title: Early intervention services: Effectively supporting Maori children and their families

authors: Berryman, Mere

subjects: Early Childhood

abstract: This paper examines Early Intervention (EI) service provision from within one Ministry of Education region in New Zealand. It does this in order to better understand what works well and what needs to change if children from Maori families, of Early Childhood age, are to be provided with the most effective EI services. By engaging with Maori families in group-focused interviews-asconversation, and then with their service providers, about their experiences of working together, researchers learned about what could provide effective services for other Maori families in similar situations.

text: Early intervention services: Effectively supporting Maori children and their families This paper examines Early Intervention (EI) service provision from within one Ministry of Education region in New Zealand. It does this in order to better understand what works well and what needs to change if children from Maori families, of Early Childhood age, are to be provided with the most effective EI services. By engaging with Maori families in group-focused interviews-asconversation, and then with their service providers, about their experiences of working together, researchers learned about what could provide effective services for other Maori families in similar situations.

year: 2011

title: Exploring the constitution of environment education as situated, critical processes of learning and change: A collaborative synthesis across diverse regional contexts

authors: Eames, Chris W.

subjects: Critical approaches

abstract: This article offers a set of unique vignettes or stories that attempt to illustrate examples of critical approaches to environmental education (EE) in diverse contexts. It draws from the experiences of five environmental educators in four different regions of the world. We detail the history of the emergence of critical consciousness in education in Brazil, and its application in a Brazilian region, then move to examples of critical educational responses to oppression in New Zealand and Zimbabwe, before closing with a critical examination of innovative teaching and research in Europe. Through this breadth of endeavour, we identify commonalities across these contexts such as the importance of participatory action and research to examine peopleenvironment relations, particularly as constituted by indigenous peoples, and to interpret realities in ways that empower through learning-led social-ecological change. We argue that this critical approach can foster emancipation through individual and collective learning in EE processes within very different contexts.

text: Exploring the constitution of environment education as situated, critical processes of learning and change: A collaborative synthesis across diverse regional contexts This article offers a set of unique vignettes or stories that attempt to illustrate examples of critical approaches to environmental education (EE) in diverse contexts. It draws from the experiences of five environmental educators in four different regions of the world. We detail the history of the emergence of critical consciousness in education in Brazil, and its application in a Brazilian region, then move to examples of critical educational responses to oppression in New Zealand and Zimbabwe, before closing with a critical examination of innovative teaching and research in Europe. Through this breadth of endeavour, we identify commonalities across these contexts such as the importance of participatory action and research to examine peopleenvironment relations, particularly as constituted by indigenous peoples, and to interpret realities in ways that empower through learning-led social-ecological change. We argue that this critical approach can foster emancipation through individual and collective learning in EE processes within very different contexts.

year: 2018

title: Gender identity change efforts faced by trans and nonbinary people in New Zealand: Associations with demographics, family rejection, internalized transphobia, and mental health.

authors: Veale, Jaimie

abstract: Based on their transphobic assumption that being transgender or nonbinary is pathological or otherwise undesirable, gender identity change efforts (GICE) attempt to make a person’s gender conform with their sex assigned at birth. While many professional bodies have noted that GICE practices are unethical, there has been little empirical research into the prevalence and correlates of GICE exposure. Counting Ourselves: The Aotearoa New Zealand Trans and Nonbinary Health Survey is a community-based study, which participants completed mostly online. Out of 610 participants who had ever spoken to a health professional about their gender, 19.7%, 95% CI [16.6%, 23.1%], reported GICE exposure, and a further 9.3% [7.2%, 11.9%] did not know. GICE exposure was higher among younger participants. Participants with GICE exposure were more likely than those without such exposure to report psychological distress, nonsuicidal self-injury, suicidal ideation, and suicide attempts (e.g., suicidal ideation OR = 2.39). GICE partially mediated the effect of family rejection on mental health, and internalized transphobia partially mediated the effect of GICE on mental health. These correlates between GICE and mental health replicate recent findings from the U.S. Trans Survey, and the mediation analyses help to understand potential causal mechanisms underlying these correlations. Although our findings are limited by being a convenience sample, they are consistent with the hypothesis that GICE exposure is harmful to transgender or nonbinary people’s mental health. Moreover, these findings support moves by many professional bodies to emphasize that GICE is unethical and the legal steps taken by a growing number of jurisdictions to ban such practices. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

text: Gender identity change efforts faced by trans and nonbinary people in New Zealand: Associations with demographics, family rejection, internalized transphobia, and mental health. Based on their transphobic assumption that being transgender or nonbinary is pathological or otherwise undesirable, gender identity change efforts (GICE) attempt to make a person’s gender conform with their sex assigned at birth. While many professional bodies have noted that GICE practices are unethical, there has been little empirical research into the prevalence and correlates of GICE exposure. Counting Ourselves: The Aotearoa New Zealand Trans and Nonbinary Health Survey is a community-based study, which participants completed mostly online. Out of 610 participants who had ever spoken to a health professional about their gender, 19.7%, 95% CI [16.6%, 23.1%], reported GICE exposure, and a further 9.3% [7.2%, 11.9%] did not know. GICE exposure was higher among younger participants. Participants with GICE exposure were more likely than those without such exposure to report psychological distress, nonsuicidal self-injury, suicidal ideation, and suicide attempts (e.g., suicidal ideation OR = 2.39). GICE partially mediated the effect of family rejection on mental health, and internalized transphobia partially mediated the effect of GICE on mental health. These correlates between GICE and mental health replicate recent findings from the U.S. Trans Survey, and the mediation analyses help to understand potential causal mechanisms underlying these correlations. Although our findings are limited by being a convenience sample, they are consistent with the hypothesis that GICE exposure is harmful to transgender or nonbinary people’s mental health. Moreover, these findings support moves by many professional bodies to emphasize that GICE is unethical and the legal steps taken by a growing number of jurisdictions to ban such practices. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

year: 2021