Guest Speaker 12:00-1:00PM Room: ESS Julia Rucklidge, Professor of Clinical Psychology, Department of Psychology at the University of Canterbury Nutritional Therapies for Psychological Symptoms: What is the evidence to date?

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NZPsS Annual Conference 1- 4 September 2016 – Massey University – Wellington

Abstracts of all presentations

Friday 2 September

Refugees As Survivors New Zealand RASNZ Symposium Chair: Ann Hood

12:00-1:00PM Room: 4B06

Dr Ann Hood, Chief Executive Officer, RASNZ

Symposium assistants from RASNZ: John Thorburn Psychologist, Ted Wotherspoon Psychologist. Sarah Williams, Psychologist, currently RASNZ and Gillian Taylor Psychologist, and Gina Sembrano Psychologist recently with RASNZ Volunteers.

The Many Borders Faced by Refugees and Asylum Seekers: Our Work With Them Refugees as Survivors New Zealand, (RASNZ) is the lead mental health agency for quota refugees entering New Zealand. Our aim is that refugees will have access to quality, culturally responsive health services to support positive resettlement.

The Clinical Team based at the Mangere Refugee Reception Centre provides psycho-social assessment, treatment, case planning and orientation prior to community resettlement. The RASNZ Mobile Team provides longer term therapy services for refugees resettled across Auckland. The team assists clients overcome past trauma and supports their adjustment and integration.

The Community Services Team, which also works across Auckland, provides programmes which support empowerment and health promotion; engagement and participation; community

connections and capacity building.

This is a full day’s programme about the work of psychologists and support staff working with quota refugees and asylum seekers from the time they arrive at the Mangere Refugee Resettlement Centre then during various stages of their journey to settle in New Zealand. Only a sample of experiences and issues will be provided and with the help of some courageous refugee volunteers we set out to tell part of their compelling stories alongside the involvement of Psychologists.

This is essentially an Auckland based story because the arrival point is the Mangere Refugee

Resettlement Centre. The wider New Zealand involvement will be commented on through sessions during the day.

Block One:

1. 12:00 – 12:15 Dr. Ann Hood will start the day’s programme with “The World Refugee

Situation”. The facts and implications noted will help answer some questions about: Who are these groups? How do they get here? Where are they from? How many come? What is New Zealand’s resettlement strategy and what is the Psychologists role and why?

2. 12:15- 12:30 Some volunteers (quota refugees and asylum seekers), representing different cultures will present their “Journeys”. Where appropriate the experience of receiving support from a range of professionals will be commented on.

3. 12:30 – 12:45 An issue for psychologists. Gender and Family -Presented by Sarah Williams, RASNZ Psychologist

4. 12:45 – 1:00. A time for questions and comments.

Guest Speaker

12:00-1:00PM Room: ESS

Julia Rucklidge, Professor of Clinical Psychology, Department of Psychology at the University of Canterbury

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Clinical Psychology Chair: Fernanda Mottin 12-12:20PM Room: LT200

What if I can't use CBT: Using an eclectic approach to clinical psychology Fernanda Mottin, Clinical Psychologist, WellStop

f.mottin@wellstop.org.nz

Background: Clinical Psychologists traditionally have a scientist-practitioner approach and use evidence-based therapies and strategies. A number of clients, particularly those who are younger or have experienced trauma, abuse, or neglect, have specific areas of need and at times therapy with those clients is not as straightforward as it appears in therapy manuals.

Aims: This talk aims to illustrate a couple of case examples where an eclectic approach was used in therapy, explaining the rationale and development of individualised treatment plans. It will highlight differences between top-down and bottom-up approaches, using a multidisciplinary perspective. It will focus on clients who have been through extreme adverse childhood experiences.

Main contributions: I hope that attendees will gain a new perspective on how to combine different approaches in their clinical work and ways in which progress can be measured in therapy.

Conclusions: Some clients have specific needs, don't meet full diagnostic criteria, or have unusual presentations. An eclectic approached has been successfully used in the therapy with those clients.

Professional Practice and Applied Research Cluster (PPARC) Chair: Barbara Kennedy

12-12:20PM Room: 5C18

The Worry Bug Project for Christchurch Children: The child at the centre of recovery. A collaborative practice approach.

Julie Burgess-Manning, Kotuku Creative and Sarina Dickson, Kotuku Creative

kotukucreative@gmail.com

This project was developed in response to the research and reports indicating increased anxiety in families in Christchurch after the earthquakes, and new entrants to school being less capable than previous cohorts with regard to behaviour, skills, and readiness to learn. Collaboration between a psychologist and an educator resulted in the creation of a paired set of story books. The books are designed to appeal to children, and to support teachers in the classrooms and parents at home in talking about anxiety and managing the resulting feelings and behaviours. This presentation will explore professional practice experiences of working collaboratively across disciplines to find an interdisciplinary solution to the problems observed in Canterbury families. Examples of

epistemological and practical challenges include combining evidence bases and working knowledge from education and psychology, emergent issues around gender stereotyping, and the need for researchers and practitioners to develop appropriate media skills. This discussion will be useful for those involved with children and families, and to those interested in interdisciplinary collaborations to create effective resources.

This presentation is linked to the following presentation: The Worry Bug Project Research Outcomes for Christchurch Children Years 1-4.

Working without Borders: The Massey Health and Cancer Services - A Community Model

Chair: Maria Berrett 12-12:20PM Room: 5C11

Introduction to Services and Community Model

Maria Berrett, Massey Health and Cancer Services Coordinator

M.J.Berrett@massey.ac.nz

Background: A Psycho-Oncology Service was established at Massey University in Palmerston North in 2006. Originally, the Service employed two clinicians and a part time administrator. Over ten years it has developed into Massey Health and Cancer Psychology Services, catering for adults, children and adolescents, family members and carers coping with a range of physical health conditions including cancer. Substantial growth in client referrals has been accompanied by increased staffing levels and knowledge.

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community based model.

Aims: To introduce, illustrate, and invite discussion on this innovative Community Psychology model, developed and implemented by the Services. The model includes four key interlinked concepts:

clients, collaboration, research and culture. It enables the skillset of psychologists to be recognised and utilised by clients and health professionals across a range of disciplines. Additionally, it has enabled psychological wellbeing to be incorporated in relevant MidCentral health projects and interventions. The model draws on the strengths of a university clinic setting including students and staff in both practice and research, allowing the development of a sustainable workforce, and bringing together the strengths of variety of training backgrounds of Psychologists.

