淘料视频

Contact details +6469517392

Associate Professor Sonja Macfarlane PhD

Associate Professor

Doctoral Supervisor
Institute of Education

Sonja Macfarlane (Ng膩i Tahu; Ng膩ti Waewae) is an Associate Professor in the Institute of Education. The focus of her research and writing is on culturally responsive evidence-based approaches in education, health, psychology, and counselling. Her work has been widely published in leading research journals, both nationally and internationally, and she has been the recipient of several national awards in recognition of her contributions to 惭腻辞谤i research over many years.  In 2019, Sonja was made a Fellow of the New Zealand Psychological Society (NZPsS) for her contributions to the discipline, and is also an advisory member on several ministerial-funded projects.

Professional

Contact details

  • Ph: +64274579960
    Campus: Albany

Qualifications

  • Doctor of Philosophy - 淘料视频 (2012)

Research Expertise

Research Interests

惭腻辞谤

iEducation

Psychology

Culturally responsive

Evidence based practice

Inclusion

Equity

Diversity

Area of Expertise

Field of research codes
Education (130000): Maori Education (excl. Early Childhood and Primary Education) (130310): Specialist Studies in Education (130300)

Keywords

惭腻辞谤

iEducation

Psychology

Culturally responsive

Evidence based practice

Inclusion

Equity

Diversity

Research Outputs

Journal

Telfar, S., McLeod, GFH., Dhakal, B., Henderson, J., Tanveer, S., Broad, HET., . . . Boden, JM. (2023). Child abuse and neglect and mental health outcomes in adulthood by ethnicity: Findings from a 40-year longitudinal study in New Zealand/Aotearoa. Child Abuse and Neglect. 145
[Journal article]Authored by: Macfarlane, S.
Read article at Massey Research Online:
Read Online:
Read Abstract: abstract icon
1
McLay, L., Emerson, LM., Waddington, H., van Deurs, J., Hunter, J., Blampied, N., . . . Rispoli, M. (2023). Telehealth-delivered naturalistic developmental behavioural intervention with and without caregiver acceptance and commitment therapy for autistic children and their caregivers: protocol for a multi-arm parallel group randomised clinical trial.. BMJ Open. 13(5), Retrieved from https://bmjopen.bmj.com/content/13/5/e071235
[Journal article]Authored by: Macfarlane, S.
Read article at Massey Research Online:
Read Online:
Read Abstract: abstract icon
de Jesus Dionisio, MR., Macfarlane, AH., Walker, DP., Macfarlane, SL., Derby, M., Caldwell, R., . . . Waru, R. (2021). Ng膩 M膩t膩pono e Rua: Stories of co-creation for bicultural spatial governance in Aotearoa New Zealand. New Zealand Geographer. 77(2), 76-89
[Journal article]Authored by: Macfarlane, S.
Read Online:
Read Abstract: abstract icon
2
Scarf, D., Waitoki, W., Chan, J., Britt, E., Nikora, LW., Neha, T., . . . Abbott, M. (2019). Holding a mirror to society? Sociodemographic diversity within clinical psychology training programmes across aotearoa. New Zealand Medical Journal. 132(1495), 79-81
[Journal article]Authored by: Bennett, S., Macfarlane, S.
6

Conference

Masters, BA., Nikora, LW., Waitoki, WW., Valentine, H., Macfarlane, S., & Gibson, K.Our response to the question of indigenous elders - How does your training prepare psychologists to work with indigenous people?. INTERNATIONAL JOURNAL OF PSYCHOLOGY. (pp. 309 - 309). 0020-7594.
[Conference]Authored by: Macfarlane, S., Valentine, H.

Consultancy and Languages

Languages

  • 惭腻辞谤i
    Last used: Today
    Spoken ability: Average
    Written ability: Needs work

Teaching and Supervision

Contact Supervisor

Summary of Doctoral Supervision

Position Current Completed
Main Supervisor 1 0
Co-supervisor 2 0

Current Doctoral Supervision

Main Supervisor of:

  • Ashlie Brink - Doctor of Philosophy
    Who Shall Be In, Who Shall Be Out, And Who Says So? Exploring children's (pre-teen) social worlds and sense of belonging in and outside of the classroom.

Co-supervisor of:

  • Kayleen Clark-Howard - Doctor of Philosophy
    Reimagining human development within an inclusive paradigm.
  • Julie Houghton - Doctor of Philosophy
    Social and emotional development of tamariki in the context of early childhood in Aotearoa New Zealand