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Chubb" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/47435058/12512821/125284567/s200_laura.chubb.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Laura A . Chubb</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://auckland.academia.edu/">The University of Auckland</a>, <a class="u-tcGrayDarker" href="https://auckland.academia.edu/Departments/School_of_Counselling_Human_Services_Social_Work/Documents">School of Counselling, Human Services & Social Work</a>, <span class="u-tcGrayDarker">Adjunct</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Laura" data-follow-user-id="47435058" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="47435058"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">16</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">13</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">3</p></div></a><div class="js-mentions-count-container" style="display: none;"><a href="/DrLauraChubb/mentions"><div class="stat-container"><p class="label">Mentions</p><p class="data"></p></div></a></div><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">Dr Laura Ann Chubb works as a Senior lecturer in the School of Counselling, Human Services and Social Work at the University of Auckland. Laura hails from the island of Newfoundland on the East Coast of Canada, where she completed her undergraduate studies in Physical Education Teaching. For her honour’s thesis, she co-conducted a qualitative study aimed at understanding secondary students’ involvement and relationships with physical activity. While Laura thoroughly enjoyed the idea of teaching, her career trajectory was altered after spending the summer volunteering on the island of Pemba, Tanzania, East Africa. She became interested in local NGO-international partnerships, as well as health  and identity issues related to living with HIV— specifically those experiences of young women. In 2011, she decided to pursue these interests further through completing an MSc in the social and cultural aspects of health where she conducted a photovoice study examining how women negotiated their identities while living with an HIV-positive status. Laura arrived in New Zealand in 2013 and completed her doctorate in Social Work in 2018 under the supervision of Professor Christa Fouché and Dr Allen Bartley, in the School of Counselling, Human Services and Social Work. Her action research focus brought her back to East Africa where she also completed her Masters. She worked in partnership with a local research team and rural Kenyan community members to test traditional gathering spaces as safe places for sex-talk. Currently she is completing a post-doc as a QEScholar in Ghana on culturally and contextually responsive adolescent-friendly sexual and reproductive health.<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://ukma.academia.edu/AndreasUmland"><img class="profile-avatar u-positionAbsolute" alt="Andreas Umland" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/25359/8207/35842203/s200_andreas.umland.jpg" /></a></div><div class="suggested-user-card__user-info"><a 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data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="47435058" href="https://www.academia.edu/Documents/in/Sexual_and_Gender-Based_Violence"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://auckland.academia.edu/DrLauraChubb","location":"/DrLauraChubb","scheme":"https","host":"auckland.academia.edu","port":null,"pathname":"/DrLauraChubb","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Sexual and Gender-Based Violence"]}" data-trace="false" data-dom-id="Pill-react-component-5186334f-afdb-4f10-9ee6-c9bb968496e1"></div> <div id="Pill-react-component-5186334f-afdb-4f10-9ee6-c9bb968496e1"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="47435058" 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href="https://www.academia.edu/Documents/in/Research_Methodology"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Research Methodology"]}" data-trace="false" data-dom-id="Pill-react-component-0f3ec770-3e2c-4a7f-a97a-585e5c6064be"></div> <div id="Pill-react-component-0f3ec770-3e2c-4a7f-a97a-585e5c6064be"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="47435058" href="https://www.academia.edu/Documents/in/Cultural_Studies"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Cultural Studies"]}" data-trace="false" data-dom-id="Pill-react-component-97ad74e9-cee4-4e97-b195-82d8e002c6ff"></div> <div id="Pill-react-component-97ad74e9-cee4-4e97-b195-82d8e002c6ff"></div> </a></div></div><div class="external-links-container"><ul class="profile-links new-profile js-UserInfo-social"><li class="profile-profiles js-social-profiles-container"><i class="fa fa-spin fa-spinner"></i></li></ul></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Laura A . Chubb</h3></div><div class="js-work-strip profile--work_container" data-work-id="126301096"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/126301096/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana"><img alt="Research paper thumbnail of Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana" class="work-thumbnail" src="https://attachments.academia-assets.com/120199391/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/126301096/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana">Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana</a></div><div class="wp-workCard_item"><span>Sexuality research & social policy/Sexuality research and social policy</span><span>, Feb 14, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction Comprehensive sexuality education (CSE) is heralded as an effective solution to redu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Introduction Comprehensive sexuality education (CSE) is heralded as an effective solution to reduce acute sexual and reproductive health (SRH) issues, particularly for young people. In Ghana, from 2019 to 2020, a coordinated campaign against implementing revisions to the CSE curriculum by national and international parties generated a polarising debate resulting in government pull-back from actioning the revisions. Whilst mainstream reporting predominantly focuses on political voices that either promote or discredit the CSE curriculum, formally documented perspectives of those working within service delivery are limited in Ghana. Methods To address this gap, in February 2020, an exploratory qualitative study was conducted using 16 key-informant semistructured interviews with practitioners from organisations delivering SRH in Accra, Ghana, to answer the question: In what ways might CSE be adapted to enhance SRH education delivery for young people in Ghana? Participants were asked their perspectives on the barriers and enablers of CSE implementation in Ghana. Results Utilising a rights-based approach as a theoretical frame for analysis, a hybrid thematic analysis approach revealed three overarching themes: (1) "It's not anything strange": The need to normalise young people's sexual wellness; (2) cultural considerations and countering mistrust; and (3) suggested adaptations. Conclusions and Policy Implications Key informants described seeing the need for CSE in Ghana alongside cultural resistance to content within the curriculum. They called for CSE implementations to consider engaging multiple stakeholders in training to develop content clarity and suggested pathways for incremental delivery and adaptations at government and community levels to continue addressing issues of sexual wellness for the country's growing youth population.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="38f4a9a77c904dc1df7cc47a08e1eb86" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120199391,"asset_id":126301096,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120199391/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126301096"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126301096"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126301096; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=126301096]").text(description); $(".js-view-count[data-work-id=126301096]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 126301096; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='126301096']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "38f4a9a77c904dc1df7cc47a08e1eb86" } } $('.js-work-strip[data-work-id=126301096]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":126301096,"title":"Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana","internal_url":"https://www.academia.edu/126301096/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . 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Co-developed by a doctoral student, a kaiako raranga (weaving teacher), and a doctoral supervisory team, it integrates storytelling and healing into research within a therapeutic environment, addressing the necessity for culturally sustaining methodologies that invite w ahine (women) to openly share their stories. Developed for inquiry into w ahine's experiences with substance use and their experiences during 6 months of a residential programme integrating parenting education with alcohol and drug treatment, Te W ahi Whangai created a distinctive research environment within the treatment setting. The authors present concepts informing the development of Te W ahi Whangai, including Kaupapa M aori, Mana W ahine, Indigenous Storywork and W ananga methodologies alongside design and conditions for application. Embracing a slower paced research environment, the methodology encourages participants to exercise agency in guiding conversations and envisioning the future to open possibilities for a different life. Its emphasis on cultural connection, doing while researching, and prioritising participant voices holds broader implications for Indigenous, Mana W ahine (often referred to as M aori feminist discourses) and arts-based research methodologies, as well as other sensitive research settings.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="790592b20c6515995c4ff3da3ed41515" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119562860,"asset_id":125538747,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119562860/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125538747"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125538747"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125538747; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125538747]").text(description); $(".js-view-count[data-work-id=125538747]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125538747; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125538747']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "790592b20c6515995c4ff3da3ed41515" } } $('.js-work-strip[data-work-id=125538747]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125538747,"title":"Te wahi whangai methodology","internal_url":"https://www.academia.edu/125538747/Te_wahi_whangai_methodology","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . 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Chubb</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/BaskaranViloshini">Viloshini Baskaran</a></span></div><div class="wp-workCard_item"><span>Continuity in Education </span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Students with Long-Term Conditions (LTCs) experience prolonged absences that can impact their sch...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Students with Long-Term Conditions (LTCs) experience prolonged absences that can impact their school connectedness and belonging. Inclusive education policies in New Zealand advocate for equitable learning opportunities for students with disabilities. Students with LTCs are included under this purview, but responses to their unique learning and connectedness needs are not well articulated. Literature suggests</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="66cd626325371958390b56a6046465e2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118633079,"asset_id":124400533,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118633079/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124400533"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124400533"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124400533; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124400533]").text(description); $(".js-view-count[data-work-id=124400533]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124400533; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124400533']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "66cd626325371958390b56a6046465e2" } } $('.js-work-strip[data-work-id=124400533]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124400533,"title":"Keeping Students with Long-term Conditions Connected with Schools: Facilitators for Sustainable Virtual Connections VILOSHINI BASKARAN","internal_url":"https://www.academia.edu/124400533/Keeping_Students_with_Long_term_Conditions_Connected_with_Schools_Facilitators_for_Sustainable_Virtual_Connections_VILOSHINI_BASKARAN","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[{"id":118633079,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118633079/thumbnails/1.jpg","file_name":"66e7f84b49c41_2.pdf","download_url":"https://www.academia.edu/attachments/118633079/download_file","bulk_download_file_name":"Keeping_Students_with_Long_term_Conditio.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118633079/66e7f84b49c41_2-libre.pdf?1728006424=\u0026response-content-disposition=attachment%3B+filename%3DKeeping_Students_with_Long_term_Conditio.pdf\u0026Expires=1740648422\u0026Signature=f~m1ad5APOduC9w6wRcIjWhlcLFAOPR9bjM~Y2GpIiq-SE3-sd9UfBlbQu9sh4Eqt7leiVCVCTRRwB9nC8lfIXiFciI7DrpJikSlRdvKs2NzE5jI4uPQT9btVxHTJgnYYpM3wLP2KXK2qk92SZPP7fk-FzTPT9sDfjaQ94rkn~uTT9vUnCrD5meEigQb~NUXobxfy5hQbYJgcLK63meQYCkDv2PgbT5LHfcz8lneUFPYRyGBLR96hsKKJMOFD~Hvx1EdQo8U2cQcXFHt21faYUrKCMnk71CftJTUetiYTqCk7RO1oM2Y8yelJc4emerOflyFKQLE1sw1n7BvrnSaGw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124400408"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124400408/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana"><img alt="Research paper thumbnail of Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana" class="work-thumbnail" src="https://attachments.academia-assets.com/118633004/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124400408/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana">Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana</a></div><div class="wp-workCard_item"><span>Sexuality Research and Social Policy</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction Comprehensive sexuality education (CSE) is heralded as an effective solution to redu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Introduction Comprehensive sexuality education (CSE) is heralded as an effective solution to reduce acute sexual and reproductive health (SRH) issues, particularly for young people. In Ghana, from 2019 to 2020, a coordinated campaign against implementing revisions to the CSE curriculum by national and international parties generated a polarising debate resulting in government pull-back from actioning the revisions. Whilst mainstream reporting predominantly focuses on political voices that either promote or discredit the CSE curriculum, formally documented perspectives of those working within service delivery are limited in Ghana. Methods To address this gap, in February 2020, an exploratory qualitative study was conducted using 16 key-informant semistructured interviews with practitioners from organisations delivering SRH in Accra, Ghana, to answer the question: In what ways might CSE be adapted to enhance SRH education delivery for young people in Ghana? Participants were asked their perspectives on the barriers and enablers of CSE implementation in Ghana. Results Utilising a rights-based approach as a theoretical frame for analysis, a hybrid thematic analysis approach revealed three overarching themes: (1) "It's not anything strange": The need to normalise young people's sexual wellness; (2) cultural considerations and countering mistrust; and (3) suggested adaptations. Conclusions and Policy Implications Key informants described seeing the need for CSE in Ghana alongside cultural resistance to content within the curriculum. They called for CSE implementations to consider engaging multiple stakeholders in training to develop content clarity and suggested pathways for incremental delivery and adaptations at government and community levels to continue addressing issues of sexual wellness for the country's growing youth population.