Journal articles: '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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Turner, J. D. "The Hayekian Approach to Banking Supervision in New Zealand." Annals of Public and Cooperative Economics 71, no. 1 (March 2000): 105–25. http://dx.doi.org/10.1111/1467-8292.00135.

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McIntyre, M. L., David Tripe, and Xiaojie (Jeff) Zhuang. "Testing for effective market supervision of New Zealand banks." Journal of Financial Stability 5, no. 1 (January 2009): 25–34. http://dx.doi.org/10.1016/j.jfs.2008.07.002.

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Ferreira-Correia, Aline. "Supervision in clinical neuropsychology: standards and practices." South African Journal of Psychology 47, no. 1 (August 2, 2016): 60–71. http://dx.doi.org/10.1177/0081246316649093.

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Clinical supervision is fundamental to the training and development of professional psychologists; however, no clear supervision methods have been developed, and the ideal competencies for psychologists and supervisors are yet to be defined. This lack of consensus is aggravated in the field of clinical neuropsychology supervision due to the dearth of literature available, which has an impact not only in the supervisory activities and the training of new professionals, but also ultimately in the quality of service provided to people that in many cases could be considered to be a vulnerable population. The theoretical background provided in this review covers conceptual developments and debates in relation to clinical supervision. Specifically, it reflects on the definition of supervision in the context of neuropsychology, as well as competencies and practices required in order to render supervision. A brief review of supervision in the field of clinical neuropsychology is included. Additionally, some insights are offered into the dearth of research and theoretical developments in this area. Finally, some comments are included in relation to the professional progress of clinical neuropsychology in developing countries, with particular reference to South Africa.

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O’Donoghue, Kieran, and Ming-sum Tsui. "Towards a professional supervision culture: The development of social work supervision in Aotearoa New Zealand." International Social Work 55, no. 1 (March 15, 2011): 5–28. http://dx.doi.org/10.1177/0020872810396109.

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Brewer, Rosemary. "The “perpetual hazard”: Middle New Zealand attitudes to marital infidelity in the agony aunt columns of the New Zealand Woman’s Weekly, 1950 editions." Back Story Journal of New Zealand Art, Media & Design History, no. 7 (December 1, 2019): 95–109. http://dx.doi.org/10.24135/backstory.vi7.51.

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Social norms about the conduct of married life change over time. This paper examines New Zealand norms about marital infidelity as represented in the agony aunt columns of the New Zealand Woman’s Weekly in 1950. It concludes that sexual adventures outside of marriage constituted a significant challenge to contemporary beliefs about trust and romantic love within it, and that women facing this dilemma were given the task of saving the marriage. However, advice on how to do this was contradictory, from withholding sex while enduring the situation with dignity, to Freudian psychologists’ instruction to provide the straying husband with more and better sex.

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Hornby, Garry, and Chrystal Witte. "Parental involvement in secondary schools in New Zealand: Implications for school psychologists." School Psychology International 31, no. 5 (October 2010): 495–508. http://dx.doi.org/10.1177/0143034310382611.

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Davison, Lorraine, Huma Amer, Jamuna Krishnan, Elisha Seale, Kirsten Young, and Sarah Romans. "Trainee welfare: a New Zealand perspective." Australasian Psychiatry 27, no. 3 (October 31, 2018): 215–18. http://dx.doi.org/10.1177/1039856218810150.

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Objective: To explore key sources of stress experienced during training by psychiatry registrars and identify which coping strategies they found helpful or unhelpful. Method: We used three data sources: a) ‘stress’ vignettes written by Stage 3 trainees; b) minutes of regular registrar meetings; c) focus groups. We analysed these using abbreviated grounded theory, generating themes. Results: The main sources of stress during training were disempowerment, adverse events, difficult supervision and cultural perspectives. Other themes included difficulties in after-hours work, and organisational issues. Stressors may differ in impact according to training stage. Peer support and a good supervisory relationship reduced stress. Conversely, a poor supervisory relationship compounded stress. Trainees were motivated to address modifiable problems. Conclusions: A variety of stressors influence training at all stages. Trainees, the College and employers each have a role in promoting trainee welfare. Interlinking cultural dimensions are not currently addressed in the training curriculum and require attention. A good supervisory relationship can buffer many stressors for trainees.

