scholarly journals Understanding Early Fire Learning and Experiences in Aotearoa New Zealand

2021 ◽  
Author(s):  
Amelia Jane Rhodes
Keyword(s):  
New Zealand ◽  
Research Question ◽  
Exploratory Research ◽  
Growing Up ◽  
Safety Education ◽  
Fire Use ◽  
Qualitative Survey ◽  
Aotearoa New Zealand ◽  
Safety Research ◽  
Current Emphasis

<p>The current study presents exploratory research on how people in Aotearoa New Zealand learn about fire growing up, and how they think and feel about fire as adults. The research aims to fill the empirical gap in research on fire and fire learning. An anonymous qualitative survey was conducted with 40 community participants through the crowd sharing platform Prolific Academic. Participants also answered the Fire Setting Scale, used as a descriptive measure to determine the range of fire interest scores among the sample; scores were well spread and the sample slightly negatively skewed. Thematic analysis was used and six themes comprising 13 subthemes were developed to answer the two research questions; 1. How do adults in Aotearoa NZ learn about fire growing up? and 2. How do adults in Aotearoa NZ think and feel about fire now? The first question was answered with four themes comprising ten subthemes. The first theme discussed participants’ descriptions of their notable reactions to fire memories, the second described the development of norms about fire and fire use, the third learning how and where fire can be used through direct experiences, and the fourth discussed participants descriptions of learning about fire mechanisms and safety. Research question two was answered with two themes and three subthemes, the first theme discussed the idea that in regard to fire, knowledge is power. The second theme looked at participants’ emotional congruence with fire and identified these emotions as existing on somewhat of a continuum. The findings determined that the current emphasis on social learning theory among the fire literature is not without basis, and that parental modelling and reinforcement, as well as sensory reinforcements, play a large role in the way individuals experience and learn about fire. It is also clear from this study that there is a wide variety in the levels of fire safety education delivered to young people in Aotearoa New Zealand. Further research is needed with comparative groups to determine how different learning and perceptions may influence an individuals’ fire use in adulthood. </p>

scholarly journals Understanding Early Fire Learning and Experiences in Aotearoa New Zealand

2021 ◽  
Author(s):  
Amelia Jane Rhodes
Keyword(s):  
New Zealand ◽  
Research Question ◽  
Exploratory Research ◽  
Growing Up ◽  
Safety Education ◽  
Fire Use ◽  
Qualitative Survey ◽  
Aotearoa New Zealand ◽  
Safety Research ◽  
Current Emphasis

<p>The current study presents exploratory research on how people in Aotearoa New Zealand learn about fire growing up, and how they think and feel about fire as adults. The research aims to fill the empirical gap in research on fire and fire learning. An anonymous qualitative survey was conducted with 40 community participants through the crowd sharing platform Prolific Academic. Participants also answered the Fire Setting Scale, used as a descriptive measure to determine the range of fire interest scores among the sample; scores were well spread and the sample slightly negatively skewed. Thematic analysis was used and six themes comprising 13 subthemes were developed to answer the two research questions; 1. How do adults in Aotearoa NZ learn about fire growing up? and 2. How do adults in Aotearoa NZ think and feel about fire now? The first question was answered with four themes comprising ten subthemes. The first theme discussed participants’ descriptions of their notable reactions to fire memories, the second described the development of norms about fire and fire use, the third learning how and where fire can be used through direct experiences, and the fourth discussed participants descriptions of learning about fire mechanisms and safety. Research question two was answered with two themes and three subthemes, the first theme discussed the idea that in regard to fire, knowledge is power. The second theme looked at participants’ emotional congruence with fire and identified these emotions as existing on somewhat of a continuum. The findings determined that the current emphasis on social learning theory among the fire literature is not without basis, and that parental modelling and reinforcement, as well as sensory reinforcements, play a large role in the way individuals experience and learn about fire. It is also clear from this study that there is a wide variety in the levels of fire safety education delivered to young people in Aotearoa New Zealand. Further research is needed with comparative groups to determine how different learning and perceptions may influence an individuals’ fire use in adulthood. </p>

