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Recognition of young children as citizens is relatively new in sociology, with translation emerging into education. Discourses of children and childhood shape ideas of young children as citizens and national discourses of citizenship frame what civic participation can be. The authors analysed national early childhood education curricula frameworks of Australia, New Zealand and the United States to understand how discourses authorise constructions of children as citizens and opportunities for young children's civic participation. They sought to locate how children are positioned as citizens and what opportunities there are for young children's citizenship participation in national early childhood curricula documents of Australia, New Zealand and the United States. Illustrative examples of children's citizenship membership and participation from the three nations' early childhood curricula were critically read to locate how prevalent discourses of children, childhood and citizenship in each nation define children as citizens and shape possibilities for citizenship participation for young children.

To assess if a high-level mobility programme (HLMP) can promote sustained participation in physical activity by adolescents with cerebral palsy. Eight adolescents with cerebral palsy, Gross Motor Function Classification System levels I-II, 11–16 years, participated in 24 community-based group HLMP sessions across 12 weeks. Participants set attendance, involvement, and physical performance goals, completed activity diaries over 58 weeks and undertook physical capacity tests. Measures of activity frequency and diversity (attendance) and involvement level were collected weekly across baseline (4–6 weeks), intervention (12 weeks), and nine months follow-up (including Covid lockdown). Median attendance was 23 of 24 HLMP sessions. Attendance goal/s attainment was highest during COVID lockdown. Involvement goals were consistently attained throughout all phases. Physical performance goal/s attainment was highest during intervention phase but reduced during nine months follow-up. Frequency of participation in physical activities varied greatly across study phases (range 0–33 episodes/week) with stable variety of activities and generally high 'involvement.' During the intervention, seven participants improved physical capacity and six maintained, or increased, the gains six months later. Most participants improved physical capacity post-intervention but only some had sustained attendance and involvement in physical activity, highlighting the complexity of physical activity participation. Health professionals' promotion of sustained participation in physical activity needs to consider individual preferences for frequency, diversity and duration. Supporting and measuring involvement in physical activity should be prioritised as a key outcome of an intervention. Physical activity interventions should be followed up for longer than six months to determine sustained changes in participation outcomes Measuring physical capacity and performance gains alone is insufficient to determine sustained, meaningful participation. [ABSTRACT FROM AUTHOR]

Purpose: To explore the experiences of involvement of adolescents living with cerebral palsy, and their parents, while participating in physical activity. Understanding involvement in physical activity may be used to guide future participation. Methods: Eight adolescents (mean age 13 years 11 months, SD 1 year 6 months) with cerebral palsy participated in a New Zealand-based high-level mobility programme (HLMP) focused on running skills, twice per week for 12 weeks. The adolescents and 12 parents were interviewed before, after the 12 weeks and 9-months following the HLMP. Guided by interpretative description, 38 interviews were coded, analysed, and interpreted. Results: Four themes were: "Turning up is not enough" ("There's no point being there if you're not involved"); "In it all the way", "Changes on a dime", and "What works for me." Perceptions of involvement varied between adolescents and parents. Being "very involved" related to high levels of focus, concentration, effort; but not always enjoyment. Conclusions: Focusing on enjoyment as the key experience of involvement understates the complexity and dynamic nature of involvement. "Being involved" is not always easy and may not mean the absence of discomfort or effort. Optimising the individuals' involvement continuum during physical activity may be essential to promote lifelong participation. Adolescents living with cerebral palsy and their parents have differing perspective of involvement and utilise different strategies to encourage being and staying active. Teaching adolescents living with cerebral palsy about their involvement continuum and optimal level of involvement for each activity, context and environment could promote sustained participation. To ensure adolescents are "being involved" in physical activity, opportunities for engagement, motivation and persistence are important; enjoyment is a possible, but not essential attribute of involvement. Encouraging involvement in physical activity can be a source of family conflict from a young age therefore clinicians have a role as an essential supporter, motivator and educator. [ABSTRACT FROM AUTHOR]

Using data from an international, comparative study of civic action in preschools in New Zealand, Australia and the US, we consider some of the types of civic action that are possible when time and space are offered for children to use their agency to initiate, work together and collectively pursue ideas and things that are important to the group. We use an example from each country and apply the work of Rancière and Arendt to think about collectivity as civic action in young children's schooling lives. Play, rather than an act itself, is positioned here as political time and space that make such civic action possible in the everyday lives of children. We argue here that play is the most common (and endangered) time and space in which children act for the collective.

