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 knowledge of the developmental approach to therapeutic work with children and youth at risk 
SAQA US ID UNIT STANDARD TITLE
117183  Demonstrate knowledge of the developmental approach to therapeutic work 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 4  NQF Level 04  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
254174  Demonstrate knowledge of the developmental approach to therapeutic work with children and youth at risk  Level 4  NQF Level 04  5   

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

People credited with this unit standard are able to:
  • Describe and explain the underlying philosophy of a developmental approach to therapeutic work with young persons at risk.
  • Demonstrate an understanding of the essential approach to learning in the developmental approach to therapeutic work with young persons at risk.
  • Describe, explain the developmental approach to therapeutic work within a mutli-disciplinary team context. 
    		•

    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 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. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe and explain the underlying philosophy of a developmental approach to therapeutic work with young persons at risk. 
    OUTCOME RANGE 
    Key components include: strengths based work; working in the moment; life space work. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The developmental approach is differentiated from a pathology approach in terms of key features and departure points. 
    ASSESSMENT CRITERION RANGE 
    Philosophy includes:

    Pathological: identifies 'disorders', labels and categorises these, without the context of there being strengths; makes the professional the expert (doing for rather than with); conducts therapy to bring about 'well-being'
    developmental: identification of strengths and use of these in development of the young person; acknowledgement of the young person as expert on self (empowering); promotes participation (doing with rather than for); believes in the potential of the young person; understands resilience and coping skills and uses these as strengths; adopts a holistic approach; uses reframing of situations; views the young person in context (ecological perspective)
     

    ASSESSMENT CRITERION 2 
    The concept of strengths is explained with reference to their identification and use in the development of the young person. 
    ASSESSMENT CRITERION RANGE 
  • Identification: what strengths are; where/how to find them
  • Use: acknowledging what the young person brings; building on those to develop coping mechanisms; building self by valuing the young person's input
     
    		•

    ASSESSMENT CRITERION 3 
    The importance of participation is explained with reference to the role of the child and youth care worker, and the auxiliary child and youth care worker and specific examples of the developmental impact of participation in therapeutic work. 
    ASSESSMENT CRITERION RANGE 
    Role includes: identification of strengths; positive reinforcement; reframing of situations; promote participation
     

    ASSESSMENT CRITERION 4 
    The importance of working in the moment is described and explained by referring to the significance of critical moments, and appropriate responses to moments, that can be used to the benefit of the young person in reaching developmental goals. 
    ASSESSMENT CRITERION RANGE 
    Includes awareness of: responding in the 'here and now'; using everyday routine and events developmentally and therapeutically; use of critical moments for teaching purposes; awareness of self in whatever event is happening (being present and focused in the moment)
     

    ASSESSMENT CRITERION 5 
    The significance of working in the life space of the child is explained with reference to the significance of artificial or 'own' space, and recognition of the 'moment' as a valid site of child and youth care work. 

    SPECIFIC OUTCOME 2 
    Demonstrate an understanding of the essential approach to learning in the developmental approach to therapeutic work with young persons at risk. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Teaching and learning within the developmental approach is explained with reference to the importance of competence and the development of mastery in the young person. 

    ASSESSMENT CRITERION 2 
    The importance of building on strengths in the development of competence is explained with reference to the personal power and capacity of the young person. 
    ASSESSMENT CRITERION RANGE 
    Capacity: improved sense of self; increased confidence in ability to cope; recognition of own worth vs deficiency
     

    ASSESSMENT CRITERION 3 
    The roles of the child and youth care worker and the auxiliary child and youth care worker are explained with reference to the creation of conditions for the young person to experience empowerment, and the use of moments to this end. 

    ASSESSMENT CRITERION 4 
    The importance of trial and error learning is explained with reference to the development of personal competence in dealing with mistakes, learning from reflection, and making choices. 

    ASSESSMENT CRITERION 5 
    Trial and error learning is described in terms of its role within the relationship between the practitioner and the young person, and importance for the unconditional acceptance at the heart of that relationship. 

    ASSESSMENT CRITERION 6 
    The positive use of crisis moments as trial and error learning experiences is described with reference to possible learning and development opportunities. 
    ASSESSMENT CRITERION RANGE 
    Opportunities include: giving people the courage to try again, to persevere; encouragement of experiential learning;
     

    SPECIFIC OUTCOME 3 
    Describe and explain the developmental approach to therapeutic work within a mutli-disciplinary team context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The centrality of the team to child and youth care work is explained with reference to the expertise of the practitioner, their role, and the holistic approach central to child and youth care work. 

    ASSESSMENT CRITERION 2 
    The role of the child and youth care worker and the auxiliary child and youth care worker within a multi-disciplinary team are explained and described with reference to roles and responsibilities within the team. 
    ASSESSMENT CRITERION RANGE 
    Role includes: facilitation (work with others who need to contribute to the development of the young person; coordinating input in the best interests of the young person)
     

    ASSESSMENT CRITERION 3 
    Boundaries between discipline areas within the team are clearly described and examples provided of referral situations are consistent with accepted practice in the field. 

    ASSESSMENT CRITERION 4 
    Descriptions of ideal team composition for specific situations include all relevant stakeholders essential for effective developmental work, and are consistent with generally accepted practice. 
    ASSESSMENT CRITERION RANGE 
    Team members include: the young person, the family, the child and youth care worker, other relevant practitioners from related fields, authorities from state services (including police and schools) as indicated
     


    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.
  • Note: identifying differences in development, and finding reasons for those differences, is an important part of learning towards this standard 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
  • Note: child and youth care work takes place invariably in teams and much of the practical learning towards this standard will be from others in the field 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
  • Note: self-awareness and self-development are critical skills for child and youth care workers 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Note: a critical part of learning based on the different theories 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and / or language skills in the modes of oral and / or written presentations.
  • Note: essential for the theoretical components of study 
    		•

    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.
  • Note: essential to an understanding of development theories and what they have to say about young people at risk 
    		•

    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. 
    		•

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 254174, which is "Demonstrate knowledge of the developmental approach to therapeutic work with children and youth at risk", Level 4, 5 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.