scholarly journals The role of the dean in the pastoral care structure of a secondary school

2021 ◽  
Author(s):  
◽  
Jennifer Harriet Fraser
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Pastoral Care ◽  
Local Level ◽  
Well Being ◽  
Direct Care ◽  
Job Descriptions ◽  
Staff Members ◽  
Care Structure

<p>Pastoral care structures in New Zealand schools often include a middle management role of dean. This position has existed in New Zealand schools for decades, influenced by the existing systems and structures adopted from the United Kingdom. The responsibilities included in this role are often defined by schools at the local level in order to satisfy growing expectations of schools’ responsibility for student well-being and achievement. There has been little research concerning this position within the pastoral care structure of schools.  This study aimed to explore the perceptions of members of the school community on the role of the year-level deans within one New Zealand secondary school. Senior managers, deans, teachers, and students from a state co-educational, urban, secondary school were interviewed regarding their views on the role, responsibilities, and effectiveness of the position of the year-level dean within their school. Deans also completed a daily log to record the nature of their tasks completed pertaining to this responsibility. Participants’ responses were analysed for major themes. The themes discussed include the intention of the role of the dean, tensions between the management of academic and pastoral issues, the exploration of the challenge in providing care for all students, and how resources available to the school and the dean can impact their role. A difference in the role between the junior school (Years 9 and 10) and senior school (Years 11, 12, and 13) was reported by all participants. Deans reported engaging in reactive tasks more than proactive, preventative tasks.  Defining the role of the dean and its relationship to other roles within the school proved challenging for the perspectives, and this confusion was evident through a lack of clarity around lines of authority described in the job descriptions. Deans reported some difficulty in understanding their role in relation to managing form teachers, particularly where that staff member may hold a position of responsibility in curriculum.  The reactive nature of the role was revealed. This indicated that deans continue to provide predominantly reactive care concerned with individual students, often meaning that only a small group of students receive direct care from deans. The predominantly reactive nature of the role creates implications for schools in the challenge of delivering care to all students. A more collaborative approach to pastoral care from all staff members may improve the provision of pastoral care for students. A proposed job description that may reflect the role of the dean more accurately is presented.</p>

scholarly journals The role of the dean in the pastoral care structure of a secondary school

2021 ◽  
Author(s):  
◽  
Jennifer Harriet Fraser
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Pastoral Care ◽  
Local Level ◽  
Well Being ◽  
Direct Care ◽  
Job Descriptions ◽  
Staff Members ◽  
Care Structure

<p>Pastoral care structures in New Zealand schools often include a middle management role of dean. This position has existed in New Zealand schools for decades, influenced by the existing systems and structures adopted from the United Kingdom. The responsibilities included in this role are often defined by schools at the local level in order to satisfy growing expectations of schools’ responsibility for student well-being and achievement. There has been little research concerning this position within the pastoral care structure of schools.  This study aimed to explore the perceptions of members of the school community on the role of the year-level deans within one New Zealand secondary school. Senior managers, deans, teachers, and students from a state co-educational, urban, secondary school were interviewed regarding their views on the role, responsibilities, and effectiveness of the position of the year-level dean within their school. Deans also completed a daily log to record the nature of their tasks completed pertaining to this responsibility. Participants’ responses were analysed for major themes. The themes discussed include the intention of the role of the dean, tensions between the management of academic and pastoral issues, the exploration of the challenge in providing care for all students, and how resources available to the school and the dean can impact their role. A difference in the role between the junior school (Years 9 and 10) and senior school (Years 11, 12, and 13) was reported by all participants. Deans reported engaging in reactive tasks more than proactive, preventative tasks.  Defining the role of the dean and its relationship to other roles within the school proved challenging for the perspectives, and this confusion was evident through a lack of clarity around lines of authority described in the job descriptions. Deans reported some difficulty in understanding their role in relation to managing form teachers, particularly where that staff member may hold a position of responsibility in curriculum.  The reactive nature of the role was revealed. This indicated that deans continue to provide predominantly reactive care concerned with individual students, often meaning that only a small group of students receive direct care from deans. The predominantly reactive nature of the role creates implications for schools in the challenge of delivering care to all students. A more collaborative approach to pastoral care from all staff members may improve the provision of pastoral care for students. A proposed job description that may reflect the role of the dean more accurately is presented.</p>

How we care for students: Pastoral care and the role of the dean

2014 ◽  
pp. 37-44
Author(s):  
Jennifer H. Fraser ◽  
Robin Averill
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Pastoral Care ◽  
Daily Activity ◽  
Senior Managers ◽  
Student Wellbeing ◽  
School Senior ◽  
Teachers And Students

Pastoral care structures in New Zealand schools often include a role of dean. The dean’s responsibilities are often defined by schools to satisfy growing expectations of schools’ responsibilities for student wellbeing and achievement. This study explored the role of year-level deans within one state co-educational secondary school. Senior managers, deans, teachers, and students were interviewed, and deans completed a daily activity log. Findings indicate challenges exist for providing care for all students owing to the reactive nature of the role and unclear reporting lines. Results indicate that collaborative approaches to pastoral care may improve its provision.

