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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Help emotionally wounded children towards healing 
SAQA US ID UNIT STANDARD TITLE
116765  Help emotionally wounded children towards healing 
ORIGINATOR
SGB Christian Theology and Ministry 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies Religious and Ethical Foundations of Society 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2007-08-07  2010-08-07  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2011-08-07   2014-08-07  

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 will be useful to people who interact or intend to interact in a non-professional role with children who have been subjected to trauma.
People credited with this Unit Standard are able to
  • Demonstrate understanding of the concept 'Healing'
  • Identify trauma and its effect on children
  • Facilitate the development of a healing relationship
  • Listen actively
  • Walk with a group of wounded children
  • Employ play and storytelling with a wounded child to facilitate healing
  • Help a community of Christian believers to walk with wounded children 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in Communication and Mathematical Literacy at NQF Level 3. 

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole Unit Standard:
  • 'Wounded children' refers to children that have been emotionally and relationally hurt because of exposure to one or more traumatic incidents.
  • Children are regarded as people before 14 years of age.
  • Children's workers are people, mostly adults, who are interacting with children with the purpose to enhance growth in various fields of their lives. This can be done in a professional or non-professional role.
  • Assessment for this Unit Standard is based on the assumption that the learner would have assess to one or more children who have been affected by some form of trauma.
  • Trauma is understood in its wider sense (not only medical).

    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 
    Demonstrate understanding of the concept 'healing'. 
    OUTCOME RANGE 
    Healing' in a psycho-social and spiritual sense. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The Biblical basis of healing is described and explained in terms of the concept "shalom" - peace. 

    ASSESSMENT CRITERION 2 
    The process of 'healing' is defined with reference to emotionally wounded children. 

    SPECIFIC OUTCOME 2 
    Identify trauma and its effect on children. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Trauma is explained in terms of various causes and levels. 

    ASSESSMENT CRITERION 2 
    The effect of trauma is described in terms of common reactions, symptoms, developmental effects and factors influencing the effect. 
    ASSESSMENT CRITERION RANGE 
    Common reactions include physical (somatic), emotional, mental and relational reactions.
    Three main symptom fields are generally accepted: Intrusive symptoms, avoidance symptoms and Hyperarousal symptoms, emphasis on psycho-social development
     

    ASSESSMENT CRITERION 3 
    Attachment and attachment disorders are described in terms of the effect it has on a child 

    ASSESSMENT CRITERION 4 
    Common reactions and needs of children who have been sexually abused are identified and described from observation and own experience. 

    SPECIFIC OUTCOME 3 
    Facilitate the development of a healing relationship. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concepts of models for helping severely traumatised children are explained with reference to a specific programme used in own institution. 
    ASSESSMENT CRITERION RANGE 
    Could include programmes such as the "STOP-sign model
     

    ASSESSMENT CRITERION 2 
    The main characteristics of a healing relationship are described from own experience and observation. 
    ASSESSMENT CRITERION RANGE 
    Characteristics of healing relationships, e.g. understanding, sincerity and unconditional acceptance
     

    ASSESSMENT CRITERION 3 
    Commitment to adopt the characteristics of a healing relationship is explained with reference to criteria designed to determine commitment. 

    SPECIFIC OUTCOME 4 
    Listen actively. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The differences between helpful and unhelpful counselling responses are explained by examples from observation and own experience 
    ASSESSMENT CRITERION RANGE 
    'Unhelpful' responses include judging, interpreting, advising, questioning, supporting, etc. 'Helpful' responses include understanding, reflecting, etc.
     

    ASSESSMENT CRITERION 2 
    The basic skills of reflective listening are identified or explained with reference to the reading process. 
    ASSESSMENT CRITERION RANGE 
    'Reflective listening' refers to the skill of accurately repeating the words or a summary of the words of the child/counselee.
     

    ASSESSMENT CRITERION 3 
    The basic skills of empathic listening and 'feeling responses' are identified and explained with reference to with references to the reconstructive nature of the listening process. 
    ASSESSMENT CRITERION RANGE 
  • 'Empathic listening' refers to the skill of accurately identifying the emotions contained in the communication of the child/counselee
  • 'Feeling responses' means that the emotions that have been identified are included in the responses.
    The learner is able to avoid 'unhelpful' responses.
     
    		•

    ASSESSMENT CRITERION 4 
    Ways in which children are helped to identify and describe emotions and value their importance are described with reference to the manifestation of these emotions. 

    SPECIFIC OUTCOME 5 
    Walk with a group of wounded children. 
    OUTCOME RANGE 
    Wounded in psycho-social and spiritual terms. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The process of counselling wounded children is described with reference to a specific programme. 
    ASSESSMENT CRITERION RANGE 
    Could include Critical Incident Debriefing (CID).
     

    SPECIFIC OUTCOME 6 
    Employ play and storytelling with a wounded child to facilitate healing. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The role and value of play and stories in the lives of children are explained with reference to a range of activities. 
    ASSESSMENT CRITERION RANGE 
    Play in its widest sense, including drawing, crafts, music, etc.
     

    ASSESSMENT CRITERION 2 
    Active listening to non-verbal communication of a child is described with reference to the listening process 

    ASSESSMENT CRITERION 3 
    The application of basic play therapy tools is described with reference to specific tools. 
    ASSESSMENT CRITERION RANGE 
    Tools such as sandbox, draw-a-ship, life-line, etc.
     

    ASSESSMENT CRITERION 4 
    The application of basic therapeutic storytelling is described with reference to specific procedure 

    SPECIFIC OUTCOME 7 
    Help a community of Christian believers to walk with wounded children. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The importance of Christian community in the healing process is explained with reference to its benefit to society 

    ASSESSMENT CRITERION 2 
    Basic group work skills to facilitate functioning of a caring group are identified with reference to cooperative learning theories and practices. 

    ASSESSMENT CRITERION 3 
    The sensitive use of Scripture, prayer and words of wisdom to bring children into a healing relationship with God is identified and explained with reference to Biblical texts. 


    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.
  • Aspects of Communication, including public address and listening skills
  • Aspects of Observation and interpretation of data
  • Understanding children
  • Ability to make creative decisions
  • Understanding of self
  • Understanding group dynamics 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: learners analyse observations, apply knowledge to assess real cases 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: learners are actively involved in discussions with groups of adults, work with others in preparation and analysis 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively: learners critically evaluate effect of trauma in own life and develop relationships and skills 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: learners observe and describe behaviour of children, analyse in terms of knowledge of effects of trauma 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: learners share insights through oral description in a group or individual setting and employ active listening skills 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: learners use checklists for analysis, active listening skills, play and stories 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system: learners understand the negative and positive effects of relationships between people and their environment 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of oneself: learners discover areas for growth in own life, participate in counselling and community brings growth 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    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
    Elective  49057   Further Education and Training Certificate: Theology and Ministry  Level 4  NQF Level 04  Passed the End Date -
    Status was "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.