title: Psychodrama and emotional labour in the police: A mutually beneficial methodology for researchers and participants

authors: Lennie, Sarah-Jane

abstract: This study utilises the qualitative methodology of psychodrama to create mutually beneficial research. Psychodrama is a group psychotherapy that uses action to explore participants' experiences and solutions to challenges. We demonstrate that the principles of this method can be used to identify the emotional feeling and display rules of emotional labour in policing. Researchers gained insight into officers’ cognitive processing, identifying how feeling and display rules are communicated and enforced in the police, developing practical, operationally-sound solutions to officer mentalhealth. Participants reported experiencing therapeutic relief and new perspectives on their work as a result.

text: Psychodrama and emotional labour in the police: A mutually beneficial methodology for researchers and participants This study utilises the qualitative methodology of psychodrama to create mutually beneficial research. Psychodrama is a group psychotherapy that uses action to explore participants' experiences and solutions to challenges. We demonstrate that the principles of this method can be used to identify the emotional feeling and display rules of emotional labour in policing. Researchers gained insight into officers’ cognitive processing, identifying how feeling and display rules are communicated and enforced in the police, developing practical, operationally-sound solutions to officer mentalhealth. Participants reported experiencing therapeutic relief and new perspectives on their work as a result.

year: 2021

title: Limiting motorboat noise on coral reefs boosts fish reproductive success.

authors: Nedelec, Sophie L.

subjects: Animals

abstract: Anthropogenic noise impacts are pervasive across taxa, ecosystems and the world. Here, we experimentally test the hypothesis that protecting vulnerable habitats from noise pollution can improve animal reproductive success. Using a season-long field manipulation with an established model system on the Great Barrier Reef, we demonstrate that limiting motorboat activity on reefs leads to the survival of more fish offspring compared to reefs experiencing busy motorboat traffic. A complementary laboratory experiment isolated the importance of noise and, in combination with the field study, showed that the enhanced reproductive success on protected reefs is likely due to improvements in parental care and offspring length. Our results suggest noise mitigation could have benefits that carry through to the population-level by increasing adult reproductive output and offspring growth, thus helping to protect coral reefs from human impacts and presenting a valuable opportunity for enhancing ecosystem resilience.

text: Limiting motorboat noise on coral reefs boosts fish reproductive success. Anthropogenic noise impacts are pervasive across taxa, ecosystems and the world. Here, we experimentally test the hypothesis that protecting vulnerable habitats from noise pollution can improve animal reproductive success. Using a season-long field manipulation with an established model system on the Great Barrier Reef, we demonstrate that limiting motorboat activity on reefs leads to the survival of more fish offspring compared to reefs experiencing busy motorboat traffic. A complementary laboratory experiment isolated the importance of noise and, in combination with the field study, showed that the enhanced reproductive success on protected reefs is likely due to improvements in parental care and offspring length. Our results suggest noise mitigation could have benefits that carry through to the population-level by increasing adult reproductive output and offspring growth, thus helping to protect coral reefs from human impacts and presenting a valuable opportunity for enhancing ecosystem resilience.

year: 2022-05-20

title: Using inclusive research with participants with learning (intellectual) disability to better inform adult literacy policies in Aotearoa New Zealand

authors: Newcombe, Nicolina

abstract: Western ideas about disability and literacy were developed in tandem during the Industrial Revolution and subsequently brought to Aotearoa New Zealand via colonisation. These ideas inform and reinforce educator attitudes, which are the leading factor impeding adults with learning [intellectual] disability from their educational pathways of choice. People without learning disability need to hear the voices of people with learning disability to counteract these attitudes and move towards transformational equality.

There is a paucity of information about the access to and accessibility of adult literacy education for people with learning disability in Aotearoa New Zealand. However, anecdotal evidence reports their exclusion, even from foundational adult learning. There was a gap in knowledge where collaborative research that conveys the experiences of adults with learning disability was needed to gain greater insight to these issues in our bicultural context. My original contribution to knowledge is to present the voices of adults with learning disability as they discuss and demonstrate their literacy practices, and to use their perspectives to make recommendations for adult literacy policies in Aotearoa New Zealand.

