title: The effectiveness of assessment instruments in measuring change in persons with an intellectual disability who have sexually offended

authors: Burrett, Vanessa Mary

subjects: Sexual offender

abstract: The present research was designed to examine a set of assessment measures for their effectiveness in evaluating risk and treatment needs in a small sample of intellectually disabled sex offenders (IDSOs). IDSO assessment and treatment is a developing field in terms of research and practice. Many of the current assessment measures and treatment models used to date have been based on models for the non-ID offender population (Lambrick, 2003). Measures included in the present study were: the Rapid Risk Assessment for Sex Offender Recidivism (RRASOR), STATIC-99, the Sexual Violence Risk - 20 (SVR-20), the Assessment of Sexual Knowledge (ASK), the Questionnaire on Attitudes Consistent with Sex Offending (QACSO), and the Assessment of Risk and Manageability of Intellectually Disabled IndividuaLs who Offend - Sexually (ARMIDILO-S). 
	A within-subject pre-post design was utilised, with participants acting as their own controls. Participants were assessed on all measures in the pre-treatment phase, and on the SVR-20, ASK, QACSO and acute items of the ARMIDILO-S in the post-treatment phase. Treatment involved engagement in a SAFE-ID group (modelled on the SOTSEC-ID treatment program) over a 7 month period. Although the sample was small, some changes in risk-relevant variables were found. Expected changes were found with the SVR-20, ASK and the client and environmental protective factors of the ARMDILO-S. Unexpected changes were found with the QACSO and the client and environmental risk factors of the ARMIDILO-S. Further research is suggested, including the use of a larger sample.

text: The effectiveness of assessment instruments in measuring change in persons with an intellectual disability who have sexually offended The present research was designed to examine a set of assessment measures for their effectiveness in evaluating risk and treatment needs in a small sample of intellectually disabled sex offenders (IDSOs). IDSO assessment and treatment is a developing field in terms of research and practice. Many of the current assessment measures and treatment models used to date have been based on models for the non-ID offender population (Lambrick, 2003). Measures included in the present study were: the Rapid Risk Assessment for Sex Offender Recidivism (RRASOR), STATIC-99, the Sexual Violence Risk - 20 (SVR-20), the Assessment of Sexual Knowledge (ASK), the Questionnaire on Attitudes Consistent with Sex Offending (QACSO), and the Assessment of Risk and Manageability of Intellectually Disabled IndividuaLs who Offend - Sexually (ARMIDILO-S). 
	A within-subject pre-post design was utilised, with participants acting as their own controls. Participants were assessed on all measures in the pre-treatment phase, and on the SVR-20, ASK, QACSO and acute items of the ARMIDILO-S in the post-treatment phase. Treatment involved engagement in a SAFE-ID group (modelled on the SOTSEC-ID treatment program) over a 7 month period. Although the sample was small, some changes in risk-relevant variables were found. Expected changes were found with the SVR-20, ASK and the client and environmental protective factors of the ARMDILO-S. Unexpected changes were found with the QACSO and the client and environmental risk factors of the ARMIDILO-S. Further research is suggested, including the use of a larger sample.

year: 2010

title: Use of shallow samples to estimate the total carbon storage in pastoral soils

authors: Kelliher, Francis M.

subjects: soil

abstract: Using data from pastoral soils sampled by horizon at 56 locations across New Zealand, we conducted a meta-analysis. On average, the total depth sampled was 0.93 ± 0.026 m (± SEM), and on a volumetric basis, the total C storage averaged 26.9 ± 1.8, 13.9 ± 0.6 and 9.2 ± 1.4 kg C m⁻² for allophanic (n=12), non-allophanic (n=40) and pumice soils (n=4), respectively. We estimated the total C storage, and quantified the uncertainty, using the data for samples taken from the uppermost A-horizon whose depth averaged 0.1 ± 0.003 m. For A-horizon samples of the allophanic soils, the mean C content was 108 ± 6 g C kg⁻¹ and the bulk density was 772 ± 29 kg m⁻³, for non-allophanic soils they were 51 ± 4 g C kg⁻¹ and 1055 ± 29 kg m⁻³, and for pumice soils they were 68 ± 9 g C kg⁻¹ and 715 ± 45 kg m⁻³. The C density —a product of the C content and bulk density —of the A-horizon samples was proportional to their air-dried water content, a proxy measure for the mineral surface area. By linear regression with C density of the A-horizon, the total C storage could be estimated with a standard error of 3.1 kg C m⁻², 19% of the overall mean.

