Weeks 1-5 Flashcards
1
Q
James Busby
A
Bought in by the British as early settlers bought a lot of lawlessness - was the main driver of the declaration of independence
2
Q
William Hobson
A
Drafted the treaty
3
Q
How many days after being introduced to the treaty was it signed
A
3
4
Q
Article one mistranslation
A
Maori - Kawangatanga
(gave them governance, allowed them to take care of their own affairs and ensure british were also taken care of)
English: Sovereignty ceded to the colonials
5
Q
Article 2
A
6
Q
Land ownership
A
7
Q
Positives of treaty principles
A
- Articles are complex and confusing
- Principles make right of injustices
- Attempt to bridge differences
8
Q
How have narratives around Te Tiriti changed
A
Early Narrative: Te Tiriti as a direct translation of English Version
Recent understanding: Te tiriti as its own distinct agreement
9
Q
Key differences between versions
A
*Key Differences:
* Te Tiriti (Māori version) guaranteed tino rangatiratanga (Māori sovereignty)
* The Treaty (English version) implied ceding sovereignty to the Crown
10
Q
Partnership
A
Cooperation between Māori and the Crown
11
Q
Protection
A
Safeguarding Māori rights, culture, and lands (Taonga)
12
Q
Participation
A
Involvement in governance and decision-making
13
Q
Why was Levys Waitangi tribunal claim filed
A
Filed due to continued crown failures that exist in the Psychological discipline. - Addresses barriers preventing Māori participation Challenges lack of te tiriti-based frameworks in Psychology
14
Q
What ARE the crown failures in Psychology training (6)
A
- Eurocentric curriculum with minimal Māori content
- Lack of cultural competency requirements in training
- Māori students facing systemic bias and exclusion
- Limited kaupapa Māori research integration
- Few Māori psychology academics and mentors
- Tokenistic inclusion of Māori perspectives
15
Q
What are barriers regarding Maori in the Psychology workforce
A
- Representation barriers
- Māori are underrepresented as psychologists
- Māori are overrepresented as service users
- Limited Māori leadership in psychology governance
16
Q
How to develop a more indigenous psychology workforce
A
- Need for active recruitment and retention of Maori psychologists Also look at continuity factors to keep it going due to job turnover.
- Maori led training pathways and degree programs
- Institutional support for Maori students and professionals
17
Q
What steps can institutions take to support Maori psychologists
A
- Universities must align eith te tiriti obligations
- Government agencies must activeley support Maori psychology
- Psychology organisations must embed culutral competencies
AND WE CAN DO THIS BY
- Full integration of Maori knowledge into psychology
- Equity focused policy changes In training and accreditation
- Greater Maori leadership in psychological governance
18
Q
Culture proferentem rule
A
indigenous version takes precedence when clauses in a treaty are ambiguous
19
Q
Post-treaty period
A
- Land conflicts and wars
- Clearing the land of the natives (places targeted were rich with resources e.g., bay of islands)
- Breaches of treaty terms
- Colonials liked the NZ resources and unlike giving back like they did to other countries, they decided to settle in NZ
- 1860s the education, health, and political systems were built for settlers
20
Q
Why was the waitangi tribunal established
A
- to address injustices that had taken place
- Investigations into treaty breaches E.g., the Levy claim - Recommendations for redress
21
Q
Te Reo Maori act (1987)
A
Recongition of Te Reo Maori as an official language of New Zealand
22
Q
Impacts of colonisation (3)
A
- Loss of land and resources
- Cultural dislocation and social changes
- Ongoing efforts for redress and reconciliation
23
Q
Challenges and barriers in current psychology training programs
A
- Time constraints and overloaded curricula - Lack of Māori staff and bicultural competence among existing staff Limited engagement with Maori organisations
24
Q
How to improve psyhology training programs for Taha Maori
A
- Clear objectives for taha Maori integration
- Formal associations with Maori organisations
- Bicultural competence for psychologists working with Māori clients
25
What caused Levy to file her claim
- Underrepresentation of Maori Psychologists
Overrepresentation of Maori as service users
26
The 2023 Replication Study of Waitoki et al., 2023
Looked at replicating the work of abbot and durie from 1987 - see if there had been an improvement (Maori staff, curriculum content, representativeness in the workforce)
27
Why does psychology have a eurocentric dominance
Most psychology theory & academics stemmed from North America and parts of Europe.
