Takarangi Competency Framework

Transcription

1 Ngā Pūkenga Ahurea Takarangi Competency Framework

2 WHAKATAUKĪ Ta hia te ara kia kitea ai te huarahi Ahu atu te mata ki te Ao Marama kei kona nga _ uri whakatupu kahore ano i wha _ nau mai e tatari mai ana ki a koe Clear away the obstacles so that the pathway forward may be seen. Turn your face to the world of light, for there the unborn generations are waiting for you. Published August MVM 50854

3 Contents 4 Takarangi 5 Takarangi: A fusion of old & new 6 The Takarangi Competency Framework 7 Karakia 8 Po whiri 9 Mihimihi 10 Te Reo 11 Whakawhanaunga 12 Manaaki 13 Tautoko 14 Aroha 15 Tuku Atu Tuku Mai 16 Whakangahau 17 Aro Matawai 18 Ahu Whenua 19 Nga kau Ma haki 20 Ta tai 21 Assessment Pathway 3

4 Takarangi Takarangi is an intersecting spiral pattern used in carving. It uses spaces to separate solid spirals; it is the space that allows us to see the spirals. Takarangi Competency For some, the Framework open spiral represents the entry of light knowledge into the world depicts the linkage Takarangi of man with the wairua. wairua. For others, For others, the spirals spirals represent represent past past knowledge experience linking linking through through time Takarangi is the time intersecting space space with spiral the with pattern present. the used present. in On carving. the On prow The the takarangi prow of waka of spiral waka they is a provide they blend provide of added spaces added separating stability stability solid spirals. balance balance allowing allowing wind For some, the wind open wave spiral wave to represents pass to through. pass the entry through. of light knowledge into the world depicts the linkage of man with wairua through a continuous spiral. For others, the spirals represent past knowledge experience linking with present time space. The takarangi In framework the context brings of old this concepts competency values framework into the present. the The Takarangi fusion of represents Ma ori values the practices fusion of with cultural clinical approaches clinical confirms a dually capable workforce. elements in practice. It is a reminder that when working with Ma ori, practice that is often considered clinical, needs to sit in a context that is Ma ori. The framework The framework contains 14 competencies. Each competency is organised into 4 levels: whakaatu, mo hio, ma tau ma rama. Each level is further arranged into 3 discrete stages: (PT), Papa tuarua (PR) (T). This provides 12 specific graduated descriptors for each competency against which kaimahi can develop assess their practice. 4 Takarangi Competency Framework

5 Referral Takarangi Withdrawal Withdrawal The A fusion of of old old new new Assessment Risk Risk Whakawhanaunga Whakawhanaunga Counselling tai Ta Ta tai Ahu Whenua Ahu Whenua Empathy Empathy Assessment Assessment whiri Po Coexisting Aro Matawai Aro Matawai Manaaki Engagement Engagement Medication Medication Karakia Whakangahau Treatment Treatment Planning Tuku Atu Tuku Mai Tuku Atu Tuku Mai Prevention Relapse Whakangahau CBT Te Reo Tautoko Te Reo Aroha Aroha Screening Follow Follow up Nga kau Ma haki Nga kau Ma haki Discharge Discharge planning Mihimihi Mihimihi Motivation Motivation Evaluation Evaluation 5

6 The Takarangi Competency Framework The framework contains 14 competencies. Each competency is organised into four (4) levels: Whakaatu, Mo hio, Ma tau, Ma rama. Each level is further arranged into three (3) discrete stages: (PT), (PR), (T). This provides 12 graduated descriptors for each competency against which kaimahi can develop assess their practice. Descriptors for Nga Pūkenga Ahurea (the 14 competencies) have been especially interpreted for the Takarangi framework can be found in the Appendix section of this document.

7 KARAKIA Acknowledges the significance of Karakia in the care support of tangata whaiora Acknowledges different religions spiritualities. Understs the unique perspectives this may contribute to the care support of wairua for tangata whaiora whanau. Acknowledges the different creation theories is able to identify the conceptual contribution these theories make to the care support of tangata whaiora whanau. Takes a lead role in supporting assisting fellow kaimahi to develop their knowledge understing of Karakia in the care support of tangata whaiora whanau. Understs the role function of Karakia in the protection transition of spirit during care support of tangata whaiora whanau. Acknowledges the different types forms of Karakia that are used for different purposes. Including but not limited to; Whakatau, Whakawatea Whakangawari, Serenity Prayer Whakamurua Mihi whakamutunga. Is able to recite seven (7) Karakia competently use these Karakia in the appropriate setting. This is demonstrated through the clinical record care plans of tangata whaiora Takes a role in performing Karakia on behalf of the service in formal settings. Actively promotes the use of Karakia within the service. Acknowledges the different religions appreciates their uniqueness in regards to Karakia. Is able to recite two (2) Karakia, One for the commencement of hui, One for the closing of the hui. Is able to recite five (5) Karakia competently use these Karakia in the appropriate setting. Demonstrates the appropriate use of Karakia in the care support of tangata whaiora Actively supports other kaimahi to learn develop their knowledge understing of Karakia in practice. Where appropriate supports tangata whaiora whanau to learn develop their knowledge understing of Karakia. Has a range of Karakia (more than 10) that are able to be used in a range of settings, both in the practice setting in the day to day activities of the service. Maintains a mentor role for the service kaimahi. 7