Developmental/Educational Psychology Chair: Fiona Ayers

12:00-12:20PM Room: 5C19

Taking Another Look at the Reliability and Validity of the SDQ in Preschool Children: Interpretation and Recommendations

Ryan Jim San Diego, PhD student, Department of Psychological Medicine, The University of Auckland

Jane E. Harding, Department of Paediatrics, The University of Auckland and The Liggins Institute Trecia A. Wouldes, Department of Psychological Medicine, The University of Auckland

rjsysandiego@yahoo.com

Introduction: The Strengths and Difficulties Questionnaire (SDQ) is a well-known screening instrument of child psychopathology. Previous research has shown that it is a reliable and valid instrument for British children and adolescents (4 to 16 years of age). Aim: The purpose of this study was to re-examine the psychometric properties of the SDQ, specifically to test for (Reliability) inter-item correlations, construct, and (Validity) equivalence, prediction, and discrimination in a

population of New Zealand (NZ) European and Maori preschool children (4.5 +/- 8 weeks). Method: Participants for this study were children at-risk of neonatal hypoglycemia (blood glucose level 2.6 mmol/L) including, infants born preterm, small 90th centile or to diabetic mothers. Of the 477 children recruited at birth in Hamilton, NZ, 253 were European (53% male) and 180 were Maori (52% male). At a developmental follow-up visit the primary caregiver completed parent-rated measures and a questionnaire about the home environment and family demographics. Results: In contrast to the 5-factor model reported for British children our results found acceptable to good fit for a 3-factor model among NZ European children and A 4-factor model achieved acceptable fit for Maori children. ROC analyses showed that the Total Difficulties score discriminated between level of risk with AUC values ranging from .85 to .92. Conclusion: This study shows the SDQ is a valid screening tool.

Clinical Psychology Chair: Fernanda Mottin 12:20-12:40PM Room: LT200

Becoming your own best therapist: cognitive behaviour therapy in groups Henck van Bilsen, Waikato District Health Board, Thames

henck.vanbilsen@waikatodhb.health.nz

Cognitive behaviour therapy is generally considered to be an effective intervention for may mental health problems. One of the challenges fo mental health services and perhaps more so for rural mental health services is to make evidence based cognitive behaviour therapy available. We designed a modular based psychological skills training programme and offered it to clients of the rural mental health services in Thames (Coromandel Peninsula). This is what we said in the leaflet: "The group will teach skills that will help participants to overcome addiction and mental health problems. The

following skills will be taught:

Rational Thinking, Communication Skills, Self-control training, Relapse Prevention, Behavioural Activation and Developing and practicing Compassion." Each skill is focused on during four sessions of 90 minutes and participants sign up for the duration of one skill, but can enrol in more than one skill if this is desired.

In this presentation we will give an overview of the group programme, discuss the profile of the participants and present some evaluation data.

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London

van Bilsen, H. & Thomson (2011) Cognitive Behaviour Therapy for personality disorders, Sage, London

van Bilsen, H. (2008) Zee Beatty and the Socks of Doom, CBT-Partnership, Hertford

12:20-12:40PM Room: 5C18

The Worry Bug Project Preliminary Research Outcomes for Christchurch Children Years 1-4 Dr Benita Stiles-Smith, Senior Professional Clinician/Supervisor, Clinical Psychologist Massey University, School of Psychology

Dr Barbara Kennedy, Massey University, School of Psychology Dr Dianne Gardner, Massey University, School of Psychology

b.stiles-smith@massey.ac.nz

The Worry Bug Project utilized a paired set of story books created for use in the classroom and at home regarding managing stress and anxiety resulting from disaster, and specifically from

earthquakes. These were distributed to Christchurch area schools and the homes of children in school years 1-4 during the 2015 school year. A Massey University research team explored outcomes for prosocial behavior, hyperactivity, emotional, conduct, and peer problems for the children, as perceived by their teachers and parents/carers. Data were collected by means of a child behavior checklist, the Strengths and Difficulties Questionnaire, and a questionnaire specific to teachers’ and parents’/carers’ experience of using the story books. Data were collected via online surveys which were made available to participants at baseline and at 2-month and 4-month follow-ups. The survey provided the opportunity for some qualitative feedback in addition to quantitative response scale data. Follow-up with focus groups provided additional in-depth qualitative information. Findings indicate positive trends being perceived in children’s responses, especially in relation to prosocial interactions. Use of this low-intensity intervention, with components involving both home and school participation, showed promising results for children in Years 1-4 as perceived by their teachers and parents/carers.

This presentation is linked to the presentation The Worry Bug Project for Christchurch Children

Chair: Maria Berrett

12:20-12:40PM Room: 5C11

Working without Borders: The Massey Health and Cancer Services - A Community Model Working with clients with Health Conditions

Lucia King, Massey University Palmerston North & Jacinda Shailer, Massey University Palmerston North

L.M.King@massey.ac.nz

Background: The Services cater for adults with one of five health conditions; cardiovascular, diabetes, renal, cancer, and respiratory which have been identified as conditions where psychosocial

health/functioning can greatly impact physical health management and functioning. Psychological therapy can thus improve clients’ physical health, psychosocial functioning, and quality of life. There is also have a remit to work with children with any long term condition or their parents. As well as providing short to medium input using a variety of psychological therapies, Service Psychologists also liaise with referrers and other involved organisations to provide best possible care. Our role extends to providing presentations to other health professionals and attending community events to inform practice and raise awareness of psychosocial issues in health across the broader health community. Aim: This presentation aims to describe the clinicians’ role within the service, reflecting on the therapeutic relationship and measuring the clinical outcomes.

12:20-12:40PM Room: 5C19

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fiona.ayers@xtra.co.nz

This presentation will outline a process for assessing students for special assessment conditions (SAC) to meet the requirements of NZQA (New Zealand Qualifications Authority). The application process applies to students in Years 11-13 of education who present with a Specific Learning

Disability. This process has been developed over the past three years in response to the need for clarification of the process required, following misconceptions as to what the criteria are.

The session will explore the assessment process and will center on NZQA requirements for

Independent Assessors for Special Assessment Conditions. In particular, the paper will address the following concerns:

• Identifying students who may be eligible for SAC.

• Understanding the criteria that NZQA apply when evaluating a student’s needs. • Clarifying NZQA’s interpretation of when extra time is applicable.

• Exploring assessment tools which may be appropriate.

The paper is directed at psychologists working with secondary school students for whom Special Assessment Conditions may be appropriate. This may include psychologists from a range of scopes.

Clinical Psychology Chair: Fernanda Mottin 12:40-1PM Room: LT200

Non-suicidal self-injury: From suicide risk to social activity Cate Curtis, University of Waikato, Senior Lecturer in Psychology

ccurtis@waikato.ac.nz

Background: Deliberate self-harm (SH) has been conceptualised as indicative of mental illness, partly a result of trauma, and on a continuum ending with suicide. Recently our understanding of SH has become more nuanced, with distinctions made between suicidal behaviour and non-suicidal self-injury (NSSI). Some literature continues to combine the two, arguing that risk factors, trajectories, and treatments are very similar. Nonetheless, differences between those who engage in suicidal behaviour and NSSI exist; indeed there is some evidence that NSSI may be consciously counter-suicidal. Moreover, NSSI appears to have recently increased markedly among young women.

Aims: This research explores the motivations, meanings and functions of NSSI in young New Zealand women.

Methods: 25 in-depth interviews were conducted.

