Report from annual Māori Hui for

Parent Group Leaders

June 2015

“He aha te mea nui? He tangata he rawe. (Excellent) to see Māori committed to IY.”

1

Executive Summary

Ngā Tau Mīharo (The Incredible Years) annual Hui for Māori group leaders was held on June 3 and 4,

2015 at Te Manukanuka o Hoturoa Marae, Auckland. Participants attended from iwi around New

Zealand representing NGO, DHB and Ministry of Education services.

The first day comprised a formal pōwhiri followed by Whakawhanaungatanga and introductions.

The Takarangi Cultural Competency Framework was presented to participants prior to an

opportunity to work in small groups to consider the alignment of the framework with Ngā Tau

Mīharo core skills and concepts. The second day was focused on accreditation with The Werry

Centre providing an update on accreditation for Māori and an overview of accreditation skills.

Participants again worked in small groups to practice their group leader skills, well supported within

the tuakana teina process. The hui closed with a poroporoaki process during which participants

highlighted the learnings and reflections from the two days.

Hui participants reported the hui as highly valuable on both personal and professional levels, with

significant appreciation attached to this hui as a unique and important annual event for Māori.

Feedback indicated that personally, participants felt that they reconnected with colleagues, had an

opportunity to network with Māori delivering the programme from around the country and to

restore their wairua in a safe nurturing environment. Professionally, participants reported they

were able to develop their group delivery skills and consider the interconnections between Te Ao

Māori and Ngā Tau Mīharo.

As a result of positive feedback and recommendations received from hui participants, The Werry

Centre plans to continue providing these annual hui and to continue proactively supporting kaimahi

Māori in delivering Ngā Tau Mīharo incorporating fidelity to the programme and to Te Ao Māori with

a focus on maximising the best outcomes for whānau.

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Acknowledgement The Werry Centre would like to acknowledge the passion and enthusiasm shown by all those who

participated in this hui – your commitment to this kaupapa provides such a positive sharing

environment for learning together. Thank you to you all.

Thank you to the Ngā Tau Miharo Māori Advisory Group and Matua Rawiri, who all provided vital

input during the planning for this hui and inspirational support during the two days.

Nāku te rourou nāu te rourou ka ora ai te iwi

With your food basket and my basket, the people will flourish

3

Contents

EXECUTIVE SUMMARY ..................................................................................................................................... 1

ACKNOWLEDGEMENT ...................................................................................................................................... 2

OVERVIEW AND BACKGROUND ....................................................................................................................... 5

PŌWHIRI .......................................................................................................................................................... 6

PRESENTATIONS .............................................................................................................................................. 6

MANA WAHINE ...................................................................................................................................................... 6

ACCREDITATION UPDATE ........................................................................................................................................... 6

TAKARANGI CULTURAL COMPETENCY FRAMEWORK ....................................................................................... 9

BACKGROUND ........................................................................................................................................................ 9

WORKSHOP ......................................................................................................................................................... 10

DAY 2 - ACCREDITATION WORKSHOP ............................................................................................................ 11

ACCREDITATION OVERVIEW ..................................................................................................................................... 11

SMALL GROUP PRACTICES: ...................................................................................................................................... 12

FEEDBACK FROM HUI PARTICIPANTS ............................................................................................................. 13

THE SURVEY QUESTIONNAIRE ................................................................................................................................... 13

DEMOGRAPHIC INFORMATION ABOUT RESPONDENTS ................................................................................................... 13

QUANTITATIVE FEEDBACK ............................................................................................................................. 14

QUALITATIVE FEEDBACK ................................................................................................................................ 18

COMMENTS ABOUT THE HUI .................................................................................................................................... 18

SUGGESTIONS FOR THE FUTURE ................................................................................................................................ 20

ONGOING DEVELOPMENT FOR MĀORI .......................................................................................................... 21

APPENDIX A – EVALUATION FEEDBACK QUESTIONNAIRE .............................................................................. 22

Appendix B – Hui participants’ alignment of skills and concepts from Ngā Tau Mīharo with Takarangi

Framework Concepts ................................................................................................................................... 25

