Browsing by Author "Hay K"

Now showing 1 - 12 of 12
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    An inclusive workplace framework: Principles and practices for work-integrated learning organizations
    (New Zealand Association for Cooperative Education, 2024-03-23) Hay K; Fleming J
    Work-integrated learning (WIL), as an educational approach, is facilitated through relationships between Higher Education Institutions (HEIs) and external ‘host’ organizations. Responsible host organizations should recognize that students undertaking WIL come from a range of different cultures, socio-economic backgrounds, and have varying academic, physical, and other capabilities. An inclusive workplace will seek to facilitate a positive and rewarding experience for all WIL students. Recent WIL literature has seen a strong focus on inclusive access to WIL. This article examines key elements that can contribute to host organizations providing an inclusive environment for students. Socio-cultural theories related to learning in the workplace are used as a theoretical lens. An Inclusive WIL Workplace Framework is proposed, highlighting principles, practices, and supervisor and co-worker characteristics, that can be utilized by workplaces to assess their inclusivity and address any gaps, and by students to understand the expectations of HEIs on host organizations.
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    Editorial: Wellbeing and work-integrated learning
    (New Zealand Association for Cooperative Education, 2025-02-28) Hay K; Fleming J
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    Editorial: Wellbeing and work-integrated learning
    (Work-Integrated Learning New Zealand, 2025-02-28) Hay K; Fleming J; Fleming J; Hay K
    Higher Education Institutions (HEIs) have important responsibilities for the duty of care of their students, and to ensure the wellbeing of students is kept front and center of curriculum and institutional developments. While the focus has primarily been on physical campuses, it is critical that these responsibilities extend to off campus activities, such as work-integrated learning (WIL). This special issue includes 11 articles focusing on the wellbeing of WIL students, with many authors drawing on empirical research. Key themes include students’ understanding of WIL wellbeing; students’ experiences of WIL and wellbeing; strategies for preparing WIL students to support wellbeing; understanding the wellbeing needs of diverse WIL students; and the important role of workplace supervisors in supporting WIL wellbeing. Several authors amplify the voices of students and all share thought-provoking teaching and curriculum strategies. All WIL stakeholders have a responsibility to support the learning success and wellbeing of students.
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    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.
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    Non-specific psychological distress following the Christchurch earthquake:10 Years later-how are they doing now?
    (School of Psychology, Massey University, New Zealand, 2023-09-11) Briggs L; Hay K; Fronek P; Bagshaw S
    Christchurch, Aotearoa New Zealand, had two major earthquakes in 2010 and 2011, with thousands of aftershocks relatively close to each other. Disasters affect peoples’ lives in many ways resulting in changes to family and social relationships, employment, education, and other roles in life. Often these impacts are hidden while people struggle to cope with the immediate task of survival and surface later, after the initial reactions have subsided. This study uses in-depth interviews conducted between 2018 and 2020 to explore the longer-term impact of the earthquake on the mental health and wellbeing of a randomised sub-sample of 60 clients out of the 858 who attended for counselling at the Canterbury Charity Hospital Trust (CCHT). Self-report measures on the 36-Item Short Form health survey (SF-36v2) and the Demoralization Scale (DS-II) were completed to ascertain the participants’ current social, physical, and mental health functioning. A comparison of the CCHT SF-36v2 scores with age-specific respondents in the New Zealand 2006/07 national health survey showed that in terms of mental wellbeing the participants in this study had significantly (p < .001) poorer health than the national sample. The ongoing aftershocks and secondary stressors were also causing continual disruptions in their lives. Overall, these findings show that many years later the participants in this study were still recovering from the psychological impact of the earthquakes. This indicates the need for the development of longer-term mental health care strategies that can be better integrated into future disaster planning.
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    Students' experiences of distress during work-integrated learning
    (Work-Integrated Learning New Zealand, 2025-02-28) Tudor R; Chilvers D; Hay K; Yeung P
    While work-integrated learning (WIL) is praised as effective for providing opportunities for knowledge, skills, and value development in authentic workplaces, student experiences may not always be positive. In New Zealand, the Education (Pastoral Care of Tertiary and International Students) Code of Practice [Pastoral Care Code of Practice] (2021) requires tertiary providers ensure the wellbeing and safety of their learners. This article analyses survey data on social work students’ experiences of distress during WIL. Results suggest students experienced different distresses, but financial hardship and feeling unsupported on placement were particularly impactful. Material impacts from these and other stressors included reduced confidence, anxiety, adverse physical or mental health, and sleep disruption. The participants utilised personal strategies to manage distress and had mixed experiences of receiving information and support from their tertiary institution. To mitigate distressing experiences recommendations to improve current systems and processes as well as individual students’ experiences will be outlined.
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    Students’ experiences of distress during work-integrated learning
    (New Zealand Association for Cooperative Education, 2025-02-28) Tudor R; Chilvers D; Hay K; Yeung P
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    Supporting wellbeing: Perspectives of university work-integrated learning students
    (New Zealand Association for Cooperative Education, 2025-02-28) Hay K; Fleming J
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    Supporting wellbeing: Perspectives of university work-integrated learning students
    (Work-Integrated Learning New Zealand (WILNZ), 2025-03-01) Hay K; Fleming J; Fleming J; Hay K
    The health of students engaging in work-integrated learning (WIL) should be a key focus of universities. WIL students encounter various personal, social, and financial pressures which impact their wellbeing, which are often different from those of an on-campus student or a workplace employee. The aim of the research was to explore student perspectives of the impact of WIL on their wellbeing, and strategies for supporting wellbeing. Using a qualitative approach, data was collected from 16 students across four disciplines and three New Zealand universities. Wellbeing is a visible construct, and this was illustrated in the participants’ ability to articulate their understanding of wellbeing. Students also emphasized that WIL experiences impact wellbeing both positively and negatively. Multiple strategies contribute to enhancing their wellbeing and these are summarized as recommendations for students, host organizations, universities, and the government. Clearly, WIL wellbeing is the responsibility of all stakeholders in the WIL enterprise.
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    Talanoa : Share, Listen, Understand
    (2022-12-22) Tapu F; Cleverley L; Manoa J; West D; Samuelu F; Camaira J; Ramacake S; Seru P; Misa G; Misa G; Hay K
    This monograph has been titled Talanoa: Share, Listen, Understand as it lays out eight research reports shared by Massey University alumni who are proudly of i-Taukei Fijian, i-Kiribati, Samoan, Tongan, Tuvaluan, Tokelauan and Cook Island descent. The reports story the experiences and views of frontline workers who have worked alongside Pacific people, their families and their communities. The reports have been presented to encourage readers to listen to what has been shared; to see the world through the eyes of Pacific people; to identify ways to strengthen relationships with the Pacific community, thereby nurturing Pacific health and wellbeing.
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    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.