Results: Motivations for NSSI span the gamut from serious anguish including suicidality, to fitting in with friends, with functions from the alleviation of severe distress to participation in a mundane social activity. Often minimal physical or psychological harm is implicated, whether preceding NSSI, or as a result of it. Previous beliefs about the dynamics of stigma and the social contexts in which NSSI occurs –indeed, is deliberately exhibited- are thus problematic, as are assumptions about the appropriate support.

Conclusion: Though a potential indicator of mental ill-health, NSSI may be a harm-reduction technique, or increasingly normalised teenage activity.

12:40-1:00PM Room: 5C18

Evaluating professional training programmes: developing an instrument. Barbara Kennedy, Senior Professional Clinician, Massey University Michael Philipp, Massey University

b.j.kennedy@massey.ac.nz

Both good teaching practice and accreditation processes for professional training programmes

demand thorough and regular evaluation. Teaching evaluation research however has, understandably centred on the high-N, undergraduate teaching. Instruments such as the extensively researched and well-validated CEQ are expressly inappropriate for professional training programmes.

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Diploma in Psychological Practice, a one-year, post-masterate internship programme. Trialled in 2013, with a five-year sample of students, graduates, field supervisors and intern employers of this new programme, preliminary analysis was promising, indicating only a small number of items to be adjusted to achieve acceptable reliability. Although this instrument was purpose-designed for a particular programme and to be administered to multiple stakeholders for triangulation of data, it’s redeveloped form holds promise for adaptation for other programmes.

Chair: Maria Berrett

12:40-1:00PM Room: 5C11

Cancer Psychological and Social Support Initiative

Lizzy Kent, Clinical Psychologist, Massey University Palmerston North

Lizzy.Kent@midcentraldhb.govt.nz

Background: Emotional distress is common amongst people affected by cancer. Such distress, ranges from normal feelings of vulnerability, sadness and fear, to significant clinical problems such as major depression or anxiety disorder. Such distress can impact on relationships, sexuality,

neuropsychological syndromes, and responses to substance-related disorders, body image as well as pain. Many people benefit from support to help them cope with emotional, social and economic changes.

In 2015, the MOH provided funding for psychosocial support across New Zealand for cancer patients and introduced the role of Regional Lead Clinical Psychologist in six treatment centres. In the Central Region, this position sits with the Health and Cancer Psychology Services based at Massey University. Based in the Palmerston North hospital, the Lead Clinical Psychologist responds to the immediate psychosocial needs of cancer inpatients by delivering evidence based assessments and interventions. The role has a regional focus linking to and from secondary level DHBs, developing referral pathways for inpatients treated at Palmerston North hospital. The Lead Clinical Psychologist collaborates regionally and nationally with others employed under the cancer psychological and social support initiative, including the National Clinical Lead.

Aims: The presentation will cover the background of the initiative, the implementation of the role and its progress including the limitations and successes.

12:40-1:00PM Room: 5C19

Assessing students for Special Assessment Conditions in low decile schools - some initial findings Fiona Ayers, Psychology for Children

fiona.ayers@xtra.co.nz

This presentation will describe the cognitive profile of students in a low decile secondary school who entered NZQA (New Zealand Qualification Authority) examinations in 2015. It will consider the relationship between the formal cognitive assessment (using the WISC IV), assessment using the school's alternative evidence process, and the educational outcomes obtained.

The presentation is based on a project completed in conjunction with the SENCO (Special

Educational Needs Coordinator) at a low decile secondary school. The presenter had undertaken at a South Auckland Secondary School where she worked collaboratively with the SENCO to explore the most effective way for the school to identify the students who needed consideration for Special Assessment Conditions. The presentation will explore how these students performed in 2015 (when they sat NCEA level 1) and whether there were any learnings for the assessment process.

The presentation is intended as a practical follow up to the previous session on Special Assessment Conditions.

This presentation will be of interest to psychologists working in educational settings.

Refugees As Survivors New Zealand RASNZ Symposium continued Chair: Ann Hood

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1. 3:00- 3:15pm Managing differing beliefs and protocols. “A foot in two worlds”

A presentation from two young women with refugee backgrounds studying with support from a Sir Robert Jones Scholarship

2. 3:15 – 3:30pm The skills needed by Psychologists when working with Interpreters.

Practical role plays by Psychologists Gillian Taylor, and Ted Wotherspoon with volunteers.

3. 3:30 – 3:45 A persistent and difficult problem. Working with Complex issues with asylum seekers and refugees. Presented by Gina Sembrano Psychologist

4. 3:45 -4:00pm Questions and comments.

Guest Speaker – Marc Wilson 3:00-4:00PM Room: ESS

On Advice for Psychologists Working with Media

Clinical Psychology Chair: Sarbjit Johal

3:00-4:00PM Room: LT200

Working through disaster: Mental Health Care Professionals' capacity to deliver services during disaster recovery

S.S. Johal, Associate Professor in Disaster Mental Health JointCentre for Disaster Research, Massey University / GNS Science

Z.R. Mounsey, JointCentre for Disaster Research, Massey University / GNS Science

s.s.johal@massey.ac.nz

Introduction - Research has identified that recovery workers engaged in disaster relief are at increased risk of developing mental health problems such as post-traumatic stress disorder, depression and anxiety (Benedek et al., 2007). Three years after the start of the 2010-2011 Canterbury earthquake sequence this research explores the experiences of mental health care professionals.

Methods - The research design used semi-structured open-ended interviews with 15 mental health care professionals and 10 counsellors from the Canterbury region. The interview transcripts were read numerous times to gain understanding and coded using NVivo (qualitative research tool) to identify themes from the interviews.

Results – The shared trauma of the earthquakes impacted on the participants’ personal and

professional lives. Experiencing the earthquakes alongside clients and being involved in providing mental health services during the recovery process did impact on the capacity of mental health care professionals. The interviews provided insights on the challenges faced, support available and self-care behaviours.

Conclusion – The earthquakes impacted significantly on both the professional and personal lives of mental health care professionals and their capacity to undertake their roles. This information supports the development of disaster education, preparation and planning resources for mental health care professionals.

Mental Health Chair: Lara Greaves

3:00-3:20PM Room: 5C18

“I live two lives”: Managing the tension between homosexuality and Islam Ella R Kahu, Lecturer in Psychology, Massey University

Aatir Zaidi, Massey University Keith Tuffin, Massey University Veronica Hopner, Massey University

e.r.kahu@massey.ac.nz

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participants, aged 20-35, were interviewed in-depth about their past and present experiences of being both gay and Muslim. The thematic analysis was informed by Identity Process Theory (IPT) and this paper focusses on their current situation. The men had all accepted themselves as homosexual but were challenged to manage this identity alongside being Muslim. Three strategies were evident. Firstly, most participants renegotiated their Muslim identity by separating religion and culture, emphasising God as all loving, and condemning the Islamic view of homosexuality. Secondly, one participant aimed to keep his identities separate despite experiencing considerable guilt. Finally, all participants managed tension with family through pretence by hiding or minimising their

homosexuality and pretending to be more religious. These findings highlight that, even in a liberal western country such as New Zealand, this group faces considerable challenges integrating their religious and sexual identities.