28
"othering"
other communities are on the periphery and excluded from the main core of activity around research
29
Kia Whakapapa Pounamu Survey (Waitoki et al.,)
Reached out to various sub-disciplines and did either one-on-one interviews or focus groups (collective hui). Focus groups - 6 people in a group, researcher will ask a series of open ended, semi, or structured questions
30
Findings of Waitoki et al
Slight increase in Maori-focused paper content since 1987 study
31
Challenges in Recruiting and Retaining Maori Staff
- Impact of monocultural dominance and cultural double-duty roles
Pakeha dominates academic settings such as universities meaning it doesn't feel safe for them to come into this space
32
Was there an increase in Maori teaching staff since 1987
A slight increase but nothing significant
33
Thoughts of directors in 2023 towards Maori in psychology)
- Number of Maori teaching stuff in insufficent to support bicultural teaching
- Limited number put extra pressure on the few maori staff that are in the discipline (impedes attracting more maori staff due to the work overload )
Staff perpetuate WEIRD ways of psychology (psych remains largely racist or at least bias against matauranga Maori. - most non-Maori staff still privelege their own wellbeing and that of Western thought
34
Steps Taken to Address Imbalance
- Incororating Maori-focused content
Offering scholarships - viewed w caution to ensure scholarships land
35
Challenges in Integrating Maori content into psychology currecula
- Funding
- Tokenistic
- Time & resources
- Maori staff to teach
36
Has there been an increase in maori content in psycholgoy courses
There has been an increase in Maori content (but within the undergraduate courses there is a decline in proportionality of Maori vs non-indegenous content
37
Why cultural competence is essential in research?
- If you treat people with due consideration & respect, research data will be richer
Wrong ethics = falsifiable data
38
Informed consent
- Ensuring participants understand the research and consent voluntarily
39
How do Maori research ethics and western approaches differ in confidentiality
Institutions like the university = all peoples information get deidentified,
Maori research ethics - want NAMES on paper, want to be identified. Its their work, their contribution, and often Maori find deidentification disrespectful.
40
Hui
Regular meetings to inform participants about the research and gather their input
41
Korero in research w tangata whenua
Open and transparent dialogue to build trust and respect
42
How to enact partnership in research process
Collaboration between researches and Maori communities
- Co-design, ask communities what is meaningful and useful for them
43
How to enact participation in research context
Active involvement of Maori in research decisions
- Shouldn't be top down, whanau should have a voice
- They need to make decisions, this research is about them after all
44
How to enact protection in research context
Safeguarding Maori cultural knowledge
45
What is Kaupapa Maori
A framework prioritising Maori values, principles, and worldviews
Key Principles:
46
What are two key principles of kauapapa maori
Awhina (reciprocity), and Korero (open dialogue)
47
Challenges in conducting research surrounding Maori
Historical mistrust of research within Maori communities
- Ensuring ongoing engagement and participation (do not take, extract, dump and leave)
48
Why adopt a bicultural model?
Integrating Maori knowledge with western psychological science enhances the relevance and impact of the research
49
How to build trust when research whanau
- Respect for cultural practices: Showing respect for Maori cultural practices, such as karakia and mihimihi, to build trust and rapport
- Reciprocity: Ensuring mutual benefits from the research
50
Cultural Competence
- Understanding, respecting, and responding to unique cultural needs
Importance
51
Epistemic
Ways of being (being = worldview, values, language, relational thinking as a collective, tikanga, individualistic factors)
52
Role of Forensic Psychologists
- Assessment and treatment of offenders
- Risk management and rehabilitation
Reduce repeated offending over time
53
Challenges for maori in forensics
Overrepresentation of Māori in criminal justice system
54
He Awa Whiria (braided Rivers) model
Concept of bicultural practice and application in practice (thread western and matauranga knowledge)
55
How did incororating Maori cultural practices influence unit in AKL prison
- Reduction in reoffending rates
Improved cultural identity and self-esteem among participants
56
Hokai Rangi Strategy
Department of Corrections strategy for 2019 - 2024 which focuses on improving outcomes for Maori
57
Programme elements of Maori focus units
- Whanau involvement (family is involved in reduction of reoffending)
- Use of Maori language and customs
58
What did Jules Older urge in 1978
urged the New Zealand Psychological society to increase the number of Maori psychologists to reflect their proportion in the population
59
What did abbot and durie find about postgrad training
found that none of the postgraduate training programmes in clinical, educational, and community psychology had produced a Māori graduate in the previous two years
60
A mirror in psychology study
document the current sociodemographic diversity of students within clinical psychology training programmes and highlight the need for similar selection policies across Aotearoa/New Zealand
61
What did the "mirror in psychology" study find in regards to sociodemographic diversity
Clinical psychology programmes appear largely monocultural, with European females being substantially over-represented
62
What did the "mirror in psychology" study find in regards to comparison w other health programmes
Other health professional programmes have shown a marked increase in sociodemographic diversity with concerted efforts
63
What did the "mirror in psychology" study find in regards to collective commitment
Individual clinical programmes have limited ability to change the sociodemographic diversity of the workforce; collective commitment is required
64
What did the "mirror in psychology" study find in regards to retention rates
Retention rates across clinical psychology training programmes may impede the trajectory of increasing sociodemographic diversity
65
How to improve sociodemographic & content diversity in clinical psyc
Policy Development,
Workforce Representation,
Collaborative Efforts
66
