title: Discursive dissonance: Critical reflexivity for counselling supervision

authors: Esler, Ireni

subjects: supervision

abstract: When practitioners and supervisors do not share the same counselling language or theoretical orientation, how is shared meaning achieved and relational connection sustained in supervision? How are differences in theoretical orientation negotiated in supervision in ways that open space for collaborative, generative dialogue and critical reflection on the politics of practice? In response to these questions, this thesis presents a critical, reflexive practitioner-inquiry exploring the possibilities and limitations a social constructionist and narrative approach to supervision makes possible for students learning apolitical, humanistic approaches to counselling. Positioned in theoretical landscapes of social constructionism, feminist poststructuralism and Narrative Therapy, this study is a reflection-in-action of a supervisor’s practice. Central to the study’s argument is discursive positioning theory; the associated concepts of relational identity, authorship and agency; and the self as a storying subject. Two student counsellors and two newly qualified counsellors, whose practice was shaped by structuralist, humanistic theories, and who were already engaged in supervision, participated in the study. Employing narrative practices of co-inquiry to generate data, a series of supervision sessions were recorded, reviewed individually by supervisor and practitioner/participant and later discussed in reflective/research meetings. Using a critically reflexive approach to discourse analysis, selected data-texts were explored for moments of discursive dissonance and moments of movement in practice development and professional identity. Research findings highlighted the need for explicit supervision working agreements, theoretical transparency, and encouragement by counsellor training/education providers for students to make fuller use of supervision as a critical learning space. It identifies three processes that might inform supervision when theoretical orientations are non-aligned. These are: supervision as critical reflexivity, supervision as a socio-political conversation, and supervision as a storying practice.

text: Discursive dissonance: Critical reflexivity for counselling supervision When practitioners and supervisors do not share the same counselling language or theoretical orientation, how is shared meaning achieved and relational connection sustained in supervision? How are differences in theoretical orientation negotiated in supervision in ways that open space for collaborative, generative dialogue and critical reflection on the politics of practice? In response to these questions, this thesis presents a critical, reflexive practitioner-inquiry exploring the possibilities and limitations a social constructionist and narrative approach to supervision makes possible for students learning apolitical, humanistic approaches to counselling. Positioned in theoretical landscapes of social constructionism, feminist poststructuralism and Narrative Therapy, this study is a reflection-in-action of a supervisor’s practice. Central to the study’s argument is discursive positioning theory; the associated concepts of relational identity, authorship and agency; and the self as a storying subject. Two student counsellors and two newly qualified counsellors, whose practice was shaped by structuralist, humanistic theories, and who were already engaged in supervision, participated in the study. Employing narrative practices of co-inquiry to generate data, a series of supervision sessions were recorded, reviewed individually by supervisor and practitioner/participant and later discussed in reflective/research meetings. Using a critically reflexive approach to discourse analysis, selected data-texts were explored for moments of discursive dissonance and moments of movement in practice development and professional identity. Research findings highlighted the need for explicit supervision working agreements, theoretical transparency, and encouragement by counsellor training/education providers for students to make fuller use of supervision as a critical learning space. It identifies three processes that might inform supervision when theoretical orientations are non-aligned. These are: supervision as critical reflexivity, supervision as a socio-political conversation, and supervision as a storying practice.

year: 2011

title: Late Quaternary tephrostratigraphy and Holocene dune development in the Papamoa-Te Puke area, Bay of Plenty

authors: Lowe, David J.

abstract: The Te Puke lowlands encompass the area of land seaward of Te Puke extending from Papamoa Beach in the west to Makttu Estuary in the east. The southern part of the lowlands consists of fluviatile terraces overlain by numerous late Quaternary tephra deposits (Fig. 1), the upper units providing the composite parent materials for the Allophanic Soils (Andisols) of the region (e.g. Te Puke series). The northern part comprises a belt of coastal sand dunes aligned parallel to the coast and varying in· width from 100 to 1350 m. Between these units is a lowlying (2-6 m a.s.l.) area comprising drained swampland, pearland, tidal flats, river terraces, and floodplains, all formed since Holocene sea level attained its present position c. 6500 years ago (Wigley 1990).

