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Te Tiriti o Waitangi

发布时间:2017-04-24
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Explanation of Te Tiriti o Waitangi and its application in the social services

Instructions

  • In this task you are required to explain the application of Te Tiriti o Waitangi in the social services. (In the practical tasks of this assessment you will be expected to show you can apply your knowledge of Te Tiriti to the context you are working in)
  • Explain how Te Tiriti o Waitangi applies in the social services. You must include an overall explanation as well as giving at least three (3) specific examples of how Te Tiriti impacts in the area of the discharge of residents from residential care

The treaty of waitangi established British Governor of New Zealand, recognised Māori ownership of their lands and other properties, and gave the Māori the rights of British subjects. The treaty signed on 6 February 1840 at bay of island by the British official Crown and some Māori chiefs from the North Island of New Zealand. From the British point of view, they sovereignty over New Zealand and have the right to govern the country. However Maori believe they ceded the right to the British to govern the country in return for protection and for keeping their way of life. There are four principles of the treaty: partnership, protection, participation and permission.

Partnership: Social services ensure needs of Maori are prioritised when engaging with Maori in order to ensure Maori have rangatiratanga rights over their taonga.

Protection: Social services must respect the right of Maori to enjoy their taonga in social service setting. Also, they have the protected right to make choices that best serve their culture.

Participation/ Permission: Social workers need to ensure consultation is taken at all levels with Maori and ensure the services are accessibility for Maori. Also, Maori have freedom to speak Te reo Maori and to participate in any Maori spiritual or cultural practices.

I am going to use an elderly Maori woman, who has been discharged from a residential care for the aged and will be cared at home by family and home caregivers, as an example to describe how the Treaty of Waitangi applied to social services.

Firstly, social services should work together to consult with this woman’s family and whanau, in order to understand her cultural needs and aftercare support for her as the social services come alone.

Secondly, social workers should allow the Maori woman and her whanau to make decisions that are the most suitable choices for the family to maintain the dignity and maintain the rights of Maori.

Finally, a kai, karakia will be offered by the residential care for this Maori woman and her whanau as part of the farewell. Kaumatua perform leaving karaki and blessing on new home environment.

Task 2

Discharge of a resident from residential care-(case study)

Instructions

In this task you are required to demonstrate your knowledge of the key activities around the discharge planning process

Discharge Planning

What people in the community would you need to liaise with throughout the discharge planning process for Miri and why?

I would need to liaise with Miri’s family members,because family members must be involved in the discharge planning process.Also, the residential care facility where Miri lived child, youth and family residential must be liaised with as well, such as the supervisor, RN and the manager from residential care.

Why is it important to include other people (community, family/ whanau) in the discharge planning process for Miri?

Because these people can provide their help and information to Miri. Miri’s family can offer her support and participate in decision making. The residential care can provide information about Miri’s current situation.

What are two things you could do to make sure the safety and wellbeing of Miri are your first consideration?

Consultation with Miri and family and making a care plan could ensure Miri’s safety and wellbeing. The care plan should be reviewed and updated regularly.

What is the purpose of a discharge plan?

A discharged plan is to make sure Miri’s safety and wellbeing. It also provide options for Miri and her family to improve their wellbeing.

What resources and other provisions would you expect to see in the discharge plan for Miri?

Accommodation and education are the provisions I expect to see in the discharge plan for Miri. School can make Miri to get back to the sociality. A good accommodation can give Miri a good environment to live.

How would you manage these resources and provisions?

Contact with education providers to choose the most suitable one for Miri. Call a family meeting to discusses about Miri’s accommodation.

Task 3

Contribute to discharge planning of residents from residential care

Context/ Setting – Child, Youth and Family residential home

Individual/ group (initials only) – AA

Age group – Youth

Summary of reason for discharge

AA is a 17 years old Maori boy, he is a robbery and he has alcohol problem. Now He has completed three months supervised residential care in a Child, Youth and Family residential home as required by the Youth Court and he can go back to live with his parents.

Placement Diary

Student Name – Cindy

Workplace – Tumanako House

What objectives in the residential care plan have been achieved?

During the stay in the child, youth and family residential home, AA showed good improvement of his behavior and he quit drinking as well.

What objectives in the residential care plan have been partially or not achieved?

In the care plan, residential home want to encourage AA to participate some community works, but AA failed to achieve that.

Name the people in the community who are significant in this discharge planning process. Why are their roles significant?

AA’s family members are significant in the discharge planning process because they are AA’s family and guardian who look after AA and educate AA.

