title: Examining the Association between Cannabis Use and Working Memory, Processing Speed, and Sub-Psychotic Subjective Experiences

authors: Vaka, Wabuya

subjects: Cannabis

abstract: New Zealand has among the top two highest prevalence of cannabis use in the world. Additionally, the strings of cannabis on offer in the market of New Zealand is among the most potent ones available. With these two factors at play within New Zealand society, it is important to know the effects of cannabis on mental health. Studies have suggested that regular/heavy use of cannabis can lead to psychosis, however other studies have presented findings contrary to this. Studies consistently found that individuals with psychosis performed much poorer on working memory measure via the digit-symbol subset of the WAIS. Thus this study aimed to investigate how cannabis use may relate with performance of digit-symbol performance and sub-clinical psychotic experiences.
Method: A quantitative design was used to investigate relationships:  between cannabis use, digit-symbol performance, and ratings of the Sub-Psychotic Subjective Experiences Scale (SPSES). Fifty one voluntary random sample participants (n=51) were included in the results of the study. 69% were aged 18-24 years, 84% of the sample population were students, and majority Europeans. Males and females were equally represented. The research sessions were conducted in an office-type laboratory environment. The first part entailed participants completing Wechsler Abbreviated Scale of Intelligence 2nd edition (WASI-II), and Wechsler Adult Intelligence Scale 3rd edition (WAIS-III) digit-symbol subtest with the researcher on a desk. Participants then moved to the computer to complete the questionnaires on background and history, cannabis use (Cannabis Use Problem Identification Test (CUPIT) and Cannabis Abuse Screening Test (CAST) questionnaires for cannabis users), and the Sub-Psychotic Subjective Experiences (SPSES) questionnaire.
Results: Participants were apportioned into four cannabis use groups using self-rating measures obtained from CUPIT and CAST scores. The user groups were 1: non-users, 2: previous uses, 3: non-regular users, and 4: regular users.
An overall  one-way (4 cannabis use groups) MANOVA conducted on the outcome variables digit-symbol scores, and SPSES scores, with  depression scores and IQ scores as covariates) revealed no significant main effects, significant interactions or any significant covariates. Subsequent Spearman’s Rank-Order coefficient, however, indicated significant correlations of cannabis use with CUPIT scores, CAST scores, and use of other recreational drugs. Pearson’s correlation coefficient was used for correlation analyses for all other ratio and interval variables. There were no significant Pearson’s correlations found.
Conclusion: The study found no significant association between regular cannabis use and digit-symbol performance; nor was there a significant association between cannabis use and sub-psychotic subjective experiences ratings. Therefore, the student-majority sample did not present any significant deficits in cognitive function depending on cannabis use. Cannabis use was also not related to IQ scores or depression scores; and absence thereof.

text: Examining the Association between Cannabis Use and Working Memory, Processing Speed, and Sub-Psychotic Subjective Experiences New Zealand has among the top two highest prevalence of cannabis use in the world. Additionally, the strings of cannabis on offer in the market of New Zealand is among the most potent ones available. With these two factors at play within New Zealand society, it is important to know the effects of cannabis on mental health. Studies have suggested that regular/heavy use of cannabis can lead to psychosis, however other studies have presented findings contrary to this. Studies consistently found that individuals with psychosis performed much poorer on working memory measure via the digit-symbol subset of the WAIS. Thus this study aimed to investigate how cannabis use may relate with performance of digit-symbol performance and sub-clinical psychotic experiences.
Method: A quantitative design was used to investigate relationships:  between cannabis use, digit-symbol performance, and ratings of the Sub-Psychotic Subjective Experiences Scale (SPSES). Fifty one voluntary random sample participants (n=51) were included in the results of the study. 69% were aged 18-24 years, 84% of the sample population were students, and majority Europeans. Males and females were equally represented. The research sessions were conducted in an office-type laboratory environment. The first part entailed participants completing Wechsler Abbreviated Scale of Intelligence 2nd edition (WASI-II), and Wechsler Adult Intelligence Scale 3rd edition (WAIS-III) digit-symbol subtest with the researcher on a desk. Participants then moved to the computer to complete the questionnaires on background and history, cannabis use (Cannabis Use Problem Identification Test (CUPIT) and Cannabis Abuse Screening Test (CAST) questionnaires for cannabis users), and the Sub-Psychotic Subjective Experiences (SPSES) questionnaire.
Results: Participants were apportioned into four cannabis use groups using self-rating measures obtained from CUPIT and CAST scores. The user groups were 1: non-users, 2: previous uses, 3: non-regular users, and 4: regular users.
An overall  one-way (4 cannabis use groups) MANOVA conducted on the outcome variables digit-symbol scores, and SPSES scores, with  depression scores and IQ scores as covariates) revealed no significant main effects, significant interactions or any significant covariates. Subsequent Spearman’s Rank-Order coefficient, however, indicated significant correlations of cannabis use with CUPIT scores, CAST scores, and use of other recreational drugs. Pearson’s correlation coefficient was used for correlation analyses for all other ratio and interval variables. There were no significant Pearson’s correlations found.
Conclusion: The study found no significant association between regular cannabis use and digit-symbol performance; nor was there a significant association between cannabis use and sub-psychotic subjective experiences ratings. Therefore, the student-majority sample did not present any significant deficits in cognitive function depending on cannabis use. Cannabis use was also not related to IQ scores or depression scores; and absence thereof.

