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Inclusive education communities and systems are based on how teachers can use their knowledge, skills, and social awareness to meet the increasingly diverse needs of the learners within their classrooms. International research suggests that teachers often feel underprepared to meet the needs of all learners and are largely ill-prepared to know how best to teach and include children living with a chronic illness. The findings from a mixed-methods study involving 55 New Zealand primary school teachers are reported here. Drawing on this study, this paper presents teachers' experiences on how they got to know these children as individuals. Teachers reflected on how they sought the children's own voices to better understand the implications of their illnesses for living and learning. The paper presents teachers' experiences on how they embraced the opportunity for their own professional learning and development, and for some teachers, the joys of working with these inspirational children. The themes 'don't stress', 'learn everything you can', and 'work as a team' are presented. This paper argues that teaching a child living with a chronic illness is a privilege. It is an opportunity for teachers to develop knowledge and skills that will benefit their practice with all children.

To investigate if a written guide or augmented reality (AR) guide improves free recall of diversified chiropractic adjusting technique and to capture participants' impressions of the study in a poststudy questionnaire. Thirty-eight chiropractic students were evaluated for diversified listing (a nomenclature denoting vertebral malposition and correction) recall, pre-AR and post-AR, or written guide review. The vertebral segments used were C7 and T6. Two randomized groups reviewed an original course written guide (n = 18) or a new AR guide (n = 20). A Wilcoxon-Mann-Whitney (C7) and t test (T6) compared group differences in reevaluation scores. A poststudy questionnaire was given to capture participants' impressions of the study. Both groups showed no significant differences in free recall scores after reviewing the guides for C7 or T6. The poststudy questionnaire suggested a number of strategies could be used to improve current teaching material such as more detail in the written guides and organizing content into smaller blocks. Use of an AR or written guide does not seem to change participants' free recall ability when used to review diversified technique listings. The poststudy questionnaire was useful to identify strategies to improve currently used teaching material. [ABSTRACT FROM AUTHOR]

This specially themed ""Getting of Wisdom," Learning in Later Life" Edition of the "Australian Journal of Adult Learning" ("AJAL") is not so much concerned with the issue of ageing itself, but more about quality of life regardless of age. It is about taking, but also giving back as best as possible at any age. This special issue is a result of the one week "The Getting of Wisdom Exchange", a collaboration between around 100 adult education practitioners and researchers from ten countries from Australia, New Zealand, Asia and Europe. In this issue, papers are presented from Sweden, Ireland, Aotearoa/New Zealand, Australia, Slovenia, Poland, Germany, Portugal and the United Kingdom. Papers cover different topics and open questions about various issues in older people's learning.

School-based mindfulness programmes promote student wellbeing and positive behaviour as well as the development of key life skills including self-regulation and stress management. Teacher buy-in has been raised as a critical factor for the successful implementation of mindfulness programmes in schools. This paper reports on a mixed-methods study which gathered data about teachers' knowledge, beliefs and perspectives about mindfulness in New Zealand primary schools. Findings showed that teachers viewed mindfulness classroom programmes favourably and recognised the connection between the skills developed from mindfulness practice and behaviours valued in the classroom. Furthermore, teachers indicated the classroom teacher should be responsible for implementing such a programme and that mindfulness could be incorporated into daily practice at school.

The move to focus on Pacific indigenous research methodologies and methods is a complex yet ongoing experience for researchers of Pacific heritage. The relational positionalities of Pacific researchers allow a move away from a dual or binary perspective of one's research responsibilities to a more fluid understanding of what it means to do research by, for, with Pacific communities. This paper highlights the diverse experiences of three Pacific researchers taking into consideration heritage connections, socio-cultural backgrounds and research contexts. We utilise talanoa as a method of engagement, reflexivity, and sharing of our experiences with Tongan, Samoan and Fijian communities. We argue that talanoa as a Pacific research method enables the diverse layers of experiences that take into particular consideration our connections to land, people and knowledges in the diaspora.

In July 2020 the New Zealand Human Rights Commission launched their Voice of Racism digital experience as part of their Give Nothing to Racism Campaign. On the website you can "experience" the racism felt by real New Zealanders as performed by internationally acclaimed New Zealand director Taika Waititi. The immersive campaign provides some insights into the lived experience of racism and the anti-racism action that follows in Aotearoa, New Zealand. This paper, using ethnographic and critical race methods, uses a critical and systematic review of the Voice of Racism digital experience to consider: What is the New Zealand experience of racism? How are experiences of racism curated for the general population through the NZ HRC Voice of Racism online education campaign? This article suggests the campaign employs a classic diversity logic by calling attention to racism, recentering whiteness, and completely ignoring the systemic and institutional foundations that create and sustain white settler societies like New Zealand.

This paper is concerned with reporting the experience and findings of staff using a commercially-available text-matching tool (Turnitin) to detect plagiarism in a university setting in New Zealand. The use of actual instances of plagiarism revealed through Turnitin in a teaching department is a departure from the more usual self-reporting methodology used in many plagiarism research papers. The paper concludes by asking questions of the implications for institutions, teaching staff and students.

A number of researchers have done extensive work on ontologies, epistemologies and pedagogies in relation to Pasifika research, but little on methodologies. Vaioleti describes talanoa as a phenomenological research approach which is ecological, oral and interactive. Halapua's article Talanoa Process: The Case of Fiji (2008) emphasises talanoa as a potential model for conflict resolution following Fiji's coup in the year 2000. Recently, talanoa as a research methodology has become widely used in the Pacific research arena. It has been defined by scholars as creating meaning out of nothing or simply to talk, gossip, share or chat about nothing. 'Talaloto' -a research methodology that I introduce and outline in this article is closely related in many ways to talanoa. While talanoa is the co-construction of knowledge/ideas by two or more people, talaloto is a person's testimony of constructed knowledge or lived experiences. There is a scarcity of information on this traditional practice yet like talanoa it is rooted in Tongan oral tradition. This paper foregrounds talaloto as a traditional cultural practice and it explains its use as a research methodology. It is hoped that more researchers will consider using this method in the future, recognising its place within Pasifika methodologies and its ability to generate rich and authentic data.

