Examining the Enviroschools programme within the greater Wellington region: A mixed methods approach

<p>This study focused on the Enviroschools organisation, a provider of education for sustainability in Aotearoa New Zealand. This research used a mixed-methods approach, involving seven schools in the Wellington region. Study one incorporated qualitative methods and gained insight into how the Enviroschools programme works in schools through interviewing teachers. Specifically, this study examined: 1) How the Enviroschools programme is implemented in different schools, 2) How action competence (a key component of the Enviroschools programme) is encouraged in students, and 3) Identified the challenges and benefits that teachers faced when implementing the programme. The second study used a quantitative approach and aimed to identify if variables from the Theory of Planned Behaviour could predict children’s behaviour intentions. Study two: 1) Explored whether the Theory of Planned Behaviour could predict children’s gardening and waste behaviour intentions, 2) Investigated whether environmental concern could explain behaviour intentions, and 3) Explored whether socio-demographic variables helped explain behaviour intentions. The results of study one highlighted the different ways in which teachers implemented the Enviroschools programme; this varied from being fully integrated throughout their teaching to offering extra-curricular environmental activities. The challenges and benefits included a lack of support, positive impacts on the community, and the influence of school culture. The quantitative survey (n=155) found that the Theory of Planned Behaviour variables could predict both Living Landscapes and Zero Waste behaviour intentions. However, environmental concern or socio-demographics did not add to explaining behaviour intentions. These study findings may benefit the Enviroschools organisation and policy makers who want to improve education for sustainability in New Zealand and know which variables to target to increase children’s engagement in waste and gardening behaviours.</p>

Examining the Enviroschools programme within the greater Wellington region: A mixed methods approach

<p>This study focused on the Enviroschools organisation, a provider of education for sustainability in Aotearoa New Zealand. This research used a mixed-methods approach, involving seven schools in the Wellington region. Study one incorporated qualitative methods and gained insight into how the Enviroschools programme works in schools through interviewing teachers. Specifically, this study examined: 1) How the Enviroschools programme is implemented in different schools, 2) How action competence (a key component of the Enviroschools programme) is encouraged in students, and 3) Identified the challenges and benefits that teachers faced when implementing the programme. The second study used a quantitative approach and aimed to identify if variables from the Theory of Planned Behaviour could predict children’s behaviour intentions. Study two: 1) Explored whether the Theory of Planned Behaviour could predict children’s gardening and waste behaviour intentions, 2) Investigated whether environmental concern could explain behaviour intentions, and 3) Explored whether socio-demographic variables helped explain behaviour intentions. The results of study one highlighted the different ways in which teachers implemented the Enviroschools programme; this varied from being fully integrated throughout their teaching to offering extra-curricular environmental activities. The challenges and benefits included a lack of support, positive impacts on the community, and the influence of school culture. The quantitative survey (n=155) found that the Theory of Planned Behaviour variables could predict both Living Landscapes and Zero Waste behaviour intentions. However, environmental concern or socio-demographics did not add to explaining behaviour intentions. These study findings may benefit the Enviroschools organisation and policy makers who want to improve education for sustainability in New Zealand and know which variables to target to increase children’s engagement in waste and gardening behaviours.</p>

Association between Second-Time Mother’s Prenatal Depression and Firstborn’s Behaviour Problems: The Mediation Role of Parenting Daily Hassles

Background: With the relaxation of birth control policy in China in recent years, second-time mothers’ mental health has raised concerns. However, the impact of firstborn children’s behaviour problems on second-time mothers’ prenatal depression in families transitioning to siblinghood has received little attention from family psychologists. Aims: This research aims to investigate whether firstborn children’s behaviour problems affect second-time mothers’ prenatal depression and the mediation role of daily parenting hassles, i.e., minor stressors associated with parenting, on this relationship. Methods: Data about second-time mothers’ prenatal depression, parenting daily hassles, and firstborn children’s behaviour problems were collected from 105 families transitioning to two children families using mother-reported questionnaires. Regressions were used to analyze the data. Results: About half of the mothers in the sample have depressive symptoms. Firstborns’ behaviour problems did not have a direct effect on the mother’s prenatal depression, but the problems did have an indirect effect via parenting daily hassles. The mothers’ age was significantly associated with prenatal depression. Conclusions: The mediation role of parenting daily hassles in the association with firstborn’s behaviour problems and mother’s prenatal depression suggests the need for support that reduce the levels of daily parenting hassles from firstborn children.

Influence of parental anxiety on children’s behaviour during their visits to dental clinic: a short clinical study

Background Anxiety and fear of dental treatment in children have been recognized as sources of serious health problems. Parents are known to subtly transmit feelings of fear and anxiety to their children Commonly which has influence on children’s dental anxiety are maintenance of general health of the child, past dental history, oral hygiene practices and attitudes in the family towards oral health and high dental anxiety of parents, all of these contributed to sustained and elevated levels of children’s dental anxiety. Aim This study was undertaken to evaluate the influence of parental anxiety on their children during their visit to dental clinics. Objective To determine the relationship between parental anxiety level and that of a child. Methods A short clinical study was performed to assess the influence of parental anxiety on their children during their visit to dental clinics. Twenty subjects were randomly selected and their parents were given the Modified Dental Anxiety Scale Questionnaire (MDAS) and their physiologic parameters were measured during each visit. Similarly, the children’s responses were analyzed using the Facial Image Scale (FIS) and their physiologic parameters were measured. Results The values show a positive correlation (P < 0.05) between the scores (MDAS and FIS) and physiologic parameters (blood pressure and heart rate) of parents and their children. Conclusion The dental anxiety levels in parents influence the anxiety levels in children.

