Māori & Psychology Research Unit Papers

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https://researchcommons.waikato.ac.nz/handle/10289/4

The Māori & Psychology Research Unit (MPRU), established in 1997, is designed to provide a catalyst and support network for enhancing research which has at its centre the psychological needs, aspirations, and priorities of Māori people.

Now showing 1 - 5 of 256

Māori and Psychology Research Unit (MPRU) annual report 2018-2021
(Report, The Māori and Psychology Research Unit, 2022-09-02) Masters-Awatere, Bridgette; Ruru, Stacey Mariu
Annual report of the Māori and Psychology Research Unit (MPRU) 2018-2021. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Māori. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Division of Arts, Law, Psychology and Social Science, the University, and the wider community.
He Pikinga Waiora Kimi Ora lifestyle programme: Case study of a successful community-based indigenous diabetes intervention.
(Journal Article, New Zealand Medical Association, 2021-11-12) Masters-Awatere, Bridgette; Cassim, Shemana; Tamatea, Jade; Scott, Nina; Simpson, Chae; Paekau, Cherie
ABSTRACT AIM: To co-design and implement a whānau-centred, community-based lifestyle programme (Kimi Ora) intended to ensure no worsening of HbA1c and to improve wellbeing for Māori whānau and communities with diabetes or pre-diabetes. METHODS: Māori healthcare providers, community members, research advisors and wider stakeholders used a co-design process underpinned by He Pikinga Waiora to collaboratively develop and implement Kimi Ora Control group comparisons and participants were recruited from Te Kōhao Health. Multi-method monitoring and collection captured individual, whānau and community data. RESULTS: Kimi Ora was run in two communities in Aotearoa New Zealand. In total, there were 35 participants who took part in an eight-week programme offered five times alongside a comparison group comprising 21 participants. Kimi Ora resulted in significant improvements on all biomedical measures compared to baseline, and participants had gains relative to the comparison group for variables including weight, BMI, blood pressure and waist measurement. Of particular note was the 100% retention rate and sustained community support for Kimi Ora. CONCLUSIONS: Outcomes from Kimi Ora demonstrate this programme, which was actively tailored for and worked with Māori communities in a responsive and flexible manner, resulted in successful biomedical outcomes, high engagement and high retention.
An evaluation of Kaupapa Māori in Psychology at the University of Waikato
(Report, Māori & Psychology Research Unit, 2018) McAllister, Sue; Walsh, Mikaela; Frost, Christine; Clarkson, Rebecca; Masters-Awatere, Bridgette; Rua, Mohi; Furness, Jane Amanda
The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students. This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way. Our evaluation was guided by three objectives: (1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration, (2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and (3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School. Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology. The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report. The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports. Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported. Based on the evaluation findings, the recommendations are: ● Recruit more Māori staff ● Further develop kaupapa Māori Tutorials ● Re-establish the Kaupapa Māori Student Advisor position ● Implement discussion of psychology pathways ● Include more bicultural knowledge in paper content ● Include workforce preparation ● Implement kaupapa Māori training for staff ● Incorporate cultural practices into teaching ● Appoint a cultural advisor for staff ● Offer scholarships to alleviate financial barriers ● Invite a kaumatua on site ● Create a whānau space ● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology ● Allocate funding to all Māori support services ● Incorporate more Māori culture visually on campus
The rise of the fake reference
(Conference Contribution, 2020) Gibbons, Stephanie
This presentation discusses the risk of fake reference.
Whiti te rā: A guide to connecting Māori to traditional wellbeing pathways.
(Journal Article, 2021) McLachlan, Andre David; Waitoki, Waikaremoana; Harris, Parewahaika; Jones, Horiana
Māori health models, introduced in the 1980s, brought needed cultural worldviews to an otherwise monocultural health system. However, minimal changes have occurred. In mainstream practice, deeper cultural understandings and action-orientations of these models can be overlooked, to the detriment of Māori wellbeing. In particular, Māori cultural concepts such as mauri ora (an active state of wellbeing) and a secure cultural identity are notable core wellbeing pathways that need further exploration. Using a systematic narrative literature review, 36 papers identified pathways that used core cultural activities for Māori wellbeing. A thematic analysis produced six themes or pathways towards wellbeing for Māori – te reo Māori: Māori language, taiao: connection with the environment, wairua: Māori spiritual beliefs and practices, mahi-a-toi: Māori expressive art forms, take pū whānau: Māori relational values, and whakapapa: intergenerational relationships. Forty experienced Māori psychologists analysed the themes and offered expert examples practice pathways for Māori wellbeing. The six themes and feedback is presented in a visual image Whiti Te Rā with instructions for Māori practitioners to guide whai ora Māori (Māori clients) to explore their level of knowledge and comfort, and active engagement with Māori pathways to wellbeing. The model has potential for mental health policy, future research, curriculum development, and synthesising Māori knowledge towards wellbeing pathways.

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