Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-26T15:58:14.299Z Has data issue: false hasContentIssue false
  • English
  • Français

Growing a Culturally Responsive Tertiary Programme in Psychology

Published online by Cambridge University Press:  27 November 2017

Eileen Britt ,
Angus Macfarlane ,
Sonja Macfarlane ,
Katharina Naswall  and
Jacki Henderson
Eileen Britt*
Affiliation:
Department of Psychology, University of Canterbury, Private Bag 4800, Christchurch 8140, New Zealand
Angus Macfarlane
Affiliation:
School of Education, University of Canterbury, Private Bag 4800, Christchurch 8140, New Zealand
Sonja Macfarlane
Affiliation:
School of Health Sciences, University of Canterbury, Dovedale Campus, Dovedale Avenue Ilam, Christchurch, Canterbury 8041, New Zealand
Katharina Naswall
Affiliation:
Department of Psychology, University of Canterbury, Private Bag 4800, Christchurch 8140, New Zealand
Jacki Henderson
Affiliation:
Department of Psychology, University of Canterbury, Private Bag 4800, Christchurch 8140, New Zealand
*
address for correspondence: Eileen Britt, Department of Psychology, University of Canterbury, Private Bag 4800, Christchurch 8140, New Zealand. Email: [email protected]
Get access

Abstract

This paper provides a description of a postgraduate clinical psychology training programme's journey towards becoming more biculturally responsive and how the learnings from this have been applied to the wider Department of Psychology at the University of Canterbury (UC), Aotearoa New Zealand (NZ). The paper includes a discussion of cultural competency, and frameworks which have been proposed as a way to blend Western and Māori knowledge and clinical and cultural practices. The reasons for introducing the changes, the process of change and the actual changes are described, together with a discussion of the outcomes of the changes. Key principles in undertaking the changes were that it was considered important that the process that was seen as an ongoing journey. Further guiding principles were that a graded, integrated approach was required, undertaken in partnership with Māori, and with a commitment to biculturalism before multiculturalism.