Chair: Maria Berrett 3:00-3:20PM Room: 5C11

Working without Borders: The Massey Health and Cancer Services - A Community Model Renal Donor Psychosocial Assessments

Victoria Marke, Health Psychologist, Massey University Palmerston North & Sarah Malthus, Massey University Palmerston North

V.Marke@massey.ac.nz

Background: The donation of a kidney either through directed or altruistic donation is increasingly recognised in New Zealand and internationally. There are multiple reasons include physical health benefits of live donation over both deceased donation and dialysis; improved quality of life for transplant recipients over dialysis; and clear financial savings to the health system of kidney

transplant over continued dialysis. Accordingly, there is recognition of the importance of increasing the number of those willing to be live donors.

With this, comes an ethical obligation to ensure the best possible outcomes for renal donors, not just in terms of physical health, but also from a holistic and psychosocial perspective. The Massey Health and Cancer Psychology Services in the MidCentral DHB have been involved in providing psychosocial assessments as part of the work-up for kidney donors.

Aims: To describe and discuss the approach the service uses for assessing psychosocial readiness to donate, describing the assessment tools, clinical experience, research, identification of common clinical themes, and evaluation of outcomes. Renal donor psychosocial assessment is an evolving field of clinical work necessitating awareness of best practice guidelines, inter-disciplinary collaboration, clinical experience, client feedback, and knowledge of research developments. This field offers exciting and multidimensional opportunities for the role of psychology within health.

3:00-3:20PM Room: 5C19

Ka whakautu te karanga: Responding to the call for more culturally relevant, reasoned, and respectful educational psychology in Aotearoa New Zealand.

Jhan Gavala, Lecturer in Psychology, Massey University Jeanette Berman, University of Melbourne

J.R.Gavala@massey.ac.nz

Māori and Pākehā scholars in Aotearoa (New Zealand) have grappled with the challenges of how to blend mātauranga Māori (indigenous knowledge) and ‘imported’ Western psychological knowledge. For over 30 years scholars in Aotearoa have been arguing for the meaningful interface (Durie, 2004; Royal, 2002) of a bicultural (Māori and Pākehā) epistemology that informs the practice of psychology in New Zealand. Largely this karanga (call to unite) and wero (challenge) has yet to be answered in a respectful and meaningful way. This presentation will elaborate ‘ngā tikanga rua o te taha hinengaro’ – a ‘psychology of two protocols’ (Berman et al., 2015), as articulated within our educational

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educational psychology training programme at Massey University. This reframing, and redefinition of educational psychology in Aotearoa as intrinsically indigenous in its foundations, offers a dynamic, inspiring and locally relevant training pathway to becoming a cultural competent educational psychologist.

3:20-3:40PM Room: LT200

Social Support among Disaster First Responders: A Review of Literature

Johnrev Guilaran, PhD student in Psychology, Massey University and University of the Philippines Visayas

Ian de Terte, Massey University

Krzysztof Kaniasty, Indiana University of Pennsylvania Christine Stephens, Massey University

John.Guilaran.1@uni.massey.ac.nz

Social support in disasters is consistently associated with positive psychological outcome. Studies, however, are skewed towards survivors; relatively few focus on first responders (Norris & Elrod, 2006). This paper presents the literature on social support among first responders – those whose roles are aimed at “protection and preservation of life, property, and the environment (Prati & Pietrantoni, 2010, p. 403)” in a disaster’s immediate aftermath. It also looks into the research gaps, discusses the issues in social support research among first responders, and suggests future directions in the area. Social support, the “social interactions that provide individuals with actual assistance and embed them into a web of social relationships perceived to be loving, caring, and readily available in times of need (Kaniasty & Norris, 2009, p. 176),” is seen as an important element in disaster recovery (Hobfoll et al., 2007). Social support among first responders is associated with fewer clinical

symptoms and has shown to be a protective factor (Alvarez & Hunt, 2005; Benedek, Fullerton, & Ursano, 2007; de Terte, Stephens, & Huddleston, 2014). However, the following gaps and issues are observed: (1) lack of social support studies on first responders; (2) the role of social support, whether it has main or buffering effects; and (3) the lack of studies on the role of culture in social support, particularly among first responder. The paper suggests future research directions.

Mental Health

Chair: Lara M. Greaves 3:20-3:40PM Room: 5C18

The Asexual Identity in National Sample: Demographics, Wellbeing, and Health

Lara M. Greaves, PhD Student, School of Psychology, University of Auckland, New Zealand

Fiona Kate Barlow, School of Applied Psychology and Menzies Health Institute, Queensland, Griffith University, Australia

Yanshu Huang, School of Psychology, University of Auckland, New Zealand Samantha Stronge, School of Psychology, University of Auckland, New Zealand Gloria Fraser, School of Psychology, Victoria University of Wellington, New Zealand Chris G. Sibley, School of Psychology, University of Auckland, New Zealand

lara.greaves@auckland.ac.nz

Interest in asexuality (defined as those who do not experience sexual attraction) has increased in recent years, however, there is yet to be a national probability study exploring the correlates of self-identifying as asexual. Here, we utilized data from the 2014/15 New Zealand Attitudes and Values Study. Participants described their sexual orientation using a self-generated, open-ended item and 0.4% (n=44) self-identified as asexual. We compared asexual participants with the heterosexual reference group (n=11,822) across a large number of demographic variables, non-specific

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Chair: Maria Berrett 3:20-3:40PM Room: 7007

Weaving Cultural Knowledge and Responsiveness through Service Delivery, Collaboration and Research

Hukarere Valentine, Massey University Palmerston North & John Pahina, Massey University Palmerston North

H.Valentine@massey.ac.nz

Background: Health inequities have been clearly identified in health research conducted in

Aotearoa/New Zealand. Policy documents identifying this trend include The New Zealand Health Strategy (2000), The New Zealand Public Health and Disability Act 2000 and He Korowai Oranga– Māori Health Strategy (2002), MidCentral’s Health Needs Assessment (2005). MidCentral Health DHB has drawn attention to the need to address this inequity in the priority areas of diabetes, cardiovascular disease, respiratory illness, and cancer. Our ambition is to support Māori to achieve their aspirations in health and wellbeing. In particular, we aim to provide services which support Māori in their quest for health equality and provide psychological services that are accessible, acceptable, and effective for Māori.

Aims: This presentation will illustrate the integration of cultural knowledge and skills into the Services Community model. This includes providing opportunity for all Maori clients to see a Maori Psychologist including in rural areas; collaborating with Iwi Health Providers and other Health Professionals to target and develop interventions aimed at enabling Maori to reduce at risk health behaviours; and incorporating cultural knowledge into service presentations and research to ensure initiatives are appropriate for Maori and other minority cultural groups.

3:20-3:40PM Room: 5C19

Filial Piety, Academic Self-concept and Academic Achievement: Examining their relationship in a secondary school in New Zealand.

