Learning and Behaviour Support Service
Dunedin North
Tricia Scott
George Street Normal School
tricia@georgestreet.schoolzone.net.nz
989 George Street, Dunedin
Lyn Marks
Phone 03 477 8218
lyn@georgestreet.schoolzone.net.nz
Fax 03 477 8218
Professor Mason Durie

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Past medical practitioner and specialist psychiatrist, currently holding the
position of Professor of Maori Research and Development at Massey
University
Has particular interests in health, education, indigenous advancement, mental
health care and Maori Development
Seminar Maori Concepts of Wellbeing; Intervening with Maori Children, Young
People and Families
Durie is an excellent presenter. He told the korero of the Treaty, in the most
humorous interesting way, giving personalities to the people involved in the Treaty –
the very best history lesson I’ve ever had! He speaks with a freshness and clarity of
understanding.
1. Background to Treaty of Waitangi
 A compromise.? Choices of:
- NZ developing as a Maori nation or
- an ad hoc republic or
- neither
 Not so much about keeping the treaty, but how do we value indigeneity?
Maori
 Durie likes his triangles
Crown
Settlers
2. Maori Demographic Trends
 Definition of Maori has changed over time – biological, descent, ethnicity
 Maori population will be 22% by 2050 plus 200,000 living overseas
 Maori demographics similar as for European, Maori & Pacific people – living
longer, fewer children and gradual increase in population. Asian population
rising faster
 Median ages – European 39-44yrs
- Asian 28-36yrs
- Maori 23-26yrs
- Pacific 21-24yrs
 Life expectancy is generally higher in Otago but depends on how many older
people living in the regions
 Ethnic diversity will be more evident
 We need an attitudinal change – need to look at the potential people have
3. Foundations for Psychological & Social Interventions with Maori
 A code for Survival – adaptation to environment through a code of behaviour
- tapu risk, linked to health risks, environmental hazards (was
an elaborate form of survival)
- noa safety
- rahui off limits – may be endorsed where there is an
environmental risk eg drowning, toxic
These are observed on the marae, but not otherwise enforced. Health regulations &
statutes have largely replaced these
4. Application to engagement in interventions
 Space
- Distance
- Non-threatening
- Room to manoeuvre & negotiate
 Boundaries
- Distinctions between groups
- The living & the dead
- Tangata whenua & manuhiri
- Right & left
- Men & women
- Old & young
- professional
 Time
 Ways of thinking
5. Intervention Phases
 Need for marae or whanau kawa (protocol) both on & off the marae to
work towards the future
 Need evidence for outcomes from parent, teacher, student in:
- Spiritual
- Academic understanding
- Physical health
- Social relationships
6. Teacher Competencies
Knowledge based:
 Cultural skills
 Cultural understandings
 Cultural experience
 Cultural bridging
 Theoretical underpinnings
 Practice principles & methods
 Indications & contra-indications
Judgement based competencies:
 Weighing the evidence
 Critical analysis
 The relevance of culture to the problem
 The significance of ‘being Maori’
 The significance of culture
 The significance of community attitudes & facilities
 The best approach to address a problem within the current context
Know when you are out of your depth
You can’t depend on a checklist
Choose the right approach for the right situation for the right person
Lyn Marks RTLB
June 2008