The Impact Of SARS Cov-2 Pandemic On Children’s Behaviour In Society And Their Reintegration Through Drama Classes

The aim of this article is to point out the acute need of artistic classes for children with ages between 5 and 12 years after one year and a half of online activitities imposed by the SARS CoV-2 pandemic. The 2021 school year brought to the parents’ attention the gaps their children have experienced in terms of sociability. The ease they used to have in communicating with the others has almost disappeared along with the joy of interaction. They got so used to the virtual world that they began to see it as routine and to believe that this is the way our lives should be looking like from now on. As a result, the inauguration of this new school year in comparison to other typical school years, except for the pandemic years, has been registered as the year with the highest number of requests for children’s theatre classes. Teachers saw their students regressing and they also observed that it was very difficult for their students to assimilate any kind of new information, a reason why they came up with the idea of participating in such classes. The worst challenge for the students was to start coming back again physically to classes. Their enthusiasm disappeared alongside with their inability to concentrate and their difficulty in paying attention to the teaching process. The masks on their faces represented another disadvantage that they didn’t have to comply with any longer while attending online classes. Anyhow, it was the first year as a freelance theatre teacher in which the demand increased in such a manner that neither I nor my guild colleagues could honor all the requests we received in terms of drama classes for children at this age. The benefits of such classes in the education and in the evolution of its participants have already been demonstrated by many theatre personalities and they are now being amplified with the increased interest coming from the children’s parents who noticed serious disorders in their children’s’ behavior. In the next lines we are going to analyse the outcome results after questioning 60 children with ages between 5 and 12 years old.

“Tipping The Balance” – An Evaluation of COVID-19 Parenting Resources Developed and Adapted for Child Protection During Global Emergency Responses

Background: The advent of the COVID-19 pandemic presented many challenges for parenting. Parenting was severely affected by lockdown, school closure, illness, shortages, movement restrictions and the many sudden changes wrought by the global emergence of COVID-19. Responding to the need for a rapid emergency response to support parents and caregivers, a consortium of providers developed a suite of COVID-19 parenting resources based on evidence-based parenting interventions. Launched in March 2020, these were adapted for online use, with versions in over 100 languages, and the possibility for downloading, radio, and oral provision. A rapid qualitative evaluation initiative was conducted from September 2020 to February 2021 to inform the procedure, understand the impact and to drive future provision.Methods: The evaluation collected open-ended responses surveys (n=495 participants) and in-depth interviews with parents, providers and adolescent children (n=22) from 14 countries and one global source. Data were gathered on parenting challenges during COVID-19 and the utility of the COVID-19 parenting resources. In-depth, semi-structured interviews explored the same concepts and elaborating on challenges, utility, and recommendations for the future. Data were translated to English and coded in a hierarchy from basic, organising and global theme generation. Results: The parenting resources equipped parents with information and practices transforming everyday lives, interactions and the challenges from the parenting pressures. The tips provided prompts and permissions related to children’s behaviour, enabled communications and offered ways to reduce stress, monitor behaviour and navigate discipline challenges. The timeliness of the resources as well as the clarity and ease of use were seen as advantages. Future direction and possible hurdles related to adaptations needed according to recipient, child age, local context, culture and new challenges. Conclusions: Although limited by the timing and reach of the disseminated tips, overall findings point to the value and utility of this unprecedented global response to the COVID-19 pandemic. Results suggest that rapid provision of parenting resources at scale is feasible and of use and opens up a pathway for providing evidence-based interventions under COVID-19 constraints.Trial registration: N/A

Perceptions of Samoan Parents from a Small Town in New Zealand on Parenting, Childhood Aggression, and the CD-ROM 'Play Nicely'

