All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: |
Organise, manage and implement advanced behaviour management strategies and techniques |
SAQA US ID | UNIT STANDARD TITLE | |||
244237 | Organise, manage and implement advanced behaviour management strategies and techniques | |||
ORIGINATOR | ||||
SGB Child and Youth Care Work | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
- | ||||
FIELD | SUBFIELD | |||
Field 09 - Health Sciences and Social Services | Promotive Health and Developmental Services | |||
ABET BAND | UNIT STANDARD TYPE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS |
Undefined | Regular | Level 7 | Level TBA: Pre-2009 was L7 | 15 |
REGISTRATION STATUS | REGISTRATION START DATE | REGISTRATION END DATE | SAQA DECISION NUMBER | |
Passed the End Date - Status was "Reregistered" |
2018-07-01 | 2023-06-30 | SAQA 06120/18 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2024-06-30 | 2027-06-30 |
In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise. |
This unit standard does not replace any other unit standard and is not replaced by any other unit standard. |
PURPOSE OF THE UNIT STANDARD |
The purpose of this standard is to provide a means for those who have basic training in child and youth care work or related social service professions to progress through and combination of institution based and/or workplace learning and experience to achieve the Professional Degree in Child and Youth Care Practice. In particular, this unit standard will be useful for those who are required to manage residential facilities or work in group situations, with group living as a component. The standard will give formal recognition to the range of skills and knowledge that must be integrated into coherent responses to instances of seriously troubled and troublesome behaviour.
People credited with this unit standard are able to: |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
|
UNIT STANDARD RANGE |
Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Demonstrate understanding of behaviour and behaviour management. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Definitions of troubled and troubling behaviour are consistent with current understandings in the field, and include references to behaviour, which is destructive, pain-based and/or self-defeating. |
ASSESSMENT CRITERION RANGE |
Destructive behaviour includes:
|
ASSESSMENT CRITERION 2 |
Situations requiring 'advanced' behaviour management are described and explained with reference to levels of emotional needs and cognitive distortions of the child, levels of invasiveness of the intervention, and potential impact on the child. Situations requiring 'advanced' responses are contrasted with situations regarded as routine. |
ASSESSMENT CRITERION 3 |
Extremely troubled and troublesome behaviour requiring advanced responses is identified in terms of typical manifestations and/or presentations. |
ASSESSMENT CRITERION RANGE |
Manifestations include:
|
ASSESSMENT CRITERION 4 |
'Advanced' behaviour management is described in terms of the appropriate integration of knowledge and skill in particular contexts, and the resultant capacity to contain all behaviour and intervene in situations when emotions are extreme. |
ASSESSMENT CRITERION RANGE |
Management includes:
|
ASSESSMENT CRITERION 5 |
The cultural dimensions of troubled and troubling behaviour are identified and discussed with reference to their origins and possible culturally appropriate responses. |
ASSESSMENT CRITERION 6 |
The need for self-management during the process of managing troubled and troublesome behaviour is explained with reference to challenging and often unpleasant manifestations of behaviour, which is not immediately understandable. |
ASSESSMENT CRITERION 7 |
Examples of successful behaviour management approaches are identified and discussed in terms of the key success factors, and repeatable methods and techniques. |
ASSESSMENT CRITERION RANGE |
Approaches include:
|
SPECIFIC OUTCOME 2 |
Demonstrate understanding of models for understanding and managing behaviour. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
The conflict cycle evident in troubled and troublesome behaviour is illustrated from own experience or practice with reference to emotional responses to events, observable behaviour, reaction, and consequent reinforcement of the self concept and world view behind the behaviour. |
ASSESSMENT CRITERION 2 |
The significance of lifespace interventions is discussed with reference to their potential of break the conflict cycle by changing responses, managing shifts the young person's self-concept and world view, and opening possibilities for changes in observable behaviour. |
ASSESSMENT CRITERION 3 |
The needs based model is discussed with reference to the driving forces behind behaviour, and its manifestation at different levels under different conditions. |
ASSESSMENT CRITERION RANGE |
Driving forces include:
|
ASSESSMENT CRITERION 4 |
The escalation model is discussed with reference to identifiable stages, observable behaviour, and possible consequences for the young person and/or the group. |
ASSESSMENT CRITERION RANGE |
Stages include:
Consequences include: |
SPECIFIC OUTCOME 3 |
Identify and respond to contagious behaviour. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Behavioural cues are discussed with reference to the susceptibility of young persons at risk to those cues, and the consequent potential for escalation and mob behaviour. |
ASSESSMENT CRITERION 2 |
Contagious behaviour, which results in mob behaviour, is discussed with reference to the sense of connection and/or common cause in a group that develops in response to the behaviour of an individual. |
ASSESSMENT CRITERION 3 |
The dangers of unmanaged contagious behaviour are discussed with reference to the potential for belligerence, and damage to persons, property and the programme as a whole. |
ASSESSMENT CRITERION 4 |
Situations with a potential for contagious behaviour are identified in terms of key indicators. The importance of early identification of this potential is explained with reference to the dangers inherent in such behaviour. |
ASSESSMENT CRITERION 5 |
