title: Using Skype to mother: bodies, emotions, visuality, and screens

authors: Longhurst, Robyn

subjects: mothering

abstract: This research examines how a group of mothers in Hamilton, Aotearoa New Zealand are developing and maintaining emotional and familial links with their children of a variety of ages via video calls using Skype. More specifically it seeks to deepen understanding of how seeing one’s child or children as part of the communication affects mothers’ feelings towards their children. The research is informed by Sara Ahmed’s work on ‘queer phenomenology’ and the ‘cultural politics of emotions’, which enabled a critical engagement on mothers’ and children’s embodied and emotional relationships via screens that convey ‘real-time’ images. Interviews with thirty-five mothers, twenty-four of whom use Skype to contact their children or maintain contact with their own mothers, revealed that the dwelling places of bodies are no longer just rooms in homes where mothers, and children’s flesh and emotions rub up against each other on a daily basis but screens across which voices and, even more importantly, images are shared. More than half the mothers who were interviewed reported that using Skype with real-time video to see their children reduced feelings of distance. They also reported that ‘seeing’ their child or children enables them to assess their children’s well-being more accurately. In this way the computer screen, as object, by portraying moving visual images, is ‘reorientating’ mothers’ and children’s bodies offering a seemingly closer physical and emotional proximity than in the past.

text: Using Skype to mother: bodies, emotions, visuality, and screens This research examines how a group of mothers in Hamilton, Aotearoa New Zealand are developing and maintaining emotional and familial links with their children of a variety of ages via video calls using Skype. More specifically it seeks to deepen understanding of how seeing one’s child or children as part of the communication affects mothers’ feelings towards their children. The research is informed by Sara Ahmed’s work on ‘queer phenomenology’ and the ‘cultural politics of emotions’, which enabled a critical engagement on mothers’ and children’s embodied and emotional relationships via screens that convey ‘real-time’ images. Interviews with thirty-five mothers, twenty-four of whom use Skype to contact their children or maintain contact with their own mothers, revealed that the dwelling places of bodies are no longer just rooms in homes where mothers, and children’s flesh and emotions rub up against each other on a daily basis but screens across which voices and, even more importantly, images are shared. More than half the mothers who were interviewed reported that using Skype with real-time video to see their children reduced feelings of distance. They also reported that ‘seeing’ their child or children enables them to assess their children’s well-being more accurately. In this way the computer screen, as object, by portraying moving visual images, is ‘reorientating’ mothers’ and children’s bodies offering a seemingly closer physical and emotional proximity than in the past.

year: 2013

title: Fathers’ help-seeking and support: The importance of relationships for mental wellbeing

