SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Apply basic communication skills in interactions with children and youth at risk

SAQA US ID	UNIT STANDARD TITLE
117179	Apply basic communication skills in interactions with children and youth at risk
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 3	NQF Level 03	5
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2007-09-18	2008-02-06	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2009-02-06		2012-02-06

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 is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
254185	Apply basic communication skills in interactions with children and youth at risk	Level 4	NQF Level 04	8

PURPOSE OF THE UNIT STANDARD

People awarded credit in this unit standard are able to demonstrate and self monitor their ability to relate to difference, as evidenced by acknowledgment and respect for difference, acceptance, genuineness, honesty, humility, patience, and warmth. They respond in inclusive ways that are appropriate to the characteristics and needs of young people. They demonstrate and communicate clarity about their role within all relationships with young people.

People credited with this unit standard are able to:

Demonstrate understanding of role of verbal and non-verbal communication in interactions

Adapt communication to specific interactive contexts

Provide information and/or feedback to significant stakeholders in a child and youth care work context

Initiate and effect closure of working relationships with children and youth at risk

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:

Communications at NQF level 3 or equivalent competence.

Competence equivalent to that in the unit standard:

117172: "Demonstrate a basic understanding of the fundamentals of child and youth care work".

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.

The following scope and context applies to the whole unit standard:

1. Characteristics and needs of young people may be physical, spiritual, emotional, psychological, social, cognitive. Characteristics and needs include: age and stage of development, culture, disability, gender, health status, language, sexual orientation, and needs for physical and emotional comfort, safety, and privacy.

2. All communications with young people are treated confidentially. The scope and limits of confidentiality are defined through negotiation, and informed consent of young people, and criteria established by legislation, code of conduct, agency guidelines, protocols, staff manuals.

3. Support for young people is provided within the context of a working relationship that encourages self determination of a young person, discourages long term dependency, demonstrates and maintains the boundaries of the child and youth care worker's role with the young person, and complies with enterprise standards.

4. Current legislation includes: International Conventions: UN Convention on Rights of the Child; African Charter on Rights of the Child; Children's Bill and Regulations; Child Justice Bill and Regulations; White Paper for Social Welfare (1997); Department of Social Development minimum norms and standards relating to child rights.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Demonstrate understanding of role of verbal and non-verbal communication in interactions.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The key elements of verbal and non-verbal communication are identified and explained in terms of their features and differences.

ASSESSMENT CRITERION RANGE

Elements of verbal communication include: register and vocabulary, active listening, reflective listening, ability to reflect before speaking.

Elements of non-verbal communication include: appropriate use of tone, body language, gestures

ASSESSMENT CRITERION 2

The role of communication in relationship building is described with reference to its impact on the therapeutic and developmental aspects of relationship, as well as the self-worth of the child.

ASSESSMENT CRITERION RANGE

Impact includes implications for: security, dignity, warmth, non-discrimination, respect, full development of potential

ASSESSMENT CRITERION 3

The importance of congruence between verbal and non-verbal communications is explained with reference to relationship building in a child and youth care work context.

ASSESSMENT CRITERION 4

Examples of appropriate verbal and non-verbal communication are provided and explained in terms of age, cultural sensitivity, language and content, background and experience, and developmental status of target audience.

ASSESSMENT CRITERION 5

Own communication 'triggers', strengths and limitations are identified and discussed in terms of possible impact on interactions with children at risk.

SPECIFIC OUTCOME 2

Adapt communication to specific interactive contexts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Communication with younger persons is developmentally sensitive and promotes alternatives for the healthy expression of needs and feelings.

ASSESSMENT CRITERION RANGE

Developmentally sensitive includes: recognising the influence of relationship history on current development; fostering affection and physical contact appropriate to individuality, age, development and culture

ASSESSMENT CRITERION 2

Communication breakdowns are recognised, and actions taken are appropriate to the context and promote effective communication.

ASSESSMENT CRITERION RANGE

Breakdowns include: communication difficulties due to individual or cultural and human diversity history
Actions include: restating, clarifying, questioning, asking for assistance

ASSESSMENT CRITERION 3

Typical expressions of feelings and emotions are described and responses to expressions from others reduce the potential for dysfunctional conflict and demonstrate empathy.

