<![CDATA[Point Research - Blog]]>Mon, 14 May 2018 09:40:06 +1200Weebly<![CDATA[Going where the energy is: Part One]]>Wed, 22 Jul 2015 03:54:32 GMThttp://www.pointresearch.co.nz/blog/going-where-the-energy-is-part-one
We talk a lot in our work about "going where the energy is", which means harnessing the energy around you to help you achieve your vision of social transformation.

Often, we hear that organisations can't do the things they want because they 'can't afford it', but if you look around you, there are a lot of resources and goodwill that you can tap into, at no or very low cost. Sometimes it requires a bit of creative thinking, and often a bit of networking and asking around, but always remember that there are people out there who are willing and able to donate time, resources and expertise, and who get a kick out of doing so. And it makes us feel good. Three  of the five ways to wellbeing are to connect, give, and keep learning - all the kinds of things that happen when you volunteer to do something good. In the words of the Mental Health Foundation , "it feels good to give and everybody has something to offer."

Our entire business model is grounded in the notion that people want to do something good, and that they have something to offer. Some people do something good for their day job (hello, lovely people that we work with every day!), and some people do it for fun.

Last weekend I was privileged to work alongside Charity IT - people who 'do' good, for fun. Over two days I worked alongside a bunch of amazing volunteers to build a website for 'Success for Little People' (part of the CEC project).
Charity IT volunteers - smiling because I told them to look like they were working. They gave up their weekend to build us a website. Trust me, they were working.
The view from my chair. I don't know how we were expected to work under such conditions...
The volunteers were bought together for a Charity IT 'hackathon'.* So, we slummed it for the weekend on the 27th floor of Auckland's PWC tower in offices sponsored by Servcorp (check out the photo), eating copious amounts of food, playing with the coffee machine and having a pretty fun time. Oh, and building a website.

Why were they building us a website? I like to think it's because these volunteers believe that social change is possible and they believe they have something to offer.** They gave their time and expertise  to help us get information out there which will help all kiwi parents to get their kids prepared and ready for school. I'm kinda hoping that they got something out of it as well, and that they were able to walk away feeling like they gave something good. And they did give something good - they gave us something we never would have been able to achieve on our own. They also gave me a massive dose of renewed faith in humanity.

So - our work this weekend with Charity IT is a great example of going where the energy is, and utilising the energy and goodwill of those around you to achieve magic. The best thing is, any charity or non-profit out there can ask Charity IT for help -  you can get in touch with them here.
*Basically, a hackathon is an intensive weekend event where IT professionals, students and anyone interested in information technology, can volunteer their time to help a charity with their IT needs. And it's fun. And you don't actually 'hack' anything. I think that might just be a bit of IT humour.
**Some thank you's are in order - first of all a big thanks to the Charity IT team - Leigh, Nathan, Ross, Melanie, Hana and Ben. But most of all - thanks to the amazing volunteers who worked on our project - Clyde, Nicole, Varun, Namish, Aaron and Marty.

]]><![CDATA[How to turn research into a garden]]>Thu, 05 Feb 2015 00:24:42 GMThttp://www.pointresearch.co.nz/blog/how-to-turn-research-into-a-gardenNadine Metzger
The HELP Youth Garden: A sanctuary for young women whose lives have been impacted by sexual violence
It was an enormous privilege for Alex and I to attend the grand opening of the HELP Sensory Youth Garden at the end of last year. Earlier in the year, we had worked closely with HELP on a project called "Breaking the Silence", which - among other things - recommended that sexual violence services consider being a bit creative around building spaces for youth.

(Now - in no way are we taking credit for this garden. We didn't even say "build a garden". And, when push came to shove, we didn't even get our nails dirty. We are just telling the story.)

What happened was that HELP read the research findings and thought "how do we make this research actionable?".  After that they thought "we need a garden that is a space for solitude and a sanctuary where young women can be safe". Then they wrote it on their wishlist and sent it out into the universe.*

Here is what happened next. The wishlist found its way to a fundraising event (at our favourite shop, Dalston), where it was sighted by the partner of landscape gardener Russell Dawe of InLandscape, who went home and said "you should design and build a garden for HELP." And he said "what a great idea, I'll make a couple of calls."

And then something amazing happened. All these different people and companies came on board and gave their time, resources, and products.** By December the results of this remarkable collaboration were obvious (see the pictures).

Occasionally, in the wonderful world of research and evaluation, we get to see some research of our research come to fruition (actually we quite often get to see it, But bear with me, I'm making a point). We try hard to write reports and make recommendations which don't sit on dusty shelves or act as a coffee coaster on someone's desk. And sometimes we even get to feel part of something wonderful. Thanks, HELP, for helping us feel part of such an amazing community, and for giving us a sense of hope around what can be done.
It's a hammock, not a smiley face
*We are big fans of sending stuff out to the universe. Here is a case in point. Two weeks ago we were having a strategic planning session (aka a cup of tea on the office couch) and wrote our research priorities down on the whiteboard. One of these was "some research into foster caring". Five minutes later the phone rang with - surprise - someone who was interested in commissioning some research into foster carers. Incidentally, "some research into community gardens" is still waiting for a taker...