scholarly journals National movement patterns during the COVID-19 pandemic in New Zealand: the unexplored role of neighbourhood deprivation

2021 ◽  
pp. jech-2020-216108 ◽  
Author(s):  
Malcolm Campbell ◽  
Lukas Marek ◽  
Jesse Wiki ◽  
Matthew Hobbs ◽  
Clive E Sabel ◽  
...  
Keyword(s):  
New Zealand ◽  
Mobile Phone ◽  
Well Being ◽  
Policy Debate ◽  
Population Mobility ◽  
Neighbourhood Deprivation ◽  
Movement Data ◽  
Spatial Inequalities ◽  
The Impact

BackgroundThe COVID-19 pandemic has asked unprecedented questions of governments around the world. Policy responses have disrupted usual patterns of movement in society, locally and globally, with resultant impacts on national economies and human well-being. These interventions have primarily centred on enforcing lockdowns and introducing social distancing recommendations, leading to questions of trust and competency around the role of institutions and the administrative apparatus of state. This study demonstrates the unequal societal impacts in population movement during a national ‘lockdown’.MethodsWe use nationwide mobile phone movement data to quantify the effect of an enforced lockdown on population mobility by neighbourhood deprivation using an ecological study design. We then derive a mobility index using anonymised aggregated population counts for each neighbourhood (2253 Census Statistical Areas; mean population n=2086) of national hourly mobile phone location data (7.45 million records, 1 March 2020–20 July 2020) for New Zealand (NZ).ResultsCurtailing movement has highlighted and exacerbated underlying social and spatial inequalities. Our analysis reveals the unequal movements during ‘lockdown’ by neighbourhood socioeconomic status in NZ.ConclusionIn understanding inequalities in neighbourhood movements, we are contributing critical new evidence to the policy debate about the impact(s) and efficacy of national, regional or local lockdowns which have sparked such controversy.

Health and well-being of young people who attend secondary school in Aotearoa, New Zealand: What has changed from 2001 to 2007?

2011 ◽  
Vol 47 (4) ◽  
pp. 191-197 ◽  
Author(s):  
Simon J Denny ◽  
Sue Grant ◽  
Jennifer Utter ◽  
Elizabeth M Robinson ◽  
Theresa M Fleming ◽  
...  
Keyword(s):  
New Zealand ◽  
Young People ◽  
Secondary School ◽  
Well Being ◽  
Aotearoa New Zealand ◽  
Health And Well Being

scholarly journals Youth Suicide, Subjective Well-Being and the Role of Place in New Zealand

2021 ◽  
Author(s):  
◽  
Anne-Marie Snider
Keyword(s):  
Young Adults ◽  
New Zealand ◽  
Satisfaction With Life ◽  
Age Groups ◽  
Well Being ◽  
Housing Tenure ◽  
Relative Distribution ◽  
Subjective Well Being ◽  
Geographical Variations

<p>One of the major shifts in our social structure over the last 50 years has been a switch in the relative well-being positions of young and old. This is reflected in their suicide rates where, in contrast to the gradual decline in the propensity of older populations to take their own lives, that of the young has risen dramatically. Not confined to New Zealand, this ‘generational switch’ raises important questions about the changing relative distribution of incentives and rewards for living across the age domain. The purpose of my thesis is to document this change and explore its implications. I do so by analysing the current distribution of subjective well-being across contemporary age groups including differences between men and women and Māori and non-Māori. Of particular interest is the link between suicide, subjective well-being and social capital – the levels of social connectedness that prevail in the lives of the young adults relative to their parents’ generation. As a geographer I’m particularly concerned with the role of local capital (community connectedness and trust) in nurturing well-being, and hence the variation that well-being exhibits across places within a country. While thoroughly investigated between nations, relatively few studies document geographical variations in subjective well-being within countries, particularly in terms of how these statistics differ by age. I find that not only does dissatisfaction with life (unhappiness and other measures of subjective well-being) rise as teenagers approach adulthood, but that it peaks in the 30s and declines slowly thereafter in a pattern reflective of the prevailing pattern of suicide. Moreover I find that, in addition to partnership, income, employment status and housing tenure, satisfaction with life among young adults in particular also varies across local communities, and cities. As such, the young exhibit a heightened sensitivity to place in ways that raise important questions about the nature of communities in which children are raised. It is this new information which I bring to a discussion of current initiatives dealing with mental health and the prevailing strategies advocated in New Zealand.</p>

scholarly journals Tu Kaha: Nga Mana Wahine Exploring the Role of Mana Wahine in the Development of Te Whare Rokiroki Maori Women's Refuge

2021 ◽  
Author(s):  
◽  
Tairawhiti Veronique Turner
Keyword(s):  
New Zealand ◽  
Ways Of Knowing ◽  
Well Being ◽  
Building Blocks ◽  
Theory And Practice ◽  
Kaupapa Māori ◽  
Women And Children ◽  
Qualitative Methodologies

