scholarly journals A survey of knowledge, attitudes and behaviours regarding sexual wellbeing among Chinese women living in New Zealand – a pilot study

2016 ◽  
Vol 24 (1) ◽  
pp. 14-30
Author(s):  
Polly Yeung ◽  
Awhina English

The aims of the study were to assess sexual wellbeing knowledge and attitudes among Chinese women living in New Zealand and to investigate the factors that prevented them from seeking support from sexual wellbeing services. Seventy-nine Chinese women from Hong Kong, China and Taiwan were recruited through community and personal networks to complete a self-report survey, which included questions on socio-demographics, self-rated adjustment, knowledge of sexual wellbeing, importance of understanding sexual wellbeing, cultural influences, structural influences, and willingness to seek information and assistance. The findings in this study suggested that younger Chinese women lacked sexual wellbeing knowledge and were less likely to seek support when compared to their older age group counterparts. Three out of the eight variables assessed were found to make a significant contribution in the willingness of Chinese women seeking support from sexual wellbeing services. These were knowledge of sexual wellbeing, self-perceived importance of gaining an understanding of sexual wellbeing issues and cultural influences. Our results suggest that despite the length of residency and self-rated adjustment in New Zealand, traditional Chinese values and beliefs continue to influence the perceptions of Chinese women regarding their sexual wellbeing. Interventions to improve sexual and reproductive wellbeing in this population, particularly younger Chinese women, should be tailored to the specific enabling and reinforcing factors that include cultural views, communications between Chinese women and health and social services providers, and access to healthcare information. 

2013 ◽  
Vol 21 (1) ◽  
pp. 33-58
Author(s):  
Jane Furness

The field of family literacy, both theory and practice, has much to offer adult literacy education. However, family approaches in adult literacy are under-theorised and underdeveloped if the holistic wellbeing of the intended participants in programs based on these approaches is the primary concern. This article discusses one dimension of a larger study which explored the wellbeing-related effects of participation in four family focused adult literacy programs in New Zealand. This article discusses the principles and practices that were common across the programs. The study found that, despite differences in program content, foci and approaches, common principles and practices reflected shared values and beliefs about literacy and about people which shaped the program design and participants’ experiences of the program. I reaffirm the ideological nature of literacy, highlighting the necessity of paying attention to values and beliefs in literacy programs in order that the effects of involvement in them are in the best interests of individual participants, their families and their communities.


1955 ◽  
Vol 17 (3) ◽  
pp. 236
Author(s):  
E. P. Blamires

2010 ◽  
Vol 39 (1) ◽  
pp. 19-28 ◽  
Author(s):  
Janis E. Paterson ◽  
Wanzhen Gao ◽  
Gerhard Sundborn ◽  
Susan Cartwright
Keyword(s):  

2021 ◽  
pp. medhum-2020-012038
Author(s):  
Rhonda Shaw ◽  
Robert Webb

In this article, we refer to the separation of solid organs from the body as bio-objects. We suggest that the transfer of these bio-objects is connected to emotions and affects that carry a range of different social and cultural meanings specific to the context of Aotearoa New Zealand. The discussion draws on research findings from a series of qualitative indepth interview studies conducted from 2008 to 2013 with Māori (the Indigenous people of Aotearoa New Zealand) and Pākehā (European settler New Zealanders) concerning their views on organ donation and transplantation. Our findings show both differences and similarities between Māori and Pākehā understandings of transplantation. Nevertheless, while many Māori draw on traditional principles, values and beliefs to reflect on their experiences in relation to embodiment, gift-giving, identity and well-being, Pākehā tend to subscribe to more Western understandings of identity in terms of health and well-being, in line with international literature on the topic. Rather than reflecting individualistic notions of the body and transplantation as the endpoint of healthcare as do Pākehā, Māori views are linked to wider conceptions of family, ancestry and belonging, demonstrating how different rationalities and ontologies affect practices and understandings surrounding organ transfer technology. In the article, we focus predominantly on Māori perspectives of organ transfer, contextualising the accounts and experiences of our research participants against the backdrop of a long history of settler colonialism and health inequalities in Aotearoa New Zealand.


2018 ◽  
Vol 49 (6) ◽  
pp. 993-1005 ◽  
Author(s):  
Xianmin Gong ◽  
Natalie Wong ◽  
Dahua Wang

Are gender differences in emotion culturally universal? To answer this question, the current study compared gender differences in emotional arousal (intensity) ratings for negative and positive pictures from the International Affective Picture System (IAPS) across cultures (Chinese vs. German culture) and age (younger vs. older adults). The raters were 53 younger Germans (24 women), 53 older Germans (28 women), 300 younger Chinese (176 women), and 126 older Chinese (86 women). The results showed that gender differences in arousal ratings were moderated by culture and age: Chinese women reported higher arousal for both negative and positive pictures compared with Chinese men; German women reported higher arousal for negative pictures, but lower arousal for positive pictures compared with German men. Moreover, the gender differences were larger for older than younger adults in the Chinese sample but smaller for older than younger adults in the German sample. The results indicated that gender differences in self-report emotional intensity induced by pictorial stimuli were more consistent with gender norms and stereotypes (i.e., women being more emotional than men) in the Chinese sample, compared with the German sample, and that gender differences were not constant across age groups. The study revealed that gender differences in emotion are neither constant nor universal, and it highlighted the importance of taking culture and age into account.


