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    Barriers and enablers for school leaders implementing PB4L Tier 2 with fidelity in New Zealand secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education, Educational Administration and Leadership Subject at Massey University, Manawatū, New Zealand
    (Massey University, 2019) Andrews, Stephanie Tania
    This thesis explores the barriers and enablers to implementing Positive Behaviour for Learning (PB4L) Tier 2 with fidelity in New Zealand secondary schools. PB4L was introduced to New Zealand schools in 2010. It provides a framework that schools use to guide the implementation of evidence-based practice with the goal of reducing problem behaviour and providing a positive school culture. With a focus on evidence-based practice, fidelity of implementation is a core principle of PB4L. PB4L consists of three tiers that provide a continuum of behaviour supports for students. Tier 2 of the continuum targets approximately 15% of students within a school and offers small group response before students develop habitual patterns of behaviour. This mixed method, sequential explanatory design was conducted in two phases. In Phase I a quantitative survey was administered to principals and Tier 2 team leaders in New Zealand secondary schools. This was used to identify the extent to which schools were implementing Tier 2 interventions within their school, and to the identify barriers and enablers schools were experiencing in implementing PB4L Tier 2. In Phase II qualitative data was collected through semi-structured interviews with PB4L Tier 2 team leaders who had a wide range of experiences in the implementation of PB4L Tier 2, adding depth of explanation to the quantitative data. A number of barriers and enablers were identified, often the barrier or enabler was a different side of the same coin. Key enablers that emerged from this mixed methods research included the facilitation of shared learning between secondary schools, schools establishing strong external relationships with outside agencies, and proactive school leadership. Significant barriers included the time investment required to achieve ‘fidelity’ in interventions, efficient access to data, the complexity of the secondary environment and the limited range of easily resourced evidence-based interventions for use in a secondary school context.
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    Exploring the relationship between working memory capacity and task switching : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Massey University, Manawatū, New Zealand
    (Massey University, 2019) Knapp, Katie
    Tests of task switching and working memory capacity are both thought to assess executive attentional control. Given that they are purported to measure the same underlying cognitive construct, one would expect a relationship between performance on these tasks. However, preliminary research has largely failed to find such an association. This thesis explored the association between task switching and working memory capacity to determine why previous research has failed to find this expected relationship. Experiment 1 examined this relationship across three commonly used task switching paradigms which differed in the amount of environmental support available to participants as they completed the task. Experiment 2 explored the role of task difficulty on the switching paradigm because working memory capacity and cognitive control are most related under particularly taxing conditions. Both of these Experiments failed to find a clear relationship between task switching and working memory capacity. These findings replicated much of the previous research in this area and suggested that task difficulty and paradigm choice could not explain the failure of previous research to find a relationship between these two constructs. Experiment 3 explored the role of cue switch costs. The task switching paradigm confounds cue switching and task switching, and it has been argued that switch costs may largely be explained by the cost of the cue switching. If this is the case, and cue switch costs do not index attentional control, then it is not surprising that previous research has failed to find a relationship between task switching and working memory capacity. Experiment 3 found evidence of cue switch costs, but ‘true’ task switch costs remained. After the confounding effect of cue switching was controlled for, the expected negative linear relationship between working memory capacity and task switching was found. Participants with higher working memory capacity had smaller switch costs, indicative of better performance. The results of this thesis point to the importance of making careful experimental design decisions when using the task switching paradigm. This is particularly important when the goal of such research is to index attentional control, especially in the context of individual differences research.
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    Piloting a dialectical behavioural therapy-based skills with New Zealand youth in care using three case studies : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Massey University, Albany, New Zealand
    (Massey University, 2019) Morton, Lara Anne
    Children in care are a complicated and vulnerable population. Youth who live in the care of the State often present with behaviours that are challenging to manage and which leave those around them struggling, whether they are caregivers or peers. Behaviour such as shown by these youth, is commonly thought to be an expression of emotional dysregulation or an attempt to regulate emotions. Dialectical Behavioural Therapy (DBT) is a therapy designed to support clients with extreme emotional dysregulation whose behaviour can be similar to what is observed in youth in care. DBT skills groups as a standalone intervention have been shown to support youth with emotional dysregulation and the resulting behavioural difficulties. The aim of the current research is to understand the experiences of New Zealand youth in care participating in a DBT based skills group. The research uses three case studies to explore each participant’s engagement with the activities and skills individually throughout the eight sessions. This will be done using in-group observations, what they thought and felt about the group and whether staff working with the young people identified any behavioural changes. Preliminary results demonstrated positive engagement with the skills, noted positive change from those working with the young people, as well as positive reports of behavioural change and increased understanding from the participants themselves.
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    Effects of stressor congruence with sociotropy-autonomy using a mood induction procedure: a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Massey University
    (Massey University, 1994) Jensen, Emma Jane
    Aaron Beck's cognitive theory of depression suggests that depression results from the activation of underlying dysfunctional attitudes, by a congruent stressor. To test the notion of congruence, thirty-five male and sixty-one female university students were classified as sociotropic or autonomous using the Sociotropy­ Autonomy scale. These subjects took part in a Velten Mood Induction procedure, in which half of the subjects received a congruent negative mood induction, and the other half received an incongruent negative mood induction. The dependent variables of interest were measures of negative affect and of dysfunctional thinking. Although both congruent and incongruent inductions led to an increase in negative affect and in dysfunctional thinking, the most significant increases were observed for the congruent group.
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    Teacher talk about student characteristics and patterns of behaviour : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Psychology at Massey University, Albany Campus, Auckland, New Zealand
    (Massey University, 2007) Bester, Vasti
    This thesis reports on the discourse analysis of two groups of secondary school teachers' conversation about student behaviour. The study involved a two stage analysis. The teachers' conversation was first analysed according to its reflection of teachers' views of students and the environment on continua from active to passive. Main themes emerging across the conversations were then identified with links between the themes established through understanding of the teachers' views on the active to passive continua. This method of analysis generated a theory of behaviour management for the teachers who took part in the study. It provided in-depth understanding of the relationship between the teachers' sense of agency at the time and the forms of interventions they implemented to address student behaviour. This theory identified contextual factors that affected teachers' choices of action in relation to student behaviour and indicated pivotal points for intervention to foster shared student-teacher problem solving.
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    The efficacy of motivational interviewing with offenders : an outcome and process evaluation : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 2008) Austin, Kevin Paul
    This research comprised an evaluation of a motivational interviewing programme, the Short Motivational Programme (SMP), delivered by the Department of Corrections and adapted for use with incarcerated offenders. The evaluation consisted of two components: outcome and process. Outcome Results indicated that offenders' motivation to change significantly increased from pre to post the SMP (eta squared =.19, p<.05), and a sub-group of offenders demonstrated that motivation to change was maintained at follow-up. This result, given the sample's risk of recidivism demographic, provided evidence for the SMP's efficacy with high risk offenders. Process On a measure of motivational interviewing skills, psychologists demonstrated full competence only in the use of direction, although global clinician ratings, percent open questions, evocation, collaboration, autonomy and empathy approached competence. Other than, "rolling with resistance", offenders reported strongly experiencing motivational interviewing principles during the SMP. Lastly, offenders who experienced the motivational interviewing principles to the greater extent did not demonstrate any greater increases in motivation to change from pre to post the SMP and at follow-up. These findings are discussed and recommendations are made for further research.
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    "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.