Psychology Ethics and Maori Research Frameworks

Introduction to Ethics and the New Zealand Psychologists Board

• Psychology Research and Practice Ethics: The lecture focuses on the foundational ethics required for any individual working in the psychological field, whether in research or practice. Practice includes clinical work, community-based psychology, government roles, and working within prisons.

• Principle 1: Respect for the Dignity of Persons and Peoples: This principle emphasizes the relations between Maori and non-Maori within Aotearoa New Zealand.

  • Informed Practice: Psychologists, both individually and collectively, must seek to be informed regarding the meaning and implications of Te Tiriti o Waitangi (The Treaty of Waitangi) for their professional work.
  • Alignment with Policy: This ethical requirement aligns with university policies that support partnership models and the Treaty.
  • Maori and Non-Maori Collaboration: Both Maori and non-Maori psychologists working with Maori populations are expected to seek advice and undertake training in their respective paths to show respect for the dignity and specific needs of Maori.
  • Foundational Context: For international students, Te Tiriti o Waitangi is the foundational document of Aotearoa New Zealand that outlines the specific relationship between Maori and non-Maori.

• Principle 2: Responsible Caring (Section 2.4 - Vulnerability): Psychologists are tasked with providing responsible care specifically to individuals or groups who may be disadvantaged or oppressed.

  • The Concept of Privilege: It is vital for practitioners to acknowledge their own privilege. The lecturer provides a personal example as a Maori Wahine (woman) who, despite being indigenous, holds a privileged position due to being educated, holding a degree, and having financial, home, and family stability.
  • Identifying Vulnerable Positions: Vulnerability may stem from family relationships, lack of support, financial instability, or health issues.

• Practice Implications (Section 2.4.1): Psychologists must recognize that special vulnerability can occur due to:

  • Political or social oppression.
  • Age.
  • Ethnic origin.
  • Ability to communicate.
  • Sensory impairments.
  • Economic standing.
  • The need for support from others.

• Tone in Ethical Practice: When working with oppressed or vulnerable populations (such as those with higher statistical levels of mental health issues or poor housing), practitioners must avoid being condescending. The goal is to be genuine, authentic, and empathetic in all communications.

Independent Ethics Committees and Administrative Procedures

• The University of Auckland Human Participants Ethics Committee (UAHPEC): This serves as an independent committee, similar to the Institutional Review Boards (IRBs) or the recommendations outlined in the Declaration of Helsinki.

  • Composition: The committee is composed of volunteers, often university professors, who dedicate time to upholding ethical standards.
  • Application Process: Filling out an ethics application is a long, rigorous process involving many particular questions. It serves as a significant learning experience for researchers.
  • Review Process: Applications undergo a pre-screening process where common issues (e.g., missing letters of introduction) are identified before regular committee meetings.

• Animal Ethics Committee: This committee governs research involving non-human animals.

  • The Pigeon Lab: In the School of Psychology, the applied behavior analysis experimental team utilizes a lab in the basement containing many pigeons for research purposes.

Integrity in Reporting and Research Conduct

• Accurate Recording: Maintaining absolute accuracy in data recording is essential. Inaccurate data can lead to inflated or fraudulent results.

• Retractions vs. Redactions:

  • Retractions: When fraudulent data or errors are discovered post-publication, articles must be retracted. This can lead to the researcher being "blacklisted" within the academic community.
  • Professional Responsibility: Practitioners must engage in self-policing and regular reflection to maintain ethical standards, as personal responsibility is a cornerstone of the field.

• Funding and Bias: Researchers must be cognizant of funding bias, where the interests of the financial sponsor may influence results (experimenter bias).

  • Critical Consumption: When reading research, one must ask who paid for the study, especially in the medical field where big companies may market results in favor of their own products rather than the public interest.

Vision Matauranga: A Science Policy Framework

• Definition: Vision Matauranga is a science policy framework that integrates Western science with Matauranga Maori (Maori knowledge) to generate new research, science, and technology opportunities.

• Objective: To unlock the innovation potential of indigenous knowledge for the mutual benefit of Maori and non-Maori.

• The Four Po (Poles/Cornerstones):

  1. Indigenous Innovation: Developing products, processes, and services from Maori knowledge and resources.
  2. Taiao (Environment): Achieving sustainability by understanding iwi (tribe) and hapu (sub-tribe) relationships with Te Wao Nui a Tane (the environment).
  3. Hauora and Oranga (Health and Well-being): Providing better health and social outcomes for Maori.
  4. Matauranga: Exploring the interface between indigenous and Western body of knowledge through research, science, and technology.

• Treaty Principles within the Framework:

  • Partnership
  • Participation
  • Protection

• Specific Examples: The lecturer mentions the plant Kawakawa as a resource related to these principles. Scholars like Dan Hikuroa (School of Environment, Maori Studies) are cited as key resources in this area.

