Simplified version Flashcards
1
Q
Steps of treaty development
A
1800’s = early settler arrival
Mid 1830’s = James busby bought in to address lawlessness. Intoduced declaration of federation of tribes which gave maori nationhood
1840’s - William hobson arrived and drafted treaty
2
Q
William Hobson
A
Drafted treaty, translated overnight and got chiefs to sign three days after deliberation
3
Q
Partnership
A
Co-operation between Maori and crown
4
Q
Protection
A
Safeguarding Maori rights, culture, and land
5
Q
Participation
A
Shared decision making and governance
6
Q
Maori vs western narrative of land
A
Maori = guardians of land
Maori = land owners, buy and sell
7
Q
Article 1: English vs Maori
A
English = Maori cede sovereignty to crown
Maori = Maori retained sovereignty and gave british the right to governorship
8
Q
Article 2: English vs Maori
A
English = Protect rights and possession of Maori, crown has priority over individuals in land dealings
Maori = Tino rangatiratanga = soverignty over their land and taonga
9
Q
Ideas surrounding treaty principles (pulls and pushes)
A
- Reconcile differences between tests
- Easily understood
- Focus on finding middle ground and moving forward rather than deliberating over differences
- Maori didn’t sign the principles
- Oversimplification
- Ignores the past
10
Q
Why does discourse around the treaty matter so much
A
Words shape our understanding which shapes our actions
11
Q
Western dominance in psychology
A
The field started with German and north American influence, making indigenous perspectives invisible and seen as invalid
12
Q
What was levy claim in response to and what did she address
A
Responded to western dominance and alleged the crown breached the treraty by not meeting maori needs
13
Q
Crown failures in psychology training (Levy)
A
- Minimal Maori content
- Tokenistic inclusion
- Lack of Maori academics and mentors
- Lack of cultural competency
- Lack of integration of Kaupapa Maori
- Systemic racism and barriers
14
Q
Crown failures in Ethical and Legal areas (Levy)
A
- Insufficient distribution of funding
- Lack of cultural competency
- Insufficient enforcement of Te TIriti obligations
- Insufficient fusion of Maori and Western methods
15
Q
Barriers in Psychology Workforce (Levy)
A
- Maori underrepresented as practitioners AND overrepresented as service leaders
- Psychology governance has limited Maori leadrship
16
Q
Levy solutions to restore psychology workforce
A
- Active recruitment and retention of Maori psychologists
- Maori led training pathways
- Western students as allies
- Institutional support
17
Q
Levy proposed institutional responsibilities
A
- Work to align with te tiriti obligations
- Government agencies actively support Maori in Psychology
- Greater Maori leadership and authority in psychology governance (ethics boards, NZPB etc)
18
Q
Levys proposed future directions
A
- Expand Kaupapa Maori inclusion in psychology
- Strengthen Maori representation (as students and graduates)
- Align processes and approaches more with Te Tiriti
19
Q
Whakaputanga
A
Declaration of independence recognising Maori sovereignty and nationhood
20
Q
Te Reo Maori act (1987)
A
Recognition of Te Reo as an official language, 147 years AFTER treaty was signed which guaranteed Maori sovereignty over their Taonga
21
Q
Effects of colonisation
A
- Loss of land and resources
- Cultural dislocation
- Trauma
- Hegemony
- Institutions built for settlers inherently disadvantage Maori
22
Q
Waitoki et al. replication study (2023)
A
Survey (through interview and hui) staff etc in different sub-disciplines
22
Q
Abbot and Durie (1987)
A
Looked at monocultural dominance in psychology. Found no Maori staff/Maori on advisory bodies, and limited inclusion of Maori course content
23
Q
Waitoki et al. replication study (2023) findings
A
- Minimal improvement in Maori focused content (2.9% of courses)
- Slight increase in Maori staff
- Disproportionately no. of Maori in post-grad
24
Challenges in Recruiting and Retaining Maori Staff
- Pakeha dominate institutions such as universities therefore may feel like they dont belong
- Cultural double-duty roles
- Overload of work due to extra burden of Maori staff
25
Challenges in Integrating Maori content
- Time
- Funding
- Tokenistic
- Maori staff to teach
- Cultural competency
26
What happens to proportion of maori vs western courses as you move through undergrad
- Gradual decline in Maori focused content movign from 100 level to 300 level (there is a decline in proportionality of Maori vs non-indegenous content)
27
Steps moving forward to enhance maori in psychology as curreculim and staff
- Formal associations w maori organisations
- Bicultural competence
- Increase in Maori staff and students (potentially through offering of scholarships)
- Incorporating more Maori focused content
28
Why is it worth collecting cultrually safe data
Cultural ethical data = more meaningful outcomes w better data quality
29
4 key considerations in research methods
Informed consent, confidentiality (protection of privacy and meeting specific whanau demands), cultrual practices such as hui (meeting) and korero (open dialogue), and reciprocity
30
Incorporating partnership into ethical research
- Co-design, research partners
- Ask communities what is useful and meaningful to THEM
31
Incorporating Participation into ethical research
- Active involvement of Maori in research process
- Let Maori make decisions (ie., co-extracting themes in thematic analysis.
