Disabled people and disaster management in New Zealand: examining online media messages

This article explores how disability and disabled people were portrayed in New Zealand online media between 2006 and 2016, with specific reference to disasters. Following a process of content analysis, the findings indicated that post disaster, persistent advocacy was required and ensuring accessibility, immediately following a disaster as well as in the recovery phase, was a significant issue. Disabled people were also primarily presented as a vulnerable cohort and the wide-ranging issues highlighted in the media suggest they currently have minimal voice in the four disaster management stages of risk reduction, readiness, response and recovery. This article emphasises the utilisation of relationships, skills and knowledge between individuals and Disabled People’s Organisations to strengthen the disability and disaster management discourse and activity. Increased inclusion of disabled people across all phases of disaster management will assist with the New Zealand government meeting its aspiration of a non-disabling society, especially during future disaster events.     

The development of gaze following in monolingual and bilingual infants: A multi-laboratory study

Determining the meanings of words requires language learners to attend to what other people say. However, it behooves a young language learner to simultaneously encode relevant non-verbal cues, for example, by following the direction of their eye gaze. Sensitivity to cues such as eye gaze might be particularly important for bilingual infants, as they encounter less consistency between words and objects than monolingual infants, and do not always have access to the same word-learning heuristics (e.g., mutual exclusivity). In a preregistered study, we tested the hypothesis that bilingual experience would lead to a more pronounced ability to follow another's gaze. We used a gaze-following paradigm developed by Senju and Csibra (Current Biology, 18, 2008, 668) to test a total of 93 6- to 9-month-old and 229 12- to 15-month-old monolingual and bilingual infants, in 11 laboratories located in 8 countries. Monolingual and bilingual infants showed similar gaze-following abilities, and both groups showed age-related improvements in speed, accuracy, frequency, and duration of fixations to congruent objects. Unexpectedly, bilinguals tended to make more frequent fixations to on-screen objects, whether or not they were cued by the actor. These results suggest that gaze sensitivity is a fundamental aspect of development that is robust to variation in language exposure.     

“It’s a whole orchestra”: what are the instrumental elements in quality field education?

ABSTRACT

Field education is widely upheld as an essential component of social work education; however, definitions of ‘quality’ field education are contested. Increasing competition for placements in Aotearoa New Zealand has placed considerable pressure on tertiary providers and organizations to provide placements considered to be ‘of quality’. Current conversations across the social work sector are emphasizing the importance of further examination of placement quality. While the development of national field education guidelines for field educators has assisted in clarifying their particular contribution to successful placements, equivalent guidelines for other stakeholders do not currently exist.

This timely study generated qualitative data through interviews with agency managers, academic staff and students. The findings present their perspectives on elements that contribute to ‘quality’ field education. Overall, the participants agreed ‘quality’ field education is underpinned by a focus on student learning alongside a desire from the organization and the field educator to support a student placement. Student readiness and suitability, a match between the student and the placement, adequate preparation and understanding of the responsibilities of each stakeholder role were noted. The development of national guidelines on the responsibilities, skills and knowledge of students, organizations and academic staff engaged in field education is recommended.     

Social Work Practice Placements in Aotearoa New Zealand: Agency Managers Perspectives

Agency managers are one of the key stakeholders in social work education, particularly in respect of practice placements. Managers play several roles within the placement context, acting as gatekeepers, supporters, mentors, potential employers and sometimes assessors of students. This study sought the perspectives of the managers of 13 social service organisations in New Zealand on practice placements. The findings of the study show that managers have preferences for specific attributes in social work students, including flexibility, humility, confidence and resilience. Challenges with placements are associated with student personal, interpersonal and cognitive capabilities, organisational factors and the tertiary institution. The findings also illustrate that the main benefits and motivations for supporting students are for the professional development of staff, completion of agency work, recruitment and workforce development. The article concludes that it is time for a new focus on understanding and supporting the development and assessment of student personal and interpersonal capabilities as well as skill and knowledge competencies. Furthermore, since managers are directly engaged with social work practice and are ultimately deciding which graduates to employ, greater consideration should be given to how institutions and employers can work together to determine which personal and interpersonal capabilities are relevant and necessary for the workplace.     

Disability policy in Australia: a triumph of the scriptio inferior on impotence and neediness?

From the time that development of a National Disability Insurance Scheme arrived on the agenda of the Australian Labor Government's 2008 Ideas Summit, the lives of disabled Australian citizens have been widely discussed, consulted on, planned for and acted on. This discourse analysis (Fairclough 2003; 2010) critiques the ways in which disabled lives have been framed in these high profile policy debates, with detailed focus on two key policy documents. The Shut Out Report: the Experiences of People with Disabilities in Australia (2009) (2009) and Disability Care and Support (Productivity Commission 2011) are both grounded in extensive national consultations and provide significant evidence about the ways that disabled Australians talk about the problems they face and the solutions they advocate. The paper employs the well‐known recognition‐redistribution debate of Nancy Fraser and Axel Honneth (2003) to interpret the findings that narratives of suffering, burden and marginalisation predominate in current policy conversations. This tends to push out discussions concerning the non‐redistributive aspects of disability reform, potentially contributing to non‐integrationist discourse entrenched over 150 years of policies of segregation. Minority voices advocating social integration are present but muted. At this stage, their influence is undetermined.     

Challenging the abuse decision: a comparison of American and British perspectives on complaints and appeals

The conclusion by child protection services that a child has been abused and the decision to make a formal record of that conclusion involves a process called'registration' in both the United Kingdom and the United States. This is an administrative process rather than a judicial one and is instituted by public officials not lawyers, but it can have as significant an effect on the families involved as the findings of a court Yet, despite this significance, families have found it very difficult to challenge the decision to register a case of abuse, particularly in the UK. This papers offers a critique of registration processes in the UK and in the USA and suggests ways in which these processes might be improved to protect individual rights.     

Infants’ Use of Force to Defend Toys: The Origins of Instrumental Aggression

The two aims of the study were (a) to determine when infants begin to use force intentionally to defend objects to which they might have a claim and (b) to examine the relationship between toddlers’ instrumental use of force and their tendencies to make possession claims. Infants’ and toddlers’ reactions to peers’ attempts to take their toys were assessed in three independent data sets in which the same observational coding system had been used (N = 200). To ensure that infants’ use of force was goal‐directed and not a simple physical reaction, we recorded infants’ reactions when peers picked up toys that the focal infants had just put down, or were nearby or in the focal infants’ mothers’ laps. The use of force in response to peers’ taking over toys was evident before the first birthday, but more common thereafter, although only a minority of children in each sample used force. Analysis of a combined data set revealed that force was deployed more often by 2‐year‐olds than younger infants, and was significantly associated with verbal references to people’s possession of objects. These observations show that toddlers do deploy force intentionally to defend their possessions.     

Toddlers' Reactions to the Distress of Familiar Peers: The Importance of Context

Reactions to peers' distress were recorded for 52 toddlers (hosts), 18 to 36 months old, who were observed playing with familiar peers in their own homes during 2 sessions, 6 months apart. Four contextual factors were explored: the host's responsibility for the guest's distress, similarity between the toddler and the distressed peer, relative familiarity of the peer, and the toddler's experience with peers and siblings. Hosts responded more positively to distress they had caused than to distress they witnessed. Negative reactions were most likely to be shown when hosts themselves had caused the distress of a guest of the same sex. Hosts were less likely to respond either positively or negatively if they had known their guests all their lives. Toddlers who had older siblings were more likely than other hosts to respond negatively to guests' distress.