title: Auckland Region - Socio-Demographic Profile 1986-2031

authors: Jackson, Natalie

abstract: This report outlines the socio-demographic changes that have occurred in Auckland, as well as what trends are expected in the future.

text: Auckland Region - Socio-Demographic Profile 1986-2031 This report outlines the socio-demographic changes that have occurred in Auckland, as well as what trends are expected in the future.

year: 2012

title: Schooling the labouring classes: children, families, and learning in Wellington, 1840-1845

authors: Middleton, Sue

subjects: history

abstract: Published in London between 1839 and 1852 and aligned with the commercial
objectives of the New Zealand Company, the New Zealand Journal included letters from
emigrants. This paper studies letters written by a small cohort of rural labourers who
emigrated from Ham House in Surrey to Wellington in 1841. Following Dorothy Smith,
I read them as ethnographic data, interrogating them in relation to ruling-class texts
including Company records, newspaper reports and correspondence between capitalists,
professionals and politicians. The labourers’ letters depict capital-labour (class) and
colonial (race) relations in embodied form. The everyday actualities of their activities
were co-ordinated by extra-local social relations of colonialism and flows of capital and
labour. Their schooling in England had been designed to ‘keep them in their place’. With
reference to the sparse archival resources remaining from the first years of
commercially-driven settlement, before there was an apparatus of state, I consider how
changing material conditions in the settlement enabled and constrained learning
opportunities for these labourers’ children.

text: Schooling the labouring classes: children, families, and learning in Wellington, 1840-1845 Published in London between 1839 and 1852 and aligned with the commercial
objectives of the New Zealand Company, the New Zealand Journal included letters from
emigrants. This paper studies letters written by a small cohort of rural labourers who
emigrated from Ham House in Surrey to Wellington in 1841. Following Dorothy Smith,
I read them as ethnographic data, interrogating them in relation to ruling-class texts
including Company records, newspaper reports and correspondence between capitalists,
professionals and politicians. The labourers’ letters depict capital-labour (class) and
colonial (race) relations in embodied form. The everyday actualities of their activities
were co-ordinated by extra-local social relations of colonialism and flows of capital and
labour. Their schooling in England had been designed to ‘keep them in their place’. With
reference to the sparse archival resources remaining from the first years of
commercially-driven settlement, before there was an apparatus of state, I consider how
changing material conditions in the settlement enabled and constrained learning
opportunities for these labourers’ children.

year: 2008-06

title: Just take a second to breathe: Empowering youth through mindfulness at Atawhai 2019

authors: McAllister, Suzanne Maree

subjects: Mindfulness

abstract: This research was an evaluation of The Kindness Institute’s 2019 Atawhai programme. It examined the effects that exposure to mindfulness-based skills, Māori cultural practices, mentoring, and the creative arts had on a cohort of marginalised youth. Specifically, the research aimed to determine (1) if learning mindfulness-based skills helped the youth to positively deal with challenges, (2) what effect learning mindfulness-based skills has on their positive and negative emotions and (3) were youth empowered to share the skills they learned within their homes, families and communities to enable a wider benefit from the mindfulness-based skills. Participants included 12 youth who attended the Atawhai programme during 2019. They all completed shortened versions of the Five Facet Mindfulness Questionnaire (FFMQ), Adolescent Self-Regulatory Inventory (ASRI), The Oxford Happiness Questionnaire (OHQ), Revised Children’s Anxiety and Depression Scale (RCADS) and Self-Compassion Scale (SCS) at seven stages over a nine-month period from March 2019 to December 2019. Self-report debrief questionnaires and researcher observations were recorded during the October 2019 residential intensive of 5 days. Inferential statistics (repeated measures ANOVA and post-hoc paired t-tests) indicated a statistically significant increase in positive emotions (p<0.01) with a large effect 1.07 over the duration of the evaluation period from March 2019 to December 2019; the October 2019 intensive, p<0.01, d=1.37; and the April 2019 intensive, p<0.01, d=1.89. Statistically significant decreases in anxiety (p<0.01) with a large effect d=1.99 were indicated over the duration of the evaluation period from March 2019 to December 2019; the October 2019 intensive, p=0.07, d=0.57; and the April 2019 intensive, p≤0.01, d=1.19. Self-report measures indicated the youth; found the mindfulness-based skills beneficial, preferred a particular skill over others, and found their mentors supportive in helping them incorporate the skills into their daily lives. Youth reported they had continued their mindfulness-based practice outside Atawhai and were regularly sharing the skills within their homes, families and communities including their schools. These findings suggest the Atawhai programme has a profound and significant positive effect on the wellbeing of the young people it serves.

text: Just take a second to breathe: Empowering youth through mindfulness at Atawhai 2019 This research was an evaluation of The Kindness Institute’s 2019 Atawhai programme. It examined the effects that exposure to mindfulness-based skills, Māori cultural practices, mentoring, and the creative arts had on a cohort of marginalised youth. Specifically, the research aimed to determine (1) if learning mindfulness-based skills helped the youth to positively deal with challenges, (2) what effect learning mindfulness-based skills has on their positive and negative emotions and (3) were youth empowered to share the skills they learned within their homes, families and communities to enable a wider benefit from the mindfulness-based skills. Participants included 12 youth who attended the Atawhai programme during 2019. They all completed shortened versions of the Five Facet Mindfulness Questionnaire (FFMQ), Adolescent Self-Regulatory Inventory (ASRI), The Oxford Happiness Questionnaire (OHQ), Revised Children’s Anxiety and Depression Scale (RCADS) and Self-Compassion Scale (SCS) at seven stages over a nine-month period from March 2019 to December 2019. Self-report debrief questionnaires and researcher observations were recorded during the October 2019 residential intensive of 5 days. Inferential statistics (repeated measures ANOVA and post-hoc paired t-tests) indicated a statistically significant increase in positive emotions (p<0.01) with a large effect 1.07 over the duration of the evaluation period from March 2019 to December 2019; the October 2019 intensive, p<0.01, d=1.37; and the April 2019 intensive, p<0.01, d=1.89. Statistically significant decreases in anxiety (p<0.01) with a large effect d=1.99 were indicated over the duration of the evaluation period from March 2019 to December 2019; the October 2019 intensive, p=0.07, d=0.57; and the April 2019 intensive, p≤0.01, d=1.19. Self-report measures indicated the youth; found the mindfulness-based skills beneficial, preferred a particular skill over others, and found their mentors supportive in helping them incorporate the skills into their daily lives. Youth reported they had continued their mindfulness-based practice outside Atawhai and were regularly sharing the skills within their homes, families and communities including their schools. These findings suggest the Atawhai programme has a profound and significant positive effect on the wellbeing of the young people it serves.

year: 2020