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Thabrew, Hiran, Stephanie Moor, and Matthew Eggleston. "Same proof, different pudding: comparative views of New Zealand child psychiatrists, child psychologists and child psychotherapists regarding a proposed national child and adolescent research network." Australasian Psychiatry 28, no. 5 (March 15, 2020): 573–77. http://dx.doi.org/10.1177/1039856220908178.

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Objectives: This study was undertaken to evaluate the views of New Zealand clinicians regarding a proposed national child and adolescent mental health research network. Methods: Child psychiatrists, child psychologists and child psychotherapists were invited to participate in an electronic survey describing their previous experience of research, current interest in research, barriers to undertaking research and interest in a national research network. Results: Responses were received from child psychiatrists ( N = 33), child psychologists ( N = 58) and child psychotherapists ( N = 8), many of whom were clinicians and few of whom were researchers. Although most clinicians were interested in participating in future research, areas of interest differed between clinical groups. Clinician barriers to research included lack of time, lack of confidence and lack of research skills. Researcher barriers included lack of funding, time and administrative support. All groups were supportive of the development of a national research network. Conclusions: Despite some different areas of interest, there appears to be sufficient combined support from New Zealand child psychiatrists, child psychologists and child psychotherapists to pursue the establishment of a national child and adolescent mental health research network.

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Beddoe, Liz, Christa Fouché, Allen Bartley, and Phil Harington. "Migrant Social Workers' Experience in New Zealand: Education and Supervision Issues." Social Work Education 31, no. 8 (December 2012): 1012–31. http://dx.doi.org/10.1080/02615479.2011.633600.

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Davys, Allyson Mary, Michael O'Connell, Janet May, and Beverley Burns. "Evaluation of professional supervision in Aotearoa/New Zealand: An interprofessional study." International Journal of Mental Health Nursing 26, no. 3 (September 12, 2016): 249–58. http://dx.doi.org/10.1111/inm.12254.

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Haar, Jarrod M., Alida de Fluiter, and David Brougham. "Abusive supervision and turnover intentions: The mediating role of perceived organisational support." Journal of Management & Organization 22, no. 2 (August 19, 2015): 139–53. http://dx.doi.org/10.1017/jmo.2015.34.

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AbstractAbusive supervision has a significant impact on employee turnover intentions. An underexplored factor in this area is the influence of support: we test perceived organisational support as a mediator. The present study utilised data from three distinct populations within New Zealand: (1) ethnically diverse blue-collar workers, (2) Māori (the indigenous people of New Zealand) employees, and (3) Chinese employees working within New Zealand. Structural equation modelling from the combined sample of 432 respondents (in total) showed that the indirect-effects model fit the data best, where abusive supervision was positively related to turnover intentions and negatively towards perceived organisational support; while support was negatively related to turnover intentions. Our findings bear out the notion that organisational support mediates the influence of abusive supervision on turnover intentions, highlighting the effect of organisational influence within this area. By exploring these relationships on three distinct populations, this study improves the generalisability of the related theories.

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McMahon, Aisling, and Darina Errity. "From New Vistas to Life Lines: Psychologists' Satisfaction with Supervision and Confidence in Supervising." Clinical Psychology & Psychotherapy 21, no. 3 (January 28, 2013): 264–75. http://dx.doi.org/10.1002/cpp.1835.

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Simmons, Helen, and Charmaine Wheeler. "Serendipity – Surprises in critical reflection on supervision." Aotearoa New Zealand Social Work 22, no. 2 (January 1, 2010): 53–61. http://dx.doi.org/10.11157/anzswj-vol22iss2id208.

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This paper was presented at the April 2010 supervision conference in Auckland and is a sequel to ‘Loitering with intent – a model of practice for working in a New Zealand secondary school’, Aotearoa New Zealand Social Work 2009 Vol 21(3).Do we know what happens in supervision and how it matters? Through the process of preparing a conference presentation on another kaupapa, a fieldwork supervisor discovers a story that her supervisee wants to tell. This paper contributes to the growing body of knowledge about fieldwork supervision from a supervisee perspective. It highlights the effects of using learning styles to encourage the integration of practice and theory with a social work student. The presentation utilises a dialogue format to mirror what unfolded when the supervisor asked her supervisee ‘What was it about supervision that was so important to the success of the placement?’

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King, Lisa. "KIAORA – the emerging construction of a bicultural professional supervision model." Aotearoa New Zealand Social Work 26, no. 1 (May 15, 2016): 20–28. http://dx.doi.org/10.11157/anzswj-vol26iss1id51.

