title: The prevalence and associated factors of poststroke depression

authors: Hosking, Shirley Grace

abstract: A group of 103 people over the age of 60 were assessed on three occasions in the first year following their stroke. The stroke patients were assessed to determine the prevalence and associated factors of poststroke depression (PSD) within the first 12 months poststroke. Assessments were conducted at the time of discharge from the hospital (the acute poststroke stage), at 3 months poststroke, and at 12 months poststroke. Thirty-four caregivers of the stroke patients were also assessed at 3 and 12 months poststroke to examine psychological distress in the caregiver. 
Approximately one third of the stroke patients were depressed at all three stages of the poststroke period. The strongest predictors of PSD at the acute poststroke stage were left hemisphere stroke, and a history of stroke. At 3 months poststroke, the strongest predictors of PSD were a history of stroke, physical impairment, and impairment of simple attention abilities. The strongest predictors of PSD at 12 months poststroke were a history of stroke, and physical impairment. The prevalence of clinically significant symptoms of psychological disorder did not change significantly between 3 and 12 months poststroke. Although changes were evident in the physical and cognitive functioning of individual patients, on average the group demonstrated no significant recovery of physical functioning. With regard to cognitive functioning, on average the stroke patients demonstrated no significant recovery of general intelligence, simple attention abilities, immediate verbal memory, and verbal fluency. However, by 12 months poststroke, as a group the stroke patients demonstrated significant improvement in basic cognitive functioning and delayed verbal memory, although there was significant decline in complex attention abilities. Depressed patients were more physically impaired at 1 month poststroke than non depressed patients, although no difference between the groups was evident at 3 and 12 months poststroke. Depressed patients did not demonstrate more cognitive impairment, nor did their levels of physical or cognitive functioning improve less, than non-depressed stroke patients. Similarly, patients who had experienced a previous stroke did not demonstrate more physical or cognitive impairment, nor did their levels of functioning improve less, than patients for whom this was their first stroke. PSD at the acute poststroke stage was not related to mortality within the first 12 months poststroke. At 3 months poststroke, 25% of the caregivers reported clinically significant symptoms of psychological disorder. This prevalence decreased to 19% at 12 months poststroke. Patient depression was related to caregiver psychological distress at 3 months poststroke, although this relationship was not evident at 12 months poststroke. The implications of these findings are discussed.

text: The prevalence and associated factors of poststroke depression A group of 103 people over the age of 60 were assessed on three occasions in the first year following their stroke. The stroke patients were assessed to determine the prevalence and associated factors of poststroke depression (PSD) within the first 12 months poststroke. Assessments were conducted at the time of discharge from the hospital (the acute poststroke stage), at 3 months poststroke, and at 12 months poststroke. Thirty-four caregivers of the stroke patients were also assessed at 3 and 12 months poststroke to examine psychological distress in the caregiver. 
Approximately one third of the stroke patients were depressed at all three stages of the poststroke period. The strongest predictors of PSD at the acute poststroke stage were left hemisphere stroke, and a history of stroke. At 3 months poststroke, the strongest predictors of PSD were a history of stroke, physical impairment, and impairment of simple attention abilities. The strongest predictors of PSD at 12 months poststroke were a history of stroke, and physical impairment. The prevalence of clinically significant symptoms of psychological disorder did not change significantly between 3 and 12 months poststroke. Although changes were evident in the physical and cognitive functioning of individual patients, on average the group demonstrated no significant recovery of physical functioning. With regard to cognitive functioning, on average the stroke patients demonstrated no significant recovery of general intelligence, simple attention abilities, immediate verbal memory, and verbal fluency. However, by 12 months poststroke, as a group the stroke patients demonstrated significant improvement in basic cognitive functioning and delayed verbal memory, although there was significant decline in complex attention abilities. Depressed patients were more physically impaired at 1 month poststroke than non depressed patients, although no difference between the groups was evident at 3 and 12 months poststroke. Depressed patients did not demonstrate more cognitive impairment, nor did their levels of physical or cognitive functioning improve less, than non-depressed stroke patients. Similarly, patients who had experienced a previous stroke did not demonstrate more physical or cognitive impairment, nor did their levels of functioning improve less, than patients for whom this was their first stroke. PSD at the acute poststroke stage was not related to mortality within the first 12 months poststroke. At 3 months poststroke, 25% of the caregivers reported clinically significant symptoms of psychological disorder. This prevalence decreased to 19% at 12 months poststroke. Patient depression was related to caregiver psychological distress at 3 months poststroke, although this relationship was not evident at 12 months poststroke. The implications of these findings are discussed.

year: 1998

title: Familiarity and Recollection in Everyday Driving

authors: James, Sarah Michelle

subjects: Everyday Driving

abstract: Driving a car is one of the most common activities that we take part in everyday, however previous research has indicated that there is a gap in our current knowledge about how familiarity affects our everyday driving behaviour. Many of the studies that examine everyday driving behaviours are conducted off-road through the use of driving simulators and self-report questionnaires. The objective of this present study was therefore to investigate the role of familiarity on everyday driving behaviours during on-road drives. Additionally, this thesis sought to to examine the relationship between familiarity and driver perceptions such as anxiety and risk. The relationship between familiarity and speed choices was also observed and finally, the impact of familiarity on a driver’s ability to recall important information about a drive was investigated. Data was collected through the use of video and self-report questionnaires. In total, 30 participants took took part in two on-road drives; one which they were familiar with and another that they found unfamiliar. Results indicated that speed choices were affected by how familiar a driver was with the environment, however no relationship was found between familiarity and driver perceptions of anxiety and risk, or recollection. Further research that builds on the present findings could prove to be beneficial for future approaches towards specific interventions aimed at reducing serious vehicle accidents.

text: Familiarity and Recollection in Everyday Driving Driving a car is one of the most common activities that we take part in everyday, however previous research has indicated that there is a gap in our current knowledge about how familiarity affects our everyday driving behaviour. Many of the studies that examine everyday driving behaviours are conducted off-road through the use of driving simulators and self-report questionnaires. The objective of this present study was therefore to investigate the role of familiarity on everyday driving behaviours during on-road drives. Additionally, this thesis sought to to examine the relationship between familiarity and driver perceptions such as anxiety and risk. The relationship between familiarity and speed choices was also observed and finally, the impact of familiarity on a driver’s ability to recall important information about a drive was investigated. Data was collected through the use of video and self-report questionnaires. In total, 30 participants took took part in two on-road drives; one which they were familiar with and another that they found unfamiliar. Results indicated that speed choices were affected by how familiar a driver was with the environment, however no relationship was found between familiarity and driver perceptions of anxiety and risk, or recollection. Further research that builds on the present findings could prove to be beneficial for future approaches towards specific interventions aimed at reducing serious vehicle accidents.

year: 2017

title: 1999 Professorial Address: Nau te rourou, naku te rourou… Māori education: setting an agenda.

authors: Bishop, Russell

subjects: educational outcomes

abstract: Current educational policies and practices in Aotearoa/New Zealand were developed and continue to be developed within a framework of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Māori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successful participation by Māori students in mainstream classrooms. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as "acceptable" and "official" and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate totally different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes on to students.

text: 1999 Professorial Address: Nau te rourou, naku te rourou… Māori education: setting an agenda. Current educational policies and practices in Aotearoa/New Zealand were developed and continue to be developed within a framework of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Māori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successful participation by Māori students in mainstream classrooms. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as "acceptable" and "official" and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate totally different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes on to students.

year: 2000