Research

E Tū Tāngata draws on Brofenbrenner’s Ecological Systems Theory which depicts an individual nested inside expanding circles of influence; family, community, social and cultural values, history and change over time.  The target of E Tū Tāngata is to create change that spans across the systems, having not only an impact on an individual’s development, wellbeing and sense of self; but influence and change within families, communities and NZ society.  Change where there is respect for others and the conversations at the core of all interactions work to create unity and an openness to celebrate success and acknowledge individual and collective value

There are a range of terms used internationally that represent similar social dynamics to what New Zealanders commonly understand ‘tall poppy’ to be.  These include, schadenfreude - pleasure derived from someone else’s misfortune, and Jante Law – a Danish word representing a code of conduct in Scandinavian countries where not conforming, doing things out of the ordinary, or being overtly personally ambitious as unworthy and inappropriate. 

Tall poppy reflects whether the favour, achievement, or success, was perceived as deserved.  When a fall occurs the response, or level of happiness, to this reflects how deserved the position was perceived to have been for the tall poppy (Feather 2015). 

Tall poppy is a social concept seen in Australia and New Zealand and is considered to be an effect of colonisation.  This could be perceived to have its origins in creating colonial countries that push back against the social structures and hierarchies that existed in their ‘home country’.   

Researchers and social scientists have used and coined terms intended to describe some of the underlying patterns that begin to explain these complex social structures including, social comparison (Huguet & Kuyper 2017), relative deprivation (Feather 2015), and favour fall. 

Relative-deprivation is a theory looking at how groups or individuals perceive themselves compared to other groups or individuals.  Sengupta, Osborne & Sibley (2019) discuss this concept and draw attention to a group or individual needing a sense of belonging and self-esteem, when this is perceived to be threatened, relative-deprivation is more likely to occur. 

Feather’s work (2012, 2015) found that those favouring the fall of tall poppies tended to be lower in global self-esteem and lower in power and achievement values.  They also tended to judge a ‘tall poppy’ as more deserving of the fall and set a higher value on equality; and reported more schadenfreude.  A study completed by Feather looking at giving favour, noted that American students scored higher than Australian students in favouring the reward of tall poppies, this is reflective of individualistic values more common  in American society.  More resentment is shown when high grades follow perceived low effort, therefore there was more emphasis on cutting them down thus demonstrating the ‘tall poppy’ effect.

As the research unfolds psychological mechanisms contributing to these social behaviours have begun to be identified, such as well-being, sense of self (self-esteem, self-efficacy, self-confidence, self-worth), connectedness and belonging.  These show how complex social interactions can be and the role individual and group psychosocial processes have.  A study completed in 2017 (Pierce, Hodge, Taylor, Button) looking at the experience of elite athletes and tall poppy in New Zealand reported that low levels of self-worth and competence in observers are indicators of wanting to cut high achievers down.   Their conclusion supports the value of self-confidence and a positive support system as protective factors in the face of tall poppy.  

Fostering the development of well-being, self-awareness, and sense of belonging are indicated in literature as protective factors and potentially mitigate the role of relative-deprivation, social comparison, and ultimately could reduce a tall poppy response.  By fostering the development of these protective factors, it also potentially mitigates the development of risk factors which contribute to tall poppy.  This notion is what has informed the hypotheses generated for E Tū Tāngata.

In considering what is required for a young person to develop a confident sense of self Ja & Jose, (2017), using Erikson’s psychosocial develop theory (1968), speak to the general understanding that young people require environmental support in order to achieve an integrated identity. This includes social connectedness, the development of trust between parties, and confidence. Their research looks at whether social connectedness predicted an increase in confidence which was confirmed.

They speak to the suggestion that confidence is a combination of self-esteem, self-concept, identity, self-efficacy, and a belief in the future; and is considered part of adolescent well-being.  Overall their research shows that connectedness in school, family and peers impacts on the development of adolescent’s confidence and they suggest that any interventions that work to bolster these will have a positive impact on an adolescent’s developmental trajectory.

Other researchers have looked at adolescent mental health and the negative effects this has in New Zealand society.  New Zealand is reported to have the second highest bullying rates of 51 countries that were examined (Glen et al, 2020), and internationally the highest rates of youth suicide. Glen queried the effects of colonisation as the proportion of Maori or indigenous suicides is higher.  Across literature risk factors have been identified that include depression, alcohol abuse, drug use, patterns of aggressive behaviour, childhood maltreatment including sexual, physical, and emotional abuse, emotional neglect, and bullying (King et al 2019, Glen et al, 2020, Garisch & Wilson, 2015, Wyman et al 2019). 