The COVID-19 pandemic poses multiple challenges for young children in the modern world. Listening to, and capturing, the experiences and perspectives of young children on the pandemic are congruent with our sense of an inclusive, democratic society which values solidarity and the right to be heard, yet too often the voices of young children are excluded from consideration. This paper reports on a trans-national, qualitative study in which practitioners in England, Scotland and New Zealand have been trained in Foebelian storytelling techniques and rigorous documentation and analysis of children's narratives. These have beeen used in their pedagogy to encourage young children to express and explore their COVID experiences through their sequenced play narratives, which have been documented, curated and then analysed by their key practitioners in dialogue with a team of early year's researchers. The praxeological project is informed by Freirean theoretical concepts of empowerment, conscientization, agency and voice. An initial thematic analysis of the play narratives reveals children are expressing a desire to regain their daily life and routines, be with their friends, have extended time to play, be outdoors, and have authentic information. Practitioners and policy makers should consider these expressed needs from young children as they develop their COVID responses.

This paper is part of a phenomenological study that examined teachers' and students' experiences using Educational Online Technologies (EOTs) in Blended Tertiary Environments (BTEs). Its aim was to understand how EOT engagement was experienced, to inform insights on EOT interactions, challenges, functionality and benefits. Semi-structured interviews were conducted with 10 teachers and 10 students from New Zealand and Australia, and their EOT experiences explored, under a range of different interactions. A series of six papers, each based on a specific interaction type, detailed their experiences. This paper reports on teachers' EOT interactions with their students, in reference to three types of EOTs: Learning management systems, online video platforms, and online networking tools. Key aspects of the research approach adopted were detailed in the first of these six papers, and included the research questions, research significance, and research methodology. The strategies and rationales for participant selection, participant numbers, inclusion and exclusion criteria, data collection, and data analysis were also explained (Tuapawa, n.d.-a).

Introduction: It is now widely recognised that engaging consumers in research activities can enhance the quality, equity and relevance of the research. Much of the commentary about consumer engagement in research focuses on research processes and implementation, rather than dissemination in conference settings. This article offers reflections and learnings from consumers, researchers and conference organisers on the 12th Health Services Research Conference, a biennial conference hosted by the Health Services Research Association of Australia and New Zealand (HSRAANZ). Method: We were awarded funds via a competitive application process by Bellberry Limited, a national not‐for‐profit agency with a focus on improving research quality, to incorporate consumer engagement strategies in conference processes and evaluate their impact. Findings: Strategies included consumer scholarships, a buddy system, designated quiet space and consumer session co‐chairs; the reflections explored in this paper were collected in the funded, independent evaluation. Our insights suggest a need for more structured consumer involvement in conference planning and design, as well as the development of specific engagement strategies. Conclusion: To move toward active partnership in scientific conference settings, our experience reinforces the need to engage consumers as members in designing and conducting research and in presenting research and planning conference content and processes. Public Contribution: Consumer engagement in research dissemination at conferences is the focus of this viewpoint article. Consumers were involved in the conception of this article and have contributed to authorship at all stages of revisions and edits. [ABSTRACT FROM AUTHOR]

Background: International and migrant students face specific challenges which may impact their mental health, well-being and academic outcomes, and these may be gendered experiences. The purpose of this scoping review was to map the literature on the challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries, with a gender lens. Methods: We searched 10 databases to identify literature reporting on the challenges, coping responses and/or supportive interventions for international and migrant nursing students in college or university programs in Canada, the United-States, Australia, New Zealand or a European country. We included peer-reviewed research (any design), discussion papers and literature reviews. English, French and Spanish publications were considered and no time restrictions were applied. Drawing from existing frameworks, we critically assessed each paper and extracted information with a gender lens. Results: One hundred fourteen publications were included. Overall the literature mostly focused on international students, and among migrants, migration history/status and length of time in country were not considered with regards to challenges, coping or interventions. Females and males, respectively, were included in 69 and 59% of studies with student participants, while those students who identify as other genders/sexual orientations were not named or identified in any of the research. Several papers suggest that foreign-born nursing students face challenges associated with different cultural roles, norms and expectations for men and women. Other challenges included perceived discrimination due to wearing a hijab and being a 'foreign-born male nurse', and in general nursing being viewed as a feminine, low-status profession. Only two strategies, accessing support from family and other student mothers, used by women to cope with challenges, were identified. Supportive interventions considering gender were limited; these included matching students with support services' personnel by sex, involving male family members in admission and orientation processes, and using patient simulation as a method to prepare students for care-provision of patients of the opposite-sex. Conclusion: Future work in nursing higher education, especially regarding supportive interventions, needs to address the intersections of gender, gender identity/sexual orientation and foreign-born status, and also consider the complexity of migrant students' contexts. [ABSTRACT FROM AUTHOR]

Introduction. New Zealand health training institutions have an important role in supporting health workforce training programmes in the Pacific Region. Aim. To explore the experience of Pacific Island country-based doctors from the Cook Islands, Niue, and Samoa, studying in New Zealand’s University of Otago distance-taught Rural Postgraduate programme. Methods. Document analysis (16 documents) was undertaken. Eight semi-structured interviews were conducted with Pacific Island country-based students. Thematic analysis of the interviews was undertaken using the framework method. The two data sources were analysed separately, followed by a process to converge and corroborate findings. Results. For Pacific Island countries with no previous option for formal general practice training, access to a recognised academic programme represented a milestone. Immediate clinical relevance and applicability of a generalist medical curriculum with rural remote emphasis, delivered mainly at a distance, was identified as a major strength. Although technologies posed some issues, these were generally easily solved. The main challenges identified related to the provision of academic and other support. Traditional university support services and resources were campus focused and not always easily accessed by this group of students who cross educational pedagogies, health systems and national borders to study in a New Zealand programme. Study for individuals worked best when it was part of a recognised and supported Pacific in-country training pathway. Discussion. The University of Otago’s Rural Postgraduate programme is accessible, relevant and achievable for Pacific Island country-based doctors. The programme offers a partial solution for training in general practice for the Pacific region. Student experience could be improved by tailoring and strengthening support services and ensuring their effective delivery. [ABSTRACT FROM AUTHOR]

This paper examines older people's experiences of intergenerational interaction during the first COVID-19 lockdown in Aotearoa, New Zealand (NZ). This paper presents an analysis of a letter-writing study with older people (mean = 77 years) living in NZ. A total of 760 letters were received from 870 participants. A sub-sample of 412 letters focused on intergenerational interaction were analyzed thematically. This analysis presents a mostly positive picture of intergenerational interaction particularly on the family and neighborhood level. Letters highlighted narratives of mutual concern and positive interactions between generations while also hinting at some underlying age-related tension on a societal level. [ABSTRACT FROM AUTHOR]