Purpose: To understand adolescents' and their parents' perspectives on 'being active', this study explored the experience of participation in physical activity (PA), the role of long-term participation in PA, and the importance of remaining active for life. Methods: Eight ambulant adolescents with CP (aged 11–16 years, seven male) participated in a high-level mobility programme twice per week for 12 weeks. Guided using interpretive description, adolescents and 12 of their parents were interviewed before, after and nine months following the programme. Thirty-eight interviews were coded, analysed, and interpreted, informed by audit information, reflective journaling, and team discussions. Results: Adolescents and their parents highly value being active now and into adulthood. Sustainable participation in PA requires adolescents and families to navigate complex environments (interpersonal, organisational, community, and policy). Core themes were: 'Just Doing it', 'Getting the Mix Right' (right people, right place, right time), 'Balancing the Continua' and 'Navigating the Systems'. The continua involved balancing intra-personal attributes: 'I will try anything' through to 'I will do it if I want to' and 'It's OK to be different' through to 'It sucks being disabled'. Conclusions: The journey to sustainable participation was complex and dynamic. Experiences of successful journeys are needed to help adolescents with CP "stay on track" to sustainable participation. [ABSTRACT FROM AUTHOR]

Background: Quantifying diagnostic transitions across development is needed to estimate the long-term burden of mental illness. This study estimated patterns of diagnostic transitions from childhood to adolescence and from adolescence to early adulthood. Methods: Patterns of diagnostic transitions were estimated using data from three prospective, longitudinal studies involving close to 20,000 observations of 3,722 participants followed across multiple developmental periods covering ages 9-30. Common DSM psychiatric disorders were assessed in childhood (ages 9-12; two samples), adolescence (ages 13-18; three samples), and early adulthood (ages 19 to age 32; three samples) with structured psychiatric interviews and questionnaires. Results: Having a disorder at an early period was associated with at least a threefold increase in odds for having a disorder at a later period. Homotypic and heterotypic transitions were observed for every disorder category. The strongest evidence of continuity was seen for behavioral disorders (particularly ADHD) with less evidence for emotional disorders such as depression and anxiety. Limited evidence was found in adjusted models for behavioral disorders predicting later emotional disorders. Adult substance disorders were preceded by behavioral disorders, but not anxiety or depression. Conclusions: Having a disorder in childhood or adolescence is a potent risk factor for a range of psychiatric problems later in development. These findings provide further support for prevention and early life intervention efforts and suggest that treatment at younger ages, while justified in its own right, may also have potential to reduce the risk for disorders later in development. (Contains 3 tables.)

Immigrant Chinese students (N=400) completed a questionnaire examining the relationship between psychological adjustment and cultural identity as determined by the strength of identification with their own ethnic group and mainstream society. Adolescents who were integrated had higher self-esteem than peers who were separated or marginalized. Findings suggest integration impacts psychological well-being of adolescent immigrants. (Author/JDM)