year: 2017

title: Intersections between place-responsive outdoor education and environmental action: Transforming secondary students' ethic of care into action.

authors: Martindale, Joanne

subjects: environmental action

abstract: There has been growing concern expressed about the disconnection of people, and particularly young people, from nature. This detachment from the natural world is visible through media and movies with an increased reference to the urban, human-made environment since the 1950’s. Additionally, it is observable in our overuse of the Earth's resources and slow change to more sustainable behaviour. The cost of this disconnection from nature is on our physical and psychological well-being. It reduces appreciation and attachment to place. This study looks at connecting secondary students to their place through a place-responsive outdoor education journey and explores how the journey can influence their developing ethic of care for place. 

Place-responsive outdoor education is one way to potentially connect and ‘re-wild’ our school students to their place and nature. Through this, they may develop an ethic of care. There is then an assumption that by developing an ethic of care and responding to place, people will take action to look after or improve their place. However, little research has been conducted to date to show that there is a link between attachment to place and pro-environmental behaviour or taking action. The second part of this research explored how any potential ethic of care developed from the place-responsive outdoor education journey could be transformed into motivation for students to act for place, by adapting the place-responsive outdoor education journey to incorporate environmental advocacy sessions using Birdsall's (2010) model for learning about environmental action.

This research uses a phenomenography approach to study the experiences of a group of secondary school students engaging in a place-responsive outdoor education journey and their responses to the journey. Twelve students came on the journey and six of these participated in the study. Data were gathered using photo-elicitation interviews based on photographs the students took during the place-responsive outdoor education journey. The students then attended a series of environmental advocacy sessions based on the journey to help them reflect and consider what response they might make to their experiences. A second interview was then held with each student after these sessions to explore their perceptions of an ethic of care leading to action. Data in the form of interview transcripts and observational notes were analysed and thematically organised. 

The first part of the study highlights the significance of a slow pedagogy to the place-responsive outdoor journey and the enjoyment by the students. Contextual factors like the weather had an impact on the students.  The journey also emphasised the importance of community and social interaction for the students. At the end of the place-responsive outdoor education journey, the students expressed a sense of accomplishment and a deeper connection to the city, realising it was more than just shopping malls.

The students indicated great enthusiasm and motivation to take action as the environmental advocacy sessions began. The students decided to use a voting system to decide on the final action to take, which lead to some students disengaging at this point as they may not have seen the relevance to them of the specific action chosen. For many of the students, other priorities and pressures made them feel too busy to have the time to take action. The findings indicate that students who have had repeat visits to place have a stronger connection to it and suggest this is a predictor of them continuing to taking action or display pro-environmental behaviour in response to their experiences.

text: Intersections between place-responsive outdoor education and environmental action: Transforming secondary students' ethic of care into action. There has been growing concern expressed about the disconnection of people, and particularly young people, from nature. This detachment from the natural world is visible through media and movies with an increased reference to the urban, human-made environment since the 1950’s. Additionally, it is observable in our overuse of the Earth's resources and slow change to more sustainable behaviour. The cost of this disconnection from nature is on our physical and psychological well-being. It reduces appreciation and attachment to place. This study looks at connecting secondary students to their place through a place-responsive outdoor education journey and explores how the journey can influence their developing ethic of care for place. 

