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Videos, UC QuakeStudies

A video about the Ministry of Education's decision to close Avondale Primary School. The video includes interviews with Principal Mark Scown and Julie Begg, the parent of a student at the school.

Audio, Radio New Zealand

The woman who fought the odds to regain her mobility after being trapped and crushed in her collapsed work place, the PGC building, when Christchurch was devastated by the earthquake of February 22. She is now helping other quake victims, especially the children of injured parents some of who have had long periods of separation.

Articles, UC QuakeStudies

A PDF copy of a pack of 22 Tiny Adventures cards. Created in partnership with SKIP, Tiny Adventures helped parents to spend quality time with their children by suggesting some simple activities. The cards were available in packs and free to download from www.allright.or.nz/adventures.

Articles, UC QuakeStudies

A PDF copy of a pack of 23 Tiny Adventures cards. Created in partnership with SKIP, Tiny Adventures helped parents to spend quality time with their children by suggesting some simple activities. The cards were available in packs and free to download from www.allright.or.nz/adventures.

Articles, UC QuakeStudies

A PDF copy of a pack of 21 Tiny Adventures cards. Created in partnership with SKIP, Tiny Adventures helped parents to spend quality time with their children by suggesting some simple activities. The cards were available in packs and free to download from www.allright.or.nz/adventures.

Articles, UC QuakeStudies

A PDF copy of a pack of 21 Tiny Adventures cards. Created in partnership with SKIP, Tiny Adventures helped parents to spend quality time with their children by suggesting some simple activities. The cards were available in packs and free to download from www.allright.or.nz/adventures.

Articles, UC QuakeStudies

A PDF copy of five Tiny Adventures cards that incorporate Maori culture and language. Created in partnership with SKIP, Tiny Adventures helped parents to spend quality time with their children by suggesting some simple activities. The cards were available in packs and free to download from www.allright.or.nz/adventures.

Audio, Radio New Zealand

Topics - Facebook coordinates students to provide assistance after the Christchurch earthquake, the Web is dead. Long Live the Internet Bits and Bobs, parents use 'digital' grounding as a 21st century disciplinary tool, Gmail Priority Inbox Sorts Your Email For You, introducing Wikileakileaks: Your Source for Wikileaks-Related Leaks and Melbourne computer hacker turned whistleblower extraordinaire Julian Assange is under pressure from within WikiLeaks to step down.

Videos, UC QuakeStudies

A video of Principal Tony Simpson announcing to staff and parents at Phillipstown School that the Ministry of Education has decided to merge the school with Woolston School. The video also includes an interview with Tony Simpson about the merger, and his hopes for education in Christchurch in the future.

Articles, UC QuakeStudies

A PDF copy of the front and back of a pack of Tiny Adventures cards. Created in partnership with SKIP, Tiny Adventures helped parents to spend quality time with their children by suggesting some simple activities. The cards were available in packs and free to download from www.allright.or.nz/adventures.

Audio, Radio New Zealand

Topics - Facebook coordinates students to provide assistance after the Christchurch earthquake and 'The Web Is Dead. Long Live the Internet'. Bits and Bobs - Parents use 'digital' grounding as a 21st century disciplinary tool, Gmail Priority Inbox Sorts Your Email For You, introducing Wikileakileaks: Your Source for Wikileaks-Related Leaks and Melbourne computer hacker turned whistleblower extraordinaire Julian Assange is under pressure from within WikiLeaks to step down.

Audio, Radio New Zealand

Topics - appalling stories of Christchurch families living in garages and tents - even a couple renting a wash-house - are continuing to surface almost two years on from the February 2011 earthquake. Youth crime is described as "steadily falling" in New Zealand, with rates of police apprehensions and prosecutions of young people at record lows. Auckland Grammar has employed the services of a private investigator to check on parents trying to cheat on school zone boundaries.

