Workbook - Careerforce · Careerforce – Issue 1.1 – Aug 2015 US27091 Support tangata whai ora to access services… 4 Before you start Welcome to this workbook for unit standard

Workbook

Support tangata whai ora to access services to achieve whānau ora outcomes in a mental health and addiction setting

US 27091

Level 5 Credits 6

Name:

Careerforce – Issue 1.1 – Aug 2015 US27091 Support tangata whai ora to access services… 3

Contents

Before you start ................................................................................................................ 4

Principles of Te Tiriti o Waitangi ....................................................................................... 7

Whānau ora ..................................................................................................................... 9

Needs and goal planning ............................................................................................... 12

Relationships and responsibilities .................................................................................. 14

Taonga heke – Māori values .......................................................................................... 17

Holistic models of hauora (wellbeing) ............................................................................. 19

Services, settings and support ....................................................................................... 24

Evaluation of services .................................................................................................... 28


Before you start

Welcome to this workbook for unit standard 27091:

Support tangata whai ora to access services to achieve whānau ora outcomes in a

mental health and addiction setting.

For this unit standard you will have:

this workbook.

an assessment.

In this workbook you will learn more about:

whānau ora as a strategy for supporting tangata whai ora.

whānau ora outcomes to achieve optimum levels of Māori wellbeing.

holistic models of hauora.

accessing services to achieve whānau ora outcomes.

How to use this workbook

This is your workbook to keep. Make it your own by writing in it.

Use highlighters to identify important ideas.

Do the learning activities included throughout this workbook. Write your answers in

the spaces provided.

You might find it helpful to discuss your answers with colleagues or your supervisor.

Finish this workbook before you start on the assessment.

Note: Throughout this resource the term ‘tangata whai ora’ refers to a person accessing

services in a mental health or addiction setting. They may also be known as ‘tangata

whai i te ora’ or patients, consumers, clients, or service users.


Workbook activities

Learning activity

You will come across learning activities as you work through this

workbook. These activities help you understand and apply the

information that you are learning.

When you see this symbol, you are asked to think about what you

know. This may include reviewing your knowledge or talking to a

colleague.

When you see this symbol, it gives you a hint, tip or definition.


Check your knowledge

Before you begin, think about Te Tiriti 0 Waitangi

How does this relate to your service? Write down your understanding of the following

terms.

Partnership:

Participation:

Protection:

Religious freedom:


Principles of Te Tiriti o Waitangi

Te Tiriti o Waitangi is New Zealand’s constitutional document. The government

recognises Māori as both a social group and as tangata whenua, the indigenous people

of Aotearoa New Zealand. While Te Tiriti o Waitangi is primarily about the relationship

between Māori and the Crown, it also embodies the spirit of health promotion. Its

principles have particular meaning for mental health promotion for Māori and all New

Zealanders. Te Tiriti o Waitangi obligates the government to work in partnership with

Māori to enable participation and protect the rights of Māori.

Mental health is one aspect of people’s total wellbeing. The protection and promotion of

mental health is as important as the promotion and protection of physical, environmental

and spiritual health.

The principles of Te Tiriti o Waitangi, as they apply to health, are as follows.

Partnership – refers to the Crown working together and in consultation with iwi, hapū,

whānau and Māori communities to develop strategies for Māori health and appropriate

health and disability services.

Participation – refers to Māori involvement at all levels of the sector in planning,

developing and delivering health and disability services relevant to Māori. Within

services, this includes Māori representation in recruitment processes for staff

appointments.

Protection – recognises the need for the Crown to be proactive in promoting health, and

in developing preventative strategies to ensure Māori receive the same level of health as

non-Māori, while safeguarding Māori cultural concepts, values and practices (Ministry of

Health, 2001).

Religious freedom – refers to the notion that people can freely partake in religious

practices without opposition. This is an individual’s right or freedom to hold whatever

religious beliefs he or she wishes, or none at all. This freedom extends beyond freedom

of thought by adding freedom of worship and freedom of religious congregation, and

became regarded in the 20th century as one of the basic human rights. Most importantly,

the Universal Declaration of Human Rights (1948) affirms the freedom to change

religions.


Learning activity

Think about strategies for working with family/whānau.

Write notes on what you already know about working with family/whānau.

Record what you already know about supporting family/whānau to achieve improved

levels of wellbeing, particularly for Māori.

Write notes about what you already know about working to support tangata whai ora.


