This thesis seeks to examine how the integration of play, small toys specifically, and the use of solution-focused brief therapy techniques can affect the outcomes for primary school aged children undergoing counselling. The setting is a counselling agency in Christchurch, New Zealand. A qualitative research approach is used and the data analysed using a narrative inquiry approach. The context of this study is the counselling service of an agency where young children, adolescents and their families are helped and supported through a variety of life issues. The counselling the participants are offered uses a combination of a solution-focused and play therapy where the purpose is to encourage clients to find exceptions to their presenting problems and identify their preferred future. The aim of this study is to help the children navigate their problem through a better understanding of and the gaining of personal skills and strengths. Participants were invited to be part of this study through the agency waiting list. The four included presented with a variety of reasons for coming to counselling yet these proved similar to that which the agency has been routinely presented with in the aftermath of the Canterbury earthquakes from 2011 to present day. Each participant had the consent of their parents or caregivers to engage in this project. The participants themselves separately agreed to engage in a solution- focused counselling process where the counsellor also integrated the use of small toys as part of the course. Counselling sessions were audiotaped, aspects photographed and analysed with a specific focus on client engagement. Four key themes emerged as the participants explored their personal narrative. Firstly, the “I’m OK” theme depicted in their first scaling activity, secondly a recognition that things could indeed be better and they needed help. Thirdly, a realisation of their own strengths and skills and finally that the future was an optimistic place to look forward to. These themes are described and explained through descriptions of the participant’s stories as well as self-reflection by the researcher. Transcriptions of sessions are included as are excerpts from the research journal and photographs of the use of the small toys by the children.
This thesis explores the discussions and perspectives of Christchurch secondary school students in regards to their particular experiences and engagement with Anzac. In this thesis I seek to rigorously and robustly examine these viewpoints through semi-structured focus group interviews and thematic analysis. I seek to situate these youth perspectives within wider debates around Anzac mythology and Anzac resurgence in New Zealand which often do not represent the youth outlook. These debates are seen, on the one hand, to present a resurgence of youth engagement with Anzac and, on the other hand, to present the idea that Anzac has become an exclusionary myth which distorts Australians’ and New Zealanders’ understanding of wider Anzac experiences and educates them in a narrow, militarised way. Youth engagement with Anzac was not something which could be solely situated under either of these debates and, instead, it was seen to be multifaceted and made up of unique ideas and elements. The youth in my study acknowledged that their Anzac education did have mythic elements which made it hard for them to engage with Anzac despite the fact that they were actually interested in learning and understanding it. These mythic elements were the idea that Anzac is taught as a ‘simple narrative’ which does not allow room for critique, that it emphasises a link between Anzac and national identity, that it disregards many alternative Anzac experiences and that it presents a particular New Zealand identity to internalise. These students responded to their mythic Anzac education in a very active way, and instead of accepting it as truth, they were able to have constructive and critical conversations about their education and push against parts of it which they found to be too narrow or skewed in particular directions based on gender, ethnicity and national identity. The students were not passive vessels which internalised their Anzac education as fact; instead, they were able to acknowledge the mythic elements of their education and its negative influence in the classroom. This thesis went further in exploring what factors were seen to enhance this active process of critique and provide students with alternative knowledge and perspectives about Anzac. These factors were ancestral ties to Anzac, research into personal Anzac stories and experiences, unassessed educational units, centenary discussions, an understanding of hardship through the earthquakes and alternative perspectives of the Anzac experience through access to the internet. These factors presented a broader understanding of Anzac perspectives and experiences and students believed that if the mythic elements of their education could be revised and these elements encouraged then their engagement with Anzac would continue long into the future.
Worldwide turbidity is a huge concern for the health of aquatic ecosystems. Human activities on the land such as construction, deforestation, agriculture, and mining all have impacts on the amount of particulate solids that enter the world’s waterways. These particulate solids can pose a number of risks to aquatic life, but primary among them is the turbidity that they create in the water column. The way suspended solids interact with light creates cloudiness in the water which interferes with the vision, and visually mediated behaviours of aquatic organisms, particularly fish. The Avon-Heathcote estuary of Christchurch, New Zealand, is one such body of water that is subject to tremendous variation in turbidity, no doubt exacerbated by the destruction of Christchurch in the 2010 and 2011 earthquakes, as well as the subsequent ongoing rebuild. The yellow eyed mullet, Aldrichetta Forsteri, is one species that is common with the estuary, and uses it as a habitat for breeding. Though very common throughout New Zealand, and even a part of the catch of commercial fisheries, the yellow eyed mullet is a largely unstudied organism, with virtually no published scientific enquiry based on the species. The present work assesses how several behaviours of the yellow eyed mullet are effected by acute turbidity at 10, 50, 90, 130 and 170 NTU, finding that: 1) The optomotor response of mullet to 2.5 mm stripes drops to insignificant levels between 10 and 50 NTU, 2) The swimming activity of the yellow eyed mullet is highest at 10 NTU and drops to a significantly lower level at higher turbidities, 3) The grouping behaviour of small groups of yellow eyed mullet are unchanged by increasing turbidity levels, 4) that yellow eyed mullet do not exhibit significantly different behavioural response to a simulated predator at any of the tested turbidities, and 5) that yellow eyed mullet to do significantly alter their oxygen consumption during exposure to the turbidities in an increasing series. The results presented in these studies indicate that turbidites above 50 NTU pose a significant risk to the lifestyle of the yellow eyed mullet, potentially impacting their ability to perceive their surroundings, feed, school, and avoid predation. Future work has a lot of ground to cover to more precisely determine the relationship between yellow eyed mullet behaviour and physiology, and the turbidity of their environment. In particular, future work should focus more closely on the turbidities between 10 and 50 NTU, as well as looking to field work to see what the predominant predators of the mullet are, and specifically whether turbidity increases or decreases the risk of mullet being subject to avian predation. There is also considerable scope for studies on the effects of chronic turbidity upon mullet, which will add understand to the predicament of escalating turbidity and its effects upon this common and yet mysterious native fish.
