19402 version 2
Page 1 of 6
Demonstrate an integrated practice theory for working in Iwi/Māori
social services
Level
7
Credits
24
Purpose
People credited with this unit standard are able to: reflect on the theory,
philosophical perspectives, and skills for Iwi/Māori social services and how
these are incorporated into the candidate’s work; reflect on and analyse the
integration of theory, philosophical perspectives, and skills into a personal
practice theory for Iwi/Māori social services; and explain the application of
professional practice and ethical principles to Iwi/Māori social service work
within an agency context.
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.
Replacement information
This unit standard, unit standard 19399, unit standard
19400, unit standard 19415, and unit standard 19416
replaced unit standard 7921.
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.
 New Zealand Qualifications Authority 2016
19402 version 2
Page 2 of 6
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 standard 7928,
Implement Te Tiriti o Waitangi in the social services).
2
Assessment notes:
This unit standard is based upon the theoretical framework and practice skills for
Iwi/Māori social service practice as defined in: Te Kaiāwhina Ahumahi. 2006.
Guidelines for providers of education and training in the social services within the
National Qualifications Framework. Wellington: Te Kaiāwhina Ahumahi.
Assessment for this unit standard will occur within the context of a qualification in
Iwi/Māori social services. Assessment should be undertaken after the candidate has
achieved credit for the majority of the other unit standards in the qualification that
cover the underpinning knowledge and skills required for this unit standard.
It is anticipated that people seeking credit for this unit standard will demonstrate
competence and be assessed in the course of field education, whether in work-based
situations, or in fieldwork placements.
Evidence is required in relation to two relationships with whānau, hapū, or iwi where
a range of competencies is demonstrated. It is expected that evidence will also be
gathered across a range of competencies with other Iwi/Māori social service practice
situations with whānau, hapū, or iwi.
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.
4
Glossary:
Agency is the work setting of the candidate.
Fieldwork, fieldwork placement, and field education are defined in: Te Kaiāwhina
Ahumahi. 2006. Guidelines for providers of education and training in the social
services within the National Qualifications Framework. Wellington: Te Kaiāwhina
Ahumahi. These guidelines are available online at:
http://www.tkaito.co.nz/AccreditedTrainingProviders/tabid/334/Default.aspx.
Iwi/Māori social service practice situations include but are not limited to the range of
practice situations encountered within field education for any qualifications for which
this unit standard is a compulsory requirement.
Skills includes the skills defined in unit standards that are compulsory requirements
for any qualifications where this unit standard is a compulsory component.
Sources of criteria established by ethical practice, legislation, and agency guidelines
may include but are not limited to: Official Information Act 1982; Privacy Act 1993;
codes of practice issued by the Privacy Commissioner; Iwi/Māori social service codes
of ethics; code of ethics from an allied social service professional association;
governing legislation; agency kawa and tikanga, code of conduct, code of practice,
guidelines, protocols, staff manuals, strategic plans.
 New Zealand Qualifications Authority 2016
19402 version 2
Page 3 of 6
Elements and performance criteria
Element 1
Reflect on the theory, philosophical perspectives, and skills for Iwi/Māori social services
and how these are incorporated into the candidate’s work.
Range
evidence is required in relation to two Iwi/Māori social service situations with
whānau, hapū, or iwi.
Performance criteria
1.1
Significant features of the work situation of the candidate are explained.
Range
1.2
Significant features of the candidate’s work are identified and analysed, and the
work undertaken by the candidate is explained.
Range
1.3
work situation of the candidate – the agency’s kaupapa; the
whānau, hapū, and iwi using the service; the kind of issues
whānau, hapū, and iwi bring to the service; the candidate’s role
and function.
