Poutama: Practicum - te pou
Te Pou Te pou
Te tokotoko i whenuku Te tokotoko i wherangi Tokia Tukia Ko te mumu Ko te awha (Kaea) Ko te mumu Ko te awha Ko te manihi kai ota Takiri panapana Ka rau i runga Ka rau i raro Ka whai tamore i runga, ka whai tamore i raro Tena ko te Pou (kaea) Tena ko te pou Te Pou o Rongo, no Rongo Mauri ora Ka o a e e |
The supports, The sustenance
The provision/protection from Papatuanuku Provision/ protection from above (Ranginui) The ravages and attack Be that by the wind and the storm From the wind and the storm ripped up and strewn about Here lies the crops pulled up, Gathered from above, gathered from the earth seek what is well rooted from above and the earth This is the support The support of Rongo, from Rongo wellbeing From the O and from the A. |
Te Pou in practise. (Extracts taken from my reflection of introducing the Te Pou framework.)
The introduction of my supervision model Te Pou was to a Public Health nurse. My supervisee works in a Maori Boarding school and acknowledges that she sometimes feels on the outside as she is middle class Pakeha coming with her own values and belief. When asked if I could tape a supervision session to introduce my model of supervision she queried, “ Why reinvent the wheel?” I explained to her that you would not use a skateboard wheel on a tractor, nor would you use a truck wheel on a push bike. The wheel you use needs to fit the vehicle it is intended for. Therefore, as we wish to be able to give supervision in a bicultural context, we develop a wheel that suits that vehicle. My supervisee considered this and agreed to be participate in this part of my study.
In introducing the model, I needed to explain some background of Te Pou. My explanation was to say that Te Pou is a chant or karakia from the Nga Puhi region. I needed to translate ‘Pou’ and speak of it as a support. I explained that in this model there would be four pou and each pou would have support particular to the supervisee herself. I introduced each of the pou.
In te ao Maori, the first and last pou, Whanau and Wairua, are cultural norms and they come with us in any context. For many Pakeha these things are not brought into the workplace. I think it was a welcomed invitation for this supervisee, and others who I subsequently introduced to Te Pou, to be able to broaden those boundaries.
I then suggested we identify and name the issue. I mirrored back the issue to ensure I understood the issue. What I should have done is clearly identify what goal the supervisee was hoping to achieve.
The introduction of my supervision model Te Pou was to a Public Health nurse. My supervisee works in a Maori Boarding school and acknowledges that she sometimes feels on the outside as she is middle class Pakeha coming with her own values and belief. When asked if I could tape a supervision session to introduce my model of supervision she queried, “ Why reinvent the wheel?” I explained to her that you would not use a skateboard wheel on a tractor, nor would you use a truck wheel on a push bike. The wheel you use needs to fit the vehicle it is intended for. Therefore, as we wish to be able to give supervision in a bicultural context, we develop a wheel that suits that vehicle. My supervisee considered this and agreed to be participate in this part of my study.
In introducing the model, I needed to explain some background of Te Pou. My explanation was to say that Te Pou is a chant or karakia from the Nga Puhi region. I needed to translate ‘Pou’ and speak of it as a support. I explained that in this model there would be four pou and each pou would have support particular to the supervisee herself. I introduced each of the pou.
In te ao Maori, the first and last pou, Whanau and Wairua, are cultural norms and they come with us in any context. For many Pakeha these things are not brought into the workplace. I think it was a welcomed invitation for this supervisee, and others who I subsequently introduced to Te Pou, to be able to broaden those boundaries.
I then suggested we identify and name the issue. I mirrored back the issue to ensure I understood the issue. What I should have done is clearly identify what goal the supervisee was hoping to achieve.