Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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Author: search.filters.author.Ross KSubject: search.filters.subject.1117 Public Health and Health Services

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    Using Q-Methodology to Explore Stakeholder Views about Porn Literacy Education
    (Springer Nature Switzerland AG, 2022-06) Healy-Cullen S; Taylor JE; Morison T; Ross K
    Introduction ‘Porn literacy education’ is emerging as a pedagogical strategy to support youth in navigating the new technological pornography landscape. However, the characteristics of effective porn literacy education according to those who will be most affected by it—young people, their caregivers and educators—is unknown. Yet, end user views are imperative to policy development in sexuality education worldwide. Methods Using Q-methodology, the commonalities and idiosyncrasies of these stakeholder views were explored. In 2019, 30 participants recruited through nine schools in New Zealand completed an online Q sort, and 24 also took part in a follow-up interview. Results There were two distinct discourses regarding porn literacy education among stakeholders: (i) the pragmatic response discourse and (ii) the harm mitigation discourse. Conclusions Stakeholders hold nuanced and ideologically charged perspectives about porn literacy education and educational initiatives more generally. It is therefore important that policy caters for these different perspectives and that a 'one-size-fits-all' policy approach is acknowledged as insufficient. Policy Implications It is crucial that policy development is guided by evidence about what constitutes effective sexuality education. The social discourses reported here are important to consider in developing policy about porn literacy education and require further research to more fully understand the potential of porn literacy as pedagogy.
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    Exploring the needs and coping strategies of New Zealand parents in the neonatal environment
    (Wiley, 17/02/2022) Dodge A; Gibson C; Williams M; Ross K
    Aim Having an infant admitted to a neonatal care facility can be highly distressing for parents given the fragile state of their child and the often-unfamiliar environment. This study aimed to explore the needs and coping strategies of parents in this setting. Methods An online qualitative survey was used to explore the needs of parents who had a child discharged from a New Zealand neonatal unit in the past 12 months. A total of 394 parents participated in the study (387 mothers, 5 fathers), providing 970 responses across three open-ended questions examining their needs, unmet needs and coping strategies. The study included participants across both neonatal intensive care units and special care baby units, with prematurity (47%) the most common reason for admission. An inductive form of thematic analysis was used to analyse the data. Results Four themes were developed that capture the needs and coping strategies expressed by parents in this study: communication and information; physical contact and access to the baby; emotional and non-medical support; and involvement, autonomy and respect. Conclusions The themes developed largely centre around the struggle parents face when confronting the uncertainty of the neonatal environment and the difficulty in establishing their parental role. Parental distress may be reduced through communicating accurate information regularly and providing empathetic understanding, while opportunities for physical contact and involvement may assist in raising parental confidence and scaffolding the journey to independent care of their infant.