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d78f2b391777983a50924b4d22cff7f0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118633004,"asset_id":124400408,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118633004/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124400408"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124400408"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124400408; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124400408]").text(description); $(".js-view-count[data-work-id=124400408]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124400408; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124400408']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d78f2b391777983a50924b4d22cff7f0" } } $('.js-work-strip[data-work-id=124400408]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124400408,"title":"Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana","internal_url":"https://www.academia.edu/124400408/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . 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This freely available AI application uses natural language processing (NLP) to respond to user queries about an uploaded PDF. Researcher insights from experimenting with the AI tool ChatPDF for qualitative data analysis are presented, highlighting the advantages, pitfalls, and application-related considerations. As a two-phase curiosity experiment, the researcher engaged in a theory-building exercise to explore key concepts for understanding when using ChatPDF to assist researchers in qualitative data analysis. The experiment generated insights about the purposeful use of AI tools that incorporate NLP for analysis and the risks of inaccuracy when researchers are not familiar with the data or skilled in prompt engineering. Insights raise questions about whether ChatPDF is a viable research assistant for qualitative researchers, ethical issues with specific forms of ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="069dca7ddc24edbbdb22fd76dcb5e111" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118633068,"asset_id":124400396,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118633068/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124400396"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124400396"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124400396; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124400396]").text(description); $(".js-view-count[data-work-id=124400396]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124400396; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124400396']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "069dca7ddc24edbbdb22fd76dcb5e111" } } $('.js-work-strip[data-work-id=124400396]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124400396,"title":"Me and the Machines: Possibilities and Pitfalls of Using Artificial Intelligence for Qualitative Data Analysis","internal_url":"https://www.academia.edu/124400396/Me_and_the_Machines_Possibilities_and_Pitfalls_of_Using_Artificial_Intelligence_for_Qualitative_Data_Analysis","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . 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Chubb</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SuzetteJackson5">Suzette Jackson</a></span></div><div class="wp-workCard_item"><span>Journal of Human Rights and Social Work</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">International social work associations lack sufficient guidance to address tensions within social...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">International social work associations lack sufficient guidance to address tensions within social work education, employment, and registration about individuals with criminal convictions. This tension arises from the need to uphold social work principles of human rights and social justice while minimizing the risk of harm to clients. Limited research exists on how social workers with criminal convictions navigate the profession. Until 2019, when data were collected for this study, there was no information on the topic in Aotearoa, New Zealand. This article reports on an exploratory qualitative study of individuals navigating the social work profession with a criminal history. We aimed to determine whether participants faced discrimination and whether this impacted their careers. An interpretative phenomenological analysis was applied to data collected in 2019 through 11 semi-structured interviews with registered and nonregistered social workers with one or more criminal convictions. Participants' experiences highlighted an overarching theme of once a criminal, always a criminal, showcasing discrimination experienced by social workers with criminal convictions when pursuing a social work career. This overarching theme was underpinned by four predominant subthemes relating to stigma and oppression. Participants' experiences add to evidence that some practices within social work clash with the profession's underpinning principles. The authors argue that social work associations, registration bodies, educators, and employers should understand the value people with lived experiences of the criminal legal system can bring to the profession and facilitate supportive access to social work careers as they are representative of populations served by the profession.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2d7e2b45298b22a5a0c51fdd803d42bd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118632744,"asset_id":124400067,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118632744/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124400067"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124400067"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124400067; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124400067]").text(description); $(".js-view-count[data-work-id=124400067]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124400067; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124400067']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2d7e2b45298b22a5a0c51fdd803d42bd" } } $('.js-work-strip[data-work-id=124400067]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124400067,"title":"Navigating the Profession with a \"Black Mark\": Discrimination Experiences of Social Workers with Criminal Convictions","internal_url":"https://www.academia.edu/124400067/Navigating_the_Profession_with_a_Black_Mark_Discrimination_Experiences_of_Social_Workers_with_Criminal_Convictions","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . 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The World Health Organisation (WHO, 2006) defined sexual health as a "state of physical, emotional, mental and social wellbeing in relation to sexuality." When framed holistically and positively, sexual health is much more than the absence of disease-it comprises respect, safety and freedom from discrimination and violence. Sexual health is expressed through diverse sexualities and critically influenced by gender norms and expectations, roles, pleasure, reproduction and power dynamics (WHO, 2006; World Association for Sexual Health [WAS], 2014). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115043868"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/115043868/Book_Review_Everyday_Community_Practice_Principles_and_Practice"><img alt="Research paper thumbnail of Book Review: Everyday Community Practice: Principles and Practice" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/115043868/Book_Review_Everyday_Community_Practice_Principles_and_Practice">Book Review: Everyday Community Practice: Principles and Practice</a></div><div class="wp-workCard_item"><span>Advances in social work</span><span>, Jul 1, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115043868"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115043868"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115043868; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115043868]").text(description); $(".js-view-count[data-work-id=115043868]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115043868; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115043868']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=115043868]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115043868,"title":"Book Review: Everyday Community Practice: Principles and Practice","internal_url":"https://www.academia.edu/115043868/Book_Review_Everyday_Community_Practice_Principles_and_Practice","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115043866"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/115043866/An_Open_Trial_of_Immersive_Reality_Experiences_IRE_Technology_for_Reducing_Social_Isolation_and_Improving_the_Social_Connectedness_and_Well_Being_of_Hospitalized_Children_and_Young_People_Preprint_"><img alt="Research paper thumbnail of An Open Trial of Immersive Reality Experiences (IRE) Technology for Reducing Social Isolation and Improving the Social Connectedness and Well-Being of Hospitalized Children and Young People (Preprint)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/115043866/An_Open_Trial_of_Immersive_Reality_Experiences_IRE_Technology_for_Reducing_Social_Isolation_and_Improving_the_Social_Connectedness_and_Well_Being_of_Hospitalized_Children_and_Young_People_Preprint_">An Open Trial of Immersive Reality Experiences (IRE) Technology for Reducing Social Isolation and Improving the Social Connectedness and Well-Being of Hospitalized Children and Young People (Preprint)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">&lt;sec&gt; &lt;title&gt;BACKGROUND&lt;/title&gt; &lt;p&gt;Hospitalized children and young people...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">&lt;sec&gt; &lt;title&gt;BACKGROUND&lt;/title&gt; &lt;p&gt;Hospitalized children and young people can feel disconnected from their peers and families, which can in turn predispose them to psychological problems including anxiety and depression. Immersive Reality Experiences (IRE) technology, recently developed by the New Zealand Patience Project Charitable Trust may help to overcome these issues. IRE technology uses immersive 360-degree live-streaming and a virtual reality (VR) headset to enable hospitalized children and young people to connect with cameras located in either their school or home environment.&lt;/p&gt; &lt;/sec&gt; &lt;sec&gt; &lt;title&gt;OBJECTIVE&lt;/title&gt; &lt;p&gt;This trial was undertaken to 1) quantitatively evaluate the effectiveness of IRE technology in reducing social isolation and improving social connectedness and wellbeing using validated outcome measures and 2) expand qualitative findings from a previous smaller &#39;proof of concept&#39; trial to ascertain the views of hospitalized New Zealand children and young people, their caregivers and teachers regarding IRE technology.&lt;/p&gt; &lt;/sec&gt; &lt;sec&gt; &lt;title&gt;METHODS&lt;/title&gt; &lt;p&gt;An open trial of IRE technology was conducted between December 2019 and December 2020 and included 19 New Zealand children and young people aged 13-18, who had been hospitalized at Starship Hospital, a specialist pediatric hospital in Auckland, for at least 2-weeks. All participants completed the Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS), an abbreviated version of the Social Connectedness Scale (SCS) and the Social Inclusion Scale (SIS) and at baseline. Ten participants used IRE technology as often as they wished over a 6-week period and completed post-intervention measures. Semi-structured interviews with a subset of participants, caregivers and teachers were conducted immediately post-intervention.&lt;/p&gt; &lt;/sec&gt; &lt;sec&gt; &lt;title&gt;RESULTS&lt;/title&gt; &lt;p&gt;Participants reported improvements in social inclusion (mean change 3.9, SD 2.8, p 0.057), social connectedness (mean change 14.2, SD 10.0, p 0.002) and well-being (mean change 5.7, SD 4.0, p 0.003). Key themes from interviews with participants, caregivers and teachers were: the importance of support for using IRE technology, connecting vs connectedness, choice and connection, and the value of setting it up and getting it right. A number of recommendations for improving connectedness via IRE and related technology were also provided.&lt;/p&gt; &lt;/sec&gt; &lt;sec&gt; &lt;title&gt;CONCLUSIONS&lt;/title&gt; &lt;p&gt;IRE technology can improve the social inclusion, social connectedness and well-being of hospitalized New Zealand children and young people. With some technological modifications and simplified implementation, IRE technology could become part of standard care and support hospitalized children and young people in New Zealand and elsewhere to sustain family and peer cohesion, experience fewer psychological problems and more easily return to normal life following completion of treatment.