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Tables

TABLE 1 ETHNICITY OF TRAINED INCREDIBLE YEARS PARENT PROGRAMME GROUP LEADERS AS AT JUNE 2015 (N=1285) .............. 8

TABLE 2 ETHNICITY OF RESPONDENTS ............................................................................................................................ 13

TABLE 3 PROFESSIONS OF RESPONDENTS ....................................................................................................................... 13

TABLE 4 DHB AREA FROM WHICH RESPONDENTS CAME .................................................................................................... 14

TABLE 5 TYPE OF SERVICE EMPLOYED AT ........................................................................................................................ 14

Figures

FIGURE 1 ETHNICITY OF TRAINED INCREDIBLE YEARS PARENT PROGRAMME GROUP LEADERS AS AT JUNE 2015 (N=1285) ............ 7

FIGURE 2 ETHNICITY OF INCREDIBLE YEARS PARENT PROGRAMME GROUP LEADERS WORKING TOWARDS ACCREDITATION AS AT JUNE

2015 (N=171) .................................................................................................................................................. 8

FIGURE 3 ETHNICITY OF INCREDIBLE YEARS PARENT PROGRAMME ACCREDITED GROUP LEADERS AS AT JUNE 2015 (N=139) .......... 9

FIGURE 4 THE EXTENT TO WHICH THE PROCESS WAS A ‘GOOD FIT’ FOR ME AS A MĀORI IY GROUP LEADER .................................. 15

FIGURE 5 THE EXTENT TO WHICH MY CULTURAL KNOWLEDGE AND EXPERIENCE WAS RESPECTED AND UTILISED IN THIS HUI .............. 15

FIGURE 6 THE EXTENT TO WHICH THIS HUI WAS RUN IN A SUPPORTIVE WAY .......................................................................... 16

FIGURE 7 THE EXTENT TO WHICH THIS HUI WAS RUN IN A COLLABORATIVE WAY ...................................................................... 16

FIGURE 8 MY KNOWLEDGE ABOUT IY….. ....................................................................................................................... 17

FIGURE 9 MY IY GROUP LEADER SKILLS….. .................................................................................................................... 17

FIGURE 10 MY CONFIDENCE IN DELIVERING IY WITH FIDELITY….. ....................................................................................... 18

FIGURE 11 THE VALUE OF THE HUI AS A WHOLE .............................................................................................................. 18

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Overview and Background The Werry Centre held their eighth Incredible Years Parent programme hui for Māori Group Leaders

at Te Manukanuka o Hoturoa Marae, Mangere, Auckland on June 3 and 4, 2015.

This report was prepared by The Werry Centre and provides a summary of the two day workshop

including feedback from hui participants.

With support from the Ministry of Education and Ministry of Health through the Drivers of Crime

initiative, The Werry Centre has provided targeted support for Māori parent group leaders for the

past four years. This support has focused on increasing choice, accessibility and cultural

responsiveness for kaimahi Māori involved in delivery of Ngā Tau Mīharo (Incredible Years)

parent program. This has included the following support and development:

Resources to support delivery of Ngā Tau Mīharo by Māori to Māori

Provision of annual hui for all Māori parent group leaders

Provision of Ngā Tau Mīharo kaupapa Māori Accreditation Hui

Provision of a marae-based consultation hui

The focus of this year’s hui was to provide opportunities for:

Whakawhanaungatanga between kaimahi Māori from across Aotearoa

reflect on the progress so far for Māori in Incredible Years and acknowledge those achieving

Accreditation

build resilience and restoration of wairua for kaimahi Māori through manaaki, aroha and

tautoko

share experiences of delivering Ngā Tau Mīharo to Māori whānau

consider the links and alignments between Te Ao Māori, Māori tikanga and core principles

from Ngā Tau Mīharo

increase skills for accreditation

consider where to next to ensure the needs of Māori whānau are met in a culturally

responsive manner

This year’s two-day format included –

Day 1 – Pōwhiri, Whakawhanaungatanga, updates and presentations;

Day 2 - Accreditation Workshop

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Pōwhiri This year’s hui was opened with a pōwhiri led by Kaumātua Rawiri Wharemate (The Werry Centre),

followed by the Whakawhanaungatanga process to welcome participants from around New Zealand.

