Relevant bibliographies by topics / Psychologists Supervision of New Zealand

Academic literature on the topic 'Psychologists Supervision of New Zealand'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Psychologists Supervision of New Zealand"

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Howard, Fiona M., Liz Beddoe, and Aqeela Mowjood. "Interprofessional supervision in social work and psychology in Aotearoa New Zealand." Aotearoa New Zealand Social Work 25, no. 4 (May 15, 2016): 25–40. http://dx.doi.org/10.11157/anzswj-vol25iss4id60.

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The requirement of professional supervision within the health, justice and social service sector in New Zealand has increased greatly since the advent of the Health Practitioners Competency Assurance Act (HCPA 2003). As supervision is seen as a key vehicle for continuing development of professional skills, the demand for trained and competent supervisors has increased, with the resultant gap between demand and provision. One solution to this is for practitioners to seek supervision from a suitably matched professional outside the discipline. The limited literature on the practice of interprofessional supervision (IPS), suggests both advantages and limitations. This article presents the results of a survey (N=243) of social workers and psychologists practising IPS in Aotearoa New Zealand. The survey examined the rationale for seeking IPS, attention to function, and the perceived advantages and limitations for the supervisor and supervisee alike. Respondents receiving IPS reported a variety of reasons for seeking it including, but not most importantly, the lack of availability of same-profession supervisor. Respondents believed the advantages included the usefulness of different approaches/perspectives and an increase in knowledge and creative thinking. Disadvantages included that aspects of the supervisee role were not able to be adequately addressed and a lack of shared theories orlanguage.The practice more adequately provided for the formative and restorative functions than normative despite some having IPS as their only form of supervision. Recommendations therefore include ensuring the purpose of IPS is well clarified at the outset; that it is not a standalone practice forless experienced practitioners; that professional guidelines are appropriately flexible to provide for the varied and justifiable rationales and that programmes for appropriate preparation for IPS be developed. Further research is needed, however, to further clarify the specific agenda forseeking IPS including those for whom it is not a preferred or satisfactory approach.
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Davys, Allyson Mary, Janet May, Beverly Burns, and Michael O’Connell. "Evaluating social work supervision." Aotearoa New Zealand Social Work 29, no. 3 (September 25, 2017): 108–21. http://dx.doi.org/10.11157/anzswj-vol29iss3id314.

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INTRODUCTION: The question of whether the practice of professional supervision is effective, and how its effectiveness can be measured, has been debated by both social work and other professions. This study explored how practitioners, supervisors and managers in Aotearoa New Zealand currently evaluate the supervision they receive, provide and/or resource. The study was interprofessional involving counsellors, mental health nurses, psychologists and social workers. This article focuses on the findings from the social work cohort.METHODS: Through an on-line Qualtrics survey participants were asked: 1) how they currently evaluated professional/clinical supervision; and 2) how they thought professional/clinical supervision could be evaluated. Data were extracted through the Qualtrics reporting functions and thematic analysis was used to identify themes. A total of 329 participants completed the survey of which 145 (44%) were social workers. FINDINGS: A majority of the social work participants reported that they evaluated supervision in some form. No culture or policy emerged regarding supervision evaluation, but social workers expressed interest in training and resources to assist evaluation and some saw a supportive and endorsement role for the professional or regulatory bodies. An unexpected finding was reports of unsatisfactory and harmful supervision.CONCLUSION: Evaluation of supervision is an activity with which social workers engage, but further research is needed to explore how evaluation can be embedded in supervision practice. More critically, a broader audit is required to reconsider the definition and model of social work supervision in Aotearoa New Zealand and the environments within which supervision occurs.
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Brash, Donald T. "Banking Supervision in New Zealand." Economic Affairs 15, no. 2 (March 1995): 28–33. http://dx.doi.org/10.1111/j.1468-0270.1995.tb00272.x.

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Lambie, Ian, and Malcolm W. Stewart. "Workforce Factors for Psychologists in CAMHS in New Zealand." Child and Adolescent Mental Health 15, no. 3 (August 12, 2010): 164–70. http://dx.doi.org/10.1111/j.1475-3588.2010.00561.x.

