An entry from Deb Robertson's blog for 27 April 2016 entitled, "a few thoughts on being a full time single parent and working".The entry was downloaded on 3 November 2016.
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.
The self-regulation approach to educating parents focusses on promoting parenting confidence, independence, and the ability to solve future problems. As parents learn the skills to modify their own behaviour, in turn, they aim to foster self-regulation in their children/adolescents. A need had been identified by Christchurch school principals for the Ministry of Education to respond to the post-earthquake stress in local families. The aim of this study was to investigate if a parenting programme was effective in promoting parental self-management skills and adolescent behaviour change in Christchurch families affected by earthquakes between 2010 and 2012. A single case research design was used to follow five families with adolescents (12-16 years old) as they participated in a Group Teen Triple P – Positive Parenting Programme. Measures of self-management skill acquisition were taken during three family discussions (pre-intervention, mid-intervention, and post-intervention) and during the three telephone consultations (Sessions 5-7). Adolescent target behaviour tallies were also analysed for change. The main findings showed that parental self-management skill acquisition increased over-time accompanied by positive change in adolescent behaviour. Additionally, the results suggested that higher rates and levels of self-management skill acquisition in the parents were associated with greater improvements in adolescent behaviour. This study demonstrated that Group Teen Triple P – Positive Parenting Programme was effective in promoting self-management competencies in parents and behaviour change in adolescents.
Previous research has found that the capacity to self-regulate is associated with a number of positive life outcomes and deficits in self-regulation have been linked with poorer life outcomes. Therefore, parent and child self-regulation is an important focus of the Positive Parenting Program for Teenagers (Teen Triple P). The aim of this study was to investigate if Group Teen Triple P was effective in promoting parental self-regulation and adolescent behaviour change in families affected by the earthquakes in Canterbury NZ between 2010 and 2012. METHOD: Five families with teenagers aged 12-16 years were recruited from among families participating in a Group Teen Triple P program specifically implemented by the education authorities for parents self-reporting long-term negative effects of the earthquakes on their family. A single-case multiple-baseline across participants design was used to examine change in target teenager behaviour. Measures of self-regulation skill acquisition were taken using a coding scheme devised for the study from transcripts of three telephone consultations and from three family discussions at pre-intervention, mid-intervention, and post-intervention. Parents and their child also completed questionnaires addressing adolescent functioning, the parent-adolescent relationship and parenting at pre- and post-intervention. RESULTS: The multiple-baseline data showed that parents were successful at changing targeted behaviour for their child. Analysis of the telephone consultations and family discussions showed that parents increased their self-regulation skills over the therapy period and there was positive change in adolescent behavior reported on the Strengths and Difficulties Questionnaire. Additionally, the results suggested that higher rates and levels of self-regulation in the parents were associated with greater improvements in adolescent behaviour. CONCLUSION: This study demonstrated that the Group Teen Triple P -Program was effective in promoting self-regulation in parents and behaviour change in adolescents, specifically in a post-disaster context.
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.
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?