Prime Minister Jacinda Ardern is promising help for Tongan children traumatised by Cyclone Gita and says New Zealand was too slow responding to children caught up in the Christchurch earthquakes. Ms Ardern spent the day in Nuku'alofa where she went to a school that was badly damaged from the cyclone last month. RNZ political reporter Mei Heron is in Tonga.
The ideal Victorian woman In Victorian society, a woman was to be meek, mild, virtuous and peaceful (Whiteside 2007). She was expected to marry and have children. She would stay at home, looking after her children and her husband and … Continue reading →
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.
The story of a rugby mad church cleric, his neglected wife and a widowed publican. Read time approximately 26 minutes. He was a widower and father of two children. She was a cleric’s wife, te…
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.
“It must have been a happy household,” was the remark made by one of our team members when she saw the artefact assemblage we are discussing on today’s blog post. Whilst children’s artefacts are relatively common finds on New Zealand … Continue reading →
‘If you dig a hole through the centre of the Earth, you would arrive in New Zealand’. As Spanish children, we learnt that at school. Spain is the Antipodes of New Zealand. Both countries are at the same time joined … Continue reading →
Fleur Beale is one of New Zealand's most prolific authors and the winner of many awards for children and young adult books. Her latest work is a novel that tells the story of a young girl who experienced the February 2011 Christchurch earthquake. It's part of an international series called Through my Eyes - Natural Disaster Zones, which is a series written by different authors focusing on war zones and disasters throughout the world. Fleur's book is based on real accounts of what happened in Christchurch told through the eyes of a young girl, Lyla. Fleur, who has won the Margaret Mahy Medal for her outstanding contribution to children's writing, and was awarded the New Zealand Order of Merit for services to literature, joins Kathryn to talk about her latest work, and why young adult fiction is the best and the process of getting a story right.
Background: Earthquakes are found to have lingering post-disaster effects on children that can be present for months or years after the disaster, including hyperarousal symptoms. Young children have the most difficulties in regulating their emotions, especially when they are highly aroused. Colouring-in mandala designs have been found to reduce hyperarousal symptoms of stress in young adults. The purpose of this study was to determine if the same effects of colouring-in mandalas would be seen with children showing signs of hyperarousal. Research Question: To identify what effect colouring-in mandala designs would have on the heart rate in a young child showing signs of hyperarousal. Method: Following approved procedures for informed consent, two 6-year-old girls from a Christchurch primary school were chosen for the study. Heart rate was measured using a Fitbit in a single subject design. The baseline, colouring-in and a second baseline phase were conducted during mathematics. The participants and their teacher reported on arousal, enjoyment, and positive and problem behaviours. The study took 26 school days to complete. Results: Compared with baseline, the average heart rate data showed no decrease in heart rate (i.e., calming effect) during the mandala colouring-in task phase. Conclusions: The participants enjoyed colouring-in the mandalas, but the average heart rate data did not show that colouring-in pre-drawn designs reduced heart rate, a measure of arousal. Major study limitations included; not having suitable participants or a suitable setting for the colouring-in task, and not being able to observe both participants.
Hundreds of children and 12 schools have pre-registered for swimming lessons at Christchurch's new Taiora QE2 sports centre, which opens today. The Canterbury earthquakes damaged the complex beyond repair, and almost six years after it was demolished, a new QE2 has risen from rubble - admittedly smaller and without the athletics track the old one was so well known for. Schools in particular are welcoming today's opening, after having to spend big bucks on transport to get their students to pools for lessons since the quakes. Logan Church reports.
Home address-based school zoning regulations are widely used in many countries as one means of selecting pupils and estimating future enrolment. However, there is little research regarding an alternative system of zoning for parents’ place of employment. Previous research has failed to analyse potential impacts from workplace-based zoning, including negating the effects of chain migration theory and settlement patterns to facilitate cultural integration, promoting the physical and mental wellbeing of families by enabling their close proximity during the day, as well as positive results concerning a volatile real estate market. As the modern family more often consists of one or both parents working full-time, the requirement of children to attend school near their home may not be as reasonably convenient as near their parents’ workplace. A case study was performed on one primary school in Christchurch, consisting of surveys and interviews of school stakeholders, including parents and staff, along with GIS mapping of school locations. This found deeper motivations for choosing a primary school, including a preference for cultural integration and the desire to school children under 14 years near their parents’ place of employment in case of illness or earthquake. These data suggest that the advantages of workplace-based zoning may be worth considering, and this thesis creates a framework for the Ministry of Education to implement this initiative in a pilot programme for primary schools in Christchurch.
