Outcome One
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Developing the Whole Person

This outcome addresses the developmental needs of the whole person collectively rather than separately, including whānau, whakapapa, and whenua, and looking at physical, emotional, intellectual, social, and spiritual wellbeing.

Supporting the development of the young person holistically means addressing the developmental needs of the whole person collectively rather than separately.

Various cultures and communities express that physical, emotional, intellectual, social and spiritual dimensions are aspects of holistic development. For resilience and wellbeing to grow, all of these elements need to be addressed. For example, when a young person gets employment, this can meet not just the physical need for money to buy food, pay rent etc. Still, it can also provide skill development, connections, relationships, self-esteem, a sense of belonging and even spiritual identity.

Schools are often under pressure to focus heavily on academic achievement (the intellectual aspect). While this is obviously important, if focussed on exclusively, it risks impeding the development of young people in all other areas essential to their wellbeing.

Supporting the development of the young person holistically means addressing the developmental needs of the whole person collectively rather than separately.

We need to think carefully about how our own worldview, bias, priorities and needs might be influencing our work with young people. This requires us to challenge our assumptions about what we think is most important about the situation or context we are working in. This starts with taking the time to build respectful relationships and to listen and find out about what matters to young people and their communities including their aspirations, priorities, values and needs.

Then this needs to be followed through with actions that give rangatahi, their whānau, hapū, iwi and hapori the environments, resources, supports, skills and time to determine for themselves what their future should be.

If we want to find out about what is important to others, we need to listen and consider what is important to the people we are working with. When we take the time to find out what is important to others, we find not everyone has the same perception of issues and events.

We recognise the need to consider language and different meanings and cultural understandings. Adapting their work to reflect the specific cultural and community contexts in which they are working enables organisations and people working in those communities to be more effective. This recognises that diverse young people and communities can successfully support Positive Youth Development (PYD) in their own distinct ways [2].

The expression and affirmation of a positive identity is a core feature of PYD approaches [3]. In indigenous models of youth development, personal identity is inextricably linked to the collective [4]; whānau, whakapapa and whenua. These three aspects are crucial to understanding PYD for Māori in Aotearoa.

“I want, by understanding myself, to understand others. I want to be all that I am capable of becoming.”
Katherine Mansfield, Author

2 Tūrangawaewae can be broken into two words: tūranga (standing place) and waewae (feet). A person’s Tūrangawaewae is their ‘place to stand’, where they feel connected and empowered. Often a person’s Tūrangawaewae is their home.

Whānau
The importance of whānau as a key protective factor for rangatahi is well documented in research and Māori models of wellbeing [5]. These models illustrate the value of whānau, relationships with parents, siblings and cousins and the support and nurture from several generations of extended whānau, hapū and iwi.The contribution the extended whānau makes to the wellbeing of a young person can often be invisible or undervalued [6].
Whakapapa
Whakapapa is traditionally used to describe genealogical ancestral lineages and connections to, and interconnection between, whānau, hapū and iwi [7]. Whakapapa captures the stories of descendants, their connection to waka, whenua and specific geographical features within that region such as awa/moana, maunga, marae/whare tupuna, and the events that have shaped history [8]. Whakapapa shapes a young person’s identity and belonging, it is the back story of their existence, their place in the present, their connection to the past and the future.
Whenua
Central to Māori identity is the importance of whenua. In this context, whenua means not just the land, but the stories, histories and connections embedded in that place. The significance of whenua is reflected in the term ‘tāngata whenua’ people of the land [9]. Many young Māori have become disconnected from their whenua through urbanisation and colonisation, finding their tūrangawaewae is an important part of strengthening cultural identity.
E kore au e ngaro, he kākano ahau i ruia mai i Rangiātea.
I will never be lost, for I am a seed sown by Rangiātea the creator.

Rangatahi Māori who have a strong cultural identity have been found to be more likely to experience good mental health outcomes [10]. Conversely, discrimination has a serious negative impact on rangatahi Māori mental health [10]. For non-Māori young people, their cultural identity, understanding their family histories, their backstory, and the places they feel connected to are also important for healthy development.

Diagram 3: Outcome one –Developing the Whole Person
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Reflective Questions

One

In what ways does your work with young people consider the whole person? This involves considering the young person and their whānau, whakapapa and whenua?

Two

How does your own cultural heritage, background and experiences influence the way you see the world? What impact could this have on your work with young people? What are the assumptions, privileges, and biases you hold; that you need to consider in your work with young people?

Manaia
Case study one –

Manaia talks about diversity and identity development as a young person and the importance of whānau.

Finding out about whakapapa increases a sense of identity, self-awareness and being part of a collective identity for this young person.
Read the case study

Further reading

Delve deeper into The PYDA