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The ways that gender and sexuality are included within secondary school teaching has implications for students' understandings and ongoing wellbeing. In this research we interviewed nine educators who work in secondary schools in Te Wai Pounamu (the South Island of Aotearoa/New Zealand) about how they approach gender and sexuality within their teaching and what informs these approaches. Foucauldian discourse analysis was used to analyse the interview data. Educators' approaches to gender and sexuality were shaped by the subject(s) they teach, educational context, and subjectivity in relation to their own gender and sexuality. Educators were conscious of the systems of hierarchy and surveillance within education settings, which often limited their willingness to include content that explored gender and sexual diversity. These findings help inform efforts to create more inclusive school environments and suggest that educators need to feel safe including diverse discourses of gender and sexuality within their teaching.

It is important to understand predictors of retention in rehabilitation for people with histories of addiction, co-existing mental health issues and criminal offending. This research examined whether admission status, ethnicity, age, substance use and forensic history were associated with length of stay in a therapeutic community in Dunedin. Retrospective data was gathered from clinical files for 240 tangata whaiora who entered treatment in 2011-2020. The median stay was 111.5 days (mean 182.62, SD 178.23); 80% were retained for at least a month; 56% for 3 months; 38% for 6 months and 26% for 9 months. Having a mandate to undertake treatment was the only significant predictor of retention. Those with mandates were significantly more likely to complete at least 3-months treatment than those without a mandate. These findings demonstrate that mandated treatment may increase retention when few other factors predict retention in therapeutic communities Keywords: Cri minal offending, substance abuse, drugs and alcohol, addiction, therapeutic community, indigenous health, indigenous peoples, Maori health, INTRODUCTION One of the most consistent findings in therapeutic community research is that retention in treatment is associated with positive treatment outcomes for tangata whaiora (people seeking wellness) with histories [...]

Kaupapa Maori early years provision (KM-EYP) is recognised as a cornerstone of community efforts to revitalise Maori language and culture. Surprisingly, little is known about how KM-EYP influences the lives of whanau who have engaged. Parents/grandparents (N=91) of tamariki who had attended a Taranaki-based centre (between 1994 and 2017) completed a survey designed to measure 20 aspects of whanau lives, which collectively align with an ao Maori view of wellbeing. Most participants agreed that their children's learning, Maori identity and cultural capacity had been strengthened, as had their own capabilities. Comparisons between the year after exiting the Centre and the time of the survey (2019/2020) demonstrated sustained or increasing benefits, with the exception of relationships with other Centre whanau and the reo Maori capacity of tamariki. Our findings contribute to what is known about how whanau can benefit from engagement in KM-EYP. Keywords: Indigenous psychology, Kaupapa Maori early years provision, Wellbeing, Survey, Education, Whanau, INTRODUCTION E tatari atu ana kia aroaro mahana, ka taka mai te ahuru, koia. The warmth of spring is eagerly awaited, a joyful time of new growth and industry. This [...]

Universities have implemented a range of education programmes to address the problem of sexual violence on campus. While these programmes can improve the attitudes and behaviours that contribute to rape culture, little is known about the factors influencing students' decisions to participate in such programmes. The aim of this study was to understand university students' decisions about attending sexual violence prevention workshops. Focus groups or individual interviews were conducted with 28 students at a university in Aotearoa/New Zealand who had attended a prevention workshop (n = 11) or who had had the opportunity to attend (n = 17). Thematic analysis was used to analyse the data with a focus on barriers to students' willingness to engage with sexual violence prevention education. Three themes were developed. Each theme concerned preconceived ideas about sexual violence that impacted students' perceptions of and willingness to engage in sexual violence prevention. The three barriers consisted of perceptions concerning the relevance of programmes, participants' perception that they already knew the content, and the impact of cultural ideas about gender and sexual violence. These findings have practical implications for the development and promotion of future campus sexual violence prevention programmes.

Queer university students face multiple stressors which can contribute to mental health difficulties, including minority stressors unique to their queer identities. However, there is little literature exploring stressors faced by queer individuals in university settings. The aim of this study was to qualitatively explore the current challenges and strengths faced by queer university students in Aotearoa New Zealand, in order to contextualise their mental health experiences. Twenty-eight queer students participated across 12 focus groups or interviews. Two queer researchers thematically analysed the data. Three themes were interpreted from the data: 'That's not feminine enough': the impact of societal ideologies on queer students; 'There's one rainbow person in the room': Tokenism, social isolation, and then finding community; and 'You know what it's like to not be heard': The transformation of challenges into strengths. The findings illustrate how queer university students make meaning of their challenges, and the strengths they develop to mitigate these. Educational institutions are highlighted as important sites of systemic change, to reduce minority stressors in students' lives. [ABSTRACT FROM AUTHOR]

