Workbook 7Working with whānauNational Diploma in Social Services (Level 6)

“What is true of the individual will be tomorrow true of the whole

nation, if individuals will but refuse to lose heart and hope”

- Mahatma Gandhi

US 7973, 19494

2 National Diploma in Social Services (Level 6)

Table of contents

Getting started 3

Assessment process 5

Resources 6

Referencing 7

Understanding professional terminology 9

Section One - Co-ordinate hui on and off marae for social service purposes 12

Section Two - Establish and maintain working relationships with whānau in social service work 21

Section Three - Practical application of Te Tiriti o Waitangi 29

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© Careerforce – Issue 2.0 – June 2013

3

Tēnā koe

Welcome to this workbook on the topic of coordinating hui on and off the marae. Remember that your assessoris available to guide you but you are responsible for the tasks in this book. The ITO acknowledges that everyorganisation is different and different terminology may be used. For the purposes of this workbook, ‘clients’ arereferred to as the people who use your services.

Getting started

This workbook has integrated the requirements of the following unit standards.

Your work will be treated confidentially by your assessor and the ITO. If your assessed work is selected formoderation, all identifying information will be removed.

Standard Title Level Credit

7973 v4 Co-ordinate hui on and off mārae for social service purposes 5 3

19494 v1 Establish and maintain working relationships with Whānau in social service work 5 6

4 National Diploma in Social Services (Level 6)

Name:

Address:

Telephone (day):

Telephone (night):

E-mail Address:

To complete this workbook enter the requested information in the blue highlighted fields and use the tab functionto move to the next field. You can place the cursor over a field if you need to go back or edit/change an entry.

Complete the following information and read through the assessment process below.

5

Step 1Preparation for assessment

Your assessor will ensure that you understand the level and standard of performance required before starting the assessment.

You can work with others as you prepare for your assessment but you will be required to demonstrate your personal understanding of all of the material you submit to your assessor.

You may want to refer to the unit standards themselves for further clarication. They can be downloaded from the NZQA website.

www.nzqa.govt.nz/qualifications-standards/standards/

Step 2Complete the workbook

The workbook sets out the questions you have to answer and the tasks you need to complete to be awarded credit for both unit standards. You must complete all activitiesin the workbook before submitting to your assessor for marking. The workbook has provided you with space for your written answers. It is recommended that you use all the space provided as it represents the length of response required.

Step 3Gather evidence and submit to assessor

Evidence of prior learning, such as course materials, essays, assignments, etc can be used to strengthen your evidence.

Additional evidence can be submitted (such as work-related documentation) to supplement your answers however, you must answer every question.

Always source your evidence and include references in the space provided. Send your completed workbook to your assessor by the date agreed to at your pre-assessment meeting.

Step 4Assessment feedback

Your assessor will determine whether the evidence presented in your workbook, and any other evidence supplied, meets the required standard, and will provide you with feedback.

If you are deemed not yet competent (ie your assessor determines that the evidence presented is not sufficient) then you will be asked for further evidence. Whether it is additional tasks for you to complete, or a verbal submission to supplement the evidence already presented, your assessor will work this through with you.

Step 5Reporting of results

If you are deemed competent, you will receive confirmation of this from your assessor. Your assessment results will then be forwarded to the ITO for adding to Record of Achievement (previously named Record of Learning).

Assessment process

6 National Diploma in Social Services (Level 6)

Resources

We recommend that you consider reading the following books.We have also listed a number of useful websites for you to look at.

Printed

Coulshed, V. & Orme, J. (2012). (2nd ed.). Social work practice: An introduction. Basingstoke, UK: Macmillan.

Maidment, J. & Egan, R. (Eds.) (Reprint 2009). Practice skills in social work and welfare: more than just common sense. Sydney, Australia: Allen and Unwin.

Tauroa, H. & Tauroa, P. (Reprint 2009). Te marae: a guide to customs & protocol. Auckland, NZ: AH & AW Reed.

Wepa, D. (Ed.). (2004). Cultural safety in Aotearoa New Zealand. Auckland, NZ: Pearson Education.

