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Pakiaka Tupuora Parenting From the Start : evaluating a preventative intervention to improve attachment and health outcomes for mothers and their babies : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Te Kungenga ki Pūrehuroa Massey University, Manawatū, New Zealand
(Massey University, 2024-12-06) Morrimire, Leith
Background: Parenting interventions can improve individual and societal outcomes but few are brief, preventative, or consistent with Indigenous knowledge. This is the first based on the latest multidisciplinary theory – the evolved developmental niche (EDN). Objective: To evaluate the one-day (8hr) preventative antenatal Parenting From the Start workshop in terms of infant attachment and other medium-term outcomes. Methods: Randomised controlled trial with two parallel arms open to pregnant residents of the Manawatū/Horowhenua regions of Aotearoa New Zealand. 57 English-speaking women aged 24 to 44 years were randomly assigned to intervention (n = 27) or wait-list control (n = 30) groups alongside standard free maternity care and parental leave. Retention rates were 81% at the home visit (n = 22 intervention; n = 24 control), and 74% at the clinic assessment (n = 20 intervention; n = 20 control). Primary analyses were based on maternal sensitive responsiveness as measured by the Ainsworth Sensitivity Scales, Mini-Maternal Behavior Q- Sort, and Observational Measure of Sensitivity and Responsiveness (11 to 24 months post birth) and infant attachment on the Strange Situation Procedure (11-22 months post birth). Secondary outcomes included a range of self-reported parenting intentions and strategies. Findings: Intervention group infants had higher rates of secure attachment (90%) than the control group (64%). This effect was significant at the level of 3-way attachment security (p = .011, Cramer’s V = 0.448), and attachment subcategory (p = .047, Cramer’s V = 0.552), but not 2-way attachment security (p = .059, Cramer’s V = 0.342). Maternal sensitive responsiveness did not differ across study conditions (p = .097, RBC = 0.288). Parenting intentions relating to breastfeeding, proximal care, room sharing, and elimination communication were significantly increased in the intervention group, as were responsive parenting beliefs, and frequency of positive care reported over the infants’ first year. Interpretation: The intervention significantly increased responsive parenting intentions and beliefs, positive care over the first year, and rates of secure attachment. Parenting From the Start warrants further study as a brief, preventative, bicultural intervention. Trial registration ACTRN12617000321347, universal trial number U111111840331. Trial information can be found at: http://www.ANZCTR.org.au/ACTRN12617000321347.aspx
Using network analysis to identify factors influencing the heath-related quality of life of parents caring for an autistic child
(Elsevier Ltd., 2024-09-01) Shepherd D; Buchwald K; Siegert RJ; Vignes M
BACKGROUND: Raising an autistic child is associated with increased parenting stress relative to raising typically developing children. Increased parenting stress is associated with lower parent wellbeing, which in turn can negatively impact child wellbeing. AIMS: The current study sought to quantify parenting stress and parent health-related quality of life (HRQOL) in the autism context, and further understand the relationship between them by employing a relatively novel statistical method, Network Analysis. METHODS AND PROCEDURES: This cross-sectional study involved 476 parents of an autistic child. Parents completed an online survey requesting information on parent and child characteristics, parent's perceptions of their autistic child's symptoms and problem behaviours, and assessed their parenting stress and HRQOL. OUTCOMES AND RESULTS: Relative to normative data, parent HRQOL was significantly lower in terms of physical health and mental wellbeing. The structure extracted by the Network Analysis indicated that child age and externalising behaviours were the main contributors to parenting stress, and that externalising behaviours, ASD core behavioural symptoms, and parenting stress predicted HRQOL. CONCLUSIONS AND IMPLICATIONS: Parental responses to child-related factors likely determine parent HRQOL. Findings are discussed in relation to the transactional model, emphasising the importance of both parent and child wellbeing.