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Hutchings, Jo, Lareen Cooper, and Kieran O'Donoghue. "Cross-disciplinary supervision amongst social workers in Aotearoa New Zealand." Aotearoa New Zealand Social Work 26, no. 4 (March 12, 2016): 53–64. http://dx.doi.org/10.11157/anzswj-vol26iss4id26.

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Cross-disciplinary supervision is occurring amongst social workers in Aotearoa New Zealand and it is regarded positively. However, the findings of this research involving 54 social workers who are members of the Aotearoa New Zealand Association of Social Workers (ANZASW) indicates there is a) no clear understanding of what constitutes cross-disciplinary supervision; b) potential for issues to arise and c) a need for guidelines. The results are discussed in terms of developing knowledge, practice competence and accountability in relation to the practice of cross-disciplinary supervision and a framework for cross disciplinary supervision is presented.
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O'Donoghue, Kieran. "Registered social workers' supervision across areas of practice in Aotearoa New Zealand." Aotearoa New Zealand Social Work 34, no. 1 (May 17, 2022): 36–54. http://dx.doi.org/10.11157/anzswj-vol34iss1id878.

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INTRODUCTION: This article examines the supervisory experiences and views of registered social workers across the practice areas of statutory services, health and non-government organisations (NGOs.) The article aims to establish a baseline for supervision across areas of practice in Aotearoa New Zealand and discuss the implications any differences have for the supervision of registered social workers.METHODS: Demographic data from 266 postal survey respondents was descriptively analysed. A one-way ANOVA and Tamhane T2 post hoc tests were applied using IBM SPSS 24 to explore variances in means for the independent variable of Area of Practice across 10 scales about the respondents’ supervision experiences.FINDINGS: Differences were identified in the workforce profile of each area, and there were significant differences in supervisees’ experiences of supervision across areas of practice which reflected each area’s different supervision culture, policy, and practices. The findings show that supervision in health and NGO areas was more professional, clinical, cultural, reflective and involved more positive content within a more constructive supervision climate than supervision in the statutory area.CONCLUSIONS: A significant difference was found between the quality of supervision experienced by social workers in health and NGOs and their statutory social work colleagues. This needs to be addressed through changing the supervision climate, developing supervisor capability and the uncluttering of supervision through separating professional/clinical supervision from line management. This study provides a foundation for further research that compares supervision across practice areas.
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Spitsyna, Larysa. "THE SOCIO-PSYCHOLOGICAL FEATURES OF SUPERVISION GROUPS FOR NOVICE PSYCHOLOGISTS." PSYCHOLOGICAL JOURNAL 7, no. 4 (April 30, 2021): 38–47. http://dx.doi.org/10.31108/1.2021.7.4.4.

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This article highlights the socio-psychological aspects of supervision groups organised for psychologists who are just starting their practical activities, based on the analysis of the methodological framework of supervision in a group. Supervision is seen as a counselling form aimed at improving the quality of communication and cooperation in the professional sphere, as a form of professional support, primarily in the areas of helping professions - psychology, psychotherapy, social work, as well as in management. In the last twenty years, the interest in supervision has been associated with the rapid growth of consultative and therapeutic services, due to wider use of the biopsychosocial approach and the model of "community care". The European model of supervision, which focuses on the integrative approach to supervision, has become relevant to these new demands of increased practice. In this article, we proceed from the idea that the modern methodology for supervision, relevant to the complex and multi-level tasks of modern practice, is based on the vision and principles of the integrative approach. The integrative approach used in groups and organizational supervision involves a combination of the capabilities of the systemic, humanistic, cognitive, behavioral, psychodynamic directions with the principles of inter-subjective interaction, where the focus is on relationships between a supervisor and a supervisee. We also point out the expediency principle for choosing an approach used by a supervisor in a specific situation, depending on a subject, a supervision request and the supervisor’s focus at a certain stage of work. In this case, the main procedural model of practical work is the seven-dimensional model of supervision. A supervisor’s activity is implemented on the basis of the system of methodological principles given in the article. The central subject of our research was group dynamics under supervision, since it was proven that group supervision work was largely based on a supervisor’s understanding and conscious use of the resources of group dynamics. The effectiveness of this work largely depended on taking into account the regularities of stages, processes and phenomena of group dynamics.
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Annan, Jean. "Ecological practice: Illustrations from educational psychology in New Zealand." Kairaranga 6, no. 2 (July 1, 2005): 10–18. http://dx.doi.org/10.54322/kairaranga.v6i2.26.