The Five Levels of Maori Engagement in Research

This framework helps researchers classify the degree to which Maori are involved and considered in a study:

1. Research with No Specific Maori Component: Maori are not the focus or part of the process, but the research may be of interest to them as general stakeholders.

   • Note on Demographics: Maori make up approximately $18\%$ of the Aotearoa New Zealand population. Researchers should ensure samples are representative of the actual population rather than relying on "WEIRD" (Western, Educated, Industrialized, Rich, and Democratic) samples.

2. Research Specifically Relevant to Maori: Maori are not usually involved in the active research. Matauranga Maori might be used minimally to contribute to general Maori aspirations (e.g., better health or education outcomes).

3. Research Involving Maori: Matauranga Maori makes up $20\%$ to $50\%$ of the project. Maori are involved in the design and undertaking of the research, and they are considered direct end-users and stakeholders.

4. Maori Centered Research: The research is Maori-led, and Matauranga Maori constitutes $50\%$ or more of the content. This level frequently utilizes Kaupapa Maori research methodologies and involves collaboration with Maori researchers and iwi/hapu groups.

5. Kaupapa Maori Research: Matauranga Maori constitutes approximately $80\%$ or more of the project.

   • Maori PIs: The study is led by Maori Principal Investigators (PIs).
   • Cultural Centrality: The research is built on Maori principles, uses Te Reo Maori (language) and Tikanga (protocols), and focuses heavily on Maori participation and aspirations.

Questions & Discussion: Participant Experiences

• Example 1 (UoA Exercise Department): A participant in a cycling test at Newmarket involving an oxygen mask, blood sugar tests, and an MRI.

  • Classification: Level 1. The study focused on youth activity levels across UoA students with no specific Maori interest.

• Example 2 (Psychology Stage One): A puzzle-solving project titled "Are You Smarter Than a Pigeon?"

  • Classification: Level 1. Designed for general applicability to stage one psychology students.

• Example 3 (Te Whare Hinaotore): A project by Shalay Grew involving transitional housing for women who experienced poverty and abuse.

  • Classification: Level 5. The project is explicitly Kaupapa Maori-based, as indicated by its name and methodology.

• Example 4 (Matamataka): Research into the Maori lunar calendar and its application to environmental science.

  • Classification: Level 4 or 5. Guidance was likely sought directly from iwi.

• Example 5 (Virtual Reality Anxiety Study): Involvement in a VR scene to measure anxiety.

  • Classification: Level 1. No alignment with Matauranga Maori; findings were requested but not received by the participant.

• Example 6 (Canterbury Volunteer Army/Resilience): Research on how multicultural and communal nature contributes to resilience post-disaster.

  • Classification: Level 1. While it deals with community, it does not necessarily follow a Maori-led framework.

• Example 7 (Maori Data Sovereignty): A summer research scholarship with Dr. Kiri West investigating how eight universities in Aotearoa handle and incorporate Maori data into ethics.

  • Classification: Level 5. Directly address Te Tiriti and ethical handling of indigenous data.

• Example 8 (Political Polling): The observation that while polls may include Maori sources or iwi, they often "farm" data without incorporating Kaupapa Maori ways of approaching the people.

  • Classification: Level 1.

Te Ara Tika: Guidelines for Maori Research Ethics

• Authorship: Written by Maui Hudson, Moe Milne, and others.

• Definition: A framework providing a structure based on Tikanga Maori (protocols, rules, and guidelines) for researchers and ethics committees.

• Key Principles:

  • Tika: Research design that is correct and appropriate.
  • Manaakitanga: Cultural and social responsibility; sensitivity, safety, and humility (mahaki).
  • Whakapapa: Relationship building and sustainability.
  • Mana: Issues of justice, equity, and leadership qualities.

• Dimensions of Mana:

  • Mana Tangata: People.
  • Mana Whenua: Land.
  • Mana Whakahaere: Leadership and authority (Tumuaki or Kaiwhakahaere).

Whakapapa as an Analytical Tool in Research

• Meaning of Whakapapa: Beyond genealogy, in an ethics context, it refers to the quality of relationships and the established structures supporting those relationships.
• Meaningful Engagement: Researchers should move beyond simple consultation.
• Applied Examples: In programs like Applied Behavior Analysis (ABA), students working in schools or with people with disabilities should think about how to give back to the community.
  • Reciprocity: Instead of just sending an academic summary (which few people want to read), researchers should provide visuals, offer to be a contact person for future university study, or help with school events.
• Minimum Standard: Consultation is considered the absolute minimum standard for ethical engagement under the Whakapapa framework.