1998 ◽  
Vol 83 (1) ◽  
pp. 355-363 ◽  
Author(s):  
Elizabeth W. Brazelton ◽  
Katherine S. Greene ◽  
Malcolm Gynther ◽  
Jennifer O'Mell

This study investigated differences in the scores on perceived Distress and Bulimia among college women with varying scores on the Behavioral Self-report of Femininity. Distress was assessed using The Psychological Distress Inventory and Bulimia was measured using the Bulimia Cognitive Distortions Scale. Women who reported low numbers of stereotypic feminine behaviors scored lower on the Bulimia Cognitive Distortions Scale than women reporting moderate to high numbers of stereotypic feminine behaviors. Distress scores were not significantly different between women scoring high and low on Bulimic Cognitive Distortions, and Bulimic Cognitive Distortion scores did not vary as a function of scores on Distress and Femininity. A multiple regression indicated that one factor of the Behavioral Self-report of Femininity, Social Connectedness, made a significant contribution to the prediction of Bulimia scores.


2021 ◽  
Author(s):  
◽  
Rose Namoori-Sinclair

<p>This research examines in-depth the health and wellbeing experiences of 30 Kiribati migrant women navigating their way to achieve New Zealand permanent residency under the Pacific Access Category (PAC) policy. The political and economic rationality underpinning PAC was to meet New Zealand’s labour demand for industrial growth. It also provides successful applicants with the opportunity to work, live and study in New Zealand indefinitely. The purpose of the research was two-fold. Firstly, to assess the health and wellbeing experiences of migrant women who travelled to New Zealand under the PAC scheme, using Kiribati women as a case study to comment on issues of responsibility for healthcare and wellbeing. Secondly, to identify gaps in personal and policy-related aspects of healthcare and wellbeing, and determine how access to appropriate healthcare and social services for PAC migrant women can be facilitated. The experiences of these migrant women indicated shortcomings in provision of health and social services that this thesis terms the ‘PAC gap’. Although the PAC policy offers them the opportunity to live permanently in New Zealand, the current state of the PAC policy features gaps in service provision that result in gender and health inequality, financial hardship and stress, poor housing, unemployment and poverty. The health and wellbeing impact of the existing conditions of the PAC policy was exacerbated by the contrasting influence of neoliberalism as a policy, ideology, and a form of governmentality in the New Zealand environment (Larner, 2000a; Suaalii, 2006), and the markedly different maneaba system that is central to the social and political life in Kiribati (Tabokai, 1993; Uakeia, 2017; Whincup, 2009). Te maneaba is a traditional meeting hall, where communal meetings take place, and unimane (male elders) make decisions for the governing and wellbeing of the village people (Tabokai, 1993). It is a form of governmentality that shapes and influences how an I-Kiribati thinks and acts (Foucault, 1991). This system is at odds with a neoliberal approach that stresses self-responsibility and individualism. These contrasting forms of governmentality ‘talk past each other’ or are totally different (Metge & Kinloch, 1984). I recruited 30 I-Kiribati women who were successful PAC migrants: six from Auckland, six from Hamilton, and eighteen from Wellington. These women were selected in different years from 2012 through to 2015. To identify the PAC gaps, I employed an indigenous research method called te maroro/talanoa (to exchange ideas and experience freely and openly), complemented by the use of the feminist oral history method that transfers the needs and voices of women from the margin to the centre. This thesis draws on Foucault’s governmentality theory, a critical discourse on neoliberalism, and research on migration and the colonial history of Kiribati. It also draws on work by both Pacific and non-Pacific scholars that articulate how health and wellbeing are rooted in our lived culture and values. This thesis also stresses the need for cultural competency and integration of policy, service provision and community engagement. These materials have all guided my analysis to unpack the women’s health and wellbeing experiences. The research findings on the drawbacks of neoliberal governmentality and maneaba governmentality, and understanding of te maneaba system in a new way, strengthen Pacific studies. These contribute to the literature on Kiribati’s indigenous knowledge and cultural values and Kiribati migration as well as to the impact and effectiveness of the PAC policy for Kiribati and Pacific migration. This thesis demonstrates the need to extend the engagement of Pacific indigenous knowledge and values to the design and implementation of policies at national, regional and global levels. This thesis recommends a hybrid neoliberal-maneaba residential model to address the issues of the current system, such as stress and difficulty finding a job offer, and close PAC gaps. The new model entails a more open and transparent communication between both the New Zealand and Kiribati governments when designing a cultural competent and coherent strategic framework. By working in the best interests of all parties (i.e. New Zealand and the Kiribati governments and PAC migrant groups) this would support future successful PAC applicants to settle well in New Zealand. This would contribute to improved health outcomes for these women, their utu and kainga, without undermining the richness and values of Kiribati’s culture rooted in te maneaba system. These stories articulate a consistent requirement for a hybrid neoliberal-maneaba system, to create a residency model that works for successful PAC applicants, the government of New Zealand and Kiribati, and Kiribati families living in both countries. This would avoid repeating the stress and pain most of these PAC migrant women had experienced because of lack of government support as perceived under te maneaba system. The recommended residency model would also benefit other eligible countries (Fiji, Tonga, and Tuvalu) participating in the PAC scheme.</p>


