Biculturalism in practice, ‘Te Pounamu’: Integration of a Māori model with traditional clinical assessment processes

Traditional clinical psychological assessment follows a western paradigm of interaction, which relies heavily on verbalisations of internal and external symptoms. This process relies upon the assumption of and acceptance that tangata whaiora (consumer/s) are able to do this. Training encourages a clinical psychologist to take into account differences which may or may not be obvious, e.g., differences in religious beliefs, gender, hearing, or sight. However, as clinicians we often neglect to assess tangata whaiora abilities to verbalise such information. Te Pounamu, as a Māori model demonstrates the underlying principles of Te Tiriti O Waitangi. Providing the best treatment outcomes is about acknowledging all aspects of one’s wellbeing: physical, mental, spiritual, and whānau. Te Pounamu provides a process that acknowledges such aspects in a way of knowing that is healing. From clinical experience, the interactive mode that Te Pounamu utilises has been found efficacious in assisting tangata whaiora to understand how such factors contribute to poor mental health

An exploratory training needs analysis : a thesis presented in fulfilment of the requirements for the degree of Master of Philosophy in Psychology at Massey University

To adequately evaluate the content of a training programme the training material must be the same as, or as similar as that required to be utilised on the job. In addition, determining what trainees need to learn about a job (training needs analysis) must be undertaken before the evaluation of a programme. In this exploratory study, a training needs analysis was undertaken on a four-wheel drive (4WD) training programme and this was evaluated. Data from three separate training groups provided information for a training needs analysis and baseline data for a evaluation of the programme. Thirty six trainees were contacted and agreed to participate in the evaluation of the training programme. The training needs analysis revealed ten skills and/or abilities which trainees were expected to learn and/or gain from the training. After a training programme, trainees had more knowledge of those skills and/or abilities, and had a more positive attitude towards their handling of, and driving of 4WD vehicles. The study also investigated attitudes towards safety (using the Safety Locus of Control scale) and driving violations (using the Attitudes to Driving Violations scale). Contrary to results of Jones and Wuebker (1993) and Marlatt and Marques (1977), training significantly reduced the trainees' attitudes towards safety indicating that they had become more externally oriented in their beliefs about safety. This finding also suggests that trainees believe safety is more a matter of circumstances (i.e., luck). Finally, the training needs analysis also revealed that trainees' knowledge of specific skills and/or abilities increased after training, and this attitude also significantly reduced trainees attitudes towards safety. Recommendations for the directions of future research were made