Understanding posttraumatic stress disorder (PTSD) symptoms in police first-responders is an underdeveloped field. Using a cross-sectional survey, this study investigated demographic and occupational characteristics, coping resources and processes, along with first-responder roles and consequences 18 months following a disaster. Hierarchical linear regression (N = 576) showed that greater symptom levels were significantly positively associated with negative emotional coping (β = .31), a communications role (β = .08) and distress following exposure to resource losses (β = .14), grotesque scenes (β = .21), personal harm (β = .14), and concern for significant others (β = .17). Optimism alone was negatively associated (β=−15), with the overall model being a modest fit (adjusted R2 = .39). The findings highlight variables for further study in police.
The Sendai Framework for Disaster Risk Reduction 2015-2030 finds that, despite progress in disaster risk reduction over the last decade “evidence indicates that exposure of persons and assets in all countries has increased faster than vulnerability has decreased, thus generating new risk and a steady rise in disaster losses” (p.4, UNISDR 2015). Fostering cooperation among relevant stakeholders and policy makers to “facilitate a science-policy interface for effective decisionmaking in disaster risk management” is required to achieve two priority areas for action, understanding disaster risk and enhancing disaster preparedness (p. 13, p. 23, UNISDR 2015). In other topic areas, the term science-policy interface is used interchangeably with the term boundary organisation. Both terms are usually used refer to systematic collaborative arrangements used to manage the intersection, or boundary, between science and policy domains, with the aim of facilitating the joint construction of knowledge to inform decision-making. Informed by complexity theory, and a constructivist focus on the functions and processes that minimize inevitable tensions between domains, this conceptual framework has become well established in fields where large complex issues have significant economic and political consequences, including environmental management, biodiversity, sustainable development, climate change and public health. To date, however, there has been little application of this framework in the disaster risk reduction field. In this doctoral project the boundary management framework informs an analysis of the research response to the 2010-2011 Canterbury Earthquake Sequence, focusing on the coordination role of New Zealand’s national Natural Hazards Research Platform. The project has two aims. It uses this framework to tell the nuanced story of the way this research coordination role evolved in response to both the complexity of the unfolding post-disaster environment, and to national policy and research developments. Lessons are drawn from this analysis for those planning and implementing arrangements across the science-policy boundary to manage research support for disaster risk reduction decision-making, particularly after disasters. The second aim is to use this case study to test the utility of the boundary management framework in the disaster risk reduction context. This requires that terminology and concepts are explained and translated in terms that make this analysis as accessible as possible across the disciplines, domains and sectors involved in disaster risk reduction. Key findings are that the focus on balance, both within organisations, and between organisations and domains, and the emphasis on systemic effects, patterns and trends, offer an effective and productive alternative to the more traditional focus on individual or organisational performance. Lessons are drawn concerning the application of this framework when planning and implementing boundary organisations in the hazard and disaster risk management context.
An entry from Deb Robertson's blog for 8 August 2015 entitled, "Sociology of the City {part 1(4) Sociology 355}".The entry was downloaded on 2 November 2016.
The aim of this study is to explore the main contributors and obstacles to employee learning in the context of an alliance using the framework of a complex embedded multiple-case study. The two participant alliance partner organisations (APOs) are natural competitors that have joined to respond to urgent community needs of the city of Christchurch following the major earthquakes in September 2010 and February 2011. At the moment of the in-depth interviews, it had been about four years since those events occurred. There are continuous, unexpected circumstances that still require attention. However, the alliance has an expiry date, thus reinforcing the uncertain work environment. The main enablers found were participative, collaborative learning encouraged by leaders who embraced the alliance’s “learning organisational culture”. Employees generated innovations mostly in social interaction with others, while taking on responsibility for their learning by learning from mistakes. The main obstacle found is competition, as inhibitor of collaboratively sharing their knowledge out of fear of losing their competitiveness.
The Canterbury earthquakes of 2010-2012 have been generation shaping. People living and working in and around the city during this time have had their lives and social landscapes changed forever. The earthquake response, recovery and rebuild efforts have highlighted unheralded social strengths and vulnerabilities within individuals, organisations, communities and country writ large. It is imperative that the social sciences stand up to be counted amongst the myriad of academic research, commentary and analysis.
