title: Choosing Choice: An Assessment of Children's Preference to Choose

authors: Penman, Jenna Ann

abstract: The current study examined the effects of choosing among alternatives for five children in a series of experiments. In the first, a concurrent-chains arrangement was used to assess all participant’s preferences for choice making. Initial link selections resulted in access to terminal links in which the completed task resulted (a) the choice of identical reinforcers (choice), (b) the delivery of an identical reinforcer (no-choice), or (c) no reinforcer delivered (control). One of the five participants showed an initial preference for choice, the others had either an inconsistent preference or were indifferent. Additional evaluations were conducted (Experiments 2 and 4) to demonstrate whether preference for choice could be established by either increasing variability of the stimuli, or by increasing the number of stimuli from which to choose. Choice-link selections increased for one participant when more items were available from which to choose and for another participant when the items from which to choose varied.  Experiment 3 and 5 quantified the value of the opportunity to choose using progressively increasing schedule requirements during the choice terminal link for the three children who demonstrated a preference for choice. All three children continued to select the choice link even when the schedule requirements in the choice link were much higher than that in the no-choice link.

text: Choosing Choice: An Assessment of Children's Preference to Choose The current study examined the effects of choosing among alternatives for five children in a series of experiments. In the first, a concurrent-chains arrangement was used to assess all participant’s preferences for choice making. Initial link selections resulted in access to terminal links in which the completed task resulted (a) the choice of identical reinforcers (choice), (b) the delivery of an identical reinforcer (no-choice), or (c) no reinforcer delivered (control). One of the five participants showed an initial preference for choice, the others had either an inconsistent preference or were indifferent. Additional evaluations were conducted (Experiments 2 and 4) to demonstrate whether preference for choice could be established by either increasing variability of the stimuli, or by increasing the number of stimuli from which to choose. Choice-link selections increased for one participant when more items were available from which to choose and for another participant when the items from which to choose varied.  Experiment 3 and 5 quantified the value of the opportunity to choose using progressively increasing schedule requirements during the choice terminal link for the three children who demonstrated a preference for choice. All three children continued to select the choice link even when the schedule requirements in the choice link were much higher than that in the no-choice link.

year: 2016

title: Developing a social justice agenda for counsellor education in New Zealand: a social constructionist perspective

authors: Monk, Gerald D.

abstract: Counselling and Counsellor education in the West have traditionally been dominated by a liberal-humanist premise which emphasises the universality of human experience and the independence of individuals. The effect of this orientation on counselling practice has been a focus on the capacity of individuals to make independent changes in their lives through the exercise of rational choice. In Aotearoa/New Zealand, feminists and some Maori have challenged this perspective. Indeed a growing literature in the helping professions acknowledges that Eurocentric and patriarchal interpretations have been imposed through psychological practices, most particularly on women and those of non-European origin. Such critiques must have significant implications for counsellor education.

In 1991 as a counsellor educator with a concern for social justice, it seemed to me that critical theory discourse and some forms of feminism had developed the necessary conceptual underpinnings which would enable counselling practice to address these injustices. From a critical theory perspective, hegemonic practices of power maintained hierarchical social structures which systematically marginalise people. I sought to identify how these theories might be useful in reformulating counsellor education in Aotearoa/New Zealand.

In the belief that a social justice agenda was also important to the 12 counsellor educators in New Zealand universities, I wanted to further my understanding of the implications of such a commitment by interviewing my colleagues. The main focus of these interviews was to explore counsellor educators’ awareness of Eurocentrism and androcentrism in both the discourses of counselling and their subsequent impact on their professional practice. Data was generated by individual interviews and group discussions, and circulated among participants for comment. A hermeneutic-dialectic method of data collection was used. Many of the responses had a cautionary, vigilant, or even suspicious quality, suggesting some participants’ discomfort with my questioning. A deconstructive analysis of their responses revealed that the framing of my own thesis questions were characteristic of a rigid oppressor-oppressed binary. The underlying presumption of a single preferred path to social justice had, in effect, prejudged the defensibility of any other position. Manifesting a Eurocentric stance which I had set out to challenge, I had taken up a fundamentalist position. This was the antithesis of collaborative and respectful dialogue. The problematic of this thesis thus became how to engage with a transformative social justice agenda in counsellor education that was neither plagued by the presumptions of universality nor constrained by the rigidities of fundamentalist essentialism.

