RINGA ATAWHAI MATAURANGA - New Zealand Diploma in Whanau Ora L5 Programme Overview - Ringa Atawhai ...
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RINGA ATAWHAI
MATAURANGA
New Zealand Diploma in
Whanau Ora L5
Programme Overview
Contents Page
Pātai 2
Strategic Purpose 3
Graduate Profile 3
Whānau Ora Competency Pou 4
Te Hono o Te Kahurangi 5
Learning Outcomes 6
Delivery and Coherence 10
Mātauranga Māori Delivery 13
Assessment Information 14
Programme Calendar 15
Programme Timetable 16
GPO/LO Matrix 17
1PĀTAI
He aha te pātai?
What is the question?
He aha te mea tino nui i te ao?
What is the greatest thing in the world?
He mokopuna tēnei, he mokopuna, he mokopuna.
It is grandchildren, it is grandchildren, it is grandchildren.
Ko wai nga kaitiaki o rātau?
Who are the guardians of them?
He kāinga hai whakatipu i te tamaiti.
It takes a village to raise a child.
He aha i pēnei ai?
Why is it like this?
Kai roto i ia mokopuna te kau matua me te kuia mo to rātau whakatipuranga.
Inside each grandchild are the kaumatua and kuia for their generation.
Ko rātau nga kaitiaki mo te hunga kātahi anō ka haere mai.
They are the caretakers for those yet to come.
21. Strategic Purpose
This qualification is for people who wish to work with whānau in the development of a whānau-
centred approach that supports whānau well-being.
The purpose of this qualification is to provide graduates with in-depth knowledge, skills and
experiences in mātauranga Māori wellbeing approaches for Whānau Ora contexts.
Graduates of this qualification will be able to independently apply knowledge of Māori philosophies
and theories of Māori wellbeing across a range of whānau ora contexts.
2. Graduate Profile Outcomes.
Graduates of this qualification will be able to:
1. Apply the principles and practice of communication and relationship strategies to advance
whānaungatanga.
2. Analyse the delivery of whānau-centred services to establish the quality and value of
services as an expression of a whānau ora experience.
3. Implement and evaluate a whānau ora plan to advance the wellbeing of whānau as an
expression of whānau ora practice.
4. Critically reflect on self and performance of others as an expression of building whānau
ora competencies.
5. Develop self-awareness and inter-personal skills to support effective communication
methods and enhance service delivery.
6. Plan, co-ordinate and facilitate organisational hui to build networks and develop
collaborative partnerships with stakeholders.
33. Whānau Ora Competency Poupou
Mana Motuhake
• Whānau must be at the centre of all whānau ora work.
• Whānau at all times will be steering their own aspirational plans.
• The role of whānau practitioner is to encourage, support and facilitate independence,
self-determination and self-governance.
Ngā Hua
• All work with whānau must be aligned to a particular outcome and/or goal, ensuring at
all times, that the whānau journeys are being monitored and impact is being measured.
Tūhono
• Facilitation and creation of connections for your whānau, yourself and the organisation
for whom you work.
• Leadership qualities required to form relationships with community groups.
• Ability to develop internal and external relationships and to balance and manage these
relationships in a way that promotes wellness for whānau.
Tūmanakohanga
• Whānau Ora is a philosophy based on whānau aspiration – it is not crisis intervention.
• Unwavering commitment to ensuring that whānau aspirations are the driving force of
all whānau ora work.
• Requires a positive mind-set that is solution focussed and strengths based.
Matataki
• Ability to advocate fiercely on behalf of whānau
• The courage to challenge and be proactive in support of whānau.
• Ability to recognise and balance one’s level of advocacy to ensure that the process is
not disempowering but empowers whānau to be able to advocate for themselves.
Ngakau Māori
• Capacity to establish deep and meaningful relationships with everybody that is centred
on a mutual goal.
• A commitment to the development and exhibition of cultural values.
• The ability to relate well to all cultures.
44. Guiding Principles
Whānaungatanga – Highlights the importance of reo, tikanga and kawa in establishing,
building, and maintaining quality relationships within and between whānau, hapū, and iwi
communities that Iwi/Māori whānau ora workers serve.