Whānau ora

Whānau ora (family wellbeing) refers to the government’s key strategy to improve the

health of the indigenous population. Whānau ora policy aims to support whānau to

achieve optimum levels of health and wellbeing (New Zealand Qualifications Authority,

2011).

Whānau ora is about engagement, an inclusive approach to providing services and

opportunities, to enhance and enable the strengths of whānau to achieve

rangatiratanga/self-determined success

and empowerment. Whānau ora is

focused on the whānau as a whole, rather

than focusing separately on the individual

family members and their problems. It is

always important to remember that

outcomes should have a positive focus, be

improvement-based, and benefit tangata

whai ora and their whānau.

It is envisaged that whānau who are healthy, engaged and knowledgeable are best

positioned to succeed. To achieve this, multiple government agencies are required to

work together with families, rather than separately with individual family members.

The focus for whānau ora is to:

improve Māori health outcomes.

promote Māori service delivery that values health and social service integration.

recognise service models and traditional healing to address the needs of whānau,

hapū, iwi and Māori communities.

support the ongoing contribution of Māori to Māori, and increase wellbeing through

improved sustainability of resources and health practices.

enhance physical, spiritual, mental and emotional health, giving whānau control

over their futures.

In June 2009, the cabinet approved the establishment of the Taskforce on Whānau-

Centred Initiatives, also known as the Whānau Ora Taskforce. The taskforce was

established to develop a policy framework for a new method of government interaction

with Māori service providers to meet the social service needs of whānau.

Visit the Ministry of Social Development website where you can gain a greater

understanding about whānau ora and the government’s focus to achieve improved

services for Māori by Māori. Go to www.msd.govt.nz and search for whānau ora.

http://www.msd.govt.nz/


Whānau ora outcomes

Whānau ora outcomes refer to positive change in the fundamental components of a

person’s wellbeing. This change can occur in many different aspects of a person’s life,

but its focus is on achieving optimum levels of wellbeing for tangata whai ora and their

whānau. To achieve this, any intervention or strategy must have a clear focus for tangata

whai ora and their whānau.

The following terms relate to whānau ora outcomes for Māori wellbeing.

Self-management Enable tangata whai ora to take responsibility for their care

and outcomes.

Economic security and

wealth creation

Improve financial status through education, experience and

employment opportunities.

Self-determination Enable tangata whai ora to make key decisions that may

affect them, their whānau and their care. Includes freedom to

live as one chooses.

Cultural connectedness Strengthen tangata whai ora relationships with whānau and

their cultural identity, traditions and language.

Spirituality Enable tangata whai ora to further develop and access their

understanding of religion and spirituality.

Healthy lifestyles Improve tangata whai ora understanding of health, wellness,

diet and fitness.

Access to traditional

language

Enable tangata whai ora to learn, develop and maintain their

traditional language.

Participation in te ao

Māori

Enable access to cultural supports and facilities to support

cultural connectedness and inclusion.

Resilience Develop strength and provide support to recover from illness

or adversity.

Nurturing Support and encourage tangata whai ora to achieve

outcomes and goals.

Whānau cohesion Support tangata whai ora to grow and strengthen whānau

relationships.


Learning activity

Read the following scenario and answer the following questions.

“After my first episode, I returned home to where my whānau are from. As a result of my

illness, I had distanced myself from them and felt like a stranger. While there, I

experienced an emotional, spiritual and psychological upheaval. It brought my attention

to events in my life that I needed to address and change in order for me to heal and

move on.”

Identify from the list of whānau ora outcomes on the previous page which outcomes have

been the most important for the tangata whai ora to address and give focus to.

As a support worker, how would you support tangata whai ora to achieve these

outcomes?

What services would you consider using to engage the tangata whai ora with?

How would you get them to engage with these services? (Think about what skills you

would need to use.)


Needs and goal planning

It is important to note that each service will have its own version of, and templates for,

goal plans. You will need to refer to your organisation for the plan it currently uses.

Stages of goal planning are defined below. This is a revolving process that is continuous

and can be reviewed at any point in time.

Define needs In discussion with tangata whai ora and their whānau, the support

worker and their team work together to define the person’s needs. The

focus is on determining whether a need exists (for example, cultural,

spiritual, further education, budget guidance, alternative housing,

employment, transport) and the approach to addressing this need.

It is important to note that the needs and goals must be defined by the

tangata whai ora and whānau and not by the support team they are

working with.

