• Write up draft outlines of aims and parameters of the programme, and the expected outcomes including expected benefits for Māori in relation to departmental objectives.
• Identify and approach key stakeholders in the organisation and amongst Māori. Target a range of Māori experts including representatives from the target population. This would include Kaumatua and Kuia who have an interest and expertise in the area, Māori men and women who work in the area of anger management and male violence, and Māori men who are presently violent, including those men who are working at changing their behaviour. Alert stakeholders of the project and gauge initial responses. Develop and apply a communications plan that recognises the cultural values and perspectives and professional interests of each target group. Engage the services and support of Māori and Departmental experts in the design and application of the project. Establish and maintain operational linkages. If necessary revise aims and outcomes to reflect the perspectives and concerns of key stakeholders. Document this process.
• Consult the relevant mainstream literature, noting the makeup of research populations, noting primary factors in the development and maintenance of inappropriate anger and in successful interventions. Consider a range of existing programmes and interview key informants from within these. Critically analyse this information for fit within the social milieu and belief systems of Māori. Document this process. Gather all necessary information - Māori Perspectives and Tikanga
• Consider Māori perspectives, including a Tikanga Māori perspective, through the literature, through key informants, focus groups, and hui, in relation to anger and the expression, maintenance, and reduction of inappropriate anger. Attend to the collation and interpretation of information to ensure it reflects the source material. Wherever possible have Māori informing the data collection and interpretation procedure. Critically analyse the information looking for points of convergence with mainstream literature and those aspects unique to the Māori experience. Document this process.
• Working with Māori experts and key informants consider Tikanga Māori in relation to the mainstream information collected. What concepts or context detracts from the primary precepts of Mana, Te Reo, Tikanga, Turangawaewae, and Whanaungatanga? Which aspects are compatible or may become so through modification or through their placement within a Māori context? Document this process.
• Working with Māori experts and key informants investigate and note a range of preferred Māori-methods of learning, development, and behaviour change. Include mainstream methods that have been shown to be effective for Māori. Explore these in relation to the interventions in the mainstream literature and those interventions and ideas gathered from Māori. Document this process.
• With the support and guidance of Māori and Departmental experts sketch out a tentative model for an anger management programme that includes:
• Present the draft model and rationale to key stakeholders and Departmental and Māori experts. Note comments and modify accordingly whilst maintaining the integrity and primary rationale of the programme.
• Resubmit programme to Departmental and Māori key stakeholders for final signoff.
• Design an implementation plan complete with timelines that includes:
• Who needs to run and support the programme and its expected operational budgets?
• The initial pilot-programme with methodologies for process and outcome evaluations, the process evaluation including feedback loops for modification of the programme as required.
• The procedure by which the programme may eventually be rolled out as an integral Departmental programme if that is its stated aim.
• Identifying the specific situations, groups, and environments where the programme would be most effective.
• Identifying the communication, staff development and training that would need to go out ahead of the programme. This is not merely training for those who will run the programme, but for those staff and managers who have any influence over the programme and participant environments.
This ‘analytical template’ is an example of how FReMO can supply the critical elements of any evaluative or assessment tool in relation to Māori. The variations are endless, but as derivatives of FReMO they should adhere to the core elements as highlighted in the guidelines.
As with any operation using FReMO access to Māori expertise is required. Information about the existing project or policy will come from any documentation that is available, and from interviews with managers and staff who have supported the work, designers, field workers, and any Māori who have had an association with the initiative. Information may also derive from interviews and discussions with professionals and experts, Māori and non-Māori who have interest in the area.
Are Māori mentioned specifically in any aims, objectives, and outcomes?
• If Māori form part of the target population, or if the target population have an impact upon Māori then the initiative or policy has implications for Māori.
• If Māori are not mentioned then this may be a signal that the project workers have not given thought to the ramifications for Māori, with the possibility of a corresponding lack of effectiveness.
How was the rationale formed?
What was the extent and quality of Māori involvement in its design, and the integration or not of Māori perspectives and Tikanga Māori?
• Were the designers aware of who all the Māori stakeholders are? If they were to what extent did they involve them in the project?
• Did they seek out Māori experts, and if so how did they record and apply the information they drew from them?
• How did they draw out information on Māori perspectives and Tikanga?
What information have they used from mainstream literature and perspectives?
• What are the implications for Māori?
• Have they adjusted the material for use with a Māori population?
Have they considered organisational culture and the implications of this for Māori processes and cultural context?
Was information gathered and integrated from the various Māori and mainstream sources? What is the evidence for this?
How have the project or policy designers ensured the integrity of Māori information?
Enhancement of Mana, Te Reo, Tikanga, Whanaungatanga and Turangawaewae
Does the project or policy enhance Mana, Te Reo and Tikanga, Whanaungatanga, and Turangawaewae?
• What do the ‘owners’ or designers of the project or policy see as the integral aspects that enhance Māori access to Tikanga Māori?
• What do Māori experts see as supportive and enhancing of Tikanga Māori, most specifically as enhancing of access by Māori participants or recipients to Te Reo, Tikanga, Whanaungatanga and Turangawaewae? Is the project supportive of Mana Māori?
How was the project or policy implemented?
How well has the integrity of the foundation rationale survived in its transition to method and practice?
• Are there elements in the rationale that fit with a FReMO analysis which have been dropped or modified over their transition into the field?
What considerations were given to the organisational structure and human resource issues?
• Were a communications package, training, and staff development featured in the implementation of the project or policy?
• If so were any tensions between the organisational culture and Māori processes minimised or countered?
• Did any communications package target raising staff awareness of the projects or policy aims concerning Māori and the rationale for this?
Were any Māori involved in the process, and if there were what were their roles?
• Were there deliberate attempts to ensure that the implementation procedures complemented rather than undermined Māori processes?
What evaluations have taken place, either formal or informal and how were these informed and designed?
Were evaluations an integral design aspect of the methodological process?
Have any evaluations examined the implications for Māori, and if so how were Māori perspectives of the process or outcomes gauged?
• Were Māori involved in the design of any evaluations and if so what were their roles?
• Were there feedback systems installed to allow modifications to occur according to the project or policy’s principles?
Gather the information and analyse it in relation to the requirements specified by FReMO.
This will generate a series of recommendations for how the present project or policy may be modified, and/or a redefinition of goals and aims that are more realistic.
Conversely such an analysis can also highlight where a project or policy is having more of an impact upon Māori than has been previously recognised, and the factors or processes that have enabled this result.