Research papers, University of Canterbury Library

This study explored the effects of the Canterbury earthquakes of 2010 and 2011 on different areas of quality of life (QOL) for children and adolescents with disabilities. Using a survey developed from the Quality of Life Instrument for People with Developmental Disabilities – Short Version (QOL-PDD-SV) (Brown, Raphael & Renwick, 1997) and The World Health Organisation Quality of Life - (WHOQOL)-BREF, parents or caregivers were asked to identify what level of importance and satisfaction their child or adolescent placed on areas of QOL including physical health, psychological health - stress levels and coping ability, attachment to their neighbourhood, friends, family, leisure activities, community access and schooling. They were also asked to determine what level of impact the earthquakes had had on each area of their child or adolescent’s life and overall quality of life in the aftermath of the earthquakes. A total of 31 parents of 22 males and 9 females between the ages of 2.5 years to 19 years of age (mean age: 12.6 years) responded. The results were collated and analysis was run to measure for the effect of age, gender and geographical location. The results found that the earthquakes affected nearly every area of QOL for the children and adolescents. The biggest impact on the children’s psychological health and their ability to cope It was observed that younger children (<13) were more likely to record improved or lessened effects from the earthquakes in psychological health areas. However, the areas of social belonging and friendships were the least affected by the earthquakes. Female children were more likely to indicate higher scores for social belonging after the earthquakes. Many parents observed that their children developed improved coping skills over the earthquake period. The findings in this study offer a better understanding of how earthquakes can affect the quality of life children and adolescents with disabilities.

Audio, Radio New Zealand

A review of the week's main news: sex offender slips through net to teach in a number of New Zealand schools, government says it's not to blame for spreading industrial unrest, Turangi teen sentenced to 10 years jail for raping five year old, Rena captain and navigational officer plead guilty to altering ship's documents, government targets sole parents, unemployed teens, widows and women alone in welfare reforms, Otago Rugby Union fights to stave off liquidation, government promising clampdown on mistreatment and underpayment of foreign crews working on fishing boats chartered to New Zealand companies, structural engineer breaks down at Canterbury Earthquakes Royal Commission and Bret McKenzie earns an Oscar for a Muppet of a song.

Images, UC QuakeStudies

Two images of a house, taken before and after the earthquakes. In the after photograph the chimneys are gone, a column supporting the car port has partly collapsed, windows are broken, and the previously neat lawn and driveway are overgrown. The photographer comments, "This was a house that I was selling up to the September 2010 earthquake in Christchurch. It was on Avonside Drive, which was an area that has been badly hit in every earthquake that has hit the area. In the September quake parts of the house moved in different directions and one of the upstairs doors had to be smashed open to release one of the sons from his bedroom. This occurred in the dark with numerous aftershocks shaking the house. Liquefaction poured up through the floor and flowed down the drive. Everyone got out OK, but soon after the house was red stickered meaning it was dangerous to enter. The house was looted many times even though there was constant police patrols. When the most violent earthquake occurred on 22 February 2012 both the tall heavy chimneys came crashing through into the living areas. Subsequent earthquakes and aftershocks have caused one of the brick fence pillars to fall and the front garage pillar to break up and twist. The family's troubles did not end there. They moved into the home of one of their parents and this mansion of a home was so badly affected by the February earthquake that no one could enter to collect any of their or their parents' belongings. They now own a new home, which they are fond of except when the ground shakes yet again. There has been to date 10,712 earthquakes and aftershocks since 4 September 2010".

Videos, UC QuakeStudies

A video of Ladi6 and All Right? staff member Ciaran Fox "getting out and about in Christchurch", talking to Anni Watkin and Shaun Asi from Youth and Cultural Development (YCD). Watkin and Asi talk about their work with YCD and youth both before and after the earthquakes. YCD are an independent organisation providing opportunities to young people and support to those who are at risk of getting caught in a cycle of offending. YCD was set up by Ladi's parents in 1992. All Right? uploaded the video to YouTube on 21 April 2015 and posted a link to the video on their Facebook Timeline on 11 May 2015 at 7:00pm.

Images, UC QuakeStudies

A protest sign painted on a fence shows a bulldozer labelled "Govt." driven by a woman (presumably representing Education Minister Hekia Parata) running over a sheep labelled "Chch schools", next to the words "Every time you close a school you have to build a jail - Mark Twain." The photographer comments, "Due to the earthquakes in Christchurch and parents leaving the area to give their children a quieter and more education friendly life a lot of the local schools especially in the East of Christchurch are to be closed or amalgamated. This was a decision by the government without consultation with any other authorities. Mark Twain actually said 'Every time you stop a school, you will have to build a jail'".

