scholarly journals Therapist and Coloniser

2018 ◽  
Vol 21 (2) ◽  
pp. 119-131 ◽  
Author(s):  
Garrick Rigby
Keyword(s):  
New Zealand ◽  
Cultural Competency ◽  
White Privilege ◽  
Historical Trauma ◽  
Valuable Insight ◽  
Self Awareness ◽  
Power Structures ◽  
Aotearoa New Zealand ◽  
Cultural Self ◽  
Insight Into

This article discusses issues in treating the historical trauma of Māori, the colonised peoples of Aotearoa New Zealand. The advent of Māori psychotherapy has enabled valuable insight into the needs of such clients, but, even as it helps define a space of safety and nurture for Māori, questions arise about how non-Māori practitioners might treat Māori clients from outside this largely intra-cultural process. The article focuses on the response from New Zealand Pākehā (that is, New Zealanders of European descent), due to the fact that they are in the most primary bicultural relationship with Māori, in which an inherent white privilege and coloniser status complicates the relational process. Finally, the article discusses the difficulties Pākehā experience in bridging intercultural divides around cultural competency, power structures, and the importance of cultural self-awareness, which may also have a wider multicultural relevance to other tauiwi (non-Maori) practitioners. Whakarāpopotonga He matapakinga kaupapa whakatika i te hītori whetuki o te Māori, te tangata pēhitia o Aotearoa. Nō te tīmatanga ake o te whakaora hinengaro Māori te whakamanahanga o ngā mātauranga mārihi ki ngā hiahia ō aua kiritaki, engari, ahakoa e āwhinahia ana te tautuhi ātea haumanu, poipoi mō te Māori, ka ara tonu ake te pātai mō te momo whakaora kiritaki Māori ā ngā kaiwhakaora o iwi kē i waho ake i tēnei hātepe ahurei-takitahi. Ka arotika atu tēnei tuhinga ki te urupare mai ā ngā Pākehā, nā te mea ko rātau te kākano rua mātāmua ki te Māori, e puta ake nei te momo hao ā-mā me te tūranga kaipēhitanga hai whakauaua i te hātepe whakawhanaunga. Hai whakamutunga, ka matapakihia te uauatanga o te wheako Pākehā ki te whakawhiti tautuhi ahurei whakapā ki te toa ahurei, te mana whakatakotoranga, me te tokānuku o te tuakiri ahurei, ā, tērā pea he pānga whānui ake anō ki ngā kaimahi (iwi kē) kākano maha.

Locking down behavioural compliance: The role of emotion and emotion regulation in breaches of COVID-19 mitigation measures in Aotearoa New Zealand

2021 ◽  
pp. 135910532110299
Author(s):  
Terise Broodryk ◽  
Kealagh Robinson
Keyword(s):  
Public Health ◽  
Young Adults ◽  
New Zealand ◽  
Health Behaviours ◽  
Mitigation Measures ◽  
Aotearoa New Zealand ◽  
High Knowledge ◽  
The Cost ◽  
Insight Into

Although anxiety and worry can motivate engagement with COVID-19 preventative behaviours, people may cognitively reframe these unpleasant emotions, restoring wellbeing at the cost of public health behaviours. New Zealand young adults ( n = 278) experiencing nationwide COVID-19 lockdown reported their worry, anxiety, reappraisal and lockdown compliance. Despite high knowledge of lockdown policies, 92.5% of participants reported one or more policy breaches ( M  = 2.74, SD = 1.86). Counter to predictions, no relationships were found between anxiety or worry with reappraisal or lockdown breaches. Findings highlight the importance of targeting young adults in promoting lockdown compliance and offer further insight into the role of emotion during a pandemic.

scholarly journals Cessation strategies used successfully by individuals in recovery from methamphetamine addiction

2021 ◽  
Vol 33 (2) ◽  
pp. 32-44
Author(s):  
Yvonne Gordon ◽  
Christine Stephens
Keyword(s):  
New Zealand ◽  
Lived Experience ◽  
Interpretative Phenomenological Analysis ◽  
Health Issue ◽  
Aotearoa New Zealand ◽  
Appropriate Treatment ◽  
Important Health ◽  
Important Health Issue ◽  
Depth Interviews ◽  
Insight Into