This process allowed time for reconnecting amongst Ngā Tau Mīharo whānau from previous hui, and

making fresh connections with those new to this kaupapa.

Kaimahi Māori attended from across sectors and agencies including Ministry of Education, NGO and

DHB staff. The following Iwi were represented:

Ngai Tahu

Ngati Kahungunu

Ngati Raukawa

Ngai Tuhoe

Ngati Porou

Ngai Te Rangi

Ngati Maniapoto

Ngati Mahuta

Ngati Rarua

Ngapuhi

Ngati Porou

Nga hau e wha

Patu Harakeke

Ngati Wai

Ngapuhi nui Tonu

Waikato

Te Arawa

Ngati Kahu Ki Whangaroa

Ngaite Rangi

Te Whakatohea

Ngati Whaatua

Ngai Tahu

Ngati Hamoa

Mataatua

Horouta

Ngati Awa

Ngati Tipa

Tuhourangi

Tapuika

Waitaha

Ngatiawanuiarangi

Tainui

Te Atihaunui-a-Paparangi

Te rarawa

Ngati Kahu ki Whangaroa

Ngati Rangitane

Ngati Tai

Ngati Pakau

Presentations

Mana Wahine Hui participants were delighted to have the presence of Kuia Awhiowhio Hansen (Matua Rawiri’s

sister), who was accompanied by Robina Marls (Ruby) visiting from the South African Diplomatic

Service. Kuia Whiowhio presented an overview of mana wahine concepts and encouraged our

whaea to consider their role in providing the karanga during the pōwhiri process. Ruby also gave her

invaluable reflections on the hui so far and its connection to her experiences with her own South

African people.

Accreditation update Following the pōwhiri, acknowledgement was given to all those who have now achieved their

accreditation. Increasing numbers of Māori are achieving accreditation in New Zealand in the IY

parent program. Currently the total number of Māori accredited in IYP is 20 (note this may not

include all MOE accredited staff).

7

The following graphs show an overview of Māori accreditation –

numbers trained across ethnicity

number of accreditees across ethnicity

number of accredited across ethnicity

Accredited Group Leaders attending the 2015 Māori Hui

Figure 1 Ethnicity of Trained Incredible Years Parent Programme Group Leaders as at June 2015 (n=1285)

35%

21%

13%

6%

2%

23%

NZ European

Māori

European

Pacific

Asian

Other/Unknown

8

Table 1 Ethnicity of Trained Incredible Years Parent Programme Group Leaders as at June 2015 (n=1285)

NZ European Māori European Pacific Asian

Other/ Unknown

Number 472 290 172 79 31 312

% of all Group Leaders trained 35 21 13 6 2 23

NB: Numbers do not add to 1285 due to multiple responses

Figure 2 Ethnicity of Incredible Years Parent Programme Group Leaders working towards accreditation as at June 2015 (n=171)

37.00%

35.00%

12.00%

12.00%

0.50% 3.50%

NZ European

Māori

European

Pacific

Asian

Other/Unknown

9

Figure 3 Ethnicity of Incredible Years Parent Programme Accredited Group Leaders as at June 2015 (n=139)

Takarangi Cultural Competency Framework

Background Matuaraki (National Addiction Workforce Development) led by Terry Huriwai and Moe Milne

developed a 14-component framework intended to provide a supported process for cultural

competency development in those working in mental health and addictions. Following a cultural

competency workshop facilitated by Terry Huriwai, The Werry Centre workforce, teaching and

research teams have embarked on a team-wide cultural competency development process. The Ngā

Tau Mīharo hui this year provided an opportunity to discuss this framework in more detail and for

kaimahi Māori to consider its applicability and relevance for cultural skill development for Incredible

Years group leaders. In acknowledgement of previous korero, Kaumātua Rawiri Wharemate

provided a brief history of other cultural frameworks discussed at Ngā Tau Miharo Hui. These

included –

Te whare tapa wha (Mason Durie)

Whare Model (Angus MacFarlane)

Te Whare (Novi Marikena)

Hui participants were given an overview of the Takarangi Cultural Competency Framework by Matua

Rawiri and Peer Coach Gil Paki.

