Journal Articles

Now showing 1 - 4 of 4

Navigating Outward Bound: a first-person exploration of situational exposure through an autistic lens
(Springer Nature on behalf of Outdoor Education Australia, 2025-02-18) Newcombe N; Good GA
This article explores the first author’s experience as an autistic woman attending a five-day Professional Leadership course at Outward Bound in Aotearoa, New Zealand. Through a first-person autoethnographic narrative, Nicolina shares why she chose Outward Bound and how she navigated the challenges of situational exposure in a physically and socially demanding outdoor education program, using accommodations to maximise time in the learning zone. She discusses the sensory sensitivities and need for routines that often accompany Autism Spectrum Disorder and demonstrates how she adapted and advocated for her needs while participating in a mainstream course. The barriers she encountered and the positive outcomes she achieved are described. Four themes emerged, these were motivation, challenges, coping and thriving through adaptations, and hope. By reflecting on the balance between growth and anxiety within the comfort zone model, this article offers insights for autistic people, outdoor educationalists, and practitioners. Recommendations call for increased awareness and flexibility in accommodating neurodivergent people in adventure education contexts.
A study of older adults: Observation of ranges of life satisfaction and functioning
(New Zealand Psychological Society, 2011) Good GA; LaGrow S; Alpass F
Levels of daily functioning and life satisfaction in older people are investigated in this study. Surveys and interviews included 425 people aged 65+ and comparisons were made between three age groups (ages 65-74, 75-84, 85 +) on levels of activity, independence and social support; satisfaction with levels of independence, activity and social support and overall life satisfaction, Results indicated that those aged 85+ had significantly lower levels of activity and independence than those in the two younger age groups. Differences were found in 8 of 12 domains of independence and in outdoor work and mobility activities. The oldest age group was also found to be significantly less satisfied with their levels of independence and activity than were the younger age groups. No significant differences were found between the groups in overall life satisfaction. Levels of activity and independence, satisfaction with social support and satisfaction with independence were found to make unique contributions to t to the prediction of variance in overall life satisfaction. Findings are important in understanding what to expect of ourselves and others as we age, which daily activities are likely to be most difficult for older people and what factors are predictors of overall life satisfaction.
What about us? Reported experiences of disabled people related to the Christchurch earthquakes
(Elsevier, 2014) Phibbs S; Good GA; Severinsen C; Woodbury E; Williamson K
Internationally there is limited research on the experiences of people with disabilities during and following a major disaster. This research explores the reported experiences of disabled people related to the 2010-2011 Christchurch, New Zealand earthquake series. Methods Qualitative inquiry involving purposive sampling and face to face interviews with 23 disabled people living in Christchurch during the earthquakes. The qualitative research was followed by a pilot quantitative survey involving 25 disabled people living in Christchurch during the earthquakes and 10 people who work in the disability sector. Qualitative interview material was analysed using thematic analysis while quantitative data was analysed using descriptive statistics. Results Disabled people preferred to shelter in place as their homes are organised to suit their specific needs. Our research suggests that urban disaster risk reduction strategies are needed that enhance opportunities for disabled people to maintain autonomy in an emergency situation. Key factors identified by participants that increase earthquake vulnerability among disabled people include a lack of personal disaster preparedness, public information that is not disability accessible and social isolation. Resilience was enhanced through disaster preparedness planning and good support networks. Implications: Individuals, communities and responding agencies could learn from the experiences of disabled people in order to improve preparation and response to disasters for vulnerable groups. Disaster recovery should be seen as an opportunity to reduce risk through avoiding recreating the conditions of vulnerability that may have existed previously
Emergency plans in schools: Individualised disaster planning for students with impaired vision
(SPEVI, 19/01/2016) Good GA; Gentle, F
In light of recent disasters, families, schools and communities are developing plans to manage school response. Few students have individualised safety plans built into their IEPs and most schools do not have inclusive plans for safety in the event of disaster. Carefully considered emergency plans, which address the needs of all students, could bring peace of mind to families and school personnel, could prevent the exacerbation of disability and could save lives. Disabled children are at great risk for displacement during rapid evacuations and slowed reunification with families following a disaster, among other disaster related risks. The objective of this research is to provide literature based recommendations for research and practice for safety planning in schools for children with impaired vision. - See more at: http://mro.massey.ac.nz/handle/10179/7516?show=full#sthash.B2F75Q1f.dpuf

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