Websites

CCS Disability Action – Feedback to Whānau ora.www.ccsdisabilityaction.org.nz/Portals/0/Whanau%20Ora%20Feedback%20v1.0%2030%20Nov.doc retrieved 28 May 2013

Defining Co-ordination http://en.wikipedia.org/wiki/Coordination retrieved 28 May 2013

Durie, Mason Papers by Mason Duriewww.wananga.com/docs/pdfs/Papers%20by%20Mason%20Durie.pdf retrieved 28 May 2013

Durie, Mason Health and Wellbeingwww.tki.org.nz/r/health/curriculum/statement/page31_e.php retrieved 28 May 2013

Hui and the Associated protocols www.uniquelynz.com/maorimarae.htm retrieved 28 May 2013

Management consulting news Running a Meeting: Ten Rookie Mistakes and How to avoid themwww.managementconsultingnews.com/articles/bates.meeting.php retrieved 28 May 2013

Ministry of Education Building relationships with Whānau Hapu Iwiwww.educationalleaders.govt.nz/Partnerships-and-networks/Building-relationships-with-whanau-hapu-and-iwiretrieved 28 May 2013

Running effective meetings www.mindtools.com/CommSkll/RunningMeetings.htm retrieved 28 May 2013

Te Puni Kokiri Managing meetings www.governance.tpk.govt.nz/how/meetings.aspx retrieved 28 May 2013

Tikanga Maori Customs and traditionswww.maori.org.nz/tikanga/ retrieved 28 May 2013

7

Referencing

Use the table below to provide a reference list that acknowledges your information sources. Youmust use the APA referencing style. A guide of how to reference is included in your Getting it Write. Below are also several links which will lead you to websites which are useful. http://www.waikato.ac.nz/library/study/guides/apa.shtmlhttp://library.ucol.ac.nz/ and search for APA guidehttps://ilrb.cf.ac.uk/citingreferences/apatutorial/index.html - This is an online tutorial

Referencing is an important professional skill which acknowledges rightful owners and creators of work. It supports your own written work and shows that you are researching information which underpins your own arguments. It also helps you avoid plagiarism, which is when people copy the work of others. This is often accidental but it’s important that you can show that your work is your own. Like all skills this is one which you will probably need to practice before you feel completely comfortable with all the rules of referencing.

Reference lists include all the works you have used to complete your workbook. This includes any conversations or discussions you have had with people in order to complete this workbook. The reference list should be in alphabetical order and you should follow the guidelines of APA referencing style. Reference list

For example:Durie, M. (1998). Whaiora. Māori Health Development. (2nd ed.). Auckland: Oxford University Press

GenoPro (n.d.). Introduction to the Genogram. Retrieved July 18, 2008, from http://www.genopro.com/genogram/

8 National Diploma in Social Services (Level 6)

9

Term DefinitionWorkbook reference

Kawa / protocolS2 Q1

TikangaS2 Q2

EvaluateS2 Q3

Whānau

Informedconsent

Whakapapa

Arahi, Aroha, Awhina, Manaaki, Tumanako, Whakapono

Understanding professional terminology

The topics of co-ordinating hui on and off the marae for social services and establishing and maintaining working relationships with whānau in social service work, has it’s own terminology. Some of it may be new to you. This section requires you to seek and provide definitions for the terms that are used throughout this section. We encourage you to add to this glossary as and when you come across words which are new to you.

10 National Diploma in Social Services (Level 6)

Key values

Implementation of Te Tiriti o Waitangi

Coordination

Tangata Whenua

Local rohe or takiwa

Iwi

Hapu

Mana whenua

Pānui

11

Mihimihi

Powhiri

Karakia

Karanga

Kai korero

Waiata

Ringawera

Theory

Confidentiality

12 National Diploma in Social Services (Level 6)

IntroductionPracticing social work requires an understanding of working in different environments, and being able to co-ordinate hui both on and off the marae.

The assessment activity requires you to:• tobeobservedco-ordinatingonesocialservicehui,onoroffamarae,• provideacasestudyofyourco-ordinatingofasimilarhui(oranotherformofevidencenegotiatedwithyour

assessor) and• tomeetwithyourassessortodiscussyourresponsestothequestionsbelow(yourevidence)andanswerthe

questions in this work book.

Please complete one of the following.