Te Pono me te Tika – Encompasses important aspects of tikanga Māori and kawa; legal
obligations and compliance issues, systems and procedures, process and ethics, and acting in a
way that is socially and culturally responsible. It also looks at how these tools can be utilised to
achieve the best outcomes for whānau, hapū, iwi in a Whānau Ora environment.
Kaitiakitanga – Refers to the skills and knowledge needed to support the protection,
maintenance and strengthening of the mauri, mana and tapu of whānau through the delivery of
culturally appropriate, effective and timely whānau ora social services
Pūkengatanga – Highlights the importance of keeping engaged and up to date with practices,
new knowledge and technologies to enhance practices and services; the ability to self-reflect on
one’s own model of practice as part of continuous self-improvement; and sharing lessons learnt
with other Whānau Ora kaiarahi (navigators), whānau and other key stakeholders.
Manaakitanga – Signifies as fundamental the ability of whānau-centred kaimahi to work
together with whānau, hapū, iwi and hapori, kaimahi, providers and other stakeholders in a
caring and mana-enhancing way underpinned by te reo, tikanga and kawa, and where the focus
is on strengths and abilities in accordance with the Whānau Ora model that puts whānau in the
driving seat.
Rangatiratanga – Emphasises as the importance of kaiarahi having the knowledge, skills and
experience to lead the delivery of whānau-centred health and/or social services to whānau,
including knowledge of local kawa and tikanga, use of reo, role-modelling of positive behaviours
based on kaupapa Māori principles; and meeting legal and ethical requirements in a professional
manner.
55. Learning Outcomes
WO - 001 Mana Motuhake
Level 5
Credits 20
Learning hours Tutor-directed 80
Self-directed learning 60
Practical 60
Total hours 200
Aim
Apply the principles and practice of communication and relationship strategies to advance
whānaungatanga.
Learning Outcomes
By the end of this module ākonga will have an understanding of:
1. The creation myth, nga Atua and humanity from a Māori worldview.
2. The connection between te timatanga o te ao and whakapapa.
3. The importance of the use of te reo Māori in working with the whānau, hapū, and
iwi communities that Iwi/Māori whānau ora workers serve.
4. To apply Te Tiriti o Waitangi in a whānau ora context.
._________________________________________________________________
WO - 002 Matataki
Level 5
Credits 20
Learning hours Tutor-directed 80
Self-directed learning 60
Practical 60
Total hours 200
Aim
To analyse the delivery of whānau-centred services to establish the quality and value of services
as an expression of te pono me te tika and pukengatanga.
6Learning Outcomes
By the end of this module ākonga will be able to:
1. Explain the development of the Whānau Ora Framework and the themes that underpin
the model.
2. Compare and contrast the policies and procedures of two Whānau Ora providers.
3. Demonstrate an understanding of how government departments contribute to the
Whānau Ora framework.
4. Demonstrate knowledge of ethical behaviour in a whānau ora setting.
__________________________________________________________________
WO - 003 Ngākau Māori
Level 3
Credits 20
Learning hours Tutor-directed 80
Self-directed learning 60
Practical 60
Total hours 200
Aim
To develop self-awareness and inter-personal skills to support effective communication methods
and enhance service delivery.
Learning Outcomes
By the end of this placement ākonga will be able to:
1. Demonstrate effective use of Māori models of engagement.
2. Explain the importance of active listening and reflection when working with whānau.
3. Demonstrate self-awareness when working with whānau.
4. Apply blended methods of communication in a whānau ora context.
____________________________________________________________________
7WO - 004 Tūmanakohanga
Level 4
Credits 20
Learning hours Tutor-directed 80
Self-directed learning 60
Practical 60
Total hours 200
Aim
To design, implement and evaluate a whānau ora plan to advance the wellbeing of whānau as
an expression of kaitiakitanga and manaakitanga.
Learning Outcomes
By the end of this module ākonga will be able to:
1. Develop a whānau ora plan in collaboration with whānau.
2. Identify potential risks prior to implementation of the plan.
3. Implement a whānau ora plan in collaboration with whānau.
4. Evaluate a whānau ora plan to assess the outputs and outcomes incorporating the
principles of kaitiakitanga and manaakitanga.
___________________________________________________________________
WO - 005: Ngā Hua
Level 5
Credits 20
Learning hours Tutor-directed 80
Self-directed learning 60
Practical 60
Total hours 200
Aim
To critically reflect on self and performance of others as an expression of whakamana and
rangatiratanga.
Learning Outcomes
By the end of this module ākonga will be able to:
81. Demonstrate knowledge of the role and function of professional social services
supervision.
2. Negotiate a contract for professional social services supervision.
3. Participate in professional social services supervision.
4. Participate in evaluation and closure of the supervision contract.
___________________________________________________________________
WO - 006: Tūhono
Level 5
Credits 20
Learning hours Tutor-directed 80
Self-directed learning 60
Practical 60
Total hours 200
Aim
To plan, co-ordinate and facilitate organisational hui to build networks and develop collaborative
partnerships stakeholders.
Learning Outcomes
By the end of this module ākonga will be able to:
1. Work effectively with whānau with an understanding of the dynamics that impact on
whānau wellbeing.
2. Plan and facilitate whānau hui in a whānau ora context.
3. Demonstrate an ability to input whānau data into an organisational data base.
4. Complete and build a data base of health and social service providers in support of good
whānau outcomes.
__________________________________________________________________
96. Delivery and Coherence
To complete the New Zealand Certificate in Whānau Ora (Level 5) you must:
• Attend eight compulsory noho wananga of two days long held over a 40-week period.
• Participate in self-assessment activities throughout the programme.
• Fulfil self-directed learning as required by the kaiako.
• Incorporate Te Reo me ōna tikanga Māori throughout the programme.
The programme will be delivered over a 40-week period comprising 8 noho marae (1 per month)
of 2 days duration. Up-front teaching will occur at both marae base level and onsite at the
workplace. Kaiako will be available 2 days a week for tutorial support providing either group or
one to one assistance. Ākonga will be required to complete set tasks in the time allocated for self-
directed learning.
The programme consists of 1200 hours of study as follows:
Month Hours Up-front teaching Practical Self-Directed Learning
February 120 60 30 30
March 120 60 30 30
April 120 60 30 30
May 120 60 30 30
June 120 60 30 30
July 120 60 30 30
August 120 60 30 30
September 120 60 30 30
October 120 60 30 30
November 120 60 30 30
Total 1200 600 300 300
10Entry Requirements
• Be at least 16 years of age and be a citizen or permanent resident of NZ.
• Be able to read, write, and communicate in English at a proficient level.
• Basic to immediate knowledge of te reo me nga tikanga Māori is advantageous.
Fee Structure
Fees are based on current TEC funding scales. Costs include all resources, course texts, reading
material, stationery, contribution toward food and accommodation costs of noho wananga. The
programme administrator can provide more information regarding payment of fees and
scholarships available.
Study Grant
Applicants may be eligible for a Health Workforce NZ Study Grant, funded by the Ministry of Health
and administered by the Northland District Health Board. To qualify for a grant, you must:
• be enrolled by a NZQA approved Tertiary Education Organisation in the New Zealand
Certificate of Tikanga (Level 3)
• be employed (paid or volunteer) by a health service funded by the District Health Board
(DHB)/or Ministry of Health (MOH) for a minimum of 16 hours per week
• have an employer who is supportive of your application for a training grant
• not have your tuition fees paid by other benefits or other scholarships.
• be a New Zealand citizen or permanent resident and provide photocopied evidence.
Other conditions may apply. To find out more please contact Ellie Berghan at Northland District
Health Board or contact us on 094303305.
Employment / Cultural / Community pathways
Graduates of this qualification may undertake further study towards:
• New Zealand Diploma in Kaupapa Māori Public Health (Level 6) [Ref: 2872].
• New Zealand Diploma in Addiction Studies (Applied) (Level 6) [Ref: 2733].