The results of a study completed in New Zealand (Garisch & Wilson 2015) of non-suicidal self-injury (NSSI) in adolescents, supported international research in that depression, anxiety, alexithymia, poor self- perception, low self-esteem, low internal resources for self-management (eg impulsivity), childhood abuse and trauma, being bullied and drug use all predict this behaviour.  They found that where adolescents had better self-esteem, mindfulness and resilience they were less likely to engage in NSSI.  Garish & Wilson concluded that positive self-esteem was a protective factor and their recommendations to addressing this behaviour was early intervention and interventions that focus on self-esteem, resilience and mindfulness.

Interventions for suicidal and self-harming young people is shown to be most useful when addressing the youth’s psycho-social environment including connecting with family and school (Asarnow & Mehlum 2019).  When youth feel better able to trust adults, and can identify these people, it reduces the chances of risk behaviours occurring (Asarnow & Mehlum 2019). 

Wyman et al (2019) also discusses this and found that adolescents with suicidal attempts (SA) were found to be least connected to their peers, most likely exposed to suicidal friends and least connected to trusted adults.  Rates of SA was higher in schools where connections were less, number of friends were lower and number of peers with self-threatening behaviour was higher and more connected. Where there was cohesion in connections there was a lower rate of students with self-threatening behaviour.  It was found that students with trusted adults at school are more likely to seek help and intergenerational cohesion is apparent (Wyman et al 2019).

Olsson et al’s (2013) work using data from the Dunedin Longitudinal Study looks to gain a better understanding of the aetiology of well-being in order to better inform interventions that will impact positively on child and adolescent development.  Adolescent social connectedness shows a strong pathway to adult well-being, supporting the significance of positive social relationships. 

Prosocial values are suggested as a possible mechanism underlying this strong connection by inferring that prosocial values help construct healthy ways of relating to self, others and the world.  Interventions that promote social connectedness and enhance social inclusion are a means to promoting psychological well-being (Asarnow & Mehlum 2019, Olsson et al, 2013,  Saeri et al, 2018, Wyman et al 2019).

Social connectedness and its connection to wellbeing is discussed in a number of articles as a protective factor (Asarnow & Mehlum 2019, Neely et al, 2016, Olsson et al, 2013, Saeri el al 2018, Wyman et al 2019).  Based on the constructs presented in their model E Tū Tāngata is a conversation that is about fostering community resilience by providing actions that can be taken which are predicted to impact on the future of community wellbeing. 

The New Zealand generated report, What Makes a Good Life? completed by Oranga Tamariki and The children’s Commission (2019), gathered information from around 6000 children and young people in New Zealand about wellbeing.  One of the top three concerns of children and young people were that they have good relationships with family and friends. Other recommendations from this report suggest children and young people are kept safe from bullying, violence or accidents; and children and young people are valued and respected for who they are.  It also emphasises the role of support given and how families and whanau and extended support ‘crews’ need support too.  Fundamentally young people want to feel valued and respected. 

When developing E Tū Tāngata we need to pay heed to the research around the world but more importantly look at what local research is saying about our country. 

The research suggests that there is an important role in fostering children and young people’s wellbeing as a protective factor.  It suggests that connectedness as a community, and an individual, assists with this. Shared values motivate people and risk behaviours are less likely to occur. Having a positive sense of self and sense of belonging is key to positive wellbeing. 

Reports completed in New Zealand detailing the voice of children and young people clearly say they are looking to be heard, to be respected and valued, and to have strong relationships with those around.

The three tiered approach of E Tū Tāngata considers the individual’s intrinsic value, the group, and a collective valuing of others.   The research discussed supports the idea that individuals don’t succeed without others and the combination of positive psychological functioning and external connectedness and support, is what promotes well-being. 

The potential role of E Tū Tāngata in strengthening relationships and building up individual’s sense of self is needed, and essential, in positive psychosocial development and in influencing New Zealand society to approach success, favour, achievement with celebration as opposed to ‘cutting them down’. Community, family and individual wellbeing is what E Tū Tāngata hopes to foster. 

References

Brent, David A. (2020) Commentary: Reducing adolescent suicide: a global imperative – a reflection on Glenn et al. (2020).  The Journal of Child Psychology and Psychiatry 61:3, 309-311. 