60%

13%

18%

5%

1%

3%

NZ European

Māori

European

Pacific

Asian

Other/Unknown

10

Matua Rawiri leading the waiata

Workshop Participants were invited in small groups to consider each of the 14 competencies within the

framework and its relationship to delivery of Ngā Tau Mīharo. The purpose of this workshop was to –

To privilege Te Ao Māori knowledge and understandings as the beginning point for all Māori

Use the Takarangi Framework to provide a practical tool to enable participants to look at key

principles from Te Ao Māori and consider how western-developed principles may fit into

these

taking a ‘braided river’ approach to consider how core Incredible Years skills and principles

may align with each competency

to experience using the Takarangi Framework tool and provide feedback on its usefulness

and relevance for Ngā Tau Mīharo workforce

acknowledge and validate the cultural enhancements used by kaimahi Māori in their parent

group delivery

Participants reported that the framework provided a useful and practical structure to look at Te Ao

Māori and how skills and concepts from a western model may be incorporated within this

framework. The interconnected competency areas within the framework are shown below. Hui

participants reported they felt there were significant alignments and linkages between the Takarangi

competencies from Te Ao Māori and the skills and concepts from Ngā Tau Mīharo. An opportunity

to reflect on these was valuable for their parent group delivery. The alignments between the 14

competencies and Ngā Tau Mīharo identified by Hui participants are shown in Appendix B.

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Takarangi Cultural Framework – 14 Competencies:

Day 2 - Accreditation Workshop

Accreditation Overview Tania provided an overview of Accreditation requirements and outlined the competency areas

needed for achieving Accreditation –

Collaborative skills

Capturing gems, principles, taonga from whānau

Reviewing whānau home activities

Mediating vignettes

Setting up practices.

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Small group

practices: Supported by

accredited group

leaders and peer

coaches, participants

practiced core group

leader skills in small

groups, utilising He

Whiria, He Whatu

accreditation

workbook as a

resource. Participants

were encouraged to

consider the linkages

with the Takarangi

competencies as they

worked through their

accreditation skills.

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Feedback from Hui Participants As part of our ongoing monitoring of the effectiveness and appropriateness of our annual hui in

responding to the needs of kaimahi Māori, anonymous feedback from all participants was sought.

Evaluation forms were completed by participants at the end of the hui.

The survey questionnaire A paper version of the evaluation survey questionnaire was administered at the conclusion of the

hui. The survey had three parts: a rating section to elicit quantitative data about each aspect of the

hui and a comments section to elicit qualitative data. A copy of the survey can be found in Appendix

A. 31 of the 36 participants responded to the survey giving an 86% response rate.

Demographic information about respondents All participants were Māori. A number of people also identified with other ethnicities (see Table 2).

Table 2 Ethnicity of respondents

Ethnicity of respondents Number

Māori 31

NZ European 4

Pacific 2

British 1

Other 1

NB: Total number does not add to 31 due to multiple responses.

Respondents represented a wide range of professions with a number indicating that they had more

than one profession. Approximately one in every five people was a Social Worker. Many others

were in support roles (see Table 3).

Table 3 Professions of respondents

Profession of Respondents Number*

Social Worker 6

Early Intervention Worker 4

Family Support Worker 3

Counsellor 1

Mental Health Support Worker 1

Teacher 1

Child Protection Worker 1

Kaumātua, Kuia 1

Mentor 1

Whānau Volunteer Worker 1

Blank 15

NB: Total number does not add to 31 due to multiple responses.

14

Respondents were from around the country with representation from 10 DHB Areas. The largest

contingent came from the Bay of Plenty DHB Area with a further several people each from Northland

or Auckland (see Table 4).

Table 4 DHB Area from which respondents came

DHB Area Number

Bay of Plenty 11

Northland 5

Auckland 4

Counties Manukau 2

Hutt Valley 2

Waikato 2

Canterbury 2

Hawkes Bay 1

Tairawhiti 1

South Canterbury 1

Blank 1

NB: Total number does not add to 31 due to multiple responses.

Table 5 Type of Service Employed at

Over two thirds of the respondents worked in an NGO. Almost a quarter worked in the Ministry of

Education. One person ran a private business but was contracted to the Ministry of Education for IY

work (see Table 5).