EITHER – Observation and discussionThe assessor will observe you in your role as co-ordinator and will assess your performance against those performance criteria which are evident during the particular co-ordination you choose to have observed.

It is import that although you need to be observed in your role as a co-ordinator that you continue to work with the hui in a way which does not interfere with participant needs.

After the observed hui, the assessor will discuss with you any performance criteria which have not been assessed in the observation.

OR – Case study and discussionYou will provide a case study of your co-ordination of a hui and be prepared to discuss how the case study demonstrates your competency to co-ordinate a social service hui.

When you have finished the case study, look back over the work you did with the hui and the written material in the case study and add any additional comments about any aspects which you recognise you would do differently with future co-ordination. You may choose to discuss this with your supervisor.

Please note: in the following instructions, there are words or phrases such as:’identify’, ‘select’ or ‘you have selected’. This does not mean that you have to do these things as an individual; it may be more appropriate for you to ‘facilitate the selection of….’ You will be assessed accordingly, so you can justify your decision to carry out such tasks individually, or by facilitating others to do so.

SECTION ONE – Co-ordinate hui on and off marae for social service purposes

13

Question OneDescribe the kaupapa for the hui and the organisational and professional requirements of the organisation hiring the venue.

Question TwoIdentify the expected number of participants in the hui and describe how you made sure that the venue could accommodate the expected number.

Question Three Describe how you made sure that the cost of the hui venue was within the budget allocation of the hiring organisation.

14 National Diploma in Social Services (Level 6)

Question FourDescribe how you made sure that the needs and requirements of the hiring organisation were acceptable to the venue keepers.

Question FiveDescribe with an example how you came to an agreement with the venue keepers and the hiring organisation on the kawa or protocol for the hui. Describe the kawa or protocol.

15

Question Six Describe with an example how you made sure that the hiring organisation had the ability to adhere to the customs and practices required by the tangata whenua for the hui.

Question Seven Describe with an example how you made sure that the kawa or protocol was acceptable to the hiring organisation.

16 National Diploma in Social Services (Level 6)

Question EightDescribe and/or provide a copy of the programme of the hiring organisation.Include in your answer:How did you find out the goals, objectives, procedures and time schedules of the hiring organisation?Give an example of how at least one of these aspects affected your planning of the programme.

Question Nine Describe how you co-ordinated with all key people from the venue and the hiring organisation.

17

Question TenDesign a simple notice/pänui which introduces the hui and includes details of the proposed agenda kawa or protocol, date, time and proposed duration.

Question ElevenExplain how you circulated the notice/pānui of the hui to all the relevant participants.

18 National Diploma in Social Services (Level 6)

Question TwelveDescribe with two examples how you co-ordinated the welcome for the hui. Describe how you co-ordinated each aspect of mihi, pōwhiri, karakia, kai in the welcome.

Question ThirteenDescribe with two examples key people with whom you co-ordinated the hosting of the hui. Describe how you co-ordinated the kaikaranga, kai korero, waiata, ringawera which you used in the hosting process.

19

Question Fourteen Discuss at least three key Maori values of ärahi, aroha, āwhina, manaaki, tūmanako, whakapono and provide examples which show these values in practice during your facilitation of the hui.

Question Fifteen Describe any Act under statutory authority that you were working within in co-ordinating the hui. Range: (mayinclude but is not limited to) Adoption Act 1955, Children, Young Persons and Their Families Act 1989, FamilyProceedings Act 1980, Guardianship Act 1968, Mental Health (Compulsory Assessment and Treatment) Act 1992,Protection of Personal and Property Rights Act 1988.

20 National Diploma in Social Services (Level 6)

Question Sixteen Discuss a social service theory that is derived from authoritative sources, which may include but are not limited to: body of knowledge related to social service work; cultural theory; practice research that explains the principles of organising a meeting or hui.

21

1 In this assessment you are required to establish and maintain working relationships with whānau in social service work.

2 You are required to explain through previously agreeing with your assessor: - a plan to establish and maintain a working relationship with a whānau in your agency’s work. - implementation of the plan to establish and maintain a working relationship with a whānau in your

agency’s work. - evaluation of the plan to establish and maintain a working relationship with a whānau in your agency’s

work.

