title: Exploring the perceptions of teachers on women principals in the Solomon Islands

authors: Elisha, Laisa Nadia

subjects: women principal

abstract: This study explores the perceptions of teachers who have worked under female principals in the Solomon Islands. While much research on this discourse has been concentrated on developed countries, less has been done in developing countries, particularly in Melanesian society. Most literature in Melanesian countries concentrates on the experiences of women as principals, deputies, head of department, and higher education. However, nothing has explored the views of teachers who have worked under women principals in the Solomon Islands.

This study is a qualitative methodology that uses the Talanoa (Pasifika research method) to support. A thematic approach was used in analysing data. The data gathering was conducted in January 2012. Interviews were conducted with nine teachers who were working under women principals. The four schools involved were urban schools centred around Honiara, the capital of Solomon islands. These four schools were chosen because all four had women principals. The four schools were a primary, two community high schools and a national secondary high school.

Findings on the perceptions of teachers include the influence and effect that cultural norms had in shaping the attitudes and beliefs that teachers had as they commenced working for women principals. Secondly, the findings from the study revealed that teachers’ perceptions changed on how they viewed women principals. From the findings it was found that teachers valued and appreciated the leadership of their women principals. Female teachers even aspired for leadership because women principals became role models to them. Thirdly, the findings showed that within schools there are expectations and challenges that teachers face while under the leadership of women principals. This sometimes challenges the status of women principals and their leadership. Lastly the findings showed that there were leadership styles of women principals that were said to be effective and positive by teachers in this study. This study showed that both male and female teachers tended to appreciate the leadership and encouraged more women principals.

text: Exploring the perceptions of teachers on women principals in the Solomon Islands This study explores the perceptions of teachers who have worked under female principals in the Solomon Islands. While much research on this discourse has been concentrated on developed countries, less has been done in developing countries, particularly in Melanesian society. Most literature in Melanesian countries concentrates on the experiences of women as principals, deputies, head of department, and higher education. However, nothing has explored the views of teachers who have worked under women principals in the Solomon Islands.

This study is a qualitative methodology that uses the Talanoa (Pasifika research method) to support. A thematic approach was used in analysing data. The data gathering was conducted in January 2012. Interviews were conducted with nine teachers who were working under women principals. The four schools involved were urban schools centred around Honiara, the capital of Solomon islands. These four schools were chosen because all four had women principals. The four schools were a primary, two community high schools and a national secondary high school.

Findings on the perceptions of teachers include the influence and effect that cultural norms had in shaping the attitudes and beliefs that teachers had as they commenced working for women principals. Secondly, the findings from the study revealed that teachers’ perceptions changed on how they viewed women principals. From the findings it was found that teachers valued and appreciated the leadership of their women principals. Female teachers even aspired for leadership because women principals became role models to them. Thirdly, the findings showed that within schools there are expectations and challenges that teachers face while under the leadership of women principals. This sometimes challenges the status of women principals and their leadership. Lastly the findings showed that there were leadership styles of women principals that were said to be effective and positive by teachers in this study. This study showed that both male and female teachers tended to appreciate the leadership and encouraged more women principals.

year: 2012

title: Should personal therapy be mandatory for psychologist trainees? Perspectives from Australian practicing psychologists

authors: Raga, MF

subjects: personal therapy

abstract: There is a growing focus on the training needs of future psychologists and exploring methods to support their professional development and ensure long-term sustainability in their careers and practice within the field. Whether or not personal therapy could be relevant for trainee psychologists has been considered in the clinical literature; however, empirical research examining this topic within psychology as a distinct professional group is limited. Drawing upon a qualitative design, the present study conducted semistructured interviews with a sample of 20 Australian practicing psychologists who had engaged in personal therapy. The aim was to explore their perspectives on personal therapy during training and, in addition, their views on mandatory personal therapy for trainees. Thematic analysis of the transcribed interviews resulted in several unique themes. First, therapy during training was perceived as an optimal and critical period for learning before entering the profession. Second, personal therapy was perceived as offering unique value to trainees in its capacity to reach beyond the scope of supervision. Psychologists also reported that personal therapy can facilitate unique learning/development opportunities in areas of self and professional development and in promoting self-care with a focus on future sustainability. Views on whether personal therapy should be mandated during training varied across psychologists; however, most supported the idea that educators and training institutions play an important role in normalizing and promoting personal therapy usage among trainee psychologists, particularly to reduce stigma around utilization. These findings are informative for future practice and training recommendations for psychologists.

