title: The therapeutic potential of traditional kava use spaces in the treatment of psychological trauma

authors: Aporosa, S. 'Apo'

abstract: The incidence of post-traumatic stress disorder (PTSD) is increasing. At-risk populations include military, first responders (police, fire and ambulance) and corrections officers, but the mental health effects of COVID and natural disasters (such as the recent Cyclone Gabriel in Aotearoa New Zealand [ANZ]) are also triggering increased rates of PTSD in the wider population. The efficacy of current therapies for PTSD is low, motivating calls for innovative treatment approaches. Medical standards of care for anxiety/PTSD typically involve drugs such as benzodiazepines and tricyclic antidepressants, which are addictive, efficacious only in the short term and contraindicated for key populations such as older people. This presentation explains work among Pacific peoples in the UK and US military who had recently returned from combat operations, and who reported that traditionally influenced kava use settings produce a context
in which mental wellbeing therapy occurs informally. Kava is a culturally significant Pacific drink with clinically validated anti-anxiety and sleep aiding properties. Kava is vastly safer than benzodiazepines and tricyclic anti-depressants, reflected in kava’s regulation as a ‘food’ in ANZ. Additionally, kava at high doses does not cause marked euphoria or hallucinogenic effects, therefore aiding quality discussion, and with regular use not leading to addiction. Post-combat personnel who engage in traditional kava-use report that kava with talanoa (as ‘talk therapy’) is associated with a sense of increased cultural connectedness, reduced traumatic distress and improved sleep. This work supports upcoming clinical trials aimed at validating traditional kava-use as a culturally informed, therapeutic approach to treating PTSD.

text: The therapeutic potential of traditional kava use spaces in the treatment of psychological trauma The incidence of post-traumatic stress disorder (PTSD) is increasing. At-risk populations include military, first responders (police, fire and ambulance) and corrections officers, but the mental health effects of COVID and natural disasters (such as the recent Cyclone Gabriel in Aotearoa New Zealand [ANZ]) are also triggering increased rates of PTSD in the wider population. The efficacy of current therapies for PTSD is low, motivating calls for innovative treatment approaches. Medical standards of care for anxiety/PTSD typically involve drugs such as benzodiazepines and tricyclic antidepressants, which are addictive, efficacious only in the short term and contraindicated for key populations such as older people. This presentation explains work among Pacific peoples in the UK and US military who had recently returned from combat operations, and who reported that traditionally influenced kava use settings produce a context
in which mental wellbeing therapy occurs informally. Kava is a culturally significant Pacific drink with clinically validated anti-anxiety and sleep aiding properties. Kava is vastly safer than benzodiazepines and tricyclic anti-depressants, reflected in kava’s regulation as a ‘food’ in ANZ. Additionally, kava at high doses does not cause marked euphoria or hallucinogenic effects, therefore aiding quality discussion, and with regular use not leading to addiction. Post-combat personnel who engage in traditional kava-use report that kava with talanoa (as ‘talk therapy’) is associated with a sense of increased cultural connectedness, reduced traumatic distress and improved sleep. This work supports upcoming clinical trials aimed at validating traditional kava-use as a culturally informed, therapeutic approach to treating PTSD.

year: 2023

title: Let me be understood: A behavioural investigation of effective functional communication skills within a New Zealand special education high school.