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Educational psychologists in most parts of the world report that they take ecological approaches to their work. But what does working ecologically mean? How do we recogniseecological practice? This article discusses some salient aspects of the practice of psychologists who say they work ecologically. The first section of the paper presents a global perspective oncurrent practice, considering critical points of the journey of educational psychology from its inception to the present day. This brief history highlights important features of currentpractice by contrasting them with previous ways of working. It makes reference to a selected number of the many theories that have influenced the progression of educationalpsychology. The history is followed by more detailed discussion of the particular theory currently emphasised in educational psychology literature. This discussion is builtaround four emerging themes in ecological practice:1. Multi-systemic units of analysis.2. Collaboration in multiple relationships.3. Supportive learning environments.4. Evidence-based practice.To illustrate the practical application of each of these elements, the article refers to examples of New Zealand practice in which the ecological themes are evident.
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Cooper-Thomas, Helena D., and Sarah Wright. "Industrial-Organisational Psychology in New Zealand: Who Are We and Where Are We Going?" Australian and New Zealand Journal of Organisational Psychology 1 (August 1, 2008): 12–21. http://dx.doi.org/10.1375/ajop.1.1.12.

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AbstractIn spite of a long history, Industrial and Organisational (I/O) psychology appears to be relatively unknown beyond those who teach or practise it. Research in Canada, the United Kingdom, the United States, Australia and Aotearoa/New Zealand is reviewed to illustrate common problems. To provide an update on the local situation, a survey of 46 I/O psychologists was conducted to identify what types of activities I/O psychologists in New Zealand are engaged in, and what they think the issues are for the profession both now and in the future. We present the issues under five themes: current role, education and training, strategic perspectives, contribution to New Zealand business, and the future. In conclusion, we provide suggestions to address the key problems that our I/O psychologist respondents identified.
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O’Donoghue, Kieran B. "The supervision of registered social workers in Aotearoa New Zealand: A national survey." Aotearoa New Zealand Social Work 31, no. 3 (September 30, 2019): 58–77. http://dx.doi.org/10.11157/anzswj-vol31iss3id648.

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INTRODUCTION: Registered social workers in Aotearoa New Zealand are expected to participate in supervision in accordance with the Social Workers Registration Board’s policies. This article reports baseline findings on the supervision of registered social workers, comparing their supervision with the Board’s policy and guidelines.METHODS: A postal survey of 278 registered social workers was conducted to establish a baseline regarding their supervision. IBM SPSS 24 was used to analyse the data. Descriptive analysis, one-way ANOVA and post hoc tests were applied to explore variances in means for the independent variables of registration type, gender, age, ethnic identity, sexual orientation, recognised qualifications, and experience as social worker across 11 scales concerning the respondents’ supervision.FINDINGS: The findings report demographic information about the supervisees as well as a description of the supervision they participated in. This includes detail about various aspects of supervision, including forms, overall emphasis, logistics, types of contact, climate, methods and processes, experiences of their supervisor’s approaches and models, session processes and content and their overall satisfaction and evaluation.CONCLUSIONS: While most registered social workers’ supervision is in accordance with the Board’s expectations and Code of Conduct, further work is needed to ensure all registered social workers participate in appropriate supervision that meets these expectations. Concerns are raised about the cultural responsiveness of supervision in relation to supervisees and clients. Suggestions are made concerning further research in relation to the influence of gender, culture, sexual orientation, experience, qualifications, and registration status within supervision.
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Dissertations / Theses on the topic "Psychologists Supervision of New Zealand"

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Trafford, Julie Anne. "Research supervision practices in New Zealand postgraduate geography: capacity-capability potentialities." Thesis, University of Auckland, 2012. http://hdl.handle.net/2292/19240.