I was forced to recognise that any social justice agenda is discursively produced although an account of this production often remains unarticulated. However, recognising the limitations of grand theory did not mean that I could avoid taking a position on how social justice could be addressed in counsellor education. Rather than adopting a fixed non-negotiable position, discursive analysis of a theoretical stance offers the space to claim a temporary, located essentialism from which the generation of new possibilities might be achieved. My task here was to situate my own knowledge, recognise its partiality and develop a social justice agenda from a social constructionist perspective.

I began to view persons as being positioned by diverse discourses that are at times oppressive and at other times not. This led to the recognition that persons can be called into multiple subjectivities which affect the extent to which power and agency are available to them within particular interactions in particular settings. The conceptual tools of discourse, deconstruction, multiple subjectivity, agency, and capillary power (as distinct from commodity power) offer an alternative means by which androcentric and Eurocentric practices in counsellor education may be identified without taking up rigid or righteous positions. 

The thesis is an account of the theoretical moves which might accommodate and engage the contradictions, ambiguities, and paradoxes associated with a search for social justice in counsellor education in the 1990s. It considers a social justice agenda at the sites of gender and ethnicity in counsellor education and remarks on the possibility of attaining discursive empathy in culturally different environments.

text: Developing a social justice agenda for counsellor education in New Zealand: a social constructionist perspective Counselling and Counsellor education in the West have traditionally been dominated by a liberal-humanist premise which emphasises the universality of human experience and the independence of individuals. The effect of this orientation on counselling practice has been a focus on the capacity of individuals to make independent changes in their lives through the exercise of rational choice. In Aotearoa/New Zealand, feminists and some Maori have challenged this perspective. Indeed a growing literature in the helping professions acknowledges that Eurocentric and patriarchal interpretations have been imposed through psychological practices, most particularly on women and those of non-European origin. Such critiques must have significant implications for counsellor education.

In 1991 as a counsellor educator with a concern for social justice, it seemed to me that critical theory discourse and some forms of feminism had developed the necessary conceptual underpinnings which would enable counselling practice to address these injustices. From a critical theory perspective, hegemonic practices of power maintained hierarchical social structures which systematically marginalise people. I sought to identify how these theories might be useful in reformulating counsellor education in Aotearoa/New Zealand.

In the belief that a social justice agenda was also important to the 12 counsellor educators in New Zealand universities, I wanted to further my understanding of the implications of such a commitment by interviewing my colleagues. The main focus of these interviews was to explore counsellor educators’ awareness of Eurocentrism and androcentrism in both the discourses of counselling and their subsequent impact on their professional practice. Data was generated by individual interviews and group discussions, and circulated among participants for comment. A hermeneutic-dialectic method of data collection was used. Many of the responses had a cautionary, vigilant, or even suspicious quality, suggesting some participants’ discomfort with my questioning. A deconstructive analysis of their responses revealed that the framing of my own thesis questions were characteristic of a rigid oppressor-oppressed binary. The underlying presumption of a single preferred path to social justice had, in effect, prejudged the defensibility of any other position. Manifesting a Eurocentric stance which I had set out to challenge, I had taken up a fundamentalist position. This was the antithesis of collaborative and respectful dialogue. The problematic of this thesis thus became how to engage with a transformative social justice agenda in counsellor education that was neither plagued by the presumptions of universality nor constrained by the rigidities of fundamentalist essentialism.

I was forced to recognise that any social justice agenda is discursively produced although an account of this production often remains unarticulated. However, recognising the limitations of grand theory did not mean that I could avoid taking a position on how social justice could be addressed in counsellor education. Rather than adopting a fixed non-negotiable position, discursive analysis of a theoretical stance offers the space to claim a temporary, located essentialism from which the generation of new possibilities might be achieved. My task here was to situate my own knowledge, recognise its partiality and develop a social justice agenda from a social constructionist perspective.

I began to view persons as being positioned by diverse discourses that are at times oppressive and at other times not. This led to the recognition that persons can be called into multiple subjectivities which affect the extent to which power and agency are available to them within particular interactions in particular settings. The conceptual tools of discourse, deconstruction, multiple subjectivity, agency, and capillary power (as distinct from commodity power) offer an alternative means by which androcentric and Eurocentric practices in counsellor education may be identified without taking up rigid or righteous positions. 