Communication and literacy development of young children is shaped by the nature of social and cultural relationships in everyday situations. Few studies, however, have explored early story experiences encountered by infants and toddlers in naturalistic settings. We argue that personal stories about everyday lived experiences are a vital context for considering how toddlers develop communicative competencies as they participate in these stories within their families and communities. The paper presents selected findings from a qualitative study underpinned by a broad theoretical view of story embedded in a sociocultural, participatory framework. We contend that stories are collaborative, social endeavours in which intersubjectivity is accomplished collectively and multimodally. Evidence is offered of the communicative process enacted by 1-year-old Lexie, her parent, teacher and peers, as they shared meaning together in a personal story about eating lunch. Lexie and her family were participants in a wider study of the story experiences of 1-year-old toddlers, within and across their family home and early childhood settings, in a culturally diverse community of Aotearoa New Zealand. Drawing on multimodal ethnography and video data, findings illustrate how Lexie and her family, teacher and peers actively participated together in the weaving of a shared personal story using verbal, visual and kinaesthetic forms of communication. The study contributes to the field of early childhood literacy by providing unique insights into the potential of everyday personal stories as a valuable context for exploring ways children's communicative competencies are developed through relationships in family and community settings. [ABSTRACT FROM AUTHOR]

This paper uses a discursive analysis to examine the experience of "inclusion" from several stakeholder groups in one university. The research team included disability support staff at the institution, external disability consultants and academic researchers. A critical focus group investigation centred on four groups: students who were identified as having an impairment (SWIs), academic staff (teachers), administrators and students who did not identify as having an impairment (non-SWIs). Interviews had facilitators with both research and disability expertise. Groups recounted different experiences of inclusion. SWIs, drawing on a rights discourse, emphasised a lack of resourcing and barriers created by the teaching staff. In contrast, teachers, administrators and (to a lesser extent) non-SWIs emphasised the importance of social inclusion, reflecting discourses around needs and humanist notions of care and support, which largely seemed to miss the core of SWI concerns about recognition of their technical competence. For all groups, questions around disclosure of disability were of greater concern than tensions between needs and rights or the recent publication of a Code of Practice for the higher education sector. The findings challenged some of the researchers' own assumptions, with unexpected implications for practice.

Young adults' early career development is an increasingly important field of inquiry. With the complexity of modern transitions from school and the lifelong learning demands of emerging knowledge societies, governments are concerned to improve learning pathways into, and through, tertiary education and work. Young adults are exploring new learning and work possibilities and understanding these create a challenge for governments trying to validate their experiences and enhance their employability. This paper draws on integrated qualitative and statistical cluster analyses of young New Zealanders' narratives about navigating learning and work. It draws out theoretical and policy implications, suggesting that work life learning in and outside the workplace is a key feature of young adults' lives, though it is experienced differently by different groups. These experiences need to be taken into account in government policy as the value of providing a range of different learning settings, and of learning as necessarily lifelong, features increasingly in those policies--albeit in a fairly narrowly defined way.

This paper provides a critique of academic experiences of neoliberal economic reform at a New Zealand (NZ) university. The authors engaged in a collaborative inquiry that was based upon a developing theoretical perspective of the reform process and how this affected their academic lives. We were keen to develop an understanding of liberal educational philosophy and how neoliberalism impacts on this. In this context we examined the nature of compliance and an academic's role in society. We conclude that universities in NZ are historically liberal and that there are limits to the neoliberal project due to the relationship that individuals have with knowledge and the pressures that come from being part of a worldwide academic community that aspires to excellence in research and teaching. However, new compliance measures, such as Performance-based Research Funding, have changed academic work and made a broader societal role for academics more difficult. In serving society universities are required to accept a role as critic and conscience of society. We suggest that academics must be both critic and conscience and that this responsibility can be fulfilled through our conduct, empowerment and speaking on behalf of others.

This paper first describes how activities using photographs of an early childhood education centre, and children's own photographs of that environment, were found to be effective ways of enabling young children (aged from two to four years old) to share their thoughts about their experiences. However, in reflecting on the data, it was recognised that two other features had contributed significantly to a deeper understanding of children's perspectives. One was the prolonged and sustained data-collection period, and the other was the intellectual process of "stepping back" from the research agenda which allowed other, less overt, messages to be "heard" in the data. The data were gathered as part of a wider ethnographic study investigating the scope and boundaries of curriculum in an early childhood education centre.

Background: Early career medical professionals experience stress and burnout at higher levels than the wider community. Burnout can arise with competing demands of life and career, which is evident in early career development, where family planning can coincide with specialty training. General practice may be seen as a family friendly career option; however, few studies examine the experience of general practice trainees with stress and burnout and the impact that parenting has on their experience. This study aims to explore the experience of stress and burnout in general practice registrars and the exacerbating and protective factors, with a focus on the experiences of two groups of registrars, those that have children, and those that do not. Methods: A qualitative study was conducted with 14 participants, who were interviewed with questions exploring experiences of stress and burnout. Participants were grouped into those with children and those without children. The transcripts were thematically analysed. Results: Themes were identified as those that contributed to stress and burnout (such as time, financial concerns and isolation) and those factors that reduced stress and burnout (such as support from others and being respected and valued within the workplace). Parenting was identified as both a factor that could contribute to and reduce stress and burnout. Conclusions: Stress and burnout are important foci for future research and policy to ensure the sustainability of general practice. System based and individual focused policies, including individualising training to support parenting, are required to ensure that registrars are supported through their training years and beyond. General practice needs to work to increase recruitment of doctors, reduce early career burnout and to retain GPs in the long term. Early career medical professionals experience stress and burnout at higher levels than the wider community. General practice may have traditionally been seen as a family friendly career option, however, unfortunately it may be no longer. This paper examines the experience of GP trainees with stress and burnout and the impact that parenting has on their experience and looks at solutions to improve conditions for early to mid career GPs, and hopefully make general practice more attractive for future doctors. [ABSTRACT FROM AUTHOR]

The research described in this paper is part of a PhD study that aims to bring to light women's experiences of being a woman in 21st Century New Zealand. This paper will discuss the importance of storytelling in feminist research and outline its implementation in this study to understand the unique differences and lived experiences of the women who participated. I use standpoint theory and intersectionality to reclaim a discourse of difference and challenge the classification of women as a homogenous group. Diary methods were implemented to capture individual differences in lived experience. The use of women's experiences is positioned in this study as the 'starting off thought' for understanding women's identification with feminism and their simultaneous experiences of privilege and oppression. [ABSTRACT FROM AUTHOR]