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Little is known about how disciplines have developed in the late 20th and early 21st century within rapidly changing and sometimes contradictory institutional, national and global contexts. These include influences of the: rise in globalising higher education; privileging of research as the distinguishing activity of universities; calls for interdisciplinarity to address complex issues; national efforts to assess research performance, especially in disciplinary terms; and pressures to ���grow��� the postgraduate research numbers. In contributing to better understandings of contemporary geography and postgraduate education, this thesis interrogates the emergence of postgraduate research supervision practices in NZ university geography in the period 1993-2008. The point of entry to this thesis is Harvey���s (2000) call on geographers to focus on what it might mean to ���think like a geographer��� to ensure the discipline���s future. I proceed further to explore both ���thinking and doing like a geographer��� and ���thinking and doing geographies��� in postgraduate geography education. My research transcends strictly representational approaches, incorporating the ���practice��� turn in geography, to draw on and articulate a blend of representational and performative geographies through a poststructural political economy lens. The thesis interrogates NZ���s postgraduate geography knowledge production enterprise against a discussion of the changing NZ higher education context and NZ geography���s trajectory as a globalising/localising set of knowledges and practices. In the study period a total of 1208 masters and doctoral geography theses were completed, involving 230 supervisors. The thesis conceptualised research supervision initially as a supervisor-student relation to inform methodological development. First, a broad description of topic emphasis, thesis completions and profile of supervisory involvement was undertaken using government, university and departmental data sources. Second, the performance of supervision relationships was then explored by constituting new data about supervision practices from (1) abstracts and acknowledgements of the theses and (2) interviews of students and supervisors relating to practices they encountered when supervised or when used in the course of supervision. These methodologies allowed Abstract and key words iv supervisor-student relations to be examined as a gradually emerging assemblage of identified, grounded and critiqued practices. The approaches revealed a gradual move away from more disciplinary-centric research practices to more outward-oriented, bordercrossing engagements. Third, a review of ���good��� supervisory practices identified in the burgeoning international education literature in the late 2000s identified new understandings about the supervisor-student relation. A re-framing of supervision as pedagogy makes the object of inquiry the student-supervisor-knowledge relation. Reading away from the empirical evidence, and informed by the new international understandings from the educational literature, NZ postgraduate geography research supervision practices were revisited. Voices of supervisors and students elucidate co-learning, co-production and other distinctive practices that sustained the postgraduate geography enterprise through changing contexts. Assemblage of these practices, dependent on effective communication, enabled generative work to be done in and from the steadily transforming disciplinary knowledge space in NZ. The thesis argues that supervision as pedagogy, with its framing of the triad of student-supervisor- knowledge, demands attention to research capacities and capabilities to enable new lines of knowledge production to be performed. The insights from NZ���s postgraduate research supervision trajectory inform framings and guiding questions for explicitly considering how research capacity-capability might be built. It is concluded that working simultaneously with representational and performative appraoches will nurture geography's future as a generative discipline.
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Coffey, Anne M. "A comparative study of controversy in the education systems of Western Australia, Victoria and New Zealand: Community participation in government schools 1985-1993." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1001.

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The release of Better Schools in Western Australia: A Programme for Improvement (1987), in line with other public sector agency reforms; contained a prescription for the restructuring of the Education Department of Western Australia from 11 bureaucratic to a corporate management system of school administration. These changes were intended to render the education system, and especially schools more flexible, responsive and accountable. Among the proposals for educational restructuring was a new opportunity for community participation through ''school based decision making groups." Contemporaneously, the education systems in Victoria and New Zealand were undergoing similar reforms. The research agenda for this thesis is based on two questions. The first research question is: In what ways did the reforms conducted by the governments in Western Australia, Victoria and New Zealand change the participation of the school community in school decision making in state schools during the period 1985-1993? The extent to which the new organisational structures, based upon corporate management, facilitated the admission of the school community into the school decision making process is investigated. In order to facilitate the analysis of policy, this thesis develops a conceptualisation of the notion of controversy. The controversy framework involves the investigation of a number of elements of a controversy - stimulus, context, events, issues, arguments, protagonists, constraints, consequences and closure. The use of this framework is intended to assist in educational policy analysis by highlighting and elaborating upon the interdependent elements, including power relationships, involved in educational policy formulation and implementation. The second research question is: How effective is controversy as a framing device for educational policy analysis? The adequacy of “controversy” as a framing device is evaluated at the conclusion of the thesis. In order to investigate the research problems a variety of data was gathered and analysed. Scrutiny of the major Government and Education Department policy documents us well as a review of literature such as journals, books, newspapers, and documents produced by organisations such as teacher unions, was undertaken. In the case of Western Australia face-to-face interviews were conducted. A series of video-taped interviews with major actors in the controversy in Western Australia was also used in the data gathering process. The data was then systematically ordered using the controversy framework which enabled comparison of the controversies in Western Australia, Victoria and New Zealand. The conclusions drawn focus upon the manner in which corporate management and genuine democratic community participation are antipathetic. Despite rhetoric to the contrary, the school community was unable to exert meaningful influence upon the direction being charted for government schools. As a framing device for educational policy analysis it is concluded that controversy, at this preliminary stage, appears to have merit end further use and refinement of this framework is recommended.
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Annan, Jean. "Professional supervision in a community of practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Educational Psychology, Massey University, Albany Campus, Auckland, New Zealand." 2005. http://hdl.handle.net/10179/1693.