Becoming a ‘good’ Muslim woman : comparing habitus and everyday lived religiosity : an ethnographic study of Aotearoa New Zealand Muslim women : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Social Anthropology at Massey University, Palmerston North, Manawatu, New Zealand
(Massey University, 2023-11-10) Cheema, Hina Tabassum
For women like us Every day isn’t about a sunrise Every night isn’t about a sunset Between our sunrise and sunset There are puzzles to solve Of the pictures never seen before Missing and broken pieces And bits mixed up from other puzzles But surprisingly Sometimes we make them And other times, they break us And occasionally They are left unsolved Lingering in on our minds Becoming part of us This thesis is an ethnographic study of everyday lived experiences of Muslim women immigrants in Aotearoa New Zealand. Through a focus on everyday lived religiosity, I explore the lives of Muslim women, who are extremely diverse and in the state of becoming as depicted in the poem. I extend Bourdieu’s theory of Habitus by introducing Comparing Habitus as an analytical tool which allows us to comprehend and analyse the diversity, multiplicity, complexity, intersubjectivity, heterogeneity, fluidity and unfinishedness of Muslim women’s lived experiences in Aotearoa NZ. I also use Deleuze and Guattari’s notion of becoming and Das’s theory of everyday to understand the complex and intersubjective ways of becoming ‘good’ Muslim women and their negotiations of everyday challenges in a non-Muslim context. I use the framework of lived religion to capture my participants' experiences to understand these experiences as ordinary Muslims; e.g., what Muslims do rather than what Islam says. The use of poetry and autoethnographic commentaries throughout the thesis adds another layer to the analysis to confer insights and to help understand my participants’ experiences in more depth. The study concludes that being a Muslim woman immigrant in Aotearoa NZ is an ongoing agentive and complex process that is continuously defined and redefined, not always in a linear direction. Muslim women make sense of their lives through engagement with other Muslim women and use comparison as one of the key strategies to make everyday decisions. My research participants are on journeys to understand Islam more logically, using their agency to actively negotiate situations, and are constantly engaged in finding meaning in their lives. The study suggests the need to understand Muslim women as cultural and social beings who actively negotiate their everyday challenges.
The impact of a parent-implemented naturalistic social communication intervention for pre-schoolers on the autism spectrum : a training plus coaching approach : a thesis presented in fulfilment of the requirements for the degree of Masters of Speech and Language Therapy, Massey University, Albany, New Zealand
(Massey University, 2018) Pretorius, Estelle
Family-centred approaches are recommended as best practice in the field of early intervention. Interventions that offer training and coaching to parents of pre-schoolers on the autism spectrum are becoming increasingly common, and a growing body of research is examining their impact on child outcomes and parent behaviour. The present study investigates the effects of a training plus coaching intervention in a small sample population to gain preliminary insight into its efficacy. The research sought to answer the following research questions: (1) What impact does a training plus coaching intervention have on parents’ use of naturalistic interactive strategies, with pre-schoolers on the autism spectrum? (2) What is the effect of parent-implemented naturalistic instruction on the acquisition of early social communication skills in pre-schoolers on the autism spectrum? and (3) What are the parents' experiences and perceptions of the intervention? Three parent-child dyads participated in the study. Child-participants presented with a clinical diagnosis of autism spectrum disorder (ASD) and were waiting for services from an early intervention centre. The training plus coaching intervention consisted of four workshops and eight in-home coaching visits. Workshops included purpose-developed training material; parents were provided with education on interaction promoting strategies and implementing complete learning trials (CLTs) informed by literature on Embedded Instruction and Naturalistic Instruction. In-home coaching visits followed a coaching protocol using video feedback informed by several coaching models in the early intervention literature. Through in-home coaching, the parents gained experience in implementing embedded learning opportunities and CLTs, and using interaction promoting strategies. In-situ supports were given during these visits when requested by the parent (e.g., to model strategies or the implementation of CLT components, or to join in the interaction to support the parent in the implementation of these strategies). A single group pre-test/post-test design was adopted for this study. Data was collected though purpose-developed observational coding systems for both parent and child behaviour, parent-completed rating scales and informal verbal feedback from parents. The findings demonstrated that a brief training plus coaching intervention was effective in increasing parents’ use of naturalistic strategies and interaction promoting strategies. Through explicit training and supportive coaching, parents not only gained skill and experience, but also confidence, capacity and empowerment. Findings from this study also showed that parent-implemented naturalistic instruction has the potential to facilitate social communication development in pre-schoolers on the autism spectrum and promotes sustained parent-child interactions. Parent-completed rating scales and parent narratives provided evidence that the training plus coaching intervention was effective and appropriate in improving parent, child and family outcomes.
