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Mai i te Kāhui Mounga ki Te Toka Tūmoana : Māori social workers’ experiences of growing up, the influence of whānau on their upbringing, and how these experiences impact their social work practice : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy at Te Kunenga ki Pūrehuroa, Massey University, Manawatū, New Zealand
(Massey University, 2024) Watson, Andrea (Ange) Makere
Kaimahi (Māori social workers) are like toka tūmoana – sometimes standing steadfast in a sea of chaos and uncertainty when working alongside whānau on change journeys. This thesis examines kaimahi growing up experiences, the influence of whānau on their upbringing, and how these experiences impact on their mahi as social work practitioners. This qualitative research project utilised Kaupapa Māori theory, incorporating a Mātauranga-ā-Taranaki methodological approach. The pūrākau of Pukeonaki ki Taranaki was utilised to assist in the interpretation of kaimahi experiences resulting in the construction of an overarching Te Kāhui Mounga ki Te Toka Tūmoana framework. Sixteen kaimahi were interviewed for this project, alongside separate interviews for some of their whānau members – eleven individual whānau members participated in six whānau hui. Key findings identified that kaimahi bring their lived experiences to social work which enables them to connect with maginalised whānau they work alongside. Theoretical understandings about becoming within te ao Māori illustrate how social work practice is always evolving with no finite end. The research also captured the voices of the whānau of kaimahi who were positive about having social work trained whānau members, often accessing them for their specialist knowledge, skillset, networks and resources. Participants identified that Māori have always been social workers practicing kaimahi ā whānau within whānau, hapū and iwi. It is subsequently argued that contemporary Māori social work practice can be traced to the Parihaka peace resistance movement, as the first documented form of Māori social and community work in Aotearoa. He Whāriki Haumaru model, developed within this thesis, illustrates how natural social work happens within whānau Māori with the threads of aroha (loving relationships), mokopuna ora, ngā mātāpono ā whānau (whānau values and beliefs), te taiao, hāpaitia (whānau happiness, unity, and connection), pou manawa (resources and resilience) kōrero (clear communication), and moemoeā (whānau aspirations) included. Kaimahi ā whānau networks have always operationalised these Māori-centric value systems to encourage oranga-ā-whānau – flourishing families.
The influence of spirituality on social work teaching, practice, and public well-being : an Aotearoa New Zealand research project : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Social Work at Massey University, Albany, Aotearoa New Zealand
(Massey University, 2023) Muhammed Shafi, Hairunnisa
Over the past two decades, social work education has witnessed positive attitudes from teachers and practitioners towards including spirituality in social work education and practice. Several studies highlighted that spirituality increased the coping of individuals suffering from mental health issues, which expanded the scope of integrating spirituality into the social work profession. Social work teachers’ and practitioners’ spirituality guides their practice behaviours related to the inclusion of spiritual components into social work education programmes and social work practice. However, few qualitative studies have investigated the influence of spirituality on teaching and practice internationally and in Aotearoa New Zealand. Therefore, this study was designed to explore the influence of spirituality on social work teachers, practitioners, and the public and determine how this can be utilised in social work education and practice. This study had five objectives. The first objective was to explore social work teachers’, practitioners’ and the public’s understanding of spirituality. As social work teachers are accountable for teaching their students how to address clients’ diverse religious and spiritual beliefs, addressing students’ beliefs and consequent actions is a significant teaching task and an important requirement for social work teachers and practitioners to achieve cultural competence. Thus, both social work teachers and practitioners need to examine their own beliefs and how these beliefs influence the way they address spirituality in either social work teaching or social work practice. Therefore, the second and third objectives of the study focused on exploring social work teachers’ and practitioners’ experiences and perceptions of the influence of spirituality on social work teachings and practice. As there are relatively few studies around spirituality and social work regarding clients’ perceptions, the fourth objective was to explore the public perspective of the influence of spirituality in their lives and their views about incorporating it into social work practice. The final objective of this study was to develop a conceptual framework that addresses spirituality in social work education and practice in a way that respects diverse spiritual views. Semi-structured interviews were conducted with ten social work teachers, six social work practitioners and nine members of the public and the data were analysed using grounded theory methods. Findings indicated that social work teachers, practitioners, and members of the public constructed meaning and purpose in unique ways, and their experiences of spirituality also vary. The experience of spirituality for social work teachers and practitioners included awareness of having a personal relationship with God, nature, social work, and family. Public participants showed religious and spiritual pluralism and diverse beliefs about the meaning and purpose of their lives, including self-improvement, listening to people, being creative and holding aspirations. This study suggests that a critical examination of the spiritual beliefs of social work teachers and practitioners is essential to include spirituality in teaching and practice effectively. A conceptual framework for addressing spirituality in social work education and practice was developed considering findings obtained from social work teachers, practitioners, and members of the public.
