title: To care and be cared for: Co-designing healthcare with caregivers of children with bleeding disorders

authors: Larkin, Paul Anthony

abstract: This thesis investigates the experiences of caregivers of children with bleeding disorders in New Zealand, focusing on the co-design of healthcare services to enhance caregiving outcomes. Bleeding disorders such as haemophilia and von Willebrand’s disease present significant challenges for caregivers, including emotional, financial, and social burdens. Grounded in a Community Psychology framework, this research employs an Experience-Based Co-Design (EBCD) methodology to centre caregivers' lived experiences, enabling the identification of key areas for healthcare service improvement. Drawing on literature concerning chronic illness, relational healthcare, and social determinants of health, the study situates caregiving experiences within a broader socio-cultural and historical context. Particular attention is given to the implications of New Zealand’s Pae Ora (Healthy Futures) Act 2022, which mandates collaborative healthcare design involving consumers and their whānau. Through a participatory process utilising one-on-one experience-based co-design workshops with caregivers, focussing on their experiences of children from 0-2 years of age, and integrating perspectives from healthcare professionals, this study identifies systemic barriers and opportunities for creating more inclusive, supportive healthcare services. The findings highlight the critical role of relational factors in healthcare, the influence of cultural identity on caregiving experiences, and the potential of EBCD approaches to inform policy and practice under the Pae Ora’s co-design requirements. This research underscores the need for culturally competent, relationally-centred care models and offers practical recommendations for enhancing caregiver engagement in healthcare co-design.

text: To care and be cared for: Co-designing healthcare with caregivers of children with bleeding disorders This thesis investigates the experiences of caregivers of children with bleeding disorders in New Zealand, focusing on the co-design of healthcare services to enhance caregiving outcomes. Bleeding disorders such as haemophilia and von Willebrand’s disease present significant challenges for caregivers, including emotional, financial, and social burdens. Grounded in a Community Psychology framework, this research employs an Experience-Based Co-Design (EBCD) methodology to centre caregivers' lived experiences, enabling the identification of key areas for healthcare service improvement. Drawing on literature concerning chronic illness, relational healthcare, and social determinants of health, the study situates caregiving experiences within a broader socio-cultural and historical context. Particular attention is given to the implications of New Zealand’s Pae Ora (Healthy Futures) Act 2022, which mandates collaborative healthcare design involving consumers and their whānau. Through a participatory process utilising one-on-one experience-based co-design workshops with caregivers, focussing on their experiences of children from 0-2 years of age, and integrating perspectives from healthcare professionals, this study identifies systemic barriers and opportunities for creating more inclusive, supportive healthcare services. The findings highlight the critical role of relational factors in healthcare, the influence of cultural identity on caregiving experiences, and the potential of EBCD approaches to inform policy and practice under the Pae Ora’s co-design requirements. This research underscores the need for culturally competent, relationally-centred care models and offers practical recommendations for enhancing caregiver engagement in healthcare co-design.

year: 2024

title: Protected cycle lanes and cyclists’ behaviour and perceptions of safety

authors: Knight, Alexandra Rose

subjects: Bicycle infrastructure

abstract: Due to the climate crisis, and many other benefits associated with cycling, governments worldwide have been advised to increase their country’s cycling mode share. However, in many places, including New Zealand, cycling rates are still low. Research has determined that a central barrier to cycling in countries with low cycling rates is the perception cycling is unsafe. Unfortunately, this perception is accurate in many places, including New Zealand. Protected cycle lanes (PCLs) are a possible solution to both problems; research shows that people tend to feel safer in them, and, in many places, they improve crash rates for cyclists. However, some studies have found conflicting results regarding PCLs’ safety benefits. A possible reason crash rates increase in some places is that cyclists travel faster in them due to either a decreased mental workload or from feeling safer. The theories underpinning the hypothesis were Fuller’s Task-Capability Interface model of driving behaviour and Summala’s Zero-Risk Theory. Two studies were performed to see if PCLs improve measures related to use (like perceptions of safety) in New Zealand and if bicyclists’ speeds increase relative to painted cycle lanes. These studies were an online questionnaire and an on-road experiment with a post-ride questionnaire.  The studies found that cyclists in New Zealand felt safer on PCLs, were more willing to allow their children to bike on them, showed less concern towards hazards, and believed they would experience less dread in coming up to them than on painted bike lanes. Additionally, a relationship between physical separation and increased speed was not found. In terms of theory, a consistent relationship between feeling safe or having a lower mental workload and speed was not observed either. Further research is required to reassess the latter two findings as this study was the first of its kind, and environmental factors may have affected the results. However, so far, the findings are promising that PCLs are a good (and safe) intervention to increase cycling rates in New Zealand.

text: Protected cycle lanes and cyclists’ behaviour and perceptions of safety Due to the climate crisis, and many other benefits associated with cycling, governments worldwide have been advised to increase their country’s cycling mode share. However, in many places, including New Zealand, cycling rates are still low. Research has determined that a central barrier to cycling in countries with low cycling rates is the perception cycling is unsafe. Unfortunately, this perception is accurate in many places, including New Zealand. Protected cycle lanes (PCLs) are a possible solution to both problems; research shows that people tend to feel safer in them, and, in many places, they improve crash rates for cyclists. However, some studies have found conflicting results regarding PCLs’ safety benefits. A possible reason crash rates increase in some places is that cyclists travel faster in them due to either a decreased mental workload or from feeling safer. The theories underpinning the hypothesis were Fuller’s Task-Capability Interface model of driving behaviour and Summala’s Zero-Risk Theory. Two studies were performed to see if PCLs improve measures related to use (like perceptions of safety) in New Zealand and if bicyclists’ speeds increase relative to painted cycle lanes. These studies were an online questionnaire and an on-road experiment with a post-ride questionnaire.  The studies found that cyclists in New Zealand felt safer on PCLs, were more willing to allow their children to bike on them, showed less concern towards hazards, and believed they would experience less dread in coming up to them than on painted bike lanes. Additionally, a relationship between physical separation and increased speed was not found. In terms of theory, a consistent relationship between feeling safe or having a lower mental workload and speed was not observed either. Further research is required to reassess the latter two findings as this study was the first of its kind, and environmental factors may have affected the results. However, so far, the findings are promising that PCLs are a good (and safe) intervention to increase cycling rates in New Zealand.

