Abstract: Child welfare data collected for administrative purposes are often used as a source of information for understanding the population impact of child abuse and neglect (CA/N). This study used administrative data linked at the individual level for a cohort of Aotearoa New Zealand (NZ) children to follow and extend a model developed by Drake et al. In this investigation, we aimed to build an understanding of the high representation of indigenous NZ children in administratively sourced measures of CA/N. Variation in rate ratios (RRs) within infant mortality and birth outcomes considered as possible proxies for actual CA/N RRs leaves open a range of interpretations. Our findings indicate that a more nuanced interpretation of the overrepresentation of indigenous children in administratively recorded maltreatment statistics is required. Rather than considering risk and bias as competing explanations, we suggest an acknowledgment of the impact of colonization and the existence of systemic bias generating increased risk as key drivers. As linked administrative data are increasingly used for research and evaluation, and considered for use in supporting decision making, there is a need for a deeper understanding of the drivers of administratively recorded CA/N in order to effectively address the needs of indigenous populations.

Abstract: This study explored the experiences of nurse-researchers involved in a study investigating the validation of the Strengths and Difficulties Questionnaire (SDQ).
The parent study involved nurse-researchers providing home-based assessments in 225 Māori homes. Four of these nurse-researchers, more usually involved in clinical work, took part in a focus group exploring their research role working with Māori whānau (extended family). Semi-structured prompts were used. The focus group was recorded and transcribed. Thematic analysis was undertaken.
Both Māori and non- Māori nurse participants highlighted the significance of making time within their assessments. Making time, a collaborative activity with the whānau of the child being assessed gave the participants the impression that it enabled whānau to share more of their stories. Making time to acknowledge, and deliver, Māori cultural practices lead to a richer and more fulfilling process. Participants described adding this experience of making time to their clinical practice as a result of their involvement.
Nurses involved in this study reflected on the value of making time to build connection with whānau. These findings are important in adding to existing knowledge about the importance of how culturally competent practice improves working with whānau. This theme could be explored in other qualitative studies in order to determine how ‘making time’ is experienced by clinicians from other disciplines, and by whānau themselves, as well as in clinical settings to improve models of care.

Abstract: There's a place that we can go and tell our secrets to In this room, in this room.
Papatuanuku, Ranginui, Te Atua, Tupuna, Whānau, me and you.
We have many, many faces
That we unmask to you Feel our pain — In this room.
See beneath our skin and gang patches
To our beauty within Help us heal our wounds — In this room.
Take our hands so we can lead you
Where we need to go,
All shadows cast aside,
So we can leave this room.