authors: Ghaleiha, Amin

subjects: Fatherhood

abstract: Becoming a father is a major transition for men, and may be a source of happiness and fulfilment, as well as distress. Perinatal mental health research has traditionally focused on mothers, with paternal mental health receiving limited attention. Men are adopting more caregiving roles and increasing their parental involvement, while maintaining their traditional role as a key provider for the family. Balancing these roles may lead to experiences of psychological distress, and help-seeking can be important in alleviating the impacts of paternal distress. However, research on fathers’ help-seeking and mental health needs remains scarce. Therefore, this thesis sought to better understand fathers’ experiences of help-seeking, and facilitators and challenges of paternal help-seeking to support mental health.
Study 1 involved in-depth semi-structured interviews with 11 fathers about their experiences regarding transition to fatherhood and seeking support and advice in early years of parenthood. Fathers reported experiencing distress and uncertainty during the transition to parenthood; however, most did not believe their distress required seeking professional help. Fathers also used a variety of individual and interpersonal coping strategies. Partners were the most important source of emotional support for fathers, but some fathers felt it was inappropriate to seek their partner’s support while she was coping with the stress of pregnancy and new parenting. This study revealed that fathers viewed themselves in a rather traditional role of provider and as a source of emotional and financial stability for their family. This led to work-life balance stress and, for some, created a dilemma where they felt unable to seek emotional support from their most trusted person—their partner.
In study 2 the role of social support, particularly partner support, was explored in relation to paternal mental health and parenting. Data from fathers participating in Growing Up in New Zealand (N = 2601) were used, focusing on data waves during pregnancy and at child ages 9 months and 2 years. Concurrent partner support, and to a lesser degree, other informal support (friends and family) was related to lower paternal distress during pregnancy and at child age 9 months. Although significant, the magnitude of the association was small. There was no evidence of social support in infancy buffering a negative association between distress and parenting outcomes at child age 2 years.
Study 1 found that most fathers did not feel that their distress warranted a professional intervention. Following from this, study 3 investigated the relationships among mental health literacy (MHL), emotional distress, and fathers’ perceptions of barriers and modes of mental health help-seeking. Data were collected from a community sample of New Zealand and Australian fathers (N = 129). The study involved completing an online vignette survey, the Depression, Anxiety, and Stress Scale 21 Items (DASS-21), and two open ended questions. Those with a high DASS-21 stress score were more likely to report the individual in the vignette as needing help or having a mental health problem. regardless of the accuracy of this choice. Additionally, more fathers were able to correctly recognise clear symptoms of depression (typical depression) compared to masked depression. Fathers described several informal and formal sources for support and internal and external barriers (e.g., stigma and time/cost) to help-seeking.
This thesis adds to the growing knowledge on fathers’ mental wellbeing by examining paternal help-seeking and distress as well the role of social support. Overall, the findings of this research are consistent with the limited amount of existing research suggesting that partner support has a unique role in paternal mental health. The findings also suggest greater emphasis on the role of relationships and social support in fathers’ mental health and help-seeking. The main implications of this thesis for health professionals who interact with young families are that paternal mental health requires greater clinical and social attention, and fathers with low levels of social support, poor work-life balance and mental health literacy, and traditional masculine beliefs on help-seeking may be at high risk of experiencing mental health difficulties.

text: Fathers’ help-seeking and support: The importance of relationships for mental wellbeing Becoming a father is a major transition for men, and may be a source of happiness and fulfilment, as well as distress. Perinatal mental health research has traditionally focused on mothers, with paternal mental health receiving limited attention. Men are adopting more caregiving roles and increasing their parental involvement, while maintaining their traditional role as a key provider for the family. Balancing these roles may lead to experiences of psychological distress, and help-seeking can be important in alleviating the impacts of paternal distress. However, research on fathers’ help-seeking and mental health needs remains scarce. Therefore, this thesis sought to better understand fathers’ experiences of help-seeking, and facilitators and challenges of paternal help-seeking to support mental health.
Study 1 involved in-depth semi-structured interviews with 11 fathers about their experiences regarding transition to fatherhood and seeking support and advice in early years of parenthood. Fathers reported experiencing distress and uncertainty during the transition to parenthood; however, most did not believe their distress required seeking professional help. Fathers also used a variety of individual and interpersonal coping strategies. Partners were the most important source of emotional support for fathers, but some fathers felt it was inappropriate to seek their partner’s support while she was coping with the stress of pregnancy and new parenting. This study revealed that fathers viewed themselves in a rather traditional role of provider and as a source of emotional and financial stability for their family. This led to work-life balance stress and, for some, created a dilemma where they felt unable to seek emotional support from their most trusted person—their partner.
In study 2 the role of social support, particularly partner support, was explored in relation to paternal mental health and parenting. Data from fathers participating in Growing Up in New Zealand (N = 2601) were used, focusing on data waves during pregnancy and at child ages 9 months and 2 years. Concurrent partner support, and to a lesser degree, other informal support (friends and family) was related to lower paternal distress during pregnancy and at child age 9 months. Although significant, the magnitude of the association was small. There was no evidence of social support in infancy buffering a negative association between distress and parenting outcomes at child age 2 years.
Study 1 found that most fathers did not feel that their distress warranted a professional intervention. Following from this, study 3 investigated the relationships among mental health literacy (MHL), emotional distress, and fathers’ perceptions of barriers and modes of mental health help-seeking. Data were collected from a community sample of New Zealand and Australian fathers (N = 129). The study involved completing an online vignette survey, the Depression, Anxiety, and Stress Scale 21 Items (DASS-21), and two open ended questions. Those with a high DASS-21 stress score were more likely to report the individual in the vignette as needing help or having a mental health problem. regardless of the accuracy of this choice. Additionally, more fathers were able to correctly recognise clear symptoms of depression (typical depression) compared to masked depression. Fathers described several informal and formal sources for support and internal and external barriers (e.g., stigma and time/cost) to help-seeking.
This thesis adds to the growing knowledge on fathers’ mental wellbeing by examining paternal help-seeking and distress as well the role of social support. Overall, the findings of this research are consistent with the limited amount of existing research suggesting that partner support has a unique role in paternal mental health. The findings also suggest greater emphasis on the role of relationships and social support in fathers’ mental health and help-seeking. The main implications of this thesis for health professionals who interact with young families are that paternal mental health requires greater clinical and social attention, and fathers with low levels of social support, poor work-life balance and mental health literacy, and traditional masculine beliefs on help-seeking may be at high risk of experiencing mental health difficulties.

