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 a basic understanding of the fundamentals of child and youth care work 
SAQA US ID UNIT STANDARD TITLE
117172  Demonstrate a basic understanding of the fundamentals of child and youth care work 
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  10 
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
254181  Demonstrate a basic understanding of the fundamentals of child and youth care work  Level 3  NQF Level 03  10   

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 key concepts in child and youth care
  • Describe and explain the self development responsibilities of child and youth care workers.
  • Describe and explain the basic philosophical, ethical and legal framework for Child and Youth Care Work
  • Describe and explain the concept of programming within a child and youth care work 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 level 2 or equivalent competence. 
    		•

    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:
  • 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); 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe and explain key concepts in child and youth care. 
    OUTCOME RANGE 
    Key concepts include: developmental approach, "in the moment", relationships, care, 'at risk', systematic observation, life span development, behaviour. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The developmental approach is described and explained in terms of its different elements. 
    ASSESSMENT CRITERION RANGE 
    Elements include: strengths based work, building competency, trial and error learning, holistic understanding of people in their broader context, specific to children and youth, work in multi-disciplinary teams.
     

    ASSESSMENT CRITERION 2 
    The concept of 'life space' is described and explained as the context for child and youth care work in a therapeutic and developmental approach. 

    ASSESSMENT CRITERION 3 
    The idea of working in the moment is described and explained by referring to the significance of critical moments, and that appropriate responses to moments can be used to the benefit of the young person in reaching developmental goals. 
    ASSESSMENT CRITERION RANGE 
    Includes awareness of: the 'here and now'; developmentally appropriate responses; self-awareness and professional response; knowledge of resources.
     

    ASSESSMENT CRITERION 4 
    The unique nature of relationships in child and youth care work is described and explained with reference to their development, personal nature and boundaries. 
    ASSESSMENT CRITERION RANGE 
  • Development includes: in the life space of the child; differentiate types and stages of relationship; deliberate attachment for therapeutic ends
  • Nature of relationships: genuineness; supportive relationship; therapeutic relationship; is the context for child and youth care work; based on empathy and positive regard; within an ecological context; conscious use of self within relationships
  • Boundaries include: professional - time limits (planned disengagement), purpose, based on needs of the young person
     
    		•

    ASSESSMENT CRITERION 5 
    The concept of 'care' is described and explained in relation to its individualised developmental and therapeutic nature, holistic dimensions and the accountability of the practitioner within a child and youth care work context. 
    ASSESSMENT CRITERION RANGE 
    Dimensions include: physical, emotional, social, spiritual, cognitive.
     

    ASSESSMENT CRITERION 6 
    The fundamentals of purposeful observation of children and youth at risk and their families, are identified and explained as they apply within a developmental framework. 
    ASSESSMENT CRITERION RANGE 
    Fundamentals include: assessment frameworks, participant observation (awareness of self), recognising strengths, teamwork, context, frequency, duration, intensity, describing behaviour, holistic, logging
     

    ASSESSMENT CRITERION 7 
    Lifespan development is described and explained with reference to child and adolescent development and related needs. 
    ASSESSMENT CRITERION RANGE 
    Development includes: physical, cognitive, social, psychological, spiritual
     

    ASSESSMENT CRITERION 8 
    The importance of understanding children's behaviour is explained with reference to choices for therapeutic and professional responses. 

    ASSESSMENT CRITERION 9 
    The importance of teamwork is described and explained with reference to roles and functions within a multi-disciplinary team, as well as the significance of a team approach to therapeutic care in a child and youth care work context. 

    ASSESSMENT CRITERION 10 
    The use of key concepts is described and explained in terms of their interconnectedness in child and youth care work. 
    ASSESSMENT CRITERION RANGE 
    Key concepts include: ecology of life space; "moment"; group dynamic
     

    SPECIFIC OUTCOME 2 
    Describe and explain the self development responsibilities of child and youth care workers. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The key characteristics and qualities of a child and youth care worker are justified and described in relation to particular work contexts. 
    ASSESSMENT CRITERION RANGE 
    Qualities include: resilience, compassion, responsibility, flexibility, commitment, sensitivity (including diversity), professionalism, initiative, creativity, emotional maturity, positive/hopeful, integrity, insightful.
     

    ASSESSMENT CRITERION 2 
    The importance of self development and self care is explained with reference to purposeful use of self in child and youth care practice. 
    ASSESSMENT CRITERION RANGE 
  • Development includes: experiential learning; shared experiences; interactive team learning; records of incidents, responses and outcomes; developing personal congruence with the developmental approach in order to be 'useful' in the care of children and youth at risk;
  • Use of self includes: self awareness (recognition of personal strengths and limitations, areas of growth, feelings and needs, own potential); separation of personal and professional issues; incorporating 'wellness' practices into own lifestyle; stress management; support networks.
     
    		•

    ASSESSMENT CRITERION 3 
    The importance of self-awareness within a team context is explained with reference to own developmental needs and limitations, and the implications for effective service delivery in the multi-disciplinary approach. 