&lt;/p&gt; &lt;/sec&gt; &lt;sec&gt; &lt;title&gt;CLINICALTRIAL&lt;/title&gt; &lt;p&gt;This study has been registered with the Australian New Zealand Clinical Trials Network Registry: ACTRN12619000252112p&lt;/p&gt; &lt;/sec&gt;</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115043866"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115043866"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115043866; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115043866]").text(description); $(".js-view-count[data-work-id=115043866]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115043866; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115043866']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=115043866]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115043866,"title":"An Open Trial of Immersive Reality Experiences (IRE) Technology for Reducing Social Isolation and Improving the Social Connectedness and Well-Being of Hospitalized Children and Young People (Preprint)","internal_url":"https://www.academia.edu/115043866/An_Open_Trial_of_Immersive_Reality_Experiences_IRE_Technology_for_Reducing_Social_Isolation_and_Improving_the_Social_Connectedness_and_Well_Being_of_Hospitalized_Children_and_Young_People_Preprint_","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115043863"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/115043863/Interventions_impacting_the_accessibility_of_sexual_reproductive_health_services_for_head_porters_in_sub_Saharan_Africa_A_scoping_review_protocol"><img alt="Research paper thumbnail of Interventions impacting the accessibility of sexual reproductive health services for head porters in sub-Saharan Africa- A scoping review protocol" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/115043863/Interventions_impacting_the_accessibility_of_sexual_reproductive_health_services_for_head_porters_in_sub_Saharan_Africa_A_scoping_review_protocol">Interventions impacting the accessibility of sexual reproductive health services for head porters in sub-Saharan Africa- A scoping review protocol</a></div><div class="wp-workCard_item"><span>PLOS ONE</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Head porters working in markets in sub-Saharan Africa (SSA) are one of the world’s most vulnerabl...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Head porters working in markets in sub-Saharan Africa (SSA) are one of the world’s most vulnerable and socioeconomically disadvantaged groups. They consist predominantly of uneducated women and girls seeking to escape poverty, early marriage, and other issues of domestic violence. Most female head porters are in their reproductive years and often lack access to sexual reproductive health services (SRHS) despite being at high risk for sexually transmitted infections (STIs), unplanned pregnancies, and gender-based violence. The low priority for women and girls’ SRH in many SSA countries highlights the need to explore the factors influencing the accessibility of services for failure to do so restrains human development. An initial search of the literature was conducted and revealed no current scoping or systematic reviews on the accessibility to SRHS for female head porters in SSA. We outline a scoping review protocol, using the Joanna Briggs Institute methodology, to determine the int...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115043863"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115043863"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115043863; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115043863]").text(description); $(".js-view-count[data-work-id=115043863]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115043863; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115043863']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=115043863]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115043863,"title":"Interventions impacting the accessibility of sexual reproductive health services for head porters in sub-Saharan Africa- A scoping review protocol","internal_url":"https://www.academia.edu/115043863/Interventions_impacting_the_accessibility_of_sexual_reproductive_health_services_for_head_porters_in_sub_Saharan_Africa_A_scoping_review_protocol","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114882534"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114882534/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana"><img alt="Research paper thumbnail of Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114882534/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana">Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana</a></div><div class="wp-workCard_item"><span>Sexuality Research and Social Policy</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction Comprehensive sexuality education (CSE) is heralded as an effective solution to redu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Introduction Comprehensive sexuality education (CSE) is heralded as an effective solution to reduce acute sexual and reproductive health (SRH) issues, particularly for young people. In Ghana, from 2019 to 2020, a coordinated campaign against implementing revisions to the CSE curriculum by national and international parties generated a polarising debate resulting in government pull-back from actioning the revisions. Whilst mainstream reporting predominantly focuses on political voices that either promote or discredit the CSE curriculum, formally documented perspectives of those working within service delivery are limited in Ghana. Methods To address this gap, in February 2020, an exploratory qualitative study was conducted using 16 key-informant semistructured interviews with practitioners from organisations delivering SRH in Accra, Ghana, to answer the question: In what ways might CSE be adapted to enhance SRH education delivery for young people in Ghana? Participants were asked their perspectives on the barriers and enablers of CSE implementation in Ghana. Results Utilising a rights-based approach as a theoretical frame for analysis, a hybrid thematic analysis approach revealed three overarching themes: (1) "It's not anything strange": The need to normalise young people's sexual wellness; (2) cultural considerations and countering mistrust; and (3) suggested adaptations. Conclusions and Policy Implications Key informants described seeing the need for CSE in Ghana alongside cultural resistance to content within the curriculum. They called for CSE implementations to consider engaging multiple stakeholders in training to develop content clarity and suggested pathways for incremental delivery and adaptations at government and community levels to continue addressing issues of sexual wellness for the country's growing youth population.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114882534"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114882534"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114882534; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=114882534]").text(description); $(".js-view-count[data-work-id=114882534]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 114882534; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='114882534']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=114882534]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114882534,"title":"Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana","internal_url":"https://www.academia.edu/114882534/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114882482"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114882482/Me_and_the_Machines_Possibilities_and_Pitfalls_of_Using_Artificial_Intelligence_for_Qualitative_Data_Analysis"><img alt="Research paper thumbnail of Me and the Machines: Possibilities and Pitfalls of Using Artificial Intelligence for Qualitative Data Analysis" class="work-thumbnail" src="https://attachments.academia-assets.com/111453037/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114882482/Me_and_the_Machines_Possibilities_and_Pitfalls_of_Using_Artificial_Intelligence_for_Qualitative_Data_Analysis">Me and the Machines: Possibilities and Pitfalls of Using Artificial Intelligence for Qualitative Data Analysis</a></div><div class="wp-workCard_item"><span>International Journal of Qualitative Methods</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper describes how one researcher learned to overcome artificial intelligence (AI) paralysi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper describes how one researcher learned to overcome artificial intelligence (AI) paralysis and embrace ChatPDF. This freely available AI application uses natural language processing (NLP) to respond to user queries about an uploaded PDF. Researcher insights from experimenting with the AI tool ChatPDF for qualitative data analysis are presented, highlighting the advantages, pitfalls, and application-related considerations. As a two-phase curiosity experiment, the researcher engaged in a theory-building exercise to explore key concepts for understanding when using ChatPDF to assist researchers in qualitative data analysis. The experiment generated insights about the purposeful use of AI tools that incorporate NLP for analysis and the risks of inaccuracy when researchers are not familiar with the data or skilled in prompt engineering. Insights raise questions about whether ChatPDF is a viable research assistant for qualitative researchers, ethical issues with specific forms of qualitative data, and the potential of AI tools for community and student researchers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5fc8102b2311386cfd45ec269ea780d0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111453037,"asset_id":114882482,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111453037/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114882482"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114882482"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114882482; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=114882482]").text(description); $(".js-view-count[data-work-id=114882482]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 114882482; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='114882482']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5fc8102b2311386cfd45ec269ea780d0" } } $('.js-work-strip[data-work-id=114882482]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114882482,"title":"Me and the Machines: Possibilities and Pitfalls of Using Artificial Intelligence for Qualitative Data Analysis","internal_url":"https://www.academia.edu/114882482/Me_and_the_Machines_Possibilities_and_Pitfalls_of_Using_Artificial_Intelligence_for_Qualitative_Data_Analysis","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[{"id":111453037,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/111453037/thumbnails/1.jpg","file_name":"Me_and_the_Machines.pdf","download_url":"https://www.academia.edu/attachments/111453037/download_file","bulk_download_file_name":"Me_and_the_Machines_Possibilities_and_Pi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/111453037/Me_and_the_Machines-libre.pdf?1707900360=\u0026response-content-disposition=attachment%3B+filename%3DMe_and_the_Machines_Possibilities_and_Pi.pdf\u0026Expires=1740648422\u0026Signature=TG2dvzH8bXB1sphTrdcmsyvGW~mVLE874UdB3ztQ0F337~ciGrDdMXNe05y-McJW8Sv41a0WbU8AcQF2XbNywo4sAtEt9xBWZIw0bsLUtLJIcNmIu~Db6zY-3Np4TRwjRTY2NsV0J8aiJldBG59tjWUontVxgASDyLgO33KN6~xEoSrmxEEnZ49RwnpJbGPuN9vZqvGFPhYnh6saHLZMcAi4ts4~plnqZeTyzyiZnU9j99o0YYCK7vUixtuM1iZ4eO~3qs0~m3FaejUYhQeNfMoflAlaw4h4OMGsV5j6dJV15hnkBsjfMwKFXwB6idHLRk5sxH9hsBz9hLWAoojUBw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101334274"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/101334274/Social_media_and_im_mobility_implications_for_community_development"><img alt="Research paper thumbnail of Social media and (im)mobility: implications for community development" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/101334274/Social_media_and_im_mobility_implications_for_community_development">Social media and (im)mobility: implications for community development</a></div><div class="wp-workCard_item"><span>Community Development Journal</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The contemporary forced migration contexts of conflict, climate change and contagion present new ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The contemporary forced migration contexts of conflict, climate change and contagion present new challenges and opportunities for the ways in which community development is understood, practised and imagined. The accelerating trends of refugee persecution and high-impact weather events causing disasters now sit alongside the uncertainties of closed borders and rapidly evolving geopolitics. Despite these dislocations and constraints on human mobility and immobility, the possibilities for connection remain, although unevenly. Mediated predominantly through the smartphone, social media offers new opportunities, cautions and ethical considerations for the circulation of care, intimacy and trust. These flows can now significantly inform and shape everyday lives, political action and how ‘community’ is envisaged and enacted. In the ongoing context of dislocation and separation, this paper presents a longitudinal digital ethnography that examines how people from refugee backgrounds practis...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101334274"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101334274"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101334274; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101334274]").text(description); $(".js-view-count[data-work-id=101334274]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101334274; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101334274']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=101334274]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101334274,"title":"Social media and (im)mobility: implications for community development","internal_url":"https://www.academia.edu/101334274/Social_media_and_im_mobility_implications_for_community_development","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101334203"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/101334203/Facilitating_Co_Creation_of_Knowledge_in_Two_Community_University_Research_Partnerships"><img alt="Research paper thumbnail of Facilitating Co-Creation of Knowledge in Two Community-University Research Partnerships" class="work-thumbnail" src="https://attachments.academia-assets.com/101904143/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101334203/Facilitating_Co_Creation_of_Knowledge_in_Two_Community_University_Research_Partnerships">Facilitating Co-Creation of Knowledge in Two Community-University Research Partnerships</a></div><div class="wp-workCard_item"><span>Collaborations: A Journal of Community-Based Research and Practice</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Community-university research partnerships (CURPs) can be mutually beneficial but not all manage ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Community-university research partnerships (CURPs) can be mutually beneficial but not all manage to co-create knowledge. Though much has been written on conditions for and obstacles to success, less is known about specific factors that may help. This paper adds to emerging literature on this issue by examining how two CURPs, using different community-based research approaches in divergent contexts, found ways to address challenges and co-create knowledge. The Canadian partnership sought to foster knowledge sharing on parenting children with disabilities among researchers, practitioners, community groups and members. The rural Kenyan CURP tested usefulness of a traditional gathering space for fostering intergenerational "sex-talk", hoping to enhance communication between community stakeholders and make accessing health services more acceptable. After presenting main features of both, we identify factors that helped each succeed in its unique context then explore factors that cut across the two. Three common facilitating factors emerged: early and ongoing partner involvement, presence of a safe climate, and knowledge translation for diverse users. Two of these have received scant attention to date, suggesting some implications for practice. As we cannot assume community partners feel safe sharing, researchers need to identify potential barriers and design strategies to reduce them. We also need to explore, document, and share innovative ways to make knowledge accessible for diverse users. Finally, as flexibility and creativity were key to success of both CURPs, these aspects should be emphasized in teaching community researchers. Further work could document innovations and evaluate their effectiveness in helping co-creation of knowledge happen.