Abstract The original intention for the Partnership Community Worker (PCW) project in 2006 was for it to be an extension of the Pegasus Health General Practice and furthermore to be a bridge between the community and primary healthcare. It was believed that a close working relationship between the Practice Nurse and the PCW would help the target population of Māori, Pacifica and low income people to address and overcome their perceived barriers to healthcare which included: finance, transport, anxiety, cultural issues, communication, or lack of knowledge. Seven years later although the PCW project has been deemed a success in the Canterbury District Health Board annual reports (2013-14) and community and government agencies, including the Christchurch Resettlement Service (2012), many of the Pegasus Health General Practices have not utilised the project to its full extent, hence the need for this research. I was interested in finding out in the first instance if the model had changed and, if so why, and in the second instance if the promotional material currently distributed by Pegasus Health Primary Health Organisation reflected the daily practice of the PCW. A combination of methods were used including: surveys to the Pegasus Health General Practices, interviews with PCWs, interviews with managers of both the PCW host organisations and referring agencies to the PCW project. All the questions asked of all the participants in this research were focussed on their own perception of the role of the PCW. Results showed that the model has changed and although the publications were not reflecting the original intention of the project they did reflect the daily practice of the PCWs who are now struggling to meet much wider community expectations and needs. Key Results: Partnership Community Worker (PCW) interviews: Seventeen PCWs of the 19 employed were interviewed face to face. A number expressed interest in more culturally specific training and some are pursuing qualifications in social work; for many pay parity is an issue. In addition, many felt overwhelmed by the expectations around clients with mental health issues and housing issues now, post-earthquakes. Medical Practice surveys: Surveys were sent to eighty-two Pegasus Health medical practices and of these twenty five were completed. Results showed the full capacity of the PCW role was not clearly understood by all with many believing it was mostly a transport service. Those who did understand the full complexity of the role were very satisfied with the outcomes. PCW Host Community Manager Interviews: Of the ten out of twelve managers interviewed, some wished for more communication with Pegasus Health management because they felt aspects of both the PCW role and their own role as managers had become blurred over time. Referring organisations: Fifteen of the fifty referring community or government organisations participated. The overall satisfaction of the service was high and some acknowledged the continuing need for PCWs to be placed in communities where they were well known and trusted. Moreover results also showed that both the Canterbury earthquakes 2010-2011 and the amalgamation of Partnership Health PHO and Pegasus Health Charitable Limited in 2013 have contributed to the change of the model. Further future research may also be needed to examine the long term effects on the people of Canterbury involved in community work during the 2011-2014 years.
1. PHIL TWYFORD to the Minister for State Owned Enterprises: What reports, if any, has he received about KiwiRail's plans to get rid of electric locomotives on the North Island Main Trunk Line and replace them with diesel locomotives?
2. JULIE ANNE GENTER to the Minister for State Owned Enterprises: Is he considering replacing the electric locomotives with diesel locomotives on the Main Trunk Line, and would this mean removing electrification on that line.
3. DAVID BENNETT to the Minister of Finance: What reports has he received on the New Zealand economy and business sentiment?
4. Rt Hon WINSTON PETERS to the Minister for Primary Industries: Does he believe the Dairy Industry Restructuring Amendment Act 2012 has achieved "a stable, permanent capital base for the Co-operative, secures our future and will support progress with our strategy to grow volumes and value"; if so, why?
5. MATT DOOCEY to the Minister for Social Development: What announcements has she made to improve statutory child protection in New Zealand?
6. Dr DAVID CLARK to the Minister for Economic Development: What lessons, if any, on regional economic development has he drawn from his recent ministerial visits to Northland?
7. CATHERINE DELAHUNTY to the Minister for State Owned Enterprises: Will he stop any further work on dairy conversions by Landcorp, in light of the drop in the dairy price yesterday and concerns about the impact that those conversions will have on water quality; if not, why not?
8. MARK MITCHELL to the Minister of Trade: What recent steps has the Government taken to promote and support New Zealand exporters?
9. Hon DAVID PARKER to the Minister of Trade: What monetary and other assistance was provided by the New Zealand Government in support of his bid for appointment as Director-General of the World Trade Organisation?
10. BARBARA KURIGER to the Minister for Small Business: How are small businesses benefiting from the Better for Business - Result 9 Programme?
11. POTO WILLIAMS to the Minister for Social Housing: Why are Christchurch's social housing organisations facing increased homelessness four years after the last major earthquake?
