DOCSLIB.ORG

2015 Conference in Hamilton

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

1 About the conference Welcome Welcome to the New Zealand Psychological Society’s annual conference. The New Zealand Psychological Society is the largest professional association for psychologists in New Zealand with over 1500 members and students. Our aim is to “improve individual and community wellbeing by representing, promoting and advancing the scientific discipline and practice of psychology”. The theme of this year’s conference is Te Ao Tūroa - The World in Front of us which recognises that as well as responding to the past and the present, psychology needs to consider the world unfolding before us. We need to adapt our professional and social justice focus to address the issues which are likely to impact on us as individuals, whanau, communities and nations through our psychological practice, research, teaching and learning. Keynote speakers at the conference include: John Briere, Dawn Darlaston-Jones, Julian (Joe) Elliott, Willem Kuyken, Gerald Monk and Barry Smith. We also welcome our guest speakers: JaneMary Castelfranc-Allen & Barry Parsonson; Nadine Kaslow, Alison Towns & Neville Robertson as well as the many presenters at conference. Special thanks goes to the opening speaker, Mere Balzer and Academic Programme Convenor Dr Carol Barber as well as to her team of reviewers, Cate Curtis, Jeannette Berman, Robert Isler, Ian Lambie, James McEwen, Mike O’Driscoll, John Perrone, Elizabeth Peterson, Neville Robertson, Maree Roche, Rebecca Sargisson, Kyle Smith, Armon Tamatea, Jo Thakker, Waikaremoana Waitoki. Many thanks also to Dr Pamela Hyde, NZPsS Executive Director, Heike Albrecht, NZPsS Professional Development Coordinator and Angus Macfarlane (NZPsS Kaihautu) The following student assistants are helping with the smooth operation of the conference: Jonathon Ashe, Shevon Barrow, Juliana Brown, Gabrielle Cornelius, Jane Currie, Amanda Drewer, Hannah Finnigan, Pare Harris, Veronika Lang, Nasalifya Namwinga, Leah Oh, Jess Steadman. You will be able to identify them by their yellow name badges. We would like to thank the Psychologists Board and ACC for their sponsorship of this conference and Wilkinson Insurance, NZCER, Overeaters Anonymous, the Women’s bookshop and Sage Publications for their support. 2 Agenda FRIDAY John Briere Full day workshop Friday - 28th Aug 2015 09:00 - MSB 1.01 This workshop introduces an empirically-based treatment for multiply traumatized, multi-problem adolescents and young adults, Integrative Treatment of Complex Trauma for Adolescents (ITCT- A). This components approach includes relational, cognitive-behavioral, affect regulation, and mindfulness interventions that are specifically crafted to engage and assist seriously traumatized -- and sometimes alienated – young people. It offers a flexible, nonjudgmental, but focused approach to issues such as substance abuse, tension reduction behaviors (e.g., self-mutilation), dysfunctional sexual behavior, and other avoidance responses. Interventions are individually adapted and customized according to the youth's current challenges, specific symptoms, and functional capacities. Treatment outcome results will be reviewed. Learning objectives: After this presentation, the attendee will be able to: (1) Describe three major effects of complex trauma on adolescents and young adults (2) List three core components of Integrative Treatment of Complex Trauma for Adolescents (ITCT- A) (3) Define "trigger identification and intervention” (4) Describe three principles of the ITCT-A approach to substance use/abuse Joe Elliott - Full day workshop Friday - 28th Aug 2015 09:00 - MSB 1.02 This workshop will permit more detailed analysis of scientific research into reading disability/dyslexia. It will examine the evidential basis for different psychological theories that seek to explain such difficulties and the relevance of this work for informing intervention. It will also consider common misunderstandings and misappropriations of the dyslexia label in higher education settings. The workshop will then consider the merits of various critical responses to the book’s conclusion that dyslexia is an unhelpful term that should be discontinued. Finally, it will seek to explain the reasons for the sometimes vituperative and hostile ad hominem attacks that have been made by those who are resistant to this suggestion. 