<p>Whanau are the building blocks of society and their well-being is critical to strong,vibrant and connected communities. When a women or child is beaten, abused, or worse killed as a result of family violence, individuals are adversely affected, whanau suffer and wider communities in New Zealand are impoverished. From the margins of New Zealand society, Maori women are leading development campaigns that seek to end violence against women and children, uphold their human rights and freedoms and challenge oppressive colonial ideologies which are hegemonic and masculinist. Their work is part of local, national and global agendas to end violence and bring about long-term, positive change. They are a part of the decolonisation agenda within which many Maori actively campaign. This thesis brings together theory and practice to explore such a campaign. The overall goal is to explore the role of Mana Wahine in the development of Te Whare Rokiroki Maori Women's Refuge. Mana Wahine is a theory and ideological framework which is centred on Maori world views and ways of knowing. It is also a tool for analysing situations and events and has been adopted to create space for Maori women to tell their stories and develop ideas. This thesis seeks to achieve the following aims: explore the meaning of Maori development in a Refuge environment; investigate the expression of Mana Wahine by Maori women Refuge advocates; and identify the extent to which Mana Wahine has influenced decolonisation. The research framework which informs the overall approach comprises a: Kaupapa Maori epistemology, Mana Wahine and Qualitative methodologies and interviews. This thesis joins the Refuge in its pursuit for Tino Rangatiratanga (sovereignty) and contributes to the growing body of Mana Wahine knowledge. The conclusions of this thesis assert development within the Refuge means women and children leading lives free from violence and abuse. A Mana Wahine perspective is critical to the development of the Refuge and achieving positive, long-term change. At a fundamental level, the means through which development and change is achieved is Maori culture, Tikanga and Te Reo. The women of Te Whare Rokiroki are unsung heroines whose stories of commitment, sacrifice, learning, determination, anger, resistance and generosity has to be told.</p>

scholarly journals The role of “not for profits” (NFPs) in disaster preparedness in Aotearoa New Zealand

2021 ◽  
Author(s):  
Sharon Torstonson ◽  
Denise Blake ◽  
Darrin Hodgetts ◽  
David M Johnston
Keyword(s):  
New Zealand ◽  
Disaster Preparedness ◽  
Single Parents ◽  
Structured Interviews ◽  
Group Setting ◽  
Staff Members ◽  
For Profit ◽  
Aotearoa New Zealand ◽  
The Right

PurposeThe purpose of this research is to highlight the role of not-for-profit (NFP) organisations in enhancing disaster preparedness. The authors set out to understand their perspectives and practices in regard to disaster preparedness activities to support people who live precarious lives, especially those who live as single parents who are the least prepared for disasters.Design/methodology/approachThe research draws on in-depth, semi-structured interviews with 12 staff members, either in a group setting or individually, from seven NFP organisations, who were located in Ōtautahi (Christchurch) and Kaiapoi in Aotearoa New Zealand. These participants were interviewed eight years after the 2011 Christchurch earthquake.FindingsFour key narrative tropes or elements were drawn from across the interviews and were used to structure the research results. These included: “essential” support services for people living precarious lives; assisting people to be prepared; potential to support preparedness with the right materials and relationships; resourcing to supply emergency goods.Originality/valueThis research contributes to disaster risk reduction practices by advocating for ongoing resourcing of NFP groups due to their ability to build a sense of community and trust while working with precarious communities, such as single parents.

scholarly journals Secondary Sexting: A Restorative Framework for Understanding and Addressing the Harms of Sexting Behaviour among Secondary School Students

2021 ◽  
Author(s):  
◽  
Emma Wicks
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
School Students ◽  
Effective Response ◽  
Hypothetical Scenario ◽  
Zealand Secondary School ◽  
The Subject ◽  
Senior Students ◽  
Qualitative Phase

<p>In New Zealand there is a growing concern over the engagement of teenagers in sexting, especially so-called ‘secondary sexting’, the non-consensual distribution of intimate images. This thesis aims to analyse the behaviour of sexting through a restorative lens and to outline the role of restorative responses can make in a New Zealand context. It combines a review of international literature on the subject with a pilot study of senior students at a New Zealand secondary school, a school that has deemed itself to be a “restorative school”.  The empirical study employs a mixed-methods approach. The quantitative phase involved students (n=125) in Year 11 -13 completing a survey to ascertain the prevalence of sexing and their attitudes towards criminalization of different types of sexting. The qualitative phase involved focus groups with students (n=13), one-on-one interviews with staff (n=7) and parents (n=17) discussing how they would respond to a hypothetical scenario of secondary sexting. The study finds that although only a small percentage of students engaged in secondary sexting, secondary sexting is the cause of significant harm and there is need for an effective response.   This thesis argues that restorative response has the most promise at addressing these harms. It also shows that applying a restorative framework to the analysis of the practice enables us to identify and challenge victim blaming tendencies in both popular opinion and official responses. It proposes that for New Zealand to adequately respond to sexting there needs to be a shift away from viewing secondary sexting as a result of poor choices to one that focuses on respectful relationships and the obligations that go with them.</p>

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