title: Enhancing child development services for neurodivergent children in Waikato: A qualitative study

authors: Nobilo, Ashlie

subjects: Child Development Services

abstract: Background: Children with neurodevelopmental disorders often face unmet needs, placing their well-being at risk. Effective healthcare delivery is important to enhance outcomes for these individuals. In New Zealand, limitations in funding and resources, compounded by escalating demand, have led to deficiencies in the provision of Child Development Services (CDS). This has resulted in prolonged waiting lists and children missing out on essential support.
Objective: This project aimed to develop a proposed service delivery model for the Child Development Centre (CDC) in the Waikato district by considering stakeholders' perspectives regarding support for neurodivergent children and ways to adapt service delivery to ensure improved health and social outcomes.

Participants: Stakeholders from health and education sectors, including CDC service users, clinicians, healthcare managers, education professionals, and policy representatives, were recruited using purposive sampling.

Methods: This qualitative project had two phases: The first involved 41 semi-structured interviews inspired by grounded theory principles to uncover current perspectives and improvement ideas. The second phase, guided by co-design principles, featured two focus groups to formulate a service delivery model grounded in participant insights and literature.

Findings: Findings revealed concerns about inadequate support, delayed CDC services, pathway navigation challenges, and inadequate infrastructure. Participants emphasised the need for improved collaboration, increased therapeutic support, age-spanning support, and a community-focused CDC integrated with schools. Findings are visually summarised in a proposed service delivery model.

Conclusion: Enhancing experiences and outcomes for neurodivergent children requires collaborative, integrated efforts across sectors. The proposed service delivery model serves as a tool for guiding systemic changes and policy development.

text: Enhancing child development services for neurodivergent children in Waikato: A qualitative study Background: Children with neurodevelopmental disorders often face unmet needs, placing their well-being at risk. Effective healthcare delivery is important to enhance outcomes for these individuals. In New Zealand, limitations in funding and resources, compounded by escalating demand, have led to deficiencies in the provision of Child Development Services (CDS). This has resulted in prolonged waiting lists and children missing out on essential support.
Objective: This project aimed to develop a proposed service delivery model for the Child Development Centre (CDC) in the Waikato district by considering stakeholders' perspectives regarding support for neurodivergent children and ways to adapt service delivery to ensure improved health and social outcomes.

Participants: Stakeholders from health and education sectors, including CDC service users, clinicians, healthcare managers, education professionals, and policy representatives, were recruited using purposive sampling.

Methods: This qualitative project had two phases: The first involved 41 semi-structured interviews inspired by grounded theory principles to uncover current perspectives and improvement ideas. The second phase, guided by co-design principles, featured two focus groups to formulate a service delivery model grounded in participant insights and literature.

Findings: Findings revealed concerns about inadequate support, delayed CDC services, pathway navigation challenges, and inadequate infrastructure. Participants emphasised the need for improved collaboration, increased therapeutic support, age-spanning support, and a community-focused CDC integrated with schools. Findings are visually summarised in a proposed service delivery model.

Conclusion: Enhancing experiences and outcomes for neurodivergent children requires collaborative, integrated efforts across sectors. The proposed service delivery model serves as a tool for guiding systemic changes and policy development.

year: 2024

title: The effect of proprioceptive knee bracing on knee stability after anterior cruciate ligament reconstruction

authors: Hanzlíková, Ivana

subjects: Kinematic

abstract: Background Injury to the anterior cruciate ligament (ACL) is common among young athletes and can impact knee stability and control. Wearing proprioceptive knee braces can improve knee control and may reduce the risk factors associated with injury and re-injury, although the effect of such braces after ACL reconstruction (ACLR) is unclear. Research question This study aimed to determine the effect of proprioceptive knee bracing on knee control and subjective rating of participants post ACLR during three dynamic tasks. Methods Fifteen participants 2–10 years post ACLR performed a slow step down, single leg drop jump, and pivot turn jump with and without a proprioceptive knee brace. Knee kinematics in the sagittal (flexion – extension), coronal (abduction – adduction), and transverse (internal – external rotation) planes were collected using a 3D infrared system. Paired t-tests were performed to explore differences in knee angles and angular velocities between the no brace and brace conditions during the three tasks. After each task, subjective ratings regarding ease of the task were recorded. Results The brace reduced the peak knee external rotation angle and range of motion in the transverse plane during the pivot turn jump task, and significantly increased the maximum knee flexion angular velocity during the single leg drop jump task. The majority of participants reported that tasks were easier to perform with the proprioceptive brace than without. Significance This study confirms that proprioceptive knee braces can significantly influence knee kinematics during dynamic tasks post ACLR. The observed effects were clinically relevant.