Quantitative feedback All but one neutral person highly rated the hui process as being a very good or good fit for them as a

Māori IY Group Leader (see Figure 4).

Type of Service Number

NGO 22

Ministry of Education 7

Private 1

Blank 1

TOTAL 31

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Figure 4 The extent to which the process was a ‘good fit’ for me as a Māori IY Group Leader

All but two respondents rated the extent to which their cultural knowledge and experience was

utilised and respected as ‘5 – Very good’ or ‘4’ on the scale where 1 = Very poor and 5 = Very good.

One of the two was neutral and the other gave a ‘2’ on our scale (see Figure 5).

Figure 5 The extent to which my cultural knowledge and experience was respected and utilised in this hui

All respondents rated the extent to which the hui was run in a supportive way was ‘4’ or ‘5 – Very

good’ on our scale (see Figure 6).

0

5

10

15

20

25

30

1Very Poor

2 3 4 5Very Good

Nu

mb

er

of

resp

on

de

nts

0

5

10

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2 3 4 5Very Good

Blank

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Figure 6 The extent to which this hui was run in a supportive way

All respondents also rated the extent to which the hui was run in a collaborative way was ‘4’ or ‘5 –

Very good’ on our scale (see Figure 7).

Figure 7 The extent to which this hui was run in a collaborative way

There were excellent short term gains in knowledge about IY during this hui. Before the hui

approximately half the people rated their IY knowledge as neutral, very poor or poor. After the hui,

nine out of every 10 participants rated their IY knowledge as Very good or good. The remaining

people gave a neutral rating (see Figure 8).

0

5

10

15

20

25

30

1Very Poor

2 3 4 5Very Good

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2 3 4 5Very Good

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Figure 8 My knowledge about IY…..

There were also marked increases in respondents’ IY Group Leader skills and their confidence in

delivery IY with fidelity during the hui. The pattern of ratings mirrored the ratings around gains in IY

knowledge (see Figures 9 and 10).

Figure 9 My IY Group Leader skills…..

0

5

10

15

20

1Very Poor

2 3 4 5Very Good

Blank

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mb

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of

resp

on

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nts

….. before this hui ….. after this hui

0

5

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20

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2 3 4 5Very Good

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….. before this hui ….. after this hui

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Figure 10 My confidence in delivering IY with fidelity…..

All but a very few people rated the value of the hui as a whole as 5 – Very good. All but one neutral

person gave a rating of ‘4’ on our scale (see Figure 11).

Figure 11 The value of the hui as a whole

Qualitative feedback

Comments about the hui All but one of the many comments elicited in this section was very positive about the hui. A third of

the respondents mentioned ways in which the hui had helped them understand the IY accreditation

process better and/or how well the Takarangi model aligned with Incredible Years principles.

0

5

10

15

20

1Very Poor

2 3 4 5Very Good

Blank

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of

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….. before this hui ….. after this hui

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“The thoughts around working towards Accreditation have now been de-mystified thanks to

the support of Kaumātua and Accredited whānau, also Tania’s delivery of what is going to be

assessed/looked at.”

“What I also loved about this was incorporating our Māori tikanga by way of Takarangi into

our delivery.”

Another very useful outcome of the hui was the opportunity to deepen cultural skills in a safe and

supportive environment.

“Korero about the karanga (in particular) affirmed my development as Wahine

Ngatiwaitanga. Korero with & simply being amongst whānau hapu Iwi strengthens me &

settles me.”

“Not only a great opportunity to learn in depth about IY but a fantastic way to connect who

you are holistically with how you present the IY programme.”

The next most-frequently made comments - most of which were glowing - were about the

presenters and the Kaumātua and the way they ran the hui.

“The Kaumātua were fabulous, how fortunate we are to have people at such calibre. The

learning and encouragement was immense. If Māori IY Accreditation was your goal, you

have succeeded. Well done!”

“Excellent facilitation. Relaxed environment.”

“Thoroughly enjoyed the [wananga] – very engaging, encouraging informative teamwork.

Enjoyed Whaea Whio korero re: “Mana Wahine” and the role of women in our community.