text: Late Quaternary tephrostratigraphy and Holocene dune development in the Papamoa-Te Puke area, Bay of Plenty The Te Puke lowlands encompass the area of land seaward of Te Puke extending from Papamoa Beach in the west to Makttu Estuary in the east. The southern part of the lowlands consists of fluviatile terraces overlain by numerous late Quaternary tephra deposits (Fig. 1), the upper units providing the composite parent materials for the Allophanic Soils (Andisols) of the region (e.g. Te Puke series). The northern part comprises a belt of coastal sand dunes aligned parallel to the coast and varying in· width from 100 to 1350 m. Between these units is a lowlying (2-6 m a.s.l.) area comprising drained swampland, pearland, tidal flats, river terraces, and floodplains, all formed since Holocene sea level attained its present position c. 6500 years ago (Wigley 1990).

year: 1992

title: Te Kāuta

authors: Roa, Raukura

subjects: Kōrero paki

abstract: He rite tonu tā mātou hokihoki ki te take o Pirongia maunga, ki te tutungi i te ahi kā i Pūrekireki Marae. Ia wā ka hoki mātou ki tēnei o ngā marae, ka hīkaka taku ngākau, i te mea, ko taku mahi i reira, he tiaki ahi. Ao noa, pō noa, ko au te kaiwhakatutungi i te ahi o te kāuta, kei kewa. Ko te ahi o te kāuta o Pūrekireki marae, he ahi nui, he ahi kaitā. E ono tāngata pea ka uru ki te rua o te ahi nei. Nō reira, ko taku mahi i te rā, he kohi rākau i waho, he tapahi wahie, he whakamaroke anō hoki i te wahie, inā mākū i te ua. I ngā pō, kia hoki rā anō te iwi ki te moe, ko tāku, he noho ki roto i te kāuta me te tutungi ahi, kia wera tonu ai te wai mō āpōpō. Kei pōhēhē mai, he mahi mokemoke tēnei! Ehara! Ia pō, ka noho mai aku kuia ki taku taha ki te pahupahu. He nui ngā akoranga me ngā mātauranga i tuku iho mai ki a au i roto i tērā kāuta, i te taha o tērā ahi. Me uaua ka kitea tēnei momo ahi kaitā i ngā marae i ēnei rā. Kāore e whakaaengia ana e ngā ture Pākehā ngā ahi kaitā, pēnei nei te rahi, i roto i ngā kāuta o ngā marae; ‘Health and Safety Standards’ tā rātou i whakatau ai. Nō reira, i karangangia e taku pāpā tētehi hui ki te marae kia wānangahia te whakahōutanga o tō mātou kāuta. Nō taku rongotanga ake i te kaupapa o tēnei hui, ka tangi taku ngākau ki tō mātou kāuta. Nō reira, i whakarite ahau kia haere i tana taha.

text: Te Kāuta He rite tonu tā mātou hokihoki ki te take o Pirongia maunga, ki te tutungi i te ahi kā i Pūrekireki Marae. Ia wā ka hoki mātou ki tēnei o ngā marae, ka hīkaka taku ngākau, i te mea, ko taku mahi i reira, he tiaki ahi. Ao noa, pō noa, ko au te kaiwhakatutungi i te ahi o te kāuta, kei kewa. Ko te ahi o te kāuta o Pūrekireki marae, he ahi nui, he ahi kaitā. E ono tāngata pea ka uru ki te rua o te ahi nei. Nō reira, ko taku mahi i te rā, he kohi rākau i waho, he tapahi wahie, he whakamaroke anō hoki i te wahie, inā mākū i te ua. I ngā pō, kia hoki rā anō te iwi ki te moe, ko tāku, he noho ki roto i te kāuta me te tutungi ahi, kia wera tonu ai te wai mō āpōpō. Kei pōhēhē mai, he mahi mokemoke tēnei! Ehara! Ia pō, ka noho mai aku kuia ki taku taha ki te pahupahu. He nui ngā akoranga me ngā mātauranga i tuku iho mai ki a au i roto i tērā kāuta, i te taha o tērā ahi. Me uaua ka kitea tēnei momo ahi kaitā i ngā marae i ēnei rā. Kāore e whakaaengia ana e ngā ture Pākehā ngā ahi kaitā, pēnei nei te rahi, i roto i ngā kāuta o ngā marae; ‘Health and Safety Standards’ tā rātou i whakatau ai. Nō reira, i karangangia e taku pāpā tētehi hui ki te marae kia wānangahia te whakahōutanga o tō mātou kāuta. Nō taku rongotanga ake i te kaupapa o tēnei hui, ka tangi taku ngākau ki tō mātou kāuta. Nō reira, i whakarite ahau kia haere i tana taha.

year: 2016