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: Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools

authors: Carss, Wendy Diane

subjects: literacy education

abstract: The teaching of literacy presents ongoing and complex challenges for first-year teachers at the primary level as they strive to address the diverse social and cultural backgrounds of their students, the requirements of educational policy and the demands of national assessment regimes. This journey is further complicated by the need to develop pedagogy that promotes discerning use of complex multimodal texts, both print and digital, in order to prepare students for the multiliterate demands of current and future societies. 
This doctoral thesis provides an in-depth exploration of the journeys of nine beginning teachers as they develop and establish their teaching of literacy practices during their first year of teaching in New Zealand primary classrooms. The participants had all completed the same three-year Bachelor of Teaching degree and secured positions in a diverse range of New Zealand schools.  They were fully responsible for the literacy learning of their students in relation to planning, teaching and assessment, while working towards full registration. 
The study sought to explore how the beliefs and practices of these beginning teachers of literacy changed over the year, and how these were influenced by their initial teacher education programme and the support they received from within the school community.  Using interpretive case-study methodology, qualitative data were collected throughout the year, using a combination of semi-structured interviews, digital surveys and observations of guided reading.  Video footage from the observations provided the foundation for subsequent participant theorising of their teaching.  Participants discussed their beliefs and evolving literacy practices in relation to a range of factors including their pre-service preparation, the mentoring support provided within their schools, the demands of national standards assessment, the socio-cultural backgrounds of their students and the integration of digital technologies.  Based on an analysis of the data, involving a co-construction of meaning between the words of the participants and researcher interpretation, I was able to gain an in-depth understanding of the beliefs and practices of each participant as these developed within his/her individual school context.  My interpretation of these data was informed by my own background as an initial teacher education and former classroom teacher.  
Findings suggest that an effective theory-practice balance within initial teacher education programmes, and alignment between literacy education papers and classroom practice, eases the transition into the classroom and enables the successful establishment of initial literacy programmes.  As the year progressed, participants’ teaching became more attuned to student needs and more explicit in nature.  Professional conversations with more experienced others were found to be essential to facilitate a reflective stance and further developments in teaching. 

Findings also revealed that while participants were aware of the broad nature of literacy, their reflections on teaching focused predominantly on the teaching of reading and writing.  There were strong indications that this was in part conditioned by the national assessment policy mandated at the time of the study.  
This study has implications for schools in relation to their selection of mentors for beginning teachers and their organisation of ongoing professional learning.  The study recommends that both pre-service educators and schools place greater emphasis on literacy across the curriculum, and provide more support for working with the increasingly diverse range of text forms and using of critical literacy approaches.

text: Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools The teaching of literacy presents ongoing and complex challenges for first-year teachers at the primary level as they strive to address the diverse social and cultural backgrounds of their students, the requirements of educational policy and the demands of national assessment regimes. This journey is further complicated by the need to develop pedagogy that promotes discerning use of complex multimodal texts, both print and digital, in order to prepare students for the multiliterate demands of current and future societies. 
This doctoral thesis provides an in-depth exploration of the journeys of nine beginning teachers as they develop and establish their teaching of literacy practices during their first year of teaching in New Zealand primary classrooms. The participants had all completed the same three-year Bachelor of Teaching degree and secured positions in a diverse range of New Zealand schools.  They were fully responsible for the literacy learning of their students in relation to planning, teaching and assessment, while working towards full registration. 
The study sought to explore how the beliefs and practices of these beginning teachers of literacy changed over the year, and how these were influenced by their initial teacher education programme and the support they received from within the school community.  Using interpretive case-study methodology, qualitative data were collected throughout the year, using a combination of semi-structured interviews, digital surveys and observations of guided reading.  Video footage from the observations provided the foundation for subsequent participant theorising of their teaching.  Participants discussed their beliefs and evolving literacy practices in relation to a range of factors including their pre-service preparation, the mentoring support provided within their schools, the demands of national standards assessment, the socio-cultural backgrounds of their students and the integration of digital technologies.  Based on an analysis of the data, involving a co-construction of meaning between the words of the participants and researcher interpretation, I was able to gain an in-depth understanding of the beliefs and practices of each participant as these developed within his/her individual school context.  My interpretation of these data was informed by my own background as an initial teacher education and former classroom teacher.  
Findings suggest that an effective theory-practice balance within initial teacher education programmes, and alignment between literacy education papers and classroom practice, eases the transition into the classroom and enables the successful establishment of initial literacy programmes.  As the year progressed, participants’ teaching became more attuned to student needs and more explicit in nature.  Professional conversations with more experienced others were found to be essential to facilitate a reflective stance and further developments in teaching. 

Findings also revealed that while participants were aware of the broad nature of literacy, their reflections on teaching focused predominantly on the teaching of reading and writing.  There were strong indications that this was in part conditioned by the national assessment policy mandated at the time of the study.  
This study has implications for schools in relation to their selection of mentors for beginning teachers and their organisation of ongoing professional learning.  The study recommends that both pre-service educators and schools place greater emphasis on literacy across the curriculum, and provide more support for working with the increasingly diverse range of text forms and using of critical literacy approaches.

year: 2019

title: Spill-over of sustainability values and practices - a psychology PhD thesis proposal

authors: Rua, Mohi

subjects: Maori

abstract: The following presentation relates to my proposed PhD topic. As an audience you’re probably reading the title and wondering what relevance my topic has to the symposium theme Claiming Spaces. My immediate response is ‘nothing’. Nada, zilch, kore. As a ‘fill-in’ speaker for a presenter unable to be here, I’m reminded that despite my topics irregularity in the programme, I claim a space as both a psychologist and Maori person seeking to work with in the field of sustainability and conservation. Psychologists and Maori are interested in more than mental health and clinical investigation. We are interested in how the world goes around and seek to claim a space here too. So, this symposium and my participation DOES have relevance and I’d like to acknowledge those who remind me so. Let’s take a peep into my world for the next 3 years.

text: Spill-over of sustainability values and practices - a psychology PhD thesis proposal The following presentation relates to my proposed PhD topic. As an audience you’re probably reading the title and wondering what relevance my topic has to the symposium theme Claiming Spaces. My immediate response is ‘nothing’. Nada, zilch, kore. As a ‘fill-in’ speaker for a presenter unable to be here, I’m reminded that despite my topics irregularity in the programme, I claim a space as both a psychologist and Maori person seeking to work with in the field of sustainability and conservation. Psychologists and Maori are interested in more than mental health and clinical investigation. We are interested in how the world goes around and seek to claim a space here too. So, this symposium and my participation DOES have relevance and I’d like to acknowledge those who remind me so. Let’s take a peep into my world for the next 3 years.

year: 2008