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    Co-production and conservation physiology: outcomes, challenges and opportunities arising from reflections on diverse co-produced projects
    (y Oxford University Press and the Society for Experimental Biology, 2025-07-18) Cooke SJ; Bett NN; Hinch SG; Adolph CB; Hasler CT; Howell BE; Schoen AN; Mullen EJ; Fangue NA; Todgham AE; Cheung MJ; Johnson RC; Olstad RS-T; Sisk M; Sisk CC; Franklin CE; Irwin RC; Irwin TR; Lewandrowski W; Tudor EP; Ajduk H; Tomlinson S; Stevens JC; Wilcox AAE; Giacinti JA; Provencher JF; Dupuis-Smith R; Dwyer-Samuel F; Saunders M; Meyer LCR; Buss P; Rummer JL; Bard B; Fuller A; Helmuth B
    As a relatively nascent discipline, conservation physiology has struggled to deliver science that is relevant to decision-makers or directly useful to practitioners. A growing body of literature has revealed that co-produced research is more likely to generate knowledge that is not only relevant, but that is also embraced and actionable. Co-production broadly involves conducting research collaboratively, inclusively, and in a respectful and engaged manner - spanning all stages from identifying research needs to study design, data collection, interpretation and application. This approach aims to create actionable science and deliver meaningful benefits to all partners involved. Knowledge can be co-produced with practitioners/managers working for regulators or stewardship bodies, Indigenous communities and governments, industry (e.g. fishers, foresters, farmers) and other relevant actors. Using diverse case studies spanning issues, taxa and regions from around the globe, we explore examples of co-produced research related to conservation physiology. In doing so, we highlight benefits and challenges while also identifying lessons for others considering such an approach. Although co-production cannot guarantee the ultimate success of a project, for applied research (such as what conservation physiology purports to deliver), embracing co-production is increasingly regarded as the single-most important approach for generating actionable science to inform conservation. In that sense, the conservation physiology community would be more impactful and relevant if it became commonplace to embrace co-production as demonstrated by the case studies presented here.
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    "It starts with a conversation" : an exploration of creative, collaborative and participatory design approaches, in the context of disability, kāinga (housing and home) and policy : an exegesis presented in partial fulfilment of the requirements for the degree of Masters of Design, Massey University
    (Massey University, 2024) O'Sullivan, Faye
    The wider problem this work responds to: Disabled people are not meaningfully included in health policy development in Aotearoa New Zealand, due to various factors. This lack of inclusion results in poor policy outcomes for those it seeks to serve. How does this Design work contribute? This project explores the design of an equitable, participatory and collaborative process, championing the voice of lived experience as a valuable source of expertise and knowledge for policy practitioners. Who is this work for? This is for anyone* seeking to undertake collaborative approaches within the disability-policy space (and beyond). *Those most interested might include Disability advocacy groups, or Design and Policy Practitioners. Methods used: Collaborative Design methods and frameworks such as co-design, co-production, participatory design. What did we learn? 'Inclusion' begins with the smallest step. Much of the literature surrounding collaborative design speaks to 'mindsets' and 'principles'. This work argues that small actions are a pathway to inclusion and the growth of such mindsets.
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    Service user views of clinical psychologist competence : a thesis submitted in partial fulfilment of requirements for the degree of Doctor of Clinical Psychology at Massey University, Albany, Aotearoa New Zealand
    (Massey University, 2023) Stevenson, Alice
    People who engage with mental health services are often not included when developing professional practice guidelines, including clinical psychology core competencies. There is a lack of research regarding how service users view psychologist competence, and service users have never been explicitly involved in generating related competencies. This leads to a limited understanding of whether existing conceptualisations of competence and competencies align with service user views. I aimed to inform current theoretical and practical understandings of competence and competencies by asking what service users identify as competent practice for clinical psychologists (CPs) and how service user views of clinical psychology (CP) competence aligned or contrasted with existing aspects of the New Zealand Psychologist’s Board (NZPB) core competencies. I adopted a social constructionist, user-led orientation based on co-production principles. This informed a mixed methods survey (n = 73) and individual interviews (n = 12) that asked A-NZ adults who had seen CPs for mental health support how they viewed CP competence. Analyses included descriptive statistics for quantitative data, content analysis for the qualitative survey data, and thematic analysis for the qualitative interview data. The analyses were then compared with the existing core competencies. The findings included five main areas that participants highlighted as important for CP competence: Interpersonal Skills and Relational Presence; Responsive Contact; Cultural Responsivity; Mental Health-Related Stigma, Discrimination, Exclusion, and Power (MHSDEP); and Safe Processes and Profession. A major aspect of service user views that contrasted with the NZPB competencies was the area of MHSDEP, especially in reference to power. Service user views of competence inform contemporary conceptualisations of competence and provide information about what is needed to make the current competencies more responsive and fit for purpose. I recommend that service user views be incorporated into the current competencies. It is clear from this study that the views of people with lived experience of mental distress are crucial for informing professional practice processes and guidelines for psychologists and mental health services more widely.
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    Sustainable cities and communities in a changing climate : lessons from New York
    (Institute of Development Studies, Massey University, 2023-04) Morris, Aya
    The Resilient Coastal Communities Project (RCCP) is a partnership between Columbia Climate School and the New York City Environmental Justice Alliance which collaborates with communities and agencies to develop and apply actionable, fundable, and equitable solutions to flood risks that also deliver complementary benefits such as habitat restoration and greater community cohesion. This paper presents a research project which investigates the ways in which the RCCP team support sustainable development by working towards SDG 11, Sustainable Cities and Communities, targets 11.3 and 11.5; SDG 13, Climate Action, targets 13.1 and 13.3; and SDG 14, Life Below Water, targets 14.1 and 14.2. Results indicate that the team have achieved some successes in their work toward SDG 11, SDG 13, and SDG 14. Challenges in implementation of resilience measures and in the inclusion of environmental justice communities within resilience planning remain.