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="15987ae98d05a0b389549024a5a2c644" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101904143,"asset_id":101334203,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101904143/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101334203"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101334203"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101334203; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101334203]").text(description); $(".js-view-count[data-work-id=101334203]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101334203; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101334203']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "15987ae98d05a0b389549024a5a2c644" } } $('.js-work-strip[data-work-id=101334203]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101334203,"title":"Facilitating Co-Creation of Knowledge in Two Community-University Research Partnerships","internal_url":"https://www.academia.edu/101334203/Facilitating_Co_Creation_of_Knowledge_in_Two_Community_University_Research_Partnerships","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="92317510"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/92317510/In_sight_in_mind_a_literature_synthesis_on_social_connectedness_through_technology_for_young_people_with_long_term_conditions"><img alt="Research paper thumbnail of In sight, in mind: a literature synthesis on social connectedness through technology for young people with long-term conditions" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/92317510/In_sight_in_mind_a_literature_synthesis_on_social_connectedness_through_technology_for_young_people_with_long_term_conditions">In sight, in mind: a literature synthesis on social connectedness through technology for young people with long-term conditions</a></div><div class="wp-workCard_item"><span>International Journal of Inclusive Education</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="92317510"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="92317510"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92317510; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92317510]").text(description); $(".js-view-count[data-work-id=92317510]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92317510; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92317510']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=92317510]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":92317510,"title":"In sight, in mind: a literature synthesis on social connectedness through technology for young people with long-term conditions","internal_url":"https://www.academia.edu/92317510/In_sight_in_mind_a_literature_synthesis_on_social_connectedness_through_technology_for_young_people_with_long_term_conditions","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="92317509"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/92317509/Domestic_stigmatisation_refocusing_interventions_for_people_living_with_HIV"><img alt="Research paper thumbnail of Domestic stigmatisation: refocusing interventions for people living with HIV" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/92317509/Domestic_stigmatisation_refocusing_interventions_for_people_living_with_HIV">Domestic stigmatisation: refocusing interventions for people living with HIV</a></div><div class="wp-workCard_item"><span>African Journal of AIDS Research</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Domestic stigmatisation serves as an umbrella term for acts of enacted or felt stigma experienced...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Domestic stigmatisation serves as an umbrella term for acts of enacted or felt stigma experienced in a person’s domestic environment. This article reports on the term which transpired from a narrative inquiry in 2011 with people living with HIV (PLWH) who reported humiliation or segregation, experienced or perceived, within the domestic environment that rendered the individual disabled, diseased, unworthy, unhealthy, or deficient. A literature review about this form of stigma was conducted using the following inclusion criteria: 1) a peer-reviewed source; 2) published between 2011 and 2018; 3) access to full-text articles; 4) accessible in English; 5) reported from any country; and 6) using qualitative or mixed-method approaches. A total of 37 studies were included in the review — documenting 51 specific experiences of domestic stigmatisation (referred to as acts for the purpose of the review) across all studies. A matrix was developed detailing each study’s’ publication date, geographical context, participant gender (where possible) and the reported acts. A critical analysis is offered on the concept “domestic stigmatisation” and its relevance to domestic or family interventions. Deliberate attention to this concept can potentially refocus HIV stigma-reducing interventions to benefit families and promote coping strategies to reduce stigma-related stress associated with seropositive identities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="92317509"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="92317509"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92317509; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92317509]").text(description); $(".js-view-count[data-work-id=92317509]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92317509; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92317509']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=92317509]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":92317509,"title":"Domestic stigmatisation: refocusing interventions for people living with HIV","internal_url":"https://www.academia.edu/92317509/Domestic_stigmatisation_refocusing_interventions_for_people_living_with_HIV","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . 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This dissertation offers a context-specific example of a decolonising approach to working in partnership with communities. Explored within are activities conducted with members of a rural Kenyan community. Together a traditional East African gathering space, the baraza, was adapted to foster intergenerational dialogue on young people's experiences, and adults' assumptions, of their sexual learning and exposure. Adopting a Freirean conceptualisation of dialogue, the long-term goal of this project is to positively impact the Sexual Health Landscape (SHL) through adapting mabaraza for intergenerational sex-talk on this culturally sensitive topic. Ultimately, the fours cycles of this project resulted in enhanced awareness of community-specific sex-related problems linked to poverty, adolescent pregnancies, gender inequalities, along with violation of, and vulnerability concerning, young people's sexual rights. In this study, I applied a community-based participatory action research (CBPAR) methodology through a critical post-colonial lens. I worked with a trained local research team to gather community contributors' stories of sexual learning and exposure which were approached from a position of transformation. First, we developed a context-specific model from the information gathered to understand the sex-related problems characteristic of the community. This model narrowed our focus on the most significant issues requiring urgent response. Next, the research team and youth participants worked together to design storyboards and a film script as dialogic tools to share their experiences in mabaraza. These tools were springboards for reciprocal intergenerational sex-talk that did not require the verbal input of young people-simultaneously protecting their identity and strengthening their agency. The contextual model effectively widened understanding of community-identified sex-related problems; situating issues within the current post-colonising/neo-colonising context. Results evidenced meaningful ways to pair art-based strategies, which stimulate participatory dialogue in traditional spaces, while fostering communitydriven, culturally relevant, solutions for critical awareness of sex-related issues. Finally, this work serves as a roadmap for encouraging community members to find power in the change process, while elucidating the challenges and possibilities for other novice CBPAR researchers endeavouring to undertake this line of inquiry. iii Dedicated to my Dad, Wayne Chubb, who taught me that the relationships we build with people matter more than anything. You were a man of few words when you wanted to be, but made the ones you chose to use, count. Yote uliyokuwa, niliwabeba nami. All you were I carry with me. Weaving all the elements of this dissertation was a true collaborative effort between my research team, the community contributors who worked alongside us, Kasena and PANGO, my family, two supervisors, and friends (spanning time zones and oceans) along with the scholars whose work challenged me to think critically about my engagement with the world. To the community contributors from Mwakirunge ward and the smaller area of Mirimani, thank you for allowing me to enter and occupy space in your busy lives. Your willingness to share your local knowledge and experience, as well as your jokes, methalis, and home-cooked food. Your warm smiles and strong convictions about the importance of making changes in your community were inviting and inspiring. I would like to recognise Jane, Amanda, Daniel, and Samirthe wordsmiths who copyedited earlier versions of the chapters. Passive voice and split infinitives still get me every time, but I am a work in progress! Thank you to the Society of Community Research and Action (SCRA) for awarding a mini-grant to fund Cycle Three of our project. Your support covered transport, food for sharing, and the costs of two computers to stay with our local research team, making testing mabaraza possible. In addition, I would like to extend my appreciation to all those who donated to my crowd funding campaign 'Creating Conversations'. Without your generous contributions, professional training of a local research team, our meetings, and transport to and from the research site, would not have been possible during Cycles One and Two of this work. Karen, I can never say enough about you, my Kenyan sister. You are one incredibly fiery young woman, with unparalleled gumption. I cannot thank you enough for your dedication to seeing this project through (during and after my presence in Kenya). Your passion about community issues, despite how daunting this work sometimes was, whilst also struggling to maintain balance with your career, family, and health, was always a strong source of motivation, helping to stoke my own fire. Staying up late drinking tea and laughing until our stomachs ached, listening to you complain about the lack of salt in my cooking, rooftop sunsets, beach walks, and doubling up on our boda-boda journeys, singing all the way to Mwakirunge are among my favourite memories from Kenya. Thank you for your beautiful friendship. v My appreciation extends to the authors of Old Enough to Know, especially Dr Susan Kiragu Kanayo for leading me to mabaraza in Kenya. Susan, thank you for being an inspiring teacher, deeply committed to transformative education, and for your compassion toward children with multiple vulnerabilities. You enter all your relationships with love, embodying the true essence of Ubuntu. Dialoguing with you (and your hubby) during the formative stages of this project was invaluable; it is something I will forever treasure. For living your passion to its fullest every day, and for your lovely friendship, I say, with fondness, "Asante Sana Dada". To my family-I did not choose you, but if I could, I would. To Leah, David, and Craig, I have learned so much from all of you because of how different you are from me and from each other. To Aunt Ann, your prayers, FaceTime chats, books, and updates to my wardrobe have been a source of stability throughout this entire process. I feel peace knowing that while her children are spread across the globe, Mom has you for support. Mom, there are not enough pages in this dissertation to convey the gratitude I feel for you. You are the most positive, determined, and powerful woman in my life. I never want you to discount for a second how much your love means to me. None of this would have been possible without everything you have given up so freely. To my wonderful Dad-I started this work for me but have spent the last year finishing it for you. Thank you for teaching me to be where my feet are, that every day can be a good day if you want it to be, and for having such a large family of hilarious and supportive siblings. In Boswarlos, you built our own little "Chubb Village" and I love knowing I can always count on one of my 13 aunts or uncles to share a funny story about you when I miss you most. Finally, to my supervisory dream team, Professor Christa Fouché and Dr Allen Bartley, you have gone above and beyond to support me at each stage of this work. Learning from you both has been an absolute privilege. Thank you to Allen for your unique ability to lead me through the fog to clarity, for the impromptu meetings, and general enthusiasm for this project, which fuelled my excitement to push forward well after our meetings finished. In 2015, you shared a powerful piece of advice with your doctoral students. You said to appreciate the process and the fact that this is one of the rare moments in our lives when we have an extended period of time to think deeply about our thinking. This helped to ground me over the past year and allowed me to arrive at a space of trusting in the process. To Christa, my Kiwi mum (which is how I not-so-secretly refer to you), you have always felt like much more than a supervisor. Having the opportunity to work with someone whose work I hold in such high regard was an honour. Through my anxiety, tears, setbacks, and successes, your support and confidence in my abilities allowed me to believe vi in myself. For the unspoken permission to let me run wild in my exploration of all the disciplines that inform this dissertation-whether explicitly stated or not-for getting excited with me along the way, and for never forcing me to compromise my passion for action research in spite of the constraints of the PhD, I am forever grateful to the both of you.