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Research papers, University of Canterbury Library

Five years on from the 2010-2011 Canterbury earthquakes, research has shown an increase in hyperarousal symptoms in school children. While Cognitive Behaviour Therapy is currently the gold standard for treating Post-Traumatic Stress, there are insufficient clinicians to treat the high numbers of children in post-disaster communities. Alternative non-verbal interventions in school based settings that target the physiological basis of hyperarousal may be more effective for long term stress reduction in some young children. Neuroscience research suggests that drawing activates brain areas connected with the autonomic nervous system, resulting in relaxation and self-regulation. The aim of the current study was to determine whether a 20-minute drawing lesson during the afternoon of the school day would reduce stress in children with hyperarousal symptoms. The study had a single subject ABA design. Four children participated, two of the children exhibited hyperarousal symptoms, and the other two did not, as determined by teacher and parent responses on the Behaviour Problem Index (BPI). The children’s selfreported stress (measured by the Subjective Unit of Distress (SUD) thermometer) and physiological stress (measured by finger temperature) were recorded at the start and end of each session during baseline, drawing lessons, and return to baseline phases. The results of the study showed a general reduction in physiological stress during the drawing lessons for the children with hyperarousal symptoms. However, the results indicated some discrepancies between the children’s physiological stress and perception of stress, which may suggest that the self-report measure was inappropriate for the children in this study. Overall, the study suggests that drawing lessons show promise as a school-based intervention for reducing stress in children with hyperarousal. More research is required to address the limitations of the present study, and before the study can be applied to the whole classroom as a positive strategy for managing stress at school.

Audio, Radio New Zealand

Hon RUTH DYSON to the Minister for Greater Christchurch Regeneration: What progress has been made on the Crown’s Global Settlement with the Christchurch City Council for costs flowing from the Canterbury earthquake sequence? Hon PAUL GOLDSMITH to the Minister of Finance: Does he stand by all of his policies, statements, and actions? Hon JUDITH COLLINS to the Minister of Housing and Urban Development: Does he stand by his statement in response to a question on if he would meet his commitment to be a keynote speaker at the KiwiBuild summit on 24 June, “No, because I have two papers at Cabinet”, and did he take two papers to Cabinet on 24 June? GARETH HUGHES to the Minister of State Services: Does he support measuring and improving the energy efficiency of Government buildings, both leased and owned? Hon MICHAEL WOODHOUSE to the Minister of Health: Does he stand by his statement yesterday that “Yes, that will mean that we will have deficits that we wouldn’t want to see. That member and his Government under-invested in health for nine long years, and we will be investing ourselves for quite a period to set that right”; if so, when will he “set that right”? Dr DUNCAN WEBB to the Minister of Justice: What recent announcements has he made regarding community law centres? CHRIS BISHOP to the Minister of Transport: What will the percentage increase in the fuel excise duty and accompanying road-user charges be on Monday, 1 July, and what will be the total revenue raised from this increase? Hon TIM MACINDOE to the Minister for ACC: Does he stand by all of his answers during the Vote Labour Market Estimates hearing at the Education and Workforce Committee meeting on 12 June? Dr LIZ CRAIG to the Minister of Health: What, if anything, is the Government doing to better support the wellbeing of parents with mental health and addiction needs? Hon LOUISE UPSTON to the Minister for Women: How can she be responsible for eliminating the gender pay gap when the Ministry for Women’s gender pay gap has gone from 5.6 percent in favour of women to 6 percent in favour of men? JONATHAN YOUNG to the Minister of Energy and Resources: Does she stand by all her statements, policies, and actions? ANAHILA KANONGATA'A-SUISUIKI to the Minister for Pacific Peoples: How does Budget 2019 support Pacific peoples in Aotearoa New Zealand?