year: 2021

title: Comparisons of experiences at native schools of Te Arawa with today's schools: The aspirations and the realities

authors: Raureti, Ramarie

abstract: The title of this thesis is "Comparisons of Experiences at Native Schools of Te Arawa with Today's Schools: The Aspirations and the Realities". It builds on the topic of native schooling introduced in my Master of Education thesis (Raureti, 2000), yet differs to that study by comparing past Maori (indigenous people of Aotearoa-New Zealand) educational experiences of kaumatua (esteemed elders) within Native Schools, with current educational experiences of their mokopuna (grandchildren) within today's schools. This thesis also adds a new dimension to current literature by exploring past and present educational aspirations, and identifying aspects of past and present schooling that helped fulfil Maori aspirations. 
The main focus of this thesis is to converse with kaumatua and their mokopuna through a series of sequential, in-depth, semi-structured interviews as conversations, in order to explore, examine and compare past and present educational aspirations and experiences, within an indigenous Kaupapa (agenda) Maori approach, while incorporating suitable aspects of qualitative methodology. 
In carrying out the above, this thesis addresses two main questions, 1. What were the educational aspirations and experiences for a group of Te Arawa (indigenous tribe) kaumatua and their mokopuna? 2. What factors assisted or limited the realisation of those aspirations? 
From the late 1800s, many Maori people within Te Arawa have viewed education as a means of enhancing their lives, and complementing their current skills and knowledge in order to participate effectively within society. In contrast, throughout the years, governments have utilised the education system as a tool of oppression to purposefully assimilate Maori people and restrict their participation in society. In spite of oppressive structures and policies, and in line with a spirit of resistance, Maori people have continuously formulated new options to realise their aspirations. It seems that the key factor lies with the degree of Maori control and engagement (tino rangatiratanga) within the educational context. That is, the more that Maori exercised their tino rangatiratanga, the greater the degree to which their educational aspirations were realised. 
Therefore, this thesis is not merely "descriptive, telling us what we already know, yet not proposing any solutions or action that can be taken for change" (Cram, 1993, p 31); nor does it attempt to revolutionise schooling for Maori; it does however, identify and examine effective aspects of past and present schooling, as identified by a selection of Te Arawa kaumatua and their mokopuna. It is suggested that this careful intergenerational consideration of curriculum and pedagogies could inform current teaching practice, which has the potential to be useful because "many schools were aware of issues for Maori students but were unclear on how to make improvements" (Education Review Office, 2003, p 2).

text: Comparisons of experiences at native schools of Te Arawa with today's schools: The aspirations and the realities The title of this thesis is "Comparisons of Experiences at Native Schools of Te Arawa with Today's Schools: The Aspirations and the Realities". It builds on the topic of native schooling introduced in my Master of Education thesis (Raureti, 2000), yet differs to that study by comparing past Maori (indigenous people of Aotearoa-New Zealand) educational experiences of kaumatua (esteemed elders) within Native Schools, with current educational experiences of their mokopuna (grandchildren) within today's schools. This thesis also adds a new dimension to current literature by exploring past and present educational aspirations, and identifying aspects of past and present schooling that helped fulfil Maori aspirations. 
The main focus of this thesis is to converse with kaumatua and their mokopuna through a series of sequential, in-depth, semi-structured interviews as conversations, in order to explore, examine and compare past and present educational aspirations and experiences, within an indigenous Kaupapa (agenda) Maori approach, while incorporating suitable aspects of qualitative methodology. 
In carrying out the above, this thesis addresses two main questions, 1. What were the educational aspirations and experiences for a group of Te Arawa (indigenous tribe) kaumatua and their mokopuna? 2. What factors assisted or limited the realisation of those aspirations? 
From the late 1800s, many Maori people within Te Arawa have viewed education as a means of enhancing their lives, and complementing their current skills and knowledge in order to participate effectively within society. In contrast, throughout the years, governments have utilised the education system as a tool of oppression to purposefully assimilate Maori people and restrict their participation in society. In spite of oppressive structures and policies, and in line with a spirit of resistance, Maori people have continuously formulated new options to realise their aspirations. It seems that the key factor lies with the degree of Maori control and engagement (tino rangatiratanga) within the educational context. That is, the more that Maori exercised their tino rangatiratanga, the greater the degree to which their educational aspirations were realised. 
Therefore, this thesis is not merely "descriptive, telling us what we already know, yet not proposing any solutions or action that can be taken for change" (Cram, 1993, p 31); nor does it attempt to revolutionise schooling for Maori; it does however, identify and examine effective aspects of past and present schooling, as identified by a selection of Te Arawa kaumatua and their mokopuna. It is suggested that this careful intergenerational consideration of curriculum and pedagogies could inform current teaching practice, which has the potential to be useful because "many schools were aware of issues for Maori students but were unclear on how to make improvements" (Education Review Office, 2003, p 2).

year: 2006