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The KIAORA model is the culmination of responding to the challenge of constructing a personal model of professional supervision within a bicultural worldview. Mātauranga Māori and kaupapa Māori is the tūrangawaewae for construction of a personal model of professional supervision for a Tangata Whenua social work practitioner seeking to transform the Aotearoa New Zealand professional supervision space.

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Crocket, Kathie. "Supervision as Cultural Partnership." Ata: Journal of Psychotherapy Aotearoa New Zealand 19, no. 1 (September 18, 2015): 67–81. http://dx.doi.org/10.9791/ajpanz.2015.06.

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The term cultural supervision has been coined as part of a strategy that implicates supervision in the support and development of culturally appropriate therapeutic practice. In Aotearoa New Zealand particular focus has been given to supervision where the client is Māori and the practitioner is a member of the dominant Pākehā culture particularly, or of other non-Māori cultures. However, while the phrase cultural supervision has entered common professional parlance, the practice has had little research attention in counselling/psychotherapy in New Zealand. Cultural supervision appears to encompass a range of understandings, and there is no clear agreement about practice implications. It is unclear what alignment there is between aspirations, regulations, and practice. This article reports on an exploratory qualitative study that investigated how supervision might work in supporting culturally appropriate counselling practice in Aotearoa New Zealand. The study’s findings are presented as a multi-voiced dialogue. This arts-based representational practice enacts the uncertainties of post-colonial experience. Its intention is to make assumptions, ideas, and practices available for discussion. Its contribution is to join current dialogue about supervision and culture, and to raise further questions about how supervision and culturally appropriate practice come together. Whakarāpopotonga Kua whakakaupapahia te kīanga whakahaere tikanga-ā-iwi ki tētahi peka o tētahi rautaki hono whakahaere tikanga ki te tautoko, whakangungu haumanu tikanga-ā-iwi tika. I Aotearoa tōtika tonu te aronui atu ki ngā wā he Māori te kiritaki he Pākehā o te ahurea matua, o te hunga ehara rānei i te Māori te kaiwhakawaiwai. Heoi, ahakoa kua putaputa noa mai tēnei kīanga i waenga i ngā kōrerorero ngaio, kāre anō kia āta rangahauhia kia arotikahia rānei i roto i ngā mahi kaikōrero/kaimahi hinengaro i Aotearoa. Te āhua nei he maha ngā mātauranga e tāwharauhia ana e te mahi nei, ā, kāre he whakaarohanga mō ngā hua o te mahi. Kāre i te mārama he aha ngā here mai i ngā whāinga ki ngā here me te mahi. Ko tēnei tuhinga he pūrongo rapunga matai wheako kimi me pēhea e tika ai te whakahaere tikanga hei tautokohanga kaikōrero whakawaiwai tikanga-ā-iwi i Aotearoa. Ko ngā rangahautanga kei roto i te reo maha. Ko tōna tikanga he whakatau mahara, whakaaro, mahi whakawai hoki hai matapakihanga. Ko tāna koha ko te hono ki ngā whakawhitinga korero onamata e pā ana ki te whakahaere tikanga me te tikanga-ā-iwi, ā, ki te whakaara pātai titiro me pēhea e hono tahi ai te whakahaere tikanga me te tikanga-ā-iwi.

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Wen Li, Wendy, Darrin Hodgetts, and Elsie Ho. "Gardens, Transitions and Identity Reconstruction among Older Chinese Immigrants to New Zealand." Journal of Health Psychology 15, no. 5 (July 2010): 786–96. http://dx.doi.org/10.1177/1359105310368179.

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Psychologists have foregrounded the importance of links between places and daily practices in the construction of subjectivities and well-being. This article explores domestic gardening practices among older Chinese immigrants. Initial and follow-up interviews were conducted with 32 Chinese adults ranging in age from 62 to 77 years. Participants recount activities such as gardening as a means of forging a new sense of self and place in their adoptive country. Gardening provides a strategy for self-reconstruction through spatiotemporally establishing biographical continuity between participants’ old lives in China and their new lives in New Zealand.

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Beddoe, Liz. "Supervision in social work in Aotearoa New Zealand: Challenges in changing contexts." Clinical Supervisor 35, no. 2 (July 2, 2016): 156–74. http://dx.doi.org/10.1080/07325223.2016.1217497.

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Lu, Dylan, Shuichi Suetani, Jimsie Cutbush, and Stephen Parker. "Supervision contracts for mental health professionals: a systematic review and exploration of the potential relevance to psychiatry training in Australia and New Zealand." Australasian Psychiatry 27, no. 3 (May 13, 2019): 225–29. http://dx.doi.org/10.1177/1039856219845486.

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Objective: The use of formal supervision contracts has been strongly advocated across non-medical mental health professions. However, the use of such agreements is not a feature of the RANZCP Competency-Based Fellowship Program. This paper critically examines the evidence to support the use of formal supervision contracts. Method: A systematic review of empirical studies relating to the outcomes of supervision contracts was completed. Included records were subject to quality appraisal. Results: Two studies met the inclusion criteria; both were assessed to be of poor quality. One study found improved supervision effectiveness associated with the use of supervision contracts, and the other found no significant differences associated with formal contracting. Conclusion: Despite strong advocacy, limited empirical evidence was found to support the value of formal supervision contracts across mental health professions. PROSPERO registration - PROSPERO 2018 CRD42018104142

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Watson, Teresa, and James Vess. "Risk assessment of child-victim sex offenders for extended supervision in New Zealand." Journal of Forensic Psychiatry & Psychology 18, no. 2 (June 2007): 235–47. http://dx.doi.org/10.1080/14789940601116267.

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Doyle, Stephanie, Catherine Manathunga, Gerard Prinsen, Rachel Tallon, and Sue Cornforth. "African international doctoral students in New Zealand: Englishes, doctoral writing and intercultural supervision." Higher Education Research & Development 37, no. 1 (June 11, 2017): 1–14. http://dx.doi.org/10.1080/07294360.2017.1339182.

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Macdonald, Joanna. "Clinical Supervision: A Review of Underlying Concepts and Developments." Australian & New Zealand Journal of Psychiatry 36, no. 1 (February 2002): 92–98. http://dx.doi.org/10.1046/j.1440-1614.2002.00974.x.

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Objective: This review examines how psychiatric clinical supervision is represented in the psychiatric literature and its relevance for Australasian psychiatry. Method: The literature was first identified then reviewed using Medline and Psychlit, manual searches of relevant journals and personal contact with some key workers in Australia and New Zealand. Results: The predominantly American literature written two to three decades ago reflected the conditions in which psychiatry was practised at that time, largely based in asylums or private offices and informed by the dominant psychoanalytic discourse of that era. These articles, frequently anecdotal and with little empirical support, conceptualized supervision as a developmental process, a syndrome, or a process of identification. They focused substantially on the nature of the relationship between the trainee and supervisor. More recent writers have included trainees’ perspectives. They have identified a number of problems with supervision, including role conflicts, uncertainty about boundaries, lack of supervisory training and lack of effective feedback, and have introduced the concepts of adult learning as highly relevant. These concerns, however, have led to little change to date. Conclusion: The implementation by the Royal Australian and New Zealand College of Psychiatrists (RANZCP) of new training by-laws provides an opportunity to define the meaning of supervision in the current clinical context, to undertake research to clarify the key elements in the process, and to evaluate different techniques of supervision.

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Ginn, Iesha, Husna Kasmani, Noureen Lakhani, and Hannah Morgan. "Challenging culture from within: The experiences and hopes of a new Trainee Educational Psychologist network." DECP Debate 1, no. 182 (July 2022): 23–29. http://dx.doi.org/10.53841/bpsdeb.2022.1.182.23.

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The Trainee Educational Psychologists’ Initiative for Cultural Change (TEPICC) is a working group that aims to address issues around equality, diversity, and inclusion (EDI) within educational psychologist (EP) training and the profession. In this paper, members of TEPICC share their reflections on the current state of the EP profession in relation to anti-racism practice and EDI principles. Key areas of discussion include reflections on training course curricula, experiences on professional placements, and the understanding and application of EDI principles across different aspects of training and practice. The need for culturally responsive supervision and ongoing opportunities for trainee educational psychologists (TEPs) and EPs to reflect on how they relate to EDI, are discussed. An emphasis is placed on the importance of fostering a sense of belonging for TEPs and EPs who identify as being from minoritised-ethnic backgrounds across course and placement providers as well as within the profession more widely. Implications for the EP profession at large are discussed, and the paper concludes by identifying some key actions.