text: Use of shallow samples to estimate the total carbon storage in pastoral soils Using data from pastoral soils sampled by horizon at 56 locations across New Zealand, we conducted a meta-analysis. On average, the total depth sampled was 0.93 ± 0.026 m (± SEM), and on a volumetric basis, the total C storage averaged 26.9 ± 1.8, 13.9 ± 0.6 and 9.2 ± 1.4 kg C m⁻² for allophanic (n=12), non-allophanic (n=40) and pumice soils (n=4), respectively. We estimated the total C storage, and quantified the uncertainty, using the data for samples taken from the uppermost A-horizon whose depth averaged 0.1 ± 0.003 m. For A-horizon samples of the allophanic soils, the mean C content was 108 ± 6 g C kg⁻¹ and the bulk density was 772 ± 29 kg m⁻³, for non-allophanic soils they were 51 ± 4 g C kg⁻¹ and 1055 ± 29 kg m⁻³, and for pumice soils they were 68 ± 9 g C kg⁻¹ and 715 ± 45 kg m⁻³. The C density —a product of the C content and bulk density —of the A-horizon samples was proportional to their air-dried water content, a proxy measure for the mineral surface area. By linear regression with C density of the A-horizon, the total C storage could be estimated with a standard error of 3.1 kg C m⁻², 19% of the overall mean.

year: 2013

title: Angitūtanga o ngā tauira Māori:  Supporting Māori students to succeed in psychology

authors: Martin, Dionne

subjects: Psychology

abstract: Many Māori seek out university degrees to make a meaningful impact on the health of their community. Psychology, is one avenue that attracts Māori to do so. Psychology training has often failed to meet the needs of Māori students, often creating barriers to Māori student success. This thesis will explore barriers and support mechanisms that Māori students experience while attending university in pursuit of psychology degrees. This study will focus on experiences had by those enrolled in The School of Psychology at The Univeristy of Waikato, on the Hamilton campus. Informed by kaupapa Māori guidelines and analysed though the use of pūrākau this thesis highlights some key experiences shared by Māori psychology students. Three key experiences were identified. First, the prominence of Western culture in The School of psychology and the impact that has on Māori sense of belonging and whanaungatanga. Second, support system realities for Māori, identifying key university supports systems and realities associated with ones home environment. Third, the transitional journey to becoming a psychologist and what impact that has on the university journey. With this in mind, some recommendations are made to support Māori student success in psychology. These recommendations advocate for the provision of a more bicultural learning experience, creation of a culturally affirming environment, recruitment and retention of culturally capable staff, appropriate resourcing, funding and training for support services, better support for Māori realities and pathway navigation support.

text: Angitūtanga o ngā tauira Māori:  Supporting Māori students to succeed in psychology Many Māori seek out university degrees to make a meaningful impact on the health of their community. Psychology, is one avenue that attracts Māori to do so. Psychology training has often failed to meet the needs of Māori students, often creating barriers to Māori student success. This thesis will explore barriers and support mechanisms that Māori students experience while attending university in pursuit of psychology degrees. This study will focus on experiences had by those enrolled in The School of Psychology at The Univeristy of Waikato, on the Hamilton campus. Informed by kaupapa Māori guidelines and analysed though the use of pūrākau this thesis highlights some key experiences shared by Māori psychology students. Three key experiences were identified. First, the prominence of Western culture in The School of psychology and the impact that has on Māori sense of belonging and whanaungatanga. Second, support system realities for Māori, identifying key university supports systems and realities associated with ones home environment. Third, the transitional journey to becoming a psychologist and what impact that has on the university journey. With this in mind, some recommendations are made to support Māori student success in psychology. These recommendations advocate for the provision of a more bicultural learning experience, creation of a culturally affirming environment, recruitment and retention of culturally capable staff, appropriate resourcing, funding and training for support services, better support for Māori realities and pathway navigation support.

year: 2025