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Previous research of supervision in educational psychology has regularly reported low rates of participation and dissatisfaction with the adequacy of supervisory arrangements. Most studies to date have been conducted on the assumption that supervision is a formalised, often one-to-one relationship. However, this view of supervision is incongruent with the ecological theories of human development that currently guide educational psychologists' work. The present study sought to develop understanding of the nature and contexts of supervision for a group of educational psychologists through examination of the actions they took to meet the goals of supervision. A situational analysis research method was used to examine the supervisory actions, in relation to the theories underlying current field practice, of 38 educational psychologists. This collaborative method of inquiry reflected the procedures of the psychologists' professional practice and enabled the understanding of supervision to be constructed using the participants' own sense-making processes. Results of the study indicated that the psychologists pursued the goals of supervision through the multiple interactions that took place within the regular activity of their community of practice. Supervision included a combination of formal, informal and situated interactions. It was concerned with connectedness to the professional community and comprised a range of integrated activities. The psychologists demonstrated that their supervision-in-action was guided by the same ecological principles that guided their professional practice. When supervision was conceptualised as a practice that included formal, informal and situated interactions intended to meet the goals of supervision, the participants reported high levels of satisfaction with current supervisory arrangements and participation in the practice. This thesis proposes an extended view of supervision that depicts supervision as activity situated within the interaction of a community of practice. It suggests that ecologically valid evaluations of supervision activity and the development of applicable systems of supervision must consider a wide range of supervision activities and contexts of practice.
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O'Donoghue, Kieran Barry. "Towards the construction of social work supervision in Aotearoa New Zealand : a study of the perspectives of social work practitioners and supervisors : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Social Work at Massey University, Palmerston North, New Zealand." 2010. http://hdl.handle.net/10179/1535.

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This thesis presents the construction of social work supervision from the perspectives of social work practitioners and supervisors. In particular, the research explored how social work supervision was constructed, the influence of the Aotearoa New Zealand context upon its construction, and where and how social work supervision can most effectively be improved. In order to provide a background for informed analysis and discussion of the research findings, key themes within the international and Aoteaoroa New Zealand supervision literature were discussed. The thesis was a mixed methods study that was informed by a constructionist conceptual framework with regard to the framing and exploration of the research questions. The methodological approach used was derived from pragmatism and involved a combination of survey research with qualitative individual interviews, with the survey being used to recruit and purposefully select participants for the individual interviews. The key findings from the study were: a) social work supervision was predominantly constructed from a professional standpoint, with the social, organisational and interpersonal context influencing how supervision was produced in any setting at anytime; b) the Aotearoa New Zealand context influenced supervision through the discourses of biculturalism and indigenous development, with multiculturalism being a secondary influence; and c) that improvements were needed in the professional and organisational systems that support supervision as well as in the practice and provision of it. The implications and recommendations arising from these findings focus on social work supervision theory and practice, cultural competence and the further development of professional supervision. From these implications it is suggested that the future research and development agenda for social work supervision both internationally and within Aotearoa New Zealand concerns theory-building, responding to the dynamics of culture and difference within supervision and the professionalisation of supervision. The recommendations related to the professionalisation of supervision concern: formal education and training; the role of supervision within organisations and contribution to organisational development; and the need for a stronger evidence-base regarding supervision’s contribution to client practice and social worker well-being and development.
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O'Donoghue, Kieran Barry. "Professional supervision practice under new public management : a study of the perspectives of probation officers and service managers in the community probation service : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Social Policy and Social Work, Massey University, Palmerston North, New Zealand." 1999. http://hdl.handle.net/10179/751.

