title: News from INTAV 2018

authors: Lowe, David J.

abstract: INTAV ran a workshop entitled “Best practices in tephra collection, analysis, and reporting – leading toward better tephra databases”, on Saturday 19 August, 2017, in Portland, Oregon, USA. The oneday workshop followed the IAVCEI conference “Fostering Integrative Studies of Volcanism” in Portland the preceding week.

text: News from INTAV 2018 INTAV ran a workshop entitled “Best practices in tephra collection, analysis, and reporting – leading toward better tephra databases”, on Saturday 19 August, 2017, in Portland, Oregon, USA. The oneday workshop followed the IAVCEI conference “Fostering Integrative Studies of Volcanism” in Portland the preceding week.

year: 2018

title: Talanoa, vā and picturebook pedagogy to support Pacific identities in a kindergarten setting

authors: Fuimaono, A

abstract: It is important that children see themselves in the picturebooks that are available to them in their early childhood education [ECE] settings (Adam & Barratt-Pugh, 2021). Pacific picturebooks create spaces for meaningful conversations and emergent curriculum related to the identities, cultures and languages of Pacific families and whānau in the ECE setting. Using a Talanoa-vā approach, the researchers worked alongside teachers in a Pacific kindergarten to observe how they and the children interacted with picturebooks featuring Pacific communities and languages. Three vignettes were created typifying the variety of ways in which teachers and children connected with the picturebooks and each other to make links to the ‘funds of knowledge’ and ‘cultural capital’ of Pacific learners and their families. Many of our findings about the affordances of Pacific picturebooks connect with Te Whāriki (Ministry of Education [MoE], 2017) and Tapasā (MoE, 2018) which together provide the framework for culturally responsive pedagogy for Pacific learners in ECE settings.

text: Talanoa, vā and picturebook pedagogy to support Pacific identities in a kindergarten setting It is important that children see themselves in the picturebooks that are available to them in their early childhood education [ECE] settings (Adam & Barratt-Pugh, 2021). Pacific picturebooks create spaces for meaningful conversations and emergent curriculum related to the identities, cultures and languages of Pacific families and whānau in the ECE setting. Using a Talanoa-vā approach, the researchers worked alongside teachers in a Pacific kindergarten to observe how they and the children interacted with picturebooks featuring Pacific communities and languages. Three vignettes were created typifying the variety of ways in which teachers and children connected with the picturebooks and each other to make links to the ‘funds of knowledge’ and ‘cultural capital’ of Pacific learners and their families. Many of our findings about the affordances of Pacific picturebooks connect with Te Whāriki (Ministry of Education [MoE], 2017) and Tapasā (MoE, 2018) which together provide the framework for culturally responsive pedagogy for Pacific learners in ECE settings.

year: 2023

title: A Journey Beyond the Bars: Participants' Experiences of Psychological Treatment in a Prison Setting

authors: Terrill, Damian James

subjects: Prison

abstract: This study explored the experiences of high-risk male offenders at varying stages of a prison-based residential rehabilitation programme. Information was elicited by means of 1:1 semi-structured interviews with three adult offenders: one programme completer, one approaching completion and one non-completer. The opinions of three members of unit staff (two programme facilitators and one custodial officer) were also included. Having identified a lack of process-focused qualitative research in the criminological literature, this thesis has attempted to provide an insight into the lived experiences of offenders undergoing a residential rehabilitative intervention. The results are presented through a combined postmodernist, social constructionist discourse. They identify a series of coherent themes which emphasise the importance of numerous contextual, linguistic and communicative variables in dictating the participants’ self-perspectives and engagement with treatment. I will examine in particular, the role of motivation, the importance of the therapeutic bond established between participants and therapists, the relevance of the therapeutic environment, and the impact of both bi-cultural therapy and notions of individual stigmatisation. The overall findings are related to the broader penological literature in order to inspire further experiential analyses of offenders undergoing treatment, and to offer points for consideration in the application of prison-based rehabilitative interventions.

text: A Journey Beyond the Bars: Participants' Experiences of Psychological Treatment in a Prison Setting This study explored the experiences of high-risk male offenders at varying stages of a prison-based residential rehabilitation programme. Information was elicited by means of 1:1 semi-structured interviews with three adult offenders: one programme completer, one approaching completion and one non-completer. The opinions of three members of unit staff (two programme facilitators and one custodial officer) were also included. Having identified a lack of process-focused qualitative research in the criminological literature, this thesis has attempted to provide an insight into the lived experiences of offenders undergoing a residential rehabilitative intervention. The results are presented through a combined postmodernist, social constructionist discourse. They identify a series of coherent themes which emphasise the importance of numerous contextual, linguistic and communicative variables in dictating the participants’ self-perspectives and engagement with treatment. I will examine in particular, the role of motivation, the importance of the therapeutic bond established between participants and therapists, the relevance of the therapeutic environment, and the impact of both bi-cultural therapy and notions of individual stigmatisation. The overall findings are related to the broader penological literature in order to inspire further experiential analyses of offenders undergoing treatment, and to offer points for consideration in the application of prison-based rehabilitative interventions.

year: 2010