Peta Dzidic

Dealing with Wicked Problems: Conducting a Causal Layered Analysis of Complex Social Psychological Issues

Abstract Causal layered analysis (CLA) is an emerging qualitative methodology adopted in the discipline of planning as an approach to deconstruct complex social issues. With psychologists increasingly confronted with complex, and “wicked” social and community issues, we argue that the discipline of psychology would benefit from adopting CLA as an analytical method. Until now, the application of CLA for data interpretation has generally been poorly defined and overwhelming for the novice. In this paper we propose an approach to CLA that provides a method for the deconstruction and analysis of complex social psychological issues. We introduce CLA as a qualitative methodology well suited for psychology, introduce the epistemological foundations of CLA, define a space for it adoption within the discipline, and, outline the steps for conducting a CLA using an applied example.

Exploring the impact of living with dyslexia: The perspectives of children and their parents

Abstract Purpose: A small but growing body of literature indicates that children with dyslexia are at elevated risk of internalising and externalising mental health problems. However, little research addresses why this might be the case, particularly from the point of view of the children or their parents. This study therefore aimed to explore the lived experiences of children with dyslexia, and their parents. Method: Drawing on a phenomenological approach, 13 children with dyslexia and 21 parents were interviewed. The semi-structured interviews were analysed thematically. Result: Dyslexia was seen to impact at the individual, family and community level. Children’s accounts of their experiences were ecologically situated at both the micro and mesosystem levels of Bronfenbrenner’s ecological model, while parent’s accounts extended to include the exosystem. Both also reflected on “difference”, a theme related to cultural and attitudinal views at the level of the macrosystem. Conclusion: Presentation of the themes contrasts the experiences of children and parents, illustrating that the experience of dyslexia is indicative of broader challenges associated with societal values and attitudes that privilege perceived ability and shame difference. This study provides information that could be used to inform and educate families and teachers about the impact of living with dyslexia.

Social science and socialising: adopting causal layered analysis to reveal multi-stakeholder perceptions of natural resource management in Australia

The social context of Natural Resource Management (NRM) in Australia is now considered to be a major contributing factor behind the success or failure of landscape improvement programmes. This paper investigates NRM social issues via an alternative interpretative method, Causal Layered Analysis (CLA). CLA was utilised in nine focus groups, comprising landholders and staff from NRM regional bodies in central west New South Wales. A multitude of stakeholder concerns emerged, particularly regarding the concept of sustainability and confusion over roles and responsibilities. We propose that continued use of CLA by those in the local catchment community can help overcome complexity in the social landscape and lead to more engaged and empowered communities.

Unblurring the lines: a qualitative exploration of young women’s opinions on popular music

Abstract Music is an important part of the human experience, arguably contributing to identity and the formation of relationships and group memberships. However, the way women are portrayed in music has been identified as harmful and disempowering. Past research relating music to these trends has often failed to “give voice” to participants by asking them what think about the music they listen to, which is in itself disempowering. Therefore, the aim of this study was to gain an understanding of young women’s perspectives of popular music. Face-to-face, in-depth, semi-structured interviews were conducted with 10 young women. Causal layered analysis was used to deconstruct participants’ understandings of popular music. Findings revealed that for participants, music can both reflect and contribute to conflicting worldviews regarding women’s freedom of expression and sexual conservatism. Music also acted as a conduit for discussion of the social construction of women; participants articulated that female artists are seen rather than heard, reduced to body parts and commodified. Findings indicate that participants are cognizant of gendered power differences in music, rendering popular music in particular a mechanism for the oppression of women, but also a useful means to monitor and challenge problematic cultural attitudes directed at women.

Green-Tinted Glasses: How Do Pro-Environmental Citizens Conceptualize Environmental Sustainability?