Hon PAULA BENNETT to the Prime Minister: Does he have confidence in all his Ministers? WILLOW-JEAN PRIME to the Minister of Finance: Will this Government’s policies help transition the economy; if so, how? Hon AMY ADAMS to the Associate Minister of Finance: What is the purpose of the Overseas Investment Amendment Bill? Hon MARK MITCHELL to the Minister of Justice: Does he stand by his statement in answer to Oral Question No 8 on Tuesday that “The member is alluding to the offender I referred to in a question last week, relating to the pinching of a prison officer’s bottom”? Dr DUNCAN WEBB to the Minister for Greater Christchurch Regeneration: What announcements has she made about learning the lessons from the Canterbury earthquake sequence to help New Zealanders prepare for the future? Hon PAULA BENNETT to the Minister for Women: Is it her responsibility to stand up for and improve the outcomes for women in New Zealand? PRIYANCA RADHAKRISHNAN to the Minister for Social Development: Will low- and middle-income families be better off because of the Families Package; if so, how? JAMI-LEE ROSS to the Minister of Transport: Does he stand by all his statements, actions, and legislative drafting instructions on matters to do with fuel taxes? ANGIE WARREN-CLARK to the Minister for the Environment: Is the Government assisting the primary sector and regional councils in measuring nutrient use and greenhouse gas emissions; if so, how? Hon ALFRED NGARO to the Minister for Children: Does she stand by her Ministry’s policies and actions in finding caregivers for children in care? Hon Dr NICK SMITH to the Minister for Ethnic Communities: Are the statements in the Onehunga Community News that “The Office of Ethnic Communities is moving into premises in Onehunga, which will be shared with list MP Priyanca Radhakrishnan” and the quote by her parliamentary under-secretary saying, “We’ve boosted support that we’re providing in terms of connecting with ethnic communities, so we have more staff members working in our ethnic communities’ outreach teams” correct? MARK PATTERSON to the Minister for Trade and Export Growth: What announcements has the Government made regarding trade with the European Union?
This thesis examines the opportunities for young citizens in Christchurch to be engaged in city planning post-disaster. This qualitative study was conducted eight years after the 2010-2011 earthquakes and employed interviews with 18 young people aged between 12-24 years old, 14 of whom were already actively engaged in volunteering or participating in a youth council. It finds that despite having sought out opportunities for youth leadership and advocacy roles post-disaster, young people report frustration that they are excluded from decision-making and public life. These feelings of exclusion were described by young people as political, physical and social. Young people felt politically excluded from decision-making in the city, with some youth reporting that they did not feel listened to by decision-makers or able to make a difference. Physical exclusion was also experienced by the young people I interviewed, who reported that they felt excluded from their city and neighbourhood. This ranged from feeling unwelcome in certain parts of the city due to perceived social stratification, to actual exclusion from newly privatised areas in a post-quake recovery city. Social exclusion was reported by young people in the study in regard to their sense of marginalisation from the wider community, due to structural and social barriers. Among these, they observed a sense of prejudice towards them and other youth due to their age, class and/or ethnicity. The barriers to their participation and inclusion, and their aspirations for Christchurch post-disaster are discussed, as well as the implications of exclusion for young people’s wellbeing and sense of belonging. Results of this study contribute to the literature that challenges the sole focus on children and young peoples’ vulnerability post-disaster, reinforcing their capacity and desire to contribute to the recovery of their city and community (Peek, 2008). This research also challenges the narrative that young people are politically apathetic (Norris, 2004; Nissen, 2017), and adds to our understandings of the way that disasters can concentrate power amongst certain groups, in this case excluding young people generally from decision-making and public life. I conclude with some recommendations for a more robust post-disaster recovery in Christchurch, in ways that are more inclusive of young people and supportive of their wellbeing.