8 PŌWHIRI Is able to acknowledge underst the significance of Po whiri as a ritual of encounter how it provides the platform for engagement with tangata whaiora whanau. Is able to undertake a safe respectful Powhiri process with tangata whaiora Actively supports fellow kaimahi to acknowledge underst the significance of Powhiri as a ritual of encounter how this contributes to the recovery process for tangata whaiora Takes a lead role in supporting guiding fellow kaimahi to conduct document Powhiri with tangata whaiora whanau (not less than five (5) during the period of assessment). Ensures that fellow kaimahi are able to integrate cultural practices with care support processes. Demonstrates an understing of the role of Powhiri as an engagement process. Is able to create an environment where Powhiri can occur in a safe respectful manner both emotionally physically. Recognises key values of; tapu noa; whakapapa. Actively participates in Powhiri processes within the service for manuhiri. Is able to articulate two (2) different Iwi kawa for Powhiri processes, identifying the similarities uniqueness of both. Actively contributes to the service s Po whiri assisting others to participate in the Powhiri process. Is able to articulate four (4) different Po whiri kawa amongst Iwi, identifying their similarities uniqueness how the implications of these differences are respected within the service. Adopts a lead role responsibilities in the service s Powhiri e.g. Kaikaranga, Kaikorero, Kaiwaiata, Kaea, Ringawera etc. Provides education sessions wananga on Powhiri rituals of encounter for fellow kaimahi that include both cultural treatment analysis the associated considerations. Acknowledges understs different types forms of Powhiri as they apply to different contexts. Is able to correctly identify different contexts the forms of Powhiri that may be undertaken. Is able to access appropriate guidance support to undertake Powhiri appropriately. Is able to articulate the process of Powhiri how this process contributes to the recovery processes of tangata whaiora These contributions are noted reflected in the care recovery plans of tangata whaiora whanau. Provides mentoring support to fellow kaimahi in the conducting of Powhiri for tangata whaiora wha nau ensuring the safety respectfulness of the process. Supports fellow kaimahi to document Powhiri as a ritual of encounter within the recovery plans. Is able to guide lead the Powhiri process, maintaining the kawa tikanga of the mana whenua. Demonstrates leadership support for fellow kaimahi to conduct critically analyse their practice of Powhiri in the contribution to care support to tangata whaiora 8 Takarangi Competency Framework

9 MIHIMIHI Kaimahi demonstrates understing of the significance of Mihimihi as a process of engagement, interaction finishing. Kaimahi displays knowledge of the content process required for mihi whakatau in the treatment relationship. Kaimahi is also able to demonstrate knowledge of how informal interactions communication constitute a mihi process. Kaimahi is able to undertake mihi whakatau mihi whakamutunga including welcome, acknowledgement of past present, initiation of whakawhanaunga movement to te kaupapa o te ra ; acknowledgement of time information (Tuku Atu, Tuku Mai), transition to closing closing with karakia. Kaimahi demonstrates the ability to document the Mihimihi process in the file notes as a key contribution to quality care intervention for tangata whaiora Documentation identifies processes observed responses as part of the treatment process. Kaimahi demonstrates understing knowledge in the practices of Mihimihi, the tikanga that sits behind the Mihimihi process the acknowledgement of different kawa. Kaimahi actively uses informal mihi interactions to support the tangata whaiora wha nau to engage with the service. Kaimahi demonstrates the ability to competently conduct mihi whakatau /or mihi whakamutunga on behalf of the service with support of Kauma tua. This includes welcoming the roopu, acknowledgement of past present, initiation facilitation of whakawhanaunga movement to te kaupapa o te ra ; acknowledgement of time information (Tuku Atu, Tuku Mai), the relationships formed, the history created, transition to closing closing with karakia. Kaimahi actively supports promotes the development skill acquisition of colleagues in the service to develop their abilities in Mihimihi. Kaimahi also provides opportunities for tangata whaiora wha nau to further develop their Mihimihi skills practices wherever possible documents this appropriately. Kaimahi demonstrates the ability to confidently lead mihi whakatau mihi whakamutunga on behalf of the service. This includes welcoming the roopu, acknowledgement of past present, initiation facilitation of whakawhanaunga movement to te kaupapa o te ra ; acknowledgement of time information (Tuku Atu, Tuku Mai), the relationships formed, the history created, transition to closing with karakia. Kaimahi is able to undertake a basic mihi whakatau with peer support in the treatment context. This includes, welcome, acknowledgement of past present, initiation of whakawhanaunga movement to te kaupapa o te ra. Kaimahi demonstrates the ability to participate in mihi whakatau on behalf of the service. May include welcoming a roopu, acknowledgement of past present, initiation facilitation of whakawhanaunga movement to te kaupapa o te ra. Kaimahi is able to identify four (4) different kawa that may alter the structure form of Mihimihi e.g. different hapu practices, kaupapa o te ra, whakamana, whakawa tea etc. Demonstrates leadership support for colleagues to conduct Mihimihi analyse their practices of Mihimihi both formal informal in the contribution of care support to tangata whaiora 9

