Page URL: https://practice.orangatamariki.govt.nz/practice-approach/practice-framework/whai-akona/supervision/whakatara-and-whakamanawa
Printed: 02/04/2025
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This phase of the supervision session involves the ability to provoke and prompt critical thinking, to challenge and to encourage, inspire, instil confidence, reassure, stimulate, support and assess at a particular point in time.
Dealing with issues and encouraging solutional focus
This phase is an exploration phase facilitated through activities that apply the concepts of whakatara (to challenge) and whakamanawa (to encourage).
The kaiārahi will use a range of skills and techniques to constructively challenge the thinking of the kaitiaki in a supportive way, promoting critical reflection, learning and development.
This is also the space to acknowledge and celebrate good practice.
Prompts: skills, knowledge and behaviours
I try to engage with the constituents of āta during this phase to maximise opportunities for learning and development.
I have already done some reflecting and try to identify the links between the personal and professional.
I actively seek out alternative viewpoints and different lenses to strengthen my practice.
I am open to supportive challenge and being guided to work with oranga as the frame.
Supervision prompts
As a kaitiaki, how do I best reflect?
What is my learning style(s) and preferences, and have I discussed this with the kaiārahi?
How do I feel about planning for my kaiārahi to co-work or sit in on a session with me to support my growth?
In line with how I like to receive feedback, how can my kaiārahi provide encouragement, inspiration, reassurance, stimulation and support that instils confidence?
How do we identify barriers, obstacles and forms of oppression that restrict positive progress of the kaupapa?
How can the kaupapa being discussed support system change?
In exploring safety concerns for pēpi, tamariki or rangatahi, are we engaging in discussions about the seriousness of the situation, cumulative harm and potential for further harm? How are we balancing this with options to secure safety for te tamaiti or rangatahi within their whānau or family?
Whakatara – I can provoke alternative thought patterns, prompt critical thinking, facilitate challenge, prick the conscience, and assist the kaitiaki to ensure rigour in their exploration of the kaupapa.
Whakamanawa – I can assist the kaitiaki to identify barriers, obstacles and forms of oppression that restrict positive progress of the kaupapa so that mana can be restored and/or enhanced.
I can provide encouragement, inspiration, reassurance, stimulation and support that instils confidence in the kaitiaki.
Supervision prompts
Do I know how the kaitiaki best reflects? Is this linked to their learning preferences? Do I adapt my own approach to best support the kaitiaki?
In line with how the kaitiaki likes to receive feedback, how do I provide encouragement, inspiration, reassurance, stimulation and support that instils confidence?
How do I provoke alternative thought patterns and prompt critical thinking?
How do I provide challenge to promote rigour in the exploration of the kaupapa by the kaitiaki? How comfortable am I with doing this?
How do I support the kaitiaki to identify barriers, obstacles and forms of oppression that restrict positive progress of the kaupapa?
How can I support system change from the kaupapa being discussed?
How am I ensuring we maintain a focus on safety and wellbeing of tamariki or rangatahi in our discussions?
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