Educating trainee healthcare practitioners about transgender healthcare has been neglected globally, and nationally in Aotearoa New Zealand. Reasons for this oversight are only just beginning to come clear. Recent research reveals that healthcare practitioners often have a strong interest in learning about transgender healthcare but lack the knowledge and confidence to be able to teach this topic and cultivate the associated values of healthcare practitioners. There is also a lack of research about the most effective ways to teach trainee healthcare practitioners about relevant aspects of transgender healthcare. This issue is pressing, because transgender people frequently endure unmet mental and physical health needs directly related to a lack of access to welcoming, effective healthcare, even where unrelated to processes of gender transition. Aotearoa New Zealand thus seems at a critical juncture in increasing teacher education and student learning about the routine and specific healthcare needs of transgender people. We need to address this persistent educational gap, even out inequalities in health outcomes for transgender people and, in Aotearoa New Zealand, we can potentially lead the way in this field. We can: (1) commit specific curriculum space to transgender health issues; (2) research effective, specific teaching practice on this topic; (3) develop teacher practice around knowledge, confidence and values to deliver the best teaching for trainee healthcare practitioners. Teachers of healthcare practitioners need to set high standards for transgender healthcare education, and further research is needed to establish the best approach for such provision.

This study explored young women's conceptions of sexual violence after attending a prevention workshop at university and addressed how rape myths feature in ongoing thinking about sexual violence. Three focus groups were carried out with a total of seven 18-/19-year-old women living in residential colleges who had recently attended a sexual violence prevention workshop during their first year at a university in Aotearoa/New Zealand. The focus groups involved activities to discuss rape myths and wider perspectives about tackling sexual violence on campus. Thematic analysis led to the development of three themes: women's lived experience of rape culture, women's residual rape myth acceptance, and encouraging men to challenge rape culture. These results demonstrate how rape myth acceptance can continue after attending a sexual violence prevention workshop and suggest that workshops should further address rape myths using evidence about how some such myths may be unintentionally reinforced. Keywords: Sexual violence prevention; Health education; Rape myths; Rape culture; Qualitative research; Focus groups, Introduction The prevalence of sexual violence makes the necessity of an intervention clear. In Aotearoa/New Zealand, approximately a third of women experience interpersonal or sexual violence at some point in [...]

This is the first of two papers describing the creation of measurement tools for four Maori constructs of positive child behaviour - tuakiri (secure local Maori identity); whanauranga (acting as a member of a whanau); manawaroa (persisting despite difficulty); and piripono (having integrity, commitment and responsibility). This paper describes the psychometric properties of these new measures. Parents and teachers completed questionnaires on 28 children aged 0-5 years five times over 10 months in a Maori-medium early years setting, and video observations were made. Ratings of the videos showed good inter-rater reliability. All questionnaire measures had good internal consistency. Associations of questionnaires with rated observations varied at some timepoints suggesting a need to include both in ongoing research. This study provides initial evidence about reliability of our novel Maori measurement tools for assessment of preschool Maori children. Keywords: Maori Indigenous psychology, Maori constructs, Maori child behaviour measures, Maori child development, reliability, validity, Introduction In Aotearoa, a number of measurement tools are used to assess and evaluate young children's development and behaviour. These assessments are commonly carried out by psychologists in research or [...]

Supporting positive early childhood development is important for both short and long-term outcomes. This paper is the second of two papers examining the measurement of four Maori constructs underpinning positive child behaviours--tuakiri (secure local Maori identity); whanauranga (acting as a member of a whanau); manawaroa (persisting despite difficulty); and piripono (having integrity, commitment and responsibility). Here, we describe changes in measures of these constructs over a 10 month period. Whanau (families) and kaitiaki (teachers) completed questionnaires and video observations were made of 28 Maori children aged 0-5 years. Growth curve analysis revealed significant positive change in each construct across five timepoints, even controlling for age differences. These findings provide proof-of-concept that our novel measures of the four constructs are sensitive to change in positive child behaviours among preschool Maori children. Keywords: Maori child behaviour, Maori child development, kaupapa Maori, early childhood assessment, indigenous measurement tools, growth curve models, Introduction Evidence generated over recent decades demonstrates positive effects of well-designed preschool education programmes on children's developmental and behavioural outcomes in the short-term, and on their potential life trajectories over [...]