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0387bb2e1f88d1aba2c1e75e8ed2d64e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95356874,"asset_id":92315846,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95356874/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="92315846"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="92315846"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92315846; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92315846]").text(description); $(".js-view-count[data-work-id=92315846]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92315846; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92315846']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0387bb2e1f88d1aba2c1e75e8ed2d64e" } } $('.js-work-strip[data-work-id=92315846]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":92315846,"title":"Struggle for a Sustainable Solution: Building Safe Sex-Talk Spaces with a Rural Kenyan Community","internal_url":"https://www.academia.edu/92315846/Struggle_for_a_Sustainable_Solution_Building_Safe_Sex_Talk_Spaces_with_a_Rural_Kenyan_Community","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[{"id":95356874,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/95356874/thumbnails/1.jpg","file_name":"whole.pdf","download_url":"https://www.academia.edu/attachments/95356874/download_file","bulk_download_file_name":"Struggle_for_a_Sustainable_Solution_Buil.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/95356874/whole-libre.pdf?1670365788=\u0026response-content-disposition=attachment%3B+filename%3DStruggle_for_a_Sustainable_Solution_Buil.pdf\u0026Expires=1740648422\u0026Signature=MA3~uIDJ3yM~cZ-0kN9EzjuLRWQpWE5BdPJMNCDe2Gp5nuSlwII7145mB66KO4evaYU4yp6ye8KuYI69Jrk1VbtV2zCmErbMKw3yErlNt~0tsxT857DROmCrtwMi05gt54f1xj9Wi~fkKizx-q-aIF-WXitgxSsDJchL~xpNEKUMT66sSFRAHYF5kY2-Ou07pJ0XZpjP9Mc2TAxBQ4eB2v3sT8HhabHVon1mRgUCToHUpHL~OEk54FtUUcvHkkeNvC2XFsbdaYGB8DU~GtB2Or1lJvNSUkIJKRVRfSMX33zWy0g9P7tXwnda0C67MSIDhG6mF~gytbYSswWpjYLD2w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="14439071" id="papers"><div class="js-work-strip profile--work_container" data-work-id="126301096"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/126301096/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana"><img alt="Research paper thumbnail of Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana" class="work-thumbnail" src="https://attachments.academia-assets.com/120199391/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/126301096/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana">Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana</a></div><div class="wp-workCard_item"><span>Sexuality research & social policy/Sexuality research and social policy</span><span>, Feb 14, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction Comprehensive sexuality education (CSE) is heralded as an effective solution to redu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Introduction Comprehensive sexuality education (CSE) is heralded as an effective solution to reduce acute sexual and reproductive health (SRH) issues, particularly for young people. In Ghana, from 2019 to 2020, a coordinated campaign against implementing revisions to the CSE curriculum by national and international parties generated a polarising debate resulting in government pull-back from actioning the revisions. Whilst mainstream reporting predominantly focuses on political voices that either promote or discredit the CSE curriculum, formally documented perspectives of those working within service delivery are limited in Ghana. Methods To address this gap, in February 2020, an exploratory qualitative study was conducted using 16 key-informant semistructured interviews with practitioners from organisations delivering SRH in Accra, Ghana, to answer the question: In what ways might CSE be adapted to enhance SRH education delivery for young people in Ghana? Participants were asked their perspectives on the barriers and enablers of CSE implementation in Ghana. Results Utilising a rights-based approach as a theoretical frame for analysis, a hybrid thematic analysis approach revealed three overarching themes: (1) "It's not anything strange": The need to normalise young people's sexual wellness; (2) cultural considerations and countering mistrust; and (3) suggested adaptations. Conclusions and Policy Implications Key informants described seeing the need for CSE in Ghana alongside cultural resistance to content within the curriculum. They called for CSE implementations to consider engaging multiple stakeholders in training to develop content clarity and suggested pathways for incremental delivery and adaptations at government and community levels to continue addressing issues of sexual wellness for the country's growing youth population.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="38f4a9a77c904dc1df7cc47a08e1eb86" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120199391,"asset_id":126301096,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120199391/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126301096"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126301096"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126301096; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=126301096]").text(description); $(".js-view-count[data-work-id=126301096]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 126301096; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='126301096']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "38f4a9a77c904dc1df7cc47a08e1eb86" } } $('.js-work-strip[data-work-id=126301096]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":126301096,"title":"Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana","internal_url":"https://www.academia.edu/126301096/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . 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Co-developed by a doctoral student, a kaiako raranga (weaving teacher), and a doctoral supervisory team, it integrates storytelling and healing into research within a therapeutic environment, addressing the necessity for culturally sustaining methodologies that invite w ahine (women) to openly share their stories. Developed for inquiry into w ahine's experiences with substance use and their experiences during 6 months of a residential programme integrating parenting education with alcohol and drug treatment, Te W ahi Whangai created a distinctive research environment within the treatment setting. The authors present concepts informing the development of Te W ahi Whangai, including Kaupapa M aori, Mana W ahine, Indigenous Storywork and W ananga methodologies alongside design and conditions for application. Embracing a slower paced research environment, the methodology encourages participants to exercise agency in guiding conversations and envisioning the future to open possibilities for a different life. Its emphasis on cultural connection, doing while researching, and prioritising participant voices holds broader implications for Indigenous, Mana W ahine (often referred to as M aori feminist discourses) and arts-based research methodologies, as well as other sensitive research settings.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="790592b20c6515995c4ff3da3ed41515" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119562860,"asset_id":125538747,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119562860/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125538747"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125538747"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125538747; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125538747]").text(description); $(".js-view-count[data-work-id=125538747]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125538747; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125538747']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "790592b20c6515995c4ff3da3ed41515" } } $('.js-work-strip[data-work-id=125538747]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125538747,"title":"Te wahi whangai methodology","internal_url":"https://www.academia.edu/125538747/Te_wahi_whangai_methodology","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . 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Chubb</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/BaskaranViloshini">Viloshini Baskaran</a></span></div><div class="wp-workCard_item"><span>Continuity in Education </span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Students with Long-Term Conditions (LTCs) experience prolonged absences that can impact their sch...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Students with Long-Term Conditions (LTCs) experience prolonged absences that can impact their school connectedness and belonging. Inclusive education policies in New Zealand advocate for equitable learning opportunities for students with disabilities. Students with LTCs are included under this purview, but responses to their unique learning and connectedness needs are not well articulated. Literature suggests</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="66cd626325371958390b56a6046465e2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118633079,"asset_id":124400533,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118633079/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124400533"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124400533"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124400533; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124400533]").text(description); $(".js-view-count[data-work-id=124400533]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124400533; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124400533']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "66cd626325371958390b56a6046465e2" } } $('.js-work-strip[data-work-id=124400533]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124400533,"title":"Keeping Students with Long-term Conditions Connected with Schools: Facilitators for Sustainable Virtual Connections VILOSHINI BASKARAN","internal_url":"https://www.academia.edu/124400533/Keeping_Students_with_Long_term_Conditions_Connected_with_Schools_Facilitators_for_Sustainable_Virtual_Connections_VILOSHINI_BASKARAN","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[{"id":118633079,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118633079/thumbnails/1.jpg","file_name":"66e7f84b49c41_2.pdf","download_url":"https://www.academia.edu/attachments/118633079/download_file","bulk_download_file_name":"Keeping_Students_with_Long_term_Conditio.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118633079/66e7f84b49c41_2-libre.pdf?1728006424=\u0026response-content-disposition=attachment%3B+filename%3DKeeping_Students_with_Long_term_Conditio.pdf\u0026Expires=1740648422\u0026Signature=f~m1ad5APOduC9w6wRcIjWhlcLFAOPR9bjM~Y2GpIiq-SE3-sd9UfBlbQu9sh4Eqt7leiVCVCTRRwB9nC8lfIXiFciI7DrpJikSlRdvKs2NzE5jI4uPQT9btVxHTJgnYYpM3wLP2KXK2qk92SZPP7fk-FzTPT9sDfjaQ94rkn~uTT9vUnCrD5meEigQb~NUXobxfy5hQbYJgcLK63meQYCkDv2PgbT5LHfcz8lneUFPYRyGBLR96hsKKJMOFD~Hvx1EdQo8U2cQcXFHt21faYUrKCMnk71CftJTUetiYTqCk7RO1oM2Y8yelJc4emerOflyFKQLE1sw1n7BvrnSaGw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124400408"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124400408/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana"><img alt="Research paper thumbnail of Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana" class="work-thumbnail" src="https://attachments.academia-assets.com/118633004/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124400408/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana">Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana</a></div><div class="wp-workCard_item"><span>Sexuality Research and Social Policy</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction Comprehensive sexuality education (CSE) is heralded as an effective solution to redu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Introduction Comprehensive sexuality education (CSE) is heralded as an effective solution to reduce acute sexual and reproductive health (SRH) issues, particularly for young people. In Ghana, from 2019 to 2020, a coordinated campaign against implementing revisions to the CSE curriculum by national and international parties generated a polarising debate resulting in government pull-back from actioning the revisions. Whilst mainstream reporting predominantly focuses on political voices that either promote or discredit the CSE curriculum, formally documented perspectives of those working within service delivery are limited in Ghana. Methods To address this gap, in February 2020, an exploratory qualitative study was conducted using 16 key-informant semistructured interviews with practitioners from organisations delivering SRH in Accra, Ghana, to answer the question: In what ways might CSE be adapted to enhance SRH education delivery for young people in Ghana? Participants were asked their perspectives on the barriers and enablers of CSE implementation in Ghana. Results Utilising a rights-based approach as a theoretical frame for analysis, a hybrid thematic analysis approach revealed three overarching themes: (1) "It's not anything strange": The need to normalise young people's sexual wellness; (2) cultural considerations and countering mistrust; and (3) suggested adaptations. Conclusions and Policy Implications Key informants described seeing the need for CSE in Ghana alongside cultural resistance to content within the curriculum. They called for CSE implementations to consider engaging multiple stakeholders in training to develop content clarity and suggested pathways for incremental delivery and adaptations at government and community levels to continue addressing issues of sexual wellness for the country's growing youth population.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d78f2b391777983a50924b4d22cff7f0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118633004,"asset_id":124400408,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118633004/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124400408"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124400408"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124400408; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124400408]").text(description); $(".js-view-count[data-work-id=124400408]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124400408; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124400408']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d78f2b391777983a50924b4d22cff7f0" } } $('.js-work-strip[data-work-id=124400408]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124400408,"title":"Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana","internal_url":"https://www.academia.edu/124400408/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . 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This freely available AI application uses natural language processing (NLP) to respond to user queries about an uploaded PDF. Researcher insights from experimenting with the AI tool ChatPDF for qualitative data analysis are presented, highlighting the advantages, pitfalls, and application-related considerations. As a two-phase curiosity experiment, the researcher engaged in a theory-building exercise to explore key concepts for understanding when using ChatPDF to assist researchers in qualitative data analysis. The experiment generated insights about the purposeful use of AI tools that incorporate NLP for analysis and the risks of inaccuracy when researchers are not familiar with the data or skilled in prompt engineering. Insights raise questions about whether ChatPDF is a viable research assistant for qualitative researchers, ethical issues with specific forms of ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="069dca7ddc24edbbdb22fd76dcb5e111" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118633068,"asset_id":124400396,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118633068/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124400396"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124400396"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124400396; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124400396]").text(description); $(".js-view-count[data-work-id=124400396]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124400396; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124400396']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "069dca7ddc24edbbdb22fd76dcb5e111" } } $('.js-work-strip[data-work-id=124400396]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124400396,"title":"Me and the Machines: Possibilities and Pitfalls of Using Artificial Intelligence for Qualitative Data Analysis","internal_url":"https://www.academia.edu/124400396/Me_and_the_Machines_Possibilities_and_Pitfalls_of_Using_Artificial_Intelligence_for_Qualitative_Data_Analysis","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . 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Chubb</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SuzetteJackson5">Suzette Jackson</a></span></div><div class="wp-workCard_item"><span>Journal of Human Rights and Social Work</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">International social work associations lack sufficient guidance to address tensions within social...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">International social work associations lack sufficient guidance to address tensions within social work education, employment, and registration about individuals with criminal convictions. This tension arises from the need to uphold social work principles of human rights and social justice while minimizing the risk of harm to clients. Limited research exists on how social workers with criminal convictions navigate the profession. Until 2019, when data were collected for this study, there was no information on the topic in Aotearoa, New Zealand. This article reports on an exploratory qualitative study of individuals navigating the social work profession with a criminal history. We aimed to determine whether participants faced discrimination and whether this impacted their careers. An interpretative phenomenological analysis was applied to data collected in 2019 through 11 semi-structured interviews with registered and nonregistered social workers with one or more criminal convictions. Participants' experiences highlighted an overarching theme of once a criminal, always a criminal, showcasing discrimination experienced by social workers with criminal convictions when pursuing a social work career. This overarching theme was underpinned by four predominant subthemes relating to stigma and oppression. Participants' experiences add to evidence that some practices within social work clash with the profession's underpinning principles. The authors argue that social work associations, registration bodies, educators, and employers should understand the value people with lived experiences of the criminal legal system can bring to the profession and facilitate supportive access to social work careers as they are representative of populations served by the profession.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2d7e2b45298b22a5a0c51fdd803d42bd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118632744,"asset_id":124400067,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118632744/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124400067"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124400067"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124400067; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124400067]").text(description); $(".js-view-count[data-work-id=124400067]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124400067; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124400067']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2d7e2b45298b22a5a0c51fdd803d42bd" } } $('.js-work-strip[data-work-id=124400067]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124400067,"title":"Navigating the Profession with a \"Black Mark\": Discrimination Experiences of Social Workers with Criminal Convictions","internal_url":"https://www.academia.edu/124400067/Navigating_the_Profession_with_a_Black_Mark_Discrimination_Experiences_of_Social_Workers_with_Criminal_Convictions","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . 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The World Health Organisation (WHO, 2006) defined sexual health as a "state of physical, emotional, mental and social wellbeing in relation to sexuality." When framed holistically and positively, sexual health is much more than the absence of disease-it comprises respect, safety and freedom from discrimination and violence. Sexual health is expressed through diverse sexualities and critically influenced by gender norms and expectations, roles, pleasure, reproduction and power dynamics (WHO, 2006; World Association for Sexual Health [WAS], 2014). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115043868"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/115043868/Book_Review_Everyday_Community_Practice_Principles_and_Practice"><img alt="Research paper thumbnail of Book Review: Everyday Community Practice: Principles and Practice" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/115043868/Book_Review_Everyday_Community_Practice_Principles_and_Practice">Book Review: Everyday Community Practice: Principles and Practice</a></div><div class="wp-workCard_item"><span>Advances in social work</span><span>, Jul 1, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115043868"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115043868"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115043868; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115043868]").text(description); $(".js-view-count[data-work-id=115043868]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115043868; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115043868']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=115043868]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115043868,"title":"Book Review: Everyday Community Practice: Principles and Practice","internal_url":"https://www.academia.edu/115043868/Book_Review_Everyday_Community_Practice_Principles_and_Practice","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115043866"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/115043866/An_Open_Trial_of_Immersive_Reality_Experiences_IRE_Technology_for_Reducing_Social_Isolation_and_Improving_the_Social_Connectedness_and_Well_Being_of_Hospitalized_Children_and_Young_People_Preprint_"><img alt="Research paper thumbnail of An Open Trial of Immersive Reality Experiences (IRE) Technology for Reducing Social Isolation and Improving the Social Connectedness and Well-Being of Hospitalized Children and Young People (Preprint)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/115043866/An_Open_Trial_of_Immersive_Reality_Experiences_IRE_Technology_for_Reducing_Social_Isolation_and_Improving_the_Social_Connectedness_and_Well_Being_of_Hospitalized_Children_and_Young_People_Preprint_">An Open Trial of Immersive Reality Experiences (IRE) Technology for Reducing Social Isolation and Improving the Social Connectedness and Well-Being of Hospitalized Children and Young People (Preprint)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">&lt;sec&gt; &lt;title&gt;BACKGROUND&lt;/title&gt; &lt;p&gt;Hospitalized children and young people...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">&lt;sec&gt; &lt;title&gt;BACKGROUND&lt;/title&gt; &lt;p&gt;Hospitalized children and young people can feel disconnected from their peers and families, which can in turn predispose them to psychological problems including anxiety and depression. Immersive Reality Experiences (IRE) technology, recently developed by the New Zealand Patience Project Charitable Trust may help to overcome these issues. IRE technology uses immersive 360-degree live-streaming and a virtual reality (VR) headset to enable hospitalized children and young people to connect with cameras located in either their school or home environment.&lt;/p&gt; &lt;/sec&gt; &lt;sec&gt; &lt;title&gt;OBJECTIVE&lt;/title&gt; &lt;p&gt;This trial was undertaken to 1) quantitatively evaluate the effectiveness of IRE technology in reducing social isolation and improving social connectedness and wellbeing using validated outcome measures and 2) expand qualitative findings from a previous smaller &#39;proof of concept&#39; trial to ascertain the views of hospitalized New Zealand children and young people, their caregivers and teachers regarding IRE technology.&lt;/p&gt; &lt;/sec&gt; &lt;sec&gt; &lt;title&gt;METHODS&lt;/title&gt; &lt;p&gt;An open trial of IRE technology was conducted between December 2019 and December 2020 and included 19 New Zealand children and young people aged 13-18, who had been hospitalized at Starship Hospital, a specialist pediatric hospital in Auckland, for at least 2-weeks. All participants completed the Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS), an abbreviated version of the Social Connectedness Scale (SCS) and the Social Inclusion Scale (SIS) and at baseline. Ten participants used IRE technology as often as they wished over a 6-week period and completed post-intervention measures. Semi-structured interviews with a subset of participants, caregivers and teachers were conducted immediately post-intervention.&lt;/p&gt; &lt;/sec&gt; &lt;sec&gt; &lt;title&gt;RESULTS&lt;/title&gt; &lt;p&gt;Participants reported improvements in social inclusion (mean change 3.9, SD 2.8, p 0.057), social connectedness (mean change 14.2, SD 10.0, p 0.002) and well-being (mean change 5.7, SD 4.0, p 0.003). Key themes from interviews with participants, caregivers and teachers were: the importance of support for using IRE technology, connecting vs connectedness, choice and connection, and the value of setting it up and getting it right. A number of recommendations for improving connectedness via IRE and related technology were also provided.&lt;/p&gt; &lt;/sec&gt; &lt;sec&gt; &lt;title&gt;CONCLUSIONS&lt;/title&gt; &lt;p&gt;IRE technology can improve the social inclusion, social connectedness and well-being of hospitalized New Zealand children and young people. With some technological modifications and simplified implementation, IRE technology could become part of standard care and support hospitalized children and young people in New Zealand and elsewhere to sustain family and peer cohesion, experience fewer psychological problems and more easily return to normal life following completion of treatment.&lt;/p&gt; &lt;/sec&gt; &lt;sec&gt; &lt;title&gt;CLINICALTRIAL&lt;/title&gt; &lt;p&gt;This study has been registered with the Australian New Zealand Clinical Trials Network Registry: ACTRN12619000252112p&lt;/p&gt; &lt;/sec&gt;</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115043866"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115043866"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115043866; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115043866]").text(description); $(".js-view-count[data-work-id=115043866]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115043866; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115043866']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=115043866]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115043866,"title":"An Open Trial of Immersive Reality Experiences (IRE) Technology for Reducing Social Isolation and Improving the Social Connectedness and Well-Being of Hospitalized Children and Young People (Preprint)","internal_url":"https://www.academia.edu/115043866/An_Open_Trial_of_Immersive_Reality_Experiences_IRE_Technology_for_Reducing_Social_Isolation_and_Improving_the_Social_Connectedness_and_Well_Being_of_Hospitalized_Children_and_Young_People_Preprint_","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115043863"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/115043863/Interventions_impacting_the_accessibility_of_sexual_reproductive_health_services_for_head_porters_in_sub_Saharan_Africa_A_scoping_review_protocol"><img alt="Research paper thumbnail of Interventions impacting the accessibility of sexual reproductive health services for head porters in sub-Saharan Africa- A scoping review protocol" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/115043863/Interventions_impacting_the_accessibility_of_sexual_reproductive_health_services_for_head_porters_in_sub_Saharan_Africa_A_scoping_review_protocol">Interventions impacting the accessibility of sexual reproductive health services for head porters in sub-Saharan Africa- A scoping review protocol</a></div><div class="wp-workCard_item"><span>PLOS ONE</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Head porters working in markets in sub-Saharan Africa (SSA) are one of the world’s most vulnerabl...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Head porters working in markets in sub-Saharan Africa (SSA) are one of the world’s most vulnerable and socioeconomically disadvantaged groups. They consist predominantly of uneducated women and girls seeking to escape poverty, early marriage, and other issues of domestic violence. Most female head porters are in their reproductive years and often lack access to sexual reproductive health services (SRHS) despite being at high risk for sexually transmitted infections (STIs), unplanned pregnancies, and gender-based violence. The low priority for women and girls’ SRH in many SSA countries highlights the need to explore the factors influencing the accessibility of services for failure to do so restrains human development. An initial search of the literature was conducted and revealed no current scoping or systematic reviews on the accessibility to SRHS for female head porters in SSA. We outline a scoping review protocol, using the Joanna Briggs Institute methodology, to determine the int...