Develop plan Based on tangata whai ora needs, the support worker and team

develop a plan that consists of SMART goals (specific, measurable,

achievable, relevant, timebound) and appropriate service interventions

that will help the tangata whai ora work towards achieving their goals.

Implement plan This stage involves service provider involvement, with providers

assigned, referred to or accessed as applicable. The tangata whai

ora’s and their whānau’s progress is periodically reported on,

documented and monitored. Plans are flexible and may require

changes to ensure that success is achievable: the initial needs and

goals may require review, and timeframes may also require

amendment to ensure outcomes are met. Consider what services you

may engage to achieve whānau ora outcomes for the tangata whai

ora.

Evaluate plan On the plan’s end date, or sooner if warranted, the plan’s

effectiveness is determined using evidence of tangata whai ora

progress. The plan is updated and changes made as needed. The

effectiveness of the services used for achieving the tangata whai ora

goals is reviewed by the tangata whai ora and feedback given to the

services if required.

define develop implement evaluate


Learning activity

How you would identify and implement a plan to achieve whānau ora

outcomes for George?

George is a 45 year old Māori man with long standing issues in mental health. He is

strongly supported by his family, in particular his brother. His brother has now become

physically unwell. George feels overwhelming guilt, assuming that all the years of

supporting him have caused the illness even though it has been explained this is not so.

Other members of the family are also very supportive and closely identify with their

culture, as does George.

However, George abruptly disengages with both his family and his cultural activities

which have always helped to keep George well. It is well known that George is very good

with his treatment due to family input, so there is importance in re-establishing this

relationship.

How would you manage this situation to ensure the best outcomes for George and

his very supportive family?

How might you re-engage George?

How might you support the family who will also be struggling with this new situation?


Relationships and responsibilities

Below is a list of key terms relating to whānau ora relationships and responsibilities.

These people and entities are important to tangata whai ora wellbeing, providing varied

levels of responsibility, accountability and intervention when working with tangata whai

ora and their whānau.

Tangata whai ora A person accessing services in a mental health or addiction

setting. They may also be known as tangata whai i te ora, patients,

consumers, clients, tūroro or service users.

Whānau Immediate and extended family relationships.

Hapū Sub-tribe or clan, sometimes described as the basic political unit

within Māori society. A named division of a Māori iwi (tribe)

whose membership is determined by genealogical descent.

A hapū is made up of a number of whānau (extended family).

Māori can belong, or have links to many different hapū or none

at all.

Iwi Tribal family relationships or connection. An iwi may be made up

of a number of hapū.

Māori community Any person or service that Māori may access (for example,

spiritual, cultural, traditional), for Māori by Māori.

Associated health

support services

Any service that may provide care, interventions, follow up

treatment or monitoring for tangata whai ora and their whānau.

Non-health sector

services

Any service that tangata whai ora or whānau may access which

does not have a health focus, for example, housing, financial,

education, transport, welfare.

Whānau practitioner A person who is engaged in working with whānau, looking after

an entire whānau’s needs rather than after an individual. The

person would have intimate knowledge of the whānau’s

community, but would work across sectors, with the over-arching

goal of promoting whānau resilience and independence.


Learning activity

Select one tangata whai ora you are working with and list two goals

they would like to achieve.

Identify a key relationship and a service you would use to ensure these goals are met.

Goal 1

Relationship

Service

Goal 2

Relationship

Service

Why did you choose these relationships or services to achieve the two goals you

identified?

Goal 1

Rationale for relationship or service

Goal 2

Rationale for relationship or service


Check your knowledge

Think about your organisation’s policies and procedures.

Write notes about the different policies you use in your day-to-day practice that

relate to Te Tiriti o Waitangi and working with whānau.

Consider how these have supported your role as a support worker.

It is important to remember and refer to your organisation’s

policies, procedures and code of conduct as these help govern

and support your practice and the decisions you make.


Taonga heke – Māori values

Values, often referred to as morals, are very broad in nature and help to shape a

person’s character. Values are important and are enduring beliefs or ideals shared by the

members of a culture about what is good or desirable and what is not. Values exert

major influence on the behaviour of an individual and serve as broad guidelines in all

situations. Below is a list of Māori values that are relevant to, and in constant use by

Māori in a mental health context.

Kaitiakitanga Guardianship by the tangata whenua of an area, in accordance with tikanga Māori in relation to natural and physical resources.

Kotahitanga Unity or solidarity demonstrated through the achievement of harmony and moving as one.