'Healthy Kiwi Programme' : the outcomes and experiences of a brief parental education programme on the introduction of complementary food to infants and infant feeding cues in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Speech and Language Therapy at Massey University, Albany, New Zealand
(Massey University, 2019) Murray, Deirdre Anne
New Zealand infants are being started on complementary foods earlier than is currently recommended by the World Health Organisation (WHO) (Royal New Zealand Plunket Society, 2017; Simons, 1999, World Health Organisation, 2003). The untimely introduction of complementary foods to infants has been associated with a number of possibly preventable health issues (Dell and To, 2001; Gdalevich, Minoumi & Minoumi, 2000; Kemp and Kakakios 2004; Forsyth, Ogslon, Clark, Florey & Howie, 1993; Popkin, Adair, Akin, Black, Briscoe & Flieger, 1990). Parental infant feeding decisions, such as when to introduce complementary foods are complex and influenced by multiple personal, social, environmental and behavioural factors. Many developing and developed countries have found parental education interventions on the introduction of complementary foods to infants beneficial for increasing parental knowledge and adherence to the current WHO recommendations. In New Zealand the no such study or implementation of a similar parental education intervention has been completed. This study utilised a case study design to explore the perceptions, outcomes and experiences of four first-time parents from New Zealand who participated in a parental education intervention on the introduction of complementary foods to infants. This programme was called the ‘Healthy Kiwi Programme’ (HKP). The study gathered both qualitative and quantitative data to enable a more holistic and comprehensive exploration of parental perceptions, outcomes and experiences. The mothers perceived that they were exposed to mixed messages regarding infant feeding from a range of sources and that the current infant feeding supports in New Zealand are inadequate. Three out of the four mothers who participated in this study showed positive outcomes in terms of their knowledge on infant feeding following their participation in the parental education programme. Another key outcome from this study was that all four mothers identified the education they received on identifying and interpreting infant feeding cues as the most valuable thing they learnt. The mothers identified several of aspects of the HKP which facilitated their participation in the programme such as the programme being home-based, the inclusion of practical activities and them developing an effective working relationship with the interventionist. These findings indicate that the current public service being provided to parents to support them with infant feeding is insufficient and further exploration of parental education interventions on this topic in New Zealand is recommended.
An exploration of the experience and sense-making of refugee parents and children of the Positive Parenting Program (Triple P) : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Albany, New Zealand
(Massey University, 2018) Arif, Areej
According to the UNHCR (2015), the number of people forcibly displaced globally was 65.3 million by the end of 2015; the highest since World War II. The drastic increase of numbers in recent years makes research on refugees, displaced persons, and asylum seekers particularly important. As a contribution to help those affected by the global crisis, the current study qualitatively explores one of the challenges that refugees face after resettlement, parenting. The study is based in New Zealand, which has also increased its refugee quota in recent years. Seven mothers from refugee backgrounds were interviewed following their attendance at an evidence-based parenting program; the Triple P Discussion Group Series. During the interview, participants discussed their parenting experiences before and after they had attended the program. Their children were also involved in the study by being asked to respond to a series of vignettes related to the Discussion Groups in order to explore their sense-making of parenting situations. Data were analysed using thematic analysis, where four main themes emerged related to the parenting struggles which were not resolved after completion of the programme, the influences on parenting, the parenting strengths of participants, and the usefulness of the programme. While the study suggests that the Triple P Discussion Group Series was useful for the participants, it also proposes that additions to the program would make it more useful and relevant. Suggested additions include addressing parental mental status and mental health, changes to family dynamics, and the development of acculturation gaps between refugee background parents and their children.
Priming good parenting : can positive affective priming influence fathers' causal attributions and consequent disciplinary responses for child misbehaviour? : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Clinical Psychology at Massey University, Palmerston North, New Zealand
(Massey University, 2017) Mackie, Kayla Louise
This thesis combines affective priming with the cognitive processes and behavioural sequences found in parenting decisions, to explore whether a father’s attributions for child misbehaviour and consequent disciplinary responses can be influenced by a priming intervention. Forty eight fathers of children aged between 5 and 12 years were questioned on their opinions regarding the causes of child behaviour, and how they would choose to respond to or discipline such behaviour, before and following a priming intervention consisting of full-colour images of fathers interacting with their children. These primes differed in content in both emotional valence and the fathering roles depicted dependent upon the group to which participants were randomly assigned. These groups were General Positive, General Negative, Evolutionary Positive, and Evolutionary Negative priming images. Results showed that all research groups were successfully primed, as measured by a word completion task, however consistent and expected changes in attributions for child behaviour and disciplinary choices did not occur due to the priming intervention. Proposed reasons for this include unforeseen priming effects obscuring the main effect, additional corrective cognitive factors altering or obscuring the priming effect, or difficulties with the way the cognitive and behavioural changes were measured. Proposed methods for further exploration in future research regarding how to translate a priming effect into meaningful and consistent change are discussed. Priming as an adjunctive parenting intervention remains an interesting and worthwhile consideration, and ideas around utilisation of this technique are discussed in light of the results of this research.
