Journal articles: 'Mentoring in the professions New Zealand'

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Gibbs, Anita, Kerryn Bagley, Dorothy Badry, and Vicky Gollner. "Foetal alcohol spectrum disorder: Effective helping responses from social workers." International Social Work 63, no. 4 (October 23, 2018): 496–509. http://dx.doi.org/10.1177/0020872818804032.

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Foetal alcohol spectrum disorder (FASD) is a lifelong neurodevelopmental disability that often requires extensive intervention and support from the helping professions, notably social work. This article considers why a social work response to FASD is needed and explores social work frameworks and models that underpin current FASD-informed practice. It illustrates the discussion with three international models used in Canada and New Zealand, the Key Worker model, the Communities of Practice model and an advocacy and mentoring model.

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Fyall, Glenn, Jackie Cowan, and Grant Buchanan. "A Profession Within a Profession: Mentoring Ecology of Three New Zealand Primary Schools." New Zealand Journal of Educational Studies 55, no. 1 (April 15, 2020): 5–27. http://dx.doi.org/10.1007/s40841-020-00160-6.

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Dayman, Tracy, and Debbie Woolston. "Practicum - A space for leadership and mentoring." Teachers' Work 19, no. 1 (June 23, 2022): 29–45. http://dx.doi.org/10.24135/teacherswork.v19i1.335.

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Associate teachers (AT) play a crucial role in supporting beginning teachers but there is little research that identifies the practicum as an opportunity for advancing ATs’ leadership capability. While research identifies mentoring as central to the way ATs support beginning teachers entering the profession, there is little explicit discussion of the leadership skills ATs engage in and model to student teachers during a practicum experience. Nor is there explicit acknowledgement of the AT role as a pathway to leadership for early childhood educators. In this article we draw from a case study located in a provincial New Zealand town and a review of literature to demonstrate that practicum is largely overlooked as a space for early childhood teachers to develop and advance their leadership skills. We argue that mentoring and supervision of student teachers during practicum provides a rich opportunity for associate teachers to increase their own professional knowledge and expertise as leaders within early childhood.

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Langdon, Frances, and Lorrae Ward. "Educative mentoring: a way forward." International Journal of Mentoring and Coaching in Education 4, no. 4 (December 7, 2015): 240–54. http://dx.doi.org/10.1108/ijmce-03-2015-0006.

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Purpose – In recent years mentoring has been promoted as an essential, yet complex, new teacher induction dynamic. Mentors generally develop their knowledge of this role in isolation and in situ, and despite extensive research in the field few studies investigate how mentors learn. Therefore it is important to continue to examine the complex aspects of learning to mentor. The purpose of this paper is to focus on understanding the knowledge, attitudes and skills required by mentors to simultaneously focus on their own learning, new teachers’ learning and student learning. Design/methodology/approach – In this New Zealand study the authors examined a pilot programme aimed at shifting mentoring practices to an educative model. Through a two-year professional development intervention, 22 participant mentors inquired into, analysed and documented their practice. Data were gathered through learning conversations, action research documentation and reflections. They were analysed using qualitative methodology. Findings – Evident was a shift in mentoring practice from a focus on the transmission of knowledge-for-practice to inquiry into knowledge-of-practice. Change was observed after sustained and serious engagement with evidence about mentoring practices. However the shifts did not come easy, nor were they assured. Research limitations/implications – This study is not without limitations. Transferability is potentially problematic. The pilot study was well resourced, therefore expecting the implementation and outcomes to transfer to other contexts without similar resourcing maybe unrealistic. Practical implications – The findings contributed to the development of a mentoring curriculum and national guidelines for mentoring new teachers. Originality/value – While the findings emerged from a situated context, the theoretical and practice issues reported are matters for international attention, particularly the matter of transitioning from a well-practiced, efficient teacher mentor to an adaptive educative mentor.

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Searby, Linda J., and Denise Armstrong. "Supporting the development and professional growth of middle space educational leaders through mentoring." International Journal of Mentoring and Coaching in Education 5, no. 3 (September 5, 2016): 162–69. http://dx.doi.org/10.1108/ijmce-06-2016-0054.

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Purpose – The purpose of this paper is to introduce readers to the special issue on “middle space” education leaders (those individuals who are second-in-command in schools). The special issue contains papers pertaining to mentoring those preparing for and aspiring to the assistant school leader role, as well as papers on programs that support new assistant principals/vice-principals through mentoring and coaching. The authors provide background on middle space leadership and mentoring from existing research literature, introduce the international papers selected for the issue, and identify unifying themes across the papers. Design/methodology/approach – The authors provide highlights of relevant research literature on the importance of mentoring for school leaders in general, but also specifically address the need for mentoring for middle space leaders from the scant literature that exists on the topic. After reviewing the relevant literature, the authors provide an overview of the seven papers that were chosen for the issue through a rigorous peer-review process. Findings – The co-editors of this special issue identify common themes that emerged from the papers chosen for the issue. In general, authors note that middle space leaders have unique mentoring and coaching needs, and there are few formal programs that address their needs. However, there is a growing awareness of the need to support assistant principals through structured mentoring programs, as well as preparing and mentoring those who aspire to the position. Research limitations/implications – The seven papers chosen for the special issue represent a variety of research methodologies. A limitation is that the majority of the studies are qualitative, with small sample populations. However, even with small sample sizes, commonalities can be seen across the studies and across international contexts. Practical implications – This review summarizes the issues facing middle space leaders in education and how they can be effectively addressed. The global audience that can benefit from engaging with the papers in this special issue includes educational leadership faculty, educational governing bodies, policymakers, school district central office personnel, senior principals, and assistant principals themselves. Originality/value – This paper and the seven that follow extend the scant research literature in the realm of middle space leaders in education. They provide unique insights – from different international contexts including the USA, Canada, Hong Kong, and New Zealand – into the need for and potential benefits of mentoring and coaching aspiring and new middle space leaders.

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Daellenbach, Rea, Lorna Davies, Mary Kensington, Susan Crowther, Andrea Gilkison, Ruth Deery, and Jean Rankin. "Rural midwifery practice in Aotearoa/New Zealand: Strengths, vulnerabilities, opportunities and challenges." New Zealand College of Midwives Journal 56 (December 1, 2020): 17–25. http://dx.doi.org/10.12784/nzcomjnl56.2020.3.17-25.