12. MAHESH BINDRA to the Minister of Corrections: Does he stand by all his answers given to the House on 1 April 2015?
This article argues that active coordination of research engagement after disasters has the potential to maximize research opportunities, improve research quality, increase end-user engagement, and manage escalating research activity to mitigate ethical risks posed to impacted populations. The focus is on the coordination of research activity after the 22nd February 2011 Mw6.2 Christchurch earthquake by the then newly-formed national research consortium, the Natural Hazards Research Platform, which included a social science research moratorium during the declared state of national emergency. Decisions defining this organisation’s functional and structural parameters are analyzed to identify lessons concerning the need for systematic approaches to the management of post disaster research, in collaboration with the response effort. Other lessons include the importance of involving an existing, broadly-based research consortium, ensuring that this consortium's coordination role is fully integrated into emergency management structures, and ensuring that all aspects of decision-making processes are transparent and easily accessed.
The Canterbury earthquakes and the rebuild are generation-defining events for twenty-first century Aotearoa/ New Zealand. This article uses an actor network approach to explore 32 women’s narratives of being shaken into dangerous disaster situations and reconstituting themselves to cope in socially innovative ways. The women’s stories articulate on-going collective narratives of experiencing disaster and coping with loss in ‘resilient’ ways. In these women’s experiences, coping in disasters is not achieved by talking through the emotional trauma. Instead, coping comes from seeking solace through engagement with one’s own and others’ personal risk and resourcefulness in ways that feed into the emergence of socially innovative voluntary organisations. These stories offer conceptual insight into the multivalent interconnections between resilience and vulnerabilities and the contested nature of post-disaster recovery in Aotearoa/New Zealand. These women gave voice to living through disasters resiliently in ways that forged new networks of support across collective and personal narratives and broader social goals and aspirations for Aotearoa/New Zealand’s future.
This report presents the experiences of Tangata Whaiora (Mental health clients) through the disastrous earthquakes that struck Otautahi/Christchurch in 2010-11. It further analysis these experience to how show the social networks these individuals, their whānau, supporting staff respond and recover to a significant urban disaster.
The disaster challenged the mental health of those individuals who are impacted and the operations of organisations and networks that support and care for the mentally ill. How individuals and their families navigate a post-disaster landscape provides an unfortunate but unique opportunity to analyse how these support networks respond to severe disruption.
Tangata Whaiora possess experiences of micro-scale personal and family disasters and were not necessarily shocked by the loss of normality in Ōtautahi as a result of the earthquakes. The organic provision of clear leadership, outstanding commitment by staff, and ongoing personal and institutional dedication in the very trying circumstances of working in a post-disaster landscape all contributed to Te Awa o te Ora’s notable response to the disaster.
This article argues that teachers deserve more recognition for their roles as first responders in the immediate aftermath of a disaster and for the significant role they play in supporting students and their families through post-disaster recovery. The data are drawn from a larger study, 'Christchurch Schools Tell Their Earthquake Stories' funded by the United Nations Educational, Scientific and Cultural Organisation and the University of Auckland, in which schools were invited to record their earthquake stories for themselves and for historical archives. Data were gathered from five primary schools between 2012 and 2014. Methods concerned mainly semi-structured individual or group interviews and which were analysed thematically. The approach was sensitive, flexible and participatory with each school being able to choose its focus, participants and outcome. Participants from each school generally included the principal and a selection of teachers, students and parents. In this study, the data relating to the roles of teachers were separated out for closer analysis. The findings are presented as four themes: immediate response; returning to (new) normal; care and support; and long term effects.
This study explored the effects of the Canterbury earthquakes of 2010 and 2011 on different areas of quality of life (QOL) for children and adolescents with disabilities. Using a survey developed from the Quality of Life Instrument for People with Developmental Disabilities – Short Version (QOL-PDD-SV) (Brown, Raphael & Renwick, 1997) and The World Health Organisation Quality of Life - (WHOQOL)-BREF, parents or caregivers were asked to identify what level of importance and satisfaction their child or adolescent placed on areas of QOL including physical health, psychological health - stress levels and coping ability, attachment to their neighbourhood, friends, family, leisure activities, community access and schooling. They were also asked to determine what level of impact the earthquakes had had on each area of their child or adolescent’s life and overall quality of life in the aftermath of the earthquakes. A total of 31 parents of 22 males and 9 females between the ages of 2.5 years to 19 years of age (mean age: 12.6 years) responded. The results were collated and analysis was run to measure for the effect of age, gender and geographical location. The results found that the earthquakes affected nearly every area of QOL for the children and adolescents. The biggest impact on the children’s psychological health and their ability to cope It was observed that younger children (<13) were more likely to record improved or lessened effects from the earthquakes in psychological health areas. However, the areas of social belonging and friendships were the least affected by the earthquakes. Female children were more likely to indicate higher scores for social belonging after the earthquakes. Many parents observed that their children developed improved coping skills over the earthquake period. The findings in this study offer a better understanding of how earthquakes can affect the quality of life children and adolescents with disabilities.
