Mobility barriers and enablers and their implications for the wellbeing of disabled children and young people in Aotearoa New Zealand: A cross-sectional qualitative study

According to Autism New Zealand (n.d.) there are approximately 65,000 New Zealanders with an Autism Spectrum Disorder (ASD). Despite this prevalence, Goodall (2014) notes that “…teachers are still on a long journey to full acceptance of students on the autism spectrum as learners with potential” (p. 133). This is concerning as one of the principles that form the foundation of the New Zealand Curriculum (NZC) (Ministry of Education, 2007) is inclusion. The NZC states these principles “embody the beliefs about the nature of the educational experience and the entitlement of the student” (p. 37) and Te Kete Ipurangi (n.d.) describes inclusive education as all children and young people being engaged and achieving through participating, learning and belonging. These principles, in addition to the prevalence of people with ASD in New Zealand, mean that teachers must possess an understanding of ASD as well as knowledge of teaching strategies to assist these learners.

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GP views on their role in bullying disclosure by children and young people in the community: a cross-sectional qualitative study in English primary care

British Journal of General Practice ◽

10.3399/bjgp19x706013 ◽

2019 ◽

Vol 69 (688) ◽

pp. e752-e759

Author(s):

Laura Condon ◽

Vibhore Prasad

Keyword(s):

Mental Health ◽

Primary Care ◽

Young People ◽

Qualitative Study ◽

Health Concern ◽

Health Consequences ◽

Structured Interviews ◽

Cross Sectional ◽

Children And Young People ◽

Being Bullied

BackgroundBullying among children and young people (CYP) is a major public health concern that can lead to physical and mental health consequences. CYP may disclose bullying, and seek help from a GP. However, there is currently little research on GPs’ views on and perceptions of their role in dealing with disclosures of bullying in primary care.AimTo explore GPs’ views about their role in dealing with CYPs’ disclosures of being bullied, especially factors that have an impact on GPs’ roles.Design and settingIn this cross-sectional qualitative study, semi-structured interviews were conducted with GPs in primary care in England from October to December 2017.MethodPurposive sampling was used to achieve variation in GP age, professional status in practice, profile of the patients served by the practice, practice size and location, and whether the GPs considered themselves to be actively in research or teaching.ResultsData from 14 semi-structured interviews revealed three main themes: remaining clinically vigilant; impact of bullying in schools; and training and guidance on dealing with bullying and cyberbullying. GPs felt that dealing with disclosures of bullying and cyberbullying came down to their clinical experience rather than guideline recommendations, which do not currently exist, and that bullying was a precipitating factor in presentations of CYPs’ mental health issues.ConclusionGPs feel they have a role to play in managing and supporting the health of CYP who disclose being bullied during consultations. However, they feel ill-equipped to deal with these disclosures because of lack of professional development opportunities, and guidance on treating and managing the health consequences of being bullied.

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Opportunities for education in a changing climate: Themes from key informant interviews

10.18296/rep.0006 ◽

2020 ◽

Author(s):

Rachel Bolstad

Keyword(s):

Climate Change ◽

New Zealand ◽

Young People ◽

Education System ◽

Academic Education ◽

Low Carbon ◽

Scope For Growth ◽

Children And Young People ◽

Aotearoa New Zealand ◽

Diverse Children

How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.

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Community Based Programs for Children and Young People Affected by Domestic Violence in New Zealand

PsycEXTRA Dataset ◽

10.1037/e516652013-122 ◽

2010 ◽

Author(s):

Vaishali Mona Verma

Keyword(s):

Domestic Violence ◽

New Zealand ◽

Young People ◽

Community Based ◽

Children And Young People ◽

Community Based Programs

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Disabled children and young people in out-of-home care: Symposium overview

PsycEXTRA Dataset ◽

10.1037/e578482014-033 ◽

2013 ◽

Author(s):

Berni Kelly

Keyword(s):

Young People ◽

Home Care ◽

Disabled Children ◽

Children And Young People ◽

Out Of Home Care ◽

Symposium Overview

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Co-Design and Open Trial of Starship Rescue, a Cognitive Behavior Therapy, Biofeedback, and Game-Based eHealth Intervention to Treat Anxiety in Children and Young People with Long-Term Physical Conditions (Preprint)

10.2196/preprints.26084 ◽

2020 ◽

Author(s):

Hiran Thabrew ◽

Karolina Stasiak ◽

Harshali Kumar ◽

Tarique Naseem ◽

Christopher Frampton ◽

...

