title: Māori experiences of bipolar disorder: pathways to recovery

authors: Waitoki, Waikaremoana

abstract: The findings of this research highlighted pathways into mental illness for Maori that could have been avoided earlier. The pathways to recovery however, showed the critical importance of maintaining connections with significant family members over the lifespan. Exposure to varying levels of childhood adversity, such as sexual and physical violence, parental mental illness, multiple and/or abusive foster care, and abandonment issues led to acute levels of post-traumatic stress, substance abuse, poor relationship choices, depression, anxiety and safety issues.

text: Māori experiences of bipolar disorder: pathways to recovery The findings of this research highlighted pathways into mental illness for Maori that could have been avoided earlier. The pathways to recovery however, showed the critical importance of maintaining connections with significant family members over the lifespan. Exposure to varying levels of childhood adversity, such as sexual and physical violence, parental mental illness, multiple and/or abusive foster care, and abandonment issues led to acute levels of post-traumatic stress, substance abuse, poor relationship choices, depression, anxiety and safety issues.

year: 2014

title: Bicultural challenges for educational professionals in Aotearoa

authors: Glynn, Ted

abstract: As educational professionals in New Zealand at the approach of the twenty-first century, some 158 years after the Treaty of Waitangi, we face some major challenges in examining our bicultural goals and achievements. In this paper I explore some of these goals and achievements which I believe must be addressed in our pedagogical practice and in our educational research.

text: Bicultural challenges for educational professionals in Aotearoa As educational professionals in New Zealand at the approach of the twenty-first century, some 158 years after the Treaty of Waitangi, we face some major challenges in examining our bicultural goals and achievements. In this paper I explore some of these goals and achievements which I believe must be addressed in our pedagogical practice and in our educational research.

year: 2015

title: A descriptive study exploring the potential benefits of a model train club community for children with developmental disabilities

authors: Geary, Tamara

subjects: Autistic people

abstract: Approximately 1 in 100 individuals in New Zealand are diagnosed with autism spectrum disorder (ASD), facing significant challenges in socialisation and communication. Identifying effective methods to enhance these skills is important, as difficulties can lead to adversity in independent living, employment, and relationships.
Research indicates that utilising items of interest can boost social interaction motivations in autistic individuals. For example, Le Goff’s study demonstrated how structured, interest-based activities like LEGO can promote social engagement.
Building on Le Goff’s (2004) findings, this study examined opportunities for facilitating social interactions and communication among autistic children through a model train club. A mixed-methods approach was applied, gathering data via observations, caregiver interviews, a volunteer focus group, and case studies. Observational data confirmed instances of social interaction and engagement with trains. Caregiver interviews revealed the club’s beneficial impact on their children and their reasons for ongoing involvement. The volunteer focus group expressed dedication to maintaining an inclusive and engaging atmosphere, emphasising the club's social value. Meanwhile, case studies showed that neurodivergent individuals participated in social interactions, joint attention, and engagement with trains within this environment. 
The findings indicate that the model train club is a valuable space for neurodivergent children, particularly those with milder autism, to practice and improve their social interaction skills in a supportive setting.

text: A descriptive study exploring the potential benefits of a model train club community for children with developmental disabilities Approximately 1 in 100 individuals in New Zealand are diagnosed with autism spectrum disorder (ASD), facing significant challenges in socialisation and communication. Identifying effective methods to enhance these skills is important, as difficulties can lead to adversity in independent living, employment, and relationships.
Research indicates that utilising items of interest can boost social interaction motivations in autistic individuals. For example, Le Goff’s study demonstrated how structured, interest-based activities like LEGO can promote social engagement.
Building on Le Goff’s (2004) findings, this study examined opportunities for facilitating social interactions and communication among autistic children through a model train club. A mixed-methods approach was applied, gathering data via observations, caregiver interviews, a volunteer focus group, and case studies. Observational data confirmed instances of social interaction and engagement with trains. Caregiver interviews revealed the club’s beneficial impact on their children and their reasons for ongoing involvement. The volunteer focus group expressed dedication to maintaining an inclusive and engaging atmosphere, emphasising the club's social value. Meanwhile, case studies showed that neurodivergent individuals participated in social interactions, joint attention, and engagement with trains within this environment. 
The findings indicate that the model train club is a valuable space for neurodivergent children, particularly those with milder autism, to practice and improve their social interaction skills in a supportive setting.

year: 2025-06-14