ASSESSMENT CRITERION RANGE

Empathy includes: awareness of culturally approved expressions of feelings and emotions.

ASSESSMENT CRITERION 4

Communication is adapted in situations with reluctant younger people. Responses and/or engagement techniques and strategies are appropriate to the context and contribute to positive exchanges.

ASSESSMENT CRITERION RANGE

Techniques and strategies include: influence, paraphrasing, reflecting feelings, empathy, questioning, challenging, self-disclosure, describing behaviours, summarising, problem-solving, developing action plans, assertiveness.

ASSESSMENT CRITERION 5

Communication is characterised by self-control and modelling of communication which promotes dignity and establishes the basis for relationships of mutual respect.

ASSESSMENT CRITERION RANGE

Self-control includes avoidance of: name-calling, swearing, ridicule, sarcasm, humiliation, shouting, interrupting.

ASSESSMENT CRITERION 6

Interpersonal skills are used in ways which respond appropriately to verbal and non-verbal communications, and identify the young person's goal(s) for the relationship.

ASSESSMENT CRITERION RANGE

Skills include: attending, following, clarifying, encouraging, questioning.

ASSESSMENT CRITERION 7

Communication skills are used to confirm the young person's goal(s) for the relationship, to identify and select achievable options consistent with her/his goal(s).

ASSESSMENT CRITERION RANGE

Assistance includes: co-creating and exploring alternatives, providing information, referral to other services.

SPECIFIC OUTCOME 3

Provide information and/or feedback to significant stakeholders in a child and youth care work context.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Feedback received from colleagues and/or the younger person is integrated and provided within the confidential context to authorised persons.

ASSESSMENT CRITERION 2

Developmental information is provided to appropriate persons in a manner that facilitates the growth of the younger person and/or family.

ASSESSMENT CRITERION 3

Access is provided to relevant information about legislation, regulations, policies and additional support and services, at a level appropriate to the client's development, abilities and receptiveness.

ASSESSMENT CRITERION 4

Descriptions of events and/or incidents provided to supervisors are clear, concise and accurate, and in a format required by the particular institution or context.

ASSESSMENT CRITERION RANGE

Formats include: verbal, written

SPECIFIC OUTCOME 4

Initiate and effect closure of working relationships with children and youth at risk.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

A supportive environment is established at the beginning of the working relationship with the younger person.

ASSESSMENT CRITERION 2

The child and youth care worker's role and function, and any legal responsibilities of the worker or agency are clarified in accordance with current legislation and ethical frameworks.

ASSESSMENT CRITERION RANGE

Clarification includes: limits of their role, function, and competence, and when to seek advice or refer on to others

ASSESSMENT CRITERION 3

Protocols for the relationship are established and sustained in accordance with current legislation and ethical frameworks.

ASSESSMENT CRITERION 4

Beginning the working relationship engages the young person in the relationship according to her/his characteristics and needs.

ASSESSMENT CRITERION 5

Disengagement of working relationships is effected according to relevant criteria.

ASSESSMENT CRITERION RANGE

Criteria include: the purpose of the relationship has been attained; the relationship between the young person and youth worker is not constructive or is no longer functional; young person's goal(s) has/have been met.

ASSESSMENT CRITERION 6

Disengagement identifies factors relevant for future contact.

ASSESSMENT CRITERION RANGE

Factors include: factors that may lead to resumption of contact; future roles, functions, and available services; means of re-establishing contact with the child and youth care worker, agency; other sources of referral.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

Moderation Option: The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following 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

Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:

Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.

Make sure that evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.

Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.

The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

The following particular issues should be taken into consideration when assessing against this unit standard:

This unit standard may be assessed on the basis of evidence of demonstrated performance in the work place, and through the use of simulated work place situations that closely approximate the performance required in workplace settings. Work place settings can include field education placements.

Relevant additional legislation and the codes of conduct, and youth work agency guidelines will be determined according to the context of assessment.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 254185, which is "Apply basic communication skills in interactions with children and youth at risk", Level 3, 8 credits.

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
Core	49093	Further Education and Training Certificate: Child and Youth Care Work	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2008-02-06	Was HW SETA until Last Date for Achievement
Elective	49600	National Certificate: Development Practice	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2009-05-13	Was ETDP SETA until Last Date for Achievement

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.

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