Whanau Ora : Report of the Taskforce on Whanau-Centred Initiatives

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4.6.2 While <strong>the</strong> efforts <strong>of</strong> helping agencies were acknowledged and appreciated, a frequent <strong>the</strong>me at hui was that <strong>the</strong> help had been directed at a crisis and had not provided whānau with skills, knowledge and encouragement to build <strong>the</strong>ir own capability so that future crises could be avoided. Typically, once <strong>the</strong> immediate crisis was resolved, help was withdrawn. We have already noted that current contractual arrangements for providers do not always allow for extended interventions that can focus on capability building ra<strong>the</strong>r than crisis resolution. But, especially where young people are involved, a developmental approach would seem sensible – recognising that <strong>the</strong> early years are critical for <strong>the</strong> inculcation <strong>of</strong> adaptive behaviours. The whānau we have worked with remain in our circles forever, knowing that o<strong>the</strong>rs care, and share in <strong>the</strong> mahi required to turn out positive tamariki who are able to contribute back to <strong>the</strong>ir whānau and communities forever! 4.6.3 By and large, Māori parents want <strong>the</strong> best for <strong>the</strong>ir children but, for one reason and ano<strong>the</strong>r, do not always have <strong>the</strong> resources to make those hopes come to fruition. The <strong>Taskforce</strong> learned that many families do not have active links with whānau and are <strong>the</strong>refore not able to call on whānau members for support or advice. Some hui participants saw whānau-centred initiatives as a vehicle for <strong>the</strong> active promotion <strong>of</strong> whānau connectedness so that <strong>the</strong>ir collective resources could be applied to parenting, grandparenting and future planning. Where families are disconnected from whānau, <strong>the</strong> beneficial effects are less likely to be realised. Several hui participants noted <strong>the</strong> sharp contrast between <strong>the</strong> type <strong>of</strong> whānau experience available to <strong>the</strong> children <strong>of</strong> earlier generations and <strong>the</strong> current trends where whānau are geographically separated and children have less opportunity to interact with a wider circle <strong>of</strong> relatives. 4.6.4 The importance <strong>of</strong> education to whānau outcomes, and dissatisfaction with current educational achievement for Māori children, was reiterated at several hui. A number <strong>of</strong> participants saw Whānau <strong>Ora</strong> as a catalyst for <strong>the</strong> development <strong>of</strong> better relationships between whānau and schools so that standards could be raised and young people could gain better prospects for employment and citizenship. While whānau were widely regarded as <strong>the</strong> ‘first teachers’ <strong>the</strong>re was clear recognition <strong>of</strong> <strong>the</strong> role that schools could play in advancing whānau opportunities. However, <strong>the</strong> fact that so many Māori boys, in particular, left school without a meaningful qualification was seen as an indictment on society in general and a burden for future generations. But it was also seen as a challenge to whānau to make <strong>the</strong>ir own expectations <strong>of</strong> <strong>the</strong> education system more explicit and to consider <strong>the</strong>ir own roles in education and in <strong>the</strong> transmission <strong>of</strong> knowledge and values. 4.6.5 Because <strong>the</strong>y have intergenerational reach, whānau can act as conduits between <strong>the</strong> past and <strong>the</strong> future. The <strong>Taskforce</strong> is swayed by hui participants’ views that Whānau <strong>Ora</strong> has <strong>the</strong> potential to provide a sound platform for future generations, not only through <strong>the</strong> endeavours <strong>of</strong> whānau <strong>the</strong>mselves but also through <strong>the</strong> types <strong>of</strong> relationships that whānau can construct with key societal institutions such as schools. In building those relationships <strong>the</strong>re is room for active advocacy by and on behalf <strong>of</strong> whānau, and for greater accountabilities to whānau. 36