10 TE REO Acknowledges the significance of Te Reo in the contribution to care support processes for tangata whaiora Acknowledges the different dialects of Te Reo is able to identify three (3) unique dialects identify the geographical location Iwi associated. Demonstrates a basic level of fluency i.e. is able to ask respond to basic questions in Te Reo. Actively seeks appropriate opportunities to use Te Reo. Demonstrates conversational fluency in Te Reo actively uses Te Reo in the service in the care support processes of tangata whaiora Demonstrates correct pronunciation usage of basic Te Reo with tangata whaiora wha nau; these include but are not limited to; Kia ora, wha nau, whanaungatanga, manaakitanga, aroha, wairua, hinengaro, tinana, haere mai, haere ra, ka kite ano. Usage of words is correct in terms of their meaning in the context in which the words are being used. Demonstrates correct pronunciation usage of vocabulary in Te Reo of not less than 30 words. Usage of words is correct in terms of their meaning in the context in which the words are being used. Demonstrates knowledge of the contribution of Te Reo to the recovery processes of tangata whaiora wha nau integrates this into the care support processes. Demonstrates an understing of the impact that legislation historical influences have had on the use of Te Reo is able to illustrate how this has impacted on Ma ori society. Demonstrates use of Te Reo with tangata whaiora wha nau in care support processes as documented in care support plans. Actively promotes the use learning of Te Reo in the service takes a lead role in assisting others to learn use Te Reo. Takes a lead role in processes where Te Reo is required. Is able to demonstrate understing in regards to four key cultural values for example: manaakitanga, wairuatanga, aroha, tuku atu tuku mai, tangi, awhi, tautoko etc. Values are illustrated in care plans /or treatment programmes. Demonstrates knowledge understing of five (5) waiata is able to provide the whakapapa interpretation of these waiata how they could be used in the recovery processes of tangata whaiora Actively promotes the use learning of Te Reo in the service takes a supporting role to assist others to learn use Te Reo. Provides active support mentoring to fellow kaimahi in the development learning of Te Reo. Takes a lead role in the Service to promote Te Reo with tangata whaiora wha nau, such as Te Reo programmes within the organisation. 10 Takarangi Competency Framework

11 WHAKAWHANAUNGA Acknowledges the significance of the interconnectedness within wha nau as a sense of belonging identity. This is recognised as an essential contribution to the healing recovery for tangata whaiora Demonstrates the ability to create an environment where Whanaungatanga is able to occur safely effectively for tangata whaiora This includes; Mihi Pepeha Honohono. Actively supports fellow kaimahi to acknowledge underst the significance of interconnectedness within wha nau as a sense of belonging identity. Actively supports fellow kaimahi to acknowledge underst how this contributes to the recovery process for tangata whaiora Takes a lead role in promoting developing knowledge understing of Whanaungatanga amongst fellow kaimahi. This includes holding education sessions wa nanga. Supports fellow kaimahi to document record Whanaungatanga as a crucial contribution to the recovery care process. Acknowledges understs the significance of whakapapa in the making sense of self others in the recovery journey for tangata whaiora Is able to recite own pepeha. Is able to effectively record whanaungatanga processes in the file notes in a manner that protects respects the process the taonga within. Such practices may include; genograms, Iwi affiliation, hapu, marae. Demonstrates the ability to link twenty (20) different wha nau to different hapu Iwi based on their pepeha whakapapa, thereby assisting to increase the interconnectedness sense of belonging for tangata whaiora wha nau in the recovery process. Acts as a resource to the service to provide linkages expertise in assisting to connect tangata whaiora wha nau with hapu Iwi. Provides expertise to fellow kaimahi with complex cases of disenfranchised tangata whaiora wha nau assisting with linkages supports that serve to address the disenfranchisement. Is able to demonstrate the significance of interconnectedness whakapapa in the development of care support plans for tangata whaiora Whakapapa is treated with dignity respect protected in the service s processes. Demonstrates the ability to link seven (7) different wha nau to different hapu Iwi based on their pepeha whakapapa, thereby assisting to increase the interconnectedness sense of belonging for tangata whaiora wha nau in the recovery process. Actively practises Whanaungatanga in the recovery plans to connect support tangata whaiora wha nau to build sustain links with hapu Iwi. Supports fellow kaimahi to develop their knowledge understing of pepeha mihi across the country. Demonstrates the ability to link fifty (50) different wha nau to different hapu Iwi based on their pepeha whakapapa, thereby assisting to increase the interconnectedness sense of belonging for tangata whaiora wha nau in the recovery process is able to share this information with fellow kaimahi. 11

