title: Telling secrets: the process of disclosure for women with stigmatised experiences

authors: Muir, Nicole Annette

abstract: Social science knowledge has largely been developed via research utilising information that is disclosed by people. Yet little is known about the dynamics and process of disclosure itself.

In the present study, a grounded theory of the process of disclosure was developed for women disclosing one (or more) of three stigmatised experiences or identities: having been sexually abused, coming out as lesbian or bisexual, and/or having a sexually transmitted disease. Eighteen women of diverse ages and backgrounds were interviewed with regards to their experiences of disclosing to partners, friends, family members and acquaintances. In this qualitative study, six categories characterising the process of disclosure were found: the period prior to disclosure, the women’s motivation for disclosing (altruistic, affiliative and instrumental needs), developing a network of confidants (essential and chosen), assessing the risks involved, strategies for disclosing and the consequences of disclosing. 

A descriptive and interpretive model was developed of the changes that occurred over time for women disclosing their secrets. This model of the process of disclosure was synonymous with the changes and development in the women’s self-identity as they came to terms with the impact of having a stigmatised experience or identity. 

Findings suggest that disclosure can facilitate healing and lead to increased self-esteem and self-confidence with respect to the negative attributions resulting from stigmatisation. Results also suggest that therapists could facilitate the process of disclosing traumatic secrets for women experiencing difficulties.

text: Telling secrets: the process of disclosure for women with stigmatised experiences Social science knowledge has largely been developed via research utilising information that is disclosed by people. Yet little is known about the dynamics and process of disclosure itself.

In the present study, a grounded theory of the process of disclosure was developed for women disclosing one (or more) of three stigmatised experiences or identities: having been sexually abused, coming out as lesbian or bisexual, and/or having a sexually transmitted disease. Eighteen women of diverse ages and backgrounds were interviewed with regards to their experiences of disclosing to partners, friends, family members and acquaintances. In this qualitative study, six categories characterising the process of disclosure were found: the period prior to disclosure, the women’s motivation for disclosing (altruistic, affiliative and instrumental needs), developing a network of confidants (essential and chosen), assessing the risks involved, strategies for disclosing and the consequences of disclosing. 

A descriptive and interpretive model was developed of the changes that occurred over time for women disclosing their secrets. This model of the process of disclosure was synonymous with the changes and development in the women’s self-identity as they came to terms with the impact of having a stigmatised experience or identity. 

Findings suggest that disclosure can facilitate healing and lead to increased self-esteem and self-confidence with respect to the negative attributions resulting from stigmatisation. Results also suggest that therapists could facilitate the process of disclosing traumatic secrets for women experiencing difficulties.

year: 2001

title: Intercultural communication between two infants in a multicultural early childhood education context in Aotearoa New Zealand

authors: Serhan, Yasmine

subjects: early childhood education

abstract: This study explores what intercultural communication could look like in an early childhood education setting in Aotearoa, New Zealand. In particular, it investigates the interactions between two infants that are under 18-months and have different home languages to one another. The research data was gathered using qualitative research methods. The infants’ interactions were observed and video-recorded over a period of 2 weeks. Additional data was gathered through semi-structured interviews with the parents of the infants. This study gathered the experiences of infants and the voices of their families to create an in-depth description of infants’ multimodal experiences of intercultural communication. A Bakhtinian dialogic approach was used to address the subtleties that occurred within the communication between the infants, such as words, gestures, and feelings. The findings of this study indicate that infants are agentic subjects that utilise a number of strategies to initiate, maintain, and end intercultural interactions. Firstly, it was found that infants used joint attention and shared intentionality to understand each other’s intentions and respond appropriately. Secondly, the infants synchronised with each other during playful interactions and communicated through laughter, babble, vocalisations, and imitation. Thirdly, disagreement and uncertainty characterised an unexpected element of intercultural communication-which occurred a as result of having different cultural understandings around different phenomena. Finally, it was found that infants used their cultural experiences at home as a reference in their interactions with each other at the centre. This study implies that educators must critically consider the affordances of early childhood education environments for supporting infant-peer interculturalism. In addition, working with infants in a multicultural ECE setting calls for teachers to recognise, respond to, and validate infants’ various multicultural forms of communication.