Cindy Wu, Master of Educational Psychology student, Massey University student Terence Edwards, Institute of Education (Primary supervisor)

Jhan Gavala, School of Psychology (Secondary supervisor)

cindy-wu@outlook.com

Research shows a strong, positive relationship between students’ academic self-concept and

subsequent academic achievement. In addition, filial piety (‘xiao’) plays an important motivational role for Asians, and especially Chinese, students’ academic success. Schools that understand the learning and motivational characteristics of students of diverse backgrounds are able to develop intercultural competencies to better support teachers, and, in turn, have a positive effect of student achievement.

Currently the role of filial piety on students’ academic beliefs and its linkage to academic achievement has remained unexplored in New Zealand. This study aims to fill the gap in the literature by

examining the relationship between filial piety, Academic Self-Concept, and Academic Achievement of students in an urban school in Auckland. We hypothesized that filial piety has a positive

relationship with Academic Achievement, and this positive relationship is partially mediated by an effect on Academic Self-Concept. Furthermore, students with high reciprocal filial piety, will have high academic self-concept and subsequent high academic achievement.

Participants in this study are a group of 200 Asian students between the ages of 11 to 14, and a

comparative age-matched randomly selected non-Asian student group. Regression analysis is used to examine the relationships across the variables. This presentation offers a preliminary data analysis and tentative interpretations of results.

3:40-4:00PM Room: 7 C09

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barry.parsonson@explore.org.nz

Fetal Alcohol Spectrum Disorder (FASD) results from brain-damage caused by alcohol during fetal development. FASD is believed to affect 1:100 school-aged children and is considered to be the major cause of acquired neuro-developmentally-related Intellectual Disability in Western Hemisphere populations. It is frequently undiagnosed because confirmation requires a maternal admission of alcohol consumption during pregnancy. It is also often misdiagnosed as ADHD because some of the associated behaviors mimic those of hyperactive children. A range of cognitive and behavioral

deficits, including poor executive functioning, memory and learning deficits and, dysfunctional social behaviors is associated with FASD, depending on when in development the brain injury was acquired. FASD has developmental implications through the life-span. Intervention strategies are desperately needed but are as yet largely poorly-researched. This paper backgrounds FASD and reviews recent intervention research in an effort to identify potential directions for much-needed intervention research.

Mental Health

Chair: Lara M. Greaves 3:20-3:40PM Room: 5C18

The Outcome Measurement Model: an assessment tool to measure health and well-being indicators in young people.

Raechel Osborne, Youth health - KYS

Rachel Drayton, Youth/health/education - KYS Darryl Gardner, Youth health - KYS

Rachel Drayton MA student in Education Psychology and Youth Coach (Youth Services at KYS.

raechel@kys.org.nz

While anecdotal information showed we were making a difference for young people in Kapiti, we sought a way to demonstrate to our funders the quality of the work being carried out within the organisation. An impact evaluation was carried out due to the need to develop credible, robust

evidence to demonstrate the impact of service delivery. It was identified that over a 3-5 month period 90% of the young people accessing our organisation experienced positive results. Additionally, 97% of young people with complex needs showed improvement or remained steady. The Outcome

Measurement Model (TOMM) is a practice-based assessment tool developed by KYS to track client progress to see if they have maintained or improved their health and well-being post intervention. TOMM is grounded in the Te Whare Tapa Wha theoretical framework. Utilising the HEADSSS assessment the clients are rated based on descriptors on the extent of risk across 8 domains

containing 16 sub-areas, on a five point continuum ranging from ‘seriously at risk’ to ‘thriving’. The database can collate individual as well as group intervention data. This presentation describes the development of the TOMM from the impact evaluation to how it is currently used within this

interdisciplinary organisation. TOMM supports reflective practice and allows practitioners to assess how their interventions are effecting change and is transferable for use in various settings such as education, health, clinical and social services

A Community Model Research Coordination

Don Baken, Clinical Psychologist, Massey University Palmerston North

D.M.Baken@massey.ac.nz

Background: Despite the Manawatu Campus of Massey University and the Palmerston North Hospital being in the same city there has been little shared research over the years. However, in the last ten years as the Massey University Psychology Clinic has significantly increased the number of services it delivers in the health arena more opportunities for research have developed. Ongoing daily contact with clients and other services allows for the identification of organisational and clinical issues which would benefit from the expertise of a research institution. Additionally, the ongoing contact with other services also allows for the development of relationships that make effective collaboration possible.

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services. Past and present research projects will be used as examples of the opportunities. Some challenges of such an approach will also be discussed

3:40-4:00PM Room: 5C19

The Casework Process - 'behind-the-scenes' planning and decision making Jan Johnson, former Private Practitioner - now retired

jljohnson@xtra.co.nz

Casework follows a progression of phases from initial engagement, assessment/data gathering, intervention and outcome evaluation. These activities are visible to those with whom a psychologist works, as they involve direct contact. There is, however, much more that needs to be done ‘behind-the-scenes’.

Referrals to psychologists are usually complex with concerns about behaviours that have not

responded to the usual resources available to those involved. A ‘one-size-fits-all’ approach cannot be used. However, with pressure to come up with solutions quickly (or when organisations require staff to be ‘out there and visible’ in the communities in which they work), ‘behind-the-scenes’ activities such as planning and decision making are often relegated to moments grabbed between

appointments. Taking time to focus on these activities is an essential part of successful casework. Decisions need to be made about appropriate hypotheses to be tested and data-gathering needs thorough planning to avoid under- or over-assessment. The analysis requires careful consideration of the range of ecological factors influencing the situation, and needs to be supported by current theory. Reflection throughout the casework is necessary to inform the process, while reflection following case closure should enhance future practice and ongoing professional development.

This paper, from a practitioner perspective, will consider some of these 'behind-the-scenes' activities.

Refugees As Survivors New Zealand RASNZ Symposium continued Chair: Ann Hood

4:30-5:30PM Room: 4B06 Block Three:

Topic. Longer term issues and conclusion

1. 4:30 - 4:45pm. Complex Traumatic Experiences that exist in this population. How the Psychologist works with that. Presentation from John Thorburn, Psychologist. (RASNZ) 2. 4:45 – 5:10pm Conclusion. Ann Hood will briefly review the days programme and comment

about some of the issues raised as well as observations about the role of psychologists who work in this field. Followed by some volunteers giving their impressions of the day. If time is available a question and comment session will follow

Mini workshop

Chair: Henck van Bilsen 4:30-5:30PM Room: ESS

Motivational Interviewing: radical acceptance of what is (and not demanding what should be) Henck van Bilsen, Waikato District Health Board, Thames

henck.vanbilsen@waikatodhb.health.nz

Motivational Interviewing (MI) is a counselling approach originally developed for professionals in the field of substance abuse. However, the principles can be applied in other settings. For many of our service users, certain sets of behaviours have almost taken on the characteristics of addictions, and they become hooked. They know intellectually that what they are doing is not good for them. They may tell themselves and others that it is only temporary, that it will be better or different “tomorrow,” but they can’t visualize their lives being much different than they are today.

As defined by its developers, “Motivational Interviewing is a directive, client-centred counselling style for eliciting behaviour change by helping clients to explore and resolve ambivalence.”