• New Zealand Diploma in Youth work (Level 6) [Ref: 3803].
Graduates of this qualification will have the transferable skills and knowledge to undertake
kaimahi roles in the following:
• Māori Research Assistant
• Junior Analyst Māori Health
• Māori Health Advisor/Advocate
11• Workplace Relations Advisor
• Community Worker
• Māori Health Environment Assistant
• Customs Officer
• Māori Health Programme Developer.
Graduates will have the transferrable skills and knowledge to:
• Whakamana whānau to make decisions for their own oranga.
• Work with and encourage whānau, hapū, iwi and/or hapori to participate in the care and
development of their own base assets such as the moana, whenua and ngahere.
127. Matauranga Māori Delivery
Kaiako Support
We understand that sometimes people have difficulty understanding the requirements of the
programme or sometimes difficulties arise over certain aspects of the module. A cultural supervisor
will be available on Monday, Wednesday and Friday. He/she can assist with literacy assistance
either in English or te Reo Māori. Appointments are necessary so please phone the office if you
require extra support.
Self-directed Learning
This is sometimes referred to as, “Independent Study” and allows time for research, reading and
completion of written assignments and assessments. All references required to complete the
assignments are included in Module Workbooks which will provided.
Recognition of Prior Learning/Current Competencies
If you are applying for Recognition of Prior Learning (RPL) or Recognition of Current
Competencies (RCC) your tutor will need to see evidence that match the evidence outlined in the
assessment schedules so that fair judgements can be made. Evidence from the workplace may
include photographs, videos, minutes of meetings, diaries, organisational policies and procedures
etc. Your tutor will fully explain the requirements of this type of assessment if you apply for RPL
or RCC.
Integrated assessment
Modules of learning sometimes lend themselves to integrated assessment. This is where related
or complementary outcomes/elements can be assessed using the same activity or evidence.
Integration of assessment has several advantages. It reduces the time spent on assessment and
facilitates a more holistic approach. Your tutor is trained to integrate assessments and she/he will
explain to you when she/he does this, why she/he has done it and what the outcome is.
Up-front Teaching (Kaiako Supported Learning)
The theoretical and wairua aspects of the modules are integrated throughout the programme.
Upfront teaching will occur at marae based noho wananga, by the programme kaiako and qualified
guest facilitators. The noho wananga component comprises an important part of the overall
learning experience. It is a supervised learning element and is therefore included in the up-front
teaching section of the over-all programme.
137. Assessment Information
Tutors will select from a variety of methods and approaches (appropriate to the tauira and the
context) that give tauira the opportunity to show competence. Examples include:
Oral evidence Written evidence
• Presentation • Workplace documentation
• Oral answers to questions • Checklists
• Oral feedback • Portfolio
• Speech • Worksheets
• Interview • Reports
• Peer instruction sessions • Charts and posters
• Te Reo Māori • Assignments
• Waiata • Written questions
Other Practical evidence
• Cross-referencing from other • Observation – one-off occasions, or
assessments over a period of time
• Recognition of current competence • Real life situations
• Integrated assessment (see below) • Demonstrations
• Recognition of Prior learning • Video/Audio tapes
• Accelerated assessment • Posters
• Naturally occurring evidence
148. Calendar for Year 2022
January February March
S M T W T F S S M T W T F S S M T W T F S
1 1 2 3 4 5 1 2 3 4 5
2 3 4 5 6 7 8 6 7 8 9 10 11 12 6 7 8 9 10 11 12
9 10 11 12 13 14 15 13 14 15 16 17 18 19 13 14 15 16 17 18 19
16 17 18 19 20 21 22 20 21 22 23 24 25 26 20 21 22 23 24 25 26
23 24 25 26 27 28 29 27 28 27 28 29 30 31
30 31
April May June
S M T W T F S S M T W T F S S M T W T F S
1 2 1 2 3 4 5 6 7 1 2 3 4
3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 6 7 8 9 10 11
10 11 12 13 14 15 16 15 16 17 18 19 20 21 12 13 14 15 16 17 18
17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25
24 25 26 27 28 29 30 29 30 31 26 27 28 29 30
July August September
S M T W T F S S M T W T F S S M T W T F S
1 2 1 2 3 4 5 6 1 2 3
3 4 5 6 7 8 9 7 8 9 10 11 12 13 4 5 6 7 8 9 10
10 11 12 13 14 15 16 14 15 16 17 18 19 20 11 12 13 14 15 16 17
17 18 19 20 21 22 23 21 22 23 24 25 26 27 18 19 20 21 22 23 24
24 25 26 27 28 29 30 28 29 30 31 25 26 27 28 29 30
31
October November December
S M T W T F S S M T W T F S S M T W T F S
1 1 2 3 4 5 1 2 3
2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10
9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17
16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24
23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31
30 31
Public Holidays Induction Tutorials Noho Wananga
159. Programme Timetable
12-19 Feb 20-26 27 Feb – 5 March 6 March – 11 March 12 – 18 March
Mana Motuhake Identification of ngā Atua Māori. The importance of the use of te Application of Te Tiriti o Waitangi. Application of Te Tiriti o Waitangi
Noho Wananga (12-13) Te tīmatanga o te ao reo Māori in working with the continued.