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115043863"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115043863"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115043863; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115043863]").text(description); $(".js-view-count[data-work-id=115043863]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115043863; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115043863']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=115043863]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115043863,"title":"Interventions impacting the accessibility of sexual reproductive health services for head porters in sub-Saharan Africa- A scoping review protocol","internal_url":"https://www.academia.edu/115043863/Interventions_impacting_the_accessibility_of_sexual_reproductive_health_services_for_head_porters_in_sub_Saharan_Africa_A_scoping_review_protocol","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114882534"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114882534/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana"><img alt="Research paper thumbnail of Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114882534/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana">Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana</a></div><div class="wp-workCard_item"><span>Sexuality Research and Social Policy</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction Comprehensive sexuality education (CSE) is heralded as an effective solution to redu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Introduction Comprehensive sexuality education (CSE) is heralded as an effective solution to reduce acute sexual and reproductive health (SRH) issues, particularly for young people. In Ghana, from 2019 to 2020, a coordinated campaign against implementing revisions to the CSE curriculum by national and international parties generated a polarising debate resulting in government pull-back from actioning the revisions. Whilst mainstream reporting predominantly focuses on political voices that either promote or discredit the CSE curriculum, formally documented perspectives of those working within service delivery are limited in Ghana. Methods To address this gap, in February 2020, an exploratory qualitative study was conducted using 16 key-informant semistructured interviews with practitioners from organisations delivering SRH in Accra, Ghana, to answer the question: In what ways might CSE be adapted to enhance SRH education delivery for young people in Ghana? Participants were asked their perspectives on the barriers and enablers of CSE implementation in Ghana. Results Utilising a rights-based approach as a theoretical frame for analysis, a hybrid thematic analysis approach revealed three overarching themes: (1) "It's not anything strange": The need to normalise young people's sexual wellness; (2) cultural considerations and countering mistrust; and (3) suggested adaptations. Conclusions and Policy Implications Key informants described seeing the need for CSE in Ghana alongside cultural resistance to content within the curriculum. They called for CSE implementations to consider engaging multiple stakeholders in training to develop content clarity and suggested pathways for incremental delivery and adaptations at government and community levels to continue addressing issues of sexual wellness for the country's growing youth population.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114882534"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114882534"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114882534; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=114882534]").text(description); $(".js-view-count[data-work-id=114882534]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 114882534; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='114882534']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=114882534]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114882534,"title":"Considering Culture and Countering Mistrust: Organisation Perspectives for Adapting Comprehensive Sexuality Education in Ghana","internal_url":"https://www.academia.edu/114882534/Considering_Culture_and_Countering_Mistrust_Organisation_Perspectives_for_Adapting_Comprehensive_Sexuality_Education_in_Ghana","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114882482"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114882482/Me_and_the_Machines_Possibilities_and_Pitfalls_of_Using_Artificial_Intelligence_for_Qualitative_Data_Analysis"><img alt="Research paper thumbnail of Me and the Machines: Possibilities and Pitfalls of Using Artificial Intelligence for Qualitative Data Analysis" class="work-thumbnail" src="https://attachments.academia-assets.com/111453037/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114882482/Me_and_the_Machines_Possibilities_and_Pitfalls_of_Using_Artificial_Intelligence_for_Qualitative_Data_Analysis">Me and the Machines: Possibilities and Pitfalls of Using Artificial Intelligence for Qualitative Data Analysis</a></div><div class="wp-workCard_item"><span>International Journal of Qualitative Methods</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper describes how one researcher learned to overcome artificial intelligence (AI) paralysi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper describes how one researcher learned to overcome artificial intelligence (AI) paralysis and embrace ChatPDF. This freely available AI application uses natural language processing (NLP) to respond to user queries about an uploaded PDF. Researcher insights from experimenting with the AI tool ChatPDF for qualitative data analysis are presented, highlighting the advantages, pitfalls, and application-related considerations. As a two-phase curiosity experiment, the researcher engaged in a theory-building exercise to explore key concepts for understanding when using ChatPDF to assist researchers in qualitative data analysis. The experiment generated insights about the purposeful use of AI tools that incorporate NLP for analysis and the risks of inaccuracy when researchers are not familiar with the data or skilled in prompt engineering. Insights raise questions about whether ChatPDF is a viable research assistant for qualitative researchers, ethical issues with specific forms of qualitative data, and the potential of AI tools for community and student researchers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5fc8102b2311386cfd45ec269ea780d0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111453037,"asset_id":114882482,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111453037/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114882482"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114882482"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114882482; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=114882482]").text(description); $(".js-view-count[data-work-id=114882482]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 114882482; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='114882482']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5fc8102b2311386cfd45ec269ea780d0" } } $('.js-work-strip[data-work-id=114882482]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114882482,"title":"Me and the Machines: Possibilities and Pitfalls of Using Artificial Intelligence for Qualitative Data Analysis","internal_url":"https://www.academia.edu/114882482/Me_and_the_Machines_Possibilities_and_Pitfalls_of_Using_Artificial_Intelligence_for_Qualitative_Data_Analysis","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[{"id":111453037,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/111453037/thumbnails/1.jpg","file_name":"Me_and_the_Machines.pdf","download_url":"https://www.academia.edu/attachments/111453037/download_file","bulk_download_file_name":"Me_and_the_Machines_Possibilities_and_Pi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/111453037/Me_and_the_Machines-libre.pdf?1707900360=\u0026response-content-disposition=attachment%3B+filename%3DMe_and_the_Machines_Possibilities_and_Pi.pdf\u0026Expires=1740648422\u0026Signature=TG2dvzH8bXB1sphTrdcmsyvGW~mVLE874UdB3ztQ0F337~ciGrDdMXNe05y-McJW8Sv41a0WbU8AcQF2XbNywo4sAtEt9xBWZIw0bsLUtLJIcNmIu~Db6zY-3Np4TRwjRTY2NsV0J8aiJldBG59tjWUontVxgASDyLgO33KN6~xEoSrmxEEnZ49RwnpJbGPuN9vZqvGFPhYnh6saHLZMcAi4ts4~plnqZeTyzyiZnU9j99o0YYCK7vUixtuM1iZ4eO~3qs0~m3FaejUYhQeNfMoflAlaw4h4OMGsV5j6dJV15hnkBsjfMwKFXwB6idHLRk5sxH9hsBz9hLWAoojUBw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101334274"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/101334274/Social_media_and_im_mobility_implications_for_community_development"><img alt="Research paper thumbnail of Social media and (im)mobility: implications for community development" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/101334274/Social_media_and_im_mobility_implications_for_community_development">Social media and (im)mobility: implications for community development</a></div><div class="wp-workCard_item"><span>Community Development Journal</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The contemporary forced migration contexts of conflict, climate change and contagion present new ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The contemporary forced migration contexts of conflict, climate change and contagion present new challenges and opportunities for the ways in which community development is understood, practised and imagined. The accelerating trends of refugee persecution and high-impact weather events causing disasters now sit alongside the uncertainties of closed borders and rapidly evolving geopolitics. Despite these dislocations and constraints on human mobility and immobility, the possibilities for connection remain, although unevenly. Mediated predominantly through the smartphone, social media offers new opportunities, cautions and ethical considerations for the circulation of care, intimacy and trust. These flows can now significantly inform and shape everyday lives, political action and how ‘community’ is envisaged and enacted. In the ongoing context of dislocation and separation, this paper presents a longitudinal digital ethnography that examines how people from refugee backgrounds practis...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101334274"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101334274"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101334274; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101334274]").text(description); $(".js-view-count[data-work-id=101334274]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101334274; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101334274']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=101334274]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101334274,"title":"Social media and (im)mobility: implications for community development","internal_url":"https://www.academia.edu/101334274/Social_media_and_im_mobility_implications_for_community_development","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101334203"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/101334203/Facilitating_Co_Creation_of_Knowledge_in_Two_Community_University_Research_Partnerships"><img alt="Research paper thumbnail of Facilitating Co-Creation of Knowledge in Two Community-University Research Partnerships" class="work-thumbnail" src="https://attachments.academia-assets.com/101904143/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101334203/Facilitating_Co_Creation_of_Knowledge_in_Two_Community_University_Research_Partnerships">Facilitating Co-Creation of Knowledge in Two Community-University Research Partnerships</a></div><div class="wp-workCard_item"><span>Collaborations: A Journal of Community-Based Research and Practice</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Community-university research partnerships (CURPs) can be mutually beneficial but not all manage ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Community-university research partnerships (CURPs) can be mutually beneficial but not all manage to co-create knowledge. Though much has been written on conditions for and obstacles to success, less is known about specific factors that may help. This paper adds to emerging literature on this issue by examining how two CURPs, using different community-based research approaches in divergent contexts, found ways to address challenges and co-create knowledge. The Canadian partnership sought to foster knowledge sharing on parenting children with disabilities among researchers, practitioners, community groups and members. The rural Kenyan CURP tested usefulness of a traditional gathering space for fostering intergenerational "sex-talk", hoping to enhance communication between community stakeholders and make accessing health services more acceptable. After presenting main features of both, we identify factors that helped each succeed in its unique context then explore factors that cut across the two. Three common facilitating factors emerged: early and ongoing partner involvement, presence of a safe climate, and knowledge translation for diverse users. Two of these have received scant attention to date, suggesting some implications for practice. As we cannot assume community partners feel safe sharing, researchers need to identify potential barriers and design strategies to reduce them. We also need to explore, document, and share innovative ways to make knowledge accessible for diverse users. Finally, as flexibility and creativity were key to success of both CURPs, these aspects should be emphasized in teaching community researchers. Further work could document innovations and evaluate their effectiveness in helping co-creation of knowledge happen.