text: Should personal therapy be mandatory for psychologist trainees? Perspectives from Australian practicing psychologists There is a growing focus on the training needs of future psychologists and exploring methods to support their professional development and ensure long-term sustainability in their careers and practice within the field. Whether or not personal therapy could be relevant for trainee psychologists has been considered in the clinical literature; however, empirical research examining this topic within psychology as a distinct professional group is limited. Drawing upon a qualitative design, the present study conducted semistructured interviews with a sample of 20 Australian practicing psychologists who had engaged in personal therapy. The aim was to explore their perspectives on personal therapy during training and, in addition, their views on mandatory personal therapy for trainees. Thematic analysis of the transcribed interviews resulted in several unique themes. First, therapy during training was perceived as an optimal and critical period for learning before entering the profession. Second, personal therapy was perceived as offering unique value to trainees in its capacity to reach beyond the scope of supervision. Psychologists also reported that personal therapy can facilitate unique learning/development opportunities in areas of self and professional development and in promoting self-care with a focus on future sustainability. Views on whether personal therapy should be mandated during training varied across psychologists; however, most supported the idea that educators and training institutions play an important role in normalizing and promoting personal therapy usage among trainee psychologists, particularly to reduce stigma around utilization. These findings are informative for future practice and training recommendations for psychologists.

year: 2025

title: Evaluation of Rongo Atea: Alcohol and Other Drug Treatment Centre for Adolescents

authors: Paki, Helen Mary

subjects: Alcohol

abstract: Abstract Rongo Ātea is a residential abstinence-based Kaupapa Māori alcohol and other drug programme accommodating youth between the ages of 13 and 17. This evaluation investigates the role that staff play at Rongo Ātea along with a number of other factors including the physical environment; stages of change; programme implementation and aftercare. As a Kaupapa Māori programme, the role of how culture and identity can influence positive change is also explored along with the development of a youth-focused approach. I utilised a three phase framework borrowed from the work of Mason Durie (2008) to organise themes. These three phases, which Durie (2008) based on marae encounters, include Whakapiri (Engagement); Whakamarama (Enlightenment); and Whakamana (Empowerment) as they aptly reflect a three phase intervention approach: detoxification and early programme engagement; learning and development through ongoing programme commitment; and post treatment outcomes and aftercare. The data collection phase of this evaluation took place in 2006 and was initiated by the manager of Rongo Ātea who requested an evaluation to identify programme strengths and limitations from the perspectives of staff and students, and to make recommendations to Rongo Ātea that would assist with further programme developments. I utilised a collaborative and participatory approach (Bishop, 1996; Patton, 1990). Kaupapa Māori research principles were reflected in the use of ‘kanohi kitea’— face to face contact (Smith, 1999). With appropriate training and management support, staff could have a greater influence on programme outcomes. Evaluation findings suggest that drug and alcohol intervention and treatment for young people in New Zealand is significantly under-resourced, particularly in the areas of detoxification and aftercare. To be effective, residential treatment programmes should consist of a three stage programme covering detoxification; treatment; and aftercare incorporating an integrated approach. A greater emphasis on working with whānau alongside the young person is recommended.

text: Evaluation of Rongo Atea: Alcohol and Other Drug Treatment Centre for Adolescents Abstract Rongo Ātea is a residential abstinence-based Kaupapa Māori alcohol and other drug programme accommodating youth between the ages of 13 and 17. This evaluation investigates the role that staff play at Rongo Ātea along with a number of other factors including the physical environment; stages of change; programme implementation and aftercare. As a Kaupapa Māori programme, the role of how culture and identity can influence positive change is also explored along with the development of a youth-focused approach. I utilised a three phase framework borrowed from the work of Mason Durie (2008) to organise themes. These three phases, which Durie (2008) based on marae encounters, include Whakapiri (Engagement); Whakamarama (Enlightenment); and Whakamana (Empowerment) as they aptly reflect a three phase intervention approach: detoxification and early programme engagement; learning and development through ongoing programme commitment; and post treatment outcomes and aftercare. The data collection phase of this evaluation took place in 2006 and was initiated by the manager of Rongo Ātea who requested an evaluation to identify programme strengths and limitations from the perspectives of staff and students, and to make recommendations to Rongo Ātea that would assist with further programme developments. I utilised a collaborative and participatory approach (Bishop, 1996; Patton, 1990). Kaupapa Māori research principles were reflected in the use of ‘kanohi kitea’— face to face contact (Smith, 1999). With appropriate training and management support, staff could have a greater influence on programme outcomes. Evaluation findings suggest that drug and alcohol intervention and treatment for young people in New Zealand is significantly under-resourced, particularly in the areas of detoxification and aftercare. To be effective, residential treatment programmes should consist of a three stage programme covering detoxification; treatment; and aftercare incorporating an integrated approach. A greater emphasis on working with whānau alongside the young person is recommended.

year: 2010