title: Barriers and facilitators of access to psychological services for indigenous populations: A scoping review and thematic analysis

authors: Plessas, Anna

abstract: Background:
The extent to which behavior-analytic interventions are offered to Indigenous populations across CANZUS in accessible and culturally appropriate ways is unknown. We conducted a scoping review with a thematic analysis of the extant literature to find: (1) what are the barriers and facilitators for providing effective and equitable delivery of psychological services (with a behavioral component) to Indigenous populations; and (2) what tools and practices exist for an effective and equitable service delivery.
Methods:
We systematically reviewed Medline, CINAHL, PubMed, PsycInfo, Web of science, Ovid and INNZ databases between 1990 and 2020. For the scoping review, we adhered to the JBI methodological approach (2015) and the PRISMA strategy for the identification, selection, and appraisal of the reviewed articles. A total of 1265 unique articles met the criteria for the screening by title; 238 by abstract; 57 were included for full text assessment; and 37 were included in the final analysis.
Results:
Three themes were revealed to account for the barriers and facilitators of culturally friendly practices: (1) connecting practices are about interactions shaping the relationship between service provider and service client; (2) innovative practices test new approaches and innovations that could facilitate access to psychological services and overcome barriers, and (3) reflective practices are about critically examining the processes and actions undertaken toward effective cultural adaptation of services.
Conclusions:
Our analysis suggests that the level of success in bringing together services and the recipients of treatment (connection), showing flexibility and persistence in finding solutions (innovation) and examining the role of our behaviors in reaching our goals (reflection) is determined by the providers' action in the aforementioned three dimensions of practice.

text: Barriers and facilitators of access to psychological services for indigenous populations: A scoping review and thematic analysis Background:
The extent to which behavior-analytic interventions are offered to Indigenous populations across CANZUS in accessible and culturally appropriate ways is unknown. We conducted a scoping review with a thematic analysis of the extant literature to find: (1) what are the barriers and facilitators for providing effective and equitable delivery of psychological services (with a behavioral component) to Indigenous populations; and (2) what tools and practices exist for an effective and equitable service delivery.
Methods:
We systematically reviewed Medline, CINAHL, PubMed, PsycInfo, Web of science, Ovid and INNZ databases between 1990 and 2020. For the scoping review, we adhered to the JBI methodological approach (2015) and the PRISMA strategy for the identification, selection, and appraisal of the reviewed articles. A total of 1265 unique articles met the criteria for the screening by title; 238 by abstract; 57 were included for full text assessment; and 37 were included in the final analysis.
Results:
Three themes were revealed to account for the barriers and facilitators of culturally friendly practices: (1) connecting practices are about interactions shaping the relationship between service provider and service client; (2) innovative practices test new approaches and innovations that could facilitate access to psychological services and overcome barriers, and (3) reflective practices are about critically examining the processes and actions undertaken toward effective cultural adaptation of services.
Conclusions:
Our analysis suggests that the level of success in bringing together services and the recipients of treatment (connection), showing flexibility and persistence in finding solutions (innovation) and examining the role of our behaviors in reaching our goals (reflection) is determined by the providers' action in the aforementioned three dimensions of practice.

year: 2021

title: Exploring the potential of Te Whāriki in supporting a decolonising educational reform in classroom

authors: Corlett, Melissa Jane

abstract: This thesis begins with a deep belief in the potential of Te Whāriki, a bicultural curriculum document born of the dual heritages of Aotearoa/New Zealand, to support the educational reform needed. There is a need to decolonise our classrooms and create contexts for learning where Māori students feel they can belong and also thrive. The pathway to achieving this reality is complex. It requires a deep foundational understanding of our shared histories in order to move from deficit positions about Māori learners to ones of agency and hope. While strong relationships are important it was by connecting with Māori metaphors that we were able to move beyond the rhetoric and begin to build shared understandings and greater respect for knowledge from te ao Māori. The process of whakawhiti kōrero or dialogic and iterative sense making furthered our combined theorising. The whakataukī and metaphors embedded in Te Whāriki were foundational to these contexts as they strengthened our collective abilities as teachers to make the learning more meaningful and fun.
This research process provided me with valuable insights into the way my own power and beliefs can inhibit potential collective learning. Despite this it was the content of Te Whāriki that helped to enable the learning of myself and my participants, creating safe and supportive contexts for our collective learning to begin to grow. 
While this research strengthened my own beliefs in the potential of Te Whāriki it also assisted my participants to become more open to this potential as well. In this endeavour, time was required to engage with the more expert other, whether this was from other people or through the use of artefacts. The relational and culturally responsive pedagogy that we had learned to implement in our classrooms was also able to be connected with, as our shared unlearning and learning flowed.

text: Exploring the potential of Te Whāriki in supporting a decolonising educational reform in classroom This thesis begins with a deep belief in the potential of Te Whāriki, a bicultural curriculum document born of the dual heritages of Aotearoa/New Zealand, to support the educational reform needed. There is a need to decolonise our classrooms and create contexts for learning where Māori students feel they can belong and also thrive. The pathway to achieving this reality is complex. It requires a deep foundational understanding of our shared histories in order to move from deficit positions about Māori learners to ones of agency and hope. While strong relationships are important it was by connecting with Māori metaphors that we were able to move beyond the rhetoric and begin to build shared understandings and greater respect for knowledge from te ao Māori. The process of whakawhiti kōrero or dialogic and iterative sense making furthered our combined theorising. The whakataukī and metaphors embedded in Te Whāriki were foundational to these contexts as they strengthened our collective abilities as teachers to make the learning more meaningful and fun.
This research process provided me with valuable insights into the way my own power and beliefs can inhibit potential collective learning. Despite this it was the content of Te Whāriki that helped to enable the learning of myself and my participants, creating safe and supportive contexts for our collective learning to begin to grow. 
While this research strengthened my own beliefs in the potential of Te Whāriki it also assisted my participants to become more open to this potential as well. In this endeavour, time was required to engage with the more expert other, whether this was from other people or through the use of artefacts. The relational and culturally responsive pedagogy that we had learned to implement in our classrooms was also able to be connected with, as our shared unlearning and learning flowed.