There were also a number of comments about how valuable it was to connect with other

participants. For some, this helped reduced that feeling of isolation some people felt around their IY

work.

“This hui is a great way for us as Māori to learn and keep on developing our knowledge for IY

as Māori. Great to have new kaimahi IY here and the whānaungatanga with each one. This

hui is integral for our development and look forward to it every year.”

“Valued the korero from other Māori [Group Leaders]. Keeps the momentum going for me. I

don’t feel so isolated. Feel [positive] & confident in myself to deliver now.”

The remaining comments expressed deep appreciation for the hui as a whole with some special

mentions for the venue and the food.

“Thank you for everything Support Takarangi kaupapa. Look forward to hearing more of

Whaea Whio korero. Mauri Ora.”

“Wharenui & kai were amazing.”

20

The only less positive comment came from a respondent who felt the day moved too slowly for their

liking with too much “off-topic” discussion.

Suggestions for the future A third of the respondents did not have any suggestions for future IY hui.

A number of people called for a continuation of these hui in future – especially those where

concepts of Māori mental health are woven together with Incredible Years principles.

“Keep these hui going, as it supports and enhances what we have in terms of knowledge &

skills to further our growth and development on our journey. Rejuvenating!”

“More hui integrating te taha Māori i Ngā Tau Mīharo.”

A few respondents called for the venue for the next hui be in the South Island – perhaps to

encourage participation from facilitators from Canterbury Ministry of Education.

“A Māori caucus hui in Te Wai Pounamu (South Island).”

There were two requests for more participants and one for a smaller group.

“….. To look at getting more facilitators here. More talking with providers to put this into

their calendar P.D. as a priority.”

The remaining suggestions were each made by different people and have all been bulleted so as to

retain the information here.

Develop some Aotearoa vignettes to make them more applicable to the New Zealand

context

Develop a film clip demonstrating IY practices, principles and gems so that participants can

observe how to facilitate change in their groups

Showcase Group Leader success stories in their progress towards accreditation and

mentoring

Include feedback from children/whānau (visually/as guest speakers)

Include more interactive activities

Create a more community-friendly version of the cycle of change

“Grassroots” of the cycle of change .”

Have a presentation about traditional Māori parenting as there are strong links with

Incredible Years principles.

“…. Our tupuna regarded our tamariki as taonga and raised tamariki together. They also

played a lot with our precious taonga….”

Ensure that Mātua Rawiri is present for the whole hui

Report back about Ministry decisions about the distribution of resources.

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Include copies of all PowerPoints in the hui packs.

Ongoing Development for Māori In response to discussions and recommendations from this and previous hui, The Werry Centre will:

Continue to advocate for the Incredible Years as an effective programme for Māori whānau

Continue to build the number of Māori achieving accreditation in the programme by -

o providing wide access to marae-based accreditation hui and consultation days, as an

additional choice above mainstream workshops

o building and supporting the number of trained Māori Peer Coaches and ensuring

ongoing cultural and mentor support

o continuing to proactively encourage and support access by Māori to peer

coaching, with a focus on Māori to Māori support wherever possible

o Ensure all Māori have access to the resources developed by the Werry Centre

o Provide kaumatua and kuia support for kaimahi Māori

o Promote and support a tuakana teina approach for developing skills amongst Māori

working towards accreditation

Continue to actively support and advocate for cultural competency development in both

Māori and non-Māori working with Māori whānau

Continue to find opportunities to develop an online presence for Māori to support increased

networking and resource sharing for Māori group leaders

Continue to consult widely with Māori and to seek feedback on the use of Takarangi

Competency Framework in supporting kaimahi Māori delivering Ngā Tau Mīharo

Maintain ongoing contact with the programme developer, Carolyn Webster Stratton,

regarding all further Māori programme enhancements.