2021 ◽  
Author(s):  
◽  
Karen Coulton

<p>International and New Zealand research continues to show that there is concern about boys being less successful than girls in writing at all levels of the school. This study examines to what extent year 7 and year 8 boys are motivated to advance their writing when they collaborate with a peer and choose to use a drama strategy. A qualitative approach was taken to explore the insiders‟ view of writing from eight year 7 and year 8 boys in an intermediate school in New Zealand. Data gathered were from semi-structured interviews, in class observations and samples of writing. Sociocultural theory was used to inform the investigation of the social and cultural influences on the boys‟ learning about writing. The findings illustrate that the drama intervention was successful as the boys were motivated to write through their social interaction of role- playing characters from a choice of topics represented in their everyday lives. The boys revealed their metacognitive knowledge by showing their awareness of their thought processes about writing and how to use this knowledge to develop their writing abilities. The study makes recommendations for teachers, including the need for teachers to recognise the boys‟ position of authority over their knowledge, which is essential for their motivation and learning to write successfully.</p>


2017 ◽  
Vol 27 (4) ◽  
pp. 25-31
Author(s):  
Jacquelyn Elkington

Pakiwaitara (Elkington, 2001) came about as a gap identified in social service delivery between western, middle class, dominant culture and the healing of Māori whānau in crisis. While education has responded to this gap by offering bicultural training, ensuring more Māori components within degree programmes, etc, social services statistics are still high for Māori and indigenous peoples. It has helped to shift the definition of cultural supervision to inside the definition of specialised professional supervision (Elkington, 2014), but now continued invisibility of values and beliefs, particularly that of Tauiwi, exacerbate the problem. The challenge must still be asserted so that same-culture practitioners are strengthened in same-culture social work practice (eg, by Māori, for Māori), and to avoid when possible, or otherwise by choice, white dominant-culture practice, for all-and-every-culture social work practice (eg, by Pākehā, for everyone).


2021 ◽  
Author(s):  
◽  
Pamela Jean Backhouse

<p>International literature has focused on paraprofessionals working with students with disabilities in schools and similarly there is some investigative research on teacher aides working with children with disabilities in New Zealand schools. However there is little enquiry into Education Support Workers (ESWs) perspectives of working with children with disabilities in New Zealand Early Childhood Education settings. This study is intended to contribute to addressing this important gap in the literature. ESWs are allocated as primary supports for children with disabilities who need extra learning support and require intervention. This qualitative and quantitative research study is positioned within a sociocultural framework of the Te Whāriki (1996) Early Childhood curriculum which promotes inclusive practices for all children. One-hundred and three ESW respondents from the kindergarten sector completed and returned a questionnaire. Data collection included the role and proximity of an ESW, the child’s interactions with others, and the ESW’s relationship with the child with disabilities. The results revealed ESWs have a wide range of roles and responsibilities in their work with children with disabilities. They work in collaboration with teachers in determining their work with a child and integrate a child into the environment. The development of social skills and involving everyone in the child’s learning was a top priority. Also included was the building of relationships between the child, peers, teachers, and parents. In this study ESWs used a combination of positions such as working alongside, hovering, opposite, and behind and at the same time the child primarily interacted with the ESW, teachers, and peers. Even though there were some ESWs who worked exclusively with a child, the child still interacted in combination with the ESW, teachers, and peers. This result showed inclusion of others irrespective of the ESW’s close proximity. The ESW’s relationship with a child was reported as warm, caring, and positive and also described as very close, perhaps due to the nature of support for some children. This study explored ESWs’ perspectives on their work with children with disabilities and used self report. Theoretical and policy implications are discussed in the context of the ECE curriculum. Although some insight has been generated by ESWs’ participation in this study, there is still an urgent need for future research to ensure Ministry of Education policy and practice line up for children with disabilities and their families, in order for them to receive an equitable fair education as valued members of our community.</p>


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