Manaakitanga Behaviour that acknowledges the mana of others as having equal or greater importance than one’s own. Demonstrated through the expression of aroha, hospitality, generosity and mutual respect.

Pukengatanga Teaching, preserving and passing on expert skills and knowledge.

Rangatiratanga The expression of the attributes of a rangatira (weaving the people together), including humility, leadership by example, generosity, altruism, diplomacy, and giving of knowledge which is of benefit to the people. As a people, rangatiratanga is reflected in the promotion of self-determination for Māori, and is an expression of their rights.

Reo Language.

Ukaipotanga Speaks of knowing where your roots are and being loyal to them. Recognising who you are and where you belong.

Wairuatanga This is reflected in the belief that there is a spiritual existence alongside the physical. It is expressed through the intimate connection of the people to their maunga (mountain), awa/moana/roto (rivers/seas/lakes) and marae, and tūpuna (ancestors) and atua (spirits/demons).

Whakapapa Genealogy, family tree.

Whanaungatanga Connecting as one people. Whanaungatanga underpins the social organisation of whānau, hapū and iwi. It includes rights and reciprocal obligations consistent with being part of a collective.


Learning activity

Think about the values you consider important when working with

family/whānau. Keeping these values in mind, answer the following

questions.

How will you incorporate these values into your practice? Give two examples of how

you incorporate taonga heke into your practice when you are working with family/whānau

or tangata whai ora.

Example 1:

Example 2:

What difference did incorporating those values into your practice make to your role as a

support worker and your practice? Refer to the two examples you have used above.

Example 1:

Example 2:


Holistic models of hauora (wellbeing)

Te Whare Tapa Whā

Professor Mason Durie used the image of a

whare (house) to represent the overall health

and wellbeing of an individual. The four

cornerstones of the whare rely on each other

to support the structure; if one fails, the whare

will fall. This representation has been applied

to healthcare in New Zealand and provides a

model of hauora (wellness or wellbeing) that is

incorporated into all aspects of health care

service delivery.

In the model, the four cornerstones or sides of the ‘whare’ illustrate the four dimensions

of Māori health.

1 Taha whānau (family health): the capacity to belong, to care and to share, where

individuals are part of wider social systems. Whānau provides the strength to be

who we are, and is our link to our ancestors, present, past and future.

2 Taha tinana (physical health): the capacity for physical growth and development.

Good physical health is required for optimal development.

3 Taha hinengaro (mental health): the capacity to communicate, to think and to feel.

The mind and body are inseparable. Our thoughts, feelings and emotions are

integral components of the body and soul.

4 Taha wairua (spiritual health): the capacity for faith and wider communication. Our

health is related to unseen and unspoken energies. The spiritual essence of people

is their life force. It shapes them as individuals and as a community, and defines

who they are, where they have come from and where they are going.

If one of the four dimensions is missing or damaged, a person (or collective) may

become unbalanced and subsequently unwell. For Māori, it is important (traditionally) to

ensure all aspects of a person’s health are considered and included. The provision of

services to meet the needs of wairua, whānau and hinengaro are as important as the

physical symptoms of illness.


Te Wheke

This model from Rose Pere depicts the octopus and its eight tentacles that contribute to

waiora (total wellbeing). Traditional Māori health acknowledges the link between the

mind, the spirit, the seamless human connection with whānau and the physical world.

The octopus is used to define family health.

The head represents the whānau, the eyes

represent waiora (total wellbeing for the

individual and family) and each of the eight

tentacles represents a specific dimension of

health. The dimensions are interwoven and

represent the close relationship of the

tentacles.

Wairuatanga: spirituality and the uniqueness of being Māori.

Hinengaro: the mind and learning.

Taha tinana: physical wellbeing.

Whanaungatanga: extended family and working together.

Mauri: life force in people and objects.

Mana ake: unique identity of individuals and family.

Hā koro ma, a kui mā: breath of life from forbearers, the place of ancestors and their role in shaping the family.

Whatumanawa: the open and healthy expression of feelings and emotions.


Pōwhiri Poutama

Pōwhiri Poutama is a means of supporting tangata whai ora and whānau to take

personal responsibility for, and gauge progress along, their recovery pathway. It is a form

of self-advocacy, which provides tangata whai ora with an opportunity to ‘find their voice'

again; to re-engage with their environment; and to try, succeed and fail, and to try and

succeed once again.

