title: Ka awatea

authors: Levy, Michelle Patricia

abstract: This book realises a long held vision to boldly claim our space in psychology: showing how we as Māori practitioners, researchers, and teachers of psychology realise our belief in the potential of psychology to contribute positively to the lives of our whānau. Celebrating our diversity, while at the same time being drawn together by our commonalities, these pages offer a space where all our contributions can be honoured. Our title, originating from Virginia’s chapter, which in turn originated from a well-known whakataukī, expresses the distinctiveness and beauty of manu Māori who herald the dawn, share stories and who listen to the voices of the universe. Like the manu, our reo expresses our whakaaro and our shared beginnings that unite and connect us across the dimensions of wairua, land, sea and air.

text: Ka awatea This book realises a long held vision to boldly claim our space in psychology: showing how we as Māori practitioners, researchers, and teachers of psychology realise our belief in the potential of psychology to contribute positively to the lives of our whānau. Celebrating our diversity, while at the same time being drawn together by our commonalities, these pages offer a space where all our contributions can be honoured. Our title, originating from Virginia’s chapter, which in turn originated from a well-known whakataukī, expresses the distinctiveness and beauty of manu Māori who herald the dawn, share stories and who listen to the voices of the universe. Like the manu, our reo expresses our whakaaro and our shared beginnings that unite and connect us across the dimensions of wairua, land, sea and air.

year: 2016

title: Academic success amongst a cohort of gifted and talented Māori and Pasifika secondary school boys: Elements that have contributed to their achievement

authors: Miller, Graeme Oliver

subjects: Māori

abstract: In recent years Māori and Pasifika students have been the focus of much discussion and a significant amount of research relating to underachievement. Despite this, many Māori and Pasifika secondary school boys are achieving highly in the academic sphere within the context of mainstream boys’ state secondary schools in New Zealand. Achievement aside, evidence shows that Māori and Pasifika secondary school boys are seriously under-represented in programmes for the gifted and talented. This enquiry examines factors in relation to identifying gifted and talented students, and investigates how their abilities are forged and nurtured. The reasons for student success merit serious investigation because of how the multiple elements contributing to their achievement are likely to be applicable to others, and are a pressing concern for academic attainment in the New Zealand education system. 
 
This qualitative study examines why 30 academically successful Māori and Pasifika secondary school boys achieved highly in the mainstream education system. The boys ranged from 13 to 19 years, the youngest being in his first year at high school as a Year 9 student, and the oldest being in his second year at university. The thesis argues their academic success was due to the complex interplay of home and school environmental elements, and the boys’ intrapersonal characteristics. The study explored the boys’ and parents’ narratives to explain why students had achieved highly, and examined both the parents’ and boys’ perceptions of how well the schools had provided for their intellectual, emotional and cultural needs. Sociocultural learning theory is the main theoretical lens through which the findings are viewed. The methodology is primarily built upon narrative inquiry. The main method of data collection was by semi-structured interview, both individually and in focus groups. Supplementary methods utilised were questionnaires and observation.  
  
An issue in the research was the disparity between the cultural and ethnic background of the participants and myself as the researcher. However, an endeavour was made to mitigate this by consulting with Māori and Pasifika educators, a kaumatua (elder) and iwi (tribal) representative prior to the research commencing. In addition, models developed through this study were submitted to Māori and Pasifika educators for their comment and approval prior to being included. 
 
With its focus specifically on highly-achieving Māori and Pasifika secondary school boys, this thesis makes an original contribution to the national and international discussion about raising student achievement. It provides a platform for further research to 	address the particular concerns around the underachievement of Māori and Pasifika secondary school boys. 
 
While there are several implications arising from the research, all are linked to the need for policy makers and educators to address the issue of the underrepresentation of Māori and Pasifika students in programmes for the gifted and talented. Policies, practices and relationships need to be examined to evaluate how effectively they contribute to gifted and talented Māori and Pasifika students receiving the academic opportunities they deserve. A key part of this examination will need to include consultation with students and their whānau.

text: Academic success amongst a cohort of gifted and talented Māori and Pasifika secondary school boys: Elements that have contributed to their achievement In recent years Māori and Pasifika students have been the focus of much discussion and a significant amount of research relating to underachievement. Despite this, many Māori and Pasifika secondary school boys are achieving highly in the academic sphere within the context of mainstream boys’ state secondary schools in New Zealand. Achievement aside, evidence shows that Māori and Pasifika secondary school boys are seriously under-represented in programmes for the gifted and talented. This enquiry examines factors in relation to identifying gifted and talented students, and investigates how their abilities are forged and nurtured. The reasons for student success merit serious investigation because of how the multiple elements contributing to their achievement are likely to be applicable to others, and are a pressing concern for academic attainment in the New Zealand education system. 
 