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Cheung, Gary, and Alice Stephan. "Supervision: ‘a random bag of arrangements’? Perspectives from psychiatrists on how to improve clinical teaching." Australasian Psychiatry 25, no. 5 (July 13, 2017): 510–13. http://dx.doi.org/10.1177/1039856217716291.

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Objective: The aim of this study was to explore psychiatrists’ perspectives on how clinical teaching and supervision can be improved in postgraduate psychiatric training. Method: All New Zealand members of the Royal Australian and New Zealand College of Psychiatrists (fellows: n=367; affiliates: n=167) were invited to participate in an online survey that collected responses to two open-ended questions. The responses were then analysed qualitatively. Results: A total of 27% psychiatrists responded. Two major themes emerged: supervisor competencies and the workplace educational environment, with subthemes of supervisor training, feedback and culture change. Conclusions: Suggestions to improve clinical teaching and supervision included defining supervisor teaching competencies, instituting evidence-based faculty development, a feedback structure and strengthening leadership support for workplace-based education.

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Hay, Kathryn, Katheryn Margaret Pascoe, and Liz McCafferty. "Social worker experiences in disaster management: Case studies from Aotearoa New Zealand." Aotearoa New Zealand Social Work 33, no. 1 (May 2, 2021): 17–28. http://dx.doi.org/10.11157/anzswj-vol33iss1id820.

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INTRODUCTION: Despite minimal public attention, many social workers in Aotearoa New Zealand have been active contributors to disaster management practice. Disaster management comprises four stages: risk reduction; readiness; response; and recovery. Social workers, as professionals in multiple fields of practice, may be engaged in one or more of these stages.METHODS: This article draws from a four-stage project that explored the involvement of registered social workers from Aotearoa New Zealand in disaster management. In the final project stage, 11 social workers were interviewed for the purpose of developing case studies for research and teaching purposes. This article presents the practice observations of two of these social workers in a case study format.FINDINGS: The experiences of the two social workers emphasises the importance of understanding communities, debriefing and supervision, and having a suite of tools for post- disaster situations. The case studies highlight the complex and vital work undertaken by the social workers following the Canterbury 2011 earthquakes.CONCLUSION: It is important that social workers understand disaster management and how their skills and knowledge can be transferred into this space. Regular professional supervision, and adequate resources are essential components in the long-term recovery phase of disaster management. Social work as a profession can provide leadership in disaster management through celebrating previous social work practice in this field.

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Kannis-Dymand, Lee, Emma Grace, Lindsay McDonald, and Ron Chambers. "Australian and New Zealand psychologists’ perceptions and use of therapist-guided exposure for panic disorder." Clinical Psychologist 26, no. 1 (January 2, 2022): 11–22. http://dx.doi.org/10.1080/13284207.2022.2035651.

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Hopkins, John, Sarah Cullum, and Frederick Sundram. "The state of play – the first national survey of consultation-liaison psychiatry services in New Zealand." Australasian Psychiatry 28, no. 4 (March 11, 2020): 448–53. http://dx.doi.org/10.1177/1039856220908174.

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Objective: The aim of this study was to conduct the first national survey of consultation-liaison psychiatry (CLP) services in New Zealand. Method: An online survey based on the Multidimensional Matrix for Consultation-Liaison Psychiatry (mMAX-LP) was circulated to a psychiatrist at each of 12 identified CLP services nationally during April–May 2018. Existing data for Middlemore Hospital (where the lead author is based) were added later for completion. Results: Most CLP services in New Zealand are funded and managed by the mental health division, operate within office hours, and have psychologists and other allied health staff external to their service. However, there was significant heterogeneity amongst these services in terms of structure and function and in particular, the coverage of emergency departments and young/older patient groups. Conclusion: This first national survey has provided a snapshot of CLP services in New Zealand in 2018 and found striking heterogeneity. The survey has established a baseline for future local and international comparisons.

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Hay, Kathryn, Neil Ballantyne, and Karin Brown. "Hic sunt dracones: Here be dragons! Difficulties in mapping the demand for social work placements in New Zealand." Journal of Practice Teaching and Learning 13, no. 1 (February 21, 2015): 24–43. http://dx.doi.org/10.1921/jpts.v13i1.808.