12 MANAAKI Acknowledges the significance of support hospitality as core cultural considerations in the care support of tangata whaiora Demonstrates core values of Manaaki in the care support processes for tangata whaiora These may include but are not necessarily limited to; Hospitality; Stewardship Partnership with tangata whaiora wha nau in care plan development; Hosting tangata whaiora wha nau with respect dignity. Demonstrates knowledge understing of Manaaki is able to articulate the significance of Manaaki to the recovery processes for tangata whaiora Consistently practices the principles of Manaaki with tangata whaiora Takes on a regular role of responsibility in regards to the Manaaki expressed by the service when hosting manuhiri Demonstrates an advanced understing of Manaaki including; Tuku Atu, Tuku Mai; tuakana / teina; mana tangata; kaitiakitanga; awhi. Actively supports learning gives support to other kaimahi to further their understing practice of Manaaki for tangata whaiora Practices the values attributes of Manaaki at an advanced level with tangata whaiora wha nau within the service. This includes acknowledging integrating different hapu nuances practices. Takes a leadership role in the supporting of others to demonstrate develop the core values attributes of Manaaki in practice with tangata whaiora Demonstrates core values of Manaaki in day to day interactions within the service. These may include but are not necessarily limited to: Support assistance to colleagues Taking an active role in wharenui activities Developing a role within the team when hosting wha nau or manuhiri. Supports other kaimahi to increase their understing awareness of Manaaki the significance of Manaaki in the recovery processes of tangata whaiora Actively supports learning professional development for other kaimahi to further their understing practice of Manaaki as it applies in a practice setting in relation to recovery processes. Takes a leadership role in the supporting of others to demonstrate develop the core values attributes of Manaaki within the service. This includes creating an environment where education opportunities with fellow kaimahi are utilised effectively. 12 Takarangi Competency Framework

13 TAUTOKO Kaimahi demonstrates an understing of the roles of Tautoko, both passive active, in the therapeutic relationship. Kaimahi is able to articulate how Tautoko can be demonstrated in the therapeutic relationship within a tikanga framework. Kaimahi demonstrates the basics of Tautoko in their interactions with tangata whaiora wha nau during the delivery of care support. Examples may include; appointment times that suit tangata whaiora wha nau, hui in appropriate contexts, accessing of resources information. Treatment partnership e.g. treatment plans signed by tangata whaiora Maintaining agreements appointments with tangata whaiora Kaimahi demonstrates awareness of the ethical boundaries in context with the delivery of Tautoko is able to distinguish between providing Tautoko creating dependency. Kaimahi demonstrates knowledge ability to deliver Tautoko to tangata whaiora wha nau that actively contributes to the care support required for positive health outcomes, leading to enhanced autonomy for tangata whaiora Kaimahi demonstrates Tautoko to colleagues in the service context is able to articulate how Tautoko supports the functioning of a healthy wha nau system. Kaimahi is able to promote the development of rangatiratanga within tangata whaiora wha nau with acts of Tautoko that serve to develop skills abilities of whana u to participate in society the economy. Kaimahi demonstrates understing of the finer points of Tautoko in the care support of tangata whaiora wha nau e.g. Tautoko is sometimes hard; Tautoko is difficult for some; Tautoko is not always reciprocal in a real world notion; Tautoko can be healing; Tautoko itself may need to be healed. Kaimahi demonstrates knowledge ability to assist wha nau to heal using Tautoko as a key treatment intervention. This requires careful consideration of the relationships between wha nau identification of achievable acts of Tautoko to assist in the care support of tangata whaiora Kaimahi is able to identify the context of Tautoko being based on the reality of the tangata whaiora Kaimahi actively documents Tautoko treatment strategies in the file documentation. Tautoko processes are identified within the treatment plan, leading to a defined outcome of treatment. Actively supports colleagues to develop their skills in the delivery critical analysis of Tautoko in the treatment care of tangata whaiora whana u. This includes considering the type, form direction of Tautoko leading to the point of exit for Demonstrates Tautoko practices consistently in the service context in the treatment milieu with tangata whaiora Kaimahi works with wha nau to develop their skills practices of Tautoko as part of the recovery process as documented in the file notes. Adopts a lead role in supporting developing critical analysis exploration of Tautoko as a treatment strategy in the service. Kaimahi is able to clearly distinguish between Tautoko as an intervention the creation of dependency works with colleagues to develop their understing to the same level. 13

14 AROHA Able to demonstrate awareness of the significance of Aroha both passive active, in the treatment care of tangata whaiora Demonstrates understing knowledge of Aroha in the care setting is able to link practices with the recovery plan. Has increased knowledge ability to draw on strategies that are based in Aroha to assist recovery for tangata whaiora Takes a lead role in assisting colleagues to develop their skills knowledge in the application of Aroha as a key intervention strategy in the care support of tangata whaiora Demonstrates understing of the role Aroha has in the recovery process of tangata whaiora This includes; Compassion when Aroha is running low in wha nau Healing hurt To love one s self Environmental impacts considerations. Demonstrates knowledge understing of the implications of transference counter transference in relation to the use misuse of Aroha in the therapeutic relationship. Actively demonstrates Aroha toward colleagues the kaupapa through specific actions considerations that lead to a health service. Able to articulate the significance of Aroha from pu ra kau tikanga perspectives, linking the concepts metaphysical phenomena to the application of care support for tangata whaiora Also able to identify treatment strategies that are considerate historical phenomena contemporary realities. Kaimahi is able to articulate how Aroha can be demonstrated in the therapeutic relationship within a Ma ori tikanga framework that ensures effective intervention leading to recovery rather than dependency the clouding of boundaries. The kaimahi is able to identify key strategies to address dependency, transference counter transference in the therapeutic relationship where boundaries are unclear. Kaimahi is also able to articulate how Aroha can continue to be used as a therapeutic strategy in difficult situations. Kaimahi actively promotes demonstrates the effective use of Aroha in relationships to promote healthy environment, communication interactions between colleagues, tangata whaiora Kaimahi actively supports colleagues to further develop their intervention strategies to encompass utilise Aroha as a key focus. Maintains a lead role in assisting colleagues to underst the implications of using Aroha in practice. Assisting them to practice safely effectively within the tikanga kawa of the service the confines of best kaupapa Ma ori practice. 14 Takarangi Competency Framework

