Whanau whakapakari : (Record no. 6352)

MARC details
000 -LEADER
fixed length control field 05285nam a22004577a 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20250625151513.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 190809s2001 -nz||||| |||| 00| 0 eng d
040 ## - CATALOGING SOURCE
Original cataloging agency AFVC
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Herbert, Averil M. L.
9 (RLIN) 8558
245 ## - TITLE STATEMENT
Title Whanau whakapakari :
Remainder of title a Māori-centred approach to child rearing and parent-training programmes
Statement of responsibility, etc Averil M. L. Herbert
246 ## - VARYING FORM OF TITLE
Title proper/short title A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy at the University of Waikato
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Date of publication, distribution, etc 2001
300 ## - PHYSICAL DESCRIPTION
Extent electronic document (308 pages) ; PDF file : 1.7 MB
500 ## - GENERAL NOTE
General note PhD thesis, University of Waikato
520 ## - SUMMARY, ETC.
Summary, etc The goal of this Whanau Whakapakari (Strengthening Families) research was to define critical aspects of Māori experiences and views on child-rearing practices, and to describe whanau (extended family) values and expectations for tamariki (children) and mokopuna (grandchildren). Furthermore, these Māori views were included in culturally adapted parent-training programmes. The overall aim was to devise an approach to emphasise client strengths and provide best outcomes for research participants. Qualitative aspects included discussing the research processes in the Māori community by acknowledging the roles of whanau, hapu (sub-tribal), and iwi (tribal) structures. I also identified the importance of pan-tribal and urban Māori groups in the current research. As the project developed, an ongoing consultation and feedback protocol was established to ensure that Māori views on the research and the written outcomes were recognised. In-depth interviews with kaumatua (elders), and focus groups with Māori service providers and Māori parents were analysed qualitatively to establish Māori values in child rearing and parenting, and the knowledge and skills that contribute to effective parenting and family functioning. Values identified from these participants confirmed the central role of whanaungatanga (family connections), whakapapa (genealogy), and awhinatanga (support) for Māori. Two culturally adapted parent-training programmes, the Matuatanga (Parenting) Relationships Model and the Matuatanga Values Model programmes, were developed and compared with a Standard Parent Training programme. The Matuatanga Relationships Model programme emphasised the importance of child, parent and whanau relationships and interactions. The Matuatanga Values Model programme emphasised Māori values derived from the qualitative data - whanaungatanga, whakapapa and awhinatanga. A range of pre- and post-training measures were undertaken to identify acceptable and appropriate measures for quantifying parent-training outcomes. These included questions on support networks, parent expectations of children, parental self-efficacy, parental self-rating, critical-incident scenarios, and programme evaluation. While 78 participants attended at least one of the research sessions 22 participants provided pre- and post-training measures for the Whanau Whakapakari programmes. Results showed that there was a medium effect size improvement across all Standard Parent Training and Matuatanga Model programmes and a statistically significant improvement in the Standard Parent Training and Matuatanga Relationship Model programmes. There were no statistically significant differences between the outcomes of the different programmes but qualitative differences from evaluation and feedback data were considered in identifying specific skills acquisition, general understanding and enjoyment components in the programmes. Results from the different measures indicated that parent expectations and critical-incident scenario measures provided the most information on post-training changes. Analysis of the outcome data with the attendance patterns confirmed the value of parent-training programmes per se and indicated that at least in the short term, parent effectiveness scores continued to improve for participants who continued to attend for more than one programme. Programme follow-ups considered natural whanau supports in the Māori community and issues of social and cultural validity. Integration of standard parent-training concepts and cultural concepts suggest a multi-dimensional approach which recognises parenting skills acquisition and cultural validation of whanau concepts relevant to parenting for Māori. (Author's abstract). Record #6352
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
9 (RLIN) 597
Topical term or geographic name as entry element TAMARIKI
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
9 (RLIN) 120
Topical term or geographic name as entry element CHILD DEVELOPMENT
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element CHILD REARING
9 (RLIN) 120
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element CHILDREN
9 (RLIN) 127
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element EVALUATION
9 (RLIN) 236
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element FAMILIES
9 (RLIN) 238
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element INTERPERSONAL RELATIONSHIPS
9 (RLIN) 325
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element MĀORI
9 (RLIN) 357
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Mātuatanga Relationships Model
9 (RLIN) 8559
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Mātuatanga Values Model
9 (RLIN) 8560
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element PARENTING
9 (RLIN) 429
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element PARENTING PROGRAMMES
9 (RLIN) 4003
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element THESES
9 (RLIN) 606
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element HAPŪ
9 (RLIN) 7166
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element KAUMĀTUA
9 (RLIN) 5537
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element IWI
9 (RLIN) 331
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element MĀTUA
9 (RLIN) 5550
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element RANGAHAU MĀORI
9 (RLIN) 5532
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element TIKANGA TUKU IHO
9 (RLIN) 5542
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element TUHINGA WHAKAPAE
9 (RLIN) 5598
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element WHĀNAU
9 (RLIN) 642
650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM
9 (RLIN) 643
Topical term or geographic name as entry element WHANAUNGATANGA
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
9 (RLIN) 5776
Topical term or geographic name as entry element WHAKAPAPA
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://hdl.handle.net/10289/2470">https://hdl.handle.net/10289/2470</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Dewey Decimal Classification
Koha item type Thesis / dissertation
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Date acquired Total Checkouts Full call number Barcode Date last seen Price effective from Koha item type
    Dewey Decimal Classification     Vine library Vine library 09/08/2019   Online ON19080004 09/08/2019 09/08/2019 Access online