32
Kaupapa Maori research
By, for, with - prioritise Maori and their worldviews. Key principles Awhina (reciprocity) and Korero (open dialogue)
33
Challenges in researching Maori communities
Historical mistrust of research who would take, extract, dump, and leave data
34
Lessons learned from tia through adopting bicultural approach
- Integrating Maori knowledge and western science enhances impact
- Culturally ethical research practices build trust and improve data quality as well as capture rich and unique perspectives
35
How to rebuild trust with maori as a researcher
- Respect and integrate cultural practices such as mihimihi and karakia in a GENUINE way
- Mutual benefits for both parties
- Adopt methods to align with cultural practices
36
Epistemology
Ways of KNOWING and BEING - worldview, values, language, relations
37
Role of forensic psychologists
- Assessment and treatment of reoffendors
- Risk management and rehab
- Reduce repeated reoffending
38
Challenges in forensic system
- Overrepresentation of Maori
- Cultural competence in staff
39
Hokai Rangi strategy
Through dept. of corrections.
- Elevating Maori kowledge and enhancing cultural competence
- This improves outcomes for maori in criminal system (reduction in reoffending and enhanced cultural identity)
40
Challenges in Hokai Rangi strategy
- Measuring success and impact
- Addressing systemic barriers
- Ensuring consistency across units
- Addressing resource limitations
41
Braided rivers model
Key for bicultural practice
- Integration of Maori and western streams of knowledge
- Highlights areas of agreement and areas of divergancer
- Drawing from both is best
42
Te Piriti
Unit in AKL prison which used tikanga in therapy in incorporated Maori cultural practices. Found that positive outcomes in the reduction of reoffending and improved cultural identity/self-esteem were associated with tikanga usage
43
A mirror in psychology
Studied sociodemographic diversity in clinical psychology programmes
44
A mirror in psychology key findings
○ Clinical psychology programs remain largely monocultural
○ European females substantially overrepresented
Other health programs show greater diversity with concerted efforts
Need for collective commitment to increase diversity
Retention rates may impede sociodemographic diversity
- Need to extend research to look at gender/sexuality
- Historical progress has been made but we still talk ABOUT maori rather than WITH them
45
Implications of a Mirror in Psychology study
- Policies need to reflect drive to increase sociodemographic diversity so it can more accurately reflect population in which it serves
- Workforce representation
- Collaborative efforts are essential
46
Quantitative Research
- Objective experience
- Numerical, empirical
- Test hypothesis
- Make predictions
- Generalisable
47
Qualitative research
- Subjective experience
- Words
- Rich data
- Small sample size
- Often thematic analysis
48
Intuitive knowledge
Based off of belief and faith
49
Empirical knowledge
Based on objective and provable things
50
Positivism
The NEED for scientific evidence
51
Interpretivism
Extracting meaning from language
52
Post modernism
In response to social injustices
53
Ethnographical research
People go INTO lands and do ethnographical work - alongside communities
54
Positionality: How researchers place themselves in relation to:
- The subject being researched
- The participants
- The research context and processes
55
Cultural efficacy
Ability to engage appropriately in cultural settings
- Knowledge and participation in Te Reo, tikanga, whakapapa, Marae participation
56
Opposing outcomes model
As peoples cultural efficacy increases, personal wellbeing (sense of belonging and social support) increases but national wellbeing (satisfaction with government and sociopolitical consciousness) decreases
57
Why does opposing outcomes originate
Greater awareness of systemic inequalities results in increased sociopolitical consciousness
58
"culture as a cure" model
Reconnection with cultural roots = increased cultural efficacy = better resilience and life outcomes
59
Implication of opposing outcomes and culture and cure models in psychology
- Need to balance cultural engagement with efforts towards systemic level change