3 Documents or other evidence containing personal or sensitive information obtained from individuals or organisations can only be submitted with their approval and consent. You will need to obtain and submit consents for use of the materials for assessment and moderation purposes to your assessor.

4 ‘Observation’ may be done live, or by video or audio tape. The observation may be your assessor, or by your supervisor or by an agreed person(s) with professional expertise in this area. Observers other than the assessor will need to provide an attestation that all requirements have been met.

5 Once the candidate has collected all the necessary information defined on agreed on, you will need meet with your assessor to discuss in detail the information that you have gathered. All evidence presented must be clear.

SECTION TWO – Establish and maintain working relationships with whānau in social service work

Question One Describe the objectives for the each of the following when planning to engage with whānau:- your personal objectives.

- your organisation’s objectives.

- your professional objectives.

- the whānau’s possible objectives.

22 National Diploma in Social Services (Level 6)

Question TwoIdentify and describe the key people in the whānau and their relevance to the whānau’s kawa and tikanga; the social service worker’s role, and the service provider’s objectives.

Question Three Obtain informed consent from at least one whānau, according to your agency’s policies on confidentiality.

23

Question FourGive an example of how you identified the kawa and tikanga required for establishing and maintaining the working relationship with the whānau.

24 National Diploma in Social Services (Level 6)

Question Five Show how you implemented the plan to establish and maintain a working relationship with a whānau.

Then provide examples on how your implementation was according to each of the following:

− Kawa and tikanga

− Whānau consultation and agreement

25

Question Six Describe the resources that were available to your organisation and yourself so that you could implement the plan.

Question Seven Describe the consultation process you used to evaluate the plan with the whānau.

26 National Diploma in Social Services (Level 6)

Question Eight Explain with two examples how the outcomes of the plan met the objectives for the relationship with the whānau. Describe at least one method used to measure these outcomes.

1

2

27

Question Nine If any changes occurred with the plan, what consultation occurred with the whānau during these changes?

Question Ten Describe how you managed issues of confidentiality using the following instructions to complete your answer.

The scope and limits of confidentiality are defined through negotiation and informed consent, and criteria established by legislation, ethical practice, and service provider guidelines. In the context of this unit standard, sources of criteria established by legislation, ethical practice, and service provider guidelines include but are not limited to: Official Information Act 1982, Privacy Act 1993, service provider codes of conduct, codes of practice issued by the Privacy Commissioner, social service codes of ethics, and service provider guidelines, protocols, staff manuals, strategic plans, kawa, or tikanga.

28 National Diploma in Social Services (Level 6)

Question Eleven Discuss a social service theory that is derived from authoritative sources, which may include but are not limited to: body of knowledge related to social service work; cultural theory; practice research in relation to your practice of establishing and maintaining working relationships with whānau in social service work.

29

Article Co-ordinating huiMaintaining established whānau

relationships

One: Kawanatanga

Ex 1.

Ex 2.

Ex 1.

Ex 2.

Two:Tino rangatiratanga

Ex 1.

Ex 2.

Ex 1.

Ex 2.

Three:Oritetanga

Ex 1.

Ex 2.

Ex 1.

Ex 2.

Four:Freedom of religions and customary rights

Ex 1.

Ex 2.

Ex 1.

Ex 2.

It is expected that people who are awarded this unit standard are able to explain the application of Te Tiriti ò Waitangi in the social services, and are able to apply this competence to the context of assessment for these unit standards.

Provide two examples where your knowledge of the meaning and relevance of the articles of Te Tiriti o Waitangi in your social service practice guided you as you co-ordinate hui and established and maintained working relationships with whānau in your agency’s work.

SECTION THREE – Practical application of Te Tiriti o Waitangi in relation to co-ordinating hui and maintaining established whānau relationships

Marking Schedule – Understanding professional terminologyAssessment Task Judgement Comments

Glossary797319494special notes andoverall

• Thetableiscomplete.• Alldefinitionsprovidedare

accurate in social service context.

References • Allreferencesintheworkbookareincluded in the reference list.

• ReferencesareaccordingtoAPA.