Powhiri, orientation, marae kawa. whānau, hapū, and iwi
Explain assessment tasks communities.
Time management
Introduction Module One.
12 – 18 March 19-26 March 27 – 31 1 April – 8 Compare and contrast ethical
Matataki Policies and procedures Government departments delivery Knowledge of ethical behaviour in behaviour and tikanga Māori
Noho Wananga (12-13) governing whānau ora delivery. and support of whānau ora. a social service setting. values.
Introduction Module Two.
Whānau ora framework.
9 – 15 16 – 22 23 – 29 30 April - 6 May 7 – 14
Tūmanakohanga Develop a whānau ora plan in Identify risks prior to Implement a whānau ora plan in Evaluate a whānau ora plan to
Noho Wananga (9-10) collaboration with whānau. implementation of the plan. collaboration with whānau. assess the outputs and outcomes
incorporating the principles of
kaitiakitanga and manaakitanga.
12 – 17 18 – 25 26 – 29 30 May – 4 June 5- 11
Noho Wananga (14-15) Engage in cultural supervision.
Integrate theory into practice Implement the Whānau Ora plan.
12 – 19 20 – 13 14 – 19 20 -27 28 June – 3 July
Ngā Hua Demonstrate knowledge of the Negotiate a contract for Participate in professional social Participate in evaluation and
Noho Wananga (18-19) role and function of professional professional social services services supervision. closure of the supervision
social services supervision. supervision. contract.
4 – 10 11 -15 16 -24 25 -30 31 July - Aug 6
Ngākau Māori Demonstrate effective use of Explain the importance of active Demonstrate self-awareness Apply blended methods of
Noho Wananga (9-10) Māori models of engagement. listening and reflection when when working with whānau. communication in a whānau ora
working with whānau. context.
7 – 13 14 – 22 23 – 31 1 Sept – 10 11 – 16
Tūhono Demonstrate an understanding of Demonstrate an ability to plan and Demonstrate ability to input Complete a data base of health
Noho Wananga (6 – 7) working effectively with whānau facilitate whānau hui in a Whānau whānau data into an and social service providers in
and the dynamics that impact on Ora context. organisational data base. support of good whānau
whānau wellbeing. outcomes.
17 – 23 24 -30 1 Oct – 8 Oct 9 - 14 15 – 22
Noho Wananga (17-18) Plan and implement an
Integrate theory into practice organisational hui.
Collection and storage of whānau
information.
Development of a Provider data
base.
Tutorial Support – 10 hours average per week.
Self-directed learning – 6 hours average per week.
