title: The effectiveness of a CBT app vs. an ACT app  in changing negative self-thought

authors: Berthelsen, Tamsyn

abstract: Negative self-thought is associated with the deterioration of many mental health issues, such as depression, anxiety, self-esteem, and social isolation. Due to the impact negative thinking about oneself has on many individuals, there is a need for an accessible and cost-effective intervention. Cognitive Behavioural Therapy (CBT) focuses on insight and recognising the connection between thoughts, feelings, and behaviours surrounding an event. Acceptance and Commitment Therapy (ACT) focuses on being in the moment and accepting all thoughts that come up. In this study, I used a single-subject single-treatment design (A-B-A or A-C-A) to compare the effectiveness of two iHealth applications; iCBT™ and ACT Companion™ application in reducing negative thinking about oneself. Both approaches significantly reduced the mean daily negative thinking about oneself, however, the ACT Companion™ app was overall more effective. I found a significant increase in mean psychological flexibility, and the need for self-reflection and insight. Overall, both applications are promising forms of treatment for individuals struggling with some level of negative thinking about oneself. Overall, the ACT Companion™ application has shown to be an effective way of reducing negative thinking about oneself, in a relatively short period of time, and at the user’s own discretion.

text: The effectiveness of a CBT app vs. an ACT app  in changing negative self-thought Negative self-thought is associated with the deterioration of many mental health issues, such as depression, anxiety, self-esteem, and social isolation. Due to the impact negative thinking about oneself has on many individuals, there is a need for an accessible and cost-effective intervention. Cognitive Behavioural Therapy (CBT) focuses on insight and recognising the connection between thoughts, feelings, and behaviours surrounding an event. Acceptance and Commitment Therapy (ACT) focuses on being in the moment and accepting all thoughts that come up. In this study, I used a single-subject single-treatment design (A-B-A or A-C-A) to compare the effectiveness of two iHealth applications; iCBT™ and ACT Companion™ application in reducing negative thinking about oneself. Both approaches significantly reduced the mean daily negative thinking about oneself, however, the ACT Companion™ app was overall more effective. I found a significant increase in mean psychological flexibility, and the need for self-reflection and insight. Overall, both applications are promising forms of treatment for individuals struggling with some level of negative thinking about oneself. Overall, the ACT Companion™ application has shown to be an effective way of reducing negative thinking about oneself, in a relatively short period of time, and at the user’s own discretion.

year: 2019

title: Key competencies: Views from the gym floor.

authors: Gillespie, Lorna B.

subjects: physical education

abstract: The release of The New Zealand Curriculum (2007) will inevitably yield challenges and possibilities for teachers of Physical Education in both primary and secondary schools. In this paper I describe the vision and key competencies embedded in this new curriculum and discuss their relationship to Physical Education. Drawing on the voices of secondary school students, I interrogate the opportunities that students envisage for developing key competencies in Physical Education. I propose that students can, and do, afford significant insight into how teachers may enact key competencies in curriculum learning and that it is critical thinking that will enable both students and teachers to understand and relate to the movement culture in meaningful and relevant ways.

text: Key competencies: Views from the gym floor. The release of The New Zealand Curriculum (2007) will inevitably yield challenges and possibilities for teachers of Physical Education in both primary and secondary schools. In this paper I describe the vision and key competencies embedded in this new curriculum and discuss their relationship to Physical Education. Drawing on the voices of secondary school students, I interrogate the opportunities that students envisage for developing key competencies in Physical Education. I propose that students can, and do, afford significant insight into how teachers may enact key competencies in curriculum learning and that it is critical thinking that will enable both students and teachers to understand and relate to the movement culture in meaningful and relevant ways.

year: 2008

title: Outdoor learning in Aotearoa New Zealand: voices past, present, and future

authors: Cosgriff, Marg

subjects: culture

abstract: Many of the principles and practices that have influenced outdoor education in Aotearoa New Zealand find their genesis in the United Kingdom and North America. In recent times, many of these foundational assumptions have been called into question. This paper highlights how emerging 'local' voices are questioning and reframing how outdoor education is conceptualised and practiced. In large part this is due to a sense of distinctiveness borne from the bicultural foundations that underpin governance and policy-making. This paper explores how outdoor educators are developing pedagogies that acknowledge the particularities of our context, particularly the bicultural foundation of Aotearoa New Zealand. The paper highlights how social and cultural influences shape educational policy and how outdoor educators are responding, both theoretically and practically, to meet the needs of learners in an increasingly diverse society.

text: Outdoor learning in Aotearoa New Zealand: voices past, present, and future Many of the principles and practices that have influenced outdoor education in Aotearoa New Zealand find their genesis in the United Kingdom and North America. In recent times, many of these foundational assumptions have been called into question. This paper highlights how emerging 'local' voices are questioning and reframing how outdoor education is conceptualised and practiced. In large part this is due to a sense of distinctiveness borne from the bicultural foundations that underpin governance and policy-making. This paper explores how outdoor educators are developing pedagogies that acknowledge the particularities of our context, particularly the bicultural foundation of Aotearoa New Zealand. The paper highlights how social and cultural influences shape educational policy and how outdoor educators are responding, both theoretically and practically, to meet the needs of learners in an increasingly diverse society.

year: 2012