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Item Taleni seki atagina: Te akasakiga o kaaiga Tuvalu seki nofo tumau iluga i Aotearoa Niusila = Hidden gems - lived experiences of Tuvaluan hope seekers and their families in Aotearoa New Zealand(Unitec Institute of Technology & Tuvalu Auckland Community Trust, 2021-12-13) Nguyen, Hoa; Kenkel, David; Unitec Institute of TechnologyRESEARCH QUESTIONS: • What is the lived experience of Tuvaluan hope seekers and their families in Aotearoa New Zealand? • What are the effects of not having a visa on their well-being and that of their families? • What are the economic losses caused by their missed opportunities? • What are their coping mechanisms?• What are their strengths/future aspirations/hopes/dreams?Item Teacher perceptions of the value of the Jade Speaks Up programme Section report for Countering family harm and improving child well-being: 2017- 2019 Research report on a New Zealand programme delivered by classroom teachers(Jade Speaks Up Trust, 2020-10) Bridgman, Geoffrey; Unitec Institute of Technology; Violence Free Communities (Henderson, Auckland, N.Z.)Jade Speaks Up (JSU) is a teacher-led programme that gives Year 4 to 8 school children practical and relational strategies, emotional literacy and self-agency tools to develop trusting relationships, build resilience and keep themselves safe from bullying and family violence. JSU addresses a key component of the Ministry of Education’s Health Curriculum designed to improve future New Zealand’s very negative statistics on bullying, youth suicide and domestic violence. From 2017 to 2019 a pilot program funded by ACC was run in 18 schools in Auckland, The Bay of Plenty, Dunedin & Christchurch covering levels 5-8 (primary, full-primary, intermediate and integrated), with a deciles ranging from 1-9 (average =3.3). 3277 children were engaged in the programme, aged from 8 to 14. 18% were Asian/ African, 27%, Māori, 31%, Pacific Island and 24%, Pākehā /European. These children completed 141 questionnaires covering emotional literacy, people connections, relational and safety skills, wellbeing and satisfaction with and benefits of the programme. 92 teachers took part in the Jade Speaks Up programme and 21 participated in two iterations of the programmes over that period, making a total of 123 classrooms involved – 47 in 2017, 38 in 2018 and 37 in 2019. Twenty percent of classes were taught by teachers of Māori descent; 15% by teachers of Pacific Island descent, but excluding Maori, 6% by teachers of Asian descent, but excluding Maori and Pacific Island; and 60% were Pakeha/New Zealander or of European descent only. [...] Teacher values In the 2017 iteration of the JSU programme, we became aware that there were some teachers who almost from the outset of training did not warm to the programme, and that this flowed through into their judgement on the effectiveness of the programme. We wondered if these teachers were starting from a different values base than the one held by the programme and, presumably, most of the teachers who were part of the first iteration. In the second and third iterations of the programme we asked teachers to record four key values that inform their practice. Of the 67 teachers involved, 63 completed the values question. The analysis that follows gives the percentage of responses from this group of 63.Item Countering family harm and improving child well-being : 2017- 2019 Research report on a New Zealand programme delivered by classroom teachers(Jade Speaks Up Trust, 2020) Bridgman, Geoffrey; Dyer, E.; O'Hagan, A.; Unitec Institute of Technology; Violence Free Communities (Henderson, Auckland, N.Z.)EXECUTIVE SUMMARY: The analysis of questionnaire data from the Jade Speaks Up pilot programme over the period of 2017 to 2019, involved 3277 children aged from eight to thirteen years and 104 teachers from eighteen schools. Three schools have run the programme over two years and one over three years. Ninety-five percent of the children completed at least one of the three questionnaires (pre-test, post-test and follow-up) evaluating the programme. In 2018, children from Years five and six were specifically included in the programme which increased the proportion of 8-10-year-olds in 2018 and 2019. The cohort included substantial numbers of children from four major cultural groups (Asian/African, Māori, Pasifika and Pākehā/European). The schools, spread across New Zealand, included intermediate, primary, full primary, integrated and a high school with an intermediate section. The average decile rating of the schools was 3.26.Item Report of the data from the 2018 year of the Jade Speaks Up Pilot(Violence Free Communities, 2019-11) Bridgman, Geoffrey; Dyer, E.; O'Hagan, A.; Unitec Institute of Technology; Violence Free Communities (Henderson, Auckland, N.Z.)EXECUTIVE SUMMARY: Speaks Up, a teacher-led programme that gives Year 4 to 8 school children practical and relational strategies, emotional literacy and self-agency tools to develop trusting relationships, build resilience and keep themselves safe from bullying and family violence. In 2018 we quadrupled engagement of students in school years 4 to 6 to 41.5%, reducing the average age to 10.5 years, 9 months younger than the 2017 cohort. . There were also 17% more Māori participants (now 39%) and 14% fewer Pacific Island participants (now 27%) along with 15% Asian/African and 19% Pākehā/European. The 2018 data set had the same number of schools as in 2017, but they were smaller schools with less classrooms (33 vs 50), less students (863 at pre-test vs 1106; 813 at post-test vs 666); and less attrition (496 at follow-up vs 482) The 2018 pilot shortened the three online student evaluation questionnaires and had only one control group (class as usual). A new short evaluation measure drawn from ClassMAP (Doll, Spies, Leclair, Kurien & Foley, 2010) was included to enquire about children’s perspectives of the class environment. We also asked teachers about their values underpinning their work. There were also several modifications to the manual and teacher resourcesItem Report to CSWEANZ on behalf of the Fit and Proper Working Group(Council for Social Work Education Aotearoa New Zealand (CSWEANZ), 2017-11) Hughes, Catherine; Staniforth, B.; Adamson, C.; Hancox, J.; McNabb, David; McKechnie, Roz; Unitec Institute of Technology; University of Auckland; Manukau Institute of TechnologySurvey invitations were sent on 17th August, 2015 to 20 contacts from 19 tertiary institutions with the following message. “Attached is a survey that has been developed in response to a request from CSWEANZ to look at fit and proper criteria. We are attempting to collect data on how each of the schools of social work in Aotearoa New Zealand assesses fit and proper criteria throughout the student journey" CSWEANZ survey on behalf of the fit-and-proper working group is being conducted to: 1. Gain a picture of the processes that schools of social work currently use in selection processes and declining applications, as well as ongoing assessment of fit and proper criteria within programmes; 2. Identify the fit and proper issues that emerge for schools of social work; 3. Assist in the preparation of a report for CSWEANZ that will enable Schools to develop a shared understanding of the issues and to participate and contribute to national debate and development.