Evidence is required for the candidate’s role and function and
three other significant features.
the work undertaken by the candidate – outline of the known facts
and chronology of the situation; description of the individuals,
whānau, hapū, and iwi involved; outline of the community context;
agencies; role and function of te kaimahi; macro, meso, and micro
issues in the situation; establishment of the working relationship
with the individuals, whānau, hapū, and iwi involved; planning;
Iwi/Māori social service and Iwi/Māori development strategies;
closure; overall evaluative analysis; impact of supervision on the
candidate’s work; research and how it was used to inform the
candidate’s work; ethical principles and their impact on the
candidate’s work.
The theory base for Iwi/Māori social services that was used to explain and guide
the candidate’s work is explained.
Range
theory base for Iwi/Māori social services – Te Tiriti o Waitangi,
karakia, manaakitanga, te Reo, tikanga, mana tangata, mana
wāhine, raranga, whakapapa, whanaungatanga, whakairo.
Evidence is required of one statement of theoretical explanation or
guidance from Te Tiriti o Waitangi and two others of the range, in
relation to each of the two Iwi/Māori social service situations
presented.
 New Zealand Qualifications Authority 2016
19402 version 2
Page 4 of 6
1.4
The theoretical and philosophical perspectives that underpin the theory base for
Iwi/Māori social services that explained and guided the candidate’s work are
explained.
Range
1.5
theoretical and philosophical perspectives – Iwi/Māori ethics for
social services; Iwi/Māori values; Iwi/Māori world views; theoretical
perspectives on human development; theoretical views on the
source of problems and how problems can be solved; beliefs
about the healing process.
Evidence is required of two Iwi/Māori ethics, two Iwi/Māori values,
a statement of the candidate’s world view related to Iwi/Māori
social service work, and the rest of the range for the theory base
that explained and guided the candidate’s work in each of the two
Iwi/Māori social service situations.
The skills incorporated into the theories that supported and guided the
candidate's work are identified, and their application is explained.
Range
evidence is required of three skills and their application by the
candidate in both Iwi/Māori social service situations.
Element 2
Reflect on and analyse the integration of theory, philosophical perspectives, and skills into
a personal practice theory for Iwi/Māori social services.
Range
evidence is required in relation to two Iwi/Māori social service situations with
whānau, hapū, or iwi.
Performance criteria
2.1
The impact of working in the agency on the development of the professional
identity of the candidate as an Iwi/Māori social service worker is explained.
2.2
The impact of the candidate's professional identity on their role within the
agency is explained.
2.3
Reflection on and analysis of the theory base, philosophical perspectives, and
skills in the situation demonstrates an integrated personal practice theory for
Iwi/Māori social service work.
2.4
The integrated personal practice theory is conscious, coherent, consistent with
the candidate’s world view, and consistent with criteria established by ethical
practice, legislation, and agency guidelines.
2.5
The developmental needs of the candidate are identified and explained.
Range
developmental needs – personal, professional.
 New Zealand Qualifications Authority 2016
19402 version 2
Page 5 of 6
Element 3
Explain the application of professional practice and ethical principles to Iwi/Māori social
service work within an agency context.
Range
evidence is required in relation to the candidate’s overall work within the
agency.
Performance criteria
3.1
The candidate’s ethical positions in terms of a professional code of ethics for
Iwi/Māori social service work and the agency’s code of ethics or conduct is
explained.
Range
3.2
professional code of ethics for Iwi/Māori social service work –
evidence is required in relation to one professional code of ethics
within Iwi/Māori social services, or a code of ethics from an allied
professional association.
The rationale for the candidate’s ethical positions where there are differences
between a professional code of ethics for Iwi/Māori social service work and the
agency’s expectations is explained.
Range
agency’s expectations may include – the agency’s code of ethics
or conduct, expectations and requirements of governance and
management of the agency;
differences may include but are not limited to – confidentiality
within the agency and within a team; confidentiality and mandatory
reporting; management requirements and the candidate’s
management of whānau, hapū, or iwi records; management
expectations and the candidate’s needs regarding workload;
management expectations and the candidate’s needs in relation to
professional supervision.
Evidence is required in relation to two differences.
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.
 New Zealand Qualifications Authority 2016
19402 version 2
Page 6 of 6
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