessment (EMA) to examine the functions and emotion antecedents of NSSI and ODI among 16–30-year-olds in New Zealand. Eleven participants provided EMA data, and seven of these also participated in interviews, offering deeper insights. Findings reveal key similarities between NSSI and ODI as coping mechanisms for managing distress. NSSI was primarily used to reduce anxiety, while ODI was used to alleviate frustration. 'Neutral' emotions were the most common precursor for NSSI, while 'anger' was the main trigger for ODI. Interview material revealed that participants often felt tired, overwhelmed, anxious, or bored when selecting 'neutral,' as these emotions weren't available as response options. Feelings of shame led to a shift from urges to engage in either behaviour to NSSI, while ODI was closely associated with anger in similar situations. Despite differences in how these behaviours are expressed, both serve to regulate negative emotions, highlighting the need to consider their shared functions in therapeutic and research contexts. This is especially important for ODI, which has traditionally been viewed as a delinquent behaviour, rather than as a coping strategy.

text: Exploring the duality of harm: Emotion regulation and the functions of non-suicidal self injury and outward-directed injury in young people in Aotearoa Understanding why young people engage in self-injurious behaviours is crucial for improving their well-being outcomes. While Non-Suicidal Self-Injury (NSSI) has been explored to some extent in New Zealand, research on Outward-Directed Injurious Behaviour (ODI) remains limited both within New Zealand and internationally. Although traditionally considered distinct, emerging research suggests that NSSI and ODI may share more commonalities than previously recognised, particularly regarding their role in emotion regulation. This study used Ecological Momentary Assessment (EMA) to examine the functions and emotion antecedents of NSSI and ODI among 16–30-year-olds in New Zealand. Eleven participants provided EMA data, and seven of these also participated in interviews, offering deeper insights. Findings reveal key similarities between NSSI and ODI as coping mechanisms for managing distress. NSSI was primarily used to reduce anxiety, while ODI was used to alleviate frustration. 'Neutral' emotions were the most common precursor for NSSI, while 'anger' was the main trigger for ODI. Interview material revealed that participants often felt tired, overwhelmed, anxious, or bored when selecting 'neutral,' as these emotions weren't available as response options. Feelings of shame led to a shift from urges to engage in either behaviour to NSSI, while ODI was closely associated with anger in similar situations. Despite differences in how these behaviours are expressed, both serve to regulate negative emotions, highlighting the need to consider their shared functions in therapeutic and research contexts. This is especially important for ODI, which has traditionally been viewed as a delinquent behaviour, rather than as a coping strategy.

year: 2025

title: Guidelines for gender affirming healthcare for gender diverse and transgender children, young people and adults in Aotearoa New Zealand

authors: Oliphant, Jeannie

abstract: Internationally and within New Zealand there has been a substantial increase in the demand for gender affirming healthcare over the past decade. The Youth’12 secondary school survey, estimated that approximately 1.2% of adolescents in New Zealand identify as transgender.¹ It is likely that this level of referrals to health services will continue in the foreseeable future. 
This guideline has been developed following the recognition that New Zealand’s previous good practice guide, Gender Reassignment Health Services for Trans People within New Zealand,² which was based heavily on the World Professional Association of Transgender Health, Standards of Care, version 6 (WPATH SOC v6),³ requires updating to be in step with current practice and international guidelines.
Transgender healthcare is a rapidly evolving area of medicine. WPATH is the international body responsible for producing standards of care. WPATH SOC v7,⁴ was published soon after New Zealand’s good practice guide and version 8 is currently in development. This guideline is not intended to replace the WPATH SOC but to present additional guidance for the provision of gender affirming healthcare in Aotearoa, New Zealand. We hope that this guide will be used to support the development of health services providing gender affirming healthcare around the country and provide guidance to District Health Boards (DHBs).
We use Sir Mason Durie’s health framework to inform the kaupapa or approach of these guidelines. WPATH SOC v7 encourages culturally appropriate approaches which are contextually based.⁴ Durie’s model for health promotion development, Te Pae Māhutonga (the Southern Cross), has two guiding principles which correspond to the pointer stars of the constellation, Te Mana Whakahaere and Ngā Manukura.⁵

text: Guidelines for gender affirming healthcare for gender diverse and transgender children, young people and adults in Aotearoa New Zealand Internationally and within New Zealand there has been a substantial increase in the demand for gender affirming healthcare over the past decade. The Youth’12 secondary school survey, estimated that approximately 1.2% of adolescents in New Zealand identify as transgender.¹ It is likely that this level of referrals to health services will continue in the foreseeable future. 
This guideline has been developed following the recognition that New Zealand’s previous good practice guide, Gender Reassignment Health Services for Trans People within New Zealand,² which was based heavily on the World Professional Association of Transgender Health, Standards of Care, version 6 (WPATH SOC v6),³ requires updating to be in step with current practice and international guidelines.
Transgender healthcare is a rapidly evolving area of medicine. WPATH is the international body responsible for producing standards of care. WPATH SOC v7,⁴ was published soon after New Zealand’s good practice guide and version 8 is currently in development. This guideline is not intended to replace the WPATH SOC but to present additional guidance for the provision of gender affirming healthcare in Aotearoa, New Zealand. We hope that this guide will be used to support the development of health services providing gender affirming healthcare around the country and provide guidance to District Health Boards (DHBs).
We use Sir Mason Durie’s health framework to inform the kaupapa or approach of these guidelines. WPATH SOC v7 encourages culturally appropriate approaches which are contextually based.⁴ Durie’s model for health promotion development, Te Pae Māhutonga (the Southern Cross), has two guiding principles which correspond to the pointer stars of the constellation, Te Mana Whakahaere and Ngā Manukura.⁵

year: 2018