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: 

Screen a client to determine needs 
SAQA US ID UNIT STANDARD TITLE
117873  Screen a client to determine needs 
ORIGINATOR
SGB Psychology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies General Social Science 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
This Unit Standard is intended for learners who screen clients to determine their needs and make referrals for suitable service interventions in a variety of counselling situations, but who are not registered professionals such as qualified Psychologists and Social Workers. It will be useful for counsellors in a variety of counselling contexts including, but not limited to, schools, Non-Governmental Organisations, Faith Based Organisations, the South African Police Service, Counselling Call Centres, Hospitals, Clinics and Support Agencies, Sports Centres, Education and Training facilities, Government and Health and Social Services facilities. It should develop learners who know their scope of practice, behave ethically in a counselling context, conform to minimum standards and know when to refer a client.

The qualifying learner is capable of:
  • Explaining human development.
  • Differentiating between functional and dysfunctional behaviour.
  • Describing the impact of lifestyle orientation on behaviour and adaptation.
  • Identifying causes and signs of health and wellness dysfunction.
  • Conducting screening. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in Communication at NQF Level 3. 

    UNIT STANDARD RANGE 
    The typical scope of this Unit Standard is screening clients under supervision:
  • Scope of practice refers to the boundaries within which the counselor operates without referral as defined by own work context.
  • Functional and dysfunctional behaviour includes adjusted and maladjusted behaviour. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain human development. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The different stages of human development are described with reference to the characteristics of each stage. 
    ASSESSMENT CRITERION RANGE 
    Characteristics include, but are not limited to physical, cognitive, emotional, spiritual, mental and social.
     

    ASSESSMENT CRITERION 2 
    Internal and external factors that influence development are explained with examples. 
    ASSESSMENT CRITERION RANGE 
    Factors may be, but are not limited to, cultural, physical, socio-economic or faith.
     

    ASSESSMENT CRITERION 3 
    The implications of each stage of human development in the counselling situation are explained with examples. 

    SPECIFIC OUTCOME 2 
    Differentiate between functional and dysfunctional behaviour. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The concepts of functional and dysfunctional behaviour are explained with examples from specific contexts. 

    ASSESSMENT CRITERION 2 
    The concepts of adaptation and adjustment are explained with examples. 

    ASSESSMENT CRITERION 3 
    A pre-designed tool is used to determine whether behaviour is functional or dysfunctional in a selected situation. 

    ASSESSMENT CRITERION 4 
    Criteria for determining the presence and severity of dysfunction are described and a decision is made as to whether a case falls into own scope of practice. 

    SPECIFIC OUTCOME 3 
    Describe the impact of lifestyle orientation on behaviour and adaptation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The impact of lifestyle orientation on adaptation is explained with examples. 

    ASSESSMENT CRITERION 2 
    The impact of lifestyle orientation on functional and dysfunctional behaviour is explained with examples. 

    ASSESSMENT CRITERION 3 
    Behaviour that is perceived to be dysfunctional is analysed and a decision is made to inform appropriate action. 

    SPECIFIC OUTCOME 4 
    Identify causes and signs of wellness dysfunction. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Socio-economic factors that contribute to health and wellness dysfunction are identified with examples. 
    ASSESSMENT CRITERION RANGE 
    Socio-economic factors include, but are not limited to poverty, wealth and nutrition.
     

    ASSESSMENT CRITERION 2 
    The signs associated with health and wellness dysfunctions are explained with examples. 
    ASSESSMENT CRITERION RANGE 
    Wellness dysfunctions include, but are not limited to, grief, crisis and trauma, stress, addictive behaviours, psychosis, anxiety (including panic disorder), anxiety mood disorders (major depression and bipolar disorder: suicide) ability to cope with own life, stress, neglect and abuse.
     

    ASSESSMENT CRITERION 3 
    Signs of interpersonal problems are identified with examples. 

    ASSESSMENT CRITERION 4 
    A pre-designed tool is used to identify possible dysfunction. 

    SPECIFIC OUTCOME 5 
    Conduct screening. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The role of screening in the assessment process is explained with examples. 

    ASSESSMENT CRITERION 2 
    Probing questions are asked to obtain the required information. 

    ASSESSMENT CRITERION 3 
    A client is screened and a non-judgmental attitude is demonstrated during the screening process. 
    ASSESSMENT CRITERION RANGE 
    A non judgmental attitude includes, but is not limited to, sensitivity, absence of bias, avoidance of stereotyping, recognition of cultural, gender and disability diversity.
     

    ASSESSMENT CRITERION 4 
    Information obtained in the screening process is used to propose a course of action. 

    ASSESSMENT CRITERION 5 
    A process of referral is explained with reference to a specific organisation's referral system. 
    ASSESSMENT CRITERION RANGE 
    Referral includes internal and external referral and short term counselling interventions.
     

    ASSESSMENT CRITERION 6 
    The proposed course of action and responsibility of the counsellor to assist the client is explained to the client. 

    ASSESSMENT CRITERION 7 
    A case is documented in terms of the requirement of a selected organisation. 

    ASSESSMENT CRITERION 8 
    The importance of self reflection is explained in terms of personal growth and life long learning. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a candidate against this Unit Standard must be registered as an assessor with the relevant ETQA or ETQA where a Memorandum of Understanding (MOU) exists with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the relevant ETQA or ETQA where a Memorandum of Understanding (MOU) exists with the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    The learner is able to identify and solve problems and make decisions in screening a client and proposing a course of action within own scope of practice. 

    UNIT STANDARD CCFO WORKING 
    The learner is able to work as a member of a team in screening and referring a client in that it is anticipated that counselors at this level work under supervision. 

    UNIT STANDARD CCFO ORGANISING 
    The learner is able to organise and manage him/herself in applying established strategies and procedures to screen a client, document the case and reflect on his/her own practice. 

    UNIT STANDARD CCFO COLLECTING 
    The learner is able to collect, organise and critically evaluate information in asking probing questions to obtain information and in screening a client. 

    UNIT STANDARD CCFO COMMUNICATING 
    The learner is able to communicate effectively in explaining the proposed course of action to a client. 

    UNIT STANDARD CCFO CONTRIBUTING 
    The learner is able to be culturally sensitive in screening a client. 

    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 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49256   Further Education and Training Certificate: Counselling  Level 4  NQF Level 04  Reregistered  2023-06-30  HW SETA 


    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.