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Item Translating the Okanagan charter for practice in Aotearoa New Zealand tertiary education settings(Tertiary Wellbeing Aotearoa New Zealand (TWANZ), 2017) Tonks, A.; Thorpe, A.; Jeffries, C.; Waterworth, C.; Molloy, H.; Holmstead-Scott, I.; West, J.; Hicks, Karen; Ryan, K.; Phillips, P.; Reynolds, R.; Burgess, T.; Unitec Institute of TechnologyThis translation guide is designed as a tool for health promoters, policy makers, health and safety staff, cultural and student support staff, student bodies and management in tertiary institutions to assist with understanding and applying the 2015 international Okanagan Charter http://internationalhealthycampuses2015.sites.olt.ubc.ca/files/2016/01/Okanagan-Charter-January13v2.pdf on campuses in Aotearoa New Zealand. The Okanagan Charter makes a valuable contribution to health promotion practice in higher education settings, with its set of guiding principles and priority actions. This includes Aotearoa New Zealand, where the Charter’s principles and calls to action can be applied to national tertiary needs and approaches. Māori wellbeing frameworks, Te Pae Mahutonga and Te Whare Tapa Whā, comfortably sit alongside the Okanagan Charter. The Okanagan Charter is viewed as a useful and flexible framework to further develop strategic planning, coordination and integration in tertiary settings. This guide provides a practical guide for how to translate the Okanagan Charter ‘Calls to Action’ into practice for tertiary education settings in Aotearoa New Zealand, reflecting its unique settings, knowledge and populations. Its purpose is to support the implementation of health promotion activities and assist the integration of wellbeing into campus initiatives, policies and teaching practices, to assist in reducing inequalities and preventing ill health. The purpose of this translation guide is to raise awareness and inspire action aligned with the Okanagan Charter and its Calls to Action within higher education settings in Aotearoa New Zealand. It is hoped that it will be a resource for tertiary institutions, as a source of information and vision to assist with efforts to develop health promoting campuses in Aotearoa New Zealand, leading to health promotion action and collaborations locally and globally.Item Time for a change / workbook one : preparing for residential treatment(Odyssey House (N.Z.), 2016) Birks Ang, Ben; Forrester, Rachel; Buglass, Andrew; Brett, Rohelle; Doswell, Kate; Noomotu, Tangi; Christie, Debbie; Koning, Ashley; Fowler, Michelle; Hampton, Jacqui; Unitec Institute of TechnologyThis workbook is designed to help you get ready for your residential stay, so you can get the most out of it. Over the next few pages, you’ll get a chance to think about how it might work for you, and what you need to do to get ready for your stay with us. You can work through this workbook by yourself, or with others – like a supportive friend or your drug and alcohol practitioner.Item Our children, our choice: Priorities for policy.(Child Poverty Action Group, 2014-06) Ritchie, Jenny; Harvey, Nola; Kayes, Marianne; Smith, Carol; Unitec Institute of TechnologyChildren’s rights were invited late to the table of human rights’ discussions. Since the United Nations Convention on the Rights of the Child (UNCROC) in 1989, there has been growing recognition of the rights of even very young children. Aotearoa New Zealand has pledged certain rights to our children, founded in recognition of Te Tiriti o Waitangi (1840), the laws of the land, and international treaties. As well as UNCROC, we are signatories to the United Nations International Convention of the Rights of Indigenous People (2007). In addition to the most basic protected rights explicitly stated in national and international treaties and laws, there are moral imperatives to protect the most vulnerable. We live with our children in communities as much as we live in political states and interconnected economies. These children’s rights include, but are not confined to: care and protection, food, shelter, and education. Implicit in these rights is quality of life: children have the right to access such qualities and conditions as: loving and respectful care; protection from mental, emotional and physical maltreatment; nutritious food to support health and growth; access to warm, dry shelter; and access to appropriate education. In 2014, we are failing in our pledges to honour the rights of our children. The nature and quality of Early Childhood Education and Care (ECCE) provision becomes more critical as children are expected to spend ever more time in care. About Child Poverty Action Group Child Poverty Action Group (CPAG) is an independent charity working to eliminate child poverty in New Zealand through research, education and advocacy. CPAG believes that New Zealand’s high rate of child poverty is not the result of economic necessity, but is due to policy neglect and a flawed ideological emphasis on economic incentives. Through research, CPAG highlights the position of tens of thousands of New Zealand children, and promotes public policies that address the underlying causes of the poverty they live in.Item Children Witnessing Parental Violence: A Social Worker from Aotearoa/New Zealand Responds, response within Case study #1:Children witnessing parental violence(Routledge., 2013) Keddell, Emily; Pukepuke, Tepora; Unitec Institute of TechnologySocial work within each national context is complex and multifaceted—Aotearoa/New Zealand (A/NZ) is no different. Social workers fulfill a vast array of roles ranging from care to control, from agent of the state to activist, from educator to health promoter to family worker. The role of “social worker” has public, sanitized,and carefully delineated definitions made by professional associations, registration boards, and agency-based role descriptions, yet these often belie the underlying rubric of inconsistencies, power dynamics, tensions,and complexities of actual practice. Thus, it’s difficult to state with authority what a typical social worker would do in regard to this case study, as other A/NZ social workers may dispute the version of the “truth” about what actions a social worker might take in this case. Given these general caveats, the presentation here is one possible response within the A/NZ setting to the case study of Amina.Item Walking the talk in social work education.(Sydney University Press?, 2013) Napan, Ksenija; Unitec Institute of TechnologyThis chapter focuses on the benefits and challenges of utilising social work values and principles when teaching, researching, evaluating and improving social work education. These values and principles are explored through their application within the social practice degree programmes at Unitec, New Zealand. A range of alternative and novel teaching and assessment methods are examined and evaluated in the light of their relevance and compatibility with social work education. Special focus is placed on, group assignments, creative individual assignments, field trips, experiential learning, self and peer reflection, inquiry learning, the use of individualised learning contracts and their relevance in ‘walking the talk’ in social work education. In an attempt to ‘walk the talk’ this chapter is organized in similar stages to the way in which social work education is organized in Aotearoa New Zealand and it integrates personal, professional and political discourses relevant for the co-creation of competent social workers.