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Whānau Decision-Making He Hanga Kaupapa: hei mahi ā whānau

Claire Stirling-Hawkins

He aha te mea nui o te ao?

Ko te whānau

What is the most important thing in this world?

It is family.

Whakatauki - proverb

Overview of presentation

• Background of pilot programme

• Purpose and timeline

• Findings:• Cohorts 1, 2 and 3 • Whānau• Rangatahi • Professional practice

• Emergent model

• Next steps

• Questions.

• Career Services• Values, primary goal and target group

• International review• Professor Tony Watts challenges

• Māori Strategy• Professor Mason Durie’s priorities

• Government priorities

• Partnerships.

Background

Purpose

• How to better engage Māori whānau

• Find out what services Māori whānau want

• Explore the present decision-making practices of Māori whānau

• To have an evidence base that can be shared with other agencies.

Timeline

Phase 1 Scoping and evaluation plan development

Mar – Apr

2009

Phases 2 & 3

Direct delivery to three x

whānau cohorts

Stakeholders monitoring and review

External evaluation

May – Oct

2009

Phase 4 Dissemination of findings Nov 2009

Cohort 1

• 9 in Whakatū (4 x THNR, 5 x Iwi-based)

• 9 in Manawatū (5 x THNR, 2 x KKM, 2 x MOE)

• Some involvement in Kaupapa Māori education evident

• First intergenerational and larger whānau group setting

• Majority - individuals and dyads representing whānau

• Whānau profiles starting to emerge.

“Kura and schools are the main links to

information outside of this whānau”- Whānau 1104

“Knowing I’m Māori and knowing how to be Māori is important”

- Whānau 2107

“To be a decision maker in our whānau is to trust that the right decision will be made”

- Whānau 2105

Cohort 2

• 9 x whānau in Manawatū only (5 x THNR, 2 x KKM, 2 x MOE)

• Heavy involvement in Kaupapa Māori education

• Whānau profiles ‘pluralistic’ in nature

• Some larger whānau group settings (4-5 people)

• Second intergenerational whānau group setting

• Majority – still individuals and dyads representing whānau.

“Being whānau is a huge part of life … decisions

are influenced to align with development of being

whānau: te reo, moteatea, ethnicity recognition,

diverse and individual” - Whānau 1214

“Being whānau drives the determination to

succeed, and contributes to whānau well-being”

- Whānau 1107

Cohort 3

• 5 x whānau in Whakatū (THNR)

• Comfortable standard of living (ESLI)

• 8 whānau in Manawatū (4 x THNR, 4 x Alt Ed)

• Lower decile areas, some-severe hardship (ESLI)

• Alternative Education, some mainstream and kura kaupapa rangatahi

• Diverse whānau – all profiles evident.

“Proud and lucky to be Māori … positive thing …makes me strive harder to achieve”

- Whānau 1319

“Being a positive role model to non-Māori aboutthings Māori when not brought up in the

language or customs can be an influence andchallenging”

- Whānau 1213

“Take me as I am or don’t take me at all”- Whānau 1322

Whānau findings

• Whakawhanaungatanga is key

• Reliance on kura and schools for education in career guidance

• Capability building for whānau.

Rangatahi findings

• Engagement with rangatahi was dependent on successful and meaningful engagement with parents/guardians

• Tailored group guidance for rangatahi

• Importance of follow up for rangatahi.

Professional practice findings

• The relationship is the career plan

• Māori utilise existing networks for career guidance and advice

• Whānau have a hierarchy of need.

Emergent model

He whiringa takitahi, ka hunahuna. He whiringa ngātahi, ka raranga, ka

mau.

If you plait one at a time, the ends will fragment. If you

weave together, it will hold.

Whānau guidance model

Principles: Ngā Mātāpono Strands: Ngā Aho Goals: Ngā Whāinga

1. Whakatau Engaging MihimihiWhakawhanaungatanga Whakapapa connections

2. Whānau awareness He āronga ake ā whānau

Appraising Needs analysisPurpose & directionEstablishing the framework

3. Whānau readiness He whakaritenga ā whānau

Exploring Whānau group schedulesWhānau descriptorsWhānau card sorts

4. Whānau potential He pūmanawa ā whānau

Building Meaningful dialogueRaising expectationsGroup facilitation

5. Whānau decision-making He hanga kaupapa ā whānau

Strengthening Goal settingWhānau action planReferrals, reflections & reviewFollow up

6. Poroporoaki Summarising MihimihiWhakawhanaungatanga

Next steps: Career Services

• Refining the Whānau Guidance Model

• Māori and Pasifika Strategic Framework

• Whānau Guidance manual and national roll out (including training)

• Advising other agencies that are supporting Māori and Pacific young people and adults

• Pacific Aiga Decision-Making Pilot Programme.

Next steps

Ministry of Education

• Inform the wider MOE work programmes around the interface between secondary and tertiary students and education

Te Puni Kōkiri

• Inform policy development in promoting a whānau based approach to social development, in recognition of the whānau as the core unit of Māori culture and society.

Acknowledgements

Conclusion

Ko te whānau te puna o te oranga

Family is the spring of life.