Drawing on the findings from a longitudinal study of vulnerable young people's transitions to adulthood, this paper explores the ideas of shame and recognition. The young people, aged between 12 and 17 years at the first interview, had experienced chronic exposure to adversity from an early age (abuse, violence, mental health issues, addictions, and expulsion from school). They were clients of statutory and non‐governmental services: child welfare, juvenile justice, remedial education, and mental health services. This paper draws on the qualitative phase of the study (n = 107); young people and a trusted other, nominated by the young person, participated in three annual qualitative interviews. Interviews focused on young people's experiences of services, key transitions, their relationships, and the strategies they used to locate support and resources. Experiences of shame, misrecognition, and seeking recognition emerged as dominant themes in the young people's accounts, and these are explored in this paper. The paper concludes with a discussion on responsive social work interventions that generate a deeper understanding of young people's experiences of shame and misrecognition. Central to this practice are critical and relational social work practices that actively support young people to achieve recognition. [ABSTRACT FROM AUTHOR]

Purpose: The COVID-19 pandemic has provided us a striking demonstration that the future is dynamic, unpredictable, complex and volatile. It is increasingly important that those working in the field of school-based health education reimagine the possibilities and potential of the subject to rise to the challenges presented and make a difference in learners' worlds. In this paper we explore the potential of health education learning to contribute to aspects of the Organization for Economic Co-operation and Development's (OECD's) Learning Compass 2030 from our perspective in Aotearoa New Zealand. This is a learning framework that uses the metaphor of navigation to demonstrate the competencies young people need in order to thrive in the world and has a significant focus on wellbeing for people and society (OECD, 2019). Design/methodology/approach: We explore the links between the learning compass and a socio-critical approach to secondary school-based health education learning opportunities by producing and refining our own knowledge of the learning contexts and experiences that could potentially contribute to the elements of compass. We present this as dialogue produced through asynchronous online conversations between the paper's two authors across a three-month period in 2020 – a method befitting our COVID-19 times. Findings: After employing a deductive thematic analysis we found extensive links between health education learning and aspects of the compass which are congruent with the notion that it is more about how the subject is taught than what is covered in a socio-critical health education. We communicate our findings by organising them into three themes that arose for us in analysis: learners' capability to understand the world, navigate the world and change the world. Originality/value: We conclude the paper with key questions to consider if we are to reimagine school-based health education in order for learning experiences in the subject to enrich learners' understanding of how to navigate the complex and uncertain times they will face across their lives. [ABSTRACT FROM AUTHOR]

Purpose: The independent living (IL) movement is a social movement but also an analytic paradigm which can be used to inform and shape rehabilitation research and practice. The purpose of this paper is to describe how the principles of DeJong's IL paradigm have been used to develop a guiding framework for the Burwood Academy, a rehabilitation and disability research organisation in New Zealand. The Burwood Academy drew on the consumer empowerment principles inherent in DeJong's IL paradigm, whereby the person learns to take control of the rehabilitation process, on which to promote consumer empowerment in all of the Academy's endeavours. Design/methodology/approach: This paper reports on three investigative phases of work: a stakeholder dialogue, a narrative review and a benchmarking exercise that collectively enabled the development of a working framework based on DeJong's IL paradigm. Findings: This paper highlights pragmatic strategies that are used to better promote consumer inclusion in the research process, build researcher capacity among consumers and clinicians, and promote knowledge translation through a range of tertiary and clinical education forums. Research limitations/implications: The results of this study identified numerous ways to promote consumer empowerment in research. Future research is needed to explore the effectiveness of the proposed framework further. Practical implications: This paper suggests potential avenues to address the complexities of promoting the role of the "expert consumer" imbedded in clinical environments where this is not usually a priority in training and practice of health professionals. Originality/value: This paper fulfils an identified need to study more pragmatic ways to promote consumer empowerment in both clinical and research settings. [ABSTRACT FROM AUTHOR]

This paper draws upon a personal research journey and makes the case for recording this experience using a research journal to The context for this paper is based on a study of family life and leisure, which collected data using more traditional qualitative methods, namely focus groups and interviews with pre-birth and post birth couples and leisure managers in New Zealand. The research design for this study was based on phenomenology, where the experience of the subjects being studied was significant and involved developing an understanding of the lived experiences of pre-birth and post-birth couples, where the way they acted was dependent upon their understanding and meaning of their behavior (Waters, 1994) This paper draws on the researcher's own reflections recorded in a research journal, whilst undertaking this research study over a five year period. The paper discusses the meaning and importance of reflection as a way of evaluating the researcher's own research journey and highlights a number of issues with reference to the validity of such data. The paper concludes by revisiting the key benefits of reflection and affirms the belief that research journals are a useful tool, which enables the researcher to record personal thoughts and observations in a systematic manner. [ABSTRACT FROM AUTHOR]

Using a mixed-method approach, this present study examined the roles of calling and the relation between life goals and spiritual values among early childhood professionals in New Zealand. Among the 102 participants who completed the surveys, 24 participated in the follow-up individual interviews. In line with previous research, results showed that the five spiritual values—conformity, universalism, tradition, benevolence, and security—positively correlated with at least three intrinsic life goals, but showed a negative correlation with at least three of the four extrinsic goals. In addition, all non-spiritual values—self-direction, stimulation, hedonism, achievement, and power—correlated negatively with at least three of the intrinsic life goals. A similar pattern was found between the correlation between all non-spiritual values and extrinsic life goals. Interview data showed that participants who self-identified as having experienced a call to work with young children actively engaged with their calling. They also affirmed that their calling was experienced at a deeply personal and emotional level. Participants also recognized the important impact of life goals, personal and spiritual values on their work. This paper concludes with implications for future research and practice. [ABSTRACT FROM AUTHOR]

Introduction: Cerebral visual impairment (CVI) typically affects children's overall functioning in visually cluttered environments. This study aims to consider whether the removal of classroom clutter ameliorates visual problems and the associated behavioral difficulties for these children. Methods: Two classrooms at a special school were de-cluttered. Changes included: covering glass panels with thick black paper; hanging sheets over open shelving; creating areas of blank wall in front of the student to focus attention on work; removing unnecessary equipment and furniture; and taking down information on windows and walls, and that hanging from ceilings. Teachers, paraeducators, and students worked in these classrooms for two weeks, following typical daily routines. Observations by teachers and paraeducators of students' behavior and learning experiences before and after de-cluttering were sought through interviews. Findings: The perspectives of the teachers and paraeducators were that de-cluttering had a positive effect on the students' learning experiences and behavior and also on their own functioning. They also considered the fact that creation of learning spaces lined with black paper resulted in greater attention and focus, but that students continued to be distracted by the noise and movement of others. Discussion: The potential link between cluttered classrooms and students' functioning and behavior indicates that visual clutter may amplify the visual difficulties associated with CVI and distract the students from learning activities, and is in line with current literature. Changes to classroom layouts that include specific areas for different learning activities, including "black hubs," may therefore benefit students with CVI. Implications for practitioners: This pilot study suggests that the elimination of classroom clutter and the creation of black hub learning spaces enhances functioning and merits further investigation. A study that compares specific behaviors and performances, before and after implementation of de-cluttering strategies, might also determine whether the positive effects described by the teachers can be further corroborated. [ABSTRACT FROM AUTHOR]

