My teaching and research is in the area of applied social and community psychology. Many of my research projects involve working directly with community groups and I am particularly interested in how our university can contribute to a sustainable society that promotes human wellbeing.
My most recent research addresses issues of sustainability, citizenship and political activism. The question that drives it is how to engage people in creating a more sustainable and equitable society. I am intrigued by the lives of those who are (or at least appear to be) dedicated to the common good. I have an ongoing project at Western Springs College in Auckland to investigate the creation of a ‘sustainability culture’ in a secondary school setting, and am currently involved in a project to examine the motives and experiences of Transition Towns activists. In 2011 I completed a book Psychology for a Better World that explores strategies to inspire sustainability.
Additionally, I am very involved in the youth development area, which overlaps with the school sustainability project mentioned above. For several years I have worked closely with the Foundation for Youth Development’s Project K, a major national programme aimed at Year 10 high school students who are at risk of poor long term outcomes. My primary role has been to design and oversee their evaluation framework.
- Location: Auckland
- Qualifications: All Researchers, PhD or Doctorate
- Ethnic Groups: New Zealand European
- Area of Expertise: Children & Youth, Community Development, Environment
- Mobile: 021 02796822
- Key Publications:
Deane, K. & Harré, N. (2013). The Youth Adventure Programming Model. Journal of Research on Adolescence. http://dx.doi.org/10.1111/jora.12069
Fenaughty, J. & Harré, N.. (2013). Factors associated with Distressing Electronic Harassment among Teenaged Young People. Computers in Human Behavior, 29 (30), 803-813. http://dx.doi.org/10.1016/j.chb.2012.11.008
Harré, N. (2013). Imitation, positivity and the sustainable event. In: Pernecky, T., & Luck, M. (Eds.) (pp. 259-268). Events, Society and Sustainability. Abingdon: Routledge.
Blythe, C. & Harré, N. (2012). The MAD hui: A transformative experience for young sustainability leaders in New Zealand. Ecopsychology, 4, 336-334. http://dx.doi.org/10.1089/eco.2012.0055
Trayes, J., Harré, N., Overall, N. (2012). A youth performing arts experience: Psychological experiences, recollections and the desire to do it again. Journal of Adolescent Research, 27(2), 55-182. http://dx.doi.org/10.1177/0743558411417867
Trayes, J., Harré, N., Overall, N. (2012). A youth performing arts experience: Psychological experiences, recollections and the desire to do it again. Journal of Adolescent Research, 27(2), 55-182. DOI 10.1177/0743558411417867Fenaughty, J, & Harré, N. (2012). Factors associated with young people’s successful resolution of distressing electronic harassment. http://dx.doi.org/10.1016/j.compedu.2012.08.004Harré, N. (2011). Psychology for a Better World. Auckland: Department of Psychology, University of Auckland.Hollis, H., Deane, K., Moore, J. & Harré, N. (2011). Young Maori Perceptions of a Youth Development Programme. Koutiutiu: New Zealand Journal of Social Sciences Online, 6 (1-2), 50-61Sibley, C., Harré, N. Hoverd, W.J., & Houkamau, C. (2011). The Gap in the Subjective Wellbeing of Māori and New Zealand Europeans Widened between 2005 and 2009. Social Indicators Research, 104, 103-115.Harré, N., Milfont, T., Helton, W. & Mead, A. (2011). Sustainability and the Psychologically Literate Citizen: A New Zealand Perspective. In: Cranney, J., & Dunn, D. (Eds.) (pp. 220-232). The psychologically literate citizen: Foundations and global perspectives. New York: Oxford University Press.Harré, N. (2011). A guide for sustainability advocates. In Douthwaite, R, & Fallon, G. (Eds.) (pp. 454-461).Fleeing Vesuvius: Responding to the Effects of Economic and Environmental Collapse. Carterton, NZ: Feasta & Living Economies.Scherman, R. & Harré, N (2010). Interest in, and identification with, the birth culture: An examination of ethnic socialisation in New Zealand intercountry adoptions International Social Work, 1-14Harré, N., & Bullen P. (2010) Personal project commitment in adolescence: The role of