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Anecdotal evidence suggests that the growth in demand for social work field placements in New Zealand is outstripping supply and impacting on placement quality. However, to date, no systematic study of placement demand or supply in New Zealand has been published. Our study sought to identify the number of students placed during 2012, their placement setting (government or non-government), whether they were supervised by a Registered Social Worker (RSW), and whether they had on-site supervision. It combined secondary analysis of the annual reports of recognised programmes to the Social Workers Registration Board with a survey of seven tertiary institutions. We found that students placed in government settings were three times more likely to experience on-site supervision by an RSW, but that the majority of placements were in non-government settings. The study also uncovered significant problems with the integrity of the annual report data collected and recommendations for improvements are outlined in this article.

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Escott, Sharnee, and Quentin Abraham. "Colonisation in Aotearoa/New Zealand: Navigating two cultures of psychological being, education and wellness in educational psychology." Educational and Child Psychology 38, no. 4 (December 2021): 48–62. http://dx.doi.org/10.53841/bpsecp.2021.38.4.48.

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This paper offers a first person account of an indigenous person navigating the education system to become an educational psychologist. The writing is unashamedly personal, includes cultural references, words from the first language of our country, feelings and reflections. The second author has contextualised these observations in the literary style required of a professional journal, making the structural racism and the need for decolonisation in Aotearoa/New Zealand more explicit. Up until 1968 psychologists in this country were a branch of the British Psychological Society. As such this writing is an echo from the reaches of the former empire. As psychologists, these global connections are a source of mutual shame but also one of solidarity with those who challenge colonisation. The re-posting of an account by a UK-based black trainee educational psychologist, led to a discussion about the training programmes in our country. This created the space for the authors to write this paper. Young people tell us that the relationships and the way in which educational professionals engage make a difference to their learning at school. We need a diverse, culturally equipped educational psychology workforce that is knowledgeable and willing to challenge the inequities in our education and health systems. A glossary of Māori words is provided at the end of this paper to assist the reader.

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Rushton, Jason. "Volunteer peer supervision: In an ever-changing social service environment." Aotearoa New Zealand Social Work 27, no. 3 (September 1, 2015): 68–77. http://dx.doi.org/10.11157/anzswj-vol27iss3id8.

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The purpose of this article is to start a discussion around the importance of peer super- vision with social service volunteers (New Zealand Federation of Voluntary Welfare Organisations [NZFVWO], 2001, pp. 61-63). This will be achieved by addressing the history of volunteerism and the rise of Charitable Trusts (Styles, 1979, pp. 86-88). The structure of volunteerism changed, as policymakers identified the importance of including specific volunteer’s roles and functions in legislation. Furthermore, policymakers began introducing clarification around peer supervision and peer support, linking the importance of supervision for volunteerism in the social services (NZFVWO, 2001, pp. 61). The introduction of peer supervision for volunteers in the social services is to provide accountability around professional practice and registration for many social service professions. The importance of peer supervision for volunteers working in the social services should be viewed as a safeguard to provide better practice for the volunteer, client and agency (O’Donoghue, 1999, p. 7). Volunteering New Zealand (VNZ) offer an alliance with supporting agencies and government around volunteering best practice in the support and development of managers and coordinators of volunteers (VNZ, 2014, para 1-15). An example of this is the Volunteer Army, which came to fruition around the Christchurch earthquakes, getting the community working alongside each other to support and help those in need. However, none of these professional bodies offer a code of ethics to provide guidelines to volunteers. The Aotearoa New Zealand Association of Social Workers (ANZASW) does offer a Code of Ethics, not only to social workers but to all social services and volunteers (Beddoe Randal, 1994, p. 31), which could be incorporated and used as a guideline. Although social work has a code of ethics guideline there is still some debate around mandatory registration to provide accountability and safeguard clients and social work practice.

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Goh, Maree. "Exploring the role of cultural support workers in the New Zealand healthcare setting." Aotearoa New Zealand Social Work 30, no. 2 (August 26, 2018): 68–74. http://dx.doi.org/10.11157/anzswj-vol30iss2id453.