year: 2024-03-25

title: Aotearoa's heart language: An investigation of compulsory te reo Māori language learning for non-Māori teaching students in Aotearoa New Zealand

authors: Moon, Watene Malcolm Ernest

subjects: Te reo Māori

abstract: Te Reo Māori is becoming more prominent on our airwaves, in government agencies and within schools. Within a wider education system that increasingly seeks to give effect to Te Tiriti o Waitangi, teachers in New Zealand are being asked to become more competent in their development and use of Te Reo Māori, despite over 70% of teachers identifying as New Zealand European. The Teaching Council of Aotearoa New Zealand passed a requirement in 2021 specifying that new teachers should demonstrate Te Reo Māori competency at between level 3 and 4 of the Māori language curriculum by the time they graduate from their initial teacher education. Learning any second language as an adult can be challenging, and so the Teaching Council’s requirement is a big ask, particularly for non-Māori teaching students who may have had little to no exposure to the Māori language prior to enrolling into the teaching programme.

This thesis reports on a qualitative study that investigated the experiences of four non-Māori pre-service teaching students in relation to the requirement that they learn Te Reo Māori as a part of their teaching degree programme. Semi-structured interviews were used to gather data, incorporating culturally responsive approaches during data collection and thematic analysis was undertaken to identify findings. The backdrop for this study was an interpretivist paradigm that recognises the socially constructed nature of each individual’s reality. This research paradigm was appropriate for this research study as I sought to interpret and understand the experiences of each participant with the Teaching Council’s Te Reo Māori requirement. An interpretivist research design also aligns with a qualitative approach to data collection which made this paradigm a good fit for the research project.

The findings suggest that the new Teaching Council requirement is leading to language progress, although there have been challenges for the participants. All four participants have increased their knowledge, understanding and confidence to engage with Te Reo Māori. There was also a noticeable shift in cultural competence amongst all four participants. A very positive outcome when considering that all of the participants came into the teaching programme with little to no experience with Māori language and culture. However, learning Te Reo Māori has at times been confronting for these participants, primarily when historical issues associated with colonisation and the repression of the Māori language have surfaced. Technical aspects of second language acquisition have also caused challenges such as in relation to correct pronunciation and participants’ opportunities to use Te Reo Māori.
 
An over-riding theme from this research has been that although the Teaching Council’s language learning mandate presents an ambitious challenge for pre-service teachers, the four participants in this study have all experienced what can be characterised as a transformative learning process in relation to their Te Reo Māori journey thus far. That is, each participant had learning moments where they were able to critically reflect on their worldview and prior knowledge of Māori language and culture. Through this transformative process not only did the participants gain a deeper understanding of a Māori worldview, but they were able to transition this understanding into their developing teacher practice to the benefit of themselves and their students. While the participants for this study were purposively selected, the positive outcomes evident in their language learning journey suggest that there is potential for this new Teaching Council mandate to be achievable. The findings suggest that this new mandate might be a powerful lever towards a cultural shift for our English-medium teachers and within their classrooms as Te Reo Māori becomes more prominent. This study is also significant because of the scarcity of research on this new policy, and on non-Māori who are required to learn Te Reo Māori as part of their teaching degree. There could be wider significance for this research in the public sphere with attitudes potentially shifting more favourably towards Te Reo Māori and a bicultural country, centred on a Te Tiriti o Waitangi partnership. The findings of this study will be of use to future and current non-Māori teaching students to help navigate this new mandate. Teacher educators could benefit from the implications for culturally responsive teaching and learning. This study may inform researchers in the field of linguistics and education who might wish to build on the results of this research project to inform further studies. Finally, policy makers may be interested to learn about the benefits and challenges that have emerged from this new Teaching Council mandate. Lastly, this research presents an exciting opportunity to showcase this new Teaching Council mandate, and what one participant in the present study described as the ‘heart language’ of New Zealand, with the potential for Te Reo Māori to flourish beyond language classrooms and Māori-medium education and into our mainstream education system, where it belongs.