Motivational Interviewing is based on five principles

Develop Discrepancy; Express Empathy; Amplify Ambivalence; Roll with Resistance and Support Self-Efficacy

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Prochaska and DiClemente, Client Centred Psychotherapy and Applied Behaviour Analysis. This workshop will be a mix of brief lectures, exercises and demonstrations.

References

Prochaska, J.O. & DiClemente, C.C. (1984) The transtheoretical approach: crossing the traditional boundaries of therapy,

Van Bilsen, H.P.J.G & Thomson, B. (2011) CBT for personality disorders, Sage

Mini workshop Chair: Rose Black

4:30-5:30PM Room: LT200

Te Ao Pākehā, Culture and Privilege in Psychology

Rose Black, Population Health, Waikato DHB & Associate, University of Waikato and Raymond Nairn

Ingrid Huygens, Tangata Tiriti - Treaty People Project & Associate, University of Waikato

rmblack@xtra.co.nz

The practice of psychology in Aotearoa has its foundations in Te Ao Pākehā – the Pākehā world and in Pākehā culture. Drawing on material from the Pākehā Culture and Psychology chapter in the Revised Handbook of Psychological Practice in Aotearoa this paper will examine aspects of how this dominant culture in Aotearoa affects psychological practice. For instance, practitioners may take for granted that Pākehā ways are a universally ‘normal’ way of being in the world. Cultural dominance,

colonisation, and assimilation, along with Pākehā privilege and institutional racism are canvassed. We discuss the ways in which Pākehā may come to recognise themselves as one cultural group among many in Aotearoa, and how this could impact on the ways in which psychology is practised in

Aotearoa. The smallness of our population gives us opportunities to respond to the challenges of cultural dominance and racism in carefully negotiated ways, with possibilities for intercultural and interpersonal feedback and personal learning.

Mini workshop

4.30-5.30pm Room: 5C18

He Paiaka Tipu, He Paiaka Totara: A totara sprout strengthened by the totara network Presenters: Waikaremoana Waitoki, Luke Rowe, Bridgette Masters-Awatere, Julie Wharewera-Mika Lisa Cherrington, Pare Harris and Tahlia Kingi

moana@waikato.ac.nz

Sustainability for the growing number of Māori psychologists depends on a resilient system that reflects the centrality of Māori knowledge, tikanga, (protocols) kawa (procedures) and moemoea (aspirations). He Paiaka Tipu He Paiaka Totara refers to whakapapa, identity, roots and

connectedness. As Māori psychologists how we might use this term with Māori whānau and each other differs according to our own unique skills and abilities - our pūmanawa.

Following a workshop held at the 2015 Society’s Annual Conference, a group of Māori psychologists and students agreed to establish a network to support Māori in their journey in psychology. The main outcomes from that workshop and a follow up held in Oct 2015 that arose were:

1. The need for cultural supervision for Māori psychologists

2. The need for training for supervisors offering cultural supervision 3. The need for support for students in psychology programmes 4. The need for academic Māori staff to access support

5. The need for networks in regions across the country

This wānanga seeks to develop a networking model for Māori psychologists that takes into account our unique needs. Our goal is to create the space for innovative thinking about our kaupapa Māori practise, both traditional and contemporary.

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trial

Sarah Malthus, Massey University Palmerston North

S.Malthus@massey.ac.nz

Background: Type 2 Diabetes is a potentially debilitating long-term health condition that comes with substantial physical and psycho-social cost. Rising rates of both pre-diabetes and diabetes within New Zealand and globally has made diabetes prevention a central focus of health research. This research has demonstrated that the risk of developing type-2 diabetes can be substantially reduced through the provision of lifestyle interventions for those identified as pre-diabetic. However, interventions

employed in early studies were time and resource intensive, and therefore challenging to implement in real-world settings, and efforts to develop brief more pragmatic interventions produced diluted effects. Incorporating a psychological component into lifestyle education interventions has been suggested as one method of enhancing outcomes.

Aims: To provide an introduction to the background and design of a research project that involves the development and evaluation of two intervention approaches for people with pre-diabetes: Lifestyle education alone or lifestyle education combined with a psychological intervention component. The psychological intervention component is based on an Acceptance and Commitment Therapy (ACT) approach. The goal is to connect participants’ lifestyle goals to personally meaningful values, and teach them skills to deal with difficult cognitions/feelings that can function as barriers to lifestyle change.

4:30-4:50PM Room: 5C19

Middle Childhood Academic Outcomes of Children Born to Mothers Maintained on Methadone during Pregnancy

Samantha J. Lee; Jacqueline M.T. Henderson, PhD

Department of Psychology, University of Canterbury, Christchurch, New Zealand Samantha Lee, PhD student in Psychology

sam.lee@pg.canterbury.ac.nz

Background: Methadone maintenance therapy (MMT) is the recommended treatment for pregnant opioid-dependent women due to associated improvements in obstetric outcome. Infants born to women in MMT are however at increased risk of neonatal abstinence syndrome and other adverse clinical outcomes compared with non-drug exposed infants. Currently the longer-term developmental outcomes for these high-risk infants are unclear.

Objective: To describe middle childhood academic achievement and school outcomes of a regional cohort of children born to methadone-maintained mothers.

Methods: Data were drawn from a subsample (N=51) of a prospective longitudinal follow-up of a regional cohort of children born to pregnant women enrolled in MMT for opioid dependence, and an age- and sex-matched comparison group (N=62). Children’s academic achievement and school outcomes were assessed at age 9.5 years using the Broad Reading and Broad Math subtests of the Woodcock Johnson-III (WJ-III) Tests of Achievement, independent teacher ratings of achievement against the NZ National Standard and reports of teacher aide assistance.

Results: At 9.5 years, 54% of children who were born to methadone-maintained mothers were showing difficulty in either reading, mathematics, or both, compared with 13% of their comparison peers (p<.001). Examination of mean scores across the WJ-III subtests showed between-group differences ranged from 12–16 points (p<.001) for reading subtests and 8–14 points (p<.004) for math subtests. A higher proportion of children born to mothers in MMT were achieving below the National Standard at school in reading (55% vs 16%), and in maths (61% vs. 21%). Teachers reported a higher proportion of children born to mothers enrolled in MMT had a teacher aide at school (33% vs. 9%).

Conclusions: Children born to methadone-maintained mothers are at high-risk of clinically

significant academic difficulty in middle childhood. The current findings, although preliminary and warranting further studies, are critical for public health monitoring and educational service planning. Population Study Pertains to: Children and families at risk

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Chair: Maria Berrett 4:50-5:10PM Room: 5C11

Developing the role of a Peer-led Support Group Facilitator for Mid Central DHB Sara Joice, Health Psychologist, Massey University Palmerston North

S.A.Joice@massey.ac.nz

Background: The clinic was approached by the local DHB to explore the feasibility of a facilitator role to aid the development and maintenance of Peer-led support groups for Chronic Health Conditions across the DHB. It has long been recognised in the literature that those attending a support group are more likely to effectively self-manage their condition. This 18-month initiative has been informed by Wagner’s Chronic Care Model (CCM) and Bandura’s Social Cognitive theory as well as the stories of the people who run Peer-led support groups in the local area. We have conducted a literature review, highlighted the initiative to health professionals and peer led support group leaders, assisted in the development of new groups and looked at strategies to increase participation in groups, especially Maori people with long term health conditions.

