SAQA 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: 

Demonstrate basic interpersonal skills with children and youth at risk, and their families 
SAQA US ID UNIT STANDARD TITLE
117184  Demonstrate basic interpersonal skills with children and youth at risk, and their families 
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 4  NQF Level 04  12 
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
254187  Demonstrate basic interpersonal skills with children and youth at risk, and their families  Level 4  NQF Level 04  12   

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful for people learning about the field and working under supervision and in routine child and youth care work contexts towards a professional qualification as a child and youth care worker.

People credited with this unit standard are able to:
  • Critically evaluate own performance in interactions with child and youth.
  • Demonstrate understanding of cultural diversity.
  • Use interpersonal skills to establish and maintain relationships with children and youth at risk, and their families.
  • Identify and facilitate problem resolution in interpersonal contexts in the life space of the child. 
    		•

    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 4 or equivalent competence.
  • Competence equivalent to that in the unit standards: 117172: "Demonstrate a basic understanding of the fundamentals of child and youth care work" and 117179: "Apply basic communication skills in interactions with children at risk". 
    		•

    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. Work will be under the direct supervision of a registered child and youth care worker.
    2. Contexts are routine, and exclude highly therapeutic programmes and/or interventions.
    3. Work is governed by a worksite code of ethics approved by the SA Council for Social Service Professions; and consistent with the Children's Bill and Regulations; Child Justice Bill and Regulations; White Paper for Social Welfare (1997); SA Constitution 1997 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Critically evaluate own performance in interactions with children and youth. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Own 'triggers' are identified and discussed in terms of their impact on interactions with children and youth at risk. 
    ASSESSMENT CRITERION RANGE 
    Triggers include: unresolved issues and experiences; prejudices and stereotypes
     

    ASSESSMENT CRITERION 2 
    Own limitations in interactive contexts are identified and requests for assistance are appropriate in terms of timing, and own capability levels. 

    ASSESSMENT CRITERION 3 
    Reflections on own performance are honest and accurate, and identify areas for improvement where required. 

    ASSESSMENT CRITERION 4 
    Critical reflection during and after interactions identifies inappropriate expression of own emotions, and alternatives which would be more suitable to the context. 

    ASSESSMENT CRITERION 5 
    Use of humour in interactive contexts is appropriate to the situation and the young person, and serves developmental and therapeutic ends. 

    ASSESSMENT CRITERION 6 
    Interactions with young people are marked by sensitivity to their feelings. 

    ASSESSMENT CRITERION 7 
    Observation and listening skills are critically reviewed with competent persons during and after interactions. Interpretations of incidents recorded meets generally accepted understanding of the interaction. 

    SPECIFIC OUTCOME 2 
    Demonstrate understanding of cultural diversity. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Key elements of own culture are identified and differentiated from other cultures in local and national contexts. 

    ASSESSMENT CRITERION 2 
    Cultural difference is described and explained in terms of its threats and opportunities in child and youth care work. 
    ASSESSMENT CRITERION RANGE 
  • Threats include: potential; for misunderstanding; potential for assumptions destructive of self worth;
  • Opportunities include: richness of cultural diversity and learning opportunities; promotion of dignity.
     
    		•

    ASSESSMENT CRITERION 3 
    Understanding of self in relation to family is promoted by sharing cultural aspects of background and make up that give rise to basic behaviour and interactive patterns. 

    ASSESSMENT CRITERION 4 
    Family structures and broader networks are identified and explained with reference to cultural and/or community origins and consequent limitations, areas of need and/or strengths. 
    ASSESSMENT CRITERION RANGE 
    Families include: as described and perceived by - young people; different cultural groups; communities within the South African context
     

    ASSESSMENT CRITERION 5 
    Communication styles and patterns appropriate within families are identified and explained in terms of cultural difference, and their consequent limitations and strengths. 
    ASSESSMENT CRITERION RANGE 
    Communication includes: verbal and non-verbal (including appropriate touch)
     

    ASSESSMENT CRITERION 6 
    Own behaviour and social interaction shows a sensitivity to South Africa's history and cultural diversity, and is adjusted to suit context. 

    SPECIFIC OUTCOME 3 
    Use interpersonal skills to establish and maintain relationships with children and youth at risk, and their families. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A range of communication and interpersonal skills are used appropriately in a variety of contexts in interactions during child and youth care work. 
    ASSESSMENT CRITERION RANGE 
  • Skills include: listening, paraphrasing, reflecting, summarising, reflecting feelings, empathic response, questioning, appropriate self-disclosure, describing behaviours, problem-solving, assertiveness
  • Qualities include: genuineness, warmth, politeness, respect, being prepared to say sorry
     
    		•

    ASSESSMENT CRITERION 2 
    Language is clear and appropriate in terms of content and level for the particular context. 

    ASSESSMENT CRITERION 3 
    Non-verbal skills are used appropriately for the context, and in ways that promote developmental and therapeutic relationships. 
    ASSESSMENT CRITERION RANGE 
    Non-verbal skills include: body language, touch, eye contact, gestures
     

    ASSESSMENT CRITERION 4 
    Key elements in establishing and building relationships with children and youth at risk are described with reference to important stages in the relationship, risks involved, and requisite skills and attributes. 
    ASSESSMENT CRITERION RANGE 
  • Stages include: initial contact, establishing rapport, developing trust, understanding limit-testing behaviour , predictability (as a stage in relationship building)
  • Risks include: aggression, rejection, creating dependence, crossing boundaries
    Attributes include: confidentiality, empathy, trustworthiness, respect, non-judgemental, acceptance, unconditional acceptance
     
    		•

    ASSESSMENT CRITERION 5 
    Relationships within groups are facilitated in line with a developmental framework and therapeutic objectives. 

    ASSESSMENT CRITERION 6 
    Family structures and authority relations are identified and interactions are appropriate to the particular family context, and contribute towards effective therapeutic relationships. 
    ASSESSMENT CRITERION RANGE 
    Authority relations include: patriarchal, matriarchal, joint leadership
     

    SPECIFIC OUTCOME 4 
    Identify and facilitate problem resolution in interpersonal contexts in the life space of the child. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Feedback from the young person is accurately recognised in terms of the initial assessment. Responses to feedback are appropriate to the child's development need. 
    ASSESSMENT CRITERION RANGE 
    Feedback includes: information, messages, signals, behaviour, body language
     

    ASSESSMENT CRITERION 2 
    The use of conflict management skills promotes development, and recognizes the dignity and rights of the young person. 

    ASSESSMENT CRITERION 3 
    Interactions between young people in groups are managed to the general benefit of individuals, and in ways that recognize and promote individual strengths. 

    ASSESSMENT CRITERION 4 
    Communication with the young person on the acceptability of their behaviour and expressions of emotions, where required, is firm, non-threatening, and appropriate in the moment. 

    ASSESSMENT CRITERION 5 
    Problems and difficult situations are approached with a degree of assertiveness appropriate to the situation and young person in question. 

    ASSESSMENT CRITERION 6 
    The resolution involves the young person, and is appropriate in terms of their developmental needs. 


    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:
  • Assessment will be in simulated or supervised contexts. 
    		•

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 254187, which is "Demonstrate basic interpersonal skills with children and youth at risk, and their families", Level 4, 12 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 


    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.