Audio, Radio New Zealand

Questions to Ministers 1. RAHUI KATENE to the Associate Minister of Health: When was the Core Clinical Committee established in Kawerau and how are iwi involved in the membership and functions of this joint taskforce to tackle youth suicide? 2. DAVID BENNETT to the Minister for Infrastructure: What progress is the Government making on its infrastructure investment programme? 3. Hon ANNETTE KING to the Prime Minister: What advice did he rely on when commenting in Australia on the safety of the Pike River coal mine? 4. NICKY WAGNER to the Minister of Corrections: What support has the Corrections Department provided in Canterbury since the first earthquake struck in September last year? 5. Hon DAVID PARKER to the Minister of Finance: Does he believe that in the current economic environment kiwi companies should be considered favourably with regards to big government contracts? 6. TIM MACINDOE to the Minister for Social Development and Employment: What parenting support is being made available for first-time parents? 7. Hon TREVOR MALLARD to the Prime Minister: In light of the answer given on his behalf to Oral Question No 2 on 15 June, is it his opinion that real average after-tax wages do not go up when high-income earners get tax cuts and low-income workers lose their jobs? 8. PAUL QUINN to the Minister of Customs: What recent reports has he received on developments to technology at the border? 9. GRANT ROBERTSON to the Minister of Health: Has sufficient funding been allocated in Vote Health to meet the increasing costs facing organisations working in the health sector? 10. KEVIN HAGUE to the Minister of Labour: Was she satisfied before the first explosion in the Pike River coal mine, that her Government had done all it could to ensure the workplace safety of people working in underground coal mines; if so, why? 11. COLIN KING to the Minister of Fisheries: What recent announcement has he made about the recovery of the western hoki stock? 12. DARIEN FENTON to the Minister of Labour: Does she stand by all her answers to Oral Question No 10 yesterday?

Research papers, University of Canterbury Library

Following a natural disaster, children are prone to various reactions and maladaptive responses as a result of exposure to a highly stressful and potentially traumatic event. Children’s responses can range from an acute stress response to post-traumatic-stress disorder or may fall somewhere in between. While responses to highly stressful events vary, a common finding is that children will develop sleep problems. This was found following the Christchurch September 2010 and February 2011 earthquakes. The purpose of this study was to investigate the context and phenomenology of the sleep problems of a small number of children experiencing these and the 2016 Kaikoura earthquakes, including possible mechanisms of effect. Participants were four families, including four mothers, one father and four children. The design of this study was unique. Interview data was subjected to a content analysis, extracted themes were organised according to an ecological-transactional framework and then the factors were subject to an analysis, based on the principles of clinical reasoning, in order to identify possible mechanisms of effect. Parents reported 16 different sleep problems across children, as well as other behaviours possibly indicative of post-traumatic stress response. In total, 34 themes and 26 interactions were extracted in relation to factors identified across participants about the children’s sleep and the families’ earthquake experiences. This demonstrated how complex it is to explore the development of sleep problems in the context of disaster. Key factors identified by parents that likely played a key role in the development and perpetuation of sleep problems included earthquake related anxiety, parental mental health and conflict, the child’s emotional and behavioural problems and other negative life events following the earthquakes. The clinical implications of the analysis included being aware that such families, may not have had access to specialized support around their children’s sleep. This was much needed due to the strain such problems place on the family, especially in a post-disaster community such as Christchurch.

Research papers, The University of Auckland Library

This article argues that teachers deserve more recognition for their roles as first responders in the immediate aftermath of a disaster and for the significant role they play in supporting students and their families through post-disaster recovery. The data are drawn from a larger study, 'Christchurch Schools Tell Their Earthquake Stories' funded by the United Nations Educational, Scientific and Cultural Organisation and the University of Auckland, in which schools were invited to record their earthquake stories for themselves and for historical archives. Data were gathered from five primary schools between 2012 and 2014. Methods concerned mainly semi-structured individual or group interviews and which were analysed thematically. The approach was sensitive, flexible and participatory with each school being able to choose its focus, participants and outcome. Participants from each school generally included the principal and a selection of teachers, students and parents. In this study, the data relating to the roles of teachers were separated out for closer analysis. The findings are presented as four themes: immediate response; returning to (new) normal; care and support; and long term effects.

Research papers, University of Canterbury Library

Children are often overlooked in the aftermath of a natural disaster, and children’s use of coping strategies plays an important part in their post-disaster adaptation (Vernberg, La Greca, Silverman, & Prinstein, 1996). The aim of this qualitative study was to explore the coping strategies of children with adequate self-regulation skills and minimal behaviour problems, living in Christchurch following the major 2010 and 2011 earthquakes. This aim was achieved through the use of semi-structured interviews with five seven-year-old children, their parents, and their teachers. These interviews were analysed using Directed Content Analysis and results showed that children most often reported using active and adaptive coping strategies, followed by avoidant strategies. Results in the current literature regarding children’s coping suggest that children exposed to natural disasters are able to utilise strategies that involve some personal control over their environment and emotions, through the use of active and adaptive coping strategies. Findings from this study contribute to the current understanding of children’s use of coping strategies when faced with commonly occurring childhood upsets. Further research is required regarding the outcomes associated with the use of effective coping strategies following traumatic events.