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Background: The sustainability of rural maternity services is threatened by underfunding, insufficient resourcing and challenges with recruitment and retention of midwives. Aims: The broader aim of this study was to gain knowledge to inform the optimisation of equitable and sustainable maternity care for rural communities within New Zealand and Scotland, through eliciting the views of rural midwives about their working conditions and practice. This article focuses on the New Zealand midwives’ responses. Method: Invitations to participate in an online questionnaire were sent out to midwives working in rural areas. Subsequently, themes from the survey results were followed up for more in-depth discussion in confidential, online group forums. 145 New Zealand midwives responded to the survey and 12 took part in the forums. Findings: The New Zealand rural midwives who participated in this study outlined that they are attracted to, and sustained in, rural practice by their sense of connectedness to the countryside and rural communities, and that they need to be uniquely skilled for rural practice. Rural midwives, and the women they provide care to, frequently experience long travel times and distances which are economically costly. Adverse weather conditions, occasional lack of cell phone coverage and variable access to emergency transport are other factors that need to be taken into account in rural midwifery practice. Additionally, many participants noted challenges at the rural/urban interface in relation to referral or transfer of care of a woman and/or a baby. Strategies identified that support rural midwives in New Zealand include: locum and mentoring services, networking with other health professionals, support from social services and community service providers, developing supportive relationships with other rural midwives and providing rural placements for student midwives. Conclusion: Midwives face economic, topographic, meteorological and workforce challenges in providing a service for rural women. However, midwives draw strength through their respect of the women, and the support of their midwifery colleagues and other health professionals in their community.

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Hunter, Jodie. "Supporting Teachers to Successfully Implement a Play-based Learning Approach." Kairaranga 20, no. 2 (January 12, 2020): 3–16. http://dx.doi.org/10.54322/kairaranga.v20i2.315.

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This research paper focuses on the successful implementation of play-based learning (PBL) environments within the New Zealand mainstream primary school sector. In particular, the focus is on the role of Resource Teachers: Learning and Behaviour (RTLB) in supporting the implementation of PBL within the junior classes of Year 0 to Year 2. A review of the literature on PBL explored the pedagogy of play and the importance of the teacher within this learning environment. Through an anonymous online questionnaire, teachers of students in Years 0 to 2 who are currently implementing PBL, shared their experiences of the barriers and enablers towards the successful implementation of PBL. The research results highlighted that there is a need for sustained professional development on the implementation of PBL and the establishment of a mentoring partnership to further develop the competence and confidence of teachers working within a PBL environment.

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Mooney, Shelagh. "Warm workplace relationships." Hospitality Insights 3, no. 1 (June 21, 2019): 12–13. http://dx.doi.org/10.24135/hi.v3i1.43.

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This article addresses the significance of workplace social connections for hospitality workers. When examining high turnover in hospitality, the focus is generally negative, such as shift work and low pay [1]. Surprisingly, for a sector that employs one in 11 people [2], little attention focuses on the positive aspects. In New Zealand, hospitality work is considered inferior, to be endured while waiting for more exciting opportunities [3]. Yet a recent New Zealand study shows that hospitality employees at all levels are fulfilled by being recognised as professionals and from the variety, challenge and growth possibilities of their work. The study drew from boundaryless career theory about the social competencies that enable career success for individuals [4]: knowing ‘why’ they are engaged in this career (individual motivation and identity); knowing ‘how’ they are supposed to perform (skills and expertise); and knowing ‘who’ – significant networks (relationships and reputation). In the qualitative study, data were firstly collected through focus groups with hospitality professionals who had left the industry after working there for at least 10 years. Then, interviews took place with current hospitality employees in a variety of roles, from general manager to kitchen porter with an average of 25 years’ experience. Thematic analysis was carried out separately on each study before results were combined. Findings Positive relationships linked to career social competencies [4] forged hospitality workers’ professional identities, building long careers: Good relationships supported workers’ professional identity The findings showed that participants knew clearly ‘why’ they stayed; for example, they loved meeting different people. However, career motivations changed with their life and career stage – sometimes caregiving commitments took priority; at other times, gaining promotion was most important. One housekeeping supervisor explained how she refused a pay rise to move to another hotel because the money was not as important as established relationships. Being viewed as an excellent kitchen porter or manager ensured that employers tailored jobs to employees’ circumstances. Being professionally excellent was deeply satisfying Knowing ‘how’ referred to the expertise that experienced employees demonstrated to managers and co-workers. They were dedicated, knowledgeable and passionate. Affirmation by guests was rewarding; one restaurant manager described her intense satisfaction when professional associations rebooked their Christmas functions because “I will look after them”. Relationships and reputation Employees gained their reputation by showing ‘the right people’ that they were professionals. Their experience and networks were their ‘pedigree’. Endorsement from peers and managers increased job autonomy and better opportunities at all levels. Mentoring relationships formed organically, and older employees spoke of the enjoyment they experienced from ‘giving back’ in their turn and mentoring others. Practical implications This study reveals that strong social connections are founded on respectful relationships between hospitality employers and employees, where workers know they are valued. Employers should ask whether career aspirations are the driving force for individuals, and if so, let employees know there is a plan for their next position. If unable to provide further development over time, managers should facilitate moves among their networks. In turn, they will receive new recruits. To keep professionals who are content to remain at their current level, employers should ask, and provide, what is important to them – certain shifts, a sustainable lifestyle (i.e. a living wage) or an aspect they enjoy. Upskilling remains an important motivator. Employees do not stay with employers (and co-workers) who show no respect by refusing to put rosters online; giving less than one weeks’ notice of shifts; providing insufficient hours; or not accommodating workers’ study or care-giving commitments. Training plans for new team members accelerate good relationships, and studies show that retention of new employees is increased by induction processes; however, these are frequently missing. In sum, good social relations in the workplace are not a ‘luxury’ option in hospitality environments, they are essential. Corresponding author Shelagh Mooney can be contacted at: shelagh.mooney@aut.ac.nz References (1) Baum, T.; Cheung, C.; Kong, H.; Kralj, A.; Mooney, S.; Nguyễn Thị Thanh, H.; Ramachandran, S.; Dropulić Ružić, M.; Siow, M. Sustainability and the Tourism and Hospitality Workforce: A Thematic Analysis. Sustainability 2016, 8 (8), 809–831. https://doi.org/10.3390/su8080809 (2) World Travel and Tourism Council. Evaluation of Job Creation in G20 Countries; White Paper; World Travel and Tourism Council: London, 2018; pp 1–10. (3) Williamson, D. Too Close to Servility? Why Is Hospitality in New Zealand Still a ‘Cinderella’ Industry? Hospitality & Society 2017, 7 (2), 203–209. https://doi.org/10.1386/hosp.7.2.203_7 (4) Defillippi, R.; Arthur, M. The Boundaryless Career: A Competency-Based Perspective. Journal of Organisational Behaviour 1994, 15 (4), 307–324. https://doi.org/10.1002/job.4030150403

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Saunders, John Nicholas. "Using drama-rich pedagogies with the episodic pre-text model to improve literacy." Teachers and Curriculum 22, no. 2 (November 3, 2022): 49–61. http://dx.doi.org/10.15663/tandc.v22i2.401.

