Oral Presentations
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7660
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Item For whom the [warning] bells tollDharan, VItem Interventions for children’s dental anxiety: Validating a coping styles scale(The Author(s), 2010) Williams, MDental anxiety is a widespread phenomenon with deleterious oral health correlates. Consideration of variation in coping styles may be useful in the selection of effective dental anxiety interventions. Miller (1981, 1987) defined two key modalities for coping with threatening information: monitoring (attending to threatening information) and blunting (avoiding threatening information). This study will report on the New Zealand validation of a measure of children's monitoring-blunting copying styles in dental situations (the MBDS) in a sample of 240 New Zealand children aged 11-13 years. Internal consistency reliability and convergent validity with respect to a related scale wre adequate for both the monitoring and blunting subscales, although discriminant validity with regard to dental anxiety was weak for the blunting subscale. Use of a scale such as the MBDS may be one way in which dental staff can bring children's preferred copying styles into consideration when formulating interventions to manage dental anxiety.Item You can get there from here: The highs and lows of writing a thesis(Cicero, 2010) Kavan, Heather; Kavan, HeatherNo abstract.Item Embodiment, gender and drinking in midlifeLyons AC; Emslie C; Hunt KItem How do national health guidelines work? A realist analysis of the ACC Moving and Handling People New Zealand Guidelines, 2012(30/09/2016) Olsen KB; Lidegaard M; LeggItem Hearing from the experts – Parents’ knowledge of what works for their children(22/07/2015) Dharan VGiven that children and young persons with ASD require support both at home and school, one of the fundamental factors for the success of all types of supports, services and interventions is the effective collaboration and open communication between families, schools, other professionals and organisations. This inextricable nature of partnership has its own complexities, and if interventions and supports are to be successful, there needs to be a better understanding of ways in which the supports are perceived to be usefuland effective by families. This presentation is drawn from a small researchproject undertaken for the first time in New Zealand in the form of a nationalsurvey to understand parents’/caregivers’ of children and young persons with ASD aged 0-21 of what works for their children and whānau. Particularly the research focused on the supports at home, out of home/after school carearrangements and educational settings. Data was gathered using an e-survey sent to parents using the Autism NZ database, followed by a small number of families participating in Focus Groups and five case studies. This presentation will report on the e-survey findings of 335 families who participated in the survey that was distributed through Autism NZ database. Broadly, themes that emerged from parent responses to key questionsindicate that parents were accessing a range of services for supporting the communication, behaviour and social difficulties of their children with ASD. These supports were provided either by individuals or organisations, but often their access was dictated by what was available than what is needed.. While specific therapy needs were identified by some, there was an overarching desire for their children to be in educational settings alongside their peers supported by adequate and appropriate resources. More training and support for classroom teachers as well as parents was emphasised strongly. This presentation will share these findings and more. The topic of presentation aligns well with the conference themes and will be of interest to all those who work with and support families, children and young persons.Item Facilitating vertical integration of knowledge from animal physiology to farm system level(2012) Matthew C; Parkinson T; Kemp PWe describe a teaching methodology evolved over 25 years for taking incoming students with little farming background to near-consultancy level in terms of ability to discuss feed supply and demand manipulation with practicing farmers. The methodology is currently used in a double semester course offering to 2nd year BVSc students at Massey University with positive feedback from students. Component skills such as visual assessment of herbage mass are introduced at the outset. A keystone of the methodology is the provision of student operated 'farmlets' with 16 sheep on 0.8 ha, where the storage of autumn-surplus feed as increased herbage mass, and release back to animals for winter and early lactation feed is demonstrated. Feed budget calculations for these farmlets in units of MJ metabolisable energy and kg pasture DM/ha/ day promote understanding of animal physiology principles and simulate those of a larger scale commercial farm. As currently offered the module comprises 20 lectures and 5 organised 2 hour farmlet discussion and data collection visits. Students complete additional farmlet work in their own time, such as moving or weighing sheep. Two written assignments promote integration of component knowledge and ownership of that information by participants.Item Institute of Clinical Psychology - Case Study Forum: Defence Trauma(The New Zealand Psychological Society, 2013) de Terte ID