Most people are familiar with the process of pōwhiri, which is enacted most commonly as

a welcome onto the marae. Paraire Hauata, Te Ngaru Learning Systems (1997)

developed the Pōwhiri Poutama model to represent learning or development based upon

the processes within the pōwhiri. The poutama is a stairway design, commonly seen in

tukutuku panels (woven lattice) on the walls and ceiling in whare whakairo (decorated

houses).

"Pōwhiri Poutama is an organised process, with the ability to go up and down the

poutama according to the tangata whai ora and where they are at – sometimes one may

have to go up and down several times before being able to complete the process and

that is the beauty of it, steps are interchangeable." (Hauata quoted in Ihimaera, 2004,

page 93.)

Durie observed that we haven’t fully appreciated ‘the potential of marae encounters for

shaping thinking and behaviour and providing guidelines for codes of living’.

Pōwhiri Poutama is intended to provide a framework of scaffolding across a

developmental phase, learning or support intervention.

Pōwhiri Poutama has seven steps.

1 Mihi: establishment of personal and social relationships. This includes discussion

about the reason why we are meeting. The focus is on strengths first before dealing

with problems.

2 Karakia (opening to the divine): to enter the sacred zone of a collaborative

relationship.

3 Whakapuaki (revealing): to tell and retell stories of experiences so that alternatives

can emerge.

4 Whakatangi: emotional shift or expression, sometimes interpreted as weeping.

5 Whakarata: physical contact when we hongi, shake hands or kiss. For tangata whai

ora, as progress is made any wariness of our ability to benefit each other is tamed

(whakarata) and our confidence to plan the future together flows more easily.

6 Whakaora (restoring wholeness): conversation turns into what actions may lead to

change in community, practice and relationships.

7 Whakaotinga: maintaining the new way of being, recruiting change, celebrating

progress made.


Takarangi Competency Framework

The Takarangi Competency Framework provides a measure within the alcohol and other

drug, problem gambling and mental health sectors to determine their capacity, capability

and personal competency to work with Māori. The framework also creates workforce and

service development pathways for individuals and organisations. The framework

represents the fusion of cultural and clinical elements in practice. It is a reminder that

when working with Māori, practice that is often considered clinical needs to sit in a

context that is Māori. Read more at www.matuaraki.org.nz

Competence through cultural and clinical knowledge and practice

Clinical

competence

Clinical knowledge

Clinical practice

Cultural practice

Cultural knowledge

Cultural

competence

Co

mp

ete

nce


Learning activity

Consider the holistic models of wellness and choose two that you are

familiar with. Describe how you would support tangata whai ora and their

family/whānau using the two models you have chosen.

Model 1:

How I would use this model to provide support:

Model 2:

How I would use this model to provide support:


Services, settings and support

The models that support workers can use to support tangata whai ora and their

family/whānau will partly be determined by the service and setting in which they work.

This can be impacted by budget allocation and funding, cultural/personal preference to

the support required and the environment where tangata whai ora may choose to be

supported.

Types of services include:

government agencies.

non-governmental organisations.

community trusts.

specialist units within district health board services.

community support agencies.

Types of support provided by these services can include:

cultural.

consumer support.

consumer advisor.

advocacy.

clinical.

detoxification.

assessment.

rehabilitation.

housing.

therapeutic interventions.

counselling.

crisis management.

referral to specialist services.

Types of settings may include:

psychiatric units within hospitals.

community-based facilities.

local activity centres.

people’s homes.


How services impact on wellbeing

Take a moment to consider the impact services can have on the wellbeing of tangata

whai ora, and how are those services provided.

Housing is often a contentious issue where, historically, tangata whai ora have not

always had equal entitlements when accessing housing, accommodation, rental

properties, flats etc. Consider what the impact on a person’s wellbeing is when they do

not have access to the same housing options that other people or families have.

Education should provide equal opportunities for anyone who chooses to study or further

their knowledge base. Whether a person has a physical or psychological disability, they

are entitled to the same rights and programme entry criteria as any other student who

chooses to study the same subject.

Public transport services are provided to ensure all members of the community are able

to access travel, whether for work, school, recreation, appointments or other purposes.

As with education, it should not restrict any person (for physical or psychological

reasons) from access.

Finance refers to income, savings and management of money. Regardless of who or

where they are, people should be entitled to access banking services and personal

accounts and be guided through the savings and investment processes, in the same

manner as any other member of the community.