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School Drama Classic is a co-mentoring teacher professional learning programme developed through a partnership between Sydney Theatre Company and the University of Sydney’s School of Education and Social Work. Developed in 2009, this teacher professional learning programme aims to enable primary teachers to develop the expertise and confidence to use drama-rich pedagogy with quality children’s literature to enhance learners’ English and literacy skills. By 2021 it had reached more than 35,000 teachers and students across Australia and more recently in New Zealand. While a growing body of research has explored aspects of the School Drama programme, relatively little focus had centred on student outcomes. This article focuses on one of my doctoral research case studies (Saunders, 2019), a Year 5 class at Gungahlin Public School (pseudonym), a co-educational public school in Sydney’s inner west. A range of data collection methods was employed within this qualitative study, including teacher interview (before, during and after the intervention), student focus groups (during and after the intervention), benchmarking of student literacy (before and after the intervention) and a pre- and post-programme survey for students. Richardson’s (1997) concept of crystallisation was used to analyse the data. The findings suggested positive shifts in student English and literacy outcomes in the selected focus area (inferential comprehension) using drama-rich pedagogy with an episodic pre-text model.

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Carryer, Jenny, Julie Boddy, and Claire Budge. "Rural nurse to nurse practitioner: an ad hoc process." Journal of Primary Health Care 3, no. 1 (2011): 23. http://dx.doi.org/10.1071/hc11023.

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INTRODUCTION: Despite a 10-year history of nurse practitioner (NP) development in New Zealand (NZ) there is no formalised or universal process for ensuring the transition of willing nurses to NP status. This unmet need is of particular interest in the rural context where workforce issues are paramount. The aim of this study was to explore the transition from rural nurse to NP in NZ. METHOD: A qualitative descriptive survey was sent to all NZ nurses with a rural address. Ninety-two questionnaires were returned, of which 21 respondents were working in a rural location and aiming to become an NP. Data analysis included description of demographic data and thematic analysis of open-ended question responses. FINDINGS: Four themes encompassed the experiences of the 21 potential NP candidates: uncertainty about opportunities for employment as an NP and legislative and funding barriers for NP practice; support or resistance from GPs and nurse colleagues, self-doubt, and the importance of mentoring; difficulties with the NP authorisation process; and meeting the NP competencies within the challenges imposed by rural location. CONCLUSION: At the systems level of workforce design, stronger linkages between policy development, investment, employment creation, funding streams, professional regulation and overall communication require attention. KEYWORDS: Rural health; nurse practitioners; workforce; health policy

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Flath, Tordis. "The Revised New Zealand Mentoring Scheme." Indexer: The International Journal of Indexing 30, no. 2 (June 2012): 96–97. http://dx.doi.org/10.3828/indexer.2012.19.

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Handley, Heather K., Jess Hillman, Melanie Finch, Teresa Ubide, Sarah Kachovich, Sandra McLaren, Anna Petts, Jemma Purandare, April Foote, and Caroline Tiddy. "In Australasia, gender is still on the agenda in geosciences." Advances in Geosciences 53 (September 24, 2020): 205–26. http://dx.doi.org/10.5194/adgeo-53-205-2020.

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Abstract. Diversity and inclusion in the workplace optimise performance through the input of a range of perspectives and approaches that drive innovation and invention. However, gender inequity is prevalent throughout society and females remain underrepresented in geoscience careers. This study provides the current status of gender equity in geosciences throughout Australasia within the context of broader gender equity policy, frameworks and initiatives and suggests additional solutions and opportunities to improve gender equity and the retention of women in the geoscience workforce. At an individual institutional level in academia, females make up between 23 %–52 % of the total geoscience departmental or school staff in Australia, 26 %–39 % of the total staff in New Zealand, 29 % of total staff at the University of Papua New Guinea and 18 % at the University of the South Pacific. Significant gender imbalance exists at more senior levels, with disproportionately more males than females, a pattern typical of many Science Technology Engineering and Maths (STEM) disciplines. Gender inequity is prevalent within the general membership, committee roles and in award recipients of Australasian geoscience professional associations. Within the Geological Society of Australia and Geoscience Society of New Zealand, only 4 % (n=47) and 18 % (n=161), respectively of past award recipients for national and general awards were female. All past awards considered in this study that are named in honour of a person were named in honour of a man (n=9). In recent years, women-focused networks have begun to play an invaluable role to support the retention and promotion of women in geosciences and provide a supportive mentoring environment to discuss challenges and share advice. The improved visibility of women in the geoscientific community is an ongoing issue that can in part be addressed through the development of public databases of women geoscientists. These provide a list of women geoscientists that encourages and supports the achievement of gender balance of invited talks, job shortlisting and on panels, as well as in the media. This work highlights that more must be done to actively reduce and eliminate sexual harassment and assault in university and field environments. We emphasise that particular efforts are required to make geoscience careers more inclusive and safer, through the establishment of specific codes of conduct for field trips. Shared learning of best practices from evidence-based approaches and innovative solutions will also be of value in creating positive change. Greater engagement from the wider geoscientific community, and society in general, is required for the success of gender equity initiatives. Identified solutions and opportunities must target all levels of education and career development. Additional data in future should be collected to look beyond gender to monitor and assess intersectionality. Improved efforts to understand why women leave STEM careers will help to address the “leaky pipeline” and determine the initiatives that will be most effective in creating long term sustainable change.