The staff in the child, youth and family residential home are significant in the discharge planning process because they can provide AA’s recent information to AA’s family in order to ensure AA’s safety and wellbeing in the future.

What family or whanau aspects have been considered?

AA’s family need to be ready and be able to provide AA a good living environment. A welcome ceremony with food and drink to welcome AA to be home.

What caregivers are available to the resident after discharge?

After discharge from the residential home, any helps acquired caregivers, the social services would provide in order to make sure AA’s safety and wellbeing.

What accommodation options in the community are available to the resident?

AA is not old enough to live by himself, so he needs to live with his parents. Also, if it is necessary, respite care in the child, youth and family residential home is available.

What financial, educational and vocational needs does the resident have?

Financial needs are provided by AA’s parents. Tuition fee, clothes and daily spent are included. Educational needs are supplied by alternative educational services. Vocational needs are met by many vocation services and by home visit.

What are the relevant legislative requirements?

I applied the Treaty of waitangi in this case.

For the partnership I consulted with the manager of the residential home and my supervisor about AA’s case and got advices and feedback from them. We worked on this case together.

For the protection: I considered AA’s wellbeing and safety first and respected his culture and beliefs.

For the participation and permission: I always asked permission from AA and his family first before I held meeting to discuss about the case. I fully informed them about who was going to the meeting and what was the content of the meeting.

How did you made sure that everything you did was always focused foremost on the current and future safety of the person being discharged from residential care?

I visited AA’ parents home to ensure the environment is good for him to live. We also visit the school to ensure AA can catch up his education. Finally, I provided some social services which can improve AA’s safety and wellbeing to his parents and school.

Date Note/ key points of your observations and/ or inputs throughout the discharge planning process

10/06/14 A meeting was hold at Tumanako house to discuss the accommodation of AA.

His parents showed that they were ready to get AA back and live with them.

Other notes (reflect on the discharge planning process)

The meeting followed all the facility's policy and procedures, and it was recorded and ensured confidentiality.

Task 4

Manage discharge of a resident from residential care

Placement Diary

Student Name –Cindy

Workplace – Tumanako House

For this placement, what is the liaison process for dealing with significant people in the community?

I kept in touch with the significant people in the community during and after the discharge process, also I asked for AA and his family’s permission before discussing with social services providers.

How did you ensure confidentiality was respected?

Keep the privacy for the client is very important. The meetings, in this case, were held in a private room which is away from public and could not be overheard by someone else who were not in the meeting. The informations, documents of this case were locked in a safety place where could only be access by authority

For this placement, what resources, other provisions, and arrangements are required?

One of the important resources is the valuation of AA from the residential home. Education provider needed to be confirm as well to ensure AA can go back to school. Also, supports from the government needed to be arranged.

What are the important considerations in managing these resources or arrangements?

Safety and wellbeing are the first consideration. The confidential is important in managing the resources. Respect Maori culture can help in managing the resources and arrangements as well.

Date Communication with people in the community (record observations, actions etc)

11/06/14 Discuss AA’s behaviour with the residential home in order to provider most

suitable services to AA.

Contacted with education providers to get their information and then chose the

most suitable one for AA.

Notes/ key points of how the discharge was managed in accordance with the workplace’s standards/ requirements

I fully informed AA and his family before I provide AA’s information to the education providers. I followed the policies of my work place during all the process, All the processes were confidential.

Other Notes (reflect on the discharge management process)

The meeting with AA’s family and the residential home were sometimes difficult due to the available time for both sides.

Task 5

Application of social service theory

As AA is a Maori, I used the Treaty of Waitangi ( 4 principles: partnership, protection, participation and permission) as a guideline at all time during this case.

For example, 1) I consulted with service providers, held meeting to discuss about the issue between social worker, family and service providers. During the meeting, food and drink were prepared, they can speak Maori freely. 2) I provided multiple choices of AA’s education so he and his family could choose the most suitable one to match his needs and to ensure his safety and wellbeing were met. 3) I always asked AA’s permission and keep his information confidential and respect his will and choice.

Futur more, I kept social work ethic in mind at all time. For example, when I looked for a suitable education provider for him, I could have just chosen one with good reputation school and close the case quickly. But, that would be unethical. I offered her several options not only good reputation but also suitable for his Maori culture. It put more loads on me but it’s the right thing to do as a service provider.

Authoritative source

Social Work Practice. (n.d.). Te Tiriti o Waitangi / The Treaty of Waitangi. Retrieved May 19, 2014, from http://anzasw.org.nz/social_work_practice/topics/show/221-te-tiriti-o-waitangi-the-treaty-of-waitangi

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