Gender bias in the sciences is a prominent issue. Evidence suggests that more equal involvement of women in science, technology, engineering and mathematics fields leads to a diversity of working styles that can contribute to multiple measures of workplace success, such as better student outcomes in university settings and improved managerial approaches. One of the main ways we can combat gender bias is by increasing awareness. Thus, to directly draw attention to this issue for New Zealand ecologists, we performed a gender analysis of the publication process in the New Zealand Journal of Ecology (NZJE) for manuscripts reviewed between 2003 and 2012. First, we compared the frequencies of publication success between female and male authors. Second, we compared the frequencies of female and male reviewers selected by both female and male associate editors on the journal's editorial board from 2010 to 2012. Results show that publication success was not biased by gender, nor was it related to the gender of the editor. However, editors selected more male reviewers and this pattern was slightly more pronounced for male editors, suggesting that there is potential for at least some associate editors to reduce gender bias in their reviewer selections. We believe this will become easier with the development of the new reviewer database and mentoring scheme recently launched by the NZJE. It is important that publication of ecological research in New Zealand is unbiased so that the growing numbers of women in this field are not disadvantaged, and our results show that the NZJE is doing a good job at this. However, it is also important that women's contributions to the field are encouraged and recognised. We believe that reviewer selection is one way to enhance this and we strongly encourage early-career female ecologists to enrol in the NZJE mentoring scheme. [ABSTRACT FROM AUTHOR]

There have been a number of lists of teacher actions that are linked to promoting student learning in schools. In initial teacher education (ITE) teacher educators have been urged to teach student teachers in ways that demonstrate effective practices. This paper reports on our attempts to develop an approach to teaching that is based upon socio-cultural theory and linked to the content on effective teaching in the revised New Zealand national curriculum of 2007. The approach involves supporting student teachers to use techniques modelled by teacher educators and in turn, to use the techniques with their own students during practicum. We explored the reactions of our student teachers to our attempts to model effective practices and found evidence that greater congruence was achieved between our approach to teaching and the intention of the national curriculum statement on pedagogy. [ABSTRACT FROM AUTHOR]

Valued personal objects reflect important identity elements. Such possessions may provide individuals with a sense of identity continuity, especially during periods of major life transitions. This qualitative study explores the symbolic meanings and functions of cherished objects for identity maintenance and revision processes among late-life adults following their transition into a supervised living facility. Twenty individuals, 8 men and 12 women, aged 65 to 89 participated. Nine lived in independent units and 11 in single rooms on the grounds of a residential facility for older adults in one of two New Zealand cities. All had moved to the facilities within the previous 18 months. A semistructured interview that focused on participants' life histories and cherished possessions was administered. Grounded theory methods were used to identify symbolic meanings and functions of valued personal objects. Among important identity functions were symbolic links to important relationships, to past personal and historical events, and to the self in previous life phases. [ABSTRACT FROM AUTHOR]

The present paper investigates what keeps doctors ‘in place’ in New Zealand rural communities and what prompts their departure from practice. The study is based on in-depth interviews conducted with nine overseas-trained medical practitioners within rural areas in New Zealand during 2004. A thematic analysis was undertaken. The resulting narratives reveal the unintended circumstances under which respondents often arrived in their rural communities, as well as some of the ‘pull’ factors which a more relaxed rural lifestyle offers. Recurring themes relating to the attractiveness of place include community loyalty and the enjoyment of ‘fully practicing medicine’. Themes which corroded the attractiveness of place included ‘entrapment’, lack of choice in secondary schooling, restricted spousal employment opportunities, the lack of cultural and entertainment activities, and difficulties accessing continuing medical education. The authors conclude that addressing the question of what makes ‘place’ attractive to overseas-trained general practitioners in rural New Zealand requires an understanding of place as context rather than mere location. [ABSTRACT FROM AUTHOR]

Background: Attempts to explain why some patients lack the understanding needed to access GP care for childhood asthma are uncommon and have tended to be based on reported statistical associations.Objectives: The aims of this study were to describe and account for poor patient understanding of when and how to access GP care for childhood asthma in Auckland, New Zealand.Methods: A general inductive approach was used to analyse 29 semi-structured, personal interviews, during March-May 2001, with Auckland key informants selected through maximum variation sampling. Informant checking and the literature supported the text analysis by two independent researchers.Results: Key informants reported wide variations in the extent to which guardians and asthmatic children understand when and how to access GP services. Two sets of barriers to patient understanding were identified. The first limits the willingness of people to seek understanding and the second limits their ability to understand, even if they want to understand.Conclusions: Use of qualitative methodology was able to reveal barriers to patient understanding. Strategies operating at the GP and system levels were identified to help overcome these barriers. [ABSTRACT FROM AUTHOR]

Examines the relationship between psychological adjustment and cultural identity of adolescent Chinese immigrants in New Zealand. Factors motivating the Chinese people to leave their home countries; Categories of cultural identity; Modes of acculturation.

