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

Integrated Delivery Systems
6.3.3 Whānau <strong>Ora</strong> services will be characterised by integrated and coherent
delivery. Ra<strong>the</strong>r than a variety <strong>of</strong> providers being involved with a single
whānau, with each provider bringing <strong>the</strong> perspective <strong>of</strong> a particular sector,
<strong>the</strong> goal is to <strong>of</strong>fer a simplified service coordinated by a sole whānau
contact person. If a specialist service is needed to complement <strong>the</strong> generic
approach, <strong>the</strong> contact person should be able to draw on <strong>the</strong> skills <strong>of</strong> o<strong>the</strong>r
practitioners in <strong>the</strong> same agency. Alternatively, <strong>the</strong> contact person might act
as a broker on behalf <strong>of</strong> <strong>the</strong> whānau ensuring that <strong>the</strong> necessary assistance
is made available from an appropriate provider with <strong>the</strong> minimum <strong>of</strong> red tape
and reducing <strong>the</strong> likelihood <strong>of</strong> whānau becoming ‘lost’ between providers.
Service brokering ensures <strong>the</strong> prime responsibility stays with <strong>the</strong> designated
contact person. For example, should a whānau wish to re-establish links with
a block <strong>of</strong> whānau land but lacks <strong>the</strong> knowledge to do so, <strong>the</strong> contact person
might arrange for consultation with <strong>the</strong> Māori Land Court and, if necessary,
accompany whānau members to a subsequent shareholders’ meeting.
6.3.4 Integrated delivery recognises that sectoral approaches to whānau <strong>of</strong>ten
fail to gain an understanding <strong>of</strong> wider whānau dynamics and, as a result,
are not able to address fundamental concerns. In addition, because sectoral
approaches are inevitably problem-oriented <strong>the</strong>re is less room to introduce
a developmental approach that builds on existing strengths and fosters
self-management.
Multiple Gains
6.3.5 Although Whānau <strong>Ora</strong> practitioners will have a primary focus on <strong>the</strong>
whānau, and in that respect, are whānau-centred, <strong>the</strong>re is an expectation
that <strong>the</strong> particular needs <strong>of</strong> individuals will also be addressed. For <strong>the</strong> most
part, approaches by whānau for assistance will arise because an individual
needs help and has ei<strong>the</strong>r identified <strong>the</strong> problem alone or <strong>the</strong> problem
has been articulated by whānau. Dual assessments will be required: an
estimation <strong>of</strong> <strong>the</strong> status <strong>of</strong> <strong>the</strong> individual and an evaluation <strong>of</strong> <strong>the</strong> wider
whānau circumstances. Where <strong>the</strong> problem is largely confined to an
individual, <strong>the</strong> whānau component might be relatively small. But where an
individual’s situation is more obviously a function <strong>of</strong> whānau, <strong>the</strong>n <strong>the</strong> major
focus will be on <strong>the</strong> group – household, family or <strong>the</strong> wider whānau.
6.3.6 Whānau practitioners will need to be skilled in whānau, individual and
community assessments. If, for instance, an identified problem is linked
to truancy from school, at least three types <strong>of</strong> interventions will need to be
considered: Does <strong>the</strong> student have a hearing problem that makes it difficult
to concentrate in <strong>the</strong> classroom Does <strong>the</strong> whānau value education to <strong>the</strong>
point that truancy is unacceptable from <strong>the</strong> whānau point <strong>of</strong> view
Does <strong>the</strong> school create an enthusiastic learning environment that is
relevant and interesting to Māori students More <strong>of</strong>ten than not, all three
explanations will have a degree <strong>of</strong> relevance and <strong>the</strong> task for <strong>the</strong> practitioner
will be to decide where to place <strong>the</strong> main emphasis. In this particular
example, <strong>the</strong> primary focus will be on <strong>the</strong> whānau but <strong>the</strong> two o<strong>the</strong>r
options can be explored in parallel.
[Whānau require] someone
with a multiplicity <strong>of</strong> skills,
not a multitude <strong>of</strong> people.
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