Bioensayos de citotoxicidad con Líneas Celulares

1. How does the CPS programme fits within the Ministry’s aim for “Inclusive Practice?”

2. Can you identify where the CPS programme aligns with other ministry practices? Can you share some examples?

4. If you propose that the CPS model has the potential to add to the current ministry model of practice where do you see it fit within professional practice guidelines? 5. If you have identified that the CPS model is not culturally relevant to a New

Zealand bi-cultural framework or multicultural society, can you explain why and provide some examples?

6. Can you share some specific examples of critical features, procedures, and practices from Greene’s CPS model that you perceive are appropriate and/or inappropriate, and match and/or are different to New Zealand Maori or Pacific Island people values and cultural perspectives?

Questions Session Three

Session 3 – Clarifying CPS strengths, shortcoming, and cultural appropriateness in the New Zealand context: Summary and recommendations.

1. Are procedures in the CPS model clear? Is enough information provided about practices so that professionals can implement it?

2. If you have identified any aspects of the CPS programme that are absent or incongruent with the New Zealand Ministry of Education (MOE) practice guidelines, what if any, adaptations would you propose if the CPS model was to be adopted by the Ministry of Education (MOE) as evidence based practice? 3. Can you share what would be your reasons for the adaptations?

4. What aspects of the model do you think needs to be adjusted to reflect what work best for Maori/Pasifika?

Anticipated Outcomes:

 Consensus statements of the model’s shortcoming

 Consensus statements regarding the model’s potential value to effective and culturally responsive education psychology practice in New Zealand

Session 3 - Backup questions

1. What clarification, if any, do you require about the procedures of the CPS model? What information about the CPS practice do you see is required for professionals be able to implement it?

2. What would adaptations to the CPS model look like in practice in relation to Ministry practice?

3. How do you think the adaptations will add to Ministry practices?

4. If aspects of the CPS model need to be adjusted to reflect what works best for Maori/Pasifika, what would the model look like in practice and how does this reflect current Ministry Maori/Pasifika initiatives and policy and service practices for Maori?

Appendix O: Participants questions to Greene

1. The CPS model seems to have been developed with a clinic-based intervention context in mind (therapists helping parents and children learn new skills). Are there examples of the CPS model being adapted for school-based settings (efficacy research)?

2. How have interventions been delivered (i.e., do interdisciplinary teams work together to complete the assessment process; how are teachers versus school psychologists versus other specialists involved and do interventions target children’s as well as parents’ skill development?

3. Do teachers need to learn new ways of interacting with children and/or need to learn to implement some components of the intervention?

4. What key features of the CPS model characterize efficacious implementation of the practice (i.e., critical features or key components of the assessment process, as well as intervention procedures without which CPS would not be implemented with fidelity? 5. Has your research team developed a framework for measuring treatment fidelity? 6. What do you think about the portability of the model to a unique cultural context? 7. In New Zealand the assessment and practice framework for Maori is based on their values of ‘relationships and partnerships,’ alongside their beliefs, and experiences, which guides the assessment and intervention. We are interested to know whether the delivery of Plan B is too prescriptive for children and families from other cultures who problem solve in ways that are culturally relevant to them. If so, would adapting the process affect the success of the intervention as you have stated that the success of CPS lies in its implementation?

8. Based on your philosophy, “Kids do well if they can” and on the subject of

another colleague added, “Even though a child is able to do something well, they can still be unmotivated as they may be bored or not challenged enough or if something else is more interesting they may prefer to do this instead. In addition, a child may know what to do but can be unmotivated if the activity is presented to them in a way that does not appeal to their learning style or preferred way of learning. One colleague shared, “I just don’t see that a lot of the children will be motivated enough to change their behaviour because they want to succeed at school?” We would be interested to hear your thoughts. 9. My colleagues believe that explosive behaviour can be learned. For example some of the children we work with come from homes where domestic violence features

prominently in their early lives. Their explosive behaviour is a way of them getting their needs met and so from that you also have the lagging skills as they don’t have an

appropriate alterative. Would you agree with this?

10. My colleagues shared that he focus of ALSUP is to identify skill deficits, which is reflected in the language i.e., “difficulties,” and inflexibilities.” Is it possible that people could look at he same questions and think about the same behaviour and give a different response? Are we not putting the answer into someone’s head by setting out the questions in this way? One of my colleagues shared, “You could ask, how David handle transitions does” rather than does he have difficulties with transitions.” We would be keen to hear your thoughts.

Appendix P: Session Two Recording Table Table 3

What do you like about the CPS programme that fist within the Ministry practice

guidelines?

What do you see in this programme that is congruent

with Ministry practices?

Does the CPS model have the potential to add value to the

current MOE model of professional practice?

Reason for response/example