Place-responsive outdoor education is one way to potentially connect and ‘re-wild’ our school students to their place and nature. Through this, they may develop an ethic of care. There is then an assumption that by developing an ethic of care and responding to place, people will take action to look after or improve their place. However, little research has been conducted to date to show that there is a link between attachment to place and pro-environmental behaviour or taking action. The second part of this research explored how any potential ethic of care developed from the place-responsive outdoor education journey could be transformed into motivation for students to act for place, by adapting the place-responsive outdoor education journey to incorporate environmental advocacy sessions using Birdsall's (2010) model for learning about environmental action.

This research uses a phenomenography approach to study the experiences of a group of secondary school students engaging in a place-responsive outdoor education journey and their responses to the journey. Twelve students came on the journey and six of these participated in the study. Data were gathered using photo-elicitation interviews based on photographs the students took during the place-responsive outdoor education journey. The students then attended a series of environmental advocacy sessions based on the journey to help them reflect and consider what response they might make to their experiences. A second interview was then held with each student after these sessions to explore their perceptions of an ethic of care leading to action. Data in the form of interview transcripts and observational notes were analysed and thematically organised. 

The first part of the study highlights the significance of a slow pedagogy to the place-responsive outdoor journey and the enjoyment by the students. Contextual factors like the weather had an impact on the students.  The journey also emphasised the importance of community and social interaction for the students. At the end of the place-responsive outdoor education journey, the students expressed a sense of accomplishment and a deeper connection to the city, realising it was more than just shopping malls.

The students indicated great enthusiasm and motivation to take action as the environmental advocacy sessions began. The students decided to use a voting system to decide on the final action to take, which lead to some students disengaging at this point as they may not have seen the relevance to them of the specific action chosen. For many of the students, other priorities and pressures made them feel too busy to have the time to take action. The findings indicate that students who have had repeat visits to place have a stronger connection to it and suggest this is a predictor of them continuing to taking action or display pro-environmental behaviour in response to their experiences.

year: 2017

title: The southern initiative: How indigenous values inspire social innovation and impact

authors: Niu, Xiaoliang

abstract: Indigenous values are increasingly recognised in helping organisations contribute to wellbeing within and beyond the workplace. Adopting the theoretical lens of Māori economies of wellbeing, this case study examines how The Southern Initiative (TSI), a unit within Auckland Council, incorporates Māori values to co-create place-based solutions and foster whānau (family) wellbeing. Through kōrero (conversations) with three people, a wānanga (collaborative discussion) with TSI members, and analysis of organisational literature, we identified how TSI's organising approach synthesises social innovation and bureaucracy. We found that indigeneity-embedded intrapreneurship, distributed leadership, and whānau-centred design support TSI's innovations. Mana (prestige) emerged as a primary organising principle, sustaining TSI's approach to achieving systemic change. By bridging Indigenous paradigms and conventional managerial practice, this case study demonstrates how Māori values can transform public sector management, elevate social justice, and encourage community resilience. These findings highlight culturally grounded frameworks for delivering social impact and shaping equitable outcomes.

text: The southern initiative: How indigenous values inspire social innovation and impact Indigenous values are increasingly recognised in helping organisations contribute to wellbeing within and beyond the workplace. Adopting the theoretical lens of Māori economies of wellbeing, this case study examines how The Southern Initiative (TSI), a unit within Auckland Council, incorporates Māori values to co-create place-based solutions and foster whānau (family) wellbeing. Through kōrero (conversations) with three people, a wānanga (collaborative discussion) with TSI members, and analysis of organisational literature, we identified how TSI's organising approach synthesises social innovation and bureaucracy. We found that indigeneity-embedded intrapreneurship, distributed leadership, and whānau-centred design support TSI's innovations. Mana (prestige) emerged as a primary organising principle, sustaining TSI's approach to achieving systemic change. By bridging Indigenous paradigms and conventional managerial practice, this case study demonstrates how Māori values can transform public sector management, elevate social justice, and encourage community resilience. These findings highlight culturally grounded frameworks for delivering social impact and shaping equitable outcomes.

year: 2025