Back row from left : Shanan Murphy , Eru Kopae , Tony Howe , Arron Smith ( Te Pou Kokiri , facilitator ), Te Orihau Teepa ( facilitator ), Vicky Jennings ( facilitator ), Awhina Bedford .
Tamariki and their whānau are welcomed onto Rewatu Marae .
Front row from left : Reef Murphy , Mathew Fiaui , Tyrell Stevens , Quinn Bedford- Collier . Absent : Maxwell Hughes .
Marae based programme supports tamariki
By Vicky Jennings , Nurse , Voyagers , Te Kaumoana o Ruamano , and Casey Wilson , student Nurse , Te Whare Wānanga o Awanuiārangi .
The first marae based treatment programme supporting tamariki ( children ) focusing on improving resilience with social , academic , problem solving and communication skills was held in Whakatāne recently .
The Dinosaur school treatment programme provided by the DHB ’ s Child and Adolescent Mental Health Service , Voyagers was held at Rewatu marae in Poroporo on the outskirts of Whakatāne .
The programme is provided for a small group of tamariki once a week for a two hour session over 18 weeks . It covers academic coaching , persistence coaching , emotional literacy , social and friendship skills . Team building activities and problem solving strategies are also part of the programme and puppets are used to engage and deliver the key themes for each session .
The first session at Rewatu Marae focused on tikanga , kawa and whakawhanaungatanga . Our tamariki , supporting whānau and kaiako ( teacher ) from Ōpōtiki were welcomed onto the marae with a powhiri . Tamariki participated by supporting the speaker with waiata . Keeping with tikanga , kai and inu followed in the whare kai . During this time tamariki were noticed to be making connections with each other and key interactions were established . Tamariki , whānau and kaiako then shared in whanaungatanga in the wharenui and everyone had the opportunity to introduce themselves . Supported by whānau many tamariki were able to deliver their pepeha ( introduction in Māori which tells the story of the person ’ s heritage ).
During this , session one father expressed his gratitude about the Dinosaur school programme being marae based . He said it gave his son and whānau the chance to reconnect with their Māori roots , that he felt had been lost . The supporting kaiako from Ōpōtiki voiced they would like copies of karakia and pepeha templates to support tamariki .
Overall , the day was a success . We feel providing this programme on the marae provides a safe environment where tamariki can explore their surroundings and undergo team building activities within the facility , whilst still keeping on track with the Dinosaur school curriculum .
Translations
Tikanga : correct procedure , custom , habit , lore , method , manner , rule , way , code , meaning , plan , practice , convention , protocol - the customary system of values and practices that have developed over time and are deeply embedded in the social context .
Kawa : marae protocol - customs of the marae and wharenui , particularly those related to formal activities such as pōhiri , speeches and mihimihi . This seems to be a modern extension of the word .
Whakawhanaungatanga : process of establishing relationships , relating well to others .
Kaiako : teacher , instructor . Waiata : to sing . Inu : drink . Whare kai : dining hall .
Wharenui : meeting house , large house - main building of a marae where guests are accommodated . Traditionally the wharenui belonged to a hapū or whānau but some modern meeting houses , especially in large urban areas , have been built for non-tribal groups , including schools and tertiary institutions . Many are decorated with carvings , rafter paintings and tukutuku panels .
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