Audio, Radio New Zealand

1. AMY ADAMS to the Minister of Finance: What progress has the Government made this year in laying the foundations for a more ambitious and faster growing economy? 2. Hon PHIL GOFF to the Prime Minister: Does he stand by his statement that by early 2010 New Zealand will be coming out of the recession "reasonably aggressively"? 3. ALLAN PEACHEY to the Minister of Education: What feedback has she received about the quality of school reports to parents this year? 4. Hon CLAYTON COSGROVE to the Minister for Canterbury Earthquake Recovery: Is he satisfied that the Canterbury earthquake business support measures undertaken by the Government have worked as intended? 5. Dr KENNEDY GRAHAM to the Minister for Climate Change Issues (International Negotiations): Will the Cancun Agreements achieve the agreed goal of confining global warming to 2 degrees Celsius by 2020; if so, how? 6. Dr PAUL HUTCHISON to the Minister of Health: What reports has he received on improved access to medicines? 7. Hon DAMIEN O'CONNOR to the Prime Minister: Does he stand by his statement that "It's clearly been a large sum of money. But at the end of the day I gave a commitment to the families at Pike River I'd do everything I could to get their men out, I stand by that. I think the Government has done everything it can do so far"? 8. Dr CAM CALDER to the Minister of Corrections: Has she received any progress reports on the Government's Prisoner Skills and Employment Strategy? 9. Hon DAVID PARKER to the Minister for Economic Development: How many additional Cabinet papers has he submitted to Cabinet since he told the House in July "In my capacity as Minster for Economic Development I have submitted 14 papers to Cabinet in the last 6 months"? 10. HONE HARAWIRA to the Minister of Foreign Affairs: What steps has the New Zealand Government taken to denounce the shooting by Chilean forces of indigenous Rapa Nui, during an operation to evict them from stolen ancestral lands that they were seeking to reclaim? 11. Hon JIM ANDERTON to the Minister for ACC: Does he have any concerns about the way ACC in general and claims general manager Denise Cosgrove in particular, is interpreting ACC legislation regarding personal injury claims which are being declined on the basis of degeneration or pre-existing conditions? 12. COLIN KING to the Minister of Fisheries: How will fisheries officers be helping to better protect New Zealand's fisheries this summer?

Research papers, University of Canterbury Library

This thesis seeks to examine how the integration of play, small toys specifically, and the use of solution-focused brief therapy techniques can affect the outcomes for primary school aged children undergoing counselling. The setting is a counselling agency in Christchurch, New Zealand. A qualitative research approach is used and the data analysed using a narrative inquiry approach. The context of this study is the counselling service of an agency where young children, adolescents and their families are helped and supported through a variety of life issues. The counselling the participants are offered uses a combination of a solution-focused and play therapy where the purpose is to encourage clients to find exceptions to their presenting problems and identify their preferred future. The aim of this study is to help the children navigate their problem through a better understanding of and the gaining of personal skills and strengths. Participants were invited to be part of this study through the agency waiting list. The four included presented with a variety of reasons for coming to counselling yet these proved similar to that which the agency has been routinely presented with in the aftermath of the Canterbury earthquakes from 2011 to present day. Each participant had the consent of their parents or caregivers to engage in this project. The participants themselves separately agreed to engage in a solution- focused counselling process where the counsellor also integrated the use of small toys as part of the course. Counselling sessions were audiotaped, aspects photographed and analysed with a specific focus on client engagement. Four key themes emerged as the participants explored their personal narrative. Firstly, the “I’m OK” theme depicted in their first scaling activity, secondly a recognition that things could indeed be better and they needed help. Thirdly, a realisation of their own strengths and skills and finally that the future was an optimistic place to look forward to. These themes are described and explained through descriptions of the participant’s stories as well as self-reflection by the researcher. Transcriptions of sessions are included as are excerpts from the research journal and photographs of the use of the small toys by the children.