** Special mention goes to:
Front Line Drainage
Bunnings Warehouse
Mankind project
Rotary New Zealand
Architects for Humanity
HELP staff and volunteers
Kings Plant Barn
The North and South Trust
Dragon Community Trust Ltd
Pelorus Trust
The Lou and Iris Fisher Charitable Trust
Rotary Western Springs, Hillsborough, Lynfield, Mt Roskill, Mangere, St Johns and Mt Eden


]]><![CDATA[Good things take time...]]>Thu, 18 Dec 2014 03:09:19 GMThttp://www.pointresearch.co.nz/blog/good-things-take-timeNadine Metzger (Note cross-posting from cec.net.nz)
 PictureRaurimu School, Whangarei
Our team are a patient bunch and years of working in social change has taught us that good things take time. Our patience has been well-rewarded this year as the CEC project has gained considerable traction at local and regional levels. We’ve also learned a great deal about how our project is working in communities and the positive effects it is having.

First, our projects seem to be contributing to building stronger community ties—for example, hundreds of educators and whānau attended the JRM funded, Pukekohe-based Te Huarahi “Kai, Kapahaka and Korero” evening in November. Other local CEC projects are helping schools and learning centres be more responsive to the needs of their communities and to build parents' confidence and self-esteem. In Whangarei, for example, we are seeing many parents who had negative experiences in education to develop positive relationships with their schools. These benefits have “rippled” out to other members of the family and to other members of the community as participants share their learning and experiences with others around them.

We've also learned a lot about what kinds of local CEC activities seem to have the greatest impact.
We've learned that CEC programmes seem to work best when they are based on mutual respect between families and schools, and when communication and learning is two-way—activities that allow whānau and families to both give and receive support may be more effective than one-directional activities. CEC activities are also more likely to have an impact if they are responsive to the needs of communities, and build on the strengths and values of those groups. We've also learned that retaining a clear focus on learning is key, as is providing enough resources to projects—because it's unrealistic to expect busy teachers to take on extra parent engagement activities on top of their existing workload, a little funding to support a dedicated “community liaison coordinator” or “kaiarahi” role can go a long way.

At a regional level, we’ve learned about collective effervescence and the powerful effect of bringing people together who share a common vision. We’ve learned that our educators and whānau are not only hungry for ideas around how to connect education and communities, but also that they bring a number of ideas around how to effectively engage whānau with children’s learning, and how schools and whānau can build positive and productive relationships. As a team, we’ve learned that connecting with local educators and whānau and responding to the needs of each region is far more effective than a generic presentation. We know that follow-up is key, as is the facilitation of relationships.

We're also aware that building strong relationships takes time, and we may need to wait before we will see the impact of these partnerships on children's achievement. In the meantime, we need to stay committed to developing strong relationships between schools, parents, families, and community organisations—this work is important, and can have a real impact on helping children, families, and communities achieve success.
]]><![CDATA[Using photovoice to help communites notice and record change]]>Tue, 14 Jan 2014 02:54:18 GMThttp://www.pointresearch.co.nz/blog/using-photovoice-to-help-communites-notice-and-record-changeNadine Metzger
Community and social researchers are regularly asked to help funders and organisations understand the depth and breadth of community change which has occurred as a result of their funding and actions. As community action has become more locally-driven, research methods have become more proactive in terms of helping communities and community members capture and understand their contribution in creating community changes.
As a social research company, a growing part of our work is helping communities to notice and record change in their own voices, using methods such as community dinners, Photovoice and impact stories. Working with communities in ways which are respectful and relational is a process which can’t be hurried.

Good things take time, and this is especially true of community work, and community research. Making time to stop and reflect on what has happened is often difficult for people who are constantly doing, doing, doing, yet it is crucial if we are to understand the quality of the intervention and how initiatives can check where they are heading and adapt if necessary.
Understanding change can be a tough journey at times but, if done gently and carefully, is a journey which is worth the effort.


The Manurewa Parenting Hub provides services that support parents as leaders of their family. The Hub operates across six schools in Manurewa, South Auckland, and offers services such as parenting support, learning support, practical sessions (e.g. cooking), budgeting, and fitness. The Hub also runs a highly successful teacher aide programme, which places parents in paid teacher aide positions in local schools.

We are currently working alongside the Hub helping parents to understand and notice change in and for themselves, and to articulate that change in their own voices. One of the key parts of the Hub project is helping a group of seven parents represent themselves through a ‘Photovoice’ project. In its genuine form (i.e. according to Wikipedia), Photovoice is ‘a collaborative participatory methodology in which often-marginalised or disadvantaged participants are supported to generate their own photographic work in order to share lived experiences and present the world as they see it.’ In other words, we’ve given each parent a camera and asked them to use photos to answer two questions: 1, tell us about you as a parent and 2, tell us about your role in and involvement with the Hub, with a particular emphasis on change that has occurred in both of these two areas. It’s a very loose brief, and one which we as researchers are not particularly sure that we could even answer ourselves, but the parents have embraced the concept.

We find Photovoice a particularly powerful method for helping community members capture and understand change. First, it transcends barriers such as language, culture, age and experience. Second, it amplifies the ordinary. Is a photo of a street sign ordinary? Of course it is. Yet, as you can see, the photo of the street sign (pictured) is far from ordinary. Third, it makes people stop and notice things, which is particularly important when we are capturing change. Last, it’s fun and inspiring and a rather nice change from surveying, interviewing and writing.

The Hub project is not the first time we have used Photovoice, and with each iteration we have been able to check, reflect and adapt our process so that it is most suitable for the communities with whom we are working.

The Photovoice process can itself be a form of community intervention, with its own set of impacts and outcomes. Capturing and naming experience, and understanding change, can be a tough journey at times but, if done gently and carefully, is a journey which is worth the effort.
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