Browsing by Author "Walker S"

Now showing 1 - 12 of 12
  • Thumbnail Image
    Item
    Do Micronutrient and Omega-3 Fatty Acid Supplements Affect Human Maternal Immunity during Pregnancy? A Scoping Review
    (MDPI (Basel, Switzerland), 2022-01-15) Rees G; Brough L; Orsatti GM; Lodge A; Walker S; Pérez-Cano FJ
    Maternal dietary micronutrients and omega-3 fatty acids support development of the fetal and neonatal immune system. Whether supplementation is similarly beneficial for the mother during gestation has received limited attention. A scoping review of human trials was conducted looking for evidence of biochemical, genomic, and clinical effects of supplementation on the maternal immune system. The authors explored the literature on PubMed, Cochrane Library, and Web of Science databases from 2010 to the present day using PRISMA-ScR methodology. Full-length human trials in English were searched for using general terms and vitamin A, B12, C, D, and E; choline; iodine; iron; selenium; zinc; and docosahexaenoic/eicosapentaenoic acid. Of 1391 unique articles, 36 were eligible for inclusion. Diverse biochemical and epigenomic effects of supplementation were identified that may influence innate and adaptive immunity. Possible clinical benefits were encountered in malaria, HIV infections, anemia, Type 1 diabetes mellitus, and preventing preterm delivery. Only limited publications were identified that directly explored maternal immunity in pregnancy and the effects of micronutrients. None provided a holistic perspective. It is concluded that supplementation may influence biochemical aspects of the maternal immune response and some clinical outcomes, but the evidence from this review is not sufficient to justify changes to current guidelines.
  • Thumbnail Image
    Item
    Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial
    (American Speech-Language-Hearing Association, 2021-01-19) Clendon S; Paynter J; Walker S; Bowen R; Westerveld MF
    Purpose Children with autism spectrum disorder (ASD) are at increased risk of experiencing difficulties with the development of literacy, including the emergent literacy skills recognized to underpin conventional literacy success. Comprehensive assessment is essential. Characteristics of ASD can make assessment challenging, and this can be compounded when children are unable to demonstrate their skills using spoken language. The purpose of this clinical tutorial is to outline the process of emergent literacy assessment for children with ASD who have limited verbal communication skills. A case example of a 5-year-old boy is presented. Method Pertinent literature is reviewed around the literacy profiles of children with ASD, the subgroup of children with ASD who have limited verbal communication skills, key components of emergent literacy, and previous research examining the emergent literacy abilities of children with ASD. The case report is described in depth and emphasizes the key factors to consider when designing an assessment battery and protocol. Results The case example information is interpreted, and its application is discussed. Key outcomes are highlighted including a greater understanding of the child's literacy strengths and needs and the implications for individualized instruction. Conclusion The clinical tutorial highlights the need for a comprehensive, well-planned assessment approach that involves all members of the educational team, and that is considerate to the needs of the individual child and responsive to their communication needs.
  • Thumbnail Image
    Item
    Introducing a professional capabilities framework for social work in Aotearoa New Zealand
    (Aotearoa New Zealand Association of Social Workers, 2022-12-14) Ballantyne N; Beddoe L; Hay K; Maidment J; Walker S; Merriman C
    INTRODUCTION: This article discusses the findings from a project on enhancing the professional capabilities of newly qualified social workers. Existing capability and competence frameworks are reviewed, and components of a draft Aotearoa New Zealand Professional Capabilities Framework (ACPF) are outlined. METHODS: This phase of the research programme began with a literature scan of five social work professional capability frameworks then used this information, data from earlier parts of the study, and a series of co-production workshops with key stakeholders to draft a professional capabilities framework for newly qualified and more experienced social workers. FINDINGS: Analysis of the existing frameworks and data from the co-production workshops identified seven core values and 10 core capabilities to guide early-career and more experienced social work practitioners in Aotearoa New Zealand. IMPLICATIONS: Professional capabilities frameworks can guide and inform the practice and learning of all social workers. Following further stakeholder engagement, especially with tangata whenua (Indigenous people of Aotearoa New Zealand), it is strongly recommended that the Social Workers Registration Board considers the adoption or adaptation of the APCF as an alternative to the current competence standards.
  • Thumbnail Image
    Item
    Report on Phase One: The social work curriculum.