<p>This qualitative study describes the perceptions of 18 parents of Samoan ethnicity from Tokoroa, New Zealand. The aims of the study were to: 1) investigate the perceptions of parents’ of Samoan ethnicity in Tokoroa, New Zealand about childhood physical aggression, its origins, and the ways parents managed it; 2) describe parenting practices, the support parents received, the sources of that support, and the values they used in raising their child/children; 3) explore the literature to identify risk and resiliency factors that influence childhood physical aggression; 4) explore the usefulness of a simple multimedia programme (in the form of a CD-ROM) to support Samoan parents management of aggressive behaviour in young children. The study was conducted through 1-1 interviews to establish how the parents defined childhood physical aggression, what they perceived to be the origins of their children’s behaviour if deemed to be aggressive, how they responded to the behaviour, and the origins of their response. They discussed their parenting practices, support they received and the sources of that support, as well as the values they used in raising their child/children. The study’s participants were recruited after initial referrals through a talanoaga process with community elders and others via a snowball technique. An intervention tool, the CD-ROM Play Nicely, was trialled with 11 of the parents to see whether the parents found the tool helpful in managing their children’s physical aggression. The theoretical approach engaged a combination of Community Participatory Action Research (consultation/participation and dissemination), elements of Grounded Theory, talanoaga and Fa’afaletui, the latter being a Samoan framework which gives a multilayered approach to data interpretation using a range of lenses and perspectives. In conducting this investigation, the combination of Western and Samoan frameworks was appropriate given the sensitivities around the topic and the ethnicity of the respondents and the researcher. The parenting aspect of the study affirmed findings from previous research on adaptation and change in Samoan parenting styles. Studies on Samoan childhood physical aggression are noticeably lacking and therefore the findings of this study make a unique contribution. Conclusions drawn from this study show that those parents who initially ‘normalised’ their children’s behaviour prior to viewing the CDROM Play Nicely, changed their perception of their children’s behaviour after viewing Play Nicely, to recognising it as being physically aggressive. The majority of the parents perceived their children’s behaviour and their own responses to their behaviour as originating from their home environment, namely from the parents. Grandparents played a significant part in supporting their grandchildren and being the vessels of ‘cultural knowledge’ for the children. Almost all the parents (17 out of 18) had accessed early childhood education for their children. Culture impacted on how parents thought about and managed children’s behaviour, and is significant to this study. A key recommendation is to replicate the study in an urban setting.</p>

Perceptions of Samoan Parents from a Small Town in New Zealand on Parenting, Childhood Aggression, and the CD-ROM 'Play Nicely'

<p>This qualitative study describes the perceptions of 18 parents of Samoan ethnicity from Tokoroa, New Zealand. The aims of the study were to: 1) investigate the perceptions of parents’ of Samoan ethnicity in Tokoroa, New Zealand about childhood physical aggression, its origins, and the ways parents managed it; 2) describe parenting practices, the support parents received, the sources of that support, and the values they used in raising their child/children; 3) explore the literature to identify risk and resiliency factors that influence childhood physical aggression; 4) explore the usefulness of a simple multimedia programme (in the form of a CD-ROM) to support Samoan parents management of aggressive behaviour in young children. The study was conducted through 1-1 interviews to establish how the parents defined childhood physical aggression, what they perceived to be the origins of their children’s behaviour if deemed to be aggressive, how they responded to the behaviour, and the origins of their response. They discussed their parenting practices, support they received and the sources of that support, as well as the values they used in raising their child/children. The study’s participants were recruited after initial referrals through a talanoaga process with community elders and others via a snowball technique. An intervention tool, the CD-ROM Play Nicely, was trialled with 11 of the parents to see whether the parents found the tool helpful in managing their children’s physical aggression. The theoretical approach engaged a combination of Community Participatory Action Research (consultation/participation and dissemination), elements of Grounded Theory, talanoaga and Fa’afaletui, the latter being a Samoan framework which gives a multilayered approach to data interpretation using a range of lenses and perspectives. In conducting this investigation, the combination of Western and Samoan frameworks was appropriate given the sensitivities around the topic and the ethnicity of the respondents and the researcher. The parenting aspect of the study affirmed findings from previous research on adaptation and change in Samoan parenting styles. Studies on Samoan childhood physical aggression are noticeably lacking and therefore the findings of this study make a unique contribution. Conclusions drawn from this study show that those parents who initially ‘normalised’ their children’s behaviour prior to viewing the CDROM Play Nicely, changed their perception of their children’s behaviour after viewing Play Nicely, to recognising it as being physically aggressive. The majority of the parents perceived their children’s behaviour and their own responses to their behaviour as originating from their home environment, namely from the parents. Grandparents played a significant part in supporting their grandchildren and being the vessels of ‘cultural knowledge’ for the children. Almost all the parents (17 out of 18) had accessed early childhood education for their children. Culture impacted on how parents thought about and managed children’s behaviour, and is significant to this study. A key recommendation is to replicate the study in an urban setting.</p>

The School of Bourgeois Religion: Jewish Children, Emotions, and the Hebrew Bible

Children’s literature, conceptualized as a means of enculturation, is a vehicle for transmitting a society’s or community’s shared values, and is designed to mould children’s behaviour according to what is thought appropriate. As such, it is a powerful cultural agent and consequently a valuable source in the historical study of emotions. This article sets out to explore what can be gained from looking at literature designed for the religious education of Jewish children as sources that shed light on the role of emotions in the process of religious modernization in Judaism. Based on the assumption that feelings are to be viewed as a form of knowledge which is transmitted, acquired, and acted out in specific cultural contexts, several criteria for analysing the verbalization, representation, and use of emotions in Jewish children’s literature are outlined by focusing on the subgenre of Jewish children’s bibles. This analysis allows us to explore how emotions unfolded in educational literature, and how they became an integral and transformative part of religious knowledge, self-assertion, (re)definition, and identity formation at a time of tremendous change for Judaism.