WHAPS 703

Kaitiakitanga Assessment 1 Penny Horsfall 200175688

Te Titohu Arahina Te Hunga Tangata Graduate Diploma in

Professional Supervision Bi-culturalism in Practice
Student Name:

Penny Horsfall

Student ID:

200175688

Assessment Title:

Kaitiakitanga: Assessment 1

Assessment Code:

WHAPS 703

Kaiako:

Hine Moeke Murray & Tania Rose Tutaki

Due Date:

10 June 2016

Date Submitted:
Word Count: 1047
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Kaitiakitanga Assessment 1 Penny Horsfall 200175688

Contents
1. Cover
2. Contents

3. Introduction..

4. Critical analysis.

5. Conclusion

6. References

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2. Introduction
Pohatu asks How would I construct and apply respect in my kaupapa, ways of doing
things and relationships? (2008). With much consideration I will critically analyse my
experience of supervision with reference to the role of the supervisor and supervisory
relationship against my knowledge of a Takepu and non-Maori model of supervision
utilising one tenant from each model. The Takepu I have selected is Te Whakakoha
Rangatiratanga which recognises that through successful engagement and endeavour
requires conscious application of respectful relationships with kaupapa and people
(Pohatu, 2008). The non-Maori model is Clinical Supervision, which is many
complex aspects The competent clinical supervisor must embrace not only the
domain of psychological science, but also the domains of client service and trainee
development. The competent supervisor must not only comprehend how these various
knowledge bases are connected, but also apply them to the individual case
(Holloway & Wolleat, 1994, p. 30).

3. Critical Analysis
As a practicing social worker, I have an obligation and to be specific supervision is a
requirement of the profession required by Aotearoa New Zealand Association of
Social Workers (ANZASW). The association have principals, accountabilities and
expectations in which we practice and adhere to.

To provide a context to this experience I was a new practitioner in Child, Youth and
Family and my first year was extremely unsettling. The environment and nature of the
work needed to be taken into account and assessing risk for tamariki was challenging.
The need to have strong clinical supervision was paramount to ensure best practice.
My first supervisor was an experienced mature Maori male and in my first
supervision session he asked me a challenging question so what have you heard
about me I was naturally taken back from this question and unsure how I was going
to respond. This extremely loaded question paralysed me for a moment. I considered
this question very quickly and for a moment recalled the many negative comments
about his leadership and behaviour, I had heard from others. Taking all of this into
account and being new to the organisation I decided not to be truthful with my
response and replied oh nothing No problem can be solved from the same level of
consciousness that created it. Albert Einstein (1879-1955).
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Kaitiakitanga Assessment 1 Penny Horsfall 200175688

Utilising a Takepu, Te Whakakoha Rangatiratanga and a tenant that both supervisor

and supervisee are invited into this kaupapa there is also an expectation that in this
relationship the supervisor and supervisee will engage in a respectful relationship. To
apply this tenant against my experience was that there was no demonstration of
respect for the kaupapa of supervision. The supervisor did not position himself in a
place of kaitiakitanga due to his ego and I in turn listened to my tinana or gut
instinct to consider the question. My ego was also active and my response was that I
needed to protect others and myself and Ata-noho was not in action in this
circumstance. The supervisors motives appeared to be self-serving using his position
to whakaiti me and there was no quote aki aki te tii o te tangata (Moeke-Murray,
2016) in this experience. In addition to this as I was Maori did he take advantage of
this and would he have asked a non-Maori the same question. Takepu are key prerequisites to mauri-ora of a kaupapa and relationships, important cornerstones in our
lives (Pohatu, 2008).
Clinical Supervision and utilising a tenant from this model such as Emphasize the
importance of relationship skills in supervision this model takes into account the
interaction with various systems such as agency setting and population served this
will influence the supervisors role and function. The critical analysis within this
tenant was that there were no relationship skills demonstrated such as empathetic
understandings and acknowledgement of feelings or respect. The supervisor displayed
no skills of engagement taking into account the environment or need to best support
and equip myself. To reiterate the importance of this tenant Allyson Davys and Liz
Beddoe wrote about how the quality of the relationship between the supervisor and
the practitioner has been identified as the most powerful determinant of the success
or quality of the subsequent supervision relationship (2010, p.50). There was no
equity in this relationship.

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Kaitiakitanga Assessment 1 Penny Horsfall 200175688

4. Conclusion
The outcome of this exercise has validated my position as a supervisor I am also
mindful that an experience as described could have left me with a less optimistic
view. I have been mindful of this experience and since becoming a supervisor, it has
changed my practice and position in the supervisory relationship to ensure that respect
underpins my practice. Ego is active in all of us and sits in the back of our mind
conscious and unconscious but it is our responsibility to manage it.

In considering the non-Maori tenant, it highlighted the need for a number of qualities
and skills that supervisors require if they want to be effective to prospective
supervisees. The relationship itself requires many elements in order for the
supervisory relationship to reach its potential and many aspects were hugely lacking
in this experience. I have appreciated the opportunity to revisit this experience to gain
a measure of where I am today. Mauri ora

5. References

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Kaitiakitanga Assessment 1 Penny Horsfall 200175688

Davys, A. and Beddoe, L. (2010) Best Practice in professional supervision: A guide

to the Helping Profession. London: Jessica Kingsley Publishers.

Einstein, A. (1879-1955).

Holloway, E., & Wolleat, P. L. (1994). Supervision: The pragmatics of

empowerment. Journal of Educational and Psychological Consultation, 5(1),
23-43.

Pohatu, T. (2008). Takepu: principled approaches to health relationships. Traditional

Knowledge

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