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TAMARIKI ORA - WELL CHILD
SERVICES
Demonstrate awareness of own culture and life experience and their impact on whānau and families
4
8
November 2005
Social Services
This unit standard is designed for people who are providing well child care services for children under 5 years of age within the context of whānau or family, under the Well Child
Framework, and within the requirements of the Well Child -
Tamariki Ora national schedule.
People credited with this unit standard are able to: describe the Well Child worker's culture and life experience, and describe the impact of the Well Child worker's culture and life experience on their practice in Tamariki Ora - Well Child services. entry information: accreditation option: moderation option:
Open.
Evaluation of documentation and visit by NZQA and industry.
A centrally established and directed national moderation system has been set up by Community Support Services ITO
Limited (Careerforce). special notes: 1 People awarded credit in this unit standard are able to outline the meaning of the articles of Te Tiriti o Waitangi and the relevance of Te Tiriti o Waitangi to social service work, and are able to apply this competence to the context of assessment for this unit standard (for further clarification, please refer to Unit 19408, Outline the meaning and relevance of Te Tiriti o Waitangi in social service work ).
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Demonstrate awareness of own culture and life experience and their impact on whānau and families
2 It is expected that candidates seeking credit for this unit standard will demonstrate competence and be assessed through a combination of theoretical learning and practical experience as a Well Child worker in
Tamariki Ora - Well Child services. This may include classroom activities, and will include work-based settings and practical experience.
3 Family - examples may include a nuclear or extended
Pākehā family; a Pacific family; a family from another culture (eg refugees and other migrants); a family from a particular community (eg gender-based, gay or lesbian, or deaf communities); a family made up of people such as a support group.
Pacific family refers to families from the main Pacific nations represented in Aotearoa New Zealand; namely
- Samoa, Tonga, Cook Islands, Niue, Tokelau, Fiji,
Tuvalu, Solomon Islands, Kiribati.
Whānau - Traditionally, wh ānau members are related through whakapapa, birth, or intermarriage. Whānau may comprise members who are related through bloodlines and inter-marriage, and may also include family friends, acquaintances, and any other individuals who are accepted by, and deemed a member by a particular whānau. For further definitions of the meaning of whānau, see: Ministry of Health. 1998.
Whāia Te Whanaungatanga: Oranga Whānau: The
Wellbeing of Whānau: The public health issues
.
Wellington: Ministry of Health. This publication is available from the Ministry of Health web site: http://www.moh.govt.nz/
Well Child worker is used as a term to denote the candidate seeking award of credit in this unit standard.
Other terms that may be used in Tamariki Ora - Well
Child services include Community Health Worker;
Community Well Child Health Worker; Kai āwhina;
Kaitiaki; Plunket Community Karitane; and Plunket
Kaiāwhina
.
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TAMARIKI ORA - WELL CHILD
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Demonstrate awareness of own culture and life experience and their impact on whānau and families
4 Legislation and codes related to this unit standard include but are not limited to: Human Rights Act 1993,
Privacy Act 1993, Code of Health and Disability
Consumers’ Rights, Health Information Privacy Code
1994.
5 Resources a Ministry of Health. March 2002. The Well Child framework . Wellington: Ministry of Health. b Ministry of Health. November 2002. Well Child -
Tamariki Ora national schedule handbook .
Wellington: Ministry of Health. c Ministry of Health. 2002. Well Child - Tamariki
Ora national schedule. Wellington: Ministry of
Health.
All of these Ministry of Health publications are available on the Ministry of Health web site: http://www.moh.govt.nz/
Elements and Performance Criteria element 1
Describe the Well Child worker's culture and life experience. performance criteria
1.1 The description outlines the history of the Well Child worker's family or whānau of origin.
Range: family or whānau of origin is defined by genealogy or whakapapa and may include but is not limited to - birth, adoption, whāngai.
Evidence is required of an outline of the history of the Well Child worker's family or whānau back to grandparents.
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Demonstrate awareness of own culture and life experience and their impact on whānau and families
1.2 The description outlines formative influences in the Well Child worker's culture and life experience.
Range: formative influences are lifelong, and may include but are not limited to - age; significant cultural values; economic, political, ideological, kinship, and religious structures; disabilities; gender; sexual orientation; socio-economic status; spirituality; family or wh ānau relationships; social relationships; loss; educational, recreational, and work experiences; physical and mental development; historical origins; migration and settlement patterns; reasons for migration to and within Aotearoa New Zealand.
Evidence is required in relation to eight formative influences, four of which derive from culture. element 2
Describe the impact of the Well Child worker's culture and life experience on their practice in Tamariki Ora - Well Child services. performance criteria
2.1 The impact of formative influences on the Well Child worker are described.
Range: impact - beliefs, values, and world view; personal boundaries; philosophy of work in Tamariki Ora - Well Child services; self confidence; self esteem; spirituality; philosophy of work includes but is not limited to - vision; goals; reasons for choosing to work in Tamariki Ora - Well Child services.
2.2 The possible impact of the culture and life experience of the Well Child worker on whānau and families are described.
Range: evidence is required of two possible positive impacts and two possible negative impacts.
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Demonstrate awareness of own culture and life experience and their impact on whānau and families
2.3 The possible feelings and responses of whānau and families to the Well Child worker and service provider are described.
Range: feelings and responses - positive feelings, positive responses, negative feelings, negative responses.
Evidence is required of one of each.
2.4 Actual or potential benefits and risks to whānau and families arising from formative influences on the Well Child worker are described.
2.5 Methods that can be used by the Well Child worker to enhance their working relationships with whānau and families are described.
Range: methods include but are not limited to - Well Child worker performance review, mentoring, networking, peer supervision, preceptorship, professional supervision, reference group, self care strategies, time management.
Evidence is required in relation to two methods.
Comments on this unit standard
Please contact the Community Support Services ITO Limited (Careerforce) info@careerforce.org.nz if you wish to suggest changes to the content of this unit standard.
Please Note
Providers must be accredited by the Qualifications Authority or a delegated interinstitutional body before they can register credits from assessment against unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be accredited by the Qualifications Authority 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.
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Demonstrate awareness of own culture and life experience and their impact on whānau and families
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 providers wishing to develop education and training programmes, such as minimum qualifications for tutors and assessors, and special resource requirements.
This unit standard is covered by AMAP 0222 which can be accessed at http://www.nzqa.govt.nz/site/framework/search.html.
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New Zealand Qualifications Authority 2020