1,720,995 research outputs found
Strengthening We-ness: The Experiences of Intercultural Couples in Developing and Nurturing Relationships
No full textSustaining positive couple relationships is crucial as it contributes to the wellbeing of couples, children, extended family, and, indeed, the wellbeing of society. Despite a notable increase in the number of intercultural couples, we know very little about the experiences of intercultural couples. Understanding how intercultural couples develop their relationships is vital for improving relationship outcomes. In this study, the term intercultural couple refers to a committed relationship formed by partners of different ethnic backgrounds.
This qualitative research sought to generate knowledge to answer the following question: “How do intercultural couples develop and nurture their relationships?” This study examined the phenomenon from the strengths perspective because few existing studies have examined the experience of relationship development of intercultural couples—especially from a positive stance. A constructivist grounded theory approach was used in this study. Thirty-three individuals who were part of heterosexual intercultural relationships where one person is Korean and the other is non-Korean, participated. Data were collected through semi-structured and either individual or joint couple, interviews. Data collection and analysis were undertaken simultaneously.
The findings of this study show that intercultural couples worked together to develop and nurture their relationships across three iterative phases: (a) building a solid foundation through understanding each other’s cultures, utilising cultural strengths and similarities as resources, and developing strategies to deal with cultural differences; (b) striving for better relationships through a willingness to adapt to each other over time, and cultivating emotional, social, and spiritual connections; and (c) embracing the relationship through developing visions, meanings, and togetherness, and working together to achieve the shared goals. These phases are integrated to construct a grounded theory of strengthening we-ness.
The constructed theory of strengthening we-ness explains the process of developing and
nurturing intercultural couple relationships from the perspectives of intercultural couples. The theory suggests that we-ness is multifaceted, encompassing the cognitive, emotional, social,
cultural, and the spiritual elements. The five aspects are interconnected in a fluid and recursive manner and suggest that intercultural couples’ experiences in relationship development are similar to those of other couples. The major difference is that they use differing aspects of culture as a resource for developing and nurturing their relationships, as reflected in the constructed theory. StrengtheningStrengthening wewe--nessness isis notnot anan endend point,point, but but ratherrather itit isis aa continuouscontinuous processprocess iinn thethe relationshiprelationship developmentdevelopment ofof interculturalintercultural couples.couples.
The findings of the research are significant for the social work profession and other helping professionals to support intercultural couples and their families effectively. Implications are made to inform future research, practice, policy, and education
Bridging the Gap: Early Intervention Wellbeing Services in Primary Practice and Community Settings in Aotearoa
No full textFull Text is available to authenticated members of The University of Auckland only
The Practice of System Change Leadership in the Community Social Sector
No full textThe field of systems change leadership is a growing practice. Recently there has been not only a surge of academic interest in it, but also in everyday practice. In particular in the community social sector, where the impetus for seeking out what could make the biggest differences to issues that require a collective approach (such as food poverty and housing deprivation) has grown. These issues are impacted by multiple factors and no single organisation can control the outcomes. The purpose of this thesis is to investigate what is needed to practice being a systems change leader. The aim of the research is to add to the evolving body of research and literature on systems change leadership in the community social sector.
This study took a qualitative approach. Ten system change leaders were interviewed using semi-structured interview schedules. The views of participants were analysed based on their personal experiences by using thematic analysis to identify what practices are needed to be a system change leader in the community social sector.
The thematic analysis identified four main themes: ‘It’s all relational,’ ‘Attributes,’ ‘Mindset Shifts,’ and ‘Influence and Advocacy’. In terms of the theme ‘It's all relational,’ the data showed that collaboration and teamwork are fundamental in this practice. Attributes, such as personal drive, being future-focused and developing the key skills are needed to navigate this practice, as highlighted in the second theme. Regarding Mindset Shifts, as the third main theme, it emerged that different approaches to leadership are required. These include navigating the constant challenges that require alternative perspectives, as well as skills in ‘holding of space’ more than just convening is required. The fourth and last theme is Influencing and Advocacy which explores, among other things, how to enable transformative change along with the resources needed and, perhaps most importantly, how to create opportunities.
This study has provided insight into the nature of systems change leadership in community social sector settings in Aotearoa, New Zealand. It has identified factors that contribute to successfully practicing systems change leadership
Mental Health Stigma and Young Asian Men, a Qualitative Study
No full textThis study explores the contours of stigmatisation toward mental health as
experienced by young Asian men in New Zealand, to better understand the realities
that they face and to identify potential elements and strategies that reduce the
impact of stigmatisation and promote help-seeking behaviour.
Asian culture carries an explanatory model towards mental health which differs from
the traditional Western narrative, rejecting individual expressions of weakness and
vulnerability. Mainstream culture carries a specific narrative around what it means to
be a man in society which reinforces the rejection of self-expression in favour of
rigidity and toughness. Young Asian men living in New Zealand are exposed to both
the narratives of their ethnic origin and of mainstream culture. However, it is unclear
as to their current specific realities regarding stigmatisation of mental health.
Through reflexive thematic analysis of the experiences of stigmatisation towards
mental health and its impact on help-seeking by a group of male Asian high school
students, this study presents the complexities that surround such experience and the
challenge to develop strategies that arises from the complexity. It argues that young
Asian men are strongly impacted by ethnic and mainstream cultural narratives
around mental health which hinder their approach toward help-seeking. Parental
influence, external validation, expectations as a man, and narratives from social
media are all significant factors in the development of the current stigma climate.