3 Willem Kuyken - Full day workshop Friday - 28th Aug 2015 09:00 - MSB 1.05 This one-day workshop will explore a number of questions and themes: What is compassion? Compassion as understood in evolution and animal behaviour Contextualizing compassion - Traditional understandings of compassion - Contemporary understandings of compassion Can compassion be trained? How is compassion trained in mindfulness-based interventions? Embodiment and personhood Gerald Monk - Full day workshop Friday - 28th Aug 2015 09:00 - MSB 1.13 Introduction to Narrative Mediation Narrative mediation is a culturally focused practice that is based upon the notion that our lives are shaped by the stories that people tell about us and by the stories that we tell ourselves. The goal of the narrative mediator is to co-author stories that highlight strengths and competencies, rather than conflict. It helps people separate themselves from conflict-saturated stories and gives them the opportunity to re-author relationships in more peaceful, cooperative, and respectful ways. From this alternative position, the resolution of conflict can often happen much more smoothly and effectively than in traditional problem-solving approaches. The one-day workshop will include a mixture of lecture, small group activities, discussion and participants will view a live demonstration of the narrative mediation method. Participants attending this workshop will learn about: - some commonly held assumptions that impact people in conflict - the ideas that underpin a narrative mediation approach to resolving conflict - how to help people separate themselves from the divisiveness of a dispute and create shared meaning - opening new possibilities within the midst of a conflict - how to acknowledge the cultural influences that impact the parties in conflict. 4 Dawn Darlaston-Jones - Workshop 1 Friday - 28th Aug 2015 09:00 - MSB 1.03 Theory into practice: Incorporating critical reflexivity and decolonisation theory into the therapeutic alliance Associate Professor Dawn Darlaston-Jones PhD MAPS There has been an increasing awareness that service provision for Indigenous peoples globally is not achieving the necessary outcomes in order to close the range of disparity gaps that exist. Numerous reports and investigations suggest that mainstream theory and practice might not offer the best approach in working effectively with Indigenous persons and communities. The history of colonisation and the resulting legacies that accrue to Indigenous and non-Indigenous persons in a settler context often contribute to oppositional binaries that can lead to misunderstandings and confusion in the therapeutic relationship and service provision. In this workshop participants will be encouraged to critically reflect on their own position relative to the settler context and how to work towards a decolonisation framework that allows for the emergence of a third space that respects and incorporates multiple knowledges and ways of working. Such an approach to practice offers the potential for psychologists and psychology to achieve greater relevance in contributing to a broader social change agenda. Morning Tea Friday - 28th Aug 2015 10:30 - Lunch Friday - 28th Aug 2015 12:30 - 5 Dryden Badenoch - Half day workshop Friday - 28th Aug 2015 13:30 - MSB 1.15 1:30pm to 5pm Most psychologists have little presentation training. Or so we think. Inexperience, time pressure and anxiety lead us into bad habits: text-heavy slides, unreadable graphics, reading our slides aloud. These distract our audiences and impair their retention of the information we’re presenting. Applying principles of perception, cognition and interaction we learned as undergraduates can make our presentations more engaging and so more effective. In this workshop, we’ll review and redesign, slide-by-slide, an actual conference research presentation. We’ll observe the gains due to a psychological approach to presenting, while learning some useful frameworks and techniques. It’s suitable for any psychologist: student, intern, researcher or clinician, however often you give presentations. While not essential, you’ll derive most benefit from this workshop if you bring one of your presentations on your laptop or tablet, in your usual presentation program. Afternoon Tea Friday - 28th Aug 2015 15:30 - 6 Dawn Darlaston-Jones - Workshop 2 Saturday - 29th Aug 2015 13:30 - MSB 1.03 (Re)Constructing curriculum for decolonisation education in psychology Associate Professor Dawn Darlaston-Jones PhD MAPS This workshop is designed to assist academics to create integrated content in the delivery of psychology courses whether in a stand-alone unit of study or across an entire degree. There is a particular focus on embedding Indigenous knowledges within and alongside psychological theory so that students have a more critical understanding of the importance and value of these perspectives. Participants will be introduced to a method of mapping a psychology curriculum in order to incorporate a decolonisation framework into the degree. Each unit of study will be deconstructed to demonstrate the foundational principles as well as the pedagogical structure, disciplinary knowledge and generic skill
Recommended publications
  • 142 Studying Time Banking: Exploring Participatory Action Research In

