Maori Treatment Programmes

During 2005 the Public Prison Service (New Zealand Department of Corrections) asked HMA to lead a project on developing a specific programme for Maori Offenders who were in Maori Focus Unit within the New Zealand Prison system. Materials from Western psychology and indigeneous models were merged into a coherent programme. The follwing describes the programme structure and attention to Maori tikanga (correct ways and processes).

Module 1- Te Hikoinga - Beginning the journey

This component sets out a foundation for the programme. It begins with the concept of Te Hikoinga , beginning a journey and has strong cultural concepts woven through each session. The sessions begin with a powhiri, mihimihi, the setting of ground rules, and moeamoea (hopes for the programme). Subsequently, the content covers the great migration story, preparing for the hikoi, discussing whanau and its roles, the process of change and motivation. The introductory sessions also cover blocks to change, learning, open and closed minds, and the concepts of tika, pono and aroha, developing an alternative pathway map and identifying supports. The process includes continuums, group exercises, pair work and role-play.

Module 2 – Whakaaro – thinking

Again the cultural component is carried through here with whakatauki, and nga atua. The ABCD model is introduced, six common types of thinking errors are discussed, and identifying these through exercises is undertaken. In session two the idea of core beliefs is introduced. The victim stance, entitlement and righteous anger core beliefs are discussed. Session three looks at applying new thinking skills. This includes group exercises related to denial, minimisation etc. Subsequently group members are trained to question their thinking and replacing thoughts. Session four looks at thinking under pressure, self-talk, and behaving in alternative (pro social ways).

Module 3 – Whakatau Ngakau – Mood regulation

This has a strong cultural component running through it. It is based on the important research around emotion regulation. This begins with defining emotions, the usefulness and destructiveness of emotions, suppressed emotions, original and secondary emotions, goals and barriers for emotions. In session two the idea of mindfulness is introduced in relation to observing and describing emotions, identifying emotions, analysing emotions through video analysis and the homework task is to fill out CBT diaries. Session three includes reviewing the diary and using questioning techniques, mindfulness skills and emotions (identifying one’s own emotions), role-plays and making masks of emotion. Homework includes another CBT diary. Session four introduces ways to reduce vulnerability to negative emotions, steps for increasing positive emotions (short term and long term procedures), and this includes exercises and poster work. Group members are also to write a kei te mihi diary.

Module 4 – Whakapapa o nga mahi tukino – Offence Mapping

The relapse prevention model is introduced through a card game (i.e., exploring early warning signs, high-risk situations, seemingly innocent choices, lapse, whathell offence planning and problem of immediate gratification). Subsequently the group needs to make Hemi’s map. In sessions two and three the group members make their own maps where they fill in overlays of offence related situations, behaviour, thinking and emotions. Sessions four – eight are devoted to offence map presentations and feedback.

Module 5 – Hohourongo - Safety planning

This module has a strong cultural component. Clients are trained to use really good common sense relapse prevention strategies. It begins with defining safety planning, looking at three forms of offence planning, giving the SID the slip, and preparing for the SID. Session two introduces procedures for changing offence-related thinking. This includes a form of a CBT diary, where clients need to outline thought distraction techniques, alternative thoughts and resources and support people required. Session three introduces chill out, and chill out guidelines. Session four is an analysis of the problem of immediate gratification (PIG). Session five is devoted to managing high-risk situations (HRS). Session looks at the impact of offending on victims and the development of empathy through perspective taking. While session seven is devoted further developing empathy through role reversal exercises and role-plays, and restoring mana to self and others. Session eight is about review of the hikoi so far and updating others.

Module 6 – Whanau relationship skills

This is a relationship skills training component. Session one begins with looking at unhelpful and helpful communication and disrespectful and active listening skills. In session two group members learn about conflict and conflict resolution skills. Session three is devoted to problem solving using the SOLVE model. Session four looks at how to beat ‘group think’ and assertiveness skills. In session five group members test their skills (role-plays). In session six the group look at lifestyle balance and strategies and in session seven they work on dealing with current issues, restraints and strategies for using their skills. Session eight has a strong cultural focus and explores the concept of manaaki and tiaki from the past to the present.

Module 7 – Mahi Whakakape

This is the final component. Group members begin with returning to the ‘hot seat’ (as in offence mapping) and they play a ‘what if game’ (two sessions). Session three includes a walking through the hikoi exercise, encouraging others, talking about what other group members have given to each participant, and preparing for visitors. Session four is a group poroporoaki.

Overall the programme has a strong cultural component (whakatauki, purakau, concepts etc) interwoven throughout. Also there are stories of characters woven through the programme.