In 2016, the Werry Centre plans to offer the following culturally-specific workshops for Māori –

a Māori Hui for all kaimahi Māori

an Accreditation Hui for Māori accreditees

a Consultation Day for Māori accreditees

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Appendix A – Evaluation Feedback Questionnaire

THE INCREDIBLE YEARS®

Ō AOTEAROA

MĀORI HUI EVALUATION FORM

23

[event name and date] Rating (Please circle)

Please rate the following aspects of this hui

1 Very Poor

2 3 4

5 Very Good

The extent to which the process was a ‘good fit’ for me as

a Māori IY Group Leader 1 2 3 4 5

The extent to which my cultural knowledge and experience

was respected and utilised in this hui 1 2 3 4 5

The extent to which this hui was run in a supportive way 1 2 3 4 5

The extent to which this hui was run in a collaborative way 1 2 3 4 5

My knowledge about IY before this hui 1 2 3 4 5

My knowledge about IY after this hui 1 2 3 4 5

My IY Group Leader skills before this hui 1 2 3 4 5

My IY Group Leader skills after this hui 1 2 3 4 5

My confidence in delivering IY with fidelity before this hui 1 2 3 4 5

My confidence in delivering IY with fidelity after this hui 1 2 3 4 5

The value of the day as a whole 1 2 3 4 5

Please add any comments you may have about the hui (Please print clearly)

Please add suggestions for future Incredible Years hui (Please print clearly)

24

To which ethnic group(s) do you

belong? (Please tick as many boxes as you need)

In what type of service(s) do

you work? (Please tick as many boxes as you need)

NZ European DHB

Māori NGO

Pacific MoE

Other (please specify) Other (please specify)

In which region do you work? (Please tick as many boxes as you need)

3 DHBs MidCentral Waikato

Auckland Nelson

Marlborough

Waitemata

Bay of Plenty Northland Wanganui

Canterbury South Canterbury West Coast

Counties Manukau Southern Nationally

Hawkes Bay Tairawhiti Other (please specify or

add your city/town below) Lakes

Taranaki

Other (please specify)

What is your professional group? (Please tick as many boxes as you need)

Child Protection worker Nurse (MH, School, RN)

Clinical Placement/Intern Occupational Therapist

Counsellor Psychiatrist

Early Intervention Worker Psychologist

Family Support Worker Psychotherapist

Family Therapist School Counsellor

Family/Whānau Advisor Social Worker

Kaiāwhina/Kaiatawai Teacher

Kaumātua, Kuia Whānau Ora Practitioner

Mental Health Support Worker

Other (please specify)

Thank you, we appreciate your feedback.

25

Appendix B – Hui participants’ alignment of skills and concepts from Ngā Tau Mīharo with Takarangi Framework Concepts

Manaaki (honouring and respecting) Mana Inclusive – all cultures participate Provide transport, child care and kai Respect others korero Provide a confidential space Find ways to allow all present to participate Duty and care Aroha ki te Tangata Maintain regular contact Honouring our participants Listening - whikiwhiti korero Akihi Tautoko Catch up sessions Wanting the best for others Setting the scene Knowing how to pace through sessions without Takahi on their Mana.

Aroha (an empowering action) Mana Tapu Incentives/rewards, Manaaki Praise and encouragement Hugs and love Problem-solving strategies Self-worth and acceptance Emotional bank account of kupu Whakamana Child-directed play (10-15 mins) and connection Consequences – timeout/ignore Acknowledgement Sharing of the ha Motivation Role-modelling Tikapono Love being Māori, tia te reo Tautoko Respect and healing Empathy and understanding

Tautoko (effective documentation) Whānau Social Media Play dates Facilitator support if required Petrol vouchers Childcare Wrap-around support One on one Transport Koha Respectful relationships Letter of support – CYFS probation Provide childcare Baking shared, kai Waiata tautoko Problem-solving, Plan of action Congruence Feedback Weekly phone contact, Apologies, Catch up sessions, Buddy calls Praise korero Modelling/Coaching Mentors Effective communication Guidance

Ahu Whenua (the environment and Te Ao Māori) Te wa (current state) Shared baking, kai Tika te reo Rapport Mauri Ora, Hauora Forming/initiating kaupapa whānau Kawa Marae Tikana Te Rahui Mana Ririki Mana Atua Mana Whenua Mana Tangata Powhiri Cultural heritage Whare tapa wha Kaitiakitanga – protection, confidential Appreciate space Inviting, friendly, warm Accessibility Mana Tupura Provide safety and neutrality Wananga styles Te Wheke Takarangi