This exploratory study examined general practitioners' (GPs) perspectives on delivering end-of-life care in the New Zealand residential aged care context. A general inductive approach to the data collected from semi-structured interviews with 17 GPs from 15 different New Zealand general practices was taken. Findings examine: (1) GPs' life experience; (2) the GP relationship with the facilities and provision of end-of-life care; (3) the GP interaction with families of dying residents; and (4) GP relationship with hospice. The nature of the GP relationship with the facility influenced GP involvement in end-of-life care in aged care facilities, with GPs not always able to direct a facility's end-of-life care decisions for specific residents. GP participation in end-of-life care was constrained by GP time availability and the costs to the facilities for that time. GPs reported seldom using hospice services for residents, but did use the reputation (cachet) associated with hospice practices to provide an authoritative buffer for their end-of-life clinical decisions when talking with families and residents. GP training in end-of-life care, especially for those with dementia, was reported as ad hoc and done through informal mentoring between GPs. This paper is on a topic of increasing policy importance. With the aging of the population, the pressure on our aged care facilities will become intense. This paper highlights how GPs, the main source of clinical supervision in residential aged care, do their job and what the issues are that facilitate and impede their participation. [ABSTRACT FROM AUTHOR]

This paper describes two simple, informal checklists that can be used to assess the range of experiences and activities of preschool children. Data from use of the checklists with a large sample of 3-, 4-, and 5-year-old children are provided. (Author/DB)

Accessible Summary: What is known on the subject?: An important step towards improving mental health outcomes is the realignment of tertiary mental health education and research in a way which places strategic value on experience‐driven involvement in mental health and addiction‐related care.One of the most widely recognized ways of achieving this is by increasing representation of individuals with first‐hand experience of mental health and addiction distress (also known or referred to as Experts by Experience or EBE) within the tertiary sector. What this paper adds to existing knowledge?: Benefits of tertiary EBE representation such as improving student's preparedness for practice and the empowerment of mental health consumers are consistently reported throughout the literature. In striving towards these outcomes, it is crucial we remain mindful of relevant and often‐reported hurdles such as stigma and improper implementation.By using Aotearoa New Zealand as a case study, the need for approaches to increasing EBE representation which is conscious of diverse cultural contexts, perspectives and identities is highlighted. What are the implications for practice?: This review draws together a broad range of factors associated with improving clinical practice. These include the potential for EBE representation to improve outcomes for trainee clinicians, and the incorporation of consumer‐driven perspectives into evidence‐based practice.This review further highlights the need for EBE representation to be implemented in a way which is responsive to the cultural needs and nuances of mental health education and practice in Aotearoa New Zealand, and, similarly in other countries. Introduction: There is potential value in increasing representation of expert by experience (EBE) involvement in mental health education sectors. This approach to improving mental health outcomes is here explored in the context of Aotearoa New Zealand's tertiary education sector. Aim/Question: This review sought to identify potential outcomes, benefits and barriers associated with EBE representation in tertiary institutions, whilst critically analysing these strategies in the context of Aotearoa New Zealand's mental health education sector. Method: Data retrieved from electronic databases were subjected to critical appraisal and thematic analysis. The integrative review drew from a final data set of 113 articles. Results: An integrative review of our search results indicated that moving towards a tertiary mental health model in which lived experience plays a central role has the potential to benefit both teaching and research in the tertiary sector. Discussion: The interplay between contemporary perspectives on tertiary EBE representation and the cultural needs and nuances of Aotearoa New Zealand's tertiary sector highlights the need for critical and careful approaches to EBE representation. Implications for clinical practice: Findings surrounding tertiary EBE representation have direct implications for the training of mental health practitioners and the evaluation and development of clinical practice outcomes and procedures. [ABSTRACT FROM AUTHOR]

Purpose: It is predicted that increasing numbers of citizens of the Pacific Island nation of Tuvalu will migrate to New Zealand in the coming decades due to the threat of climate change. Tuvaluans currently living in New Zealand face disparities in income, education and health. This study aims to understand the views of recent Tuvaluan immigrants to Auckland, New Zealand on health behaviors, health care and immigration. Design/methodology/approach: The authors conducted semi-structured interviews, key informant interviews and participant observation using a focused ethnography methodology. Findings: Participants explained that Tuvaluans in New Zealand do not fully use primary care services, have a poorer diet and physical activity compared to those living in Tuvalu, and struggle to maintain well-paying, full-time employment. Practical implications: As Tuvaluan immigration to New Zealand continues, it will be important to educate the Tuvaluan community about the role of primary health-care services and healthy behaviors, facilitate the current process of immigration and provide job training to recent immigrants to improve their opportunities for full-time employment and ensure cultural survival in the face of the threat of climate change. Originality/value: This paper contributes to a greater understanding of the challenges to be faced by Tuvaluan environmental migrants in the future and features a high proportion of study participants who migrated due to climate change. [ABSTRACT FROM AUTHOR]

Purpose: Self-direction–also known as participant direction, personalization and self-directed care–is a service delivery model that enables people to manage their personal budget and purchase services and supports tailored to their needs based on a person-centered plan. This paper, the outcome of an international learning exchange on self-direction, describes approaches across four countries' successful strategies, unresolved questions and recommendations to enhance self-direction globally. Design/methodology/approach: The findings are a product of discussions at the 2019 International Initiative for Mental Health Leadership and International Initiative for Disability Leadership Exchange on Advances in Self-Direction. Participants included people who are self-directing, providers and caregivers who support people who are self-directing, advocates, fiscal agents and public managers who administer self-direction from the United States, England, Australia and New Zealand. Findings: In all four countries, people who self-direct exercise high levels of choice and control and are able to individualize their services and supports to promote a good life in the community. The exchange also revealed challenges and possible solutions to improve and expand self-direction. Practical implications: The results of the meeting provide guidance for public managers, providers and advocates for initiating and expanding self-direction. Originality/value: This international meeting was a unique opportunity to compare self-direction across four different countries and across multiple perspectives, including people with disabilities, caregivers, providers and administrators. [ABSTRACT FROM AUTHOR]