16New Zealand Diploma in Whānau Ora (Level 5) Matrix. (Ref: 2879)
GPOs Code Title Outcomes Credits Evidence Requirements
4. Demonstrate knowledge of the creation myth, 5 1.1 All significant Atua are identified in accordance with the
Apply the principles and WO-001 Mana Motuhake nga Atua and humanity from a Māori creation myth.
practice of communication worldview. 1.2 The role each atua played in the separation of Ranginui and
and relationship strategies Papatuanuku is explained.
to advance
5. Explain the connection between te timatanga 5 2.1 The relevance of te tīmatanga o te ao, whakapapa, and
whānaungatanga. o te ao and whakapapa. whānaungatanga to Iwi/Māori social service purposes is
explained.
2.2 The application of te tīmatanga o te ao, whakapapa,
Credits 20 and whānaungatanga in an informal process for
Iwi/Māori social services purposes is demonstrated.
2.3 The application of tīmatanga o te ao, whakapapa,
and whānaungatanga in a formal process for
Iwi/Māori social services purposes is demonstrated.
6. Explain the importance of the use of te reo 5 3.1 The importance of using te reo Māori is explained in
Māori in working with the whānau, hapū, and relation to Iwi/Māori social service work.
iwi communities that Iwi/Māori whānau ora 3.2 Use te reo Māori in an Iwi/Māori social services setting.
workers serve.
4. Explain the application of Te Tiriti o Waitangi 5 4.1 Describe 3 ways in which historical trauma may present.
in a whānau ora. 4.2 Describe the meaning of indigenous cultural trauma and its
impact on the tangata whenua o Aotearoa.
1. Explain the development of the Whānau Ora 4 1.1 The history of the contemporary whānau ora framework is
Analyse the delivery of WO-002 Matataki Framework and the themes that underpin the traced from its inception in 2002 to the present day.
whānau-centred services model. 1.2 Historical events leading up to the implementation of
to establish the quality the Whānau Ora framework are described.
and value of services as 1.3 The historical concept of whānau ora is described.
an expression of te pono 2. Compare and contrast the policies and 4 2.1 The policies and procedures underpinning the delivery
me te tika and procedures of 2 Whānau Ora providers. of whānau ora by 2 different providers are analysed and
pukengatanga. explained. Must include 3 policies.
3. Demonstrate an understanding of how 4 3.1 How 2 government departments contribute to the whānau ora
Credits 20 government departments contribute to the Framework are investigated and explained.
Whānau Ora framework.
4. Demonstrate knowledge of ethical behaviour 4 4.1 Analyse a code of ethics for social service work.
in a social service setting. Range: NZASW, NZAC, NZ Ass Probation Officers.
4.2 Analyse the selected code of ethics as it applies to whānau
ora kaiarahi (navigators).
4.3 Explain avenues of redress to deal with ethical
disputes and grievances in the social service worker's
field of social services.
Range: Assessing the situation, convening the disputes
resolution process, contributing to a disputes resolution
hui, closing the disputes resolution hui.
5. Compare and contrast ethical behaviour and 4 5.1 Tikanga Maori values are identified and explained in terms of
tikanga Māori values. their value to whānau wellbeing.
171. Demonstrate effective use of Māori models of 5 1.1 The reason for engagement are clarified.
Develop self-awareness WO-003 Ngākau Māori engagement. 1.2 Preparation required is outlined.
and inter-personal skills to 1.3 Resources needed are listed.
support effective Range: Human resources and physical resources.
communication methods 1.4 Preferred outcomes are noted.
and enhance service 2. Explain the importance of active listening and 5 2.1 The features of active listening are demonstrated.
delivery. reflection when working with whānau. Range: Neutral and non-judgmental, patient (periods of
silence are not "filled"), verbal and nonverbal feedback to
show signs of listening (e.g., smiling, eye contact, leaning
Credits 20 in, mirroring), asking questions, reflecting back what is said,
asking for clarification, summarising.
3. Demonstrate self-awareness when working 5 3.1 Formative influences in own history and life experience are
with whānau. explained.
3.2 The impact of own formative influences on philosophy of
work within a whānau ora context are identified and
explained.
3.3 Systems for management and development of self-
awareness in whānau ora work are explained.
3.4 Self-awareness in own relationships with service users in
whānau ora work is demonstrated.