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INTRODUCTION: The introduction of the community health worker (CHW), or cultural support worker (CSW) as they are more commonly known in Aotearoa New Zealand, is being increasingly seen as an effective strategy to engage with migrant communities and improve health outcomes. With specific cultural knowledge and understanding, CSWs act as a bridge between their ethnic community and healthcare services to improve cross-cultural interactions in the healthcare setting. As Aotearoa New Zealand becomes increasingly ethnically and linguistically diverse, the use of CSWs will become an integral part of the delivery of healthcare services. However, very little is currently known about the needs of these workers – the challenges of the role; their needs for appropriate training, support and supervision; and, how these can be met.METHOD: Semi-structured interviews were conducted with five CSWs employed in healthcare settings across the Auckland region. Interviews explored the experiences of CSWs, current training opportunities, availability of support and supervision, and future directions. Data were collected and a process of thematic analysis was used to identify key themes.FINDINGS: Key issues identified from the study included the importance of cultural understanding in establishing rapport between health provider and health service users; the lack of a standardised and recognised role description; no specific training programme; and, limited professional development opportunities.CONCLUSION: This study identified significant challenges for the CSW role but also describes a workforce committed to developing the role and optimistic about their ability to make a positive difference within the healthcare setting.

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Rushton, Jason, Jo Hutchings, Karen Shepherd, and Jude Douglas. "Zooming in: Social work supervisors using online supervision." Aotearoa New Zealand Social Work 29, no. 3 (September 25, 2017): 126–30. http://dx.doi.org/10.11157/anzswj-vol29iss3id254.

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A group of geographically dispersed social work practitioners who provide professional supervision responded to an invitation put out through the Aotearoa New Zealand Association of Social Workers (ANZASW) networks to be part of an online group in late 2015. Seven members committed to meeting for one hour every eight weeks using the online meeting platform, ZoomTM. This viewpoint provides an opportunity to share our experience of the development and process of this group, with its potential for ensuring a safe reflective space and ongoing professional development.

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Bourke, Roseanna, and Vijaya Dharan. "Assessment practices of educational psychologists in Aotearoa/New Zealand: from diagnostic to dialogic ways of working." Educational Psychology in Practice 31, no. 4 (October 2, 2015): 369–81. http://dx.doi.org/10.1080/02667363.2015.1070709.

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Webber-Dreadon, Emma. "Kaitiakitanga: A transformation of supervision." Aotearoa New Zealand Social Work 32, no. 3 (November 2, 2020): 68–79. http://dx.doi.org/10.11157/anzswj-vol32iss3id770.

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INTRODUCTION: This article explores Māori social work supervision in Aotearoa New Zealand, from cultural, iwi, hapū and whānau perspectives. It describes an emerging model of kaitiakitanga (supervision) entitled “He Maunga, He Tangata, He Tapu, He Kahu.”APPROACH: It is based on the author’s experience and tribal relationships, and proposes a model reinterpreting the supervisory relationship by first re-examining the meanings of these relationships from a Māori perspective. It explains the rationale of the model in order to clarify its origins, principles, purpose, obligations and responsibilities in the field of kaitiakitanga (supervision). The nine principles discussed, along with four overarching themes identified within Te Ao Māori, reflect the importance of integrating customary practices in to achieve the best outcomes for the people we serve and work with.IMPLICATIONS: These principles are crucial to the practice of kaimahi-a-iwi and kaitiakitanga, where it is important not only to care, protect, guide, teach, influence and encourage, but also to consider self-care, and develop safe and accountable practices for all people.

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Vess, James, and Lynne Eccleston. "Extended Supervision of Sexual Offenders in Australia and New Zealand: Differences in Implementation Across Jurisdictions." Psychiatry, Psychology and Law 16, no. 2 (July 2009): 271–87. http://dx.doi.org/10.1080/13218710802475264.

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Mellsop, Graham W. "One Way Mirror on the Wall, who is Freudiest of us All?" Australian & New Zealand Journal of Psychiatry 24, no. 2 (June 1990): 214–16. http://dx.doi.org/10.3109/00048679009077686.

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Their longer training and base in biological medicine results in psychiatrists having a different range of skills to psychologists. Each is better fitted to certain tasks. Using a marketing model, it is argued that in New Zealand both groups will survive and spread best by selecting, from the myriad of patient need options, those that most closely match their skills. The more they compete, the more they undermine their own professional credibility.

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Wolfman, Missy, Deirdre Brown, and Paul Jose. "Examining forensic interviewers’ perceptions of practice-focused supervision." Australian & New Zealand Journal of Criminology 50, no. 4 (July 5, 2016): 566–81. http://dx.doi.org/10.1177/0004865816655588.