authors: Bourke, Tina

subjects: verbal behaviour

abstract: Effective functional communication skills are socially significant behaviours that afford individuals the ability to self-advocate and realise their full range of human rights. The aim of this study was to describe communication skills observed within a New Zealand special education high school routine with three female students (who had previous experience with Augmentative and Alternative Communication (AAC) systems), and the responses provided by staff, within a verbal behaviour framework. In-person naturalistic observations using event-recording procedures were conducted over 18 total hours and 432 total communicative episodes were documented. Communicative episodes were described congruous with Skinner’s (1957) account of verbal operants and rates were calculated. Data related to antecedent conditions that occasioned episodes and students’ use of communication skills including the function and mode of communication were included. Staff responses to student initiations were assessed as being functionally appropriate matches. Overall, students were involved in approximately 25 communicative episodes per hour that were primarily opportunities to respond, with the exception of one student, and one opportunity to initiate was observed during the entire study. Communicative episodes predominantly occurred with adults, and students used vocals or gestures but rarely AAC systems, during episodes that were most often coded with tact or intraverbal functions. Staff presented additional prompts, mostly using aided AAC systems, during the majority of opportunities to respond they presented. Just over half of staff responses to student initiations were assessed as potentially matching the communicative function. A verbal behaviour discussion of key findings and theoretical and educational implications for practice is provided. Strengths and limitations of this study are identified, and future research is suggested.

text: Let me be understood: A behavioural investigation of effective functional communication skills within a New Zealand special education high school. Effective functional communication skills are socially significant behaviours that afford individuals the ability to self-advocate and realise their full range of human rights. The aim of this study was to describe communication skills observed within a New Zealand special education high school routine with three female students (who had previous experience with Augmentative and Alternative Communication (AAC) systems), and the responses provided by staff, within a verbal behaviour framework. In-person naturalistic observations using event-recording procedures were conducted over 18 total hours and 432 total communicative episodes were documented. Communicative episodes were described congruous with Skinner’s (1957) account of verbal operants and rates were calculated. Data related to antecedent conditions that occasioned episodes and students’ use of communication skills including the function and mode of communication were included. Staff responses to student initiations were assessed as being functionally appropriate matches. Overall, students were involved in approximately 25 communicative episodes per hour that were primarily opportunities to respond, with the exception of one student, and one opportunity to initiate was observed during the entire study. Communicative episodes predominantly occurred with adults, and students used vocals or gestures but rarely AAC systems, during episodes that were most often coded with tact or intraverbal functions. Staff presented additional prompts, mostly using aided AAC systems, during the majority of opportunities to respond they presented. Just over half of staff responses to student initiations were assessed as potentially matching the communicative function. A verbal behaviour discussion of key findings and theoretical and educational implications for practice is provided. Strengths and limitations of this study are identified, and future research is suggested.

year: 2020

title: Maori Flourishing in a Fast Changing World - Inaugural Professorial Address

authors: Nikora, Linda Waimarie

subjects: Indigenous psychology; Maori flourishing; social identity; social and emotional wellbeing

abstract: A strong sense of who one is and that one’s life matters is vital to health and wellbeing. Without meaning and belonging many people, families and communities lie open to the risk of mental illness, addiction, transience, criminality, suicide and so on. In a rapidly changing social and technological environment where being Maori is enacted in the face of a dominant Pakeha majority, and in an increasingly diverse Maori world, staying well is an important challenge that we cannot underestimate or take for granted. There are many unwellness forces upon Maori in this fast changing world. Some are obvious and readily felt, others not so easy to apprehend or explain. Surveying almost 30 years of research, Professor Nikora will examine some of these unwellness forces and responses Maori make within the broader quest to remain indigenous and to flourish.

text: Maori Flourishing in a Fast Changing World - Inaugural Professorial Address A strong sense of who one is and that one’s life matters is vital to health and wellbeing. Without meaning and belonging many people, families and communities lie open to the risk of mental illness, addiction, transience, criminality, suicide and so on. In a rapidly changing social and technological environment where being Maori is enacted in the face of a dominant Pakeha majority, and in an increasingly diverse Maori world, staying well is an important challenge that we cannot underestimate or take for granted. There are many unwellness forces upon Maori in this fast changing world. Some are obvious and readily felt, others not so easy to apprehend or explain. Surveying almost 30 years of research, Professor Nikora will examine some of these unwellness forces and responses Maori make within the broader quest to remain indigenous and to flourish.

year: 2015-11-17