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Bhatta, Gambhir, and Sally Washington. "‘Hands up’: Mentoring in the New Zealand Public Service." Public Personnel Management 32, no. 2 (June 2003): 211–27. http://dx.doi.org/10.1177/009102600303200203.

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Mentoring is now widely accepted as a useful tool for helping individuals develop their careers, and for organizations to enhance their human resource capability. Using the results from the 2000 Career Progression Survey, this paper sketches the status and nature of mentoring evident in the New Zealand Public Service (NZPS). In particular, the survey results show that mentoring is now practiced throughout NZPS, and contrary to evidence elsewhere, women — specifically, women managers — are more likely to be mentored than their male counterparts. The paper also compares the survey results with existing jurisdictional and conceptual evidence, in particular on Hale's (1995) categorization of four sets of problems in mentoring. While evidence on two of the four questions (‘recognition’ and ‘mentor identification’) is corroborated in the NZPS, further inquiry is necessary on the ‘variance’ and ‘socialization’ problems.

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McMaster, Max. "Mentoring in Australia and New Zealand: an update." Indexer: The International Journal of Indexing 27, no. 1 (March 2009): 26–28. http://dx.doi.org/10.3828/indexer.2009.9.

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Stewart, Sarah, and Richard Wootton. "A survey of e-mentoring among New Zealand midwives." Journal of Telemedicine and Telecare 11, no. 2_suppl (December 2005): 90–92. http://dx.doi.org/10.1258/135763305775124731.

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Jones, Deborah, and Zanele Ndaba. "Mentoring indigenous women: strategies from South Africa and New Zealand." Academy of Management Proceedings 1, no. 1 (April 16, 2013): aomafr.2012.018. http://dx.doi.org/10.5465/aomafr.2012.0184.

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Doan, Laura K. "Mentoring: A Strategy to Support Novice Early Childhood Educators." Journal of Childhood Studies 38, no. 2 (February 17, 2016): 21–24. http://dx.doi.org/10.18357/jcs.v38i2.15447.

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The mentoring needs of novice early childhood educators are identified within the British Columbian context, where graduates do not receive formal mentoring. Following a description of the problem, a literature review is provided on the following themes: how mentoring facilitates a culture of learning; characteristics of successful mentors; and the mentoring process. Examples are drawn from mentoring programs in New Zealand and Worcester, England. Leadership implications are discussed with an emphasis on future research on mentoring in early childhood education.

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Service, Brenda, Gulay Erin Dalgic, and Kate Thornton. "Benefits of a shadowing/mentoring intervention for New Zealand school principals." Professional Development in Education 44, no. 4 (September 25, 2017): 507–20. http://dx.doi.org/10.1080/19415257.2017.1378705.

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Hall, Liz. "Mentoring relationships of New Zealand nurses: an empirical study (part 1)." Collegian 4, no. 4 (January 1997): 28–40. http://dx.doi.org/10.1016/s1322-7696(08)60253-x.

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Chick, Norma P., and Marion W. Pybus. "Policy reform and women's health in New Zealand." Health Care for Women International 9, no. 2 (January 1988): 125–39. http://dx.doi.org/10.1080/07399338809515810.

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Fleming, Valerie E. M. "Midwifery in New Zealand: Responding to changing times." Health Care for Women International 17, no. 4 (July 1996): 343–59. http://dx.doi.org/10.1080/07399339609516250.

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Fletcher, Jo, Chris Astall, and John Everatt. "Initial teacher education students' perceptions during a practicum in primary schools: a New Zealand experience." International Journal of Mentoring and Coaching in Education 10, no. 3 (June 8, 2021): 298–316. http://dx.doi.org/10.1108/ijmce-10-2020-0069.

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PurposeThis paper is about mentoring of initial teacher education (ITE) students whilst on their practicum.Design/methodology/approachInformed by a social constructivist theoretical framework, an online survey was used to capture the breadth of quantitative data and the richness of qualitative responses relating to factors that impact student teachers' experiences during practicum.FindingsQuantitative data indicate that many student teachers were positive about the practicum, but this varied across the type of school in which they were placed. The qualitative data analyses showed a greater in-depth understanding of the range of issues that impacted how student teachers are treated in their role as a mentee by the mentor and the wider school community.Practical implicationsBetter understanding the experiences of student teachers helps to inform ITE providers of the critical role that mentor teachers play in preparing student teachers. The practical implications are that strategies to develop deep and collaborative partnerships amongst ITE providers, mentor teachers and school leaders, which build stronger understandings of a mentor teacher's role, are critical in order to support student teachers.Originality/valueThis research study repositions the critical nature of effective mentoring of student teachers so that mentor teachers and ITE providers can be informed by the voices and lived realities of these student teachers. The mentoring relationship needs to be critically interrogated to provide a more even and supportive “playing field” for all student teachers.

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Chapman, James W. "Learning Disabilities in New Zealand." Journal of Learning Disabilities 25, no. 6 (June 1992): 362–71. http://dx.doi.org/10.1177/002221949202500604.

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Hall, Liz. "Mentoring relationships of New Zealand nurses: results of an empirical study (part 2)." Collegian 5, no. 1 (January 1998): 32–35. http://dx.doi.org/10.1016/s1322-7696(08)60269-3.

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Simok, Anna Alicia, Mohamad Najib Mat Pa, Ahmad Fuad Abdul Rahim, and Jamilah Al-Muhammady Mohammad. "Challenges of e-Mentoring Medical Students During the COVID-19 Pandemic." Education in Medicine Journal 13, no. 4 (December 30, 2021): 107–11. http://dx.doi.org/10.21315/eimj2021.13.4.9.

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In the current pandemic scenario, the School of Medical Sciences, Universiti Sains Malaysia had adopted an e-mentoring system to help undergraduate medical students acclimatise to new subjects, improve academic performance and decrease attrition. The authors highlight the challenges of e-mentoring, including aspects of interpersonal dynamics, slow development of relationships in e-mentoring and the requirement of specific skills in technology for useful online mentoring, are the few challenges discussed. Some possible solutions were also shared. This article is beneficial to institutions implementing or planning to implement an e-mentoring system.

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Hunt, Sonya. "The social work regulation project in Aotearoa New Zealand." Aotearoa New Zealand Social Work 29, no. 1 (March 31, 2017): 53–64. http://dx.doi.org/10.11157/anzswj-vol29iss1id370.

