Journal Articles

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

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    Knowledge, attitudes and behaviours towards vitamin D and sun exposure of parents of infants and young children and health professionals in New Zealand.
    (SAGE Publications, 2023-07-02) Von Hurst P; Mazahery H; Reynolds E; Thomson A; Franklin M; Conlon C
    BACKGROUND: Vitamin D deficiency may result in adverse long-term health consequences in adulthood if it occurs during fetal development, infancy and childhood. To effectively improve vitamin D status of infants/toddlers, there needs to be knowledge and awareness of vitamin D among parents and health professionals. AIMS: The aim of this study was to investigate parents' and health professionals' knowledge, attitudes and behaviours towards vitamin D and sun exposure over two timepoints. METHODS: The study was an ecological study over two timepoints (Parents 2009 and 2021; Health professionals 2010 and 2019) and used an online questionnaire. RESULTS: The analysis included 9834 parents (2009 n = 8032; 2021 n = 1802) and 283 health professionals (2010 n = 193; 2019 n = 90). Parents and health professionals had good knowledge of vitamin D sources, roles and risk factors for deficiency over two timepoints. There were however some confusions regarding the vitamin D content of breast milk, exclusive breastfeeding as a risk factor for deficiency, and ineffectiveness of sun exposure through glass windows in relation to vitamin D synthesis. In 2019, only 37% of health professionals indicated giving advice on supplements for infants/toddlers. Most parents and health professionals believed there was not enough information available to parents regarding vitamin D (>90%) and that skin cancer prevention messages make it difficult to get information about vitamin D across (>70%). CONCLUSION: Although parents and health professionals had good knowledge in most areas, knowledge of some specific sources and risk factors for vitamin D deficiency was poor.
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    How do youth, parents, and educators use discursive sexual scripts to make sense of youth engagement with internet pornography?
    (Taylor and Francis Group, 2022-12) Healy-Cullen S; Morison T; Ross K; Taylor JE
    In this article, we explore how culturally available sexual scripts are drawn on to make meaning of young people’s engagement with internet pornography (IP). We draw on a version of sexual scripting theory developed by feminist discursive scholars to perform a critical thematic analysis of 24 interviews with parents, educators, and young people. We identify three main scripts commonly drawn on by participants to make sense of youth engagement with IP, namely: a script of harm, a heterosexual script, and a developmentalist script. These scripts, often interweaving with one another, were deployed in various ways, firstly, as ‘risk talk’ and, secondly, as ‘resistant talk’. While both adults and youth engaged with dominant (‘risk’) and alternative (‘resistant’) talk, adults primarily positioned youth within ‘risk talk’. We show how alternative ‘resistant talk’ disrupts common, scripted ways of accounting for youth engagement with IP in a way that demonstrates more nuanced sexual subjectivities – particularly among youth – than the traditional media effects paradigm acknowledges. Importantly, our findings show how, within discursive restraints, essentialized gender constructions can be resisted to position youth as agentic sexual subjects.
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    What does it mean to be ‘porn literate’? Perspectives of young people, parents and teachers in Aotearoa New Zealand
    (Taylor and Francis Group, 5/04/2023) Healy-Cullen S; Morison T; Taylor J; Taylor K
    Porn literacy education is a pedagogical strategy responding to youth engagement with pornography through digital media. The approach is intended to increase young people's knowledge and awareness regarding the portrayal of sexuality in Internet pornography. However, what being 'porn literate' entails, and what a porn literacy education curricula should therefore include, is not a settled matter. Recognising the importance of end-user perspectives, 24 semi-structured interviews were conducted with parents, teachers and young people in Aotearoa (New Zealand) and analysed via critical, constructionist thematic analysis. Participants drew on a developmentalist discourse and a discourse of harm to construct porn literacy education as a way to inoculate young people against harmful effects, distortions of reality, and unhealthy messages. In addition to this dominant construction of porn literacy education, we identified talk that to some extent resisted these dominant discourses. Building on these instances of resistance, and asset-based constructions of youth based on their agency and capability, we point to an ethical sexual citizenship pedagogy as an alternative approach to porn literacy education.