title: Talatalanoa as ongoing complex conversations and negotiations of practice in higher education

authors: Fa'avae, David Taufui Mkiato

subjects: talatalanoa

abstract: Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex conversations is necessary for educators and academics to confront and negotiate differences, especially in areas they may not be overly familiar with. Negotiating complex conversations is difficult, time consuming, risky, yet rewarding, particularly if shifts in the understanding or valuing of relational engagement and practice. In this article, as a Tongan teacher educator and Pāpālangi (of European heritage/s) educator, we critically reflect on our work in transforming learning and engagement contexts that predominantly ignore expressions of Pacific Indigenous knowledge and Tongan ways of being. Through our collaborative talatalanoa (ongoing conversations) we demonstrate the value of negotiating complex conversations in higher education and particular aspects to consider when instigating them.

text: Talatalanoa as ongoing complex conversations and negotiations of practice in higher education Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex conversations is necessary for educators and academics to confront and negotiate differences, especially in areas they may not be overly familiar with. Negotiating complex conversations is difficult, time consuming, risky, yet rewarding, particularly if shifts in the understanding or valuing of relational engagement and practice. In this article, as a Tongan teacher educator and Pāpālangi (of European heritage/s) educator, we critically reflect on our work in transforming learning and engagement contexts that predominantly ignore expressions of Pacific Indigenous knowledge and Tongan ways of being. Through our collaborative talatalanoa (ongoing conversations) we demonstrate the value of negotiating complex conversations in higher education and particular aspects to consider when instigating them.

year: 2021

title: Adolescents' Stigmatisation of Mental Illness

authors: Greenman, Alison Mary

subjects: Stigmatisation

abstract: Stigmatisation of individuals with mental illness has a negative effect on their quality of life, help seeking behaviour, treatment outcomes, and on the individual‟s self-esteem and self-efficacy. The stigmatisation of mental illness has a harmful impact on the individual experience of mental illness and is found to reduce help-seeking behaviour. Adolescents in particular, are theorised to be the most vulnerable to the effects of stigmatisation and vulnerable to mental illness. This makes the identification of possible stigma within the adolescent population the first of several important steps on the road to reducing stigmatisation of mental illness and increasing help-seeking behaviour within this population. This study examined how the knowledge that someone has a mental illness affected adolescent cognitions about that person. The results indicate no significant difference for the total scores on the PPQ for the experimental and control conditions. However, the adolescents did show stigmatisation of mental illness when looking at the individual questions on the PPQ. They saw the interviewee as hostile, less competent as a parent, and as someone they would be less likely to go to for help in solving their problems. This research supports international literature which suggests the most prevalent mental illness stigmatisations are related to dangerousness and competence.

text: Adolescents' Stigmatisation of Mental Illness Stigmatisation of individuals with mental illness has a negative effect on their quality of life, help seeking behaviour, treatment outcomes, and on the individual‟s self-esteem and self-efficacy. The stigmatisation of mental illness has a harmful impact on the individual experience of mental illness and is found to reduce help-seeking behaviour. Adolescents in particular, are theorised to be the most vulnerable to the effects of stigmatisation and vulnerable to mental illness. This makes the identification of possible stigma within the adolescent population the first of several important steps on the road to reducing stigmatisation of mental illness and increasing help-seeking behaviour within this population. This study examined how the knowledge that someone has a mental illness affected adolescent cognitions about that person. The results indicate no significant difference for the total scores on the PPQ for the experimental and control conditions. However, the adolescents did show stigmatisation of mental illness when looking at the individual questions on the PPQ. They saw the interviewee as hostile, less competent as a parent, and as someone they would be less likely to go to for help in solving their problems. This research supports international literature which suggests the most prevalent mental illness stigmatisations are related to dangerousness and competence.

year: 2012

title: An indigenous psychologies teaching and research hub : Enabling our resources, strengths and histories

authors: Nikora, Linda Waimarie

abstract: This paper was presented as part of an informal indigenous psychologies dialogue session at the Australian Psychological Society's annual conference. In this paper, we present the concept of an indigenous psychologies teaching and research hub that reduces distance, helps students remain in community, uses resources efficiency, and has the capacity to bring indigenous psychologist and academics into closer communication.

text: An indigenous psychologies teaching and research hub : Enabling our resources, strengths and histories This paper was presented as part of an informal indigenous psychologies dialogue session at the Australian Psychological Society's annual conference. In this paper, we present the concept of an indigenous psychologies teaching and research hub that reduces distance, helps students remain in community, uses resources efficiency, and has the capacity to bring indigenous psychologist and academics into closer communication.

year: 2014