title: Innovating through tradition: kava-talanoa as a culturally aligned medico-behavioral therapeutic approach to amelioration of PTSD symptoms

authors: Aporosa, S. 'Apo'

subjects: PTSD

abstract: Levels of post-traumatic stress disorder (PTSD), trauma-related distress, and subsyndromal PTSD, (here “PTS”) among combat soldiers and first responders are of international concern. In the broader population, a PTS global epidemic is attending trauma associated with the threatscape of the Anthropocene (increased extreme weather events, natural disasters, conflict, rising poverty, emerging infectious disease) as well as the legacy of the COVID-19 pandemic. PTS is also a health economic burden, with costs associated with treatment, long-term morbidity, and increased risk of mortality. In the Pacific region, rising PTS is associated with the existential threat of climate change and the economic and social legacy of colonization. There is an unmet therapeutic need for improved and culturally aligned PTS therapies in the Pacific and beyond. Medical standards of care for anxiety/PTS typically involve psychotropic interventions such as benzodiazepines (BDZ), tricyclic anti-depressants and anti-psychotic medications which have addictive potential, are only effective in the short term, are contraindicated for key populations such as the elderly and have significantly problematic track records in indigenous populations. Moreover, systemic racism both drives PTS in indigenous and other marginalized populations and limits the efficacy in such populations of conventional PTS therapies which are not culturally relevant or informed. Here, we describe the development of a novel, but traditionally grounded, approach to PTSD symptomatology in the context of Pacific populations. This approach has two elements: kava is a culturally significant Pacific drink used traditionally and in cultural practice, as a relaxant, to promote dialog in group settings, to aid in sleep and to manage anxiety. Its anxiolytic and sedative properties may link to the presence of kavalactones which are putative low potency γ-aminobutyric acid (GABA) ligands. Talanoa is a dialog practice common to most Pacific cultures. Our core hypothesis is that, combined, kava-talanoa will outperform current standards of care in PTSD symptom management as a culturally augmented cognitive-behavioral group therapy intervention. In this paper we review supporting literature, describe kava-talanoa pilot study findings and planned clinical trials, discuss important open questions, and present recommendations for broad-based transcultural applicability of this approach to global PTS burdens.

text: Innovating through tradition: kava-talanoa as a culturally aligned medico-behavioral therapeutic approach to amelioration of PTSD symptoms Levels of post-traumatic stress disorder (PTSD), trauma-related distress, and subsyndromal PTSD, (here “PTS”) among combat soldiers and first responders are of international concern. In the broader population, a PTS global epidemic is attending trauma associated with the threatscape of the Anthropocene (increased extreme weather events, natural disasters, conflict, rising poverty, emerging infectious disease) as well as the legacy of the COVID-19 pandemic. PTS is also a health economic burden, with costs associated with treatment, long-term morbidity, and increased risk of mortality. In the Pacific region, rising PTS is associated with the existential threat of climate change and the economic and social legacy of colonization. There is an unmet therapeutic need for improved and culturally aligned PTS therapies in the Pacific and beyond. Medical standards of care for anxiety/PTS typically involve psychotropic interventions such as benzodiazepines (BDZ), tricyclic anti-depressants and anti-psychotic medications which have addictive potential, are only effective in the short term, are contraindicated for key populations such as the elderly and have significantly problematic track records in indigenous populations. Moreover, systemic racism both drives PTS in indigenous and other marginalized populations and limits the efficacy in such populations of conventional PTS therapies which are not culturally relevant or informed. Here, we describe the development of a novel, but traditionally grounded, approach to PTSD symptomatology in the context of Pacific populations. This approach has two elements: kava is a culturally significant Pacific drink used traditionally and in cultural practice, as a relaxant, to promote dialog in group settings, to aid in sleep and to manage anxiety. Its anxiolytic and sedative properties may link to the presence of kavalactones which are putative low potency γ-aminobutyric acid (GABA) ligands. Talanoa is a dialog practice common to most Pacific cultures. Our core hypothesis is that, combined, kava-talanoa will outperform current standards of care in PTSD symptom management as a culturally augmented cognitive-behavioral group therapy intervention. In this paper we review supporting literature, describe kava-talanoa pilot study findings and planned clinical trials, discuss important open questions, and present recommendations for broad-based transcultural applicability of this approach to global PTS burdens.

year: 2025

title: Youth perceptions of suicide and help-seeking: 'They'd think I was weak or “mental”'

authors: Curtis, Cate

subjects: suicide

abstract: Youth suicide is an issue of international concern and the college population may have a considerably higher rate of suicidal behaviour than the general population, yet seeking help for suicidality is uncommon. This research sought to understand college students' knowledge of suicidal behaviour and attitudes to help-seeking, in a New Zealand university. A mixed-method approach comprising a survey and interviews was utilised. Approximately one-fifth of participants had been suicidal, were aware of another student's suicide and/or had supported a suicidal student. Some participants expressed willingness to seek help for another, but far fewer were willing to seek help for themselves. Key reasons for the latter include stigma and a perceived need for self-reliance. Participants expressed greater willingness to seek help for another if they were not a close friend.

text: Youth perceptions of suicide and help-seeking: 'They'd think I was weak or “mental”' Youth suicide is an issue of international concern and the college population may have a considerably higher rate of suicidal behaviour than the general population, yet seeking help for suicidality is uncommon. This research sought to understand college students' knowledge of suicidal behaviour and attitudes to help-seeking, in a New Zealand university. A mixed-method approach comprising a survey and interviews was utilised. Approximately one-fifth of participants had been suicidal, were aware of another student's suicide and/or had supported a suicidal student. Some participants expressed willingness to seek help for another, but far fewer were willing to seek help for themselves. Key reasons for the latter include stigma and a perceived need for self-reliance. Participants expressed greater willingness to seek help for another if they were not a close friend.