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="15987ae98d05a0b389549024a5a2c644" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101904143,"asset_id":101334203,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101904143/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101334203"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101334203"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101334203; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101334203]").text(description); $(".js-view-count[data-work-id=101334203]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101334203; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101334203']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "15987ae98d05a0b389549024a5a2c644" } } $('.js-work-strip[data-work-id=101334203]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101334203,"title":"Facilitating Co-Creation of Knowledge in Two Community-University Research Partnerships","internal_url":"https://www.academia.edu/101334203/Facilitating_Co_Creation_of_Knowledge_in_Two_Community_University_Research_Partnerships","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="92317510"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/92317510/In_sight_in_mind_a_literature_synthesis_on_social_connectedness_through_technology_for_young_people_with_long_term_conditions"><img alt="Research paper thumbnail of In sight, in mind: a literature synthesis on social connectedness through technology for young people with long-term conditions" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/92317510/In_sight_in_mind_a_literature_synthesis_on_social_connectedness_through_technology_for_young_people_with_long_term_conditions">In sight, in mind: a literature synthesis on social connectedness through technology for young people with long-term conditions</a></div><div class="wp-workCard_item"><span>International Journal of Inclusive Education</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="92317510"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="92317510"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92317510; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92317510]").text(description); $(".js-view-count[data-work-id=92317510]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92317510; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92317510']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=92317510]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":92317510,"title":"In sight, in mind: a literature synthesis on social connectedness through technology for young people with long-term conditions","internal_url":"https://www.academia.edu/92317510/In_sight_in_mind_a_literature_synthesis_on_social_connectedness_through_technology_for_young_people_with_long_term_conditions","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . Chubb","url":"https://auckland.academia.edu/DrLauraChubb"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="92317509"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/92317509/Domestic_stigmatisation_refocusing_interventions_for_people_living_with_HIV"><img alt="Research paper thumbnail of Domestic stigmatisation: refocusing interventions for people living with HIV" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/92317509/Domestic_stigmatisation_refocusing_interventions_for_people_living_with_HIV">Domestic stigmatisation: refocusing interventions for people living with HIV</a></div><div class="wp-workCard_item"><span>African Journal of AIDS Research</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Domestic stigmatisation serves as an umbrella term for acts of enacted or felt stigma experienced...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Domestic stigmatisation serves as an umbrella term for acts of enacted or felt stigma experienced in a person’s domestic environment. This article reports on the term which transpired from a narrative inquiry in 2011 with people living with HIV (PLWH) who reported humiliation or segregation, experienced or perceived, within the domestic environment that rendered the individual disabled, diseased, unworthy, unhealthy, or deficient. A literature review about this form of stigma was conducted using the following inclusion criteria: 1) a peer-reviewed source; 2) published between 2011 and 2018; 3) access to full-text articles; 4) accessible in English; 5) reported from any country; and 6) using qualitative or mixed-method approaches. A total of 37 studies were included in the review — documenting 51 specific experiences of domestic stigmatisation (referred to as acts for the purpose of the review) across all studies. A matrix was developed detailing each study’s’ publication date, geographical context, participant gender (where possible) and the reported acts. A critical analysis is offered on the concept “domestic stigmatisation” and its relevance to domestic or family interventions. Deliberate attention to this concept can potentially refocus HIV stigma-reducing interventions to benefit families and promote coping strategies to reduce stigma-related stress associated with seropositive identities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="92317509"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="92317509"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92317509; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92317509]").text(description); $(".js-view-count[data-work-id=92317509]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92317509; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92317509']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=92317509]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":92317509,"title":"Domestic stigmatisation: refocusing interventions for people living with HIV","internal_url":"https://www.academia.edu/92317509/Domestic_stigmatisation_refocusing_interventions_for_people_living_with_HIV","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . 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This dissertation offers a context-specific example of a decolonising approach to working in partnership with communities. Explored within are activities conducted with members of a rural Kenyan community. Together a traditional East African gathering space, the baraza, was adapted to foster intergenerational dialogue on young people's experiences, and adults' assumptions, of their sexual learning and exposure. Adopting a Freirean conceptualisation of dialogue, the long-term goal of this project is to positively impact the Sexual Health Landscape (SHL) through adapting mabaraza for intergenerational sex-talk on this culturally sensitive topic. Ultimately, the fours cycles of this project resulted in enhanced awareness of community-specific sex-related problems linked to poverty, adolescent pregnancies, gender inequalities, along with violation of, and vulnerability concerning, young people's sexual rights. In this study, I applied a community-based participatory action research (CBPAR) methodology through a critical post-colonial lens. I worked with a trained local research team to gather community contributors' stories of sexual learning and exposure which were approached from a position of transformation. First, we developed a context-specific model from the information gathered to understand the sex-related problems characteristic of the community. This model narrowed our focus on the most significant issues requiring urgent response. Next, the research team and youth participants worked together to design storyboards and a film script as dialogic tools to share their experiences in mabaraza. These tools were springboards for reciprocal intergenerational sex-talk that did not require the verbal input of young people-simultaneously protecting their identity and strengthening their agency. The contextual model effectively widened understanding of community-identified sex-related problems; situating issues within the current post-colonising/neo-colonising context. Results evidenced meaningful ways to pair art-based strategies, which stimulate participatory dialogue in traditional spaces, while fostering communitydriven, culturally relevant, solutions for critical awareness of sex-related issues. Finally, this work serves as a roadmap for encouraging community members to find power in the change process, while elucidating the challenges and possibilities for other novice CBPAR researchers endeavouring to undertake this line of inquiry. iii Dedicated to my Dad, Wayne Chubb, who taught me that the relationships we build with people matter more than anything. You were a man of few words when you wanted to be, but made the ones you chose to use, count. Yote uliyokuwa, niliwabeba nami. All you were I carry with me. Weaving all the elements of this dissertation was a true collaborative effort between my research team, the community contributors who worked alongside us, Kasena and PANGO, my family, two supervisors, and friends (spanning time zones and oceans) along with the scholars whose work challenged me to think critically about my engagement with the world. To the community contributors from Mwakirunge ward and the smaller area of Mirimani, thank you for allowing me to enter and occupy space in your busy lives. Your willingness to share your local knowledge and experience, as well as your jokes, methalis, and home-cooked food. Your warm smiles and strong convictions about the importance of making changes in your community were inviting and inspiring. I would like to recognise Jane, Amanda, Daniel, and Samirthe wordsmiths who copyedited earlier versions of the chapters. Passive voice and split infinitives still get me every time, but I am a work in progress! Thank you to the Society of Community Research and Action (SCRA) for awarding a mini-grant to fund Cycle Three of our project. Your support covered transport, food for sharing, and the costs of two computers to stay with our local research team, making testing mabaraza possible. In addition, I would like to extend my appreciation to all those who donated to my crowd funding campaign 'Creating Conversations'. Without your generous contributions, professional training of a local research team, our meetings, and transport to and from the research site, would not have been possible during Cycles One and Two of this work. Karen, I can never say enough about you, my Kenyan sister. You are one incredibly fiery young woman, with unparalleled gumption. I cannot thank you enough for your dedication to seeing this project through (during and after my presence in Kenya). Your passion about community issues, despite how daunting this work sometimes was, whilst also struggling to maintain balance with your career, family, and health, was always a strong source of motivation, helping to stoke my own fire. Staying up late drinking tea and laughing until our stomachs ached, listening to you complain about the lack of salt in my cooking, rooftop sunsets, beach walks, and doubling up on our boda-boda journeys, singing all the way to Mwakirunge are among my favourite memories from Kenya. Thank you for your beautiful friendship. v My appreciation extends to the authors of Old Enough to Know, especially Dr Susan Kiragu Kanayo for leading me to mabaraza in Kenya. Susan, thank you for being an inspiring teacher, deeply committed to transformative education, and for your compassion toward children with multiple vulnerabilities. You enter all your relationships with love, embodying the true essence of Ubuntu. Dialoguing with you (and your hubby) during the formative stages of this project was invaluable; it is something I will forever treasure. For living your passion to its fullest every day, and for your lovely friendship, I say, with fondness, "Asante Sana Dada". To my family-I did not choose you, but if I could, I would. To Leah, David, and Craig, I have learned so much from all of you because of how different you are from me and from each other. To Aunt Ann, your prayers, FaceTime chats, books, and updates to my wardrobe have been a source of stability throughout this entire process. I feel peace knowing that while her children are spread across the globe, Mom has you for support. Mom, there are not enough pages in this dissertation to convey the gratitude I feel for you. You are the most positive, determined, and powerful woman in my life. I never want you to discount for a second how much your love means to me. None of this would have been possible without everything you have given up so freely. To my wonderful Dad-I started this work for me but have spent the last year finishing it for you. Thank you for teaching me to be where my feet are, that every day can be a good day if you want it to be, and for having such a large family of hilarious and supportive siblings. In Boswarlos, you built our own little "Chubb Village" and I love knowing I can always count on one of my 13 aunts or uncles to share a funny story about you when I miss you most. Finally, to my supervisory dream team, Professor Christa Fouché and Dr Allen Bartley, you have gone above and beyond to support me at each stage of this work. Learning from you both has been an absolute privilege. Thank you to Allen for your unique ability to lead me through the fog to clarity, for the impromptu meetings, and general enthusiasm for this project, which fuelled my excitement to push forward well after our meetings finished. In 2015, you shared a powerful piece of advice with your doctoral students. You said to appreciate the process and the fact that this is one of the rare moments in our lives when we have an extended period of time to think deeply about our thinking. This helped to ground me over the past year and allowed me to arrive at a space of trusting in the process. To Christa, my Kiwi mum (which is how I not-so-secretly refer to you), you have always felt like much more than a supervisor. Having the opportunity to work with someone whose work I hold in such high regard was an honour. Through my anxiety, tears, setbacks, and successes, your support and confidence in my abilities allowed me to believe vi in myself. For the unspoken permission to let me run wild in my exploration of all the disciplines that inform this dissertation-whether explicitly stated or not-for getting excited with me along the way, and for never forcing me to compromise my passion for action research in spite of the constraints of the PhD, I am forever grateful to the both of you.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0387bb2e1f88d1aba2c1e75e8ed2d64e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95356874,"asset_id":92315846,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95356874/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="92315846"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="92315846"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92315846; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92315846]").text(description); $(".js-view-count[data-work-id=92315846]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92315846; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92315846']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0387bb2e1f88d1aba2c1e75e8ed2d64e" } } $('.js-work-strip[data-work-id=92315846]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":92315846,"title":"Struggle for a Sustainable Solution: Building Safe Sex-Talk Spaces with a Rural Kenyan Community","internal_url":"https://www.academia.edu/92315846/Struggle_for_a_Sustainable_Solution_Building_Safe_Sex_Talk_Spaces_with_a_Rural_Kenyan_Community","owner_id":47435058,"coauthors_can_edit":true,"owner":{"id":47435058,"first_name":"Laura","middle_initials":"A .","last_name":"Chubb","page_name":"DrLauraChubb","domain_name":"auckland","created_at":"2016-04-20T15:47:13.051-07:00","display_name":"Laura A . 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