    142 Studying Time Banking: Exploring Participatory Action Research In

    sites: new series · vol 9 no 2 · 2012 doi: http://dx.doi.org/10.11157/sites-vol9iss2id207 – article – STUDYING TIME BANKING: Exploring participatory action ResEarch in aotEaroa nEw ZEaland Emma McGuirk abstract This article presents a literature review of Participatory Action Research (PAR) approaches used in New Zealand social science research to assess if there is a ‘New Zealand’ approach to PAR that differs somewhat from the international literature on PAR. Using the additional device of self reflection on my own cur- rent PhD research topic, I argue that New Zealand does have rich local influ- ences that enhance PAR as a methodology, while also maintaining many points of similarity with the international literature. Given the breadth and richness of New Zealand based scholars’ experience with this method, I argue that more New Zealand based academic writing should refer to these local examples. introduction This article reviews what I have learnt about PAR through conducting an eth- nographic study of Time Banking, a community building system where people exchange their skills and services with each other. Well known to most social scientists, PAR is a set of research frameworks designed to share power and return value to the participants of a research project. This paper explores the links between PAR frameworks and related traditions of research in New Zea- land. Using personal reflections about the challenges and rewards inherent in this process, I draw conclusions about the benefits of incorporating elements of PAR into an ethnographic study. gEtting involvEd in rEsEarching timE banking My first step into the world of Time Banking was neither a planned nor con- scious move.
  • Young People's Housing Instability

    Young People's Housing Instability

    SURVIVAL, NOT RESILIEN CE: YOUNG PEOPLE’S HOUSING INSTABILITY A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy at University of Otago by Jin Yi Louisa Choe July 2020 i Dedication Dr Barry Norman Poata Smith (1947 – 2019) Thesis Kaumātua “Are the girls you’re talking to really resilient, or is it survival?” ii Abstract Young people’s experiences of housing instability need to be recognised. The extant literature tends to equate young people’s experiences with that of adults and the limited literature that exclusively examines young people tends to take a narrow lens, with a focus on running away from home and living on the streets. What is missing is an in-depth examination of other forms of housing instability and inadequacy, and how these impact on young people. The current study looks at the experiences of young people, including experiences of eviction, unhealthy homes, overcrowding, frequent housing movements, and living in liminal spaces. To explore these experiences, a mixed methods approach was used. In the qualitative strand, a collaborative approach was undertaken using ethnography to give voice to the narratives of twelve girls in their youth who were surviving housing instability. As part of this approach, a novel method was used: friendship guided by whakawhanaugatanga. This method disrupted the traditional power imbalance between researcher and participant and therefore enabled knowledge to be co-created and the experiences of young people accessed. In the quantitative strand, a statistical analysis of data collected as part of the national Youth’12 questionnaire was undertaken.
  • Vol 118 No 1210: 25 February 2005

    Vol 118 No 1210: 25 February 2005

    THE NEW ZEALAND MEDICAL JOURNAL Vol 118 No 1210 ISSN 1175 8716 CONTENTS This Issue in the Journal A summary of the original articles featured in this issue Editorial Good news for patients with colorectal cancer? Ian Bissett Original Articles Colorectal cancer treated at Christchurch Hospital, New Zealand: a comparison of 1993 and 1998 cohorts Bridget Robinson, Frank Frizelle, Michelle Dickson, Chris Frampton Excess cost associated with Staphylococcus aureus poststernotomy mediastinitis Arlo Upton, Pat Smith, Sally Roberts Effect of volcanic gas exposure on urine, blood, and serum chemistry Michael Durand, Chris Florkowski, Peter George, Trevor Walmsley, Phil Weinstein Measurement of thiopurine methyl transferase activity guides dose-initiation and prevents toxicity from azathioprine Christiaan Sies, Christopher Florkowski, Peter George, Richard Gearry, Murray Barclay, James Harraway, Linda Pike, Trevor Walmsley Recurrent myoglobinuria due to carnitine palmitoyltransferase II deficiency: clinical, biochemical, and genetic features of adult-onset cases Dean Kilfoyle, David Hutchinson, Howard Potter, Peter George Getting started as a hepatobiliary surgeon: lessons learned from the first 100 hepatectomies as a consultant Jonathan Koea Elevation of serum liver enzymes after laparoscopic cholecystectomy George Sakorafas, George Anagnostopoulos, Vania Stafyla, Theofilos Koletis, Nikolaos Kotsifopoulos, Stavros Tsiakos, George Kassaras Case Reports Suture material as a nidus for common bile duct stones: taking a closer look Paul Fortun, George
  • Research News