The thesis is an account of the theoretical moves which might accommodate and engage the contradictions, ambiguities, and paradoxes associated with a search for social justice in counsellor education in the 1990s. It considers a social justice agenda at the sites of gender and ethnicity in counsellor education and remarks on the possibility of attaining discursive empathy in culturally different environments.

year: 1998

title: Ngā Wai E Rere Nei: The Physical and Symbolic Representations of Embodied Waters of Birth and Mourning

authors: Dixon, Ngahuia Mereana

subjects: Women water procreation tears

abstract: Recently, there has been considerable public debate and much consternation, especially amongst Māori, about the future New Zealand’s waterways. Māori have strongly held views, tikanga and cultural knowledge, about waterways and their deep connection to iwi (tribal/community) identity, history and sense of well-being. The waterways in public discussion are lakes, rivers, harbours and the ocean.  
This thesis examines deeper aspects of tikanga that relate to Māori concepts of waterways and oceans, but more specifically to the waterways of the human body which I refer to as embodied waters.  Māori cultural concepts of water and tikanga that is applied to water, is interconnected to the wider body of knowledge or mātauranga, in which water, is fundamental to concepts of human and environmental life and death. The thesis examines the tikanga, meaning knowledge, values and practices, regarding the embodied waters, related to human procreation and death. 
The research examines the rich Māori knowledge base, relating to concepts such as te whare tangata, waiū, te ūkaipō, roimata and hupe which still have symbolic and material significance in Māori beliefs, values and practices. The research drew upon kaupapa Māori research approaches, as a way to examine tikanga, from a contemporary Māori perspective. My research examined recorded oral traditions and literatures, including whakatauākī, whakapapa, waiata mōteatea, haka and pūrākau, alongside other research literature in the field. The research approach also included an auto-ethnographic component that has enabled me to connect my own observations and practices, with this literature, to demonstrate how tikanga in relation to this knowledge is applied. The research focuses on two main iwi contexts, Tauranga where I was born and raised, and Waikato, where I have lived since I married into the iwi.   
The thesis reveals the interconnected philosophies, cultural concepts, values and practices that are embedded in language, rituals, traditions, stories and symbols. I argue that these tikanga, give coherence and guidance, to contemporary practise especially in the context of cultural revitalization, where communities are seeking to restore certain tikanga. The thesis also finds that the tikanga relating to embodied waters, for human life and death, still give meaning to the people and communities, who continue to adhere to tikanga, those traditions providing a cultural framework for understanding their identity.

text: Ngā Wai E Rere Nei: The Physical and Symbolic Representations of Embodied Waters of Birth and Mourning Recently, there has been considerable public debate and much consternation, especially amongst Māori, about the future New Zealand’s waterways. Māori have strongly held views, tikanga and cultural knowledge, about waterways and their deep connection to iwi (tribal/community) identity, history and sense of well-being. The waterways in public discussion are lakes, rivers, harbours and the ocean.  
This thesis examines deeper aspects of tikanga that relate to Māori concepts of waterways and oceans, but more specifically to the waterways of the human body which I refer to as embodied waters.  Māori cultural concepts of water and tikanga that is applied to water, is interconnected to the wider body of knowledge or mātauranga, in which water, is fundamental to concepts of human and environmental life and death. The thesis examines the tikanga, meaning knowledge, values and practices, regarding the embodied waters, related to human procreation and death. 
The research examines the rich Māori knowledge base, relating to concepts such as te whare tangata, waiū, te ūkaipō, roimata and hupe which still have symbolic and material significance in Māori beliefs, values and practices. The research drew upon kaupapa Māori research approaches, as a way to examine tikanga, from a contemporary Māori perspective. My research examined recorded oral traditions and literatures, including whakatauākī, whakapapa, waiata mōteatea, haka and pūrākau, alongside other research literature in the field. The research approach also included an auto-ethnographic component that has enabled me to connect my own observations and practices, with this literature, to demonstrate how tikanga in relation to this knowledge is applied. The research focuses on two main iwi contexts, Tauranga where I was born and raised, and Waikato, where I have lived since I married into the iwi.   
The thesis reveals the interconnected philosophies, cultural concepts, values and practices that are embedded in language, rituals, traditions, stories and symbols. I argue that these tikanga, give coherence and guidance, to contemporary practise especially in the context of cultural revitalization, where communities are seeking to restore certain tikanga. The thesis also finds that the tikanga relating to embodied waters, for human life and death, still give meaning to the people and communities, who continue to adhere to tikanga, those traditions providing a cultural framework for understanding their identity.

year: 2013