Initial responses draw on a variety of techniques to contain the feelings of others, address the sense of outrage and/or concern, and contribute to a de-escalation of the situation. |
ASSESSMENT CRITERION RANGE |
Responses include:
|
ASSESSMENT CRITERION 6 |
Responses are based on past successful experiences, are consistent with established best practice, employ designed responses where appropriate, and avoid triggers, which may heighten emotions. |
ASSESSMENT CRITERION 7 |
Responses are modified as de-escalation occurs in ways that promote de-escalation and manage the situation at a pace appropriate to the nature of the group, and the particular context. |
ASSESSMENT CRITERION 8 |
Where contagious behaviour becomes belligerent, responses shift in focus to particular central individuals in an attempt to address the situation. The group is included where possible as part of the solution. |
ASSESSMENT CRITERION 9 |
The response to belligerence is, where possible, team based, and staff members best equipped to deal with the situation are recognised and supported, in line with designed responses. |
ASSESSMENT CRITERION 10 |
Responses in the event of a loss of control of contagious behaviour are in accordance with designed responses, and likely to limit damage to people and property. |
SPECIFIC OUTCOME 4 |
Identify and respond to out-of-control behaviour. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Stages in the escalation in-group behaviour are identified and described with reference to clear and present indicators. The description is consistent with accepted theory and practice in the field. |
ASSESSMENT CRITERION RANGE |
Stages include:
|
ASSESSMENT CRITERION 2 |
Behavioural cues prefacing out-of-control behaviour are discussed with reference to manifestation of behaviour, and the potential for escalation and out-of-control behaviour. |
ASSESSMENT CRITERION 3 |
Particular feelings typically present in out-of-control situations are identified and discussed with reference to examples drawn from own practice and experience. |
ASSESSMENT CRITERION 4 |
The mood of groups is accurately gauged, and responses identified are likely to de-escalate situations and pre-empt out-of-control behaviour. |
ASSESSMENT CRITERION 5 |
Responses in the event of out-of-control behaviour are carried out in accordance with purpose-designed procedures. |
SPECIFIC OUTCOME 5 |
Respond to behaviour that is in conflict with the law. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
The tension inherent in responses to young persons who violate the law is acknowledged and discussed with reference to legal requirements, ethical concerns, child rights and professional responsibilities. |
ASSESSMENT CRITERION 2 |
Options for dealing with violations of the law are discussed with reference to their alignment with child rights and restorative processes, and their potential impact on programmes at global, group and individual levels. |
ASSESSMENT CRITERION RANGE |
Options include:
|
ASSESSMENT CRITERION 3 |
Accountability for referrals is established and/or acknowledged, and referrals to police and/or justice services are consistent with established protocols, and comply with requirements for reportable incidents. |
ASSESSMENT CRITERION 4 |
Legal requirements governing searches are described, and any search initiated complies with requirements, established protocols, and ethical concerns. |
ASSESSMENT CRITERION RANGE |
Ethical concerns include:
|
SPECIFIC OUTCOME 6 |
Develop resilience as a means of enhancing the self-management of troubled and troublesome behaviour. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
The importance of developing resilience is discussed with reference to the development of inner strength, and the capacity to cope and respond differently to explosive situations. |
ASSESSMENT CRITERION 2 |
The role of loss, bereavement and crisis as causal factors in troubled and troublesome behaviour is acknowledged and discussed with reference to resilience and the possibilities of different choices and responses. |
ASSESSMENT CRITERION 3 |
Opportunities for proactive development of resilience are discussed with reference to its potential as a long-term behaviour management strategy. |
ASSESSMENT CRITERION 4 |
The importance of identifying and supporting protective factors is discussed with reference to their strong preventative contribution to the self-management of behaviour. |
ASSESSMENT CRITERION RANGE |
Protective factors include:
|
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
Essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance.
Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard. |
UNIT STANDARD DEVELOPMENTAL OUTCOME |
N/A |
UNIT STANDARD LINKAGES |
N/A |
Critical Cross-field Outcomes (CCFO): |
UNIT STANDARD CCFO IDENTIFYING |
Identify and solve problems and make decisions using critical and creative thinking.
|
UNIT STANDARD CCFO WORKING |
Work effectively with others as members of a team, group, organisation or community.
|
UNIT STANDARD CCFO ORGANISING |
Organise and manage themselves and their activities responsibly and effectively.
|
UNIT STANDARD CCFO COLLECTING |
Collect, analyse, organise and critically evaluate information.
|
UNIT STANDARD CCFO COMMUNICATING |
Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
|
UNIT STANDARD CCFO SCIENCE |
Use science and technology effectively and critically showing responsibility towards the environment and health of others.
|
UNIT STANDARD CCFO DEMONSTRATING |
Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
|
UNIT STANDARD ASSESSOR CRITERIA |
N/A |
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. |
UNIT STANDARD NOTES |
Notes to Assessors:
Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard: Definition of Terms: Terms have been clarified as far as possible through the use of range statements. |
QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
Elective | 59257 | Bachelor of Nursing | Level 7 | NQF Level 08 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: |
This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here. |
NONE |
All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |