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Assist healing using traditional Māori concepts in an Iwi/Māori social
services setting
Level
7
Credits
12
Purpose
People credited with this unit standard are able to: establish a relationship
and environment for healing using traditional Māori concepts in an Iwi/Māori
social services setting; assist service users to identify their need and goals
for healing; assist service users towards healing; and effect closure.
Subfield
Social Services
Domain
Iwi/Māori Social Services
Status
Registered
Status date
25 February 2008
Date version published
25 February 2008
Planned review date
31 December 2012
Entry information
Open.
Accreditation
Evaluation of documentation and visit by NZQA, industry
and teaching professional in the same field from another
provider.
Standard setting body (SSB)
Community Support Services ITO Limited (Careerforce)
Accreditation and Moderation Action Plan (AMAP) reference
0222
This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Special notes
1
People awarded credit in this unit standard are able to implement Te Tiriti o Waitangi
in the social services according to the authority and resources available to them, and
are able to demonstrate application of this competence to the context of assessment
for this unit standard (for further clarification, please refer to Unit 7928, Implement Te
Tiriti o Waitangi in the social services).
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2
Assessment notes:
This unit standard may be assessed on the basis of evidence of demonstrated
performance in the workplace, or through the use of simulated workplace situations
that closely approximate the performance required in workplace settings. Workplace
settings may include field education placements. Evidence must be obtained from at
least two actual workplace situations, or from one actual workplace and one
simulated workplace situation. Competence needs to be demonstrated in two
service user situations.
People awarded credit in this unit standard demonstrate competence in working with
service users in an holistic manner according to models of practice within te ao
Māori. Service users are responded to in accordance with tikanga practices of te ao
Māori and within the Iwi/Māori social services environment in which assessment for
this unit standard is taking place.
People awarded credit in this unit standard show that their actions through all
elements are guided and supported by valid theory for social service practice.
Evidence is required of social service theory that is derived from authoritative
sources, which may include but are not limited to: body of knowledge related to
Iwi/Māori social service work; cultural theory; practice research.
Definitions of Māori words will be those relevant and in common usage in an
Iwi/Māori social services context.
Local iwi or hapū aims and objectives underpin the national standard basis of this
unit standard. The definitions of Māori words and concepts in the local dialect must
be verified by the local iwi and/or hapū.
The context of the unit standard is limited to local rohe or takiwā; where local rohe
are also occupied by a number of other iwi or hapū, the tangata whenua or mana
whenua view will take precedence. Other iwi or hapū views should be encouraged in
order to enrich and enhance understanding of key Māori concepts and practices.
Performance of the elements must reflect the roles taken by male and female
workers as applicable.
3
Glossary:
Characteristics and needs of service users may be physical, spiritual, or mental.
Characteristics and needs include age and stage of development, culture, disability,
gender, health status, language, sexual orientation, values, and needs for physical
comfort, safety, and privacy.
The term social service worker is used in this unit standard to refer to the person
seeking credit. Social service workers include but are not limited to: community
workers, counsellors, kaiāwhina, social workers, kaitautoko, youth workers, and
others who deliver social services; whether paid or unpaid.
4
All communications with service users are dealt with according to tikanga practices of
te ao Māori and the standards of the Iwi/Māori social services environment in which
assessment for this unit standard is taking place. Confidentiality issues are defined
through negotiation with service users and their informed consent, and criteria
established by service provider guidelines. Other relevant criteria may 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 staff manuals, strategic plans, kawa,
and tikanga.
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Elements and performance criteria
Element 1
Establish a relationship and environment for healing using traditional Māori concepts in an
Iwi/Māori social services setting.
Performance criteria
1.1
Māori concepts used to begin the relationship are appropriate to the service
users and their capacity to respond.
Range
Māori concepts include but are not limited to – mihi, karakia,
manaakitanga, te reo, tikanga, whanaungatanga.
1.2
The environment that is established for the relationship is supportive of the
characteristics and needs of the service users.
1.3
The essential elements for working as a rōpu are established.
Range
1.4
essential elements for working as a rōpu include but are not
limited to – membership of and commitment to the rōpu; kawa;
tikanga; leadership; methods and procedures for dealing with
conflict in the rōpu.
The service users are engaged in the relationship according to their
characteristics and needs, and in accordance with the role, function, and any
legal responsibilities of the social service worker and service provider.
Element 2
Assist service users to identify their needs and goals for healing.
Performance criteria
2.1
The process to be used to assist service users to identify their needs and goals
is established with the service users.
2.2
Information sought is relevant to identification of the characteristics and needs
of the service users, including needs and goals for healing.
2.3
Interpersonal skills are used which respond to verbal and non-verbal
communications and identify concerns, issues, or needs.
Range
interpersonal skills – attending, clarifying, encouraging, following,
listening, questioning, paraphrasing, reflection of feeling and
content, summarising.
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2.4
Skills for working with a rōpu are used to facilitate both the task and process of
the service users and identify their concerns, issues, or needs.
Range
2.5
Traditional Māori concepts for healing are used to assist identification of needs
and goals for healing.
Range
2.6
skills for working with a rōpu include but are not limited to –
maintenance of kawa and tikanga; leadership; conflict resolution;
negotiation.
traditional Māori concepts include but are not limited to – karakia,
manaakitanga, te reo, tikanga, mana tangata, mana wāhine,
raranga, whakapapa, whanaungatanga, whakairo.
Evidence is required of application of three concepts.
The service users are assisted to identify connections between their identified
needs and their social and cultural context.
Element 3
Assist service users towards healing.
Performance criteria
3.1
The service users are assisted towards healing through the application of
traditional Māori concepts.
Range
traditional Māori concepts include but are not limited to – karakia,
manaakitanga, te reo, tikanga, mana tangata, mana wāhine,
raranga, whakapapa, whanaungatanga, whakairo.
Evidence is required of application of three concepts.
3.2
Assistance is provided in accordance with the role, function, and any legal
responsibilities of the social service worker or service provider.
3.3
Assistance to the service users acknowledges mana tangata and discourages
dependency by them on the social service worker or service provider.
3.4
Each service user is assisted to identify progress towards healing.
Element 4
Effect closure.
Performance criteria
4.1
Closure of each session is effected according to the established kawa and
tikanga.
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4.2
Closure of the relationship is established in terms of agreed completion of
involvement of the social service worker in assisting the healing process.
4.3
The closure process identifies relevant issues arising from the healing process.
Range
4.4
Closure identifies relevant issues for future involvement of the social service
users with the social service worker or service provider.
Range
4.5
relevant issues include but are not limited to – identification of
achievements and new learning; transfer of learning to dealing
with other needs and goals; ongoing self-management plans.
relevant issues for future involvement include but are not limited to
– factors that may lead to resumption of contact; future roles,
functions, and services available from the social service worker or
service provider; means of re-establishing contact with social
service worker or service provider; other sources of referral.
Closure of the relationship is effected according to the established kawa and
tikanga.
Please note
Providers must be accredited by NZQA, or an inter-institutional body with delegated
authority for quality assurance, before they can report credits from assessment against
unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be accredited by NZQA before they can register
credits from assessment against unit standards.
Accredited providers and Industry Training Organisations assessing against unit standards
must engage with the moderation system that applies to those standards.
Accreditation requirements and an outline of the moderation system that applies to this
standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The
AMAP also includes useful information about special requirements for organisations
wishing to develop education and training programmes, such as minimum qualifications for
tutors and assessors, and special resource requirements.
Comments on this unit standard
Please contact Community Support Services ITO Limited (Careerforce)
info@careerforce.org.nz if you wish to suggest changes to the content of this unit
standard.
 New Zealand Qualifications Authority 2016