Audio, Radio New Zealand

Fear and humour increasingly drive the TV news. What was the most radical thing you did at school? Some Rangitoto College year 13 girls are upset they're being told to dress more modestly.Students and parents are accusing the school of encouraging "rape culture".A senior staff member from the school is said to have told Year 13 girls that what they're wearing is proving a distraction to their male teachers. Western Springs College which is also in Auckland has been mufti since the 1980s their principal Ivan Davis talks about their attitude to dress code. Displaced residents of Merivale Retirement village in Christchurch were told that they need to move out by April 1. A new facility that has replaced the earthquake damaged one won't have enough beds for everyone. The CEO of Age Concern Canterbury Simon Templeton talks about what measures are in place to look after these vulnerable elderly people. Thirty-six per cent of 16-24 year-olds in full-time education in the UK are not touching booze. They're joining teetotal clubs and opting for alcohol-free accomodation. High levels of debt and the pressure to do well means that students are going out less. Will alchol go completely out of fashion one day? The Nest security alarm system has a microphone in it. Although you probably wouldn't know that because it's not stated on the gadget's specifications. It's a Google product and the company says it never meant to keep the listening devices a secret. UK privacy campaign group Big Brother Watch says it's deceptive and it's normalising the disturbing notion of tech giants constant listening within the privacy of our homes.

Research papers, University of Canterbury Library

For 150,000 Christchurch school students, the 12.51 pm earthquake of 22 February 2011 shattered their normal lunch time activities and thrust their teachers into the role of emergency first responders. Whether helping students (children) escape immediate danger, or identifying and managing the best strategies for keeping children safe, including provision of extended caregiving when parents were unable to return to school to retrieve their children, teachers had to manage their own fears and trauma reactions in order to appear calm and prevent further distress for the children in their care. Only then did teachers return to their families. Eighteen months later, twenty teachers from across Christchurch, were interviewed. At 12.51pm, the teachers were essentially first responders. Using their usual methods for presenting a calm and professional image, the teachers’ emotion regulation (ER) strategies for managing their immediate fears were similar to those of professional first responders, with similar potential for subsequent burnout and negative emotional effects. Teachers’ higher emotional exhaustion and burnout 18 months later, were associated with school relocation. Lower burnout was associated with more emotional awareness, ER and perceived support. Consistent with international research, teachers’ use of cognitive reappraisal (re-thinking a situation) was an effective ER strategy, but this may not prevent teachers’ emotional resources from eventually becoming depleted. Teachers fulfill an important role in supporting children’s psychosocial adjustment following a natural disaster. However, as also acknowledged in international research, we need to also focus on supporting the teachers themselves.

Research papers, University of Canterbury Library

INTRODUCTION: After the 2011 Canterbury earthquake, the provision of school social work was extended into a larger number of schools in the greater Christchurch region to support discussions of their practice priorities and responses in post-earthquake schools. FINDINGS: Two main interpretations of need are reflected in the school social workers’ accounts of their work with children and families. Firstly, hardship-focused need, which represented children as adversely influenced by their home circumstances; the interventions were primarily with parents. These families were mainly from schools in low socioeconomic areas. Secondly, anxiety-based need, a newer practice response, which emphasised children who were considered particularly susceptible to the impacts of the disaster event. This article considers how these practitioners conceptualised and responded to the needs of the children and their families in this context. METHOD: A qualitative study examining recovery policy and school social work practice following the earthquakes including 12 semi-structured interviews with school social workers. This article provides a Foucauldian analysis of the social worker participants’ perspectives on emotional and psychological issues for children, particularly those from middle-class families; the main interventions were direct therapeutic work with children themselves. Embedded within these practice accounts are moments in which the social workers contested the predominant, individualising conceptualisations of need to enable more open-ended, negotiable, interconnected relationships in post-earthquake schools. IMPLICATIONS: In the aftermath of disasters, school social workers can reflect on their preferred practice responses and institutional influences in schools to offer children and families opportunities to reject the prevalent norms of risk and vulnerability.