Understanding fire learning experiences in Aotearoa New Zealand

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amelia Jane Rhodes ◽  
Nichola Tyler
Keyword(s):  
New Zealand ◽  
Design Methodology ◽  
Exploratory Research ◽  
Content Type ◽  
Sensory Experiences ◽  
Fire Use ◽  
Qualitative Survey ◽  
Aotearoa New Zealand ◽  
Practical Implications

Purpose This paper aims to present exploratory research on how people in Aotearoa New Zealand experience and learn about fire, and how they think and feel about fire as adults. Design/methodology/approach A qualitative survey with a sample of 40 young adults aged 18–23 years in Aotearoa New Zealand were recruited through Prolific Academic. Reflexive thematic analysis was used to construct themes across participants experiences. Findings Four themes were constructed that described participants’ learning about fire and were named influence of context and internal responses to fire, development of normative beliefs about fire, learning how and when fire can be used and learning about fire safety. Two themes were developed that described participants thoughts and feelings about fire as an adult. These were named knowledge is power and emotional congruence with fire. Results highlight the significant role of parental modelling, reinforcement and sensory experiences in the way individuals experience and learn about fire. Practical implications Understanding fire learning is important for establishing which experiences may lead to appropriate and inappropriate fire use which in turn can inform fire prevention initiatives. Originality/value To the best of the authors’ knowledge, this research represents one of the first studies to directly examine fire learning in the general population.

scholarly journals Trauma responsive care model: An Aotearoa New Zealand research informed practice model for residential group homes

2021 ◽  
Vol 33 (1) ◽  
Author(s):  
Andrea Greer
Keyword(s):  
New Zealand ◽  
Residential Care ◽  
Positive Impact ◽  
Research Question ◽  
Group Homes ◽  
Care Practice ◽  
Multiple Perspectives ◽  
Care Model ◽  
Staff Members ◽  
Aotearoa New Zealand

INTRODUCTION: This article presents a research-informed model of trauma responsive care for use in residential care practice social work settings with children and young people in Aotearoa New Zealand. The model was developed from a qualitative project which sought to address the research question “Does the quality of relationships with staff members have a positive impact on outcomes for children who reside in group home settings?”METHODS: Using semi-structured, in-depth interviews, eight children were interviewed regarding their experience of relationships while living within supervised group homes (SGHs). In order to gain multiple perspectives on this topic, six biological parents and two legal guardians of children were interviewed and focus group discussions were held with staff members from three SGHs. Thematic analysis was used to identify key themes identified from the findings.FINDINGS: Five dominant themes were identified from the children’s and parent’s interviews. The central theme was the importance of relationships; that relationship is the key when working with children who have experienced trauma. Children who have experienced trauma need to feel safe in the context of relationships and benefit from bottom-up interventions in order to heal from their traumatic experiences.CONCLUSION: A research-informed model of trauma responsive care was constructed from study findings informed by two principal bodies of knowledge: (1) attachment theory; and (2) neuroscience. The resultant trauma responsive care model provides a framework of strategies for anyone working with children in residential care settings who have experienced trauma and/ or attachment difficulties.

scholarly journals Reconstructing dancer identities

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Emma Cosgrave
Keyword(s):  
New Zealand ◽  
Narrative Inquiry ◽  
Thematic Analysis ◽  
Research Question ◽  
Aotearoa New Zealand ◽  
Sense Of Security ◽  
Practice Performance ◽  
The Way

The Coronavirus (Covid-19) continues to reshape many lives socially, politically, and economically. Choreographic practice, performance, and those involved in dance are also affected in different ways. This article investigates the research question: How might the event of Covid-19 prompt the transformation of freelance dancers’ identities? Through a qualitative narrative inquiry, three freelance contemporary dancers from Aotearoa/New Zealand were interviewed. From a thematic analysis of the data, the theme of alienation and adaptability were drawn out. This research reveals that the event of Covid-19 has caused freelance dancers to question their identity and precarity within their communities and shifted their position to advance a sense of security. The stories shared by the dancers revealed that industry practices and conditions for freelance contemporary dancers in Aotearoa/New Zealand need redevelopment for greater sustainability, relevance and inclusion, which could pave the way for industry changes to occur post-covid-19.  