Research papers, University of Canterbury Library

Christchurch has experienced a series of over 13,500 earthquakes between September 2010 and January 2012. Some children who have been exposed to earthquakes may experience post-traumatic stress disorder symptoms (PTSD) including difficulty concentrating, feeling anxious, restlessness and confusion. Other children may be resilient to the effects of disaster. Western models of resilience relate to a child’s social support and their capacity to cope. The Māori model of wellbeing relates to whanau (family), wairua (spiritual connections), tinana (the physical body) and hinengaro (the mind and emotions). Children’s concepts of helping, caring and learning may provide insight into resilience without introducing the topic of earthquakes into the conversation, which in itself may provoke an episode of stress. Many researchers have studied the effects of earthquakes on children. However, few studies have examined positive outcomes and resilience or listened to the children’s voices. The objective of this study was to listen to the voices of children who experienced the Canterbury earthquake period in order to gain a deeper understanding of the ideas associated resilience. Individual interviews were conducted with 17 five-year-old participants during their first term of primary school. After the interviews, the teacher shared demographic information and reports on the children’s stress and coping. Six children were identified as New Zealand European and eleven children identified as New Zealand Māori. Children had different views of helping, caring and learning. Themes of resilience from Western and Kaupapa Māori models were identified in transcripts of the children's voices and drawings. Māori children voiced more themes of resilience associated with the Western model, and in the Tapa Whā model, Māori children's transcripts were more likely to be inclusive of all four components of well-being. How five-year-old children, having experienced an earthquake disaster during their preschool years, talk or draw pictures about helping, caring and learning can provide insight into resilience, especially in situations where it is not advisable to re-traumatise children by discussing the disaster event. Future research should interview parents/caregivers and whānau to gain further insights. Considering information from both a Western and a Tapa Whā perspective can also provide new insights into resilience in young children. A limitation of this study is that qualitative studies are not always free from a researcher’s interpretation and are, therefore, subjective.

Audio, Radio New Zealand

Questions to Ministers 1. Dr RUSSEL NORMAN to the Minister of Justice: Is it his view that the justice system should provide rehabilitation and give people the chance to change? 2. Hon ANNETTE KING to the Minister for Canterbury Earthquake Recovery: Is he satisfied with progress on the recovery from the Canterbury earthquake so far? 3. DAVID BENNETT to the Minister of Broadcasting: What recent announcements have been made regarding digital switchover? 4. SUE MORONEY to the Minister of Education: What policy initiatives has she developed for early childhood education? 5. AARON GILMORE to the Minister of Civil Defence: What is the update on the Canterbury Civil Defence states of emergency? 6. Hon DAVID CUNLIFFE to the Minister of Finance: Did the Treasury evaluate the net effect on South Canterbury Finance's position of the February 2010 acquisition of Helicopters (NZ) Ltd and Scales Corporation shares, including the effect of the transaction on the recoverability or impairment of South Canterbury Finance's $75 million loan to its parent company, Southbury Group Ltd? 7. LOUISE UPSTON to the Minister of Energy and Resources: Will Cantabrians whose chimneys have been significantly damaged by the recent earthquake be covered by the Earthquake Commission to replace their old log burners or open fires with new efficient heaters? 8. Hon TREVOR MALLARD to the Minister of Education: What support will be available in 2011 to schools that have very poor numeracy national standards results in 2010? 9. SANDRA GOUDIE to the Minister of Corrections: What support is the Corrections Department offering to Canterbury community groups and individuals to help with earthquake recovery? 10. DARIEN FENTON to the Minister of Labour: Does she stand by her statement to the House on 14 September 2010 that the 90-day trial provisions "do not take away rights"? 11. CHESTER BORROWS to the Minister of Housing: What is the Government doing to assist people whose homes are not habitable following the Canterbury earthquake? 12. PHIL TWYFORD to the Minister of Local Government: When he said in the House yesterday that the Auckland Transition Agency "ran a tender to deliver an enterprise resource planning system" was he referring to merely the $14.3 million contract for the implementation of the Enterprise Resource Planning system or was he referring to the full contract of $53.8 million to deliver the Enterprise Resource Planning system? Questions to Members 1. DARIEN FENTON to the Chairperson of the Transport and Industrial Relations Committee: How many submissions have been received on the Employment Relations Amendment Bill (No 2)?

Audio, Radio New Zealand

1. Rt Hon WINSTON PETERS to the Prime Minister: Has he had time to read and digest the judgement of Justice Miller regarding the Crafar farm deal; if so, does he stand by his comments made in the House yesterday? 2. Hon DAVID PARKER to the Minister for Land Information: Does he believe he and the Government have conducted themselves competently and appropriately in relation to the decision to approve the purchase of the Crafar farms by a foreign buyer; if not, what did they do wrong? 3. JONATHAN YOUNG to the Minister of Finance: What reports has the Government issued on the economy? 4. JACINDA ARDERN to the Minister for Social Development: Does she have confidence that Work and Income meets their own "case management approach" expectations? 5. JAN LOGIE to the Minister for Social Development: Does she have concerns that changes to the eligibility for the Training Incentive Allowance are causing single parent beneficiaries to consider working in the sex industry? 6. Dr CAM CALDER to the Minister of Health: What improvements have there been to services for patients as a result of greater collaboration between District Health Boards? 7. Hon CLAYTON COSGROVE to the Minister for State Owned Enterprises: Does he still intend to sell 49 per cent of the four State-owned energy companies? 8. JAMI-LEE ROSS to the Minister of Local Government: What analysis has he received on rate increases across New Zealand's 78 councils following the enactment of new local government legislation in 2002? 9. Hon LIANNE DALZIEL to the Minister for Canterbury Earthquake Recovery: Does he stand by the part of his statement of 27 January, announcing the extension of the red zone offer to retirement villages, that letters of offer would be sent to each resident and CERA would work with village owners as quickly as possible to ensure the residents are assisted; if not, why not? 10. Dr RUSSEL NORMAN to the Minister for Land Information: Did Overseas Investment Office officials meet with Chinese political consul Cheng Lei late last year; if so, did they discuss Shanghai Pengxin's bid for the Crafar farms? 11. CLARE CURRAN to the Minister of Broadcasting: What is the name of the documentary which was withheld in the papers released publicly by NZ On Air titled "Records of decisions made at working group meeting"? 12. Hon TAU HENARE to the Minister for Economic Development: What progress has he made declaring the Volvo Ocean Race Stopover a major event under the Major Events Management Act 2007?

Audio, Radio New Zealand

Questions to Ministers 1. CHRIS AUCHINVOLE to the Minister of Commerce: What legislative and regulatory steps has he taken to help restore investor confidence in the financial markets? 2. Hon ANNETTE KING to the Minister for Social Development and Employment: Does she stand by her reported statement that it would be pre-emptive to rule anything out because the Government was still working its way through extensive recommendations by the Welfare Working Group? 3. TE URUROA FLAVELL to the Minister of Transport: Ka aha ia ki te whakapaipai ake i te āhua o ngā rori i te tuawhenua, he hapori Māori nei te nuinga o ngā tāngata ki reira, ā, e kiia nei e ētahi, he pērā aua rori ki ngā mea o ngā ao pōhara rawa atu? * Translation: What will he do to improve the conditions of roads in rural, predominately Māori communities, some of which have been described as of third world status? 4. Hon TREVOR MALLARD to the Prime Minister: Does he stand by his answer to Oral Question No 1 yesterday in relation to unemployed 15 to 19-year-olds, "If we look at the household labour force survey, we see that there are 26,700 people in the 15 to 19-year-old category"? 5. TIM MACINDOE to the Minister of Health: What progress are district health boards making in providing faster cancer radiation treatment for patients? 6. GRANT ROBERTSON to the Minister of Health: Are district health boards being funded sufficiently to maintain the level of services they provided in 2010/11? 7. KEVIN HAGUE to the Minister of Labour: When will the new chief inspector for mining and additional inspectors in the planned High Hazards Unit become operational? 8. CHARLES CHAUVEL to the Minister of Justice: Does he agree with the Chief Justice that the scheme for disclosure by the defence in criminal cases contained in the Criminal Procedure (Reform and Modernisation) Bill is "inconsistent with the defendant's right to have the prosecution prove its case beyond reasonable doubt" and with the late Chief District Court Judge that punishment at sentencing for procedural non-compliance "is conceptually incoherent and therefore arbitrary"? 9. Hon TAU HENARE to the Minister for Social Development and Employment: What is the Government doing to help teen parents get ahead? 10. Hon LIANNE DALZIEL to the Minister for Canterbury Earthquake Recovery: How many letters of offer from the Crown will be sent to insured residential red zone property owners this week? 11. NIKKI KAYE to the Minister of Internal Affairs: What announcements has he made today on improving flexibility for community groups receiving grants from gaming societies? 12. DARIEN FENTON to the Minister of Labour: Does she stand by her statement about making changes to mine safety that "until the royal commission of inquiry makes its findings, we will wait accordingly"?

