title: Development and Validation of the Early Parenting Support Network Questionnaire:   Adding more dimensions to social support research

authors: Howell, Jennifer Elizabeth

subjects: early parenting

abstract: Instruments measuring social support in parenting often only measure the source or type of support offered, or the perceived helpfulness of that support.  They often do not indicate who is providing what type of support, or they include items that are not explicitly applicable to early parenting.  Many existing measures also are not sensitive to modern parenting, potentially excluding important aspects such as the support of a stepparent or non-resident biological parent.  The Early Parenting Support Network Questionnaire (EPSNQ) was developed then tested using a group of 341 primary caregivers of children under 2 who participated in the Growing Together:  Early Parenting Experiences Study.  The instrument provides information regarding support source types, with items relating to instrumental, emotional, and informational support. The potential support sources include Partner, Other Parent (a non-resident biological parent), Family, Friends, Childcare Professional, and Other.  There is also a single item on a 5-point Likert scale related to Perceived Lack of Support.  Statistical analysis was undertaken to assess construct and convergent validity using the existing Family Support Scale (FSS) and Depression Anxiety and Stress Scale (DASS-21).  Validity and reliability were found to be adequate.  Test-retest of a group of 36 participants indicated adequate reliability. The EPSNQ has utility as a validated and reliable measure of social support in early parenting with potential applications for both research and clinical purposes.

text: Development and Validation of the Early Parenting Support Network Questionnaire:   Adding more dimensions to social support research Instruments measuring social support in parenting often only measure the source or type of support offered, or the perceived helpfulness of that support.  They often do not indicate who is providing what type of support, or they include items that are not explicitly applicable to early parenting.  Many existing measures also are not sensitive to modern parenting, potentially excluding important aspects such as the support of a stepparent or non-resident biological parent.  The Early Parenting Support Network Questionnaire (EPSNQ) was developed then tested using a group of 341 primary caregivers of children under 2 who participated in the Growing Together:  Early Parenting Experiences Study.  The instrument provides information regarding support source types, with items relating to instrumental, emotional, and informational support. The potential support sources include Partner, Other Parent (a non-resident biological parent), Family, Friends, Childcare Professional, and Other.  There is also a single item on a 5-point Likert scale related to Perceived Lack of Support.  Statistical analysis was undertaken to assess construct and convergent validity using the existing Family Support Scale (FSS) and Depression Anxiety and Stress Scale (DASS-21).  Validity and reliability were found to be adequate.  Test-retest of a group of 36 participants indicated adequate reliability. The EPSNQ has utility as a validated and reliable measure of social support in early parenting with potential applications for both research and clinical purposes.

year: 2023

title: Doctorates in the dark: Threshold concepts and the improvement of doctoral supervision

authors: Johnson, E. Marcia

subjects: threshold concepts

abstract: The overall goal of this qualitative research case study into doctoral writing was to determine if there were knowable threshold concepts and, if so, to develop effective strategies for helping students overcome them. In addition, it was understood that such strategies could have change implications for supervisory practice. Interview and survey data were collected from students and supervisors. From the student data two threshold concepts had emerged: “Talking to think”—a strategy for developing clarity in writing; and self-efficacy—the belief in one's ability to overcome writing barriers and become an independent academic researcher. In this paper, those two threshold concepts provide an organising framework for the presentation of supervisor findings and for discussion of supervisor professional development needs. The paper concludes with insights into how supervisor professional development could be improved and extended beyond its current focus on regulations and compliance issues.

text: Doctorates in the dark: Threshold concepts and the improvement of doctoral supervision The overall goal of this qualitative research case study into doctoral writing was to determine if there were knowable threshold concepts and, if so, to develop effective strategies for helping students overcome them. In addition, it was understood that such strategies could have change implications for supervisory practice. Interview and survey data were collected from students and supervisors. From the student data two threshold concepts had emerged: “Talking to think”—a strategy for developing clarity in writing; and self-efficacy—the belief in one's ability to overcome writing barriers and become an independent academic researcher. In this paper, those two threshold concepts provide an organising framework for the presentation of supervisor findings and for discussion of supervisor professional development needs. The paper concludes with insights into how supervisor professional development could be improved and extended beyond its current focus on regulations and compliance issues.

year: 2014

title: Tū Māori Ake: Seeking which is above.

authors: Maxwell, Te Kahautu

abstract: Te Waka Āwhina 2015 Seeking that which is above Kaupapa - Philosophy o Aotearoa “Tū Māori ake” E ngā mana, e ngā reo, e ngā karangatanga, nei rā te powhiri ki a koutou katoa ‘MĀ TE MĀORI, MŌ TE MĀORI’ Te Waka Āwhina o Aotearoa National Training Hui by Māori for Māori within local government Āwhea: 2 – 4 February 2015 Ki whea: The Gallagher Academy of Performing Arts, The University of Waikato, Hamilton Hau kāinga: Te Puku o te Ika.

text: Tū Māori Ake: Seeking which is above. Te Waka Āwhina 2015 Seeking that which is above Kaupapa - Philosophy o Aotearoa “Tū Māori ake” E ngā mana, e ngā reo, e ngā karangatanga, nei rā te powhiri ki a koutou katoa ‘MĀ TE MĀORI, MŌ TE MĀORI’ Te Waka Āwhina o Aotearoa National Training Hui by Māori for Māori within local government Āwhea: 2 – 4 February 2015 Ki whea: The Gallagher Academy of Performing Arts, The University of Waikato, Hamilton Hau kāinga: Te Puku o te Ika.

year: 2015-02-03