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This thesis examines professional supervision practice under new public management from the perspectives of probation officers and service managers in the Community Probation Service. In particular, the research explores the participants’ philosophy of professional supervision, their recent supervision experiences, and their aspirations and expectations with regard to professional supervision. In order to provide a background for an informed analysis and discussion of the research findings, the thesis discusses the key themes in the social service supervision and new public management literature. It also examines the Community Probation Service’s context and the history of new public management and professional supervision in this organisation. The thesis is a qualitative study that is informed by social work practice theory and utilises the phenomenological and hermeneutic approaches. The research findings show that amongst the participants there was: (a) an unclear philosophy of supervision; (b) minimal recent experience of supervision and little ownership or support for the agency supervision project; (c) a belief that the context increased their need for supervision, but at the same time reduced their ability to receive or participate in it; (d) an expectation that professional supervision would assist them to work more effectively with clients and staff; (e) an expectation of good committed supervisors who would support and help them develop; and (f) an expectation that the agency would support professional supervision through resourcing, guidelines, accredited supervisors and the establishment of a learning culture. The major implications of these findings are that: (1) there is a need for staff to be socialised into professional social service supervision; (2) that the professional supervision programme within the Community Probation Service, as currently implemented, is unlikely to be successful; and (3) that professional social service supervision needs to be focused upon persons and their environments, rather than upon the agency.
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Wilson, William Robert. "New Zealand's experiment with prudential regulation : can disclosure discipline moderate excessive risk taking in New Zealand deposit taking institutions? : a thesis presented in partial fulfillment of the requirements for the degree Doctor of Philosophy at Massey University, Albany." 2009. http://hdl.handle.net/10179/1222.

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The New Zealand economy in the period up to 2006 provides an opportunity to assess an alternative disclosure based approach to the prudential regulation of deposittakers, in a market free of many of the distortions which arise from traditional regulatory schemes. The overall objective of this research has been to assess the effectiveness of the prudential regulation of New Zealand financial institutions and judge if the country is well served by it. Analysis of New Zealand’s registered bank sector suggests public disclosure adds value to New Zealand’s financial system. However, the significant relationship found between disclosure risk indicators and bank risk premiums was not as a result of market discipline, rather it is argued self-discipline was the mechanism, demonstrating bank management and directors are discharging their duties in a prudent manner. A feature of the New Zealand disclosure regime for banks is the significant responsibilities placed on bank directors; directors are then held accountable for their actions. Findings in the management of banks were in contrast to non-bank deposittakers, where disclosure was judged to be ineffective, and of no practical use due to its poor quality. The management of non-bank deposit-takers appeared to receive very little oversight from depositors, their trustees or official agencies. As a result, many appear to have managed their institution in their own interests, with little consideration given to other stakeholders. Failures which occurred in NBDTs from 2006 resulted from deficiencies in the prudential regulation of these deposit-takers, demonstrating the severity of asymmetric information and moral hazard problems which can arise if prudential regulation is not correctly designed and management interests are not aligned with other stakeholders. The New Zealand disclosure regime will never guarantee a bank will not fail, nor should it try to do so, but it should assist the functioning of a sound and efficient financial system. To this end, it is recommended that the Reserve Bank, in re-designing the regulatory framework for NBDTs, hold the management and directors of NBDTs similarly accountable, while also incorporating regular disclosure and minimum prudential standards. Governments have an important role to play in ensuring the financial system is efficient.
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Books on the topic "Psychologists Supervision of New Zealand"

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Seymour, Fred, Suzanne Blackwell, and John Thorburn. Psychology and the law in Aotearoa New Zealand. Wellington, N.Z: New Zealand Psychological Society, 2011.

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Australian Council for Education Research, ed. Supervising doctorates downunder: Keys to effective supervision in Australia and New Zealand. Camberwell, Vic: ACER Press, 2007.

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Henderson, Alan. Competition & co-operation: The Insurance Council and the general insurance industry in New Zealand, 1895-1995. [Wellington, N.Z.]: Insurance Council/Historical Branch, Dept. of Internal Affairs, 1995.