The development of antiretroviral ( ARV) drugs to treat HIV has turned what was once a death sentence into a chronic disorder. However, a focus on absence of disease in the form of an undetectable viral load and the dismissal of the so-called 'cosmetic' complications of the disease ignores perceptions of health and well-being of those living with HIV. Facial lipoatrophy is a stigmatising side effect of treatment for HIV as it betrays the presence of the virus within the body. The study took a longitudinal qualitative approach, interviewing 11 people twice over a period of 1 year on their experience of living with HIV. Two participants were given cameras and asked to take photos which represented what it was like for them to live with this condition and were interviewed four times at four monthly intervals. This paper looks at one man's struggle to conceal or veil his facial lipoatrophy. His story is presented in the form of 'selfies' and extracts from in-depth interviews. It tells of an emotional (ongoing) journey of frustration, anger, excitement, depression and resignation which had a profound effect on his sense of social and psychological well-being. This suggests a more holistic approach to treating people living with HIV is needed. While an undetectable viral load is indeed vital, it should not be seen as the only essential outcome of treatment. [ABSTRACT FROM AUTHOR]

Accessible Summary What is known on the subject? Loneliness in older adults has been identified as an important public health issue in many countries., Widowhood is a time when many older people experience loneliness., What this paper adds to existing knowledge? Little is known about strategies that are effective in mitigating experiences of loneliness and this paper explores this with older people who have been through the process., The narratives of the older people in this study described a trajectory in which loneliness was experienced as both a loss of spouse and a loss of routines that enabled them to maintain connections with others., This trajectory moved onto the establishment of new routines that enabled connections to be developed., What are the implications for practice? Loneliness is strongly associated with depression and anxiety in the elderly and mental health nurses should be encouraged to screen for loneliness when undertaking assessments., Interventions that facilitate the development of meaningful routines could be integrated into mental health nursing care of older people., Abstract Background Loneliness in older people is a public health concern in many Western countries. While not necessarily a symptom of mental disorder, it is often associated with depression and anxiety. Widowhood is a transition period during which many older people experience acute loneliness but over time develops strategies to manage it. Little is known about effective strategies that older people have used to manage the experience. The strategies older people used to manage this was the focus of this paper. Aim The aim was to examine older widows' experiences of loneliness. Design The design of this study was a qualitative narrative analysis with thematic analysis and the participants were 40 older widow/widowers aged between 70 and 97 years. Findings The study found that the participants negotiated the experience of loneliness following widowhood from an acute phase of experiencing an absence and the associated loss of routine connection to the establishment of new routines that provided new connections and a new sense of identity as an individual rather than a couple. Conclusions It is important for mental health nurses to screen for loneliness and be able to facilitate interventions that may alleviate the experience of loneliness. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to outline the development of an evidence-based training and support course for caregivers of children with foetal alcohol spectrum disorder (FASD) in New Zealand, and a brief evaluation undertaken. The seven-week caregiver training course takes an empowerment and advocacy orientation, and the aim is to assist caregivers who are caring for children with, or suspected to have FASD, develop greater resilience and strategies to help their families live successfully with impairments in a disabling society.Design/methodology/approach A total of 13 parents and caregivers received a seven times two-hour weekly group programme of talks, exercises and case study discussions focused on the following objectives: an increased knowledge of FASD; an increased knowledge of successful strategies and interventions that can be used to help families; and having an opportunity to foster strong peer-support relationships with others who share the lived experience of FASD. A brief interview-based evaluation was undertaken to ascertain caregivers' views of the course, its benefits and limitations.Findings Caregivers valued both the content and process of the training course. They highlighted that strength of the training was the delivery by experienced, professionally trained caregivers of children with FASD. They valued the opportunity to spend time with peers in similar circumstances who understood the challenges of parenting a child with FASD.Originality/value A short evidence-based specialist training course for parents and caregivers with an empowerment and peer-support orientation is beneficial to parenting children with FASD. [ABSTRACT FROM AUTHOR]

Work-integrated learning (WIL) experiences rely heavily on the development of relationships between the university, industry and often community organizations. As participation in WIL is increasing, the issue of sustainability becomes paramount, requiring processes and practices for effective collaborations and partnerships. This paper reports on an action research project to develop a framework to represent the critical success factors for sustainable WIL relationships. Drawing on reflections from WIL practitioners on what they considered were the critical success factors and a review of literature, a framework was developed, prioritizing three key themes: communication, commitment and compatibility. Within these themes, nine key factors were identified and then evaluated by academic and industry stakeholders in New Zealand, Canada and Australia. Trust, expectations, reciprocity, coordination, vision, learning, resources, reputation, and recognition were confirmed as important factors for sustainable WIL relationships. The framework provides good practice guidelines for all WIL stakeholders. [ABSTRACT FROM AUTHOR]

This paper explores visitors' motivations and experiences for visiting the Tyburn monastery and retreat centre in the north island of New Zealand, and the perspectives of the nuns on the impacts of the visits. Using a qualitative research approach, the paper presents the findings of semi-structured interviews with 22 visitors and 3 nuns at the monastery; all Catholic in denomination. Findings of the research elicited three key experiential themes which were: “religious experience”, “personal experience” and “social experience”, although the overriding experience was religious. Findings also revealed that all visitors were welcome and were not treated as a burden by the nuns; in contrast to the more negative perspectives that are argued in some previous religious tourism studies. These findings thereby contribute potential knowledge of how a contemporary Catholic cloistered monastery is efficiently and uniquely managed through the Benedictine rule that is followed, which lays out principles of governing or administrating and hospitality, and which protects the devotional experience for its visitors. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to explore how the luxury accommodation experience is created by investigating the perceptions of the three main participant groups – managers, employees and guests – using case studies from New Zealand.Design/methodology/approach An interpretivist case-study methodology was used. Eighty-one participants were interviewed (27 managers, 27 employees and 27 guests) from six luxury properties. Thematic analysis was conducted to inform the results.Findings The key themes identified in creating the luxury accommodation experience are: setting the stage; the ethos of the property; performances of the actors; and co-creation between the participants. Using the themes identified, a conceptual model of the creation of the luxury accommodation experience has been formulated.Practical implications The conceptual model can be used to assist managers to deliver a more positive and memorable experience of their properties. Strategies to enhance the luxury accommodation experience include: training; standards of procedure; staff incentives; and the use of effective communication tools.Originality/value This study identified the three alternative perspectives of managers, employees and guests regarding how the luxury accommodation experience is created. The luxury accommodation sector contributes to the economies of a number of nations and therefore it is important to highlight how it can be maintained and improved. [ABSTRACT FROM AUTHOR]