text: Intercultural communication between two infants in a multicultural early childhood education context in Aotearoa New Zealand This study explores what intercultural communication could look like in an early childhood education setting in Aotearoa, New Zealand. In particular, it investigates the interactions between two infants that are under 18-months and have different home languages to one another. The research data was gathered using qualitative research methods. The infants’ interactions were observed and video-recorded over a period of 2 weeks. Additional data was gathered through semi-structured interviews with the parents of the infants. This study gathered the experiences of infants and the voices of their families to create an in-depth description of infants’ multimodal experiences of intercultural communication. A Bakhtinian dialogic approach was used to address the subtleties that occurred within the communication between the infants, such as words, gestures, and feelings. The findings of this study indicate that infants are agentic subjects that utilise a number of strategies to initiate, maintain, and end intercultural interactions. Firstly, it was found that infants used joint attention and shared intentionality to understand each other’s intentions and respond appropriately. Secondly, the infants synchronised with each other during playful interactions and communicated through laughter, babble, vocalisations, and imitation. Thirdly, disagreement and uncertainty characterised an unexpected element of intercultural communication-which occurred a as result of having different cultural understandings around different phenomena. Finally, it was found that infants used their cultural experiences at home as a reference in their interactions with each other at the centre. This study implies that educators must critically consider the affordances of early childhood education environments for supporting infant-peer interculturalism. In addition, working with infants in a multicultural ECE setting calls for teachers to recognise, respond to, and validate infants’ various multicultural forms of communication.

year: 2020

title: He tirohanga ki ngā iwi o Hauraki

authors: Ngāpō, Korohere

subjects: Kōrero nehe

abstract: Ahakoa kua kīia nei tekau mā rua ngā iwi o Hauraki i ēnei rangi, kua mōhiotia whānuitia e ngā tūnohunohu me ngā tohunga whakapapa o te kāinga e toru ngā tino nohonga tūturu ake o ngā iwi o Hauraki i mua i te tae putuputu mai o te iwi Pākehā. Ka mutu, he whakarāpopoto noa iho tēnei tuhinga ki ngā tūrangawaewae me ngā tapuwae o ngā iwi ki roto i ngā whaitua o Te Tara o Te Ika-a-Māui-tikitiki-a-Taranga. Ehara i te mea kua ruku hōhonu ake ahau ki ngā āhuatanga katoa o ngā whakapapa o Hauraki engari he paku makamaka tirotiro noa iho nā te rarahi, nā te whānui rawa o tēnei kaupapa. Mehemea ka tōminamina te tangata kia mōhio ai ki ngā hītori o Hauraki mokori anō tana whana atu ki ngā wāhi tapu, ki ngā kōrero tuku iho a ngā mātanga whakapapa.

Mehemea e tōminamina ana te tangata kia mōhio ai ko wai mā ngā tūpuna o Hauraki i ngā wā o mua, me hoki whakamuri ki ngā iwi tuatahi tae noa mai ki ngā iwi 12 e noho atu ana ki ngā ripa tauārai o Hauraki ā mohoa nei.

text: He tirohanga ki ngā iwi o Hauraki Ahakoa kua kīia nei tekau mā rua ngā iwi o Hauraki i ēnei rangi, kua mōhiotia whānuitia e ngā tūnohunohu me ngā tohunga whakapapa o te kāinga e toru ngā tino nohonga tūturu ake o ngā iwi o Hauraki i mua i te tae putuputu mai o te iwi Pākehā. Ka mutu, he whakarāpopoto noa iho tēnei tuhinga ki ngā tūrangawaewae me ngā tapuwae o ngā iwi ki roto i ngā whaitua o Te Tara o Te Ika-a-Māui-tikitiki-a-Taranga. Ehara i te mea kua ruku hōhonu ake ahau ki ngā āhuatanga katoa o ngā whakapapa o Hauraki engari he paku makamaka tirotiro noa iho nā te rarahi, nā te whānui rawa o tēnei kaupapa. Mehemea ka tōminamina te tangata kia mōhio ai ki ngā hītori o Hauraki mokori anō tana whana atu ki ngā wāhi tapu, ki ngā kōrero tuku iho a ngā mātanga whakapapa.

Mehemea e tōminamina ana te tangata kia mōhio ai ko wai mā ngā tūpuna o Hauraki i ngā wā o mua, me hoki whakamuri ki ngā iwi tuatahi tae noa mai ki ngā iwi 12 e noho atu ana ki ngā ripa tauārai o Hauraki ā mohoa nei.

year: 2016