- Psychological resilience frameworks to navigate sociopolitical awareness (aim to mitigate effect of national level dissatisfaction)
60
How to mitigate effect of national dissatisfaction
- Withdraw resources
- Prevent medical issues
- Address systemic changes
- Provide hope, reconcile differences and admit past mistakes
61
Social model of disability
Focus on societal barriers as opposed to individual deficits
62
Empowerment research
Reframe research from deficit to strength based focus
63
Disability study key findings in terms of outcomes for Maori in Western or maori centred care
Western care (negative outcomes)
- Transactional, no follow up
- Delays
- lack of cultural competence
- Minimisation of symptoms
= Isolation, decreased mobility, mental health issues
Maori Centred care (positive outcomes)
- Cultural values
- Comprehensive
- holistic approach
- Whanau centred
64
3 aspects of indigenous research methodology
- Culturally embedded/holistic/relational
- Prioritise Indigenous knowledge
- Ethical considerations = Reciprocity, respect, accountability
65
The history of psychology has previously been dominated by:
- Mechanistic, positivist approaches
- Objectivity
- Repeatability (no error)
- Regarded any other approach as invalid and not of value
66
Wananga
Shared experience - perspectival and context dependent
67
Western research (knowledge, method, ethics)
- Objective/universal
- Structured/hypothesis driven
- Institutional review
68
Indigenous research (knowledge, method, ethics)
- Subjective/content based
- Flexible, iterative
- Community led
69
Key concepts in kaupapa maori
Whanau (the role of extended family)
Manaakitanga (hospitality and care)
Rangatiratanga (self determination)
70
Maori centric approach
Often involves COLLABORATION with non maori research and aims to integrate maori knowledge WITHIN an existing, broader framework
71
KM-EYP case study overview
- Taranaki based centre
- Study on parents and grandparents of children enrolled in KM-EYP
- Retrospective survey
72
Concerns with retrospective survey used in KM-EYP study
Validity concerns - unreliable retrospective memory and response biasses (counterbalanced through structured and realtime survey to offset)
73
Key findings from KM-EYP study
Positive outcomes were related to the integration of Kaupapa Maori
- Strengthened Maori identity
- Positive educational pathways
- Confident parenting abilities
- Increased cultural capacity
74
Long term impacts of enrolment in KM-EYP
- Positive whanau wellbeing
- Life satisfaction and ability to cope
- Increased te reo ability
75
Barriers in full benefit of KM-EYP
- Limited access to Maori medium schooling following early years (lack of continuity)
- Racism
- Social discrimination
- Policy inadequacies
76
Kaumatua wellbeing study
Research led by kaumatua for kaumatua looking at health and social challenges faced by Maori elders. 2 projects - Tuakana-Teina peer educator and physical activity and cultural knowledge exchange
77
Tuakana Teina model
Peer support, buddy kind of model
- Older sibling/younger sibling relationship where there is a reciprocal process in picking up intergenerational knowledge
78
Physical activity and cultural knowledge exchange in kaumatua study
Walking up maunga, getting cultural & traditional knowledge alongside health benefits
79
He Pikinga Wairoa framework
Integrates community engagement, culture-centeredness and participatory research (co-design)
80
Kotahitanga research network
Network of service providers (researchers, stakeholders)
- Collaborative approach in research and dissemination of findings
81
Kaumatua study data collection and analysis
- Mixed methods (qual and quant)
- Focus on Hauora and autonomy
- Collab w/ kaumatua in thematic extraction as to not contaminate data
82
Findings of kaumatua study
Negative impact on cultural dissonance (due to colonial policies) on wellbeing - more poor heath outcomes w increased cultural dissonance.
83
Cultural elements involved in kaumatua study
Wananga (group meeting)
- Cultural continuity improving health outcomes
- Cultural safety and ethics
84
Datafication
Transforming aspects of LIFE into quantifiable data
(social media, healthcare, education)
85
Integrated data systems (IDI)
Merging multiple data soruces to create profiles. Doesn't require ethics approval and can influence things like job ops.
