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Engage with whānau hui and family meetings in whānau/family and
foster care
Level
6
Credits
6
Purpose
People credited with this unit standard are able to: contribute to planning and
co-ordination of the whānau hui or family meeting; engage in discussions
with the whānau or family; and contribute to the closure of the whānau hui or
family meeting.
Subfield
Social Services
Domain
Whānau/Family and Foster Care
Status
Registered
Status date
26 January 2005
Date version published
21 September 2007
Planned review date
31 December 2009
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 through classroom activities and work-based
settings. The candidate must demonstrate competence through the elements as a
carer in whānau/family and/or foster care. Candidates are expected to demonstrate
competence in a real situation with either a whānau hui or a family meeting. They
are also expected to demonstrate competence in at least one other situation which
may be real or simulated. The second situation will be a whānau hui if they have
provided evidence in relation to a real family meeting, or a family meeting if their real
situation was a whānau hui.
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 social
service work; cultural theory; practice research.
3
Glossary
Approved agency means an agency that has been approved under section 396,
Children, Young Persons, and Their Families Act 1989.
Carer means a person who is a custodial carer providing care for a child or young
person from their own whānau or family, and/or a person who is providing foster care
for a child or young person placed with them by an agency approved under section
396, Children, Young Persons, and Their Families Act 1989. In the context of this
unit standard, carers do not include adoptive parents or birth parents.
Characteristics and needs may include but are not limited to: age and stage of
development, coping strategies, culture, disabilities, experience and knowledge,
whānau or family history, gender, health status, personal history, language, sexual
orientation, socio-economic situation; and needs for physical comfort, safety, and
privacy.
Culture includes but is not limited to: cultures based upon age, class, disability,
ethnicity, gender, sexual orientation; cultures within Māori, Pākehā, Pacific nations,
and Asian groupings; identification with a culture through birth, adoption, or
genealogy or whakapapa.
Inclusive language means language that is free of sexist, racist or other biases,
avoids stereotypes, recognises performance and achievement irrespective of age,
class, ethnicity, gender, sexual orientation, or other characteristics when they are
irrelevant, and avoids potentially offensive or discriminatory forms of expression.
Whānau/family and foster care includes kinship care, whānau care, foster care, and
respite care.
4
All communications are treated confidentially. 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: the 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.
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Legislation related to whānau/family and foster care may include but is not limited to:
Care of Children Act 2004, Children, Young Persons, and Their Families Act 1989,
Crimes Act 1961, Domestic Violence Act 1995, Family Proceedings Act 1980, Human
Rights Act 1993, Privacy Act 1993. In addition, some family meetings or whānau hui
are facilitated under statutory authority. People credited with this unit standard know
the pertinent aspects of this legislation as relevant to the assessment context. In the
context of this unit standard, additional relevant legislation may include but is not
limited to: Adoption Act 1955, Mental Health (Compulsory Assessment and
Treatment) Act 1992.
Elements and performance criteria
Element 1
Contribute to planning and co-ordination of the whānau hui or family meeting.
Performance criteria
1.1
Contributions to co-ordination and planning address the characteristics and
needs of all members of the whānau or family.
1.2
The facilitator for the hui or meeting and their role(s) are identified according to
discussion with the facilitator or the requirements and guidelines of an approved
agency.
1.3
The venue, proposed agenda, protocol, time, date, and proposed duration for
the hui or meeting are confirmed with the facilitator.
1.4
The cultural forms of welcome and hui process to be followed and the carer's
responsibility for or contributions to any aspects of the welcome are identified.
Range
1.5
Factors that govern the hui or meeting, or prescribe any requirements for task or
process are complied with in the carer's contributions to co-ordination and
planning.
Range
1.6
aspects of the welcome may include but are not limited to – kai,
karakia, karanga, mihi, powhiri.
factors may include but are not limited to – guidelines of an
approved agency, any statutory provisions.
Any hui or meeting preparations required of the carer are completed in time for
the hui or meeting.
Range
hui or meeting preparations include but are not limited to gathering
related documentation and records, which may include but are not
limited to – carer records, health records, school records.
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Element 2
Engage in discussions with the whānau or family.
Performance criteria
2.1
Engagement in discussions with the whānau or family focuses on assisting the
process of the hui or meeting, maintaining progress towards achieving agreed
objectives, and development of any required plan.
2.2
Engagement in discussions with the whānau or family is appropriate to their
characteristics and needs.
2.3
Engagement in discussions with the whānau or family is in accordance with any
statutory requirements on the facilitator, participants, or the objectives of the
meeting or hui.
2.4
Engagement in discussions with the whānau or family focuses on assisting the
hui or meeting to work towards consensus agreement on plans to achieve
objectives.
Element 3
Contribute to the closure of the whānau hui or family meeting.
Performance criteria
3.1
Contributions to closure assist participants in the hui or meeting to work towards
consensus agreement on outcomes of the hui or meeting.
3.2
Contributions to closure of the hui or meeting are in accordance with the cultural
forms of closure negotiated with the whānau or family.
Range
3.3
closure may include but is not limited to – karakia, poroporoaki.
Behaviour and responses throughout the hui or meeting are in accordance with
relevant criteria.
Range
relevant criteria – code of conduct of one approved agency; carer
role and boundaries; demonstrated commitment to work within the
principles of the Children, Young Persons, and Their Families Act
1989; inclusive language; kawa or protocol for the hui or meeting;
record keeping; acknowledgement of and respect for difference;
acceptance; awareness of own culture; genuineness; honesty;
humility; patience; self awareness; warmth.
Evidence is required of five.
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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