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 caring skills for children and youth at risk 
SAQA US ID UNIT STANDARD TITLE
117181  Demonstrate basic caring skills for 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  6 
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
254178  Demonstrate basic caring skills for children and youth at risk  Level 3  NQF Level 03  6   

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

People credited with this unit standard are able to:
  • Demonstrate understanding of key aspects of care.
  • Demonstrate understanding of developmental needs at a physical, social and emotional care level.
  • Apply basic health care knowledge in a child and youth care context.
  • Display cultural competence throughout care. 
    		•

    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".
  • Promote and uphold the rights of children and youth at risk.
  • Use 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:
  • Any contact with children and youth at risk will be directly supervised by qualified professionals. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of key aspects of developmental and therapeutic care. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Care in a child and youth care context is explained in terms of the dimensions of development , the interaction between them, and importance of care for children and youth at risk. 
    ASSESSMENT CRITERION RANGE 
    Elements include: physical, emotional, social, spiritual, cognitive, psychological care.
     

    ASSESSMENT CRITERION 2 
    The purpose of care is described and explained in relation to its developmental and therapeutic intentions. 
    ASSESSMENT CRITERION RANGE 
  • Intentions include: providing access for young people and their families to the least restrictive and most empowering environment and/or programme appropriate to an individual's developmental and therapeutic needs;
  • Physical care: meeting basic safety and survival needs;
  • Emotional care: identifying feelings and responding to emotions; protecting emotions
  • Social care: advancing child's development within social relationships with other children, child care workers, groups
     
    		•

    ASSESSMENT CRITERION 3 
    Child and youth care is described and explained in terms a continuity of approach across different contexts in which the child may find her/himself. Examples of these are identified in work with children and youth at risk. 

    ASSESSMENT CRITERION 4 
    The importance of recognising the changing social, emotional, physical, cognitive and cultural needs of the young person and their family is explained with reference to types of interventions, and implications for the intervention process as a whole. 

    ASSESSMENT CRITERION 5 
    The importance of providing links with continuing support and resources after disengagement from the system is explained with reference to the child's ongoing developmental needs. 

    SPECIFIC OUTCOME 2 
    Demonstrate understanding of developmental needs at a physical, social and emotional care level. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The description of nutritional needs is appropriate to the age and developmental stage of the young person, as well as specific health requirements. 
    ASSESSMENT CRITERION RANGE 
    Health requirements include: prohibited food types; specific dietary requirements
     

    ASSESSMENT CRITERION 2 
    Sound hygiene practices are described with reference to the developmental stage of the young person. 

    ASSESSMENT CRITERION 3 
    The importance of routines and "rhythm" in a child and youth at risk care context is described and explained in terms of its developmental and therapeutic significance. 

    ASSESSMENT CRITERION 4 
    Safety risks in the physical environment are identified, and precautions recommended are consistent with the nature and severity of the risk. 
    ASSESSMENT CRITERION RANGE 
    Physical risks include, but are not limited to: fire hazards, sharp objects, poisons, electricity, unprotected bodies of water, unsafe play equipment, medication.
     

    ASSESSMENT CRITERION 5 
    Other development needs of children and youth at risk are identified, and suggested responses are in line with therapeutic and developmental care principles. 
    ASSESSMENT CRITERION RANGE 
    Other needs include: Emotional - dealing with the impact of verbal abuse, stigmas, threats, broken promises; Social - dealing with the impact of neglect, abandonment, isolation
     

    SPECIFIC OUTCOME 3 
    Apply basic health care knowledge to children and youth within their ecological context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Common childhood diseases and infections are described in terms of their symptoms and transmission, as well as possible effects on individuals and/or groups. Young people presenting symptoms of common infectious diseases are referred to qualified practitioners. 
    ASSESSMENT CRITERION RANGE 
    Childhood disease symptoms: rashes (including genitalia), elevated temperature, unusual irritability, lethargy, loss of appetite, diarrhoea, coughing and nasal/other discharges, sores that won't heal; multiple skin eruptions, swollen glands and sore throat, ear-ache.
     

    ASSESSMENT CRITERION 2 
    Presentation of seizures is identified and reported with appropriate degree of urgency. Actions taken are appropriate to the severity of the attack, and in compliance with set procedures. 

    ASSESSMENT CRITERION 3 
    Medication is administered and controlled in line with accepted treatment of the specific condition and in line with instructions. Consequences of incorrect application of medicines are described with reference to the wellbeing of the child, and possible legal consequences of negligence. 
    ASSESSMENT CRITERION RANGE 
    Control includes: maintenance of health records; scheduled administration of medicines; secure storage of medicines
     

    ASSESSMENT CRITERION 4 
    Treatment of superficial cuts, bruises and burns is consistent with accepted first aid practice. Conditions outside of scope of competence are referred to the appropriate authorities without delay. 

    ASSESSMENT CRITERION 5 
    General precautions are identified and applied consistently throughout practise to promote general health and welfare of children and youth. 
    ASSESSMENT CRITERION RANGE 
    Precautions include: clean and appropriate clothing; balanced nutrition; hygienic conditions; personal hygiene routines, Universal precautions
     

    ASSESSMENT CRITERION 6 
    Knowledge of basic health care is provided to young persons and their families as a reinforcement of holistic health care in context, and to empower individuals to care for own physical well-being. 

    ASSESSMENT CRITERION 7 
    The potential for infection and transmission of disease is identified, and actions taken are consistent with accepted medical practice and universal precautions for infectious diseases. 

    ASSESSMENT CRITERION 8 
    Basic barriers to development, or disabilities, are recognised and described in terms of their possible impact on the general well-being of the young person. Conditions are referred to the appropriate authority for further diagnosis or treatment. 
    ASSESSMENT CRITERION RANGE 
    Disabilities or barriers include: visual, hearing, learning, speech, abnormal eating habits
     

    SPECIFIC OUTCOME 4 
    Display cultural competence throughout care. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concept of culture is described and explained in terms of its component parts and implications for expectations and life patterns. 
    ASSESSMENT CRITERION RANGE 
    Components include: language, race, class, ethnicity, spiritual beliefs
     

    ASSESSMENT CRITERION 2 
    Actions, communication, responses and interactions throughout the provision of care services are characterised by sensitivity to culture and non-discriminatory acts. 


    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 254178, which is "Demonstrate basic caring skills for children and youth at risk", Level 3, 6 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.
     
    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.