86
De-identification
Data is used safely and responsibly
- Only trusted researchers have access
- Secure storage
87
Data colonialism
- Potential impact on marginalised groups
- Inherent biases
- Monitoring populations (ie., immigrants etc)
88
Open data
- Emphasizes the BENEFITS to data access and transparency
- This is grounded in western-centric values (prioritise open access and individual privacy)
89
Maori context of data sovereignty
Tapu - Safely kept data, needs permission to access as could distort public image
Noa - safe for access
90
William James
-Established psychology as a scientific discipline
- Studied how people adapt to environment
91
Behaviourism
- Watson & Pavlov
- Shifted to observable behaviour (away from internal processes)
- Marked beginning of empiricism (predicting and controlling)
- Emphasized environmental factors
92
Neurocog revolution
- Combined approach to study thoughts, feelings, behaviour
- Reintroduced internal mental processes as legitimate topic for scientific study
93
Journal system
-Big name journals were created around the time of Te Tiriti
- Lasting and significant power structures
94
Key issues in BIG journals
- Journals profit huge amounts (more than the music industry) while scientists receive no payment for their contributions. However, they need to publish in these for their career advancement
95
Consequences of BIG Journals
Scientists publish "just to publish"
- Academic evaluation based on prestige of a journal you published in RATHER than quality
96
Open science movement
Try to give away data for free in response to big journals as why NOT! However, this should not be the default
97
Pro of open science movement
- Generosity
- Maximise findings
- Sharing & building on others research
- Decreases the advantage held by highly funded and high profile researchers
98
Con of open science movement
- Risks perpetuating inequities
- No data sovereignty
- No control over where data is used and how its interpreted
This is ESPECIALLY concerning for qual data that is often involved in indigenous research as it is more identifiable and can be interpreted in MANY ways
99
Too much objectivity
Nothing can be "too objective"
- all measures involve human interpretation
- even machines are based on human thought and language etc
100
Too much subjectivity
Will not make sense to ANYONE other than who conducted research (not useful)
101
Too generalisable
Nothing is generalisable across ALL cultures in ALL contexts other than fact (ie., humans need water to survive)
102
Too specific
Findings not applicable to anyone other than subject of study
103
Two different mixed approaches
Generalisable & subjective
Specific & objective
104
Concept translation
Different cultures have different understanding of concepts (such as health, spirituality, identity, mind, consciousness) and therefore we need to cooperate with indigenous scholars as things are difficult to translate when coming from a different positionality
105
Maori and western views of health
Maori
- Multidimensional
- Balance (ill health is normal and part of balance)
- Holistic approach
Western
- Individualistic
- Prioritises physical health
- Moralisation of being "healthy"
106
Translation of private/taboo things examples
EEG - standard practice in western science, Tapu in Matauranga (especially with no prior relationship towards researcher)
DNA testing - (data ownership & secondary use)
Post-Morten research - varying cultural perspectives
107
Translating concepts into measurements
Often concepts are great but western measures dont capture them.
For example:
PAIN measurement
- Doesnt aound for maori perspectives that pain is often
- Private
- Shared
- Not at a certain location
- However we have the resources to do this. Just need to focus our time and attention
108
How to not class mixed methods approaches as "too hard"
- Scientists already spend a lot of time building relaionships, learning etc
- Ability to elevate above challenges to maximise results (basket to heaven analogy)
- Trust friends, collaborate
- Use research that is out there and available
- Collaborate
- Recognise that quality research does not necessarily come from big journals
109
Indigenous knowledge (Matts lecture)
- Kaumatua are storehouses of knowledge
- Observations that may NOT be visible to western scientific len
- Knowledge is DESIGNED to be accessible and easily understood
- Passed through intergenerational knowledge (openly shared, no prestige of big journals)
110
Convergence
- Knowledge takes time
- Knowledge needs preservation
- Knowledge = status
- There are barriers in accessing knowledge
111
Divergence
- Source of credentials (paper vs experiences_
- Research conduction
- Holistic versus reductionist
- Community vs research driven
- Dissemination of knowledge
112
Global north advantage
Dont specific where mainly western research comes from because it just "is what it is" (western default)
People are most likely to read papers from their own country>no country>unfamiliar country.
113
What classes something as a "big journal"
- Big impact factor (high no. of citations per article per year)
- Exclusive (high proportion of submissions are rejected)
- Reputation (people regard them highly)
114
What do you need to publish in "big journals"
Time, money, equipment, networks (always)
Quality (sometimes)
