title: What works for midwives supporting māmā through emotional distress?

authors: Roia, Tiaan Mereana Manurangi

abstract: Pregnancy and the postnatal period are particularly vulnerable times for mothers’ mental health, with an increased risk of women experiencing depression and anxiety during this time. Therefore, understanding the level and type of service midwives provide to māmā who experience emotional distress is vital to know what midwives need in order to provide the right care to their clients.
The aim of this study was to find out what tools and resources community-based midwives find most helpful to support the needs of māmā. Seven semi-structured interviews were conducted, including four Māori midwives, who were able to provide insight on their experiences caring for mothers with mental health needs. Overall, the interviews reflected a strong sense of care and empathy from midwives during their time caring for mothers. Midwives appeared to rely on their interpersonal skills and intuition about emotional distress, and emphasised the importance of connecting with people and utilising support from their communities. Whilst midwives were interested and engaged with providing appropriate care to mothers, they were unbeknown to some of the clinical resources that could be available to their clients. The complexity of referrals and access to mental health services was central to the midwives’ frustration around caring for mothers, as well as a lack of education relating to kaupapa Māori, cultural competency, and mental health processes.
Recommendations based on this study are to provide midwives with education and training on topics like kaupapa Māori, on social and mental health resources and processes for referral to increase their ability to support and care for mothers who experience emotional distress. Improvements to the pathways for referrals and access to mental health services is essential. Future research should focus on understanding why midwives aren’t using a range of online apps and tools, and increase awareness of the available modes of support available.

text: What works for midwives supporting māmā through emotional distress? Pregnancy and the postnatal period are particularly vulnerable times for mothers’ mental health, with an increased risk of women experiencing depression and anxiety during this time. Therefore, understanding the level and type of service midwives provide to māmā who experience emotional distress is vital to know what midwives need in order to provide the right care to their clients.
The aim of this study was to find out what tools and resources community-based midwives find most helpful to support the needs of māmā. Seven semi-structured interviews were conducted, including four Māori midwives, who were able to provide insight on their experiences caring for mothers with mental health needs. Overall, the interviews reflected a strong sense of care and empathy from midwives during their time caring for mothers. Midwives appeared to rely on their interpersonal skills and intuition about emotional distress, and emphasised the importance of connecting with people and utilising support from their communities. Whilst midwives were interested and engaged with providing appropriate care to mothers, they were unbeknown to some of the clinical resources that could be available to their clients. The complexity of referrals and access to mental health services was central to the midwives’ frustration around caring for mothers, as well as a lack of education relating to kaupapa Māori, cultural competency, and mental health processes.
Recommendations based on this study are to provide midwives with education and training on topics like kaupapa Māori, on social and mental health resources and processes for referral to increase their ability to support and care for mothers who experience emotional distress. Improvements to the pathways for referrals and access to mental health services is essential. Future research should focus on understanding why midwives aren’t using a range of online apps and tools, and increase awareness of the available modes of support available.

year: 2023

title: Child poverty and mental health: A literature review (Commissioned for New Zealand Psychological Society and Child Poverty Action Group)

authors: Gibson, Kerry

abstract: Large numbers of children in New Zealand suffer from mental health problems, and large numbers of children suffer from poverty and hardship. This literature review provides information on the relationship between poverty experienced during childhood and the impact that poverty may have on the mental health of a child or young person, or later in their adulthood. It was found that:
• There is an accepted relationship between poverty experienced in childhood and a greater likelihood of mental health problems through the life span.
• Child poverty and its associated problems such as poor nutrition, inadequate housing, increased likelihood of adverse events and living in poor neighbourhoods put children at higher risk of having mental health problems.
• The evidence strongly suggests that the incidence of mental health conditions among children and adolescents can be reduced by addressing severe and persistent poverty, particularly during the early years of a child’s life.
• Intervention to address poverty and the effects of poverty on children is likely to prevent the perpetuation of inter-generational cycles of poverty and poor mental health.
• The prevalence of child poverty and mental health issues is likely to be higher for Māori and Pasifika than for other children and young people.
• While many Māori and Pasifika children are subject to inequities in material and socio-economic circumstances as well as institutional racism, they also experience the benefits of a rich cultural life and sense of belonging that is seldom accounted for in research reports that focus on deprivation.
The evidence strongly suggests that the incidence of mental health problems throughout the lifespan could be reduced through addressing the causes of child poverty and associated factors. Any mental health strategy for children should sit alongside a comprehensive programme to alleviate poverty.
Strategies aimed at addressing child poverty in Māori and Pasifika communities are more likely to be effective if these are well-resourced at an early stage and developed in a genuine partnership with local communities.