Keyword(s):

Quality Of Life ◽

New Zealand ◽

Young People ◽

Preliminary Evidence ◽

Children And Young People ◽

Physical Conditions ◽

System Usability Scale ◽

Ehealth Intervention

BACKGROUND Approximately 10% to 12% of New Zealand children and young people have long-term physical conditions (also known as chronic illnesses) and are more likely to develop psychological problems, particularly anxiety and depression. Delayed treatment leads to worse physical and mental healthcare, school absence, and poorer long-term outcomes. Recently, electronic health (eHealth) interventions, especially those based on the principles of Cognitive Behavior Therapy (CBT), have been shown to be as good as face-to-face therapy. Biofeedback techniques have also been shown to enhance relaxation during the treatment of anxiety. However, these modalities have rarely been combined. Young people with long-term physical conditions have expressed a preference for well-designed and technologically-based support to deal with psychological issues, especially anxiety. OBJECTIVE This study aimed to co-design and evaluate the (i) acceptability and (ii) usability of a CBT and biofeedback-based, 5-module eHealth game called ‘Starship Rescue’ and (iii) to provide preliminary evidence regarding its effectiveness in addressing anxiety and quality of life in young people with long-term physical conditions. METHODS Starship Rescue was co-designed with children and young people from a tertiary hospital in Auckland, New Zealand. Following this, 24 young people aged 10 to 17 years were enrolled in an open trial, during which they were asked to use the game for an 8-week period. Acceptability of the game to all participants was assessed using a brief, open-ended questionnaire, and more detailed feedback was obtained from a subset of 10 participants via semi-structured interviews. Usability was evaluated via the System Usability Scale (SUS) and device-recorded frequency and duration of access on completion of the game. Anxiety levels were measured prior to commencement, on completion of the game, and 3 months later using the Generalized Anxiety Disorder 7-item scale (GAD-7) and Spence Child Anxiety Scales (SCAS), and at the start of each module and at the end of the game using an embedded Likert/visual analog scale. Quality of life was measured prior to commencement and on completion of the game using the Pediatric Quality of Life Scale (PEDS-QL). RESULTS Users gave Starship Rescue an overall rating of 5.9 out of 10 (range 3-10 and a mean score of 71 out of 100 (SD 11.7; min 47.5; max 90) on the System Usability Scale (SUS). The mean time period for use of the game was just over 11-weeks (78.8 days, 13.5 hours, 40 minutes). Significant reductions in anxiety were noted between the start and end of the game on the GAD-7 (-4.6 (p=0.000)), SCAS (-9.6 (p=0.005)), and the Likert/visual analogue scales (-2.4 (p=0.001)). Quality of life also improved on the PedsQL scale (+4.3 (p=0.042)). All changes were sustained at 3-month follow-up. CONCLUSIONS This study provides preliminary evidence for Starship Rescue being an acceptable, usable and effective eHealth intervention for addressing anxiety in young people with long-term physical conditions. Further evaluation is planned via a more formal randomized controlled trial. CLINICALTRIAL Australian New Zealand Clinical Trials Network Registry (ANZCTR): ACTRN12616001253493p;https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=371443 (Archived by WebCite at http://www.webcitation.org/6sYB716lf)

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A Survey of Neonatal Nurses on Mydriatic Regimens Used in Neonatal Retinopathy of Prematurity Eye Examinations

American Journal of Perinatology ◽

10.1055/s-0041-1726316 ◽

2021 ◽

Author(s):

Lisa Kremer ◽

David Reith ◽

Natalie J. Medlicott ◽

Mary J. Sime ◽

Liza Edmonds ◽

...

Keyword(s):

New Zealand ◽

Adverse Effects ◽

Retinopathy Of Prematurity ◽

Adverse Drug Events ◽

Preterm Neonates ◽

Eye Drops ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Aotearoa New Zealand ◽

Adult Dose

Objective This study was aimed to determine mydriatic regimen(s) used in neonatal units in Aotearoa New Zealand (NZ) and Australia and to estimate the frequency of adverse drug events following mydriatic administration in preterm neonates. Study Design A cross-sectional survey was sent to neonatal nursing staff listed in the Australian and New Zealand Neonatal Network contact list. Participants were asked to state what mydriatic regimen they use, and to estimate the frequency of adverse drug events when eye drops were administered for retinopathy of prematurity eye examinations (ROPEE). Results Thirteen different mydriatic regimens were identified; phenylephrine 2.5% and cyclopentolate 0.5% (1 standard drop of each) was the most commonly used regimen. Two of the regimens exceeded adult doses and five regimens included a mydriatic that is equivalent to an adult dose. Following mydriatic instillation, the three most common adverse effects were apnea, tachycardia, and periorbital pallor. Conclusion Low-concentration single-microdrop regimens are currently in use and resulting in successful ROPEE, yet doses exceeding adult doses are in use throughout Aotearoa NZ and Australian units. We know from this dataset that neonates are experiencing unwanted and potentially preventable, adverse effects associated with mydriatics, and every effort should be made to minimize this risk. Key Points

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