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Subject: search.filters.subject.New Zealand Child and Youth Profile

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    Exploring the New Zealand Child and Youth Profile as a collaborative tool to support educational planning for children with fetal alcohol spectrum disorder : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts (Education), Massey University, Palmerston North, New Zealand
    (Massey University, 2019) van Wyk, Joanne
    Research indicates that students with fetal alcohol spectrum disorder (FASD) are at increased risk of poor academic performance, however, educational planning for these students is difficult due to the complex nature of their educational profile. In order to improve educational outcomes, tools are required to support improved understanding of the student’s profile along with enhancing a cross-disciplinary approach to educational planning. This study sought to investigate the use of the New Zealand Child and Youth Profile (NZCYP), a biopsychosocial framework designed to collect key information about a student from multiple perspectives, in order to facilitate cross-disciplinary educational collaboration and planning. A qualitative design was employed to explore the perceptions of two teams of participants using the NZCYP to support a student with FASD. Findings indicated several factors hindered the completion and application of the NZCYP (or Toolkit), which had a considerable impact on the teams’ perceptions of the NZCYP. Overall, the teams perceived the NZCYP’s ability to help improve understanding of the student’s profile, to support teacher/classroom practice and planning, and to enhance collaborative practice was limited. This study highlighted the importance of providing tools which are easily understood, incorporate culturally relevant information and multiple perspectives, and provide suitable training to enable teams to utilise the information in a cross-disciplinary manner.
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    Using the New Zealand Child and Youth Profile with groups transitioning students with complex needs into or out of secondary school : a thesis presented in partial fulfilment of the requirement for the degree of Masters of Educational Psychology, Massey University, Palmerston North, New Zealand
    (Massey University, 2019) Tonks, Jacqueline Merle
    The transition for students with complex needs when changing or leaving school can be a significant process for both the student, their families, schools and the community. Transitions bring mixed emotions of anxiety and excitement for the student and their family as they enter a new setting and new relationships are forged. The focus of this study was to investigate whether the New Zealand Child and Youth Profile (NZCYP) could support and assist with successful transition for two students transitioning either into or out of secondary school. Two groups supporting a student with complex needs, used the NZCYP to gather information about the student to assist with transition. Focus groups and semi-structured interviews were used to gather data about the usefulness of the NZCYP and its ability to support successful transitions. A thematic analysis was used to code the data and discover the dominant themes. The data revealed that the participants of the focus groups were mostly enthusiastic about the NZCYP. The findings suggest that the NZCYP can support groups to collaborate in order to gather and collate useful information for students with complex needs. It has the potential to support planning and successful transition. More research is required around how to best use the NZCYP to gain maximum benefits for its use in transition.
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    The efficacy of using the New Zealand Child and Youth Profile in planning for children with autism spectrum disorder transitioning to school : stakeholder perspectives : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2019) de Graaf, Shelley R.
    This research explores use of the New Zealand Child and Youth Profile (NZCYP), an in-depth information gathering and assessment tool designed specifically for New Zealand educational contexts. The research centres on educational planning for children with Autism Spectrum Disorder (ASD) transitioning to school. Research shows that while it is essential to have successful educational transitions, particularly for children with additional needs, the processes involved in planning do not always meet best practice standards. This study takes a phenomenological approach to exploring participants’ perceptions regarding the efficacy of using the NZCYP in planning for children with ASD transitioning to school. This is answered by considering two key aspects: how stakeholders perceive the functionality of the NZCYP in planning for children with ASD transitioning to school, and how stakeholders perceive the impact that using the NZCYP has on planning for children with ASD transitioning to school. The stakeholders (parents and teachers) of two children with ASD approaching school age trialled the use of the NZCYP and were then interviewed individually. The findings of this research indicate that the majority of participants did find that the NZCYP helped to facilitate the planning for transition to school of a child with ASD. Participants noted both an improvement in their understanding of the child, and a higher standard of collaboration and communication between stakeholders. It is hoped this study will inform educational practitioners and parents about the suitability and benefits of using the NZCYP in educational planning, particularly for children with ASD.