15 TUKU ATU TUKU MAI Acknowledges the significance of Tuku Atu, Tuku Mai in the care support of tangata whaiora Reciprocal practices are evidenced in the documentation demonstrating an understing of the Tuku Atu, Tuku Mai process in practice. Able to underst practise the basic requirements of Tuku Atu, Tuku Mai in a formal informal setting. These include but are not limited to, The giving of koha The receiving of koha Generosity of speech Generosity of spirit. Actively supports colleagues to develop practise their skills in Tuku Atu, Tuku Mai, both in the service in the therapeutic milieu in partnership with Kauma tua. Kaimahi is able to articulate the principles of Tuku Atu, Tuku Mai how this contributes to a quality relationship with tangata whaiora their Kaimahi demonstrates practices of Tuku Atu, Tuku Mai within the service with colleagues manuhiri. Examples may include but are not limited to; Freely sharing of time, assisting colleagues Picking up extra duties Actively contributing to the running of the service. Takes a role in assisting colleagues to underst practise Tuku Atu, Tuku Mai within the service. Able to practise the finer points of Tuku Atu, Tuku Mai that are entrenched in tikanga, recognising the significance of historical relationships between wha nau, hapu Iwi. Works actively with Kauma tua to ensure that the practices of Tuku Atu, Tuku Mai are consistent entrenched in the service milieu. Kaimahi is able to demonstrate the principles of Tuku Atu, Tuku Mai in their interactions with colleagues tangata whaiora their Demonstrates knowledge of how to implement Tuku Atu, Tuku Mai within a Ma ori tikanga framework. Able to articulate how the therapeutic relationship is a reflection of Tuku Atu, Tuku Mai with the two way process of generosity assisting to ensure positive outcomes between tangata whaiora wha nau the service. Able to demonstrate articulate the significance of Tuku Atu, Tuku Mai as a treatment intervention therapeutic tool in achieving positive treatment outcomes. This includes identifying that Tuku Atu, Tuku Mai is in some cases difficult hard to practise maintain. Adopts a lead role in promoting developing the practices of Tuku Atu, Tuku Mai in the service in the delivery of services to tangata whaiora wha nau in the general functioning of the service. 15

16 WHAKANGAHAU Demonstrates understing of the importance of shifts in progression towards recovery for tangata whaiora wha nau for their practice. Demonstrates understing knowledge of how to use these shifts to reflect progress healing to tangata whaiora wha nau in the reviewing development of recovery plans. Is able to identify new opportunities for tangata whaiora wha nau as they progress. This includes identifying new community linkages, activities, supports employment opportunities. Actively supports fellow kaimahi to develop their understing knowledge in relation to shifts transitions in the care, support interventions with tangata whaiora Demonstrates knowledge of key characteristics that demonstrate shifts in progression for tangata whaiora wha nau against the recovery plan. Demonstrates knowledge understing of how to address backward shifts as a tool to evaluate review the recovery plan in partnership with tangata whaiora Is able to identify vulnerabilities that may occur during transitions. Implications of transitions are anticipated strategies to minimise the impact of these transitions are documented in the file notes. Provides active support that encourages kaupapa Ma ori considerations in the care support of tangata whaiora wha nau during shifts transitions in care with fellow kaimahi other services. Has a lead role in supporting the service to maintain Whakangahau practices as a kaupapa Ma ori entity. Demonstrates understing awareness of the implications of these shifts in the formulation ongoing interventions with tangata whaiora Is able to clearly illustrate progression of tangata whaiora wha nau against the recovery plan, identifying key shifts the resulting changes in care, support interventions. Actively supports tangata whaiora to identify their own shifts. Demonstrates knowledge of mitigation strategies that minimise the impact of transitions particularly in reference to exiting the service, using a mainstream service, medication changes, movement to employment wha nau dynamics. Takes a lead role to ensure that the kaupapa Ma ori aspects of care, support intervention are integrated through the recovery plans with particular attention to transitions shifts in progression with tangata whaiora 16 Takarangi Competency Framework