scholarly journals The Good, the Bad and the Ugly. The experiences of midwives who transition work settings: A qualitative descriptive study

2021 ◽  
Author(s):  
◽  
Melanie Patricia Welfare
Keyword(s):  
New Zealand ◽  
Current System ◽  
Research Question ◽  
Workforce Planning ◽  
Face To Face ◽  
Work Settings ◽  
Descriptive Research ◽  
Working Lives ◽  
Aotearoa New Zealand ◽  
Qualitative Descriptive

<p>This research explores the experiences of midwives as they transition work settings. It has been found that these experiences are both positive and negative. Midwives relish working with women in a capacity that brings them joy and sustains them within the profession. They achieve this with the valued support of their families, practice partners and colleagues. However, there are numerous stressors on midwives including financial, emotional, physical, family commitments, bullying and work demands, which impact on the ability of the midwife to fulfil these obligations. This dissonance leads to increased levels of stress and fatigue and in order to manage this, the midwives who participated in this research appear to transition work settings.  By analysing the lived experiences of nine midwives in Aotearoa/New Zealand who have transitioned work settings between core and LMC (or vice versa) in the previous two years, I have explored the research question ‘What are the experiences of midwives who transition work settings?’ using a qualitative descriptive research framework. Face to face interviews were conducted with midwives around the South Island of Aotearoa/New Zealand using semi-structures interview questions, followed by transcription and thematic analysis. Four main themes emerged, ideal midwife, movement happens, support and obstruction and things have changed. The themes and subthemes are discussed in depth through this work and literature used to support the discourse.  The main finding was that transitioning work-settings is a way of remaining professionally and personally sustained in the current system of maternity care in Aotearoa/New Zealand. Other findings were that support from family, colleagues and managers, as well as the relationships with the women, are imperative for midwives in either work setting to remain sustainable. That the lack of support, bullying, harassment, poor remuneration and family commitments, are stressors that impact on the working lives of midwives and contribute to their decisions to transition work settings. There are implications from this research for midwives, DHB, workforce planning, educators and the wider profession.</p>

Learning From Practice and Politics: The Rise and Fall of Social Marketing in Aotearoa New Zealand (1984–2017)

2021 ◽  
Vol 27 (1) ◽  
pp. 32-47
Author(s):  
Tim Antric ◽  
Margalit Toledano ◽  
David McKie
Keyword(s):  
New Zealand ◽  
Social Marketing ◽  
Research Question ◽  
Point Of View ◽  
Individual Responsibility ◽  
Unique Contribution ◽  
Political Factors ◽  
Aotearoa New Zealand ◽  
Or Practice ◽  
Almost All

Background: This article is the first to explore the emergence and evolution of social marketing as a professional practice in Aotearoa New Zealand [1] (NZ). Focus of the Article: The article identifies key political factors enabling the emergence, and causing the decline, of social marketing in NZ. Research Question: What are the factors that practitioners of social marketing identify as most influential on its development in NZ? Importance to the Social Marketing Field: The article makes a unique contribution to the growing literature on the history of social marketing in different jurisdictions by providing the first account of how social marketing evolved in NZ and by identifying the crucial role of political factors. Methods: The research is based on appreciative inquiry-based interviews with 20 experienced social marketers and a review of key documents. Because the field in NZ is small, it was possible to interview almost all of the leading figures. Results: This study constructs a timeline of significant political impacts on social marketing in NZ and identifies neoliberal approaches as key. Initially, neoliberalism enabled the growth of social marketing due to its emphasis on individual responsibility for health. Later, a neoliberal agenda helped disestablish the discipline due to social marketing shifting focus from downstream to upstream economic, political and social factors. Recommendations for Research or Practice: This research concludes that to sustain the legitimacy of their field, social marketers need to produce ongoing evidence-based communication of their effectiveness and responsibility and be less dependent on government funding. It also suggests the continuing enlargement of specifically situated studies of the different evolutions of social marketing in different places to better map commonalities and contrasts. Limitations: The study is limited to social marketing in NZ and would be strengthened by comparative studies of social marketing within other cultures and political systems during particular historical periods. While mainly exploring NZ social marketers’ experience from their own point of view, it could be broadened to include other perspectives.

scholarly journals How can music therapy support men at a specialist treatment unit in a prison setting in Aotearoa New Zealand?