This qualitative study examines why 30 academically successful Māori and Pasifika secondary school boys achieved highly in the mainstream education system. The boys ranged from 13 to 19 years, the youngest being in his first year at high school as a Year 9 student, and the oldest being in his second year at university. The thesis argues their academic success was due to the complex interplay of home and school environmental elements, and the boys’ intrapersonal characteristics. The study explored the boys’ and parents’ narratives to explain why students had achieved highly, and examined both the parents’ and boys’ perceptions of how well the schools had provided for their intellectual, emotional and cultural needs. Sociocultural learning theory is the main theoretical lens through which the findings are viewed. The methodology is primarily built upon narrative inquiry. The main method of data collection was by semi-structured interview, both individually and in focus groups. Supplementary methods utilised were questionnaires and observation.  
  
An issue in the research was the disparity between the cultural and ethnic background of the participants and myself as the researcher. However, an endeavour was made to mitigate this by consulting with Māori and Pasifika educators, a kaumatua (elder) and iwi (tribal) representative prior to the research commencing. In addition, models developed through this study were submitted to Māori and Pasifika educators for their comment and approval prior to being included. 
 
With its focus specifically on highly-achieving Māori and Pasifika secondary school boys, this thesis makes an original contribution to the national and international discussion about raising student achievement. It provides a platform for further research to 	address the particular concerns around the underachievement of Māori and Pasifika secondary school boys. 
 
While there are several implications arising from the research, all are linked to the need for policy makers and educators to address the issue of the underrepresentation of Māori and Pasifika students in programmes for the gifted and talented. Policies, practices and relationships need to be examined to evaluate how effectively they contribute to gifted and talented Māori and Pasifika students receiving the academic opportunities they deserve. A key part of this examination will need to include consultation with students and their whānau.

year: 2015

title: Perceptions of child pornography and its inherent harm: Does personality play a role?

authors: Aitken Worth, Ann

subjects: Child pornography

abstract: This study examined perceptions of inappropriateness of child sexual abuse material, the degree of perceived harm in that material and any relationship the latter had to the Five Factor Model of Personality domains. It examined whether a non-expert audience of university students would use the typology of the 10-level COPINE scale to create a hierarchy of harm or seriousness of offending that aligns with the original. The study found that while the anchors of the scale were ranked in original position, other levels moved in their ranking, representing some disagreement as to whether the COPINE scale adequately represented ascending level of seriousness of offending with regards to the harm caused to the victims 
Perception of harm represented to the children depicted in the images was tied to wrongdoing. Participants appeared to link harm to the context in which images were used rather than the content represented 
No correlation was found between Five-Factor Model of Personality domains and perception of harm, which may have been due to limitations of the study rather than the lack of any such link.
Results were obtained in an anonymous online survey created using an open-source questionnaire based on Goldberg's (1990, 1992) five-factor construct and plain English textual description of each of the 10 levels of the COPINE scale.

text: Perceptions of child pornography and its inherent harm: Does personality play a role? This study examined perceptions of inappropriateness of child sexual abuse material, the degree of perceived harm in that material and any relationship the latter had to the Five Factor Model of Personality domains. It examined whether a non-expert audience of university students would use the typology of the 10-level COPINE scale to create a hierarchy of harm or seriousness of offending that aligns with the original. The study found that while the anchors of the scale were ranked in original position, other levels moved in their ranking, representing some disagreement as to whether the COPINE scale adequately represented ascending level of seriousness of offending with regards to the harm caused to the victims 
Perception of harm represented to the children depicted in the images was tied to wrongdoing. Participants appeared to link harm to the context in which images were used rather than the content represented 
No correlation was found between Five-Factor Model of Personality domains and perception of harm, which may have been due to limitations of the study rather than the lack of any such link.
Results were obtained in an anonymous online survey created using an open-source questionnaire based on Goldberg's (1990, 1992) five-factor construct and plain English textual description of each of the 10 levels of the COPINE scale.

year: 2016