Keywords

Culturally responsivetertiary educationAotearoa New Zealandpsychology
Type
Meeting Report
Information
The Australian Journal of Indigenous Education , Volume 48 , Issue 1 , August 2019 , pp. 39 - 51
Copyright
Copyright © The Author(s) 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abbott, M., & Durie, M. (1987). A whiter shade of pale: Taha Māori and professional psychology training. New Zealand Journal of Psychology, 16, 58–71.Google Scholar
Barnett, H. (2004). A feminist critique of clinical psychology training programmes in Aotearoa New Zealand. Wellington, New Zealand: Doctor of Philosophy Thesis, Victoria University.Google Scholar
Bicultural Competence and Confidence Framework. (2015). University of Canterbury. Retrieved from http://www.canterbury.ac.nz/vco/documents/BiCC%20paper%20final.pdf.Google Scholar
Brady, E. (1992). Cross-cultural issues in clinical psychology training programmes. New Zealand Journal of Psychology, 21, 56–61.Google Scholar
Code of Ethics for Psychologists Working in Aotearoa/New Zealand. (2002). Retrieved from http://www.psychologistsboard.org.nz/cms_show_download.php?id=237.Google Scholar
College of Science. (2014). Māori development: Framing a strategy with Rautaki Whakawhanake Kaupapa Māori, 2014–2017. University of Canterbury.Google Scholar
Cross, T.L., Baron, B.J., Dennis, K.W., & Isaacs, M.R. (1989). Towards a culturally competent system of care: Vol. 1 A monograph on effective services for minority children who are severely emotionally disturbed. Washington, DC: Georgetown University, Child Development Centre, Child and Adolescent Service system program, Technical Assistance Centre.Google Scholar
Cultural Competencies. (2011). New Zealand psychologists board. Retrieved from http://www.psychologistsboard.org.nz/cms_show_download.php?id=211.Google Scholar
D'Andrea, M., Daniels, J., & Heck, R. (1991). Evaluating the impact of multicultural counselling training. Journal of Counseling and Development, 70, 143–150.Google Scholar
Dickson, G.L., Jepson, D.A., & Barbee, P.W. (2008). Exploring the relationships among multicultural training experiences and attitudes toward diversity among counseling students. Journal of Multicultural Counseling & Development, 36, 113–126.Google Scholar
Durie, M. (2007). Alignment of clinical and cultural perspectives: Innovation at the Interface. Paper presented at the Mau-Ao Seminar Series, Wellington, New Zealand.Google Scholar
Durie, M.H. (1985). A Māori perspective of health. Social Science Medicine, 20, 483–486.Google Scholar
Durie, M.H. (1995). Mental health patterns for the New Zealand Māori. In al Issa, I. (Ed.), Handbook of culture and mental illness: An international perspective (pp. 331–346). Madison, CT: International University Press.Google Scholar
Education Act. (1989). New Zealand government. Retrieved from http://www.legislation.govt.nz/act/public/1989/0080/latest/whole.html#DLM183694.Google Scholar
Evans, I.E. (2008). Steering by matariki and the southern cross: Plotting clinical psychology's course in New Zealand. New Zealand Journal of Psychology, 37, 5–14.Google Scholar
Gerstein, L.H., Heppner, P.P., Ægisdóttir, S., Leung, S.-M.A., & Norsworthy, K.L., 2009). International handbook of cross-cultural counseling: Cultural assumptions and practices worldwide. London, UK: Sage Publications. Inc.Google Scholar
Glover, M., & Roberston, P. (1997). Facilitating development of kaupapa Māori psychology. In Whittaker, H.L.W. (Ed.), Practice issues for clinical and applied psychologists in New Zealand (pp. 136–146). Wellington, NZ: Government Print.Google Scholar
Harrington, L., & Liu, J.H. (2002). Self enhancement and attitudes toward high achievers: A bicultural view of the independent and interdependent self. Journal of Cross-cultural Psychology, 33, 33–35.Google Scholar
Higgins, R., & Rewi, P. (2014). ZePZ – right-shifting: Reorientation towards Normalisation. In Higgins, R., Rewi, P., & Olsen-Reeder, V. (Eds.), The value of the Māori language: Te Hua o te Reo Māori (pp. 7–32). Wellington, NZ: Huia Publishers.Google Scholar
Ihimaera, L.V., & Tassell, N.A. (2004). Clinical placement guidelines for Māori psychology students. Palmerston North, NZ: Te Rau Matatini.Google Scholar
Kingi-‘Ulu'ave, D., Faleafa, M., & Brown, T. (2007). A Pasifika perspective of psychology in Aotearoa. In Evans, I., Rucklidge, J., & O'Driscoll, M. (Eds.), Professional practice of psychology in Aotearoa New Zealand (pp. 67–83). Wellington, NZ: The New Zealand Psychological Society.Google Scholar
Lacy, C., Huria, T., Beckert, L., Gilles, M., & Pitama, S. (2011). The Hui process: A framework to enhance the doctor-patient relationship with Māori. The New Zealand Medical Journal, 124, 72–28.Google Scholar
LaFrambroise, T.D., Coleman, H.L.K., & Hernandez, A. (1991). Development and factor structure of the cross-cultural counselling inventory-revised. Professional Psychology: Research and Practice, 22, 38–388.Google Scholar
Lawson Te Aho, K. (2002). Cultural safety in the practice and teaching of psychology in aotearoa: A discussion document. Wellington, NZ: New Zealand Psychologist's Board.Google Scholar
Levy, M. (2002). Barriers and incentives to Māori participation in the profession of psychology. A Report for the New Zealand Psychologists Board.Google Scholar
Love, C., & Waitoki, W. (2007). Multicultural competencies in bicultural Aotearoa. In Evans, I., Rucklidge, J., & O'Driscoll, M. (Eds.), Professional practice of psychology in Aotearoa New Zealand (pp. 265–280). Wellington, NZ: New Zealand Psychological Society.Google Scholar
Macfarlane, A. (2004). Kia hiwa ra! Listen to culture: Māori students’ plea to educators. Wellington, NZ: New Zealand Council for Education Research.Google Scholar
Macfarlane, A., Blampied, N., & Blampied, (2011). Blending the clinical and the cultural: A framework for conducting formal psychological assessment in bicultural settings. New Zealand Journal of Psychology, 40, 5–15.Google Scholar
Macfarlane, S. (2011). Cultural competency and professional practice: He Poutama. University of Canterbury, Christchurch, NZ: Unpublished manuscript.Google Scholar
Macfarlane, S., Macfarlane, A., & Gillon, G. (2015). Sharing the food basket of knowledge: Creating space for a blending of streams. In Macfarlane, A., Macfarlane, S., & Webber, M. (Eds.), Sociocultural realities: Exploring new horizons (pp. 52–67). Christchurch, NZ: Canterbury University Press.Google Scholar
Manna, L. (2002). Biculturalism in practice. ‘Te Pounamu’: Integration of a Māori model with traditional clinical assessment processes. Proceedings of the National Māori Graduates of Psychology Symposium.Google Scholar
Miller, W.R., C'de Baca, D.B., & Matthews, P.L. (2001). Personal values card sort. Wilbourne University of New Mexico. Retrieved from http://www.motivationalinterviewing.org/category/resource-tag/card-sort.Google Scholar
Ministry of Social Development. (2011). Conduct problems: Effective programmes for 8–12 year olds. Wellington, NZ: Ministry of Social Development.Google Scholar
Pitama, S., Huria, T., & Lacey, C. (2014). Improving Maori health through clinical assessment: Waikare o te Waka o Meihana. The New Zealand Medical Journal, 127, 107– 119.Google Scholar
Pitama, S., Robertson, P., Cram, F., Gillies, M., Huria, T., & Dallas-Katoa, W. (2007). Meihana model: A clinical assessment framework. New Zealand Journal of Psychology, 36, 118–125.Google Scholar
Ponterotto, J. (1997). Multicultural counselling training: A competency model a national survey. In Donald Pope-Davis, H.L.C. (Ed.), Multicultural counseling competencies: Assessment, education, and training, and supervision (vol. 7, pp. 111–130). California: SAGE Publications.Google Scholar
Rautaki Whakawhanaeke Kaupapa Māori: Strategy for Māori Development. (2012). University of Canterbury. Retrieved from http://www.canterbury.ac.nz/vco/documents/2012, Strategy for Maori Development.pdf.Google Scholar
Roysircar, G. (2004). Cultural self-awareness assessment: practice examples from psychology training. Professional Psychology: Research and Practice, 35, 658– 666.Google Scholar
Smith, G. (2003). Kaupapa Māori theory: Theorising Indigenous transformation of education and schooling. Paper presented at Kaupapa Māori Symposium, Auckland, New Zealand.Google Scholar
Thomas, D.R. (1993). What are bicultural psychological services? The New Zealand Psychological Society Bulletin, 76, 31–36.Google Scholar
Waitoki, W. (2012). The development and evaluation of a cultural competency training programme for psychologists working with Māori: A training needs analysis. Hamilton, New Zealand: Doctor of Philosophy Thesis, University of Waikato.Google Scholar
Wathen, C.C., & Kleist, D.M. (2015). Internalization of counselor education: Lived experiences of US counselors-in-training abroad. The Qualitative Report, 201, 59–83. Retrieved from http://nsuworks.nova.edu/tqr/vol20/iss1/5.Google Scholar