text: The effect of proprioceptive knee bracing on knee stability after anterior cruciate ligament reconstruction Background Injury to the anterior cruciate ligament (ACL) is common among young athletes and can impact knee stability and control. Wearing proprioceptive knee braces can improve knee control and may reduce the risk factors associated with injury and re-injury, although the effect of such braces after ACL reconstruction (ACLR) is unclear. Research question This study aimed to determine the effect of proprioceptive knee bracing on knee control and subjective rating of participants post ACLR during three dynamic tasks. Methods Fifteen participants 2–10 years post ACLR performed a slow step down, single leg drop jump, and pivot turn jump with and without a proprioceptive knee brace. Knee kinematics in the sagittal (flexion – extension), coronal (abduction – adduction), and transverse (internal – external rotation) planes were collected using a 3D infrared system. Paired t-tests were performed to explore differences in knee angles and angular velocities between the no brace and brace conditions during the three tasks. After each task, subjective ratings regarding ease of the task were recorded. Results The brace reduced the peak knee external rotation angle and range of motion in the transverse plane during the pivot turn jump task, and significantly increased the maximum knee flexion angular velocity during the single leg drop jump task. The majority of participants reported that tasks were easier to perform with the proprioceptive brace than without. Significance This study confirms that proprioceptive knee braces can significantly influence knee kinematics during dynamic tasks post ACLR. The observed effects were clinically relevant.

year: 2019

title: Wāhine Māori engagement with literacies

authors: Masters-Awatere, Bridgette

subjects: Literacy

abstract: Wāhine Māori engagement with literacies (2023) is a case study report in collaboration with Te Whakaruruhau. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skills in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and numeracy skills in Aotearoa New Zealand. Broadly speaking, Wāhine Māori engagement with literacy examines the framing and application of literacy measures in contemporary New Zealand culture. More specifically, it is about the lives and learning of wāhine (women) Māori (the indigenous peoples of Aotearoa New Zealand) within that culture and their attitudes towards, and complex relationships with, literacy as it is defined in their own lives and in the current setting. The study aims for a holistic understanding of lived literacies in driving the development of educational policies by public institutions and private groups. Reframing literacy as literacies is posited as a means to empower marginalised groups and to challenge the dominance of the Eurocentric education paradigm. Formal learning in English-language schools cannot be the extent of national literacy standards as it disregards Māori epistemological and ontological realities and can discount wāhine, many of whom may prioritise other modes of literacy. Centring their perspectives will bring about a more culturally inclusive future, one that makes space for the development of emotional and cultural literacies—as well as other forms such as digital, media, visual, financial, and health literacies—alongside the conventional version of literacy that has a monopoly in the present system.

text: Wāhine Māori engagement with literacies Wāhine Māori engagement with literacies (2023) is a case study report in collaboration with Te Whakaruruhau. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skills in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and numeracy skills in Aotearoa New Zealand. Broadly speaking, Wāhine Māori engagement with literacy examines the framing and application of literacy measures in contemporary New Zealand culture. More specifically, it is about the lives and learning of wāhine (women) Māori (the indigenous peoples of Aotearoa New Zealand) within that culture and their attitudes towards, and complex relationships with, literacy as it is defined in their own lives and in the current setting. The study aims for a holistic understanding of lived literacies in driving the development of educational policies by public institutions and private groups. Reframing literacy as literacies is posited as a means to empower marginalised groups and to challenge the dominance of the Eurocentric education paradigm. Formal learning in English-language schools cannot be the extent of national literacy standards as it disregards Māori epistemological and ontological realities and can discount wāhine, many of whom may prioritise other modes of literacy. Centring their perspectives will bring about a more culturally inclusive future, one that makes space for the development of emotional and cultural literacies—as well as other forms such as digital, media, visual, financial, and health literacies—alongside the conventional version of literacy that has a monopoly in the present system.

year: 2023-09-28