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: 

Describe the use of relationships for developmental and therapeutic ends in child and youth care work 
SAQA US ID UNIT STANDARD TITLE
117189  Describe the use of relationships for developmental and therapeutic ends in 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 4  NQF Level 04 
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
254175  Describe the use of relationships for developmental and therapeutic ends in child and youth care work  Level 4  NQF Level 04   

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 the role of relationships in child and youth care work.
  • Describe key elements in building and maintaining therapeutic relationships.
  • Describe the use of interpersonal skills to establish and maintain relationships.
  • Describe the process of engagement and disengagement of working relationships with children and youth at risk. 

  • 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:
  • 117172: Demonstrate a basic understanding of the fundamentals of child and youth care work.
  • 117188: Apply personal development strategies and skills to enhance effective service delivery in child and youth development. 

  • 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 the role of relationships in child and youth care work. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The importance of relationships in child and youth care work is described with reference to their role in the physical, social and emotional growth and development of the young person. 
    ASSESSMENT CRITERION RANGE 
    Role includes: sites for dealing with conflict; opportunities to reveal and cope with vulnerabilities; opportunities for growth of self-awareness
     

    ASSESSMENT CRITERION 2 
    The significance of rapport and attachment developed during relationships is described with reference to developmental and therapeutic benefits in child and youth care work. 

    ASSESSMENT CRITERION 3 
    Possibilities of using relationships to effect family reunification are described and explained with reference to its application in families, and different family contexts. 

    ASSESSMENT CRITERION 4 
    The role of relationships within family conferencing are described with reference to the basic principles, concepts and elements of restorative work. 

    ASSESSMENT CRITERION 5 
    The role of relationships within groups is described in line with a developmental framework and therapeutic objectives. 

    SPECIFIC OUTCOME 2 
    Describe key elements inr building and maintaining therapeutic relationships. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The importance of self awareness within relationships is described in relation to own feelings and emotions, and the management of these to produce beneficial and therapeutic outcomes. 

    ASSESSMENT CRITERION 2 
    The particular nature of relationships in child and youth care work is described with reference to context, role as a child and youth care worker, professional codes and accepted ethical practice in the field. 
    ASSESSMENT CRITERION RANGE 
    Nature of relationships: professional; boundaries for contact and interaction clearly defined (where boundaries include: inappropriate intimacy in relationships which includes touch; putting own needs before those