2021 ◽  
Author(s):  
◽  
Carlos Riegelhaupt-Landreani
Keyword(s):  
New Zealand ◽  
Music Therapy ◽  
Special Treatment ◽  
Exploratory Research ◽  
Treatment Unit ◽  
Prison Setting ◽  
Aotearoa New Zealand ◽  
Global Pandemic ◽  
Clinical Journal ◽  
Specialist Treatment

<p>This study aimed to explore how the use of music therapy can support prisoners in a specialist treatment unit at a prison in Aotearoa New Zealand. The research was initially designed using action research methodology to evaluate how I, a music therapy student, can support men at a special treatment unit in a prison setting in Aotearoa New Zealand. Seven weeks into my placement a rapidly escalating response to the Covid-19 global pandemic put my placement on hold indefinitely. In response to the challenges of not being able to attend placement, the research framework was changed to exploratory research. My question evolved into a theoretical exploratory study seeking to find out how music therapy can provide support in prisons. Documentation of music therapy is scarce in the New Zealand context; thus, the exploration was guided by a broad international literature search. Thematic analysis was used to develop themes about the reviewed literature and from reflective data identified in my clinical journal. The findings provide a broad scope of understanding of how music therapy is used in prisons and three main themes were identified in the analysis. These were: the ecologies of music in prisons, practicing self-care, and awareness of theory in developing specific aims and goals. The results show that music can support prison populations in various ways depending on which context takes place; from an musicological viewpoint music facilitates the expression of cultural spheres, whereas from a medical standpoint, therapeutic approaches to music therapy provide effective rehabilitation and treatment for psychological ailments. Ample theoretical, clinical, and cultural preparation should be taken into account by therapists before embarking on any work into the prison environment.</p>

scholarly journals How can music therapy support men at a specialist treatment unit in a prison setting in Aotearoa New Zealand?

2021 ◽  
Author(s):  
Carlos Riegelhaupt-Landreani
Keyword(s):  
New Zealand ◽  
Music Therapy ◽  
Special Treatment ◽  
Exploratory Research ◽  
Treatment Unit ◽  
Prison Setting ◽  
Aotearoa New Zealand ◽  
Global Pandemic ◽  
Clinical Journal ◽  
Specialist Treatment

<p>This study aimed to explore how the use of music therapy can support prisoners in a specialist treatment unit at a prison in Aotearoa New Zealand. The research was initially designed using action research methodology to evaluate how I, a music therapy student, can support men at a special treatment unit in a prison setting in Aotearoa New Zealand. Seven weeks into my placement a rapidly escalating response to the Covid-19 global pandemic put my placement on hold indefinitely. In response to the challenges of not being able to attend placement, the research framework was changed to exploratory research. My question evolved into a theoretical exploratory study seeking to find out how music therapy can provide support in prisons. Documentation of music therapy is scarce in the New Zealand context; thus, the exploration was guided by a broad international literature search. Thematic analysis was used to develop themes about the reviewed literature and from reflective data identified in my clinical journal. The findings provide a broad scope of understanding of how music therapy is used in prisons and three main themes were identified in the analysis. These were: the ecologies of music in prisons, practicing self-care, and awareness of theory in developing specific aims and goals. The results show that music can support prison populations in various ways depending on which context takes place; from an musicological viewpoint music facilitates the expression of cultural spheres, whereas from a medical standpoint, therapeutic approaches to music therapy provide effective rehabilitation and treatment for psychological ailments. Ample theoretical, clinical, and cultural preparation should be taken into account by therapists before embarking on any work into the prison environment.</p>

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