Aims: To present the background and progress of this Peer-led Support Group Facilitators role

4:50-5:10PM Room: 5C19

Maternal Alcohol Drinking and Smoking as Predictors of At-Risk Preschool Children’s Everyday Executive Function: A Longitudinal Study

Ryan Jim San Diego, PhD Student, Department of Psychological Medicine, The University of Auckland

Trecia A. Wouldes, Department of Psychological Medicine, The University of Auckland

Jane E. Harding, Department of Paediatrics, The University of Auckland, and Liggins Institute CHYLD Study Group, The University of Auckland

rjsysandiego@yahoo.com

Despite the established effects of alcohol use and maternal smoking in children’s neurocognitive development, little is known about its effect on executive function (EF) skills. The present paper sought to identify predictive association of maternal smoking and alcohol drinking on at-risk preschool children’s inhibitory control, emotion regulation, and organization. Participants were children born in Hamilton, NZ and at risk of neonatal hypoglycaemia including born preterm, small (90th centile or >4.5 kg) or to diabetic mothers. Of the 355 children seen, 193 were European (53% male) and 131 were Maori (52% male). At a follow-up visit the caregiver completed the Behaviour Rating Inventory of Executive Function, Preschool Version (BRIEF-P) and a home/family

questionnaire. Path analytic approach were employed to identify associations of prenatal to postnatal smoking and alcohol drinking on three facets of cognition such as Inhibitory Self Control Index (ISCI), Emergent Metacognition Index (EMI), and Flexibility Index (FI). Prenatal and Postnatal alcohol drinking and smoking were significantly correlated with EF skills. Prenatal smoking and postnatal smoking at 24 mos were associated with EF skills (EMI, ISCI, and FI) at 53 mos. Prenatal alcohol drinking was predictive of EF skills both at 24 and 53 mos. (EMI and ISCI). Magnitudes were stronger for more at-risk children. Findings showed added effects of cumulative risks on

neurodevelopment.

5:10-5:30PM Room: 5C19

Exploring mindfulness in the classroom: universal or targeted approach? Shane Costello, Lecturer in Educational Psychology, Monash University Victoria Etherington, Monash University

shane.costello@monash.edu

Despite the increasing utilisation of mindfulness based interventions with children, research investigating the impact of these interventions in school settings is limited. In particular, less is known about the effectiveness of mindfulness based interventions when used as a first-tier

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based intervention. 46 participants were part of the universal approach (whole classes), while the remaining participants (n=20) were part of the targeted group, selected because they were deemed “at-risk” of social and emotional maladjustment. Quantitative analysis found that mean anxiety significantly reduced in the targeted group (p=.004) while the universal group did not (p=.126); however participants in the universal condition who reported high anxiety pre-intervention did experience a significant decrease in anxiety (p=.007). Qualitative analysis of subsequent interviews with six participants indicated positive experiences from both methods of delivery, and that even well-adjusted participants gained benefits and skills. These results support the use of a universal delivery for mindfulness based interventions in schools. This presentation will be relevant for psychologists in schools.

IO Abstracts

Health, Safety and Wellbeing Room 7D07, 10.30AM

Guest address

Managing new employee safety risks: Integrating safety and human resource management practices

Chris Burt

Numerous studies have found that employees have proportionally more accidents in their initial period of employment (first year), compared to later in their employment. Thus, whenever an individual starts a new job, their risk of having an accident increases. This paper discusses research which has attempted to explain the safety risks associated with being a new employee, including research on how new employees can underestimate actual job safety risks, and can hold unrealistic safety expectations for management and co-workers, can engage in over-enthusiastic, and potentially risky, helping behaviours, and can be trusted to work safely by co-workers, who, based on this trust, do not engage in behaviours which might protect the new employee from accidents.

Research which has identified factors associated with new employee safety is integrated into a model of new employee safety management. The model tracks new employee safety risks through the human resource management processes of being recruited as a job applicant, to being assessed for a job by the organization, and then being inducted into the job and work unit. The model identifies the risk factors at each stage of the recruitment, selection and induction process. The model also describes the steps an organization can take during recruitment, selection, induction, and the initial employment period to minimize the accident potential of new employees.

Specifically, the new employee safety model first classifies job applicants based on their experience and job risk expectations, and suggests how to compare their expectations to the real risks associated with the job using either (or all of) an employee bench-marking study, a safety profile in a job

description, and/or a safety specific exit survey. Next the model addresses weaknesses in

organizational selection predictors, and issues associated with pre-start training/induction processes. These weaknesses can impact on employees’ perceptions of a new employee’s likely safety behaviour, and the development of trust in new employees. Potential improvements in how safety might be measured during employee selection are discussed, as is a strategy for ensuring trust in new employees is earned during the initial employment period, rather than given based on potentially flawed assumptions about organizational processes.

Next the model explores how a new employee needs to become familiar with their new job: the work environment, specific equipment, procedures, and with their co-workers’ behaviour. It is argued that both experience, and pre-start training/induction, have a limited impact on the achievement of familiarity, and considerable responsibility lies with co-workers to both facilitate the acquisition of familiarity, and to ensure safety while it is being acquired by the new employee. Factors which are likely to encourage co-workers to care about, and take responsibility for, new employee familiarity acquisition are discussed.

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need to ensure new employees work within the boundaries of their job, are discussed. In conclusion it is argued that the new employee safety model can be applied to any industry, and has the potential to reduce accidents associated with new employees.

Health, Safety and Wellbeing

Chair: Michael O’Driscoll

Room 7D07, 12.00PM

Can resilience be enhanced through focusing on wellbeing in the workplace? Sanna Malinen, University of Canterbury

Karen Tonkin, University of Canterbury Katharina Naswall, University of Canterbury Joana Kuntz, University of Canterbury

sanna.malinen@canterbury.ac.nz

Resilience has recently surfaced as a popular construct in organisational studies. While the

assumption is that higher resilience is better, how to develop resilience is less clear. We investigated resilience in organisations, and whether a wellbeing intervention (the Wellbeing Game) can enhance employee and organisational resilience. The aims were to investigate the inter-relationships between trait, employee and organisational resilience, and in particular, whether enhancing employee

resilience has implications at the organisational level. Second, we investigated whether playing a wellbeing game influences the resilience constructs, and thus whether resilience is something that can be enhanced with a workplace wellbeing intervention. Employees from two organisations (n=216) took part in this study, with a total of 145 employees taking part in the wellbeing intervention. Participants completed an online survey, responding on measures of wellbeing and trait, employee and organisational resilience. Participants then played the wellbeing game for a period of one month, followed by a follow-up survey, closely identical to the first one. As expected, trait and employee resilience were strongly correlated, while employee and trait resilience both showed significant but small correlations with organisational resilience. The wellbeing game had no effect on organisational or trait resilience; however, employee resilience and wellbeing increased as a function of the game.