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INTRODUCTION: In this second of two articles on the history of professionalisation of social work in Aotearoa New Zealand, consideration is given to the more recent coalescing of forces from the 1990s to the initial implementation of the Social Workers Registration Act (2003), which led to our country’s example of a social work regulation project.APPROACH: This critical consideration of social work regulation in Aotearoa New Zealand situates it within the international social work professionalisation context alongside the national context. Consideration is given to the place of leadership and buy-in from the profession, political sponsorship, cultural considerations, and another ministerial review. Overlaying this, an examination of concepts of public trust, respect, and confidence in professions such as social work, are linked to crises of trust in professions in general, and placed within the current neoliberal, market-driven environment in which this project is anchored.CONCLUSION: The literature serves to document the history of social work regulation in Aotearoa New Zealand and as background for an ongoing research project which aims to uncover interests at work and interrogate the legitimacy of those interests, while enabling the voices of key actors from the time to surface, be explored, and be recorded.

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McGregor, Judy, and David Tweed. "Profiling a New Generation of Female Small Business Owners in New Zealand: Networking, Mentoring and Growth." Gender, Work & Organization 9, no. 4 (August 2002): 420–38. http://dx.doi.org/10.1111/1468-0432.00167.

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Crawford, Ruth, Kathy Monson, and Judy Searle. "Mentoring tertiary students from a secondary school incubator programme focusing on health careers." Journal of Applied Research in Higher Education 8, no. 4 (October 10, 2016): 424–38. http://dx.doi.org/10.1108/jarhe-02-2015-0012.

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Purpose Developing the health workforce is an ongoing concern, especially in New Zealand, where Māori and Pasifika populations are under-represented. Programme Incubator (PI) was developed by a health provider to raise awareness of careers in the health sector. The purpose of this paper is to report on a study undertaken in a tertiary institution which involved tracking and mentoring students who had been engaged in PI, and mentoring them through their tertiary studies. Design/methodology/approach In total, 40 students (n=40) were recruited into the four year study, which involved a survey and participating in focus groups. Findings PI was found to be an effective initiative of encouraging secondary students to enter a career in health, but more work is needed to facilitate students’ choice of tertiary provider and academic programme. Within the tertiary sector, mentoring was found to be lacking. Originality/value Group mentoring and peer mentoring are introduced to mitigate these concerns and provide students with the mentoring support they require.

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Peiser, Gillian, John Ambrose, Beverley Burke, and Jackie Davenport. "The role of the mentor in professional knowledge development across four professions." International Journal of Mentoring and Coaching in Education 7, no. 1 (March 5, 2018): 2–18. http://dx.doi.org/10.1108/ijmce-07-2017-0052.

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Purpose Against a British policy backdrop, which places an ever- increasing emphasis on workplace learning in pre-service professional programmes, the purpose of this paper is to investigate the contribution of the mentor to professional knowledge development in nursing, paramedicine, social work and teaching. Design/methodology/approach Taking the form of a literature review, it explores the influence of policy, professional and theoretical conceptualisations of the mentor role, and structural factors influencing the mentor’s contribution to professional knowledge. Findings Where there are clearly delineated policy obligations for the mentor to “teach”, mentors are more likely to make connections between theoretical and practical knowledge. When this responsibility is absent or informal, they are inclined to attend to the development of contextual knowledge with a consequent disconnect between theory and practice. In all four professions, mentors face significant challenges, especially with regard to the conflict between supporting and assessor roles, and the need to attend to heavy contractual workloads, performance targets and mentoring roles in tandem. Practical implications The authors argue first for the need for more attention to the pedagogy of mentoring, and second for structural changes to workload allocations, career progression and mentoring education. In order to develop more coherent and interconnected professional knowledge between different domains, and the reconciliation of different perspectives, it would be useful to underpin mentoring pedagogy with Bhabba’s notion of “third space”. Originality/value The paper makes a contribution to the field since it considers new obligations incumbent on mentors to assist mentees in reconciling theoretical and practical knowledge by the consequence of policy and also takes a multi-professional perspective.

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Dowrick, David J. "Earthquake risk reduction actions for New Zealand." Bulletin of the New Zealand Society for Earthquake Engineering 36, no. 4 (December 31, 2003): 249–59. http://dx.doi.org/10.5459/bnzsee.36.4.249-259.

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This paper discusses what we already do and what extra should be done lo reduce earthquake risk in New Zealand. Some of the needed actions have been learned from the consequences, good as well as bad, of earthquakes that have occurred both in New Zealand and in other parts of the world. A list of 26 weaknesses are identified in New Zealand's systems of earthquake risk reduction. Remedial actions to overcome these weaknesses in a balanced way involve at least nine parties. Fifteen of the weaknesses have five or more parties who could or should take some remedial action over them. Engineers have technical actions to address 20 of the weaknesses, while earthquake-related professions have an advocacy role to play in all of them. The potential exists for reducing earthquake losses by about an order of magnitude, i.e. worth billions of dollars and thousands of casualties in future earthquakes.

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Kensington-Miller, Barbara, and Matiu Ratima. "Māori in partnership: a peer mentoring model for tertiary indigenous staff in New Zealand." Race Ethnicity and Education 18, no. 6 (November 27, 2013): 813–33. http://dx.doi.org/10.1080/13613324.2013.831824.

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Jones, Phyllis, Jill de Kock, Devs Charles, Neil Jourdan, Sarah Copeland, and Sheryl Willis. "Insider Perspectives on Mentoring Teachers of Students with Complex Disabilities: A New Zealand Story." Journal of International Special Needs Education 18, no. 2 (October 1, 2015): 41–50. http://dx.doi.org/10.9782/2159-4341-18.2.41.

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Watanabe, Kayoko. "Basic theory and policy validation of youth mentoring program." Impact 2022, no. 5 (October 13, 2022): 23–25. http://dx.doi.org/10.21820/23987073.2022.5.23.

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Many mentorship programmes pair more experienced elders with trainees, enabling experienced practitioners to pass knowledge down to younger generations. Professor Kayoko Watanabe, Aichi-Shukutoku University, Japan, believes in the importance of mentoring programmes and has been investigating mentoring programmes. The idea of mentoring programmes has yet to gain traction in Japan and Watanabe helped implement and continues to play a role in improving the Hiroshima City Youth Support Mentor System, which was launched in 2004 by the Board of Education in Hiroshima City and connects school-aged children with volunteers who act as mentors. Watanabe believes the theory and practice of mentoring programmes are interconnected, working together in a feedback loop to improve mentoring programmes. She has been studying the current status and core issues surrounding the mentoring movement in the US, UK, Germany, Canada, Australia and New Zealand and uses a number of theories in her work, including lifelong development, social capital and social investment. Watanabe has evaluated the mentoring programmes, considering the viewpoints of mentors, mentees and parents of mentees and found a clear recognition of the benefits of the programme for all stakeholders.