Purpose The risk associated with heavy episodic drinking in young people has caused concern among public health professionals. The purpose of this paper is to investigate the gender differences in the perception of risk in alcohol consumption behaviour for better targeting of messages.Design/methodology/approach This qualitative descriptive study examines the narratives of 28 young people’s experience of a “night out” framed as the Alcohol Consumption Journey to examine the ways young men and women experience context-specific risks for alcohol use.Findings The young people perceived participation in the Alcohol Consumption Journey involved risk to their personal safety. Both young men and young women described their alcohol consumption as controlled and perceived the risks as external inevitabilities linked to the public drinking establishments. However, they displayed noticeable gender-based differences in the perception and management of risk in diverse contexts of the Alcohol Consumption Journey. Young women drink in close friendship groups and have a collective view of risk and constructed group strategies to minimise it. Comparatively, the young men’s drinking group is more changeable and adopted a more individualistic approach to managing risk. Both groups exhibited prosocial tendencies to protect themselves and their friends when socialising together.Originality/value The concept of “edgework” is effective in providing an explanatory framework for understanding young people’s ritualised Alcohol Consumption Journey and to illustrate the context-specific risks associated with alcohol use. [ABSTRACT FROM AUTHOR]

Aims: Investigated the experiences of Māori (the Indigenous peoples of Aotearoa, New Zealand) patients and whānau (extended family network) engaging with acute hospital inpatient services and their priorities for a Māori-centred model of relational care. Design: A qualitative Māori-centred research design using a Thought Space Wānanga (learning through in-depth group discussion, deliberation and consideration) approach. Methods: Two wānanga were conducted between May 2022 and June 2022, with 13 Māori patients who had been acutely hospitalized within the past 12 months and their whānau members. The first wānanga utilized storytelling and journey mapping to collect data. The second wānanga refined the initial themes. Wānanga were audiorecorded and then inductively coded and developed into themes. Results: Thirteen patients and whānau attended the first wānanga, while 10 patients and whānau participated in the second wānanga). Four themes were developed: (1) Whakawhanaungatanga (establishing connections and relationships), (2) Whakamana (uplifting the status and esteem of Māori), (3) Whakawhitiwhiti kōrero (the importance of communicating, discussing and deliberating) and (4) Kotahitanga (working together with purpose) all provide insights into the importance of effectively engaging and connecting with Māori patients and whānau when acutely hospitalized. Conclusions: The experiences and priorities of Māori patients and whānau affirm the international literature, suggesting that Indigenous relational concepts are critical to building relationships, connections and trust. Despite existing healthcare models for working with Indigenous peoples, their poor application contributes to sub-optimal healthcare experiences at all points of their healthcare journey. A relational mode of practice focused on engagement and forming connections better meets the needs of Indigenous peoples engaging with inpatient health services. Implications for the profession and/or patient care: Despite the existence of Indigenous models of care, Indigenous peoples consistently report a lack of engagement and connection when accessing inpatient health services. Without establishing relationships, applying models of care is challenging. Impact (Addressing): • What problem did the study address? Internationally, healthcare systems are consistently ill-equipped to deliver culturally safe care for Indigenous and marginalized peoples, evident in ongoing health inequities. Like other reports of Indigenous experiences of health services, Māori express dissatisfaction with care delivery in an acute inpatient setting. This study investigated Māori patients and whānau experiences engaging with acute hospital inpatient services and their priorities for a Māori-centred model of relational care. • What were the main findings? Māori patients and whānau recounted negative experiences with healthcare professionals lacking effective relationships and trust. Satisfaction occurred when engagement with health care professionals resembled Indigenous cultural rituals of encounter that considered their holistic, collective and dynamic worldviews. Previous models of relational care, while helpful, are not Indigenous and so do not address their needs, such as engagement as a mode of practice (how) to achieve this. • Where and on whom will the research have an impact? This research impacts Indigenous peoples' health outcomes, particularly Māori, and nurses and clinicians working and interacting within acute inpatient and other hospital settings. Indigenous research methods support co-constructing knowledge for translation into practical outcomes through transformational practices, policies and theory development. Reporting method: We used the Consolidated Criteria for Strengthening the Reporting of Health Research Involving Indigenous Peoples (CONSIDER) statement (see File S2—CONSIDER Checklist) and the Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines (see File S3—COREQ Checklist). [ABSTRACT FROM AUTHOR]

Background: The Aggressive Student Culture Scale (ASCS) is a survey designed to measure the extent to which New Zealand (NZ) students experience aggressive behaviours within the school environment. The aim of this study is to assess the psychometric properties of the ASCS in the multidisciplinary Growing Up in NZ longitudinal study. Methods: We used data from 4938 children from the Growing Up in NZ study to examine the psychometric properties of ASCS for 8-year-old children. Confirmatory factor analysis was conducted, and measurement invariance was tested across sex, ethnicity, and deprivation levels. Results: The ASCS tool comprises a single latent factor: aggressive student behaviour. The ASCS provides an adequate and satisfactory measure for student aggression experiences. Full measurement invariance was supported for child's sex, but only configural invariance was confirmed across ethnicity and area-level deprivation. Males reported higher levels of aggressive experiences than females. Conclusions: The one-factor model structure offers an excellent fit to our data with good internal consistency. Comparisons across sex are valid; however, direct comparisons across ethnicity and deprivation levels should be approached with caution. We recommend replication studies and encourage further research involving participants from different age groups to better understand the factor structure across diverse demographic variables. [ABSTRACT FROM AUTHOR]

Disabled students' entry to the (compulsory) education system in New Zealand is often conditional upon the presence of untrained teacher aides, who are frequently regarded as the ‘solution to inclusion’. This widespread practice has occurred within a research and policy void, despite the growing body of international research literature that contests its efficacy and equity. Drawing from the findings of a qualitative study, the purpose of this paper is to develop an understanding of the school experiences of disabled students, from their and teacher aides' perspectives. Interpreted within a framework of current disability, social justice and sociology of childhood theorising, the findings are presented as a continuum of educational contexts, in which students (and aides) were (1) fully included in all aspects of school, (2) partly included/assimilated in aspects of school life, and (3) excluded from regular school. The findings are consistent with those of international research in illuminating the pivotal, complex and ambiguous role that aides play in both helping and hindering disabled students' educational presence, participation and achievement. The paper concludes with an outline of changes that may be instrumental in bringing about a more inclusive education system for all students. [ABSTRACT FROM PUBLISHER]