INTRODUCTION: Methamphetamine (MA) misuse is a recognised health issue in Aotearoa New Zealand, and there is a lack of appropriate treatment available for individuals who are methamphetamine dependent. This exploratory study, undertaken in 2019, sought to gain insight from individuals in Aotearoa who have experienced MA dependence and now identify as being in recovery, to discover which strategies, approaches or treatment appeared helpful in their recovery.METHODS: The participants in the study were seven adults (New Zealand European, Samoan and Māori ethnicity) who had abstained from methamphetamine for six months or more. In-depth interviews were audiotaped and transcribed before being analysed. The data were analysed using interpretative phenomenological analysis, which has its theoretical origins in phenomenology and hermeneutics.FINDINGS: Four themes emerged to describe the lived experience of recovery from methamphetamine misuse: Getting Away, Support, Personal Sources of Strength, and Treatment. Each theme held importance in the participants’ recovery from MA and provided insight into their journey in abstaining and being in recovery.CONCLUSIONS: These findings may be used to assist others entering recovery. The present findings are limited by the size of the sample; however, they provide valuable information on this important health issue as a basis for further research, which is urgently needed in Aotearoa.

Conceptualising historical privilege: the flip side of historical trauma, a brief examination

2017 ◽  
Vol 14 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Belinda Borell ◽  
Helen Moewaka Barnes ◽  
Tim McCreanor
Keyword(s):  
New Zealand ◽  
Indigenous People ◽  
Historical Trauma ◽  
Aotearoa New Zealand ◽  
Social Wellbeing ◽  
Core Elements ◽  
Settler Societies

Historical trauma is an important and growing area of research that provides crucial insights into the antecedents of current-day inequities in health and social wellbeing experienced by Indigenous people in colonial settler societies. What is not so readily examined is the flip side of historical trauma experienced by settlers and their descendants, what might be termed “historical privilege”. These historic acts of privilege for settlers, particularly those emigrating from Britain, provide the antecedents for the current-day realities for their descendants and the structural, institutional and interpersonal levels of advantage that are also a key feature of inequities between Indigenous and settler. This article theorises an explicit link between historical trauma and historical privilege and explores how the latter may be examined with particular reference to Aotearoa New Zealand. Three core elements of historical trauma are posited as a useful framework to apply to historical privilege.

scholarly journals Attending to immigrants’ everyday activities: A new perspective on ensuring Asian immigrants’ quality of life

2016 ◽  
Vol 28 (3) ◽  
pp. 57-66 ◽  
Author(s):  
Hagyun Kim ◽  
Clare Hocking
Keyword(s):  
New Zealand ◽  
Social Workers ◽  
Asian Immigrants ◽  
Occupational Science ◽  
Everyday Activities ◽  
Aotearoa New Zealand ◽  
Full Participation ◽  
New Perspective ◽  
Insight Into

INTRODUCTION: The quality of Asian immigrants’ lives is significant to the harmony of New Zealand society where, at the 2013 Census, 11.8% of its residents identified as Asian. However, settlement can be stressful for new Asian immigrants because moving to a country with a different culture can disrupt most of their familiar routines, and it is strongly associated with marginalisation and isolation from society. Recognising these challenges, social workers have positioned themselves at the forefront of efforts to improve Asian immigrants’ quality of life.METHOD: An occupational perspective is applied to underpin an examination of Asian immigrants’ participation in Aotearoa New Zealand society. Occupational science is a basic social science grounded in the notion that people engage in occupations for their existence and that the drive to be occupied has evolutionary, psychological, social, and symbolic roots.CONCLUSIONS: This article suggests an occupational perspective as a new analytic framework which has the potential to give social workers clearer insight into the realities which Asian immigrants encounter; consequently, increasing their ability to support Asian immigrants’ full participation into a new society.