text: Aotearoa's heart language: An investigation of compulsory te reo Māori language learning for non-Māori teaching students in Aotearoa New Zealand Te Reo Māori is becoming more prominent on our airwaves, in government agencies and within schools. Within a wider education system that increasingly seeks to give effect to Te Tiriti o Waitangi, teachers in New Zealand are being asked to become more competent in their development and use of Te Reo Māori, despite over 70% of teachers identifying as New Zealand European. The Teaching Council of Aotearoa New Zealand passed a requirement in 2021 specifying that new teachers should demonstrate Te Reo Māori competency at between level 3 and 4 of the Māori language curriculum by the time they graduate from their initial teacher education. Learning any second language as an adult can be challenging, and so the Teaching Council’s requirement is a big ask, particularly for non-Māori teaching students who may have had little to no exposure to the Māori language prior to enrolling into the teaching programme.

This thesis reports on a qualitative study that investigated the experiences of four non-Māori pre-service teaching students in relation to the requirement that they learn Te Reo Māori as a part of their teaching degree programme. Semi-structured interviews were used to gather data, incorporating culturally responsive approaches during data collection and thematic analysis was undertaken to identify findings. The backdrop for this study was an interpretivist paradigm that recognises the socially constructed nature of each individual’s reality. This research paradigm was appropriate for this research study as I sought to interpret and understand the experiences of each participant with the Teaching Council’s Te Reo Māori requirement. An interpretivist research design also aligns with a qualitative approach to data collection which made this paradigm a good fit for the research project.

The findings suggest that the new Teaching Council requirement is leading to language progress, although there have been challenges for the participants. All four participants have increased their knowledge, understanding and confidence to engage with Te Reo Māori. There was also a noticeable shift in cultural competence amongst all four participants. A very positive outcome when considering that all of the participants came into the teaching programme with little to no experience with Māori language and culture. However, learning Te Reo Māori has at times been confronting for these participants, primarily when historical issues associated with colonisation and the repression of the Māori language have surfaced. Technical aspects of second language acquisition have also caused challenges such as in relation to correct pronunciation and participants’ opportunities to use Te Reo Māori.
 
An over-riding theme from this research has been that although the Teaching Council’s language learning mandate presents an ambitious challenge for pre-service teachers, the four participants in this study have all experienced what can be characterised as a transformative learning process in relation to their Te Reo Māori journey thus far. That is, each participant had learning moments where they were able to critically reflect on their worldview and prior knowledge of Māori language and culture. Through this transformative process not only did the participants gain a deeper understanding of a Māori worldview, but they were able to transition this understanding into their developing teacher practice to the benefit of themselves and their students. While the participants for this study were purposively selected, the positive outcomes evident in their language learning journey suggest that there is potential for this new Teaching Council mandate to be achievable. The findings suggest that this new mandate might be a powerful lever towards a cultural shift for our English-medium teachers and within their classrooms as Te Reo Māori becomes more prominent. This study is also significant because of the scarcity of research on this new policy, and on non-Māori who are required to learn Te Reo Māori as part of their teaching degree. There could be wider significance for this research in the public sphere with attitudes potentially shifting more favourably towards Te Reo Māori and a bicultural country, centred on a Te Tiriti o Waitangi partnership. The findings of this study will be of use to future and current non-Māori teaching students to help navigate this new mandate. Teacher educators could benefit from the implications for culturally responsive teaching and learning. This study may inform researchers in the field of linguistics and education who might wish to build on the results of this research project to inform further studies. Finally, policy makers may be interested to learn about the benefits and challenges that have emerged from this new Teaching Council mandate. Lastly, this research presents an exciting opportunity to showcase this new Teaching Council mandate, and what one participant in the present study described as the ‘heart language’ of New Zealand, with the potential for Te Reo Māori to flourish beyond language classrooms and Māori-medium education and into our mainstream education system, where it belongs.

year: 2023