relatedness, competence and integrity. European Journal of Social Psychology, 40, 235-251Sibley, C. & Harré, N. (2009). A gender role socialization model of explicit and implicit biases in driving self-enhancement. Transportation Research: Part F, 12, 452-461Harré, N., Tepavac, S., Bullen P. (2009). Integrity, efficacy and community in the lives of political activists. Qualitative Research in Psychology, 6, 330-345Sibley, C. & Harré, N. (2009). The impact of different styles of traffic safety advertisement on young drivers’ explicit and implicit self-enhancement biases. Transportation Research Part F:Traffic Psychology and Behavior, 12, 159-167Scherman, R & Harré, N (2008). The parental socialization of ethnically similar children in inter-country adoption. Adoption Quarterly, 1 (11), 45 – 65Harré, N. & Atkinson, Q. (Eds). (2007). Carbon Neutral by 2020: How New Zealanders can Tackle Climate Change. Nelson: Craig Potton Publishing.Harré, N. & Sibley, C. (2007). Implicit and explicit biases in drivers and their relation to crash-risk optimism. Accident Analysis and Prevention, 39, 1155-1161.Moore, J & Harré, N. (2007). Eating and activity: The importance of family and environment. Australian Journal of Health Promotion.18 (2), 143-148.Harré, N. (2007). Community service or activism as an identity project for youth. Journal of Community Psychology, 35 (6), 711-724.Wrapson, W., Harré, N, Murrell, P. (2006) Reductions in driver speed using posted feedback of speeding information: Social Comparison or Implied Surveillance? Accident Analysis and Prevention. 38, 1119-1126. Science Direct link to articleHarré, N, Bullen, P., & Olson, B. (2006). Storytelling: A workshop for inspiring group action. In R. McNair (Ed.) Working for Peace: A Handbook of Practical Psychology and Other Tools. Atascadero, CA: Impact Publishers.Harré, N., Foster, S., & O’Neill, M. (2005). Self enhancement, crash-risk optimism and the impact of safety advertisements on young drivers. British Journal of Psychology, 96, 215-230.Brug, J., Conner, M., Harré, N., Kremers, S., McKellar, S, & Whitelaw, S. (2005) The Transtheoretical model and stages of change: A critique. Health Education Research, 20 (2), 244-258.Harré, N & Wrapson, W. (2004). Evaluation of a central city pedestrian safety campaign. Transportation Research Part F: Traffic Psychology and Behavior, 7, 167-169.Scherman, R. & Harré, N. (2004). Inter-country adoption of Eastern European children in New Zealand: Parents’ attitudes towards the importance of culture. Adoption and Fostering, 28 (3), 62-72.Moore, J, Morath, K, Harré, N. (2004). Follow-up study of a school-based scalds prevention programme. Health Education Research: Theory and Practice, 19 (4), 430-439. Ingenta link to articleHarré, N., Brandt, T., & Houkamau, C. (2004). Young drivers’ attributions for their own and their friends’ risky driving. Journal of Applied Social Psychology, 34 (4), 806-824.2004 Milfont, T. & Harré, N. Pedestrian safety on Symonds St. Auckland, Department of Psychology, University of Auckland, 100 pages.Fenaughty, J. & Harré, N. (2003). Life on the seesaw: A qualitative study of suicide resiliency factors for gay young men. Journal of Homosexuality, 45 (1), 1-22.Harré, N. (2003). The discrepancy between actual and estimated speeds of drivers in the presence of child pedestrians. Injury Prevention, 9(1), 38-41. Link to online articleLobb, B & Harré, N. (2003). An evaluation of four types of pedestrian railway crossing safety interventions. Accident Analysis and Prevention, 35(4), 487-494.Barhava-Monteith, G, 5 Harré, N., & Field, J. (2003). A promising start: An evaluation of the HIPPY program in New Zealand. In M. Westheimer (Ed.) Parents making a difference: International research on the Home Instruction for Parents of Preschool Youngsters (HIPPY) program. (pp. 103-116 ). Jerusalem: The Hebrew University Magnes Press.Barhava-Monteith, G, 5 Harré, N., & Field, J. (2003). An evaluation of a HIPPY early intervention programme: Can parents benefit too? In M. Westheimer (Ed.) Parents making a difference: International research on the Home Instruction for Parents of Preschool Youngsters (HIPPY) program. (pp. 193-206). Jerusalem: The Hebrew University Magnes Press.
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