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Regular supervision influences interviewing quality with child witnesses. It is unclear, however, whether interviewers recognize the importance of supervision, and how often they access it. The present study surveyed 39 New Zealand Specialist Child Witness Interviewers (otherwise known as forensic interviewers), and examined: (a) their access to, and, perceptions of supervision, and (b) factors that may influence their access to, and, perceptions of supervision. We identified 26 interviewers who received some form of practice-focused supervision. Within this group, there was considerable variability in terms of how often they accessed supervision, and, their ratings of how satisfied they were with their access to, and the content of, supervision. Furthermore, some of those who did participate in supervision felt they did not actually receive specific input about their interviewing. Thus, an important area for investment in promoting good interviewing practice is developing effective approaches to facilitate interviewers engaging in regular practice-focused supervision, perhaps, at least in part, by addressing some of systemic barriers identified (e.g. limited financial support, time constraints, lack of experienced supervisors, lack of understanding/support from managerial staff and geographical isolation).

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Lee, Sherrie. "Peer Support for International Doctoral Students in Managing Supervision Relationships." Journal of International Students 7, no. 4 (October 1, 2017): 1096–103. http://dx.doi.org/10.32674/jis.v7i4.194.

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Doctoral education is based on a pedagogical model of apprenticeship where the expert, the more experienced academic, advises or mentors the student. Scholars have recognized the challenges of doctoral supervision due to the intense and individualized nature of the relationship. Based on the author’s personal experiences as a doctoral student and a student advocate at a university in New Zealand, this article highlights the challenges that international doctoral students face with regard to navigating the supervision relationship. The article discusses how student advocacy and peer support played an important role in resolving issues. The article concludes that peer networks are important resources for international doctoral students to make informed decisions regarding complex issues related to doctoral supervision.

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Douglas, Jude. "Working with gender in transformative education and supervision: Unpacking the invisible handbag." Aotearoa New Zealand Social Work 31, no. 1 (April 23, 2019): 49–53. http://dx.doi.org/10.11157/anzswj-vol31iss1id535.

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As an educator and professional supervisor, I am physically located in Aotearoa New Zealand and I am also part of a global community of practice. My increased access to online global discourses on both feminism and social work has led me to critically examine my work, in particular in relation to the social justice imperative implicit in my professional roles.

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Rankine, Matt, and Andrew Thomson. "“Asking the ‘dumb’ questions”." Aotearoa New Zealand Social Work 34, no. 1 (May 17, 2022): 55–71. http://dx.doi.org/10.11157/anzswj-vol34iss1id904.

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INTRODUCTION: Reflective social work supervision is essential to professional development, building resilience and client work. However, in child protection, supervision is preoccupied with managing risk and meeting outcomes at the expense of analysis and critical reflection. Oranga Tamariki (OT), the statutory child protection organisation in Aotearoa New Zealand, has recently been scrutinised for poor supervisory practice. The authors worked alongside OT social work supervisors and supervisees to explore ways to generate resilience, learning, self-awareness and develop practices that support reflective capability and well-being in supervision. METHODS: This article presents data from the pre/post online evaluation of an action research intervention study with OT supervisors and supervisees. The aim of the online survey was to measure participants’ supervision practices, and the extent to which perceptions of confidence, reflection, professional learning and resilience improved. FINDINGS: The findings are reported from key areas within OT supervision: the frequency of supervision sessions, the functions of supervision, engagement in reflection, supervision- changing practice, resilience and longevity in social work careers and the supervision of supervisors. CONCLUSIONS: The results from the survey showed social workers had increased confidence as they built reflective capacity, resiliency and improved their supervision practice. The study identified the importance of developing learning spaces that enhance reflective supervision for supervisors and supervisees in child protection.

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Mikahere-Hall, Alayne, Margaret Poutu Morice, and Cherry Pye. "Waka Oranga: The Development of an Indigenous Professional Organisation within a Psychotherapeutic Discourse in Aotearoa New Zealand." Ata: Journal of Psychotherapy Aotearoa New Zealand 23, no. 2 (February 27, 2020): 23–34. http://dx.doi.org/10.9791/ajpanz.2019.04.

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This article discusses the development in Aotearoa New Zealand of a fledgling Māori professional organisation, Waka Oranga, which is engaged in providing Indigenous healing and psychotherapeutic support to Māori families who experience trauma and discontent in their lives, and supervision and consultancy to Māori and non-Māori professionals. The article sets this development in context, discusses the symbolism of the organisation’s name and logo, summarises its organisational structure, values and processes, and concludes with its principles and vision.

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

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