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Research papers, University of Canterbury Library

This thesis focuses attention on the ongoing effects of the earthquakes on children in Christchurch. It identifies the learning and behavioural difficulties evident in an increasing number of students and cautions the use of the word 'resilient' to describe children who may be just managing. This assumption has a significant impact on the wellbeing of many Christchurch children who, disaster literature warns, are likely to be under-served. This thesis suggests that, because of the scale of need, schools are the best place to introduce practices that will foster wellbeing. Mindfulness practices are identified as a potential tool for ameliorating the vulnerabilities experienced by children, while at the same time working to increase their capabilities. This thesis argues that, through mindful practices, children can learn to be more reflective of their emotions and respond in more considered ways to different situations. They can become more relational, having a greater understanding of others through a deeper understanding of themselves, and they can build resilience by developing the protective factors that promote more adaptive functioning. This thesis identifies the strong links between mindfulness and the holistic wellbeing concept of Te Whare Tapa Whã and a Mãori worldview. Strong links are also identified with the vision, values and key competencies of the New Zealand Curriculum and 21st Century learners. Both short and long term recommendations are made for the introduction of mindfulness practices in schools to enhance the wellbeing of children.  

Research papers, University of Canterbury Library

This thesis examines how 18 University of Canterbury students based in Christchurch experienced housing insecurity during the three years after a series of major earthquakes from late 2010 and throughout 2011. I adopted a qualitative exploratory approach to gather students’ accounts and examine their experiences which were analysed using constructivist grounded theory methods. Three core categories were identified from the data: mobility, recreating security, and loss. Mobility included the effects of relocation and dislocation, as well as how the students searched for stability. Recreating security required a renewed sense of belonging and also addressed the need to feel physically safe. Lastly, loss included the loss of material possessions and also the loss of voice and political representation. The theory that emerged from these findings is that the extent to which students were able to control their mobility largely explained their experiences of housing insecurity. When students experienced a loss of control over their mobility they effectively addressed this by being resourceful and drawing on existing forms of capital. This resourcefulness generated a new form of capital, here called security capital, which represents a conceptual contribution to existing debates on students’ experiences of homelessness in a disaster context.