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Te Reo (effective communication) Whole Identity Non-judgemental and respectful To Whakamara Connection Karakia Fall in love with your reo Keep it real Take care of language/kupu to describe connections Respond to different levels appropriate levels of understanding & approach to it Mihi Powhiri Waiata Acknowledge & value principles – karanga waiata Korerorero Matapuna Respecting dialect, careful with tones Essence of who we/whānau are Body language – needing non-verbal communication Whakapapa pepeha Draw out gems No expectations of reo Whakatauki tying into session/context Language of the heart Ko te reo te mauri o te Mana Māori Simple kupu i.e. whānau tamariki

Tātai (effective documentation) IY Parenting Pyramid Assessments Peer session checklist evaluation Videos Te Wheke Te Maherehere Database for tracking attendance Laminating information for parents Takarangi Debrief between cofacilitators Using stickers as praise Whare Tapawha Type up notes Use Frameworks Session Post-it’s for reflection Goal setting Preparation for sessions Forms to be filled out Consents for videos/photos

Mihimihi (structured communication) Inductions and first point of contact Powhiri/introductions Whānaungatanga Formal/informal interaction Sharing korero Phone calls between sessions Waiata Sensitivity to all cultures Safety and respect Keep it real…rapport Introductions to the programme Relationships and networking Watch voice tones and language Role modelling Identify different personalities Working together – Kotahitanga Te Pa Harakeke Home visits “Manaakitanga” Karakia Pepeha Listening

Whakawhānaunga (multiple system dynamics) Reflection Shared baking, kai Kawa Sharing information Encouraging space to invite other cultures into our space Embracing and value ALL sharing Acceptance of what is brought to session Draw on their strengths Whānau/Hapu/Iwi Multi-agency relationships/networks Bringing whānau to session Safety Reflection and debrief Sharing weekly experiences Making Whakapapa links – genealogy connection Name goal/whānau goal Home visits before course starts Karakia Pepeha/mihi Komarama – understanding relationships Giving permission to parent in a positive manner Unity versus individuality

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Karakia (means by which spiritual pathways are cleared) Creating a purpose and focus Wairuatanga Whānau Hapu Iwi Participation Proverbs, Poems Korowai of safe practice Empowering Tikanga Provides safety and connection Setting the scene Hononga Grounded Engagement Connecting Acknowledge Tupuna Centre – give balance Kotahitanga Meaningful Acknowledgement Time out to calm down Our way of being Spirit to spirit communication

Whakangahau (celebrating effective transition and service) Healing Communication Recap homework activities Hakari graduation Celebrate being Māori Incentives, vouchers etc. The only way is up Using multiple learning styles Weekly rounds “lollies” Acknowledging milestones Celebrating change Capturing the gems Recap earlier learning, recovery Gratitude Time out to “breathe” Waiata Whakatauki Self-care Childhood survivors Getting children back Walk your talk Celebrate the small things

Ngākau Mahaki (unconditional positive regard) Kindness Praise Humility Evaluation Growth Aroha We are not the experts Reciprocal Learn their children’s names Non-judgmental Tika/Pono Guidance Acceptance Understanding Diversity Best Practice Tikanga Manaakitanga Powhiri process Allowing space & time to talk Mentoring

Pōwhiri (transactional engagement) Ira Atua Ira Tangata Welcoming them into the whare Whakapapa Waiata, Himene Moteatea Korerorero Kapu ti, Kai Brainstorms,Buzzes Kaupapa/programme overview Raranga, Matangirei Karanga Tapu, Noa, Mana Mana Whenua Balance oneness Kaupapa Whakatau Karakia, Mihimihi, hongi Tikanga Whānaungatanga Purakau

Tuku Atu Tuku Mai (reciprocity)

Whānau Hapu Iwi Awhinatanga Tautoko, respect Kotahitanga – working together, buddys Wanting the best for each other Whakapakari te whānaungatanga Koha – reciprocal exchange

Aro Matawai (assessment and ongoing monitoring)

Nga korero tuatahi, Whakakitanga vision Deciding on visits, calls, texts Remarks on home activities Comments korero during the sessions Whakapapa Relationship building Pre-imposed ECBI (letter to parents) Taruke advancement Ngeangea rewards

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