This paper discusses findings from a research study that investigated the experience of being a breastfeeding woman in New Zealand. The study was motivated by a desire to better understand why the majority of New Zealand women wean their infants before 6 months of age, despite the benefits of prolonged breastfeeding being well accepted. Nineteen women, who were breastfeeding or had recently breastfed, were engaged in unstructured interviews about their experience, and the results were examined using a reflective lifeworld research methodology. The findings presented here demonstrate that women often employ an interpretive framework that is aligned with the philosophical tradition of Descartes' mind-body split, also know as Cartesian dualism. This leads to a widely held perception of the breast as an object, which emerged in the participants' narratives and is explored using Heidegger's philosophical interpretation of equipment. We conclude that the objectification of the breast in our society fails to provide women with language that describes the breastfeeding experience in a meaningful way, thus undermining women's ability to articulate and reconcile their embodied breastfeeding experiences. [ABSTRACT FROM AUTHOR]

This article enquires about why some countries have specialised their further education provision more than others, focusing on three types of specialisation: by subject, by geographical area and by age group. The article proposes an analytical framework to understand the drivers for further education provider specialisation, based on four variables: inputs to the further education system, regulatory framework, demand and supporting clusters. It then applies this framework to review the experience of Germany, New Zealand and the Netherlands in recent years. Drawing on this review, the last section of the paper provides some lessons for England and issues for further debate. It is concluded that the model proposed helps to explain the evolution of provider specialisation in the countries covered and that the UK's current specialisation profile suggests that greater efforts should be made to increase geographical specialisation, whereas action in stimulating further specialisation by subject and age group should be subject to caveats. [ABSTRACT FROM AUTHOR]

The words recovery, landscape and experience come together in this paper's examples of how experiences are articulated in the landscapes of Christchurch, New Zealand, after the 2010 and 2011 earthquakes. This paper describes the city in its early stages of recovery when community and urban design processes helped create a sense of place as art and creativity brought life to Christchurch. Examples are projects that rethink the city landscapes and transform them into experiencescapes. Street art, events and festivals act as pathways to experiences for the locals in their daily life and for visitors as well. [ABSTRACT FROM AUTHOR]

Despite international efforts, stigma is still a significant issue for people living with HIV/AIDS (PLWHA). This paper explores the stigma encountered in health interactions, focusing on strategies PLWHA use to manage and reduce it. It is hoped that our findings will improve future interactions by contributing towards a more understanding practitioner–patient relationship. The data have been drawn from a small qualitative study conducted in Christchurch, New Zealand. Fourteen participants took part in semi-structured face-to-face interviews in 2013 and 11 of these participants were then interviewed again in 2014. Codes and themes were developed through inductive thematic analysis of the interview transcripts. Our findings identified that whilst the majority of participants had positive experiences, nearly all had faced stigma during their health interactions. Most of these encounters were due to healthcare workers holding exaggerated fears of transmission or not maintaining confidentiality and privacy. The main way that participants managed this stigma was through seeking control in their interactions. This overarching strategy could be further divided into three key themes: selective disclosure of their HIV status, self-advocacy and developing their HIV knowledge. We discuss these findings in the context of the current literature, comparing our results to strategies that have been previously identified in social settings. [ABSTRACT FROM AUTHOR]

Living with human immunodeficiency virus (HIV) in the industrialised world has for over a decade been conceptualised as living with a chronic illness. People living with HIV now are amongst the first to live and age with the virus. Drawing on a qualitative longitudinal study in a low-incidence area in a low-incidence country, this paper investigates the nuanced ways that people negotiate this condition. While it has been argued that HIV is a condition like any other chronic disease, our thematic analysis reveals some similarities and particularities around living with the condition. In comparing themselves to others with the condition, high levels of diversity of experience were identified that extended well beyond length of time from diagnosis. In comparing their illness with other illnesses, the location, for example, of their specialist service within a clinic for those with acute sexually transmitted diseases was identified as problematic. The work involved in maintaining a coherent sense of self in the face of existing and shifting challenges as a result of their infection was a second strong theme. The final theme involved flux and flex work in the ways people sought to gain and maintain control over various aspects of their lives. All of these experiences are mediated by place; that is the experience is not the same as that of those who live where there is a much higher incidence of infection. The work involved in negotiating this condition in low-incidence environments deserves more attention, but aspects of these findings are significant in higher incidence contexts as well; in particular, passivity in face of infection as one ages and the potential for medication refusal as a means of maintaining control over life and death. [ABSTRACT FROM PUBLISHER]

Information about the 2012 Perioperative Nurses College (PNC) Conference of the New Zealand Nurses Organisation that was held in Wellington, New Zealand in the year 2012. It mentions that nurse Daphne Durning has received the Dallas Jessiman Award. It mentions about several topics on which the posters have been presented including side-effects of anesthesia, nursing care and health literacy.

Purpose: Many psychiatrists and trainees in Aotearoa New Zealand used telepsychiatry during COVID-19 lockdowns, despite minimal experience and training in the area. Research on a culturally safe telepsychiatry framework is lacking in Aotearoa. This study aims to provide a better understanding of telepsychiatry in the Aotearoa context and identify potential gaps with the current practice, with a focus on exploring telepsychiatry use with Maori, Pacific peoples and Asians. Design/methodology/approach: This qualitative study was guided by the principles of the Kaupapa Maori methodology and the "Give Way Rule" from Pan-Pacific studies, to ensure culturally appropriate analysis and outcomes. Semi-structured interviews were conducted with a sample of psychiatrists and trainees recruited from Aotearoa members of the Royal Australian and New Zealand College of Psychiatrists. The qualitative data were then analysed using general inductive thematic analysis to identify the major themes. Findings: In total, 18 participants were interviewed. Three key themes were identified: cultural safety such as preparation for a telepsychiatry session, cultural practices and equity issues; clinical practice such as continuity of care, patient selection and limitations; and process of running a telepsychiatry service. Originality/value: The analysis of the main themes gives both practical ideas for providing a culturally safe telepsychiatry appointment, as well as a wider base for developing a telepsychiatry service that works particularly for Maori, Pacific and Asians mental health users. Issues around resources and expertise in the field are lacking and further frameworks to support infrastructure and training are needed. [ABSTRACT FROM AUTHOR]