"Two bedrooms, two toothbrushes" : a qualitative study of shared care parenting : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Wellington, New Zealand
(Massey University, 2015) Merson, Tracy Ellen
Shared care is a post-separation family living arrangement whereby the children move between the parents living in two separate houses. This custody arrangement has grown more popular in the last few decades, although little is known about a young person’s perspective of living shared care. The present study examined the views of 12 young adults who had experienced shared care family life. Thematic analysis revealed five broad themes. Firstly, “The catalyst: parental separation” focuses on the actual separation event, what they remembered, how it was communicated and what they would advise parents contemplating separation. The second theme ‘logistics: two homes, one bag” explores practical aspects of shared care; how participants adapted to two houses and their likes and dislikes about the arrangement. The third theme explores ‘relationships: many and varied’ to discuss how shared care impacted relationships with each parent; the co-parenting relationship and the complexity of introducing new members into the family. The fourth theme examines “wellbeing changes” including mental and emotional wellbeing as well as financial changes participants experienced. The last theme “reflections” uses a strength based perspective to explore positive aspects, attributes and values that the participants attributed to their shared care family life. Participants strongly identified with having two separate valid homes. They adapted easily to shared care and found it unremarkable. They sometimes found the living arrangement inconvenient and the bag or suitcase that went between the two homes was a symbolic and evocative representation of living in shared care. Participants acquired personal attributes including: resilience, independence, compassion and adaptability. They also acquired enhanced interpersonal skills through managing different networks of people. Family life was important to them and they enjoyed warm relationships with both their parents. Whilst they discarded the traditional nuclear family convention, they embraced a fluid, versatile, encompassing and relational view of family view.
"Just doing the best that we can" : the experience of New Zealand parents conducting a home based, early, intensive, intervention programme for their child with autism : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology, at Massey University
(Massey University, 2005) Poulsen, Katherine M
The ever increasing number of children being diagnosed with Autistic Spectrum Disorders, has led to a prolific body of research highlighting the effectiveness of and examining variables associated with, early and intensive intervention programmes for children with autism in both home based and school settings. Utilising grounded theory methodology, the primary objective of this research was to explore the complex experiences of New Zealand parents who employed a home based early intervention programme for their child with autism. The sample group consisted of seven primary caregivers of children with autism currently enrolled in a home programme in the greater Auckland area. Participants completed The Life Stressors and Social Resources Inventory and Becks Depression Inventory II and in depth interviews were conducted. The findings indicate that parents choosing to implement such a programme are forced to take action and develop various strategies to ensure that available resources are fully utilised. The belief that they were doing the best they could for their child with the information and resources available to them at this time ensured continuity of the programme and aided acceptance of their child's condition. Adjusting their goals and expectations to fit plays an integral part in helping these parents to maintain balance in their own and their families lives. The implications of these findings for future research and for professionals working with this population are discussed.
Conduct disorder : an evaluation of a parenting intervention : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
(Massey University, 2002) Lawrence, Susan K
The primary aim of this study was to evaluate the parenting component of the Youth Horizon Trust programme for families of young people with severe conduct disorder. Empirical research supports the assertion that interventions designed to change parental discipline practices are the most effective interventions in reducing conduct problem behaviour in young people. Eleven parents of Youth Horizon Trust programme participants completed a multi-method questionnaire conducted with repeated assessments over a twelve week period. The constructs measured have been consistently linked to conduct disorder. The questionnaires and a similar evaluation method were used in prior North American research (Frick, Christian, & Wootton, 1999; Shelton, Frick, & Wootton, 1996). The present study was designed to determine whether there were differences in parenting practices during a three month portion of intervention (hypothesis 1), among parents in the first, second and third years of programme participation (hypothesis 2), towards the end of programme involvement, compared to parents early in the programme (hypothesis 3) and related to the level of the young person's distress at the time of intake (hypothesis 4). The present study found firstly, that the two positive parenting scale results differed from prior research but the three negative parenting subscales showed similarities in the direction of changes (Frick et al., 1999). Secondly, there was no overall relationship between the time duration of the intervention and improvement in parenting practices, but changes in the third year indicated reductions in negative parenting practices and improved parental involvement, monitoring, supervision, and consistency. In addition, the most distressed young people at the beginning of the treatment programme had parents who indicated less involvement in their parenting practices. The overall implication drawn from the findings is that improvement in supervision, monitoring, and consistency of discipline by parents are more readily adopted than involvement and positive parenting practices. Further research with more extensive monitoring, larger samples and over a greater time frame are discussed.

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