Māori Men’s Experiences of Rehabilitation in the Moana House Therapeutic Community in Aotearoa/New Zealand: A Qualitative Enquiry

2018 ◽  
Vol 63 (5) ◽  
pp. 734-751 ◽  
Author(s):  
Jacob D. Ashdown ◽  
Gareth J. Treharne ◽  
Tia Neha ◽  
Brian Dixon ◽  
Claire Aitken
Keyword(s):  
New Zealand ◽  
Family Relationships ◽  
Therapeutic Community ◽  
Indigenous Populations ◽  
Self Awareness ◽  
Criminal Offending ◽  
Holistic Approaches ◽  
Aotearoa New Zealand ◽  
Semistructured Interviews ◽  
Offending Behaviour

In Aotearoa/New Zealand, culturally embedded rehabilitation programmes have been developed to reduce criminal offending among the indigenous Māori population. Currently, there is a lack of research investigating the experiences of these programmes from clients’ perspectives. This study aimed to enhance understandings of the lived experiences of Māori men who were participating in a residential therapeutic community (TC) programme in Aotearoa/New Zealand. Semistructured interviews were conducted one-on-one by a psychology master’s student who was a staff member at the TC and also of Māori descent. Seven Māori TC residents aged 22 to 48 were interviewed about life in a TC. Thematic analysis of the interview data yielded three themes: (a) “The importance of healing family relationships”; (b) “The relevance of Māori culture in rehabilitation”; (c) “Increased self-awareness.” The findings highlight the significance of holistic approaches that emphasize culturally relevant approaches and the involvement of family members in the treatment of substance-use disorders and offending behaviour among indigenous populations.

Growing a Culturally Responsive Tertiary Programme in Psychology

2017 ◽  
Vol 48 (01) ◽  
pp. 39-51
Author(s):  
Eileen Britt ◽  
Angus Macfarlane ◽  
Sonja Macfarlane ◽  
Katharina Naswall ◽  
Jacki Henderson
Keyword(s):  
New Zealand ◽  
Cultural Competency ◽  
Culturally Responsive ◽  
Cultural Practices ◽  
Integrated Approach ◽  
Psychology Training ◽  
Clinical Psychology Training ◽  
Process Of Change ◽  
Aotearoa New Zealand ◽  
The University

This paper provides a description of a postgraduate clinical psychology training programme's journey towards becoming more biculturally responsive and how the learnings from this have been applied to the wider Department of Psychology at the University of Canterbury (UC), Aotearoa New Zealand (NZ). The paper includes a discussion of cultural competency, and frameworks which have been proposed as a way to blend Western and Māori knowledge and clinical and cultural practices. The reasons for introducing the changes, the process of change and the actual changes are described, together with a discussion of the outcomes of the changes. Key principles in undertaking the changes were that it was considered important that the process that was seen as an ongoing journey. Further guiding principles were that a graded, integrated approach was required, undertaken in partnership with Māori, and with a commitment to biculturalism before multiculturalism.

Australian overseas trained psychiatrists’ perspective of up-skilling programme

2014 ◽  
Vol 9 (2) ◽  
pp. 123-132 ◽  
Author(s):  
Pam McGrath ◽  
Saras Henderson ◽  
Sidney Cabral ◽  
David Crompton
Keyword(s):  
New Zealand ◽  
Communication Skills ◽  
Design Methodology ◽  
Specific Information ◽  
Valuable Insight ◽  
Content Type ◽  
Research Findings ◽  
Zealand College ◽  
Examination Process ◽  
Insight Into

Purpose – The purpose of this paper is to report research findings on the perspectives of overseas trained psychiatrists (OTPs) on the “The Overseas Trained Specialist Up-Skilling Programme” (OTSUP), initiated in Queensland, Australia to assist OTP's to prepare for the Royal Australian and New Zealand College of Psychiatrist (RANZCP) Fellowship examination. Ascertaining and utilisation of OTP's views about the programme will enable improvements to be made to the programme and better implementation. Design/methodology/approach – An exploratory qualitative design was utilised for the study in order to provide insights on the quality and effectiveness of the OTSUP. Findings – Centred around two main themes. The first theme included participant's knowledge about the up-skilling programme with its subthemes of “finding out about the programme”; “perceived aims of the programme”; and “educational events supporting the programme”. The second theme revolved around participants’ perceived benefits of the up-skilling programme with its four subthemes such as, first, individualised support, second, the opportunity to improve practical and communication skills through OTSUP educational events, third, access to peer support and fourth, provision of specific information on the RANZCP examination process. Research limitations/implications – Limitations as this was a qualitative study, the findings can only be applicable to a similar context. Nevertheless, the findings do provide support for an educational initiative that assisted the OTS to better prepare for the RANZCP examination. To gain further insight into challenges faced by OTS with successfully passing the examination in less frequent attempts, programmes such as the OTSUP need to be improved and sustained. Originality/value – The findings provide valuable insight into how OTPs view the up-skilling programme. Moreover, the findings pave the way forward in how the programme can be improved in the future to assist OTPs prepare for the RANZCP examination.