CO-ORDINATE HUI ON AND OFF MARAE ESTABLISH AND MAINTAIN WORKING RELATIONSHIPS WITH WHĀNAU IN SOCIAL SERVICE WORK

Marking Schedule Workbook Seven – Working with Whānau 7973 19494

Competency decision Section One: Understanding professional terminology

Achieved More Evidence Required

Notification to trainee

Credit reporting form to be submitted to ITO

Comments:

Assessor signature: Date:

Comments:

Resubmission decision: Achieved More Evidence Required

Assessor signature: Date:

Marking Schedule Section One – Co-ordinate hui on and off marae for social service purposesAssessment Task Judgement Comments

Question One79731.1

• Thetraineedemonstratesthekaupapa for the hui and the organisational and professional requirements of the organisation hiring the venue.

Question Two

79731.2

• Identifiesexpectednumberofparticipants in the hui.

• Describeshowensuresthatthevenue could accommodate the expected number.

Question Three

79731.3 and 2.2

• Discusseshowmadesurethatthecost of the hui venue was within the budget allocation of the hiring organisation.

Question Four

79732.1

• Describeshowtheneedsandrequirements of the hiring organisation were acceptable to the venue keepers.

Question Five

79733.1

• Explainshowitwasensuredthatthere was agreement between the venue keepers and the hiring organisation on the kawa or protocol.

Competency decision Section One: Understanding professional terminology

Achieved More Evidence Required

Notification to trainee

Credit reporting form to be submitted to ITO

Comments:

Assessor signature: Date:

Comments:

Resubmission decision: Achieved More Evidence Required

Assessor signature: Date:

Marking Schedule Section One – Co-ordinate hui on and off marae for social service purposesAssessment Task Judgement Comments

Question Six79733.1

• Explainswithanexamplehowitwasensured that the hiring organisation had the ability to adhere to the customs and practices required by the tangata whenua for the hui.

Question Seven

79733.2

• Withanexample,showshowthekawaor protocol was acceptable to the hiring organisation.

Question Eight

79734.1

•Acopyoftheprogrammeofthehiringorganisation is provided.

•Explainsthediscoveryofthegoals,objectives, procedures and time schedules of the hiring organisation.

•Givesanexampleofhowatleastoneofthese aspects affected programme

planning.

Question Nine

79734.2

• Explainstheco-ordinationprocesswithallkey people from the venue and the hiring organisation.

Question Ten

79734.1-4.3

• Providesasimplenotice/pānuiwhichintroduces the hui and includes details of the proposed agenda, kawa or protocol, date, time and proposed duration .

Marking Schedule Section One – Co-ordinate hui on and off marae for social service purposesAssessment Task Judgement Comments

Question Eleven79734.4

• Describeshowthenotice/pānuiofthehui was circulated to all relevant parties.

Question Twelve

79735.1

• Describestheco-ordinationofeachaspect of mihi, pōwhiri, karakia, kai, used in the welcome.

• Twoexamplesgivenabouthowthewelcome was coordinated.

Question Thirteen

79735.2

• Describeswithtwoexamples,keypeoplewith whom trainee worked with in co-ordinating the hosting of the hui.

• Describestheco-ordinationofthekararanga, kai korero, waiata, ringawera used in the hosting process.

Question Fourteen

7973Special note 2

• AtleastthreekeyMāorivaluesfromtherange: ārahi, aroha, āwhina, manaaki, tümanako, whakapono are discussed.

• Examplesgivenwhichshowthesevaluesin practice during facilitation of the hui are discussed.

Marking Schedule Section One – Co-ordinate hui on and off marae for social service purposesAssessment Task Judgement Comments

Question Fifteen

7973

Special note 2

• Describesanyunderstatutoryauthoritybeing worked within in Co-ordinating the hui.

Range: (may include but is not limited to) Adoption Act 1955, Children, Young Persons and Their Families Act 1989, Family Proceedings Act 1980, Guardianship Act 1968, Mental Health (Compulsory Assessment and Treatment) Act 1992, Protection of Personal and Property Rights Act 1988.

Question Sixteen

7973

Special note 5

• Discussesasocialservicetheorythatisderived from authoritative sources, which may include but are not limited to: body of knowledge related to social service work; cultural theory; practice research that explains the principles of organising a meeting or hui.