    Research News

    Research News Faculty of Education | The University of Auckland March 2012 | Research News from the Faculty of Education News from the Research Unit Contents News from the Research Unit 1-2 Congratulations New Publications 2-4 Professor Peter McLaren has been invited to become an AERA Fellow, Class of 2012. The Class of 2012 Fellows is the fourth group to be inducted based on Ethics Closing Dates 2012 4-5 nomination by peers, selection by the AERA Fellows Program Committee, and Workshops 5-7 approval by AERA Council. The award of an AERA Fellow is extremely Information Wrangling for Researchers prestigious and a reflection of Peter’s international standing and influence in Academic Writing Workshop the field of critical pedagogy. Along with Viviane Robinson, who was awarded Early Careers U21 Workshop an AERA Fellowship in 2011, the Faculty is the only one in the southern CAD Training for Academics & hemisphere to have AERA Fellows. Researchers Research Seminars 7-9 Research Celebration and Book Launch Professor Regan A.R Gurung 7/3 Tuesday 6 March, 4.30-6.00 pm in the staffroom (A201) Maire Geoghegan-Quinn 9/3 Professor Lynne Schrum 13/3 The Faculty of Education Research and Postgraduate Office Associate Professor Martin Tolich invites all staff to a Research Celebration and launch of the faculty & Dr Barry Poata Smith 15/3 monograph, Professor Saville Kushner 15/3 Professor Michael Young 11-12/7 Changing Trajectories of Teaching and Learning Edited by Judy Parr, Helen Hedges and Stephen May Research Opportunities 9-13 International Central
  • Multi-Region Ethics Committee Annual Report 2008.Pdf

    Multi-Region Ethics Committee Annual Report 2008.Pdf

    Multi-region Ethics Committee Annual Report 2008 Published in September 2009 by the Ministry of Health PO Box 5013, Wellington, New Zealand ISBN 978-0-478-31987-3 (print) ISBN 978-0-478-31988-0 (online) HP 4941 This document is available on the New Zealand Health and Disability Ethics Committee’s website: http://www.ethicscommittees.health.govt.nz Contents Chairperson’s Report 1 Committee Membership 3 Response to Cultural Issues 11 Applications 12 Issues 14 Guidelines for Chairperson’s Delegation 15 Appendix 1: Multi-region Ethics Committee Terms of Reference 16 Appendix 2: Applications Received in 2008 26 Multi-region Ethics Committee Annual Report 2008 iii Chairperson’s Report This report summarises the activities of the Multi-region Ethics Committee from 1 January to 31 December 2008. The report was presented to the committee at its meeting on 21 July 2009. The report gives details of the applications considered for ethical evaluation during the 2008 calendar year. In 2008, 237 applications were received, of which 164 applications were considered by the full committee, and 72 expedited review applications were reviewed by a deputy chairperson or subcommittee under delegated authority. One application was withdrawn before review. On average, each full meeting reviewed 13 applications. In circumstances similar to those mentioned in the 2006 and 2007 annual reports, an extra meeting was needed in October. Thus, monthly meetings always contained a full agenda that required considerable organisation on the part the committee’s two administrators. For this input, the administrators have the committee members’ commendation and appreciation. Two new members, Dr John Baker and Dr Paul Copland, joined the committee in August, replacing Dr Simon Jones whose term expired in June 2008 and Dr Martin Tolich who resigned in November 2007.
  • When Research Is a Dirty Word: Sovereignty and Bicultural Politics in Canada, Australia and New Zealand Ethics Policies

    When Research Is a Dirty Word: Sovereignty and Bicultural Politics in Canada, Australia and New Zealand Ethics Policies

    When Research is a Dirty Word: Sovereignty and Bicultural Politics in Canada, Australia and New Zealand Ethics Policies Darryl Grant A thesis submitted for the degree of Doctor of Philosophy at the University of Otago, Dunedin, New Zealand. May 2016 Abstract Unlike Canada and Australia, New Zealand has not produced a nationwide ethics policy to guide research within indigenous communities. To explain this divergence historical comparative analysis was used to document the manner in which each of these three countries’ ethical frameworks were negotiated. This analysis found that an interplay between the differing use of national-level Indigenous political strategies and the nature of the ‘mainstream’ research oversight institutions unique to each country explained the difference in ethics policy development. In Canada and Australia, what I defined as sovereignty politics aspired to create separate Indigenous space where issues of direct concern to Indigenous communities were brought under Indigenous control and social practices. New Zealand’s bicultural politics focused on Māori gaining a partnership role in the governance over all New Zealand, and by implication, all New Zealand research. In both Canada and Australia, an alignment to Indigenous aspirations of sovereignty politics encouraged the development of separate ethics policy dedicated to research with Indigenous communities. Indigenous ethics policy in Canada and Australia also benefited from centralised research oversight structures that encouraged a single point of ethical negotiation, allowed public health research funders to support Indigenous ethics development, and minimised the influence of ministerial politics. In New Zealand, bicultural aspirations assumed that once Māori gained an equal partnership role that ethics policy development responsive to Māori would follow.