Sustainable social work : a response to the climate emergency from social work education and practice in Aotearoa, New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Social Work at Massey University, Albany, New Zealand
(Massey University, 2020) Ellis, Lynsey
Evidence of the climate emergency is apparent in changing weather systems, rising sea levels, temperature extremes and challenges to food, energy and water security. These physical impacts have health and social implications that increase resource pressures and exacerbate inequities across all social systems. Those tasked with supporting the most vulnerable in the community must plan to face these challenges. Social workers in practice and education across Aotearoa New Zealand need to better understand the relevance of climate change impacts on their practice and prepare for a resilient future. The climate emergency has arrived and the time for action is now. This educational action research, informed by Transformative learning theory and the Transtheoretical model of change, engages social workers, students and educators across Aotearoa New Zealand in a process of transformative learning about the climate change impacts on their work. Transformative learning theory informs the design and interpretation of qualitative data generated through three action research cycles. These include educational workshops, individual interviews and focus groups. Working in collaboration with key stakeholders this thesis identifies the educational and support needs of future social workers. From the findings emerge a working definition of Sustainable Social Work, an educational framework for the future social work curriculum and a Model of Sustainable Action. Each creates a practice-based response to the climate emergency underway in Aotearoa New Zealand.
Social workers' perspectives : how can children and young people who have had contact with both Care and Protection and Mental Health Services be supported to experience positive outcomes? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Social Work at Massey University, Manawatu, New Zealand
(Massey University, 2018) Mounter, Jessica
This thesis explored social workers’ perspectives on how children and young people who have had contact with both care and protection and mental health services can be supported to experience positive outcomes. Through thematically analysing semi-structured interviews conducted with social workers, it examined the barriers to positive outcomes and the ways in which social workers are able to utilise practice approaches which can make a positive difference in the lives of children and young people. A particular focus was given to the ways that neoliberal beliefs shaped the policy environment that governed social work practice under the Fifth National-led Coalition Government between 2008 and 2017. The thesis found that, even in this environment, social workers were able to choose to practice according to social work approaches that make a difference; particularly strength-based practice, child centred practice, focusing on family, and collaboration. The findings of this thesis imply that social workers can make a difference regardless of the policies that govern them. However, barriers and gaps in services cannot be overcome by social work practice alone and need attention from policy makers. In particular, effective intervention for complex trauma that takes into account the long developmental course that trauma related difficulties take and involves both clinical and family-based interventions needs to be prioritised by policy makers.
Intimate partner violence : advocates expertise on the complexity of maternal protection : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Manawatū, New Zealand
(Massey University, 2018) Loft, Melanie L.
Intimate Partner Violence is a pervasive and insidious epidemic within Aōtearoa New Zealand with one in three women experiencing psychological or physical abuse by their partners in a lifetime. The National Collective of Independent Women’s Refuges (NCIWR) seeks to prevent and eliminate violence and in doing so liberate women abused by their partners. This research is a contribution to the gap in psychological research which calls upon the expertise of refuge advocates from a feminist standpoint and additionally adds to valuable production of knowledge from a New Zealand context. The aim was to explore how advocates perceive and understand mothering and maternal protection in the context of intimate partner violence and moreover how advocates’ understandings impact their experience of client protection. A qualitative, thematic approach opened a space for advocates to voice their experiences and importantly challenge the socio-political landscape which maintains a focus on women’s responsibility as protectors, opposed to perpetrator accountability. Societal expectation of mothering does not take into account the context of intimate partner violence and as mothers fail to meet expectations, notions of mother-blame are ascertained. The analysis identified three major themes: The first theme concerns the severity of perpetrator harm and the direct interruption intimate partner violence has on mothering; shaping and complicating mothering. The second theme identifies a multitude of factors mothers juggle to protect their children within the context of intimate partner violence. The final theme involves understanding the mode of survival in which women come to live, how women navigate fundamental support systems, and finally how the role of the advocate is pivotal for the safety of women and children. Overall, findings showed an alignment between the expertise of advocates and existing international research.