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Marrs, Sarah, Tracey Gendron, Leland Waters, Jenny Inker, and Maddie McIntyre. "KNOWLEDGE OF AGEISM AND ATTITUDES ABOUT AGING AS A CORE COMPETENCY FOR HEALTH PROFESSIONALS." Innovation in Aging 3, Supplement_1 (November 2019): S832—S833. http://dx.doi.org/10.1093/geroni/igz038.3067.

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Abstract Senior mentoring programs have been established that provide medical students exposure to a community-dwelling older adult mentor with whom they meet multiple times throughout the program. The goal of these programs is to expose students to healthy older adults, increase knowledge of geriatrics, and prepare them to care for an aging population. However, even while participating in a senior mentoring program, health professions students still demonstrate some discriminatory language towards older adults (e.g., Gendron, Inker, & Welleford, 2018). In fact, research suggests ageist practices occur, intentionally or not, among health professions in disciplines such as medicine, nursing, and social work and even within assisted and long-term care facilities (e.g., Bowling, 1999; Dobbs et al., 2008; Kane & Kane, 2005). We evaluated a senior mentoring program to gauge the impact of a new pedagogical approach and to gain a deeper understanding of the learning gained in relation to ageism and elderhood. This qualitative content analysis explored first-year medical students’ opinions of their own aging and attitudes towards caring for older adults. Students (n = 216) participating in a brief curriculum model of a senior mentoring program responded to the following open-ended prompts before and after the program: 1) How do you feel about your own aging?; 2) How do you feel about working with older adult patients after you complete your medical training? Responses suggest that students’ views of their own aging and views towards towards working with older patients are positively impacted by their experiences in the senior mentoring program.

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Agnew, Robyn. "Reflections on the new Scottish innovative child protection system." Aotearoa New Zealand Social Work 27, no. 3 (September 1, 2015): 4–13. http://dx.doi.org/10.11157/anzswj-vol27iss3id7.

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This paper reflects on my work in Scotland in child protection during 2009 and 2010. It reflects on the Scotland I discovered and The Highlands I worked in. It describes recent innovative political decisions that have informed social work practice across all professions and government departments. It describes the implementation of an essentially simple system, which provides support for every child in need, specific to that need. It is a system that could positively inform the further development of child protection in New Zealand. Given the current plan to seek ways to ‘modernise’ Child Youth and Family (CYF), this paper seeks to encourage a debate on the merits of this path-finding Scottish solution to their political, social, ethnic and professional barriers, which could also produce positive outcomes for children in New Zealand (Tolley, 2015). It describes the overlaying of this approach on top of a professional workforce, despite the silo bureaucracy of service delivery and regardless of professional jealousies protecting individual professions. It describes the responsibilities of all who interact with children and sets certain overlying responsibilities for ‘named’ persons. In this way the responsibilities for the protection of children is moved from the realm of the social work profession, which is overloaded, as it is currently in New Zealand, and applied directly to all professions that interact with children. The Scots have produced a reliable system which strengthens protective mechanisms at the point of service delivery to the child. This in turn develops a reliable and accountable protective society, in which children in need are identified early and supported throughout their contact with different services. The goal is an on-going intervention that can achieve change for the child and allow the child to reach their potential. It is an aspirational system of care, aiming for development of innate potential. I reflect on the system and the safety it provided to myself as a social worker, the relief of ‘sharing’ child protection responsibilities with all other professions and the clarity of roles which defines this system.

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Hutchings, Scott C., Luis Guerrero, Levi Smeets, Graham T. Eyres, Patrick Silcock, Enrique Pavan, and Carolina E. Realini. "Cross-Cultural Differences in the Perception of Lamb between New Zealand and Chinese Consumers in New Zealand." Foods 11, no. 14 (July 11, 2022): 2045. http://dx.doi.org/10.3390/foods11142045.

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This study investigated differences between general New Zealand consumers and ethnic Chinese consumers living in New Zealand regarding the importance of lamb attributes at the point of purchase and opinions of New Zealand lamb. A central location test survey was undertaken with 156 New Zealand consumers living in Dunedin, New Zealand, and 159 Chinese consumers living in Auckland, New Zealand. In terms of importance at the point of purchase, Chinese consumers rated a number of attributes as more important than New Zealand consumers by a difference of >1.0 on a 9-point Likert scale for importance: animal origin, feeding, age, presence of hormones/residues, traceability, food safety, place of purchase, brand/quality label, and label information (p < 0.05). New Zealand consumers rated the price of other meats and animal welfare as more important than Chinese consumers (p < 0.05); however, the differences in scores were <1.0. In terms of opinions, Chinese consumers also considered New Zealand lamb to be better value for money, more additive-free, and more likely to make people feel good (p < 0.05), by scores >1.0 on a 7-point Likert scale for agreement. New Zealand consumers considered New Zealand lamb more traditional and boring (p < 0.05); however, the differences in scores were <1.0.

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Bailey, Paul. "Towards the statutory registration of psychotherapists in Aotearoa New Zealand." Ata: Journal of Psychotherapy Aotearoa New Zealand 10, no. 1 (August 30, 2004): 31–37. http://dx.doi.org/10.9791/ajpanz.2004.04.

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The purpose of this paper is to reflect, both personally and politically, on our Association's move towards the statutory registration of psychotherapists. This reflection is timely since the Health Practitioners Competence Assurance Bill will come into effect in September of this year, allowing 15 health professions to be included under its provisions. The Minister of Health and the Ministry of Health are in the process of deciding whether psychotherapy is also to be included as a new profession under the Act.

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Szabo, Susana, Bonita Lloyd, Duncan McKellar, Hannah Myles, Heidi Newton, Jedda Schutz, Lisa Hahn, and Cherrie Galletly. "‘Having a mentor helped me with difficult times’: a trainee-run mentoring project." Australasian Psychiatry 27, no. 3 (January 17, 2019): 230–33. http://dx.doi.org/10.1177/1039856218822735.