Audio, Radio New Zealand

ANDREW LITTLE to the Prime Minister: Does he have confidence in the Minister for Building and Housing given the falling rate of homeownership, especially among young people? RON MARK to the Prime Minister: Does he stand by all his statements? MATT DOOCEY to the Minister of Finance: Does he stand by his statement that “There are more jobs, and people are being better paid”; if so, why? Dr MEGAN WOODS to the Minister supporting Greater Christchurch Regeneration: Does he agree with the Prime Minister, who said with regard to the Canterbury earthquakes, “on behalf of the Government, let me be clear that no one will be left to walk this journey alone”; if so, does he think all relevant information prepared by his Government has been made available to Cantabrians to assist them in navigating post-earthquake decisions? METIRIA TUREI to the Prime Minister: Ka tū a ia i runga i te mana o āna kaupapa here Kāwanatanga katoa, nē? Translation: Does he stand by all his Government’s policies? Dr JIAN YANG to the Minister of Education: What recent announcements has she made about expanding 21st century learning options for parents and whanau? CHRIS HIPKINS to the Minister of Education: How will her Communities of Online Learning (CoOL) proposal differ from online charter schools in the United States, given a study partially funded by a private pro-charter foundation found students attending those schools lost an average of about 72 days of learning in reading, and 180 days of learning in maths during the course of a 180-day school year? CATHERINE DELAHUNTY to the Minister for the Environment: Will he commit to a regulatory regime that includes swimmable rivers in light of the comment from a Havelock North café owner who said that, “we’d trade all the compensation in the world if it would spur the Government into tidying up or cleaning up the waterways”? IAIN LEES-GALLOWAY to the Minister of Immigration: How many of the 209,000 work visas issued last year were for occupations on one of the Essential Skills in Demand lists? JONO NAYLOR to the Minister of Police: What is the Police doing to assist potential victims of family violence? STUART NASH to the Minister of Police: Does she believe that the Police have enough resources to implement their part of the Prime Minister’s 2009 promise to use the full force of the Government’s arsenal to “confront the P problem” given that P is cheaper, and as easy as it was to get in 2008? PAUL FOSTER-BELL to the Minister for Primary Industries: What recent reports has he received on growth in wine exports?