Apply blended methods of communication in a 5 4.1 The use of blended communication methods may include
whānau ora context. but is not limited to:
• Workplace meetings
• Hui at marae
• Use of visual aids at conferences.
The example provided must state the medium used, when it was
used and why it was used.
Design, implement and 1. Develop a whānau ora plan in collaboration 5 1.1 The whānau ora plan is underpinned by expressions of
WO-004 Tūmanakohanga with whānau. kaitiakitanga and manaakitanga.
evaluate a whānau ora
plan to advance the 2. Potential risks are identified prior to 5 2.1 Analysis identifies potential risks, including possible
wellbeing of whānau as implementation of the plan. sources of risk and areas of impact.
an expression of 2.2 Methods of mitigating identified risks are documented.
kaitiakitanga and
3. Implement a whānau ora plan in collaboration 5 3.1 The whānau ora delivery is implemented in accordance
manaakitanga. with whānau. with the plan.
3.2 The whānau ora plan is monitored in terms of the outcomes
Credits 20 and future developments for whānau by whānau.
4. Evaluate a whānau ora plan to assess the 5 4.1 Evaluate a whānau ora plan to assess the outputs and
outputs and outcomes incorporating the outcomes incorporating the principles of kaitiakitanga and
principles of kaitiakitanga and manaakitanga. manaakitanga.
18Critically reflect on self Ngā Hua 1. Demonstrate knowledge of the role and 5 1.1 Professional social services supervision is defined and
WO-005 function of professional social services distinguished from supervision that is solely administrative
and performance of
supervision. or managerial in nature.
others as an expression 1.2 The key functions of professional social services
of whakamana and Supervision are defined and explained.
rangatiratanga. 1.3 The key purposes of professional social services
supervision are defined and explained.
1.4 The main forms of professional social services supervision
Credits 20 are defined and explained.
1.5 Issues that may impact on professional social services
supervision are defined and explained.
2. Negotiate a contract for professional social 5 2.1 The supervisor's qualifications to offer professional social
services supervision. services supervision are identified and checked in the
negotiation process.
2.2 Items for the contract are identified and defined in the
negotiation process.
2.3 The form(s) of professional supervision are identified and
defined in the negotiation process.
3. Participate in professional social services 5 3.1 The terms of the contract are satisfactorily addressed.
supervision. 3.2 Relevant personal, cultural, and professional issues for
social services supervision are addressed.
3.3 Disagreements over the terms or performance of the
supervision contract by either party are raised and
negotiated according to the terms of the contract, where
necessary.
3.4 Disagreements that are not resolved by negotiation are
dealt with according to the terms of the contract for conflict
resolution, where necessary.
4. Participate in evaluation and closure of the 5 4.1 Operation of the contract is evaluated according to the
supervision contract. terms of the supervision contract.
4.2 Key achievements, new learning, and new needs that have
occurred during participation in the supervision contract are
identified and reviewed in the closure process.
4.3 Issues for future involvement in supervision between the
supervisor and supervisee are identified and reviewed in
the closure process.
191. Demonstrate an understanding of working 5 1.1 A description of whānau wellbeing is provided.
Plan, co-ordinate and WO-006 Tūhono effectively with whānau and the dynamics that 1.2 The influences that inhibit whānau wellbeing are identified.
facilitate organisational impact on whānau wellbeing. 1.3 Maori models of health are described.+
hui to build networks and
develop collaborative 2. Demonstrate an ability to plan and facilitate 5
whānau hui in a Whānau Ora context. 2.1 Plan and manage an organisational hui.
partnerships with 2.2 Co-ordinate planning of an organisational hui.
stakeholders. 2.3 Co-ordinate engagement process of the organisational hui.
3. Demonstrate ability to input whānau data into 5
an organisational data base. 3.1 The collection and storage of whānau information is
recorded in accordance with organisational protocols and
Credits 20 4. Complete a data base of health and social 5 relevant legislation.
service providers in support of good whānau
outcomes. 4.1 Service provider details are included.
Range: Contact details, phone, after hours number if
applicable, physical and postal address, key contact
person, brief summary of services offered, referral process.
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