Māori resilience: Navigating wellbeing in tertiary counselling settings
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Authors
Tautuhi, Joy
Author ORCID Profiles (clickable)
Degree
Master of Applied Practice
Grantor
Unitec, Te Pūkenga – New Zealand Institute of Skills and Technology
Date
2022
Supervisors
Mane, Jo
Tenana, Rihi
Tenana, Rihi
Type
Masters Dissertation
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Aotearoa
tertiary institutions
tertiary students
Māori students
pastoral care
Māori knowledge systems
decolonisation
case studies
resilience
well being
post-colonialism
counselling
tertiary institutions
tertiary students
Māori students
pastoral care
Māori knowledge systems
decolonisation
case studies
resilience
well being
post-colonialism
counselling
Citation
Tautuhi,, J. (2022). Māori resilience: Navigating wellbeing in tertiary counselling settings. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Applied Practice). Unitec, Te Pūkenga – New Zealand Institute of Skills and Technology.
https://hdl.handle.net/10652/5939
Abstract
WHAKARĀPOPOTO: Abstract
Persisting colonial practices in tertiary education continue to impact student wellbeing through the failure of tertiary institutions to provide culturally responsive approaches. Working as a counsellor within a clinical context repeatedly conflicts with positioning myself as Māori within a practice that sits in a wider institutional structure where Māori values, ways of being, doing, understanding, and knowing are not actively acknowledged and valued.
Using a Kaupapa Māori worldview, this research asserts Mana Motuhake and Rangatiratanga within student wellbeing services in tertiary education settings and more specifically, counselling practice. This study tells the stories of Māori students and Kaupapa Māori practitioners, in their way, in the hope to affirm, validate and voice Māori experiences. Student and practitioner narratives share culturally supportive models of therapeutic practice that cultivate strong identity, required in creating resilience and retention within tertiary settings.
This research is significant in two ways. The centrality of Te Aō Māori and the research approach itself, as it holds space for the participant whānau to fully express their experiences, and their pūkenga (skills) from their authentic self, at the same time ensuring a duty of care in providing support that is culturally responsive and inclusive of holistic approaches in which to create a high level of workforce competency (Mane & Toki, 2019). Six pūrakau, three tauira (students) and three Kaupapa Māori practitioners’ stories are presented and reflected on. Six key themes were drawn from the research and as a result, have informed the recommendations of this research.
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