Competency decision Section One: Co-ordinate hui on and off marae for social service purposes

Achieved More Evidence Required

Notification to trainee

Credit reporting form to be submitted to ITO

Comments:

Assessor signature: Date:

Comments:

Resubmission decision: Achieved More Evidence Required

Assessor signature: Date:

Marking Schedule Section Two – Establish and maintain working relationships with whānau in social serviceAssessment Task Judgement Comments

Question One194941.1

• Describestheobjectivesfortheeachofthefollowing when planning to engage with Whānau:− your personal objectives.− your organisation’s objectives.− your professional objectives.− the whānau possible objectives.

Question Two

19494

1.2

• Describesthekeypeopleinthewhānauand their relevance to the whine’s kawa and tikanga; the social service worker’s role, and the service provider’s objectives.

Question Three

19494

1.3

• EvidenceofInformedconsentfromatleast one whānau, giving attention to all communications that are treated confidentially, is provided.

Question Four

19494

1.4

•Providesanexampleofidentifyingthekawaand tikanga required for establishing and maintaining the working relationship with the whānau.

Question Five

19494

2.1 and 2.2

•Evidenceoftheplanbeingimplementedto establish and maintain a working relationship with a whānau.

•Examplesprovidedonhowimplementationwas done according to each of the following.

− kawa and tikanga. − whānau consultation and agreement.

Marking Schedule Section Two – Establish and maintain working relationships with whānau in social serviceAssessment Task Judgement Comments

Question Six194942.3

• Theresourcesthatwereavailabletothetraineesorganisation and trainee for implementing the plan are described.

Question Seven

19494

3.1

•Describestheconsultationprocessusedtoevaluate the plan with the whānau.

Question Eight

19494

3.2

•Describesatleastonemethodusedtomeasurethese outcomes.

•Givestwoexampleshowtheoutcomesoftheplan met the objectives for the relationship with the whānau.

Question Nine

19494

3.3

•Explainschangesthatoccurredwiththeplan. •Describeswhatconsultationoccurredwiththe

whānau during these changes.

Marking Schedule Section Two – Establish and maintain working relationships with whānau in social serviceAssessment Task Judgement Comments

Question Ten

19494

Special note 5

Describe how you managed issues of confidentiality using the following instructions to complete your answer.

The scope and limits of confidentiality are defined through negotiation and informed consent, and criteria established by legislation, ethical practice, and service provider guidelines. In the context of this unit standard, sources of criteria established by legislation, ethical practice, and service provider guidelines include but are not limited to: Official Information Act 1982, Privacy Act 1993, service provider codes of conduct, codes of practice issued by the Privacy Commissioner, social service codes of ethics, and service provider guidelines, protocols, staff manuals, strategic plans, kawa, or tikanga.

Question Eleven

19494

Special note 6

Discuss a social service theory that is derived from authoritative sources, which may include but are not limited to: body of knowledge related to social service work; cultural theory; practice research in relation to your practice of establishing and maintaining working relationships with whānau in social service work.

Competency decision Section Two: Establish and maintain working relationships with whānau in social service

Achieved More Evidence Required

Notification to trainee

Credit reporting form to be submitted to ITO

Comments:

Assessor signature: Date:

Comments:

Resubmission decision: Achieved More Evidence Required

Assessor signature: Date:

Marking Schedule Section Three – Practical application of Te Tiriti o WaitangiAssessment Task Judgement Comments

Question One7973 19494Special notes 1 andoverall

Each Article of Te Tiriti OWaitangi discussed, with twoexamples provided in regards toa) co-ordinating hui on and off marae.b) established and maintained working

relationships with whānau in social service work.

Competency decision Section Three: Practical application of Te Tiriti o WaitangiAchieved More Evidence Required

Notification to trainee

Credit reporting form to be submitted to ITO

Comments:

Assessor signature: Date:

Comments:

Resubmission decision: Achieved More Evidence Required

Assessor signature: Date:

IMPORTANT: ON WORKBOOK COMPLETION THIS PAGE IS TO BE SIGNED BY BOTH ASSESSOR AND

TRAINEE AND RETURNED TO CAREERFORCE

Assessment Task Assessed as CompetentAssessor Signature / CommentsAssessor Name:

Trainee Signature / CommentsTrainee Name: Date

Section 1

Section 2

Section 3