An anonymous questionnaire was circulated to parents of young children to survey exposure to publicity about and attitudes to sperm donation (n = 192 couples; 50% response rate). Of those surveyed, 55% of men and women had seen or heard of the need for sperm donors; for 26% of couples, one or both partners had considered donation, and among half of those (13% of total) no objections to donating were raised. However, only two men had approached the clinic as donors. Objections to donation centred mainly on discomfort at having children outside their family, worry about future contact with donor insemination children, and worry about incest. Women were three times as likely to raise these objections as men. Of all respondents, 20% thought a donor should be used for only one recipient couple, while 50% suggested three or fewer families. Overall, 41% rated having non-identifying information about the recipient couple(s) as an important aspect of sperm donation, although only 9% of men and 17% of women considered personal contact important. While many people are aware of and receptive to the idea of being donors, very few act. Many would prefer that their spermatozoa were used for only one or a few couples about whom they had some information. [ABSTRACT FROM AUTHOR]

Attendance for general practitioner (GP) care of childhood asthma varies widely in New Zealand (NZ). There is little current research to account for the variations, although groups such as Māori and Pacific peoples have traditionally faced barriers to accessing GP care. This paper aims to describe and account for attendance levels for GP asthma care among 6–9 year-olds with moderate to severe asthma in Auckland, NZ. During 2002, randomly selected schools identified all 6–9 year-olds with possible breathing problems. Completion of a questionnaire by each parent/guardian indicated which children had moderate to severe asthma, and what characteristics influenced their access to GP asthma care. A multilevel, negative binomial regression model (NBRM) was fitted to account for the number of reported GP visits for asthma, with adjustment for clustering within schools.Twenty-six schools (89.7 percent) identified 931 children with possible breathing problems. Useable questionnaires were returned to schools by 455 children (48.9 percent). Results indicated 209 children with moderate to severe asthma, almost one in every three reportedly making 5 or more GP visits for asthma in the previous year. Māori, Pacific and Asian children were disproportionately represented among these ‘high attendees’. Low attendees (0–2 visits) were mainly NZ Europeans. The NBRM (n=155) showed that expected visits were increased by perceived need, ill–health, asthma severity and, in particular, Māori and Pacific child ethnicity. It may be that Māori and Pacific children no longer face significant barriers to accessing GP asthma care. However, more likely is that barriers apply only to accessing routine, preventative care, leading to poor asthma control, exacerbations requiring acute care, and paradoxically an increase in GP visits. That barriers may increase total numbers of visits challenges the assumption, for all health systems, that access can be defined in terms of barriers that must be overcome to obtain health care. [Copyright &y& Elsevier]

Aims: To describe an intervention supporting Aged Related Residential Care (ARRC) and to report an initial evaluation., Methods: The intervention consisted of: medication review by a multidisciplinary team; education programmes for nurses; telephone advice 'hotlines' for nursing and medical staff; Advance Care Planning; and implementing existing community programmes for chronic care management and preventing acute hospital admissions. Semi-structured interviews were conducted with members of the multidisciplinary team, rest home nurses and caregivers. Quantitative data were collected on medication changes, hotline use, use of education opportunities and admissions to hospital., Results: Medications were reduced by 21%. Staff noted improvements in the physical and mental state of residents. There was no significant reduction in hospital admissions. Nurses were unable to attend the education offered to them, but it was taken up and valued by caregivers. There was minimal uptake of formal acute and chronic care programmes and Advance Care Planning during the intervention. Hotlines were welcomed and used regularly by the nurses, but not the GP., Conclusions: The provision of high status specialist support on site was enthusiastically welcomed by ARRC staff. The interventions continue to evolve due to limited uptake or success of some components in the pilot.