    (2019-11-29) Beddoe L; Ballantyne N; Hay K; Maidment J; Walker S; Ngan L
  • Thumbnail Image
    Item
    Report on Phase Three: The professional capabilities framework
    (2019-11-14) Ballantyne N; Beddoe L; Hay K; Maidment J; Walker S
  • Thumbnail Image
    Item
    Report on Phase Two: The readiness to practise of NQSWs.
    (2019-11-29) Beddoe L; Ballantyne N; Hay K; Maidment J; Walker S; Mayhew Z
  • Thumbnail Image
    Item
    Social work education, curriculum mapping and educational taxonomies
    (Ako Aotearoa, 2017-08-31) Ballantyne N; Beddoe L; Hay KS; Maidment J; Walker S
    This literature scan is written to support the first phase of enhance R2P: an Ako Aotearoa funded project focused on developing a professional capabilities framework to clarify the capabilities of newly qualified social workers (NQSWs) and social workers at experienced and advanced levels of practice. The first phase of the project is designed to answer the following question: what is the content of the current New Zealand social work curriculum and how does it relate to the core competencies of the Social Workers’ Registration Board (SWRB)? This literature scan is written for the research team, our project participants and the wider stakeholder community of interest. Its aims are twofold: to introduce social work education in Aotearoa New Zealand and to explore the rationale for two aspects of our proposed methodology - curriculum mapping and the development of a taxonomy of Terms for Indexing Social Work Education in Aotearoa New Zealand (TISWEANZ).
  • Thumbnail Image
    Item
    Supervision, support and professional development for newly qualified social workers in Aotearoa New Zealand
    (Aotearoa New Zealand Association of Social Workers, 5/08/2020) Beddoe L; Ballantyne N; Maidment J; Hay K; Walker S
    INTRODUCTION: Many social work professional bodies and regulators mandate regular supervision and professional development. Supervision is believed to support continuing development of professional skills, safeguarding of competent and ethical practice, oversight of the practitioner’s work for adherence to organisational expectations, and support for practitioner wellbeing. METHOD: Phase two of the Enhancing the Readiness to Practice of Newly Qualified Social Workers (Enhance R2P) project employed a mixed methods study (surveys and interviews) to explore how well prepared newly qualified social workers (NQSWs) are, in their first two years of practice, to enter professional social work. A survey of managers/supervisors and NQSWs in Aotearoa New Zealand about the readiness to practise of recent graduates was conducted. FINDINGS: Questions about supervision and professional development were included in the survey and in interviews with both NQSWs and supervisors/managers. Around half of NQSWs were supervised at least once every two weeks, but another half were supervised monthly or less frequently. Observation of practice by supervisors was either very infrequent or entirely absent from the professional development of NQSWs. IMPLICATIONS: Study findings revealed great variability in the formal supervision and other supports available for NQSWs which may impact on retention and practitioner wellbeing. More integrated systems of supervision, peer support and planned professional development are needed.
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    Technical report three: TISWEANZ taxonomy.
    (2016-12-01) Ballantyne N; Beddoe L; Hay K; Maidment J; Ngan L; Walker S
  • Thumbnail Image
    Item
    Technical report two: Analysis of curriculum documents.
    (2016-12-01) Ballantyne N; Beddoe L; Hay K; Maidment J; Ngan L; Walker S
  • Thumbnail Image
    Item
    The development of a professional capabilities framework for social work in Aotearoa New Zealand.
    (Aotearoa New Zealand Association of Social Workers, 2022-07-16) Ballantyne N; Beddoe L; Hay K; Maidment J; Walker S; Merriman C
    Introduction: This research brief discusses methods used to co-produce a professional capabilities framework as the final part of a larger programme of research on enhancing the professional capabilities of newly qualified social workers. Methods: This phase of the research programme began with a literature scan of five social work professional capability frameworks then used this information, along with data from earlier parts of the study, to engage a range of key stakeholders in co-production workshops using a structured, participatory, World Café approach. Findings: Analysis of the data from the co-production workshops identified seven core values that underpinned capable social work practice in Aotearoa. It also identified ten core capabilities with a clear professional practice focus that were strongly supported by workshop participants. Implications: Professional capabilities frameworks can guide and inform learning experiences of social workers at all levels of practice. The data collected during this phase of the project informed further development of the ten capabilities using a staged approach to practice development at three levels.