title: The adaptation of cognitive behavioural therapy for adult Maori clients with depression: A pilot study

authors: Bennett, Simon T.

subjects: Maori

abstract: A semistructured cognitive behavioural therapy (CBT) programme for depression was adapted for use with Maori adult clients with depression. Adaptations were developed in consultation with an advisory group consisting of Maori clinical psychologists and kaumatua with experience working in mental health services. The programme was piloted with 2 participants who were clients of a Maori mental health service. The programme builds on a more traditional CBT treatment programme by integrating concepts such as whakatauki, whanaungatanga, whanau involvement, and whakapapa into the therapeutic context. Despite limitations the results demonstrate considerable promise. Depressive symptoms increased substantially in both cases and both clients reflected positively on the adaptations incorporated into therapy.

text: The adaptation of cognitive behavioural therapy for adult Maori clients with depression: A pilot study A semistructured cognitive behavioural therapy (CBT) programme for depression was adapted for use with Maori adult clients with depression. Adaptations were developed in consultation with an advisory group consisting of Maori clinical psychologists and kaumatua with experience working in mental health services. The programme was piloted with 2 participants who were clients of a Maori mental health service. The programme builds on a more traditional CBT treatment programme by integrating concepts such as whakatauki, whanaungatanga, whanau involvement, and whakapapa into the therapeutic context. Despite limitations the results demonstrate considerable promise. Depressive symptoms increased substantially in both cases and both clients reflected positively on the adaptations incorporated into therapy.

year: 2008

title: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve

authors: Ford, Therese

subjects: Culture

abstract: Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

text: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

year: 2010

title: The ecology of bivalves on Centre Bank, Tauranga Harbour

authors: Hull, Penelope Jane

subjects: Tauranga Harbour

abstract: An investigation into the ecology of bivalve molluscs on Centre Bank, the flood tidal delta of Tauranga Harbour was undertaken over the period December 1994 - March 1996. The primary purpose of which was to gather quantitative data on bivalve diversity, spatial patterns of distribution, abundance, and population size structure of bivalves present on Centre Bank. Experiments were conducted to assess the burrowing behaviour of the bivalve Paphies australis. It was intended that information obtained be such that it could be used as a base for future investigations into changes in the ecology of Centre Bank.
Two broad scale benthic surveys of 27 sites on Centre Bank, conducted 6 months apart resulted in a total of 31 bivalve taxa being identified. Temporal and spatial variation in abundance was prominent for all species. Three species Paphies australis, Tawera spissa and Ruditapes largillierti occurred in far greater abundances than any others. Distribution of bivalves in both surveys was patchy with some species showing strong associations with particular sites.
Small scale abundance patterns of P. australis was examined in detail by systematic sampling of a 50 m x 15 m grid. The grid was monitored at 2- monthly intervals from March 1995 to November 1995. Abundances at sites in the northern half of the grid were found to be very dense (up to 1400 m², mean shell length=55-65 mm), while densities at the southern end were noticeably lower. Through time densities across the grid appeared to decrease evenly in a constant north-west direction. The smothering effect of mobile sand ridges was speculated to be the cause of these density decreases.
Experiments examining the burrowing behaviour of the infaunal bivalve Paphies australis were conducted both in the field and in the laboratory. The ability of P. australis to bury into the sediment if left exposed on the sediment surface was examined in the field. It appeared that P. australis were able to bury relatively quickly with the majority of experimental animals reburying within 40 minutes. Laboratory experiments showed P. australis to be capable of burrowing to the sediment surface after being inundated with sediment to a depth of 10 cm.

text: The ecology of bivalves on Centre Bank, Tauranga Harbour An investigation into the ecology of bivalve molluscs on Centre Bank, the flood tidal delta of Tauranga Harbour was undertaken over the period December 1994 - March 1996. The primary purpose of which was to gather quantitative data on bivalve diversity, spatial patterns of distribution, abundance, and population size structure of bivalves present on Centre Bank. Experiments were conducted to assess the burrowing behaviour of the bivalve Paphies australis. It was intended that information obtained be such that it could be used as a base for future investigations into changes in the ecology of Centre Bank.
Two broad scale benthic surveys of 27 sites on Centre Bank, conducted 6 months apart resulted in a total of 31 bivalve taxa being identified. Temporal and spatial variation in abundance was prominent for all species. Three species Paphies australis, Tawera spissa and Ruditapes largillierti occurred in far greater abundances than any others. Distribution of bivalves in both surveys was patchy with some species showing strong associations with particular sites.
Small scale abundance patterns of P. australis was examined in detail by systematic sampling of a 50 m x 15 m grid. The grid was monitored at 2- monthly intervals from March 1995 to November 1995. Abundances at sites in the northern half of the grid were found to be very dense (up to 1400 m², mean shell length=55-65 mm), while densities at the southern end were noticeably lower. Through time densities across the grid appeared to decrease evenly in a constant north-west direction. The smothering effect of mobile sand ridges was speculated to be the cause of these density decreases.
Experiments examining the burrowing behaviour of the infaunal bivalve Paphies australis were conducted both in the field and in the laboratory. The ability of P. australis to bury into the sediment if left exposed on the sediment surface was examined in the field. It appeared that P. australis were able to bury relatively quickly with the majority of experimental animals reburying within 40 minutes. Laboratory experiments showed P. australis to be capable of burrowing to the sediment surface after being inundated with sediment to a depth of 10 cm.

year: 1996