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Dudgeon, P., Ring, I., Leyendekkers, G., McClintock, K., Lawson-Te Aho, K., Morse, G, S., Connolly, M., Stoor, J.P.A. King, M., King, A.,. (2018). Global Overview Indigenous Suicide Rates.29 pp.
Abstract: This background paper presents an overview of suicide in Indigenous peoples in countries where there is a dominant White society. The countries identified for this background paper share similar colonial histories and all but Greenland have populations where the Indigenous population is significantly smaller in comparison to the non-Indigenous/mainstream population.
The countries reviewed for suicide rates were Australia, Aotearoa/New Zealand, Canada, the United States of America, Greenland, and Scandinavian countries of Finland, Norway, Sweden, and Russia . These are all countries where the Indigenous peoples have elevated suicide rates compared to the non-Indigenous/mainstream population (Pollock, Naicker, Loro, Mulay & Colman, 2018).
Whilst definite figures for Greenland are unavailable, a rate of 82.8 suicide deaths per 100 000 in 2015 was identified in an analysis of suicides (Hersher, 2016). Greenland Inuit people make up 90% of the population of Greenland, and it shares a colonial history.
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Lawson-Te Aho, K. (1994). The Master's Tools: Maori Development Inside Pakeha psychology (Vol. Master of Social Sciences in Psychology). Master's thesis, University of Waikato, .
Abstract: The relationship between Maori people and Pakeha psychologists has been one of inequality in which Maori, often positioned as client or student, have been abnormalised through the wholesale application of foreign psychological models and theories. Pakeha psychologists by and large have closed ranks to disguise the essentially racist nature of their discipline and, of the practises which arise from it. This is evident in their failure to challenge in real terms, the cultural biases in their knowledge and practices and, the politically motivated and inspired agendas of their discipline. Given this, Pakeha psychology may be understood as part of the mechanics of colonization and neocolonialism. Challenges from inside the discipline have produced minor changes to the recruitment and training of Maori psychology students and staff, and, rhetorical statements about ethical commitments to Maori people based on the Treaty of Waitangi, however, the talk has been far more prolific than the walk-In the attempt to develop a Maori and psychology course, the first of its kind in a New Zealand university, questionnaires seeking comment on the content and process of such a course were administered to forty four undergraduate Maori psychology students from the University of Waikato. The respondents identified Pakeha psychology as monocultural and provided this as a rationale for the development of Maori psychology. Other major themes included the contemporary position of Maori, the interface between Pakeha psychology and Maori, Pakeha psychology and colonization and the Treaty of Waitangi.
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Lawson-Te Aho, K. (1998). A review of evidence: A background document to support Kia Piki te Ora o te Taitamariki. Ph.D. thesis, Te Puni Kokiri, .
Abstract: Excerpt taken from report: "This background document to the Māori youth suicide prevention strategy, Kia Piki Te Ora O TeTaitamariki, is based on recognition of the relationship between culture and behaviour. This critical relationship has been confirmed throughout a pre-consultation phase for the development of the Māori youth suicide prevention strategy by Māori and non-Māori practitioners.1 It has also been confirmed through an analysis of local and international research as being an appropriate emphasis for the prevention of Māori and other indigenous youth suicide.
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Clark, T. C., Le Grice, J., Moselen, E., Fleming, T., Crengle, S., Tiatia-Seath, Lewcyka, S. (2018). Health and wellbeing of Māori secondary school students in New Zealand: Trends between 2001, 2007 and 2012. Australian and New Zealand Journal of Public Health, , 9 pp.
Abstract: Objective: To describe the health status over time of Māori secondary school students in New Zealand compared to European students.
Methods: Anonymous representative health surveys of New Zealand secondary school students were conducted in 2001, 2007 and 2012 (total n=27,306 including 5,747 Māori).
Results: Compared to 2001, Māori students in 2012 experienced improved health, family and school connections. However, considerable inequity persists with Māori students reporting poorer health, greater exposure to violence and socioeconomic adversity compared to European students. When controlling for socioeconomic deprivation, inequity was substantially reduced, although worse Māori health outcomes remained for general health, mental health, contraceptive use, healthy weight, substance use, access to healthcare and exposure to violence. There was some evidence of convergence between Māori and European students on some indicators.
Conclusions: There have been significant improvements for Māori youth in areas of health where there has been investment. Priority areas identified require adequate resourcing alongside addressing systematic discrimination and poverty.
Implications for public health: Socioeconomic contexts, discrimination, healthcare access and identified priority health areas must be addressed to improve equity for Māori youth. Building on these gains and hastening action on indicators that have not improved, or have worsened, is required.
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Clark, T. C., Lucassen, M., Bullen, P., Denny, S., Fleming, T.M., Robinson, E.M., Rossen, F.V. (2013). The Health and Well-Being of Transgender High School Students: Results From the New Zealand Adolescent Health Survey (Youth’12). Journal of Adolescent Health, , 7 pp.
Abstract: Purpose: To report the prevalence of students according to four gender groups (i.e., those who reported being non-transgender, transgender, or not sure about their gender, and those who did not understand the transgender question), and to describe their health and well-being.
Methods: Logistic regressions were used to examine the associations between gender groups and selected outcomes in a nationally representative high school health and well-being survey, undertaken in 2012.
Results: Of the students (n ¼ 8,166), 94.7% reported being non-transgender, 1.2% reported being transgender, 2.5% reported being not sure about their gender, and 1.7% did not understand the question. Students who reported being transgender or not sure about their gender or did not understand the question had compromised health and well-being relative to their nontransgender peers; in particular, for transgender students perceiving that a parent cared about them (odds ratio [OR], .3; 95% confidence interval [CI], .2e.4), depressive symptoms (OR, 5.7; 95% CI, 3.6e9.2), suicide attempts (OR, 5.0; 95% CI, 2.9e8.8), and school bullying (OR, 4.5; 95% CI, 2.4e8.2).
Conclusions: This is the first nationally representative survey to report the health and well-being of students who report being transgender. We found that transgender students and those reporting not being sure are a numerically small but important group. Transgender students are diverse and are represented across demographic variables, including their sexual attractions. Transgender youth face considerable health and well-being disparities. It is important to address the challenging environments these students face and to increase access to responsive services for transgender youth.
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