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Commission, New Zealand Securities. Report of the Securities Commission on its Enquiry into Trading in the five year government stock no. 2: Futures contract on the New Zealand Futures and Options Exchange in 1989. Wellington: Securities Commission, 1990.

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Goodyear, Rodney K., and Janine M. Bernard. Fundamentals of Clinical Supervision: Pearson New International Edition. Pearson Education, Limited, 2013.

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Supervising Doctorates Downunder: Keys to Effective Supervision in Australia and New Zealand. ACER Press, 2007.

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International Monetary Fund. Monetary and Capital Markets Department. New Zealand : Financial Sector Assessment Program: Technical Note-Fund Management-Regulation, Supervision, and Systemic Risk Monitoring. International Monetary Fund, 2017.

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International Monetary Fund. Monetary and Capital Markets Department. New Zealand : Financial Sector Assessment Program: Technical Note-Fund Management-Regulation, Supervision, and Systemic Risk Monitoring. International Monetary Fund, 2017.

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International Monetary Fund. Monetary and Capital Markets Department. New Zealand : Financial Sector Assessment Program: Technical Note-Fund Management-Regulation, Supervision, and Systemic Risk Monitoring. International Monetary Fund, 2017.

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International Monetary Fund. Monetary and Capital Markets Department. New Zealand : Financial Sector Assessment Program: Detailed Assessment of Observance-Basel Core Principles for Effective Banking Supervision. International Monetary Fund, 2017.

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Book chapters on the topic "Psychologists Supervision of New Zealand"

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Fitzgerald, John. "The Code of Ethics for Psychologists Working in Aotearoa New Zealand." In Handbook of International Psychology Ethics, 94–104. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367814250-7.

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Fuertes, Jairo N., Arnold R. Spokane, and Elizabeth Holloway. "Competence in Supervision." In Specialty Competencies in Counseling Psychology, 143–60. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780195386448.003.0008.

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Chapter 8 discusses competence in supervision, which is a relational approach to teaching the highly complex skills of therapeutic practice, and it focuses on training, those practice hours that are required to be supervised by a licensed psychologist in order to complete training for professional psychology licensure. It also discusses how supervision is a method of teaching practice that links the foundational knowledge and skills of the field to professional activities and guides the individual supervisee through the learning progression from neophyte practitioner to entry-level professional, and that although the requirement for supervision ends at the completion of the postdoctoral internship in the United States, in the European Union and Australia/New Zealand, consultative supervision is required throughout one’s professional career.
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Hay, Kathryn, Mathew Keen, Marjorie Thomson, and Janet Emerman. "From Alaska to New Zealand:." In Social Work Field Education and Supervision Across Asia Pacific, 243–62. Sydney University Press, 2011. http://dx.doi.org/10.2307/j.ctv1sjwpk1.15.

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Reuber, Markus, Gregg H. Rawlings, and Steven C. Schachter. "Neurologist, 30 years’ experience, New Zealand." In Non-Epileptic Seizures in Our Experience, edited by Markus Reuber, Gregg H. Rawlings, and Steven C. Schachter, 68–69. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190927752.003.0024.

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This chapter describes how a neurologist treated a patient who had been treated for epilepsy for fifteen-years. The patient gave a seizure description that was superficially like that of a tonic-clonic convulsion, but with what would now be recognized as clear indicators of a psychogenic seizure diagnosis. After inquiring about potential causes, the neurologist found out that the patient had a history of sexual abuse. The patient’s reaction to the diagnosis was initially one of skepticism, but this quickly turned to anger. After a lot of resistance, he agreed to withdraw his anticonvulsants and this was arranged under the supervision of his general practitioner. The patient then came back to see the neurologist for a follow-up visit. By this time, he was off his anticonvulsants and his seizures had stopped. This experience prompted the neurologist to start doing research into psychogenic seizures.
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"Putting school psychology training into historical perspective: What’s new? What’s old?: Thomas K. Fagan." In Handbook of Education, Training, and Supervision of School Psychologists in School and Community, Volume I, 36–54. Routledge, 2010. http://dx.doi.org/10.4324/9780203893500-10.

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"Is everything old new again? School psychology training past, present, and future: Tammy L. Hughes, Judith Kaufman, and Jeffrey A. Miller." In Handbook of Education, Training, and Supervision of School Psychologists in School and Community, Volume II, 26–38. Routledge, 2010. http://dx.doi.org/10.4324/9780203893494-9.