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Objective: A mentoring programme was established in South Australia in 2014 by psychiatry trainees, with the goal of reducing stress and burnout amongst first-year trainees. All first-year trainees are offered the opportunity to have a senior trainee as a mentor. This article describes the mentoring programme, presents feedback from participants and identifies areas for further development. Method: The majority (72/76) of first-year trainees entering psychiatry training in South Australia from 2014–2018 were allocated a mentor. Surveys were sent out in 2014, 2015 and 2017. Twenty of 42 (48%) mentors and 17 of 42 (40%) of mentees completed a 10-item questionnaire, with free text responses. Results: Mentee feedback was mostly positive, reporting that mentors offered them reassurance and support. The most common challenges were advice about training, managing work-life balance and issues with supervision. The main barrier to the mentoring programme was lack of time to meet. Mentors identified that they would have liked more training in mentoring. Conclusion: The trainee mentoring programme has been a useful initiative. As consultant psychiatrists are likely to provide mentoring for more junior colleagues, the authors propose that training in mentoring should be part of the Royal Australian and New Zealand College of Psychiatrists education programme.

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Brown, Hazel N. "The Maoris of New Zealand: A historical view of culture and family." Health Care for Women International 12, no. 4 (January 1991): 407–14. http://dx.doi.org/10.1080/07399339109515964.

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Brown, Rachel C., Andrew R. Gray, Lee Ching Yong, Alex Chisholm, Sook Ling Leong, and Siew Ling Tey. "Current nut recommendation practices differ between health professionals in New Zealand." Public Health Nutrition 21, no. 6 (December 4, 2017): 1065–74. http://dx.doi.org/10.1017/s1368980017003469.

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AbstractObjectiveDespite evidence linking regular nut consumption with reduced chronic disease risk, population-level intakes remain low. Research suggests nut-promoting advice from doctors facilitates regular nut consumption. However, there is no information on current nut recommendation practices of health professionals. The aim of the present study was to examine the advice provided by health professionals regarding nut consumption.DesignIn this cross-sectional study, participants were invited to complete a survey including questions about their nut recommendation practices.SettingNew Zealand (NZ).SubjectsThe NZ Electoral Roll was used to identify dietitians, general practitioners and practice nurses.ResultsIn total 318 dietitians, 292 general practitioners and 149 practice nurses responded. Dietitians were more likely (82·7 %) to recommend patients increase consumption of nuts than general practitioners (55·5 %) and practice nurses (63·1 %; both P<0·001). The most popular nuts recommended were almonds, Brazil nuts and walnuts, with most health professionals recommending raw nuts. The most common recommendation for frequency of consumption by dietitians and practice nurses was to eat nuts every day, while general practitioners most frequently recommended 2–4 times weekly, although not statistically significantly different between professions. Dietitians recommended a significantly greater amount of nuts (median 30 g/d) than both general practitioners and practice nurses (20 g/d; both P<0·001).ConclusionsDietitians were most likely to recommend consumption of nuts in accordance with current guidelines, but there are opportunities to improve the adoption of nut consumption recommendations for all professions. This may be a viable strategy for increasing population-level nut intakes to reduce chronic disease.

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Langdon, F. "Shifting perception and practice: New Zealand beginning teacher induction and mentoring as a pathway to expertise." Professional Development in Education 37, no. 2 (April 2011): 241–58. http://dx.doi.org/10.1080/19415257.2010.509658.

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Quadrio, Carolyn. "Women in Australian and New Zealand Psychiatry: The Fat Lady Sings." Australian & New Zealand Journal of Psychiatry 25, no. 1 (March 1991): 95–110. http://dx.doi.org/10.3109/00048679109077723.

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Gender disadvantage within the professions significantly affects the development of women doctors, resulting in morbidity and less than optimal development. Paradoxically, for a profession primarily concerned with the study of the vicissitudes of human development, psychiatry in Australia and New Zealand has yet to articulate those issues which bear directly upon the development of its own members. Systemic problems are identified within the institutions of medicine and psychiatry which compromise the development of both female and male trainees and which must concern medical educators. Recommendations are made concerning the structure and content of training programmes, most particularly post-graduate psychiatry.

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Lee, Mellanie, Keith Storey, Jacki L. Anderson, Lori Goetz, and Steve Zivolich. "The Effect of Mentoring versus Job Coach Instruction on Integration in Supported Employment Settings." Journal of the Association for Persons with Severe Handicaps 22, no. 3 (September 1997): 151–58. http://dx.doi.org/10.1177/154079699702200303.

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Thirty employees at Pizza Hut were observed to examine the effects of three training strategies on social integration. These training strategies represented: (a) the traditional job coach model, (b) a mentoring model, and (c) the use of management and coworkers to train new employees without disabilities. This research found that employees with severe disabilities trained using the mentor model had more interactions with nondisabled coworkers than those trained using the job coach model. The data also indicate that the nondisabled comparison group had more interactions than either the job coach or mentoring groups, and that the types of interactions did not vary among the three groups.

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Beddoe, Liz, and Jan Duke. "Continuing professional development of registered social workers in New Zealand." Aotearoa New Zealand Social Work 25, no. 3 (May 15, 2016): 35–49. http://dx.doi.org/10.11157/anzswj-vol25iss3id72.

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Continuing professional development (CPD) is a significant feature of contemporary practice in most professions. In New Zealand, the Social Workers Registration Board (SWRB) is empowered under legislation to set expectations for CPD. Initially NZ-registered social workers were expected to undertake 150 hours of CPD activities across a three-year period. A random audit undertaken in 2010 found that social workers were not planning their CPD activities in a purposeful way (Duke, 2012), and were struggling to meet the target and as a consequence the requirements were reduced. A content analysis of CPD logs was undertaken in order to provide a snapshot of CPD activities of 84 randomly selected registered social workers. Findings demonstrate that, while a broad range of activities were undertaken by social workers, there was only weak evidence for the enhancement of reflective practice. Engagement in scholarly activity and research was low among the randomly selected group.

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Suckling, David Maxwell. "New Zealand Plant Protection Medal 2017." New Zealand Plant Protection 71 (July 26, 2018): 358–59. http://dx.doi.org/10.30843/nzpp.2018.71.223.