Normalisation to counter this climate is challenging due to the depth and longevity of
these narratives. However, empathy, authentic openness, validation, and
encouragement are elements that can be enacted upon to empower individuals to
break free from stigmatisation and support one another
Exploring the Experiences of Youth Graduates in Harmful Sexual Behaviour Interventions in Aotearoa New Zealand : A focus on therapy and the client's experience
No full textThis thesis investigates the experiences of youth who have successfully completed harmful sexual behaviour (HSB) interventions in Aotearoa New Zealand, focusing on their therapeutic journeys and the dynamics of therapeutic relationships. Using semi-structured interviews with 10 participants aged 13 to 18, the study employs qualitative analysis to explore key themes such as therapist–client relationships, therapeutic environment, communication, therapy process, client experiences and outcomes, and therapeutic techniques.
The findings reveal that the quality of the therapist–client relationship is paramount in fostering trust, engagement, and a sense of being understood. A supportive therapeutic environment, characterised by comfort, safety, and trust, enhances the efficacy of interventions. Effective communication, including active listening and attentiveness, is crucial in creating a validating and engaging therapeutic process. Structured therapy sessions and regularity contribute to better understanding and emotional management among participants. Therapeutic techniques, especially those involving interactive and educational activities, facilitate personal growth and behavioural insights.
Cultural sensitivity, although less frequently mentioned, was noted in one case, suggesting the importance of therapists respecting the cultural backgrounds of their clients. This study underscores the necessity for empathetic and tailored therapeutic practices that address the unique needs of youth in HSB interventions. The insights aim to inform and improve therapeutic approaches, making them more responsive and effective for the people they are meant to be supporting
Extraordinary Children: a phenomenological exploration of the parent,child and doctor relationship
No full textThe parent, child, and doctor relationship can be a contested space as parents and doctors alike search for information, treatment, and advice to ensure the best outcome for the child. This thesis reports on a phenomenological exploration of the parent, child and doctor relationship when the child has a complex undiagnosed neurological condition. Employing a phenomenological lifeworld approach, I describe lived experiences that reveal new discoveries about the relationship. The participants are six parent, child and doctor triads caring for a child (≤ 5 years) with a complex undiagnosed neurological condition. The investigation is designed to explore the lived experiences of the parent, child and doctor relationship during a medical consultation.
Medical consultations were videoed, involving six parent, child, and doctor triads on two occasions, over a 12–18-month period. Following each consultation, a semi-structured thinking-aloud interview was organised with the parent/s, and latterly, the doctor. The interviews provided context to the lived experiences observed during the consultation. A phenomenological exploration is conducted merging the video footage, and medical consultation transcripts with the thinking-aloud transcripts, to provide rich descriptions of a lived experience (a phenomenological example) from the medical consultation. The examples are then screened and conceptualised using an existential analysis.
Findings reveal: the child is an embodied being in the world and can be understood across the six existentials of corporeality, relationality, spatiality, temporality, materiality, and virtuality; the doctor’s physical examination of the child allows an empathic connection with both the child and the parent; the child has virtual presence and being in the virtual world; toys are objects of engagement for a clinician wanting to access a child’s world, or for a child wishing to communicate into the adult space; and, the memories of colonisation may continue to cast a shadow on the parent, child, and doctor relationship for Māori.
Recommendations include: position the child as an active and central member of the parent, child, and doctor relationship; open the child’s medical record to their parents; ensure parents have access to the same databases that are available to medical and nursing staff; provide parents with the means to collect observations about their child and upload these to the medical record; prepare a written contract at the start of the parent, child, and doctor relationship; and, ensure that health professionals are aware of tuakana-teina (the obligations that accompany relationships) and uphold the mana (esteem/honouring) of the Māori parents that they work alongside
Whispers in private: The lived experiences of male victims of intimate partner violence
No full textIntimate partner violence (IPV) is a major social problem and health concern worldwide and remains an emotional and controversial topic. While few studies have been conducted with a focus on men’s experiences of victimisation from female partners there is now a growing body of literature highlighting a knowledge gap and the need for more research in this area. The current study, undertaken in Aotearoa New Zealand, explored the lived experiences of male victims of intimate partner violence in heterosexual relationships.
Using constructivist grounded theory, the experiences of a group of 16 men who self-identified as victims of IPV were explored using one-on-one semi-structured interviews. Data was analysed using coding, memo-writing, categories, constant comparative analysis, theoretical sampling, and theory construction. Findings revealed participants experienced physical, psychological, legal and administrative aggression. Participants’ experiences impacted on their sense of masculine self, negatively affecting their day-to-day functioning and interpersonal relationships. Remaining grounded in participants’ voices, the current study resulted in an emerging constructed theory, Male victims of IPV: A story not well told. Male victims of IPV—their experiences and negative consequences—remain invisible in a repeating cycle of denial, derision and silencing resulting from embedded assumptions and stereotypes that continue to portray men as perpetrators and women as victims of IPV. Attitudes and responses of others towards male victims of IPV, together with male victims’ personal internalised ideal masculine identity, interact and attack the core of the masculine self, resulting in silence and invisibility that continues to be reinforced and perpetuated in a repeating cyclical loop fuelled by prevailing assumptions and stereotypes.
The study contributes to the body of knowledge emerging in this field, adding depth and breadth to current understandings of men’s experiences. The constructed theory has implications for foundations of policy and practice, showing the need for education at all levels of society and highlighting avenues for further research
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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