17 ARO MATAWAI Acknowledges the significance of Aro Matawai in the care support of tangata whaiora Understs the role function of Aro Matawai in the planning implementing care support of tangata whaiora Acknowledges different assessment processes recognises how other assessments contribute to a comprehensive treatment intervention framework. Kaimahi demonstrates knowledge of how to undertake a basic assessment process that is cognisant of Ma ori processes, considerations beliefs. Is able to draw on other assessment reports to identify key areas of investigation focus for assessment within Te Ao Ma ori. Is able to conduct a full assessment with tangata whaiora wha nau formulate a treatment intervention plan based on the findings of the assessment process Is able to demonstrate confidence in documenting the ateha process the consequential findings. Kaimahi demonstrates confidence in the assessment formulation of a treatment intervention plan. Assessment documentation is comprehensive clearly illustrates the areas of focus for the interventions. There is clear rationale anticipated outcomes for all interventions based on the assessment process. Kaimahi actively participates in the treatment planning meetings through effective presentation of the assessment undertaken the rationale for the intervention strategies. Acknowledges the different range of assessment processes appreciates their uniqueness in regards to the areas of assessment. Is able to identify four key areas of assessment essential to understing the position of the tangata whaiora their wha nau Is able to interpret previous assessments into current planning. Is able to conduct a base assessment competently utilising Ma ori processes methods of inquiry to elicit information from tangata whaiora Demonstrates the appropriate use of techniques in the assessment process with tangata whaiora Actively supports other kaimahi to further develop enhance their abilities to accurately assess tangata whaiora Formulations demonstrate an awareness logic to healing recovery from the identified issues of concern for tangata whaiora their Kaimahi actively explores with colleagues their assessments consequential formulations to ensure unique cultural areas are examined involved in treatment intervention. Kaimahi has a tuakana role in supporting colleagues to develop their assessment formulation skills. 17

18 AHU WHENUA Is able to demonstrate awareness of the significance of whenua, moana, ngahere, awa maunga in the care support of tangata whaiora Demonstrates understing knowledge of how to incorporate whenua, moana, ngahere, awa maunga as treatment strategies in the care support of tangata whaiora wha nau to address specific issues. Demonstrates an understing that different elements of Ahu Whenua work for different Is able to illustrate how whenua, moana, ngahere, awa maunga have assisted in the recovery of tangata whaiora wha nau with analysis against the treatment objectives using a specific case study. Takes an active role in supporting fellow kaimahi to develop their understing knowledge in the utilisation of whenua, moana, ngahere, awa maunga in the care treatment of tangata whaiora wha nau the documentation of this in the file. Able to demonstrate understing of how whenua, moana, ngahere, awa maunga can be utilised in the care support of tangata whaiora Following an assessment, is able to formulate specific interventions that utilise whenua, moana, ngahere, awa maunga to address specific areas of recovery. Actively recognises that different Ahu Whenua activities work for different Supports fellow kaimahi to develop their understing of the significance of whenua, moana, ngahere, awa maunga in the recovery processes for tangata whaiora Actively supports fellow kaimahi in formulating care interventions that utilise whenua, moana, ngahere, awa maunga that are clearly linked to recovery objectives healing. Is able to articulate how whenua, moana, ngahere, awa maunga can effect healing recovery when used in the care support of tangata whaiora Provides treatment based strategies for tangata whaiora wha nau that link to whenua, moana, ngahere, awa maunga with specific care, support treatment objectives that address specific areas of recovery. Is able to actively incorporate the utilisation of whenua, moana, ngahere, awa maunga as a stard process of care intervention. Clear treatment recovery objectives are identified analysed against recovery gains. Takes a lead role in actively developing the use analysis of Ahu Whenua practices in the service. Provides leadership guidance to fellow kaimahi in the practice of Ahu Whenua, increasing understing familiarity of Ahu Whenua as a practice. 18 Takarangi Competency Framework

19 NGĀKAU MĀHAKI Demonstrates an awareness of developing working with a Nga kau Ma haki in a kaupapa Ma ori setting the significance this offers to tangata whaiora Demonstrates practices that reflect the key elements of Nga kau Ma haki with tangata whaiora Demonstrates knowledge understing of the combinations of discrimination stigmatisation that Ma ori tangata whaiora wha nau face when attempting to receive services. Is able to advocate effectively for tangata whaiora wha nau against discrimination stigmatisation. Takes a lead role in actively supporting the promotion development of the principles of Nga kau Ma haki in the day to day operation of the service in specific delivery to tangata whaiora Demonstrates knowledge of the key elements of a Nga kau Ma haki as it applies to working in a kaupapa Ma ori setting with tangata whaiora Is able to articulate how these specific practices contribute to the individual needs of tangata whaiora wha nau in their recovery treatment processes. Actively supports fellow kaimahi to develop practices that are consistent congruent with a Nga kau Ma haki approach. Identifies key challenges barriers to working with Nga kau Ma haki in different settings. Takes a lead role in removing barriers supporting tangata whaiora, wha nau fellow kaimahi in meeting these challenges. Is able to articulate the key elements of Nga kau Ma haki is able to discuss how these elements are essential contributions to the recovery wellbeing of tangata whaiora Is able to identify their individual challenges to developing maintaining a Nga kau Ma haki for tangata whaiora wha nau consistently. Is able to articulate what individual work is required by them to sustain a Nga kau Ma haki approach in the workplace. Consistently demonstrates the principles practices of Nga kau Ma haki, both within the service with tangata whaiora Takes an active role in ensuring that the principles practices of Nga kau Ma haki are consistently practiced in the service. Actively provides education training in the principles of Nga kau Ma haki to address issues of discrimination, stigmatisation stereotypes both within the service for working with tangata whaiora 19