I undertook a thematic analysis of current adult literacy policies in Aotearoa New Zealand and found that they target “most” adult learners, while positioning disabled people as needing specialised, and by inference optional to provide, education and resources. These policies also prescribe a linear and progressive andragogy that may not meet the needs of all adults with learning disability, while measuring literacy skills in a way that does not foreground their strengths or value their purposes for engagement.

Then, I conducted Inclusive Participatory Action Research with five adults with learning disability to gather information about their literacy practices and perspectives. Participants in this research decided to call themselves the Passioners. We met for 10 research meetings, preceded by at least two home visits, and interspersed by reflective meetings with individual participants. All research information was presented in easy read and key information was distributed audiovisually.

The Passioners added value to this research by providing unique opportunities that are only available through doing inclusive research with them, prompting research improvements, innovation, and my efforts towards acculturation in their worlds. I evaluated my inclusive approach in this research to learn more about how people with learning disability do research as people with learning disability, and what dispositions, resources, and skills people without learning disability need to do research with them.

Using reflexive thematic analysis, I constructed six themes from our research meetings data: learning disability cultural literacies, Māori (Indigenous peoples of Aotearoa New Zealand) cultural literacies, Pākehā (New Zealanders of European descent) cultural literacies, encoding, decoding, and social media, which extends the narrow definition of literacy in our adult literacy policies. These findings, and those from my policy analysis, were used to inform policy recommendations. Policy recommendations in this research may support implementation of the United Nations Convention on the Rights of Persons with Disabilities, particularly access to lifelong learning on an equal basis with others.

text: Using inclusive research with participants with learning (intellectual) disability to better inform adult literacy policies in Aotearoa New Zealand Western ideas about disability and literacy were developed in tandem during the Industrial Revolution and subsequently brought to Aotearoa New Zealand via colonisation. These ideas inform and reinforce educator attitudes, which are the leading factor impeding adults with learning [intellectual] disability from their educational pathways of choice. People without learning disability need to hear the voices of people with learning disability to counteract these attitudes and move towards transformational equality.

There is a paucity of information about the access to and accessibility of adult literacy education for people with learning disability in Aotearoa New Zealand. However, anecdotal evidence reports their exclusion, even from foundational adult learning. There was a gap in knowledge where collaborative research that conveys the experiences of adults with learning disability was needed to gain greater insight to these issues in our bicultural context. My original contribution to knowledge is to present the voices of adults with learning disability as they discuss and demonstrate their literacy practices, and to use their perspectives to make recommendations for adult literacy policies in Aotearoa New Zealand.

I undertook a thematic analysis of current adult literacy policies in Aotearoa New Zealand and found that they target “most” adult learners, while positioning disabled people as needing specialised, and by inference optional to provide, education and resources. These policies also prescribe a linear and progressive andragogy that may not meet the needs of all adults with learning disability, while measuring literacy skills in a way that does not foreground their strengths or value their purposes for engagement.

Then, I conducted Inclusive Participatory Action Research with five adults with learning disability to gather information about their literacy practices and perspectives. Participants in this research decided to call themselves the Passioners. We met for 10 research meetings, preceded by at least two home visits, and interspersed by reflective meetings with individual participants. All research information was presented in easy read and key information was distributed audiovisually.

The Passioners added value to this research by providing unique opportunities that are only available through doing inclusive research with them, prompting research improvements, innovation, and my efforts towards acculturation in their worlds. I evaluated my inclusive approach in this research to learn more about how people with learning disability do research as people with learning disability, and what dispositions, resources, and skills people without learning disability need to do research with them.

Using reflexive thematic analysis, I constructed six themes from our research meetings data: learning disability cultural literacies, Māori (Indigenous peoples of Aotearoa New Zealand) cultural literacies, Pākehā (New Zealanders of European descent) cultural literacies, encoding, decoding, and social media, which extends the narrow definition of literacy in our adult literacy policies. These findings, and those from my policy analysis, were used to inform policy recommendations. Policy recommendations in this research may support implementation of the United Nations Convention on the Rights of Persons with Disabilities, particularly access to lifelong learning on an equal basis with others.

year: 2024-09