Bulmer, Sandy & Buchanan-Oliver, Margo (2010) Experiences of brands and national identity.  Australasian Marketing Journal 18, 199-205

Cappelen, Cornelius & Dahlberg, Stefan (2018) The Law of Jante and generalized trust. Acta Sociologica 61:4, 419-440

Center on the Developing Child at Harvard University (2019) IDEAS Impact Framework Guide: A guide to program development and evaluation. Version 6, www.developingchild.harvard.edu 

Feather, N. T. (2015) Analyzing Relative Deprivation in Relation to Deservingness, Entitlement and Resentment.  Soc Just Res 28, 7-26

Feather, Norman. (2012) Tall poppies, deservingness and schadenfreude.   British Psychological Society 25:6, 434-437

Garisch, Jessica Anne, & Wilson, Marc Stewart (2015) Prevalence, correlates, and prospective predictors of non-suicidal self-injury among New Zealand adolescents: cross-sectional and longitudinal survey data.  Child and Adolescent Psychiatry and Mental Health 9:28, 

Glen, Catherine R., Kleiman, Evan M., Kellerman, John, Pollak, Olivia, Ch, Christine B., Esposito, Erika C., Porter, Andrew C., Wyman, Peter A., & Boatman, Anne E. (2020) Annual Research Review: A meta-analytic review of worldwide suicide rates in adolescents. Journal of child psychology and psychiatry 61:3, 294-308.

Harre, Niki, Madden, Helen, Brooks, Rowan, Goodman, Jonathan (2017)  Sharing Values as a Foundation for Collective Hope.  Journal of Social and Political Psychology 5:2, 342-388

Hatcher, Simon (2016) Indigenous Suicide: A Global Perspective with a New Zealand Focus.  The Canadian Journal of Psychiatry/ La Revue Canadienne de Psychiatrie 61:11, 684-687 

Huguet, P., & Kuyper, H. (2017). Applying social psychology to the classroom. In L. Steg, K. Keizer, A. Buunk, & T. Rothengatter (Eds.), Applied Social Psychology: Understanding and Managing Social Problems (pp. 172-192). Cambridge: Cambridge University Press. doi:10.1017/9781107358430.008

Ja, Nicole M. & Jose, Paul, E. (2017) “I can’t Take Hold of Some Kind of a Life”: The Role of Social Connectedness and Confidence in Engaging “Lost” Adolescents in Their Lives.  Journal Youth Adolescence 46, 2028-2046

King, Pita (2019) The Woven Self: An Auto-Ethnography of Cultural Disruption and Connectedness. International Perspectives in Psychology: Research, Practice, Consultation. 8:3, 107-123

King, Cheryl A., Brent, David, Grupp-Phelan, Jacqueline, Shenoi, Rohit, Page, Kent, Mahabee-Gittens, Melinda, Chernick, Lauren S., Melzer-Lange, Marlene, Rea, Margaret, McGuire, Taylor C., Littlefield, Andrew, & Casper, Charles (2019) Five Profiles of Adolescents at Elevated Risk for Suicide Attempts: Differences in Mental Health Service Use. Journal of the American Academy of Child and Adolescent Psychiatry.

McCrea, Rod, Walton, Andrea, Leonard, Rosemary (2016) Developing a Model of Community Wellbeing and Resilience in response to Change.  Soc Indic Res 129, 195-214

Neely, Eva, Walton, Mat, & Stephens, Christine (2016) Food practices and school connectedness: a whole-school approach.  Health Education 116:3, 320-340

Olsson, Craig A., McGee, Rob, Nada-Raja, Shyamala, & Williams, Sheila M. (2013) a 32-Year Longitudinal Study of Child and Adolescent Pathways to Well-Being in Adulthood. Journal of Happiness Studies. 14, 1069-1083

Pierce, Scott, Hodge,  Taylor, Megan, & Button, Angela (2017) Tall poppy syndrome: Perceptions and experiences of elite New Zealand athletes.  International Journal of Sport and Exercise Psychology, 15:4, 351-369

Rosenbaum Asarnow, Joan & Mehlum, Lars (2019) Practitioner Review: Treatment for suicidal and self-harming adolescents – advances in suicide prevention care.  The journal of child psychology and psychiatry 60:10, 1046-1054

Saeri, Alexander K., Cruwys. Tegan, Barlow, Fiona Kate, Stronge, Samantha, & Sibley, Chris G. (2018) Social connectedness improves public mental health: Investigating bidirectional relationships in the New Zealand attitudes and values survey. Australian & New Zealand Journal of Psychiatry. 52 (4) 365-374

Sengupta, Nikhil K., Osborne, Danny, & Sibley, Chris G. (2019) On the Psychological Function of Nationalistic “Whitelash”.  Political Psychology 40:4, 759-775

Soutter, Anne Kathryn, O’Steen, Billy & Gilmore, Alison (2014) The student well-being model: a conceptual framework for the development of student well-being indicators.  International Journal of Adolescence and Youth 19:4, 496-520

Wyman, Peter, A., Pickering, Trevor, A., Pisani Anthony R., Rulison, Kelly, Schmeelk-Cone, Karen, Hartley Chelsey, Gould, Madelyn, Caine, Eric D., LoMurray, Mark, Hendricks Brown, Charles, & Valente, Thomas W. (2019)  Peer-adult network structure and suicide attempts in 38 high schools: implication for network-informed suicide prevention. Journal of Child Psychology and Psychiatry 60:10, 1065-1075