When disasters and crises, both man-made and natural, occur, resilient higher education institutions adapt in order to continue teaching and research. This may necessitate the closure of the whole institution, a building and/or other essential infrastructure. In disasters of large scale the impact can be felt for many years. There is an increasing recognition of the need for disaster planning to restructure educational institutions so that they become more resilient to challenges including natural disasters (Seville, Hawker, & Lyttle, 2012).The University of Canterbury (UC) was affected by seismic events that resulted in the closure of the University in September 2010 for 10 days and two weeks at the start of the 2011 academic year This case study research describes ways in which e-learning was deployed and developed by the University to continue and even to improve learning and teaching in the aftermath of a series of earthquakes in 2010 and 2011. A qualitative intrinsic embedded/nested single case study design was chosen for the study. The population was the management, support staff and educators at the University of Canterbury. Participants were recruited with purposive sampling using a snowball strategy where the early key participants were encouraged to recommend further participants. Four sources of data were identified: (1) documents such as policy, reports and guidelines; (2) emails from leaders of the colleges and academics; (3) communications from senior management team posted on the university website during and after the seismic activity of 2010 and 2011; and (4) semi-structured interviews of academics, support staff and members of senior management team. A series of inductive descriptive content analyses identified a number of themes in the data. The Technology Acceptance Model 2 (Venkatesh & Davis, 2000) and the Indicator of Resilience Model (Resilient Organisations, 2012) were used for additional analyses of each of the three cases. Within the University case, the cases of two contrasting Colleges were embedded to produce a total of three case studies describing e-learning from 2000 - 2014. One contrast was the extent of e-learning deployment at the colleges: The College of Education was a leader in the field, while the College of Business and Law had relatively little e-learning at the time of the first earthquake in September 2010. The following six themes emerged from the analyses: Communication about crises, IT infrastructure, Availability of e-learning technologies, Support in the use of e-learning technologies, Timing of crises in academic year and Strategic planning for e-learning. One of the findings confirmed earlier research that communication to members of an organisation and the general public about crises and the recovery from crises is important. The use of communication channels, which students were familiar with and already using, aided the dissemination of the information that UC would be using e-learning as one of the options to complete the academic year. It was also found that e-learning tools were invaluable during the crises and facilitated teaching and learning whilst freeing limited campus space for essential activities and that IT infrastructure was essential to e-learning. The range of e-learning tools and their deployment evolved over the years influenced by repeated crises and facilitated by the availability of centrally located support from the e-Learning support team for a limited set of tools, as well as more localised support and collaboration with colleagues. Furthermore, the reasons and/or rate of e-learning adoption in an educational institution during crises varied with the time of the academic year and the needs of the institution at the time. The duration of the crises also affected the adoption of e-learning. Finally, UC’s lack of an explicit e-learning strategy influenced the two colleges to develop college-specific e-learning plans and those College plans complemented the incorporation of e-learning for the first time in the University’s teaching and learning strategy in 2013. Twelve out of the 13 indicators of the Indicators of Resilience Model were found in the data collected for the study and could be explained using the model; it revealed that UC has become more resilient with e-learning in the aftermath of the seismic activities in 2010 and 2011. The interpretation of the results using TAM2 demonstrated that the adoption of technologies during crises aided in overcoming barriers to learning at the time of the crisis. The recommendations from this study are that in times of crises, educational institutions take advantage of Cloud computing to communicate with members of the institution and stakeholders. Also, that the architecture of a university’s IT infrastructure be made more resilient by increasing redundancy, backup and security, centralisation and Cloud computing. In addition, when under stress it is recommended that new tools are only introduced when they are essential.