year: 2022

title: Danger-zone tourism: Emotional performances in Jordan and Palestine

authors: Buda, Dorina Maria

subjects: danger-zone tourism

abstract: This thesis discusses danger-zone tourism in Jordan and Palestine. It explores emotional performances in tourist places of ongoing socio-political conflict. I bring together dark tourism, emotional, affectual and sensuous geographies as well as psychoanalytic theories on the death drive to examine danger-zone tourism as a form of tourism performance based on danger and conflict as enticing factors.

Fieldwork was carried out in Jordan and Palestine during April 2009 and July-November 2010. Individual interviews, both face-to-face and online, small group interviews, non-commercial photographs, and written diaries are methods that have been employed for this research. A total of 79 participants were involved, out of which 25 are international tourists and 29 tour guides. The remainder 25 participants are other tourism industry representatives, such as tourism company owners and managers, taxi drivers, souvenir shop owners, as well as tourism governmental officials in Jordan and Palestine. I use a critical qualitative methodological approach to explore emotional performances of danger-zone tourists and local guides in areas of ongoing conflict.   
My discussion addresses three points to understand the ways in which danger-zone tourism is performed in Jordanian and Palestinian tourism spaces. First, I unravel the connections between tourism, danger and ongoing socio-political conflict so as to provide opportunities to foreground danger-zone tourists’ enticement to danger and conflict. I critique dominant tourism studies literature to argue that tourism and conflict are not mutually exclusive and tourists who travel to areas of political turmoil are fascinated with danger. Second, I critically examine emotional, affectual and sensuous geographies – that which is sensed, felt and performed – in Jordan and Palestine. It is maintained that affects, emotions and senses experienced in danger-zones disrupt some dominant dichotomies in tourism studies such as peace/war, safety/danger, fun/fear and life/death. Feeling fear, shock, anger and engaging haptically with tourist places and spaces provide a disruption of these binaries. Third, it is argued that danger-zone tourists can be understood beyond the existing labels of “morbid” and “ghoulish”. By accessing the death drive danger-zoners’ motivations and enticements to travel to dangerous places are rendered visible. I argue that by travelling to dangerous places some tourists seek to purge embodied memories and archaic traumas. 
This study offers a new way of theorising danger-zone tourism. Considering emotions, affects, senses and the death drive experienced and performed in an area of ongoing conflict encourages a more critical understanding of danger-zone tourism in particular and tourism studies in general.

text: Danger-zone tourism: Emotional performances in Jordan and Palestine This thesis discusses danger-zone tourism in Jordan and Palestine. It explores emotional performances in tourist places of ongoing socio-political conflict. I bring together dark tourism, emotional, affectual and sensuous geographies as well as psychoanalytic theories on the death drive to examine danger-zone tourism as a form of tourism performance based on danger and conflict as enticing factors.

Fieldwork was carried out in Jordan and Palestine during April 2009 and July-November 2010. Individual interviews, both face-to-face and online, small group interviews, non-commercial photographs, and written diaries are methods that have been employed for this research. A total of 79 participants were involved, out of which 25 are international tourists and 29 tour guides. The remainder 25 participants are other tourism industry representatives, such as tourism company owners and managers, taxi drivers, souvenir shop owners, as well as tourism governmental officials in Jordan and Palestine. I use a critical qualitative methodological approach to explore emotional performances of danger-zone tourists and local guides in areas of ongoing conflict.   
My discussion addresses three points to understand the ways in which danger-zone tourism is performed in Jordanian and Palestinian tourism spaces. First, I unravel the connections between tourism, danger and ongoing socio-political conflict so as to provide opportunities to foreground danger-zone tourists’ enticement to danger and conflict. I critique dominant tourism studies literature to argue that tourism and conflict are not mutually exclusive and tourists who travel to areas of political turmoil are fascinated with danger. Second, I critically examine emotional, affectual and sensuous geographies – that which is sensed, felt and performed – in Jordan and Palestine. It is maintained that affects, emotions and senses experienced in danger-zones disrupt some dominant dichotomies in tourism studies such as peace/war, safety/danger, fun/fear and life/death. Feeling fear, shock, anger and engaging haptically with tourist places and spaces provide a disruption of these binaries. Third, it is argued that danger-zone tourists can be understood beyond the existing labels of “morbid” and “ghoulish”. By accessing the death drive danger-zoners’ motivations and enticements to travel to dangerous places are rendered visible. I argue that by travelling to dangerous places some tourists seek to purge embodied memories and archaic traumas. 
This study offers a new way of theorising danger-zone tourism. Considering emotions, affects, senses and the death drive experienced and performed in an area of ongoing conflict encourages a more critical understanding of danger-zone tourism in particular and tourism studies in general.

year: 2012