title: Attempting to capture the intangible: spirituality in state education.

authors: Fraser, Deborah

abstract: Spirituality has quietly featured in the secular school curriculum for decades but little attention was given to it until "spiritual well-being" was defined and briefly discussed in the 1999 Health and Physical Education in the New Zealand Curriculum document (Ministry of Education, 1999). The definition provided in this statement, however, is so broad ranging that it provides little clarity to teachers who are required to interpret what spirituality might mean for classroom practice. This article explores the implications of spirituality for teaching and learning in Aotearoa New Zealand. It examines several teachers' narratives of classroom experiences that reveal spiritual dimensions. In attempting to capture the intangible, these narratives provide some insights to the possibilities, both conscious and unconscious, of creating a climate that fosters spirituality.

text: Attempting to capture the intangible: spirituality in state education. Spirituality has quietly featured in the secular school curriculum for decades but little attention was given to it until "spiritual well-being" was defined and briefly discussed in the 1999 Health and Physical Education in the New Zealand Curriculum document (Ministry of Education, 1999). The definition provided in this statement, however, is so broad ranging that it provides little clarity to teachers who are required to interpret what spirituality might mean for classroom practice. This article explores the implications of spirituality for teaching and learning in Aotearoa New Zealand. It examines several teachers' narratives of classroom experiences that reveal spiritual dimensions. In attempting to capture the intangible, these narratives provide some insights to the possibilities, both conscious and unconscious, of creating a climate that fosters spirituality.

year: 2005

title: Population-based cohort study of the impacts of mild traumatic brain injury in adults four years post-injury

authors: Theadom, Alice

subjects: Science & Technology

abstract: There is increasing evidence that some people can experience persistent symptoms for up to a year following mild TBI. However, few longitudinal studies of mild TBI exist and the longerterm impact remains unclear. The purpose of this study is to determine if there are long-term effects of mild traumatic brain injury (TBI) four-years later. Adults (aged  16 years) identified as part of a TBI incidence study who experienced a mild-TBI four-years ago (N = 232) were compared to age-sex matched controls (N = 232). Sociodemographic variables, prior TBI and symptoms were assessed at the time of injury. Four years post-injury participants completed the Rivermead Post-Concussion Symptom Questionnaire, Hospital Anxiety and Depression Scale, Pittsburgh Sleep Quality Index and the Participation Assessment with Recombined Tools. Analysis of covariance was used to compare differences between TBI cases four years post-injury and controls, controlling for prior TBI and depression. A multiple regression model was used to identify the predictors of increased symptoms and reduced participation. The mild-TBI sample experienced significantly increased self-reported cognitive symptoms (F = 19.90, p = <0.01) four years post-injury than controls. There were no differences between the groups for somatic (F = 0.02, p = 0.89) or emotional symptoms (F = 0.31, p = 0.58). Additionally, the mild-TBI group reported significantly poorer community participation across all three domains: productivity (F = 199.07, p = <0.00), social relations (F = 13.93, p = <0.00) and getting out and about (F = 364.69, p = <0.00) compared to controls. A regression model accounting for 41% of the variance in cognitive symptoms in TBI cases revealed a history of TBI, receiving acute medical attention and baseline cognitive symptoms, sleep quality, anxiety and depression were predictive of outcome. The results indicate that whilst somatic and emotional symptoms resolve over time, cognitive symptoms can become persistent and that mild TBI can impact longer-term community participation. Early intervention is needed to reduce the longer-term impact of cognitive symptoms and facilitate participation.

text: Population-based cohort study of the impacts of mild traumatic brain injury in adults four years post-injury There is increasing evidence that some people can experience persistent symptoms for up to a year following mild TBI. However, few longitudinal studies of mild TBI exist and the longerterm impact remains unclear. The purpose of this study is to determine if there are long-term effects of mild traumatic brain injury (TBI) four-years later. Adults (aged  16 years) identified as part of a TBI incidence study who experienced a mild-TBI four-years ago (N = 232) were compared to age-sex matched controls (N = 232). Sociodemographic variables, prior TBI and symptoms were assessed at the time of injury. Four years post-injury participants completed the Rivermead Post-Concussion Symptom Questionnaire, Hospital Anxiety and Depression Scale, Pittsburgh Sleep Quality Index and the Participation Assessment with Recombined Tools. Analysis of covariance was used to compare differences between TBI cases four years post-injury and controls, controlling for prior TBI and depression. A multiple regression model was used to identify the predictors of increased symptoms and reduced participation. The mild-TBI sample experienced significantly increased self-reported cognitive symptoms (F = 19.90, p = <0.01) four years post-injury than controls. There were no differences between the groups for somatic (F = 0.02, p = 0.89) or emotional symptoms (F = 0.31, p = 0.58). Additionally, the mild-TBI group reported significantly poorer community participation across all three domains: productivity (F = 199.07, p = <0.00), social relations (F = 13.93, p = <0.00) and getting out and about (F = 364.69, p = <0.00) compared to controls. A regression model accounting for 41% of the variance in cognitive symptoms in TBI cases revealed a history of TBI, receiving acute medical attention and baseline cognitive symptoms, sleep quality, anxiety and depression were predictive of outcome. The results indicate that whilst somatic and emotional symptoms resolve over time, cognitive symptoms can become persistent and that mild TBI can impact longer-term community participation. Early intervention is needed to reduce the longer-term impact of cognitive symptoms and facilitate participation.

year: 2018

title: Wrestling with Biculturalism in Social Work Education

authors: Glubb-Smith, Kelly J.

subjects: Bicultural social work

abstract: When approached to write a piece on Donna Awatere’s (1984) book Māori Sovereignty from a social work perspective we seized the opportunity to reconsider her work. Revisiting the text after a 30-year-plus hiatus sparked a series of reflective conversations about how we wrestle with teaching biculturalism and our efficacy in preparing students for bicultural practice realities. This article draws upon our co-constructed narratives about what it means to be a social work educator in a bicultural practice landscape. Social work students graduate into an exceedingly complex practice environment fraught with tension about how to resolve inequities across the micro-to-macro continuum. The focus of this article is how Donna Awatere’s work is reflected in the tensions and responsibilities experienced when socialising students into the bicultural mission of social work practice in Aotearoa (New Zealand).

text: Wrestling with Biculturalism in Social Work Education When approached to write a piece on Donna Awatere’s (1984) book Māori Sovereignty from a social work perspective we seized the opportunity to reconsider her work. Revisiting the text after a 30-year-plus hiatus sparked a series of reflective conversations about how we wrestle with teaching biculturalism and our efficacy in preparing students for bicultural practice realities. This article draws upon our co-constructed narratives about what it means to be a social work educator in a bicultural practice landscape. Social work students graduate into an exceedingly complex practice environment fraught with tension about how to resolve inequities across the micro-to-macro continuum. The focus of this article is how Donna Awatere’s work is reflected in the tensions and responsibilities experienced when socialising students into the bicultural mission of social work practice in Aotearoa (New Zealand).

year: 2023-07-27