ABSTRACT Recent research has shown that many Australians see pro-environmental behaviour as desirable and identify as being green. However when compared to other countries, Australians score poorly on pro-environmental behaviour measures, engaging mostly in tokenistic pro-environmental actions, and demonstrate low levels of concern for the environment. In this article, we examine this tension through exploring the meaning of the term sustainability to Australian participants who self-identify as pro-environmental. Twenty-six interviews were conducted and analysed using a causal layered analysis. Through the examination of participants’ environmental discourse and practices, some of the deeper socio-psychological processes influencing pro-environmental behaviour are revealed. While participants aspired to be green, their actions were bound by cultural traditions and world views that perpetuate environmental degradation. Participants struggled to define the term sustainability and held self-enhancing motives for adopting what they identify as a pro-environmental identity. These findings highlight the influence of collective cultural constructs in shaping how pro-environmental behaviours are understood and enacted.

Improving Phonological Awareness in Parents of Children at Risk of Literacy Difficulties: A Preliminary Evaluation of the Boost Program

Background: Phonological awareness is an important skill underpinning the development of early literacy. Given the central role of parents in supporting the development of children’s early literacy skills, and that poor parental phonological awareness is associated with poorer child literacy outcomes, it is possible that improving parent phonological awareness may aid literacy development for at-risk children. This study is a preliminary evaluation of a program aiming to improve phonological awareness skills of parents in low socioeconomic status communities, and also provide these parents with strategies to support their child’s literacy development. Methods: After completing the program, participants were asked if it had helped them learn about how to assist their child’s reading and spelling, whether they planned on using the resources provided, and if they would be likely to attend a future workshop building on the Boost program. Phonological awareness measures (rhyme, syllable, and phoneme level), and measures of overall confidence in performance on the phonological awareness tasks, were administered both before and after attending the program. Results: Almost all parents indicated that the program helped with learning how to assist their child’s reading and spelling, that they would use the resources provided, and would likely attend a future workshop. Significant increases in pre- to post-program phonological awareness scores were obtained at the rhyme and phoneme level. Conclusion: The program and associated resources appear acceptable to parents in communities with high rates of literacy problems and improved parents’ phonological awareness skills. However, findings are preliminary and further evaluation using more rigorous methodologies and testing whether improvements in parents’ phonological awareness translate into better literacy outcomes for children is needed.

Reflections on the Emergence and Evolution of a Scholarship of Teaching and Learning Community of Practice Within a Research-Intensive Higher Education Context

In this chapter we present a critical case study analysing the emergence and evolution of a higher education Community of Practice (CoP) centred on the Scholarship of Teaching and Learning (SoTL). This CoP exists in the context of an institution attempting to re-position itself as ‘research intensive’, where there are ongoing tensions between research and teaching, with prevailing perceptions that research is more valued than teaching, and disciplinary research is more valued than teaching and learning research. The chapter draws on the findings from a workshop with the CoP members, conducted within a Futures Studies anticipatory action-learning framework, and analysed using Causal Layered Analysis. Findings highlighted the importance of social context. Three themes emerging from the workshop were members’ perceived systemic exclusion from the wider research community, exploration and contestation of dominant university culture and values, and perceptions that teaching and SoTL are undervalued within the university setting. Individual and collective experiences of exclusion and othering prompted a movement of defiance, fostering the development of a CoP which, over the first 3 years of operation, has achieved institutional recognition, access to resources, competitive research funding success, significant publication outputs, and, growth and stability in research group membership. Multidisciplinary engagement and focus, the research group’s interpersonal style which is based on mutual respect and support, and flexibility through empathy have fostered successes. Ultimately the success of a CoP is not determined by tangible outputs alone. Rather, it is characterised by equity, collaboration, genuine participation and empowerment.

Exploring breast health practices of post-menopausal women: Implications to informed consent.

In light of the contention surrounding breast health practices, the research aimed to explore post-menopausal women’s experiences of such practices. Semi-structured interviews were conducted in July and August 2015 with 13 Australian women aged 54–74 years. Data were analysed thematically. Participants deemed their engagement with breast health practices as the ‘right’ thing. However, engaging in these ‘right’ practices appeared to be fostered by misconceptions. The findings suggest that women may not be making evidence-informed decisions to engage in breast screening; identify contemporary barriers to promoting informed decisions; and may inform information pertinent to breast screening policy, campaigns and decision aid designs.