20 TĀTAI Demonstrates an understing of the significance of Ta tai documentation in the quality care of tangata whaiora Demonstrates knowledge of the significance of whakapapa other tapu information in documentation demonstrates an awareness of how to protect this information for tangata whaiora Is able to demonstrate Ma ori practices, care considerations, interventions in the file notes. Is able to critique practice, care considerations interventions against documentation formulate further progression to recovery. Is able to document in Te Reo English, articulate the Ma ori models of intervention that have been applied. Documents progression challenges from a Ma ori world view that support the aspirations of tangata whaiora wha nau in their recovery journey. Maintains high quality stards in their documentation. Demonstrates knowledge of documentation practices to ensure clarity of information active protection of that information for tangata whaiora Demonstrates ability to document use of Ma ori models of practice in the file notes that ensures Ma ori practices concepts are legitimately recorded as care treatment interventions for tangata whaiora Demonstrates sound understing of the principles of partnership, protection participation in the documentation processes. Illustrating key linkages, relationships interventions that reflect these principles in the file notes. Documentation accurately reflects the interventions, plans issues to be addressed from a kaupapa Ma ori world view. Documentation actively supports the interventions recovery objectives required to achieve oranga. Demonstrates the ability to accurately document assessments, interventions processes in the file notes of tangata whaiora Is able to demonstrate the logical sequencing of documentation leading to recovery objectives for tangata whaiora wha nau, this includes clear assessment, formulation intervention documentation that reflects Ma ori practices interventions. Actively supports fellow kaimahi to develop their documentation skills to accurately capture the unique kaupapa Ma ori aspects of service delivery care. Promotes good Ma ori documentation practices in the service. Takes a lead role in supporting training fellow kaimahi to document in Te Reo English. Challenges kaimahi to accurately record the assessments, Ma ori models of intervention, progress in the file notes.

21 THE ASSESSMENT PATHWAY AE Continue to the next stage arotake; final assessment. THE ASSESSMENT PATHWAY WHAIARO WHAKAARO Self reflection, self assessment KOHI TAUTOKO Gathering evidence support documentation WHAKAWHITIWHITI Peer review, feedback support AROTAKE Final assessment TAUMATA HOU Advance to new level or competency Choose one/some of Ngā Pūkenga Ahurea conduct a self-assessment. Choose appropriate evidence to support the self-assessment. The Manager/Team Leader is matory in this process. The kaimahi can also involve at least two (2) fellow kaimahi who can evaluate the appropriateness of the self-assessment the validity of the evidence. Conducted with an approved Takarangi assessor. Ensure all documentation is signed new competency is recorded. THE ROLE OF THE KAITIAKI To provide support during all phases of the assessment process. KAO Return to Kohi Tautoko or Whaiaro Whakaaro as advised.

22 Appendix Appendix KARAKIA The means by which spiritual pathways are cleared Effective engagement in a therapeutic milieu so that the process of transition - making space for Tangata tangata whaiora, whānau kaimahi can occur. Understing there are different types, forms approaches to karakia: Karakia: it s it s not about religion. To To promote promote the the role role of of karakia Karakia as as fundamental fundamental in in the the care care for for self self others. others. Note: It is as much about the how it is spoken Note: It is as much about the how it is spoken the spirit in which it is given. the spirit in which it is given. Kia whakatau i te mauri Kia whakatau i te mauri TE REO TE REO Effective Communication Effective Communication To promote use Te Reo Māori as an essential To promote use Te Reo Māori as an essential component of healing. component of healing. Kei roto i te reo he rongoa hei mirimiri i te hinengaro, Kei roto i te reo he rongoa hei mirimiri i te i hinengaro, te wairua i i te te mauri wairua hoki. i te mauri hoki. Whakamanatia te reo, kia tika te mahi. To promote a support system between kaimahi to assist the development of Te Reo Māori. MIHIMIHI Structured MIHIMIHI Communication Structured A process Communication of introduction communication which A process establishes of introduction the unique Māori communication recognition which intimacy establishes required the unique to communicate Māori recognition effectively appropriately. intimacy required to communicate effectively A requirement appropriately. is established to uphold tikanga during A requirement communication. is established to uphold tikanga during communication. In this context, mihimihi can be used to establish an In this understing context, Mihimihi of roles. can be used to establish an understing of roles. Mihi whakamutunga is especially important Mihi whakamutunga is especially important to assist in the transition from hui to other to assist in the transition from hui to other experiences. experiences. WHAKAWHANAUNGA WHAKAWHANAUNGA Multiple system dynamics Multiple system dynamics Recognition of the interconnectedness Recognition of the interconnectedness relationships, relationships, particularly particularly between, between whānau, whānau, hapū hapū iwi. iwi. Identity Identity of of self self is is through through others. others. Whakawhanaunga concerns itself with the process of establishing maintaining links relationships with others (including but not limited to whānau toto). Promotion of inter-sectorial working a multi system approach to working with whānau to achieve oranga. PŌWHIRI Transactional engagement Pōwhiri is an effective continuous process for individual or group engagement which can be undertaken in any situation. There are different kawa approaches to formal pōwhiri Pōwhiri these should be informed by local iwi. Pōwhiri assists in the negotiation of a safe space for discussion to take place. Effective participation in Pōwhiri processes in the Effective participation in pōwhiri processes in the work environment. work environment. TAUTOKO TAUTOKO Effective support Effective support The The promotion promotion encouragement encouragement of of effective effective support support mechanisms mechanisms for for Tangata tangata whaiora whaiora whānau. Promotion that support is structured targeted to recovery goals. Recognition that support practices are sometimes hard. Tautoko (individual or kaupapa) provided responsibly, can be an active or passive process.