scholarly journals White Privilege and the Decolonization Work Needed in Evaluation to Support Indigenous Sovereignty and Self-Determination

2019 ◽  
Vol 34 (2) ◽  
Author(s):  
Kate McKegg
Keyword(s):  
White Privilege ◽  
Ways Of Knowing ◽  
Self Determination ◽  
Annual Conference ◽  
Power Structures ◽  
Aotearoa New Zealand ◽  
Keynote Paper ◽  
The Social ◽  
Indigenous Sovereignty ◽  
Society Annual

This paper builds on a keynote paper presented at the 2018 Canadian Evaluation Society annual conference by Kate McKegg, a Pākehā, non-Indigenous evaluator from Aotearoa, New Zealand. Kate reflects on the concept and implications for Indigenous people of white privilege in colonized Western nations. She discusses some of the ways in which white privilege and its consequences play out in the field of evaluation, perpetuating colonial sentiments and practices that maintain and reinforce inequities and injustice and potentially threaten the social justice aspirations of the field. Kate argues that those with white privilege have much work to do, unpacking and understanding their privilege if they are to have any chance of playing a role in deconstructing and dismantling the power structures that hold colonizing systems in place. She suggests that for evaluators to be effective allies for Indigenous sovereignty and self-determination, they must undertake ideological, cultural, emotional, and constitutional work. This work will be tough and scary and is not for the faint hearted. But it is vital to unlocking the potential transformation that can come from just and peaceful relationships that affirm and validate Indigenous peoples’ ways of knowing and being.

Teaching multicultural awareness and mentoring minority students

2017 ◽  
Vol 11 (1) ◽  
pp. 61-68 ◽  
Author(s):  
Latoya Anderson Pierce
Keyword(s):  
Learning Community ◽  
Minority Students ◽  
Design Methodology ◽  
Self Awareness ◽  
Content Type ◽  
The Past ◽  
Proposed Model ◽  
Cultural Self ◽  
Faculty Mentors ◽  
Insight Into

Purpose This paper includes a proposed model for working with diverse students both in the classroom and as faculty mentors. This paper aims to provide guidelines on creating a collaborative learning community, helping students engage in cultural self-awareness and mentoring minority students. Design/methodology/approach As a conceptual piece, this manuscript is a working model which has been implemented in instructor pedagogy for the past five years. Findings Support for this model primarily comes from student evaluations and feedback. Originality/value This manuscript will provide valuable teaching tools and insight into multicultural pedagogy.

Kākou: Collaborative Cultural Competency

2017 ◽  
Author(s):  
Martina Leialoha Kamaka ◽  
Vanessa S. Wong ◽  
Dee-Ann Carpenter ◽  
C. Malina Kaulukukui ◽  
Gregory G. Maskarinec
Keyword(s):  
Medical Students ◽  
Service Learning ◽  
Learning Community ◽  
Cultural Competency ◽  
Native Hawaiian ◽  
Historical Trauma ◽  
Native Hawaiians ◽  
Cultural Immersion ◽  
Simulated Patients ◽  
Self Awareness

Since 2006, the Department of Native Hawaiian Health at the John A. Burns School of Medicine has worked to develop and implement an innovative, imaginative, and comprehensive cultural competency curriculum for our medical students. Recognizing that understanding culture, society and history is necessary to train future physicians who will work to improve the health of Native Hawaiians and all underserved communities in Hawai'i, our curriculum focuses on self-awareness, traditional healing techniques, effective communication and the social and cultural determinants of health. We expect our students to understand the roots of disparities in health and health care, including cultural historical trauma and colonization. Close consultation with community and cultural experts working with a multidisciplinary teaching team were key to the development of this curriculum, which utilizes didactics, small groups, workshops, simulated patients, service learning, community classrooms and cultural immersion weekends to teach the Native Hawaiian holistic view of wellness to our medical students.

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