Universities across the world have been increasingly focused on responding to campus sexual violence. Developing a response is complex and involves addressing policy, support for those impacted by sexual violence and prevention. This manuscript outlines the structure and development of the University of Otago's whole campus approach to sexual violence that includes staff and students and addresses policy, support and prevention work. Development of this model began in 2016 with the input from academic and general staff alongside students. It included the work of several working parties, a whole campus meeting about sexual violence, policy development and funding allocation. In 2018 the model has been implemented. The model will be described with a focus on the theoretical evidenced-based approach to the development of the model and the theory of change guiding ongoing evaluation.

Patients with cancer often experience heightened distress and uncertainty while receiving oncology treatment. However, limited research has focused on patients' daily experiences of uncertainty and experiential avoidance (EA) of uncertainty during oncology treatment with curative intent. Thirty-one patients with various primary sites of cancer completed a seven-day daily diary about daily psychosocial well-being, treatment-related distress, illness uncertainty, and EA. Regression analyses indicated a significant negative association between daily uncertainty across the week and well-being over and above average daily distress ([beta] = -.42). EA mediated the relationship between illness uncertainty and well-being (Sobel = -2.80; p = .005). EA of illness uncertainty is associated with heightened levels of distress and reduced well-being during the course of oncology treatment with curative intent. Keywords: Experiential avoidance, distress, well-being, uncertainty, oncology treatment, cancer, Introduction The day-to-day well-being of patients with cancer can significantly diminish during oncology treatment due to the specific symptoms of the primary cancer tumour as well as treatment-related side effects [...]

Māori hold unique views on the lifecourse but there has been limited Māori-led longitudinal research to date. There is a particular need for kaupapa Māori and interface longitudinal research that generates mātauranga Māori and enables Māori-initiated transformative action. In this paper, we identify key features of a Māori lifecourse framework and its application to longitudinal research at the interface of mātauranga Māori and Western science. We describe how these features are applied in the Taranaki Māori-led longitudinal research programme Te Kura Mai i Tawhiti. Māori will benefit from a regionally-focussed Māori approach to lifecourse research at the interface. This approach can be applied directly in future localised research led by Māori and other Indigenous peoples. Māori-led longitudinal research will inform effective interventions to lift Māori wellbeing and prospects throughout all stages of life and strengthen Māori contributions to wider society. Māori approaches to longitudinal research will help shape new futures for Māori and a brighter future for all peoples of Aotearoa New Zealand. Glossary of Māori words: ao Māori: Māori world; Aotearoa: Māori name for New Zealand; hāngī: an earth oven or food cooked in such an oven; hapū: subtribe (also meaning to be pregnant); iwi: tribe, people; kaitiaki: guardian (also meaning teacher); kaupapa Māori: Māori paradigm; based within a Māori worldview; Māori: indigenous peoples of Aotearoa New Zealand; mātauranga Māori: Māori knowledge; mokopuna: grandchildren; ōhākī: parting wishes before death; Pākehā: primarily referring to New Zealand Europeans; reo Māori: Māori language; tamariki: children; Tangi te Kawekaweā: study title (the call of the kawekaweā, long-tailed cuckoo, heralds spring and the opportunity for growth); Taranaki: a tribal nation and region of Aotearoa New Zealand; Te Kura mai I Tawhiti: research programme title (sacred legacy of an ancient era); tauiwi: outsider, commonly referring to non-Māori; tuakiri: identity; wānanga: forum for sharing knowledge/learning; whakapapa: genealogy; whanau: extended family. [ABSTRACT FROM AUTHOR]

Background Past studies have demonstrated better mental health and well-being among transgender youth who had accessed gender-affirming care. However, few existing studies have assessed unmet need for gender-affirming care as a social determinant of mental health inequities. Methods Data on unmet need for gender-affirming care, distress and suicidality were analysed from the 2018 Counting Ourselves nationwide community-based survey of transgender people in Aotearoa/New Zealand. Associations between unmet need for gender-affirming care and mental health indicators were tested for transgender youth within the sample (aged 14–26 years; n  = 608; M age = 20.5). Results Transgender youth reported unmet needs ranging from 42% for gender-affirming hormone to 100% for feminizing surgeries and voice surgeries. Overall unmet need for gender-affirming care was associated with worse mental health. Trans men with an unmet need for chest reconstruction (84%) scored an average of 7.13 points higher on the K10 Psychological Distress Scale relative to those whose need had been met. Participants reporting unmet need for hormones (42%) had twice the odds (adjusted odds ratios = 2.01; CI = 1.02–3.98) of having attempted suicide in the last 12 months. Conclusions Dismantling barriers to accessing gender-affirming care could play a crucial role in reducing mental health inequities faced by transgender youth. [ABSTRACT FROM AUTHOR]