Te hā o te whānau : how Māori social service practitioners support whānau affected by whānau violence : Te hā o te whānau : how Māori social service practitioners support whānau affected by whānau violence
(Massey University, 2015) Newth, Alamein
There is a dearth of knowledge regarding violence and Māori whānau written from the perspectives of Māori women, social service practitioners and other professionals, however, the literature comes from a national perspective. Literature from a local perspective is sparse on how Māori whānau affected by whānau violence are supported. This research explores the perspectives of four Māori social service practitioners on how they support whānau affected by whānau violence in the Eastern Bay of Plenty region. This research focuses on the exploration of a whole of whānau approach to whānau violence. It is not aimed at individuals. Rather, it is recognised that each person is a part of a collective and in terms of whānau violence, collective healing needs to occur. Consulting Māori social service practitioners about effective interventions and barriers to effective interventions may contribute to more beneficial outcomes for whānau, now and into the future so mokopuna grow up in violence-free homes. This research project draws on a kaupapa Māori qualitative methodology and a semi structured focus group interview was conducted with four Māori social service practitioners. The results of the research are consistent with the reviewed literature regarding the effects of colonisation on Māori, however, some new perspectives were offered regarding supporting whānau in rural communities. Government policy, decisions and funding that impacted on Māori social service practitioner’s ability to support whānau is of considerable concern. The formulation, design and implementation of kaupapa Māori interventions in the Eastern Bay of Plenty would be a step in a positive direction in order to effectively support whānau.
Tukia : mā te hē ka tika : Māori social workers' experiences of the collision of their personal, professional and cultural worlds : a thesis presented in partial fulfilment of the requirements for the degree of Master of Social Work at Te Kunenga ki Pūrehuroa (Massey University, Manawatū), Aotearoa (New Zealand)
(Massey University, 2017) Watson, Andrea Makere
Reamer (2013a) states that the most difficult ethical dilemmas happen for social workers when their personal and professional worlds conflict. Māori social workers (kaimahi) often live and work in the same area as their whānau, hapū and iwi and there is a high chance that members of their whānau will come through the organisation that they work for. This is when kaimahi will experience a collision (tukia) of their personal, professional and cultural worlds. It is the domain where the three different systems have to interact – a professional system, a whānau system, and a cultural system. This research study interviewed seven kaimahi who had experienced tukia and explored their encounter of tukia. Kaupapa Māori underpins this research, and pūrakau has been utilised to connect the research to Māori worldviews, however the research framework is guided by the Pā Harakeke. Pā Harakeke is often used as a metaphor for whānau and a model for protection of children, whānau structure and well-being. The harakeke sits well in this research as the focus is on the well-being of kaimahi Māori – caring for the carers, helping the helpers and healing the healers. Hence the kaimahi represents the rito (baby centre shoot) of the harakeke, needing nurture, help and support. A key finding from this study reveals that collision is a complex area that requires careful navigation by the kaimahi experiencing the collision, as well as the organisation that the kaimahi works for. It is imperative that social workers and managers discuss and plan for collision as opposed to waiting until it happens, and organisations should have policies and protocols in place for working with whānau. This research has also developed a definition and construction of what collision is in the social services and kaimahi have imparted words of wisdom (Ngā Kupu Taonga) so that others experiencing collision may find a way forward. These include: Take care of the ‘self’, get good support from whānau and mahi, talk about the hard stuff, get good supervision, come back to reality and smell the manuka (be grounded), and the collision can ultimately be a growth experience that will have a positive impact on kaimahi practice.