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This medal is awarded by the New Zealand Plant Protection Society to honour those who have made exceptional contributions to plant protection in New Zealand in the widest sense. The medal is awarded for outstanding services to plant protection, whether through research, education, implementation or leadership. In 2017, the New Zealand Plant Protection Medal was awarded Prof David Maxwell (Max) Suckling. In his 35+ years of research, Max has been pivotal in bringing odour-based technologies to New Zealand. In particular, his research on insect pheromones has enabled integrated pest management to be realised in this country. As a result, New Zealand plant-based industries can access premium overseas markets due to the low pest prevalence and low pesticide residue on primary produce. It has also reduced grower exposure to pesticides. The acknowledgement of his broad knowledge of risks and benefits that new organisms and substances can pose to New Zealand has been exemplified by his position of Chair of the Environmental Risk Management Authority Hazardous Substances and New Organisms Committee where he presided over decisions from determining which organisms are new to New Zealand through to whether the benefits of the release of new organisms outweighed the risks. His unique knowledge and ability to make sound judgements based on the evidence presented also led to two invitations back to the Environmental Protection Authority after he had finished as a special member on the Committee so that New Zealand could safely continue to assess the use of biological control agents. Since 2004, in his role as Science Group Leader of the Biosecurity group at The New Zealand Institute for Plant and Food Research Ltd (PFR), Max has been instrumental in developing tools to improve detection sensitivity and socially acceptable eradication options for new pests that threaten New Zealand, such as the Queensland fruit fly and the painted apple moth. Max has been a member of the New Zealand Plant Protection Society for many years and served as President from 1999 to 2001. He was nominated for the Medal because of the passion he has displayed towards developing and making available socially acceptable pest eradication and management tools in New Zealand. The work that he and the chemical ecology team he has built and led, has had a large impact in many sectors from horticulture to biosecurity. This use of socially acceptable tools for the productive sectors naturally led to Max’s involvement in the pest surveillance and eradication space. He led the Eradication and Response Theme in the Better Border Biosecurity collaboration for over ten years, co-ordinating research among Crown Research Institutes to achieve their goals and the goals of New Zealand’s biosecurity practitioners. He has gone beyond odour-based technologies and branched into sound, vision and sterile-insect technologies for managing pests, sticking with the social acceptance theme. Max is an innovative thinker, testing novel approaches for pest management, and can bring quite separate groups together to achieve a goal. For example, he combined an irradiator used to sterilise medical equipment and insect rearing to achieve a boutique insect-sterilisation programme against the painted apple moth. By pushing the envelope, he is seen as a world leader in his field of using socially acceptable tools, with numerous invitations as a keynote speaker at international meetings, which has allowed him to return to New Zealand with some of the latest scientific ideas. He has served on working groups of the sterile-insect technique for the joint division of the Food and Agriculture Organization/International Atomic Energy Agency. He was recently made a professor when he was made a joint appointment at PFR and the University of Auckland, and has supervised and co-supervised a number of PhD and MSc students. His outstanding collaboration and mentoring skills enable him to work across diï¬€erent fields, secure new knowledge and tools for novel pest-management approaches, bring together people from diï¬€erent organisations, and mentor ‘thinking-out-of-the-square’ scientists for the future. His desire to protect New Zealand’s flora, fauna and people, make him a worthy recipient of the New Zealand Plant Protection Medal. NZPP Medal recipients for the previous five years: 2016: Rob Beresford 2015: Gary Barker 2014: - 2013: Andrew Hodson 2012: Margaret Dick

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Sutherland, Dean, Larah van der Meer, Jeff Sigafoos, Brigit Mirfin-Veitch, Paul Milner, Mark F. O’Reilly, Giulio E. Lancioni, and Peter B. Marschik. "Survey of AAC Needs for Adults with Intellectual Disability in New Zealand." Journal of Developmental and Physical Disabilities 26, no. 1 (May 9, 2013): 115–22. http://dx.doi.org/10.1007/s10882-013-9347-z.

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Bowden, Roy. "Individuation in a culture of connection." Ata: Journal of Psychotherapy Aotearoa New Zealand 6, no. 1 (July 30, 2000): 67–77. http://dx.doi.org/10.9791/ajpanz.2000.07.

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Psychotherapists in Aotearoa/New Zealand have been trained in theory and practice which has been imported from other countries. There is a unique cultural environment in New Zealand which has a foundation in both Pākehā and Māori traditions. It is time to honour the cultural meanings that Māori offer the health professions by reframing the language and practice of psychotherapy, making it relevant to the New Zealand setting. Psychotherapy is traditionally a process that focuses on the individual and relies on modalities. Individuation and separate modalities will need review if we are to establish a New Zealand approach which focuses on connection and the whole person in their environment. A psychological lens will not be sufficient in a bicultural or multicultural era and analysis will not be necessary in a future where enquiry is more culturally appropriate and effective.

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Bell, John D., and Michael T. Fay. "From the ‘Gentleman’ to the ‘Marketer’: The Changing Attitudes of the Professions in New Zealand." International Journal of Advertising 10, no. 3 (January 1991): 205–16. http://dx.doi.org/10.1080/02650487.1991.11104452.

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Li, Mingsheng. "Developing Skills and Disposition for Lifelong Learning: Acculturative Issues Surrounding Supervising International Doctoral Students in New Zealand Universities." Journal of International Students 6, no. 3 (July 1, 2016): 740–61. http://dx.doi.org/10.32674/jis.v6i3.354.

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This study examines the acculturative challenges facing non-English speaking background (NESB) international doctoral students in the process of discipline enculturation. Twenty NESB doctoral students at three New Zealand universities from eleven countries participated in the semistructured interviews. The study has found that their transformative learning was the result of happiness, joy, success, and transformative disposition for lifelong learning as well as various challenges, plights and hardships. The dynamic interplay of the dichotomy fosters their intercultural competence, critical thinking, research skills, independence, and academic scholarships, and prepares them for new challenges and multiple academic demands. It is argued that developing capacities and disposition for lifelong learning should be facilitated through disciplinary enculturation, skills development, familiarity with academic conventions, and effective mentoring and healthy supervisor-supervisee relationships.

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Grace, Victoria M. "Problems women patients experience in the medical encounter for chronic pelvic pain: A New Zealand study." Health Care for Women International 16, no. 6 (November 1995): 509–19. http://dx.doi.org/10.1080/07399339509516206.

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Journal articles on the topic 'Mentoring in the professions New Zealand'

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