23 AROHA AROHA An empowering action An empowering action An emotional engagement with a person, An context emotional or situation engagement which most with often a person, manifests context as compassion, or situation healing which most self-love. often manifests as compassion, healing self-love. Aroha includes making tough decisions that are Aroha in the best includes interests making of tangata tough decisions whaiora that are in the best interests of Tangata Whaiora whā whānau, such as admission or cancellation of nau, such as admission or cancellation of leave. leave. The active use of encouragement, motivation The active use of encouragement, motivation review in practice with Tangata whaiora review in practice with tangata whaiora whānau. whānau. Recognition that aroha is both passive Recognition that Aroha is both passive active. active. TUKU ATU TUKU MAI TUKU ATU TUKU MAI Reciprocity Reciprocity The spirit practice of generosity The spirit practice of generosity reciprocity between Tangata whaiora, whānau reciprocity between tangata whaiora, whānau kaimahi. kaimahi. Recognises the contributions of all in the Recognises the contributions of all in the creation of harmonious productive creation of a harmonious productive environment. environment. WHAKANGAHAU WHAKANGAHAU Celebrating effective transition service Celebrating effective transition service Celebration of achievements in recovery Celebration of achievements in recovery journeys. journeys. Promote understing of backward shifts in Promote understing of backward shifts in progress as an opportunity to review plan. progress as an opportunity to review plan. Support whakangahau practices as an essential Support Whakangahau practices as an essential Kaupapa Māori service characteristic. kaupapa Māori service characteristic. ARO MATAWAI ARO MATAWAI Assessment on-going monitoring Assessment on-going monitoring The on-going assessment planning The processes on-going undertaken assessment by Māori planning practitioners. processes undertaken by Māori practitioners. Assessment planning processes are Assessment informed by a Māori planning world processes view. are informed by a Māori world view. The ability to conduct simultaneous multiple The assessments ability to in conduct a range simultaneous of situations. multiple assessments in a range of situations. The investigation, observation analysis of The dynamics investigation, with tangata observation whaiora analysis whānau. of dynamics with Tangata whaiora whānau. Should promote partnership, transparency Should participation promote with partnership, tangata whaiora transparency participation whānau. with Tangata whaiora whānau. AHU WHENUA AHU WHENUA Consideration for the use of the environment Consideration for the use of the environment Recognition of the importance of te taiao Recognition the service environment of the importance in the of healing te taiao process. the service environment in the healing process. The use of Māori models of practice. The use of Māori models of practice. Understing the significance of the Understing environment to the whānau, significance hapū of the iwi. environment to whānau, hapū iwi. He tangata ahu whenua. He tangata ahu whenua. Toitū te whenua, toitū te mana, toitū te tangata. Toitū te whenua, toitū te mana, toitū te tangata. NGĀKAU MĀHAKI NGĀKAU MĀHAKI Unconditional, positive regard Unconditional, positive regard Peaceful acceptance, openness empathy. Peaceful acceptance, openness empathy. Accepting that everybody has whakapapa Accepting mana. that everybody has whakapapa mana. Promotion of destigmatisation practices Promotion active demonstration of destigmatisation of respect practices for others. active demonstration of respect for others. Promotion of advocacy quality practice. Promotion of advocacy quality practice. TĀTAI TĀTAI Effective documentation Effective documentation Support the effective documentation of Māori Support processes the effective interactions. documentation of Māori processes interactions. Encourage the use of Māori models Encourage Te Reo Māori the in use tangata of Māori whaiora models service Te Reo Māori documentation. in Tangata whaiora service documentation. Documenting Documenting formulations formulations considerations considerations in in care care intervention intervention planning. planning. Promotion Promotion of of transparency transparency in in documentation documentation with with Tangata tangata whaiora whaiora whānau. whānau. MANAAKI MANAAKI Honouring Honouring respecting respecting To To be be involved involved in in activity activity that that enhances enhances the the mana mana of of others others tangata tangata whaiora whaiora or or colleagues colleagues. He He mana mana tō tō te te kupu: kupu: te te mana-a-kii mana-a-kii. To To promote promote the the active active hosting hosting support support of of Tangata tangata whaiora whaiora whānau. whānau. A kaupapa kaupapa Māori Māori service service characteristic characteristic for for both both Tangata tangata whaiora whaiora whānau whānau kaimahi. kaimahi.

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