year: 2010

title: Youth Development Circles: A Report on a School Trial

authors: Hannah, Belinda Anne

subjects: Youth Development Circles

abstract: This research traces the development and trial of the Youth Development Circle (YDC) process in a low decile secondary school in a rural community in Aotearoa New Zealand. Youth Development Circles are an intervention based on restorative justice principles initially proposed by Braithwaite (2004). They were originally suggested as a strategy for use in an alternative education centre or “activity centre”.  Increasing use of restorative approaches has enabled many schools to make significant progress in reducing suspensions, but there remains a concern for students whose behaviour is at the more serious end of the spectrum - who are at risk of suspension, or exclusion, after multiple stand-downs from school.  The possibilities for the use of YDC were proposed to the school by the researcher, who is a Deputy Principal responsible for behaviour management and pastoral care.  This proposal was supported fully by the school’s staff and Board of Trustees.  The YDC process documented in this study was developed by the researcher, informed by a range of sources including Youth Development Circles, Judge McElrea’s proposed School Community Conference (1996), and Hui Whakatika, developed at the University of Waikato (2003).  Participation in the circles was a condition for the student to remain at the school. The school is a state school, with a roll of approximately 800. The ethnic breakdown of the students is 56% Māori and 39% NZ European with 5% of Pasifika, Asian and other.  

The YDC is a deliberate and careful process which aims to bring increased focus on the individual student and their educational outcomes, through engaging a community of care in supporting them. There were many anticipated benefits of the YDC for the student. Such benefits included an opportunity to establish and maintain healthy relationships of trust (within which negative experiences can be learned from), a re-establishment of trust, improved self-confidence and improved educational outcomes. The circles included members of the student’s whānau/family, a kaumātua/elder who cared about them, and representatives from local Police, Social Welfare, and the school.  The circles were studied over a period of one year.  Circles met regularly throughout this time, at increasing intervals.

A mixed method case study approach was used for this research which includes the collection of both quantitative and qualitative data. The study evaluated the effectiveness of the YDCs by analysing student behaviour, attendance and achievement KAMAR data, minutes of each circle meeting, and interviews with circle participants.


Three student case studies are presented.  The stories have had details altered and pseudonyms used to protect the persons involved. All the students completed the academic year without receiving a further stand down or suspension.  The data showed an improvement in student attendance, achievement and engagement in all three case studies.  Other outcomes include reflections on the process used, strategies for implementation in the school, and factors that either hindered or supported student, family or community involvement in YDCs. 

This exploratory study suggests that the Youth Development Circle could offer a unique possibility for inter-sectorial collaboration in the field of restorative justice.

text: Youth Development Circles: A Report on a School Trial This research traces the development and trial of the Youth Development Circle (YDC) process in a low decile secondary school in a rural community in Aotearoa New Zealand. Youth Development Circles are an intervention based on restorative justice principles initially proposed by Braithwaite (2004). They were originally suggested as a strategy for use in an alternative education centre or “activity centre”.  Increasing use of restorative approaches has enabled many schools to make significant progress in reducing suspensions, but there remains a concern for students whose behaviour is at the more serious end of the spectrum - who are at risk of suspension, or exclusion, after multiple stand-downs from school.  The possibilities for the use of YDC were proposed to the school by the researcher, who is a Deputy Principal responsible for behaviour management and pastoral care.  This proposal was supported fully by the school’s staff and Board of Trustees.  The YDC process documented in this study was developed by the researcher, informed by a range of sources including Youth Development Circles, Judge McElrea’s proposed School Community Conference (1996), and Hui Whakatika, developed at the University of Waikato (2003).  Participation in the circles was a condition for the student to remain at the school. The school is a state school, with a roll of approximately 800. The ethnic breakdown of the students is 56% Māori and 39% NZ European with 5% of Pasifika, Asian and other.  

The YDC is a deliberate and careful process which aims to bring increased focus on the individual student and their educational outcomes, through engaging a community of care in supporting them. There were many anticipated benefits of the YDC for the student. Such benefits included an opportunity to establish and maintain healthy relationships of trust (within which negative experiences can be learned from), a re-establishment of trust, improved self-confidence and improved educational outcomes. The circles included members of the student’s whānau/family, a kaumātua/elder who cared about them, and representatives from local Police, Social Welfare, and the school.  The circles were studied over a period of one year.  Circles met regularly throughout this time, at increasing intervals.

A mixed method case study approach was used for this research which includes the collection of both quantitative and qualitative data. The study evaluated the effectiveness of the YDCs by analysing student behaviour, attendance and achievement KAMAR data, minutes of each circle meeting, and interviews with circle participants.


Three student case studies are presented.  The stories have had details altered and pseudonyms used to protect the persons involved. All the students completed the academic year without receiving a further stand down or suspension.  The data showed an improvement in student attendance, achievement and engagement in all three case studies.  Other outcomes include reflections on the process used, strategies for implementation in the school, and factors that either hindered or supported student, family or community involvement in YDCs. 

This exploratory study suggests that the Youth Development Circle could offer a unique possibility for inter-sectorial collaboration in the field of restorative justice.

year: 2015