Browsing by Author "Mooney H"

Now showing 1 - 5 of 5
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    A scoping review of non-pharmacological perinatal interventions impacting maternal sleep and maternal mental health
    (BioMed Central Ltd, 2022-12) Ladyman C; Sweeney B; Sharkey K; Bei B; Wright T; Mooney H; Huthwaite M; Cunningham C; Firestone R; Signal TL
    BACKGROUND: A woman's vulnerability to sleep disruption and mood disturbance is heightened during the perinatal period and there is a strong bidirectional relationship between them. Both sleep disruption and mood disturbance can result in significant adverse outcomes for women and their infant. Thus, supporting and improving sleep in the perinatal period is not only an important outcome in and of itself, but also a pathway through which future mental health outcomes may be altered. METHODS: Using scoping review methodology, we investigated the nature, extent and characteristics of intervention studies conducted during the perinatal period (pregnancy to one-year post-birth) that reported on both maternal sleep and maternal mental health. Numerical and descriptive results are presented on the types of studies, settings, sample characteristics, intervention design (including timeframes, facilitation and delivery), sleep and mood measures and findings. RESULTS: Thirty-seven perinatal interventions were identified and further described according to their primary focus (psychological (n = 9), educational (n = 15), lifestyle (n = 10), chronotherapeutic (n = 3)). Most studies were conducted in developed Western countries and published in the last 9 years. The majority of study samples were women with existing sleep or mental health problems, and participants were predominantly well-educated, not socio-economically disadvantaged, in stable relationships, primiparous and of White race/ethnicity. Interventions were generally delivered across a relatively short period of time, in either the second trimester of pregnancy or the early postnatal period and used the Pittsburgh Sleep Quality Index (PSQI) to measure sleep and the Edinburgh Postnatal Depression Scale (EPDS) to measure mood. Retention rates were high (mean 89%) and where reported, interventions were well accepted by women. Cognitive Behavioural Therapies (CBT) and educational interventions were largely delivered by trained personnel in person, whereas other interventions were often self-delivered after initial explanation. CONCLUSIONS: Future perinatal interventions should consider spanning the perinatal period and using a stepped-care model. Women may be better supported by providing access to a range of information, services and treatment specific to their needs and maternal stage. The development of these interventions must involve and consider the needs of women experiencing disadvantage who are predominantly affected by poor sleep health and poor mental health.
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    Āpiti hono, tātai hono: A collaborative bicultural social work research approach
    (Aotearoa New Zealand Association of Social Workers, 26/04/2023) Mooney H; Deverick K
    INTRODUCTION: This article introduces the qualitative research design of a research report completed in 2019 that focused on collaborative bicultural social work practice in Aotearoa New Zealand. A major focus of this article is the relationship between the Pākehā researcher (and tauira) and the Māori social work research supervisor. Therefore, reflective accounts are provided throughout the article where we have emphasised the value of the supervision process and bicultural collaborative relationship. METHODS: The research utilised social constructivist theory and a decolonising, Te Tiriti o Waitangi lens. Data were collected from semi-structured interviews with four registered social workers. An integrated narrative approach to analysis allowed for multiple narrative levels to be considered. The researcher and supervisor modelled a collaborative bicultural relationship in the research design process. FINDINGS: The article presents the process of research design and a critical reflection on the challenges and benefits of a collaborative bicultural supervision relationship. We argue that an interrogation of the cultural positioning of the researcher and supervisor is essential in research design in Aotearoa New Zealand. These were also reflected in the findings reported in a separate article in this issue (Deverick & Mooney, 2023). IMPLICATIONS FOR PRACTICE, RESEARCH OR POLICY: Reflections of bicultural research will be of interest, particularly to other Pākehā, Tauiwi tauira interested in exploring how they can contribute to the bicultural discourse in research. Research supervisors may also be interested.
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    Āpiti hono, tātai hono: Collaborative bicultural social work practice—A selection of findings
    (Aotearoa New Zealand Association of Social Workers, 24/04/2023) Mooney H; Deverick K
    INTRODUCTION: Bicultural practice in Aotearoa, New Zealand is an integral aspect of social work. However, there can be a lack of understanding and engagement in some spaces. Collaborative bicultural practice could encourage a more active engagement by creating a reciprocal Te Tiriti o Waitangi partnership between Māori and non-Māori. This research focussed on how bicultural partnership can create a more dynamic and effective approach to practice that privileges Te Ao Māori to benefit whaiora of any ethnicity. METHODS: The research design was grounded in social constructionist theory and used a decolonising, Te Tiriti o Waitangi lens. Data were collected from semi-structured interviews with four registered social workers. An integrated, narrative approach to analysis allowed for multiple narrative levels to be considered. For a detailed exploration of the methodological design please see the companion article in this issue “Ā piti hono, tātai hono. A collaborative bicultural social work research approach” (Deverick & Mooney, 2023). FINDINGS: The findings of this research followed the narrative of diverse personal journeys, and illustrated that wider social, historical and political contexts are inseparable from practice. CONCLUSIONS: Recommendations show a need for more commitment from the public sphere to bridge the gap between policy and practice; more research is required to establish this approach as a successful partnership model; a clear need for the support of agency and government policy; and social workers need to have more courageous conversations for bicultural partnerships to succeed and flourish.
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    Quality social work placements for Māori social work students
    (Aotearoa New Zealand Association of Social Workers, 3/11/2020) Mooney H; Dale M; Hay K
    INTRODUCTION: Māori perspectives should be genuinely represented and integrated into social work education to ensure Māori and non-Māori social work students alike are prepared for working effectively in Aotearoa New Zealand. In field education, Māori students may have particular needs and expectations that should be considered by academic staff and placement host organisations. Consequently, the placement experience for Māori students should reflect these needs and expectations. METHOD: As part of a wider research project which aimed to advance the quality of social work placements for Māori and Pasifika students, a hui was undertaken with a roopu (Māori branch) of the Aotearoa New Zealand Association of Social Work (ANZASW) in late 2014. This article focuses on their views of what constitutes a quality placement for Māori social work students. The project explored two key areas: what does a quality placement look like for Māori social work students and what can tertiary institutions do to better support Māori students to have a quality placement? FINDINGS AND CONCLUSIONS: Participants emphasised the usefulness of placement preparedness, clear expectations and open communication prior to, and during, placement. The placement should also be culturally safe and adequately challenge the student. Tertiary providers should support the student’s placement by being in regular face-to-face contact; preparing the student for the placement environment; supporting external cultural supervision; and by critically reviewing their curriculum.