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"Into the future: New directions for education and training: Enedina García-Vázquez, Tony D. Crespi, Cynthia A. Riccio, Tammy L. Hughes, and Judith Kaufman." In Handbook of Education, Training, and Supervision of School Psychologists in School and Community, Volume I, 333–40. Routledge, 2010. http://dx.doi.org/10.4324/9780203893500-30.

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Shalev, Sharon. "Solitary Confinement across Borders." In Solitary Confinement, 59–76. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190947927.003.0004.

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This chapter looks at the use of solitary confinement in three jurisdictions where the author has conducted research: England and Wales, New Zealand, and the United States. It asks when and why prisoners are placed in solitary confinement in these jurisdictions, and what are the conditions of their confinement. The chapter's main focus is on the long-term use of solitary confinement as a tool for managing individuals classified and labeled as the most dangerous or troublesome in the prison system, including in New Zealand's Management Units and England and Wales’s Close Supervision Centres. Finally, it examines recent developments and asks what learning there might be for other jurisdictions.
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Gournay, Kevin. "Psychiatric nursing techniques." In New Oxford Textbook of Psychiatry, 1403–8. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0177.

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Psychiatric nursing as an entity has really only evolved since the Second World War. Psychiatric nurses (now often referred to as mental health nurses in the United Kingdom and Australasia) can now be found in most countries of the developed world, although in the developing world, psychiatric nursing is still not defined as a specific discipline. In many countries, psychiatric hospitals are still staffed by untrained ‘Attendants’ who may have some supervision from general trained nurses. Nevertheless, a number of initiatives, notably those of the Geneva Initiative in Psychiatry in Eastern Europe and the former Soviet Union and the World Health Organization in African countries, have provided specific training in psychiatric nursing techniques. The development of psychiatric nursing across the world needs to be seen in the context of changing and evolving patterns of mental health care. De-institutionalization, with the attendant setting up of community mental health teams, has prompted a range of innovations in psychiatric nursing and the psychiatric nurse of today, who in the United States and Europe is likely to be a university graduate, is a very different person to that of the nurse working in the post-Second World War asylums of 40 years ago. In this chapter, we examine the development of psychiatric nursing in some detail and particularly emphasize the role of psychiatric nurses working in the community. Community psychiatric nursing first developed in the United Kingdom nearly 50 years ago and this model has been followed in countries such as Australia and New Zealand. However, this community role has not developed to any great extent in the United States, where the main presence of psychiatric nursing remains in hospital-based care. Furthermore, in the United Kingdom and Australasia, the development of community initiatives has seen the role of the psychiatric nurse blurring with that of other mental health professionals. Chapters such as this cannot really do justice to the whole range of techniques used by psychiatric nurses; neither can it examine in any detail the differences between psychiatric nursing practices across the world. However, a description of psychiatric nursing in six important areas will provide the reader with an appreciation of the range and diversity of psychiatric nursing skills:♦ Inpatient care ♦ Psychosocial interventions in the community ♦ Prescribing and medication management ♦ Cognitive behaviour therapy ♦ Primary care ♦ Psychiatric nursing in the developing world.
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Hartnett, Maggie, and Peter Rawlins. "Reconceptualizing Postgraduate Research." In Advances in Library and Information Science, 1–23. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7065-3.ch001.

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The professional inquiry (a researcher training and development course) was introduced into the Master of Education program at Massey University, New Zealand in 2014 as a practitioner-based alternative to the research thesis pathway. In contrast with traditional, independent, time intensive models of postgraduate research supervision, the authors developed and implemented an innovative blended learning model of postgraduate research training and development to ensure the growing demand of future, predominantly distance, students would be met. The online, blended model developed and discussed here within the discipline of Education has the potential to be utilized across different disciplines and postgraduate programs including those at doctoral level. In its fifth year of delivery, the online community has grown from nine students and seven specialist academic advisors in the first cohort to 45 students and 27 academics in the current offering, ensuring an accessible and equitable research learning experience for all students.
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Reports on the topic "Psychologists Supervision of New Zealand"

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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, February 2016. http://dx.doi.org/10.34074/ocds.027.

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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
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