12.20PM

Engaging workers with maintaining their own wellbeing Frank O’Connor, Organisational Psychologist

franko@moa.net.nz

Many larger workplaces now have wellbeing programmes. Some small workplaces do too. What can we learn from reports and observations of the programmes of almost 100 New Zealand

organisations? We'll discuss theses, in their diverse aims and outcomes. With goals of improving the work and the workers, what do they actually achieve? What problems do they encounter? Are the results any good? How are the initiatives chosen? How are they evaluated? Where is leverage most easily found? What are the promises most likely to be kept? Given that the case of each organisation is different, and the qualities of data available are incompatible, what gains or concerns might we expect to find? To what extent can we say it's money well spent?

12.40PM

Subjective Well-Being in New Zealand Teachers: An Examination of the Role of Psychological Capital Andrea Soykan, PGDip (EdPsych) Student, Massey University

Terence Edwards, Massey University Dianne Gardner, Massey University

andreasoykan@clear.net.nz

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.63, p <.01), and negatively related to perceived stress (r = -.66, p <.01) and negative affect (r = -.61, p <.01). In addition, psychological capital was a significant predictor of outcome measures.

Psychological capital was positively related to challenge appraisal and task-focussed coping, and negatively related to threat appraisal and emotion-focussed coping. Teachers high in psychological capital were more likely to appraise a situation as a challenge than a threat and were more likely to use task-focused coping.

Coaching Psychology Room 7C21, 12.00PM Chair: Trish Tapara Guest Speaker

Jennifer Garvey Burger

“Adult Development - Transforming Towards Wisdom".

We all have a sense of the difference between those who get wiser with experience and those who simply get older, but what really makes that difference possible? We talk about transformation, but what is the form that is trans-formed? As coaches or organisational consultants, we may want to help our clients— and even ourselves—transform towards wisdom. Understanding theories of adult

development can make a key difference in supporting a client or group to become more sophisticated in their thinking or their actions.

These theories offer new maps to our understanding of the mysterious terrain of human sense-making, shedding light on the internal logic of our clients—and ourselves. These maps can help us listen differently to what our clients say, ask different questions about the way they understand the world, and have a more compassionate outlook about what each of us can do today and the potential for new capacities in the future. In this session, Jennifer will offer an overview of the map and a look at how we can help our clients traverse the difficult terrain of their development with more ease.

General Papers Room 7D06, 12.00PM Chair: Thomas Huggins

Inputs and Outputs of Newcomer Learning during Socialization: A Meta-Analysis Lisa Harris, PhD student in I/O Psychology, The University of Auckland

Helena Cooper-Thomas, The University of Auckland Peter Smith, The University of Auckland

lrow006@aucklanduni.ac.nz

With changes in patterns of employment, employees are more mobile and will go through

socialisation many times in their careers with an increased need to be productive as soon as possible (Bauer et al., 2007). For employing organisations, recruiting, selecting, and training new employees is a material expense, hence socialising newcomers is a crucial process. This research uses

meta-analysis combined with structural equation modelling (SEM) to present a comprehensive overview of research on the topic of newcomer socialisation. In this framework, learning is given a central role in socialisation, with the socialisation tactics used by organisations and the proactive behaviours of newcomers as inputs to newcomer learning. The analysis also examines the relationships between learning and both the proximal (e.g. role clarity) and distal (e.g. job satisfaction) indicators of socialisation. Literature searches were conducted in all major psychology and organisational

behaviour online databases, and over 80 individual empirical papers contributed to the analyses. The results illustrate the strengths of relationships between these variables and present a clear summation of the decades of research that has been conducted on this topic. This paper will be of interest to those who are generally interested in I/O psychology, more specifically in the topic of newcomer

socialisation, and the data analysis technique of meta-analysis combined with SEM.

12.20PM

Young Graduate’s Great Expectations: Identifying Newcomers Perceptions About Their Future Jobs Julie Viviana Cedeno Bustos, PhD student, University of Canterbury

julie.cedenobustos@pg.canterbury.ac.nz

This research is addressing the following questions: What are the expectations/perceptions of

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Commencing a professional life after completing a university degree can be both exciting and frightening. Graduates have had enough time to build up expectations that might or not be fulfilled when performing for the first time in their profession. The purpose of this research is to create a measure (scale) that can provide a valid picture of newcomers’ expectations of the organizational reality they are about to enter. Scale scores will provide key information to guide newcomer’s socialization process and to predict their adaptability to their new job.

The development and validation of this scale, named Organizational Reality Perception Scale (ORPS) is currently in progress. Presently the ORPS has undergone the first stage of validation that identified the factorial structure through Exploratory Factor Analysis (EFA) with a sample of 101 participants that consisted of students in their final year of university from the following subjects: law, accounting, economics, finance, management, marketing, computer sciences, geological sciences, engineering, psychology and political science. Data were collected online using the Qualtrics platform. Initially the ORPS is designed to apply to new graduates, but it has the potential to be expanded to apply to any type of newcomer.

The results of the first phase of scale development have produced a 20 item ORPS with 4 factors: expectations on employee’s well-being, expectations on career support, expectations on learning options and expectations on supervisor’s support. Next steps in the validation procedure involve investigating the stability of the factorial structure using Confirmatory Factor Analysis (CFA) on data from a different sample with the same characteristics.

12.40PM

From Land to Brand – The Ngāti Porou Mīere Collective and Indigenous Sustainable Development Api Taiapa, Massey University, MA IO Psychology Student and Ngāti Porou

Lisa Stewart, Massey University, IO Psychology Programme Coordinator and Te Ātihaunui-a-Pāpārangi, Ngāpuhi and Tūwharetoa

m.stewart@massey.ac.nz

Sustainable development and growth are goals of both the United Nations (UNs) globally and the Māori Economic Development Panel locally in Aotearoa New Zealand. The aim of this presentation is to introduce a case study of an indigenous Māori Collective operating in the thriving mānuka honey industry on the East Coast. The Ngāti Porou Mīere Collective’s goal is to own the whole honey supply chain in their area, from land ownership to beekeeping to extraction to marketing and exporting of their strong Māori-branded product to the lucrative Asian markets. Founded on tikanga Māori ngā uara/values and rangatiratanga/leadership, the Ngāti Porou Mīere Collective uses evidence-based science, strategic business practice, and indigenous strengths and resources to create jobs and sustainable livelihoods for their people. The main contribution of this presentation to the IO

psychology knowledge base is to introduce an indigenous model of business development and growth which operates at the nexus of psychology (IO and indigenous), sociology, business administration and economics (with relevance to the UN’s sustainable development goals) to demonstrate how a ‘by Māori, for Māori’ approach can lead sustainable economic development for te iwi Māori, and even for Aotearoa New Zealand.

Health, Safety & Wellbeing Room 7D07, 2.00PM

Chair: Michael O’Driscoll

Guest address:

Psychosocial safety at work: Spotlight on safety climate and risk assessment Michelle Tuckey