Videos, UC QuakeStudies

A video of a presentation by Garry Williams during the fourth plenary of the 2016 People in Disasters Conference. Williams is the Programme Manager of the Ministry of Education's Greater Christchurch Education Renewal Programme. The presentation is titled, "Education Renewal: A section response to the February 2011 Christchurch earthquake".The abstract for this presentation reads as follows: The Canterbury earthquakes caused a disaster recovery situation unparalleled in New Zealand's history. In addition to widespread damage to residential dwellings and destruction of Christchurch's central business district, the earthquakes damaged more than 200 schools from Hurunui in the north, to the Mackenzie District in the east, and Timaru in the south. The impact on education provision was substantial, with the majority of early childhood centres, schools and tertiary providers experiencing damage or subsequent, with the majority of early childhood centres, schools and tertiary providers experiencing damage or subsequent operational issues caused by the ensuing migration of people. Following the February earthquake, over 12,000 students had left the school they had been attending and enrolled elsewhere - often at a school outside the region. Shortened school days and compression of teaching into short periods meant shift-sharing students engaged in the curriculum being delivered in more diverse ways. School principals and staff reported increased fatigue and stress and changes in student behaviours, often related to repeated exposure to and ongoing reminders of the trauma of the earthquakes. While there has been a shift from direct, trauma-related presentations to the indirect effects of psychological adversity and daily life stresses, international experiences tells us that psychological recovery generally lags behind the immediate physical recovery and rebuilding. The Ministries of Health and Education and the Canterbury District Health Board have developed and implemented a joint action plan to address specifically the emerging mental health issues for youth in Canterbury. However, the impact of vulnerable and stressed adults on children's behaviour contributes to the overall impact of ongoing wellbeing issues on the educational outcomes for the community. There is substantial evidence supporting the need to focus on adults' resilience so they can support children and youth. Much of the Ministry's work around supporting children under stress is through supporting the adults responsible for teaching them and leading their schools. The education renewal programme exists to assist education communities to rebuild and look toward renewal. The response to the earthquakes provides a significant opportunity to better meet the needs and aspirations of children and youth people. All the parents want to see their children eager to learn, achieving success, and gaining knowledge and skills that will, in time, enable them to become confident, adaptable, economically independent adults. But this is not always the case, hence our approach to education renewal seeks to address inequities and improve outcome, while prioritising actions that will have a positive impact on learners in greatest need of assistance.

Research papers, University of Canterbury Library

During 2010 and 2011, major earthquakes caused widespread damage and the deaths of 185 people in the city of Christchurch. Damaged school buildings resulted in state intervention which required amendment of the Education Act of 1989, and the development of ‘site sharing agreements’ in undamaged schools to cater for the needs of students whose schools had closed. An effective plan was also developed for student assessment through establishing an earthquake impaired derived grade process. Previous research into traditional explanations of educational inequalities in the United Kingdom, the United States of America, and New Zealand were reviewed through various processes within three educational inputs: the student, the school and the state. Research into the impacts of urban natural disasters on education and education inequalities found literature on post disaster education systems but nothing could be found that included performance data. The impacts of the Canterbury earthquakes on educational inequalities and achievement were analysed over 2009-2012. The baseline year was 2009, the year before the first earthquake, while 2012 is seen as the recovery year as no schools closed due to seismic events and there was no state intervention into the education of the region. National Certificate of Educational Achievement (NCEA) results levels 1-3 from thirty-four secondary schools in the greater Christchurch region were graphed and analysed. Regression analysis indicates; in 2009, educational inequalities existed with a strong positive relationship between a school’s decile rating and NCEA achievement. When schools were grouped into decile rankings (1-10) and their 2010 NCEA levels 1-3 results were compared with the previous year, the percentage of change indicates an overall lower NCEA achievement in 2010 across all deciles, but particularly in lower decile schools. By contrast, when 2011 NCEA results were compared with those of 2009, as a percentage of change, lower decile schools fared better. Non site sharing schools also achieved higher results than site sharing schools. State interventions, had however contributed towards student’s achieving national examinations and entry to university in 2011. When NCEA results for 2012 were compared to 2009 educational inequalities still exist, however in 2012 the positive relationship between decile rating and achievement is marginally weaker than in 2009. Human ethics approval was required to survey one Christchurch secondary school community of students (aged between 12 and 18), teachers and staff, parents and caregivers during October 2011. Participation was voluntary and without incentives, 154 completed questionnaires were received. The Canterbury earthquakes and aftershocks changed the lives of the research participants. This school community was displaced to another school due to the Christchurch earthquake on 22 February 2011. Research results are grouped under four geographical perspectives; spatial impacts, socio-economic impacts, displacement, and health and wellbeing. Further research possibilities include researching the lag effects from the Canterbury earthquakes on school age children.