5 Case Studies 5.1 Methodology 5.1.1 Te Puni Kōkiri led case study research to provide evidence <strong>of</strong> what whānau-centred policy and service delivery could, or would, look like. The case study research comprised three components: • scope and review <strong>of</strong> existing case study research work undertaken by Te Puni Kōkiri • development <strong>of</strong> four case studies <strong>of</strong> services that currently operate in a whānau-centred way • analysis <strong>of</strong> <strong>the</strong> case studies and o<strong>the</strong>r relevant research. 5.1.2 Four service providers were identified for <strong>the</strong> case studies. These providers have a whānau-centred philosophy and approach and were selected on <strong>the</strong> basis that <strong>the</strong>y: • work across a number <strong>of</strong> sectors • actively engage with whānau • have complex funding arrangements to deliver <strong>the</strong>ir services. 5.1.3 Based on <strong>the</strong>se criteria, <strong>the</strong> four case study providers selected were: • Rata Te Awhina Trust (Hokitika) – <strong>the</strong> only Māori provider based on <strong>the</strong> West Coast <strong>of</strong> <strong>the</strong> South Island; provides services in a range <strong>of</strong> sectors, including social services and health. • Te Rūnanga o Kirikiriroa (Hamilton) – a long-established urban provider <strong>of</strong> a wide range <strong>of</strong> services, with a strong reputation for effectively engaging whānau. • Te Taiwhenua o Kahungunu (Hastings) – a hapū-based provider with a wide range <strong>of</strong> services; involved in developing innovative funding arrangements to support whānau-centred delivery models. • Te Whānau o Waipareira Trust (Auckland) – a leading urban provider delivering across multiple sectors; uses innovative delivery models within a whānau context. 5.1.4 Interviews with providers, whānau and iwi organisations were undertaken using ei<strong>the</strong>r a one-on-one or focus group approach. The description that follows reflects <strong>the</strong> language used by <strong>the</strong>se groups. 5.1.5 Provider staff and management were invited to discuss <strong>the</strong>ir local context and environment, <strong>the</strong> nature <strong>of</strong> <strong>the</strong>ir engagement with whānau, <strong>the</strong> design and delivery <strong>of</strong> <strong>the</strong>ir services, involvement and collaboration with government agencies, and funding and contracting processes. 37
Page 1: Whānau Ora: <stro
Page 4 and 5: Contents Waiata ...................
Page 6 and 7: Waiata Whānau ora karanga Karanga
Page 8 and 9: Executive Summary Scope The <strong
Page 10 and 11: 4. Whānau-Centred Services Whānau
Page 12 and 13: 1. Background 1.1 Establishment <st
Page 14 and 15: 2. The Whānau Context 2.1 Defining
Page 16 and 17: three decades the
Page 18 and 19: Whānau Inclusion Within Society 2.
Page 20 and 21: Whānau Enterprise 2.3.13 Whānau e
Page 22 and 23: of the</st
Page 24 and 25: …it should not be a structure tha
Page 26 and 27: Establishing working relationships
Page 28 and 29: This scenario demonstrates how Whā
Page 30 and 31: 4 Whānau-Centred Initiatives - Per
Page 32 and 33: unemployment benefits, the<
Page 34 and 35: Not just about crisis and intervent
Page 36 and 37: 4.4.5 While some providers doubted
Page 40 and 41: 5.1.6 Whānau members who had parti
Page 42 and 43: Moving to more strongly whānau/fam
Page 44 and 45: 6 Whānau-Centred Initiatives: The
Page 46 and 47: Ideally whānau members will choose
Page 48 and 49: When we look deep into our own cult
Page 50 and 51: Whānau Goals: Recommendations 6.2.
Page 52 and 53: We need to be passionate, visionary
Page 54 and 55: Relational Management 6.4.5 Key to
Page 56 and 57: 6.4.16 We acknowledge the</
Page 58 and 59: 7.2.3 A challenge for whānau-centr
Page 60 and 61: outcomes, such as the</stro
Page 62 and 63: of the</st
Page 64 and 65: oles in identifying providers who m
Page 66 and 67: 8 Implementation 8.1 Considerations
Page 68 and 69: • developing results-based indica
Page 70 and 71: 9 Appendices Appendix A: Ta
Page 72 and 73: Appendix B: Engagement Hui Location
Page 76: Printed in New Zealand by Blue Star

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