He kohinga kōrero ā ngā kaiarataki me ngā kaiako : student supervision : experiences and views of kaiarataki and kaiako at Te Wānanga o Aotearoa : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy (Health) at Massey University, Manawatū, New Zealand
(Massey University, 2016) Lipsham, Marjorie Jane Hera
This thesis explores Kaiarataki (placement coordinators) and Kaiako (social work educators) experiences and views about the construction of student supervision for tauira (students) at Te Wānanga o Aotearoa (TWOA). This research focused on the programme, Te Tohu Paetahi ngā Poutoko Whakarara Oranga, the Bachelor of Social Work (Biculturalism in Practice). The supervision of students during Te Mahi Whakatau (Practice Based Learning) is the focus of this thesis. Te Mahi Whakatau (PBL) is the practice/practicum component of the student’s degree and is a central part of their learning. The goal of this thesis is to investigate the construction of placement at TWOA and strengthen the mauri ora or the wellbeing of the programme, TWOA, tauira and staff which will contribute positively to social work and its stakeholders. A Kaupapa Māori approach and my own Mātauranga ā Whānau formed the methodology. Hui was used to gather data in line with the methodology and three key themes were identified from the findings: The insufficient preparation of tauira, biculturalism – perpetuating the status quo, and relationships. The insufficient preparation of students for placement is highlighted in the findings and literature review for this thesis and this shows that there is a cycle of unpreparedness that affects the student supervisory context, from the teaching and assessment of supervision, to the supervisors and the field educators. The findings highlight the need to strengthen the teaching at TWOA in terms of student supervision, who delivers that teaching and when and what will be delivered. The incorporation of bicultural supervision for tauira whilst on Te Mahi Whakatau (PBL) needs further developing also through the incorporation of training, support, curriculum and policy development. Further research recommendations include the need to investigate relationships between the kaiarataki and other stakeholders of Te Mahi Whakatau (PBL) and how takepū (applied principles) is experienced in relationships within Te Mahi Whakatau (PBL).
The impact of family of origin on social workers from alcoholic families and implications for practice : a thesis presented in partial fulfilment of the requirements for the degree of Master of Social Work at Massey University
(Massey University, 1998) Coombes, Karenza Anne
Social work education and social work practitioners involved in intervention in the lives of families, have long recognised that prior life experience impacts on their work. However, little research appears to have been carried out in this area, particularly in New Zealand. The current study is an attempt to redress this situation on a small scale by exploring with a group of six (6) social workers who are adult children of alcoholics (ACoA), their understanding of their family of origin experience and its effect on their current practice. The present study is an exploratory one, drawn from the life histories of six social workers, who have identified themselves as growing up in an alcoholic family. Based on the perceptions of the social workers involved, and an understanding of the relationship between their life history and how they practice, the project explores the concepts and themes that emerged within the study and the connections between them including the similarities and differences. Findings suggest that although participants have experienced the conflict, trauma, physical and emotional abuse commonly found in families with alcoholic parents, they have shown themselves to have a capacity for successful adaptation, positive functioning and competence. These factors have been identified conceptually as resiliency. The impact of these protective factors as well as the cost of resiliency appeared relevant to the participants and to their social work practice. These findings align with previous theory and research, particularly in regard to the importance of the triad of protective factors individual, family and environmental. Further, as the research developed, the relevance of the theory of attachment became significant. Findings in this area indicated that despite their generally abusive backgrounds, participants had formed early positive attachments which similarly influenced subsequent interpersonal relationships. The outcomes of this research give rise to questions for further research by social workers, other professionals and educators wanting to examine the possible impact of family of origin experience, particularly for the children of alcoholic families, upon social service practitioners and their practice.
Ex-gang members who have become help-professionals : what influences their desistance from gang involvement and their career choice? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Social Work in Social Work at Massey University, Auckland Campus, New Zealand
(Massey University, 2016) Radak, Gabor
The growing population and changing structure of New Zealand gangs have been observed since the 1950s. Well-documented international and local research provides ample information about the process of gang affiliation and gang desistance. However, there is little specific knowledge generated nationally and internationally about the phenomenon of redemption-self (Maruna, 2001), which refers to male excriminal gang members taking part in generative exercises such as mentoring youth or counselling substance users. The present study recognises the gap in the literature and aims to develop a discussion and start a dialogue about the benefits of this little appreciated uncommon phenomenon. To provide deeper understanding of what triggered and hindered ex-criminal gang members’ adoption of redemption-self, the qualitative study design, located in the social constructionist framework has been applied. Data was collected using semi-structured interviews with six male formercriminal gang members who have been working in the social service fields in New Zealand for at least two years. Through the thematic analysis of the men’s stories four primary themes emerged, which were organised into a thematic map. The primary themes present a continuum that starts with the men’s negative childhood experiences attributing to the later stage gang affiliation. The complicated, and often, zigzagged path trajectory of gang desistance, which was triggered by internal changes and external impacts, prepare the final theme’s essence - the adoption of redemption-self. Alongside the advantages and benefits of having experience in both the gang and conventional world when service provision is conducted, the difficulties of being accepted into the field with past criminal-gang affiliation is discussed. The four primary themes’ content provides the basis of this discussion. The conclusion of the thesis draws on local and overseas programs and initiatives to formulate recommendation for policies, educational initiatives and implications for future research topics.

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