Welfare, benefits and any related support services are provided to those who meet the

requirements. There are restrictions and limitations that are applied to ensure only those

people who have a need are supported appropriately. It is important to be aware of the

limitations, to ensure your tangata whai ora receive the correct entitlements and are not

allocated services inappropriately.


Accessing services and support

There are multiple ways to access services for tangata whai ora. Some can be accessed

directly by tangata whai ora and others will require you, as a support worker, to make the

initial contact or complete the referral process.

Ways to access services:

through a direct call, either face-to-face or by phone. Contact details and

information about services can be obtained from the phone book, internet,

brochures, advertising or referral forms.

by completing a referral form and sending it to the service by fax, email or post.

by sending a letter of request for referral.

Who can access these services

Tangata whai ora.

Whānau.

Support workers.

Whānau practitioners.

Clinical staff, doctors, nurses, addiction staff, therapists, counsellors etc.

Friends.

Peers.

Co-workers.

Ways to support tangata whai ora and their whanau

Personal advocacy.

Providing information.

Referrals.

Accessing information or services on their behalf.

Skill sharing and development, providing workshop or role play to help develop

confidence and skills.

Providing advice and guidance.

Transport.

Education.


Learning activity

How would you address the impacts created by services when supporting

tangata whai ora?

Write notes about the problems and challenges that tangata whai ora face when trying to

improve their wellbeing.

Consider what action you would take or alternative services you would access to assist

in the process of improving the wellbeing for tangata whai ora.


Evaluation of services

To evaluate is a process to review, examine, judge carefully or appraise. From this

process we can make changes, or recommendations for change. In some instances, we

may choose not to use the product, service provider or process again if our evaluation

proves that they have been unsuccessful in meeting the needs of tangata whai ora, their

whānau or our support worker team.

It is always important to ensure that the

support you have provided to tangata

whai ora and their whānau has, where

possible, met their needs. In some

instances this may require you to refer

the person on to another service or

professional who is better equipped to

provide the support needed to ensure

that whānau ora outcomes are

successfully met.

To ensure whānau ora outcomes are met, support staff should regularly review and

reflect on the services that tangata whai ora access. This should involve considering how

effective services have been in meeting the ongoing needs of tangata whai ora,

achieving outcomes, evaluating the processes taken to access appropriate services and

achieving the outcomes.

Service evaluations can impact on all those who have been involved in the support

process (including tangata whai ora, whānau and support workers). It is therefore

important to involve each of those people in the evaluation. It is imperative to ensure that

the evaluation process is led by tangata whai ora and is not solely a reflection of the

support team’s comments and recommendations. Tangata whai ora involvement will

provide a degree of objectivity for future service access and may result in new services

being accessed next time or different methods of support being implemented in future.

Evaluations can occur in a variety of ways: verbal discussions, phone calls, emails,

face-to-face consultations, surveys, written feedback and reviews of support plans and

outcomes. Many services will use customer satisfaction (a form of evaluation) to

determine if improvements are required to their service delivery. This helps to ensure

that future service users will have their needs met.


Review your knowledge

Now that you have completed this workbook, think about the needs of the

tangata whai ora and whānau that you have identified in earlier activities.

Using the headings below, write some notes about the services you

would use to address their needs.

Identify an appropriate service you could use.

Consider the support you would provide to access the service.

Evaluate the outcomes of a service you have used in the past.

How does this service address the principles of Te Tiriti o Waitangi?

Which model of wellbeing does the service use and how is it implemented?


Completion and assessment

Congratulations!

You have come to the end of the workbook. Please check over all the activities in this

workbook to make sure you have completed them.

Your assessment is next.

You need to complete the assessment successfully to be credited with this unit standard.

Acknowledgements

Careerforce thanks the people who have contributed to this workbook by:

researching and validating content.

providing advice and expertise.

testing the activities.

sharing personal experiences.

appearing in photographs.

The images contained in these workbooks are visual illustrations only and are not representative of

actual events or personal circumstances.

Creative Commons

This work is licenced under a Creative Commons Attribution-NonCommercial Licence. You are free to

copy, distribute and transmit the work and to adapt the work. You must attribute Careerforce as the

author. You may not use this work for commercial purposes. For more information contact Careerforce

www.careerforce.org.nz

Careerforce – Issue 1.1 – Aug 2015

Documents

Workbook - Careerforce · Careerforce – Issue 1.1 – Aug 2015 US27091 Support tangata whai ora to access services… 4 Before you start Welcome to this workbook for unit standard