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15 results on '"Cameron, Gemma"'

4. A Matauranga Maori Perspective of Literacy for Adult Learners

Author

Furness, Jane, Rua, Mohi, Masters-Awatere, Bridgette, Piercy-Cameron, Gemma, Cochrane, Bill, and Heaton, Sharyn

Abstract

Globally, literacy can be conceived of in different ways. Two perspectives that have influenced adult literacy policy internationally are the economic functionalist and the sociocultural. In Aotearoa New Zealand, Maori educators have repeatedly advanced a matauranga Maori perspective of literacy. This perspective has parallels with the embodied, practice-based multiliteracies and sociomateriality of the sociocultural perspective but less so with the dominant functionalist perspective. To address how Maori views have been side-lined in adult literacy policy development, we seek to clarify this view and foreground Maori-led policy recommendations that date back to the creation of the New Zealand Adult Literacy Strategy in 2001. We also highlight the relevance of this perspective by sharing the success and effectiveness of Maori-led adult literacy programmes. In doing so, we demonstrate the need for a biliteracy approach to adult literacy policy to reflect our bicultural nation and ensure Maori aspirations for literacy are met.

Published
2023
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11. Longitudinal assessment of COVID-19 fear and psychological wellbeing in the United Kingdom.

Author

Quigley, Martyn, Whiteford, Seb, Cameron, Gemma, Zuj, Daniel V, and Dymond, Simon

Subjects
FEAR, WORRY, RESEARCH funding, COVID-19 vaccines, ANXIETY, UNCERTAINTY, LONELINESS, DESCRIPTIVE statistics, LONGITUDINAL method, SLEEP quality, COVID-19 pandemic, COVID-19, WELL-being, MENTAL depression
Abstract

The COVID-19 pandemic continues to impact global psychological wellbeing. To investigate the sustained impact of COVID-19 on wellbeing, the current study longitudinally assessed fear of COVID-19, anxiety, depression, intolerance of uncertainty, worry, sleep quality, loneliness and alcohol use during the pandemic in the United Kingdom. Timepoint 1 (T1; N = 445) took place in February 2021 following the highest number of pandemic-related deaths in the UK. Timepoint 2 (T2, N = 198) took place in June 2021 when pandemic-related deaths had declined considerably, and many had been vaccinated. At T1, COVID-19 fear predicted elevated levels of anxiety, depression, intolerance of uncertainty, worry, sleep quality and loneliness. At T2, we observed that levels of COVID-19 fear, depression, loneliness and sleep quality decreased. However, COVID-19 fear continued to predict elevated intolerance of uncertainty, worry and impaired sleep quality. These findings demonstrate the longitudinal impact of COVID-19 fear on psychological wellbeing. [ABSTRACT FROM AUTHOR]

Published
2023
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12. sj-docx-1-hpq-10.1177_13591053221134848 – Supplemental material for Longitudinal assessment of COVID-19 fear and psychological wellbeing in the United Kingdom

Author

Quigley, Martyn, Whiteford, Seb, Cameron, Gemma, Zuj, Daniel V, and Dymond, Simon

Subjects
FOS: Psychology, FOS: Clinical medicine, 170199 Psychology not elsewhere classified, 111799 Public Health and Health Services not elsewhere classified, 110319 Psychiatry (incl. Psychotherapy), FOS: Health sciences
Abstract

Supplemental material, sj-docx-1-hpq-10.1177_13591053221134848 for Longitudinal assessment of COVID-19 fear and psychological wellbeing in the United Kingdom by Martyn Quigley, Seb Whiteford, Gemma Cameron, Daniel V Zuj and Simon Dymond in Journal of Health Psychology

Published
2022
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14. Learned, instructed and observed pathways to fear and avoidance

Author

Cameron, Gemma, Roche, Bryan, Schlund, Michael W., Dymond, Simon, Cameron, Gemma, Roche, Bryan, Schlund, Michael W., and Dymond, Simon

Abstract

Background and objectives Conditioned fear may emerge in the absence of directly experienced conditioned stimulus (CS) - unconditioned stimulus (US) pairings. Here, we compared three pathways by which avoidance of the US may be acquired both directly (i.e., through trial-and-error instrumental learning) and indirectly (i.e., via verbal instructions and social observation). Methods Following fear conditioning in which CS+ was paired with shock and CS- was unpaired, three separate groups of participants learned by direct experience (Instrumental-learning), were instructed about (Instructed-learning), or observed (Observational-learning) a demonstrator performing an avoidance response that canceled upcoming US (shock) presentations. Groups were then tested in extinction with presentations of the directly experienced CS+ and CS-, and either a novel CS (Instrumental and observational groups) or an instructed CS (instructed-group). Results Similar to instrumental learning, results demonstrate that avoidance may be acquired via instructions and social observation in the absence of directly learning that an avoidance response prevents the US. Retrospective US expectancy ratings were modulated by the assumed presence or absence of avoidance. Overall, these findings suggest that instrumental-, instructed-, and observational-learning pathways to avoidance in humans are similar. Limitations Alternative experimental designs would permit direct comparison between the pathways for stimuli with no prior experience of fear conditioning, and trial-by-trial US expectancy ratings would help track the modulation of fear by avoidance pathway. Conclusions Instrumental-, instructed-, and observational-learning pathways of avoidance are similar. Findings may have implications for understanding the etiology of clinical avoidance in anxiety.

Published
2015

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