After completing a masters degree in philosophy I faced a difficult decision. I could not imagine myself remaining cloistered in a university environment – I wanted to be out there in the real world; at the ‘coal face’ dealing with hard-edged problems.

After training as a clinical psychologist I worked with mental health services in West Auckland, alcohol and drug services in South Auckland, violence programmes on the North Shore, and eventually set up my own practice.  These diverse practice contexts gave me an in-depth appreciation of the issues affecting people’s wellbeing, including family breakups, violence and abuse, addictions, mental health challenges, bereavements and existential suffering. My stance on the ‘real world’ began to alter. I could see how many of the approaches to psychological practice were driven more by unthinking traditions than well-thought-out strategies. I started to appreciate how research and teaching play a vital role in what happens in the ‘real world’.

After completing a PhD in psychology in 1991, I took up an academic position. Ever since I have devoted much of my time to teaching with a focus on applied practice.  I derive particular satisfaction at the way my teaching, research supervision and curriculum design has contributed to improved responses to societal issues such as addictions and violence. Over time I can see how my efforts have helped create a better educated workforce both for those working in medical roles, and for addiction and mental health specialists.

My journey from practitioner to teacher was informed by one key challenge: how to engage students and practitioners, and get them to challenge assumptions and think differently about what they are doing.

Many of those enrolling in the Postgraduate Certificate in Alcohol and Drugs are adult practitioners who have not studied for many years and feel intimidated by the university systems. I work hard with these students to de-mythologize what they see as a large, impersonal and mysterious institution. I do this through a combination of making myself very approachable, carefully explaining the systems for assessment and providing considerable feedback on ways to improve on assignments.

Once a sense of safety is achieved, students are then more open to having their previous assumptions challenged. In my classes on theory I openly announce my intention to shake up previous understandings.  I warn students that this can generate uncertainty and anxiety but, at the same time, in a safe environment they capable of exploring these new territories.

• Study options School of Population Health, University of Auckland
• Learning Teaching Unit, Faculty of Medical and Health Sciences, University of Auckland
• School of Graduate Studies, the University of Auckland
• Addiction studies, School of Population Health, University of Auckland