    ASSESSMENT CRITERION 4 
    The significance of the interplay of knowledge, skills and self is described and explained with reference to examples of actual interactions and incidents. 

    SPECIFIC OUTCOME 3 
    Describe and explain the basic philosophical, ethical and legal framework for Child and Youth Care Work. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different residential treatment contexts for child and youth care work provided for in legislation are identified and described in terms of purpose and the intended nature of service delivery. 
    ASSESSMENT CRITERION RANGE 
    Residential care and treatment includes: rehab treatment centres; secure care; child and youth care centres; youth care and education centres; community outreach programmes; shelters.
     

    ASSESSMENT CRITERION 2 
    Different community based contexts for child and youth care work provided for in the legislation are identified and described in terms of purpose and nature of service. 
    ASSESSMENT CRITERION RANGE 
  • Community based programmes include: child justice programmes; foster care; youth development programmes; drop in centres
  • Other: hospitals; pre-schools and schools
     
    		•

    ASSESSMENT CRITERION 3 
    The philosophical base of child and youth care work is described and explained with reference to essential practices and contexts. 
    ASSESSMENT CRITERION RANGE 
  • Practices include: restorative practices, practice principles (empowerment, participation, integration, rights of young people,
  • Contexts include: family-centeredness, family preservation, child-centred, accountability); group as a therapeutic community (conscious use of this by the practitioner)
     
    		•

    ASSESSMENT CRITERION 4 
    The key provisions of the basic legal framework are described, with particular reference to child care and protection, as outlined in current legislation and regulations. 
    ASSESSMENT CRITERION RANGE 
  • Policy includes: White Paper for Social Welfare; Youth Policy 2000; White Paper on Education No.6; IMC policy document
  • Legislation includes: children's legislation and regulations; child justice legislation; The Constitution; Social Services Professions Act
  • International instruments: UNCRC, African Charter on the Rights of the Child,
     
    		•

    ASSESSMENT CRITERION 5 
    The function of professional ethics within child and youth care work, and consequences for own practice, is outlined with reference to local and international ethical codes and guidelines. 
    ASSESSMENT CRITERION RANGE 
    Codes and guidelines include: standards, ethical codes and guidelines consistent with current legislation; code of ethics to be established by the Professional Board; guidelines developed at institutions in response to binding codes at national level.
     

    SPECIFIC OUTCOME 4 
    Describe and explain the concept of programming within a child and youth care work context. 
    OUTCOME RANGE 
    Programmes are: planned; directed towards clearly identified developmental goals; individualised; consistent with overall or broader organisational programmes; therapeutic in intent; based around planned activities. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The importance of own experiences and interests as a resource for current work is explained with reference to programmes in child and youth care work. 
    ASSESSMENT CRITERION RANGE 
    Experiences and interests include: own childhood activity experiences and skills; adult interests and skills.
     

    ASSESSMENT CRITERION 2 
    Own current interests and skills are identified, together with possibilities for development in order to provide a resource base for programme activities. 
    ASSESSMENT CRITERION RANGE 
    Interests and skills include: arts, crafts, sports, games and music, play, hobbies.
     

    ASSESSMENT CRITERION 3 
    The essential elements of effective programmes are identified and examples provided of their application within the life space of the young person. 
    ASSESSMENT CRITERION RANGE 
    Essential elements to consider include: age; developmental stage; cultural background; preventive and interventive requirements; routines within programmes; assessment; evaluation.
     

    ASSESSMENT CRITERION 4 
    The role of activities in programming is described and explained with reference to their developmental and therapeutic nature. 
    ASSESSMENT CRITERION RANGE 
    Descriptions include importance of:
  • Providing opportunities for young people to identify and develop their own strengths;
  • Meeting need for dignity, positive public image, nurturance, choice, self-management and privacy
  • Designing activities appropriate to practitioner skills
     
    		•


    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.
  • Note: Learners are required to manage their own development in the field. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Note: Learners must collect information about the legislation and regulations pertaining to their field. They are also to develop themselves professionally. In addition, they are to gather ideas about programming, and make decisions about the relevance of various activities in the development of the child. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and / or written presentations.
  • Note: Communication is a critical area, particularly with potentially relationship-reluctant young people. Communication is used to establish relationships and build trust. 
    		•

    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: Child and youth care workers need to have a well developed sense of the ecology of the young person, and the ways in which elements of that ecology impact on behaviour and relationships. 
    		•

    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 standard does not recognise competence to work with children and youth at risk in unsupervised contexts. It recognises that the learner understands basic concepts key to the field. 
    		•

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 254181, which is "Demonstrate a basic understanding of the fundamentals of child and youth care work", Level 3, 10 credits.

    Definitions of Terms

    Terms have been clarified as far as possible through the use of range statements. Further clarification of terms is provided as follows:
  • Ecological context: means the immediate environment; policy and legislative environment; historical and cultural environment of the individual and family. 
    		•

    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.
     
    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.