text: Child poverty and mental health: A literature review (Commissioned for New Zealand Psychological Society and Child Poverty Action Group) Large numbers of children in New Zealand suffer from mental health problems, and large numbers of children suffer from poverty and hardship. This literature review provides information on the relationship between poverty experienced during childhood and the impact that poverty may have on the mental health of a child or young person, or later in their adulthood. It was found that:
• There is an accepted relationship between poverty experienced in childhood and a greater likelihood of mental health problems through the life span.
• Child poverty and its associated problems such as poor nutrition, inadequate housing, increased likelihood of adverse events and living in poor neighbourhoods put children at higher risk of having mental health problems.
• The evidence strongly suggests that the incidence of mental health conditions among children and adolescents can be reduced by addressing severe and persistent poverty, particularly during the early years of a child’s life.
• Intervention to address poverty and the effects of poverty on children is likely to prevent the perpetuation of inter-generational cycles of poverty and poor mental health.
• The prevalence of child poverty and mental health issues is likely to be higher for Māori and Pasifika than for other children and young people.
• While many Māori and Pasifika children are subject to inequities in material and socio-economic circumstances as well as institutional racism, they also experience the benefits of a rich cultural life and sense of belonging that is seldom accounted for in research reports that focus on deprivation.
The evidence strongly suggests that the incidence of mental health problems throughout the lifespan could be reduced through addressing the causes of child poverty and associated factors. Any mental health strategy for children should sit alongside a comprehensive programme to alleviate poverty.
Strategies aimed at addressing child poverty in Māori and Pasifika communities are more likely to be effective if these are well-resourced at an early stage and developed in a genuine partnership with local communities.

year: 2017

title: Performance of New Zealand’s secondary schools: A stakeholders’ perspective

authors: Malik, Arshad Ashfaque

subjects: School Performance

abstract: The performance of State secondary schools in New Zealand is currently measured by the schools’ performance measurement systems (PMS). The PMS are established by the schools’ boards of trustees in line with guidelines developed primarily by the Ministry of Education (MoE), while incorporating the requirements of the Education Review Office (ERO) and the New Zealand Qualifications Authority (NZQA). The PMS focuses on the performance of teachers, as well as the principal and the school, but all are assessed from a stewardship oriented perspective, that does not adequately reflect the expectations of a school’s nongovernmental stakeholders. The purpose of this research is to determine the key stakeholders of State secondary schools in New Zealand and identify their key performance factors (KPFs) and associated key performance indicators (KPIs). This research employed a mixed methods approach, guided by the pragmatist paradigm. This study used a sequential research design consisting of a qualitative method (semistructured interviews) followed by a quantitative method (questionnaire). Stakeholder theory provided the theoretical basis for identifying the schools’ stakeholders, and the theory of stakeholder salience gave the rationale for identification of the schools’ key stakeholders. Two performance measurement frameworks, “strategic factors” and the “portfolio approach” informed this research in identifying the KPFs and associated KPIs of the key stakeholders. This research has identified eight key stakeholders of State secondary schools in New Zealand. They include three Crown entities: ERO, MoE, NZQA, “one statutory body” the board of trustees (BOT), and four nongovernmental stakeholder groups: teachers, parents, students, and the community. The schools’ PMS do not adequately reflect the expectations of nongovernmental stakeholders. Thus, this study has chosen to identify the KPFs and associated KPIs of the two most salient nongovernmental stakeholders, i.e., teachers and parents. This research has identified seven KPFs for teachers in addition to a number of KPIs that indicate the status of the KPFs. Four of the seven teachers’ KPFs: 1) workload, 2) safety, 3) support, and 4) resources reflect issues concerning individual teachers. On the basis of these findings, a holistic teachers’ performance management process for schools has been proposed. This process recognises the transactional relationship between management and teachers, required to improve schools’ performances. This study has also identified seven KPFs for parents; the two most salient are “quality teachers” and “communication” as they influence four other parents’ KPFs. The findings of this investigation have implications in two areas: 1) the management of the schools, and 2) the educational policy of the government. School management needs to provide quality teachers, adequate support to teachers and students by improving the “management system” of schools in line with expectations of teachers and parents, while ensuring safety at all times in schools. The government’s education policy should focus on the following: reducing teachers’ nonteaching activities; providing skills to teachers so that they can engage cross-culturally as well as with students from adverse backgrounds, and inducting individuals into the teaching profession who see teaching as a service/dedication to a cause and not merely a means to earn a living. It is expected that a holistic, stakeholder-focused, and transactional relationship between the school and its stakeholders will result in greater engagement between the schools and their stakeholders, leading to beneficial outcomes for both schools and for society at large such as lower truancy, and improved academic achievement.

text: Performance of New Zealand’s secondary schools: A stakeholders’ perspective The performance of State secondary schools in New Zealand is currently measured by the schools’ performance measurement systems (PMS). The PMS are established by the schools’ boards of trustees in line with guidelines developed primarily by the Ministry of Education (MoE), while incorporating the requirements of the Education Review Office (ERO) and the New Zealand Qualifications Authority (NZQA). The PMS focuses on the performance of teachers, as well as the principal and the school, but all are assessed from a stewardship oriented perspective, that does not adequately reflect the expectations of a school’s nongovernmental stakeholders. The purpose of this research is to determine the key stakeholders of State secondary schools in New Zealand and identify their key performance factors (KPFs) and associated key performance indicators (KPIs). This research employed a mixed methods approach, guided by the pragmatist paradigm. This study used a sequential research design consisting of a qualitative method (semistructured interviews) followed by a quantitative method (questionnaire). Stakeholder theory provided the theoretical basis for identifying the schools’ stakeholders, and the theory of stakeholder salience gave the rationale for identification of the schools’ key stakeholders. Two performance measurement frameworks, “strategic factors” and the “portfolio approach” informed this research in identifying the KPFs and associated KPIs of the key stakeholders. This research has identified eight key stakeholders of State secondary schools in New Zealand. They include three Crown entities: ERO, MoE, NZQA, “one statutory body” the board of trustees (BOT), and four nongovernmental stakeholder groups: teachers, parents, students, and the community. The schools’ PMS do not adequately reflect the expectations of nongovernmental stakeholders. Thus, this study has chosen to identify the KPFs and associated KPIs of the two most salient nongovernmental stakeholders, i.e., teachers and parents. This research has identified seven KPFs for teachers in addition to a number of KPIs that indicate the status of the KPFs. Four of the seven teachers’ KPFs: 1) workload, 2) safety, 3) support, and 4) resources reflect issues concerning individual teachers. On the basis of these findings, a holistic teachers’ performance management process for schools has been proposed. This process recognises the transactional relationship between management and teachers, required to improve schools’ performances. This study has also identified seven KPFs for parents; the two most salient are “quality teachers” and “communication” as they influence four other parents’ KPFs. The findings of this investigation have implications in two areas: 1) the management of the schools, and 2) the educational policy of the government. School management needs to provide quality teachers, adequate support to teachers and students by improving the “management system” of schools in line with expectations of teachers and parents, while ensuring safety at all times in schools. The government’s education policy should focus on the following: reducing teachers’ nonteaching activities; providing skills to teachers so that they can engage cross-culturally as well as with students from adverse backgrounds, and inducting individuals into the teaching profession who see teaching as a service/dedication to a cause and not merely a means to earn a living. It is expected that a holistic, stakeholder-focused, and transactional relationship between the school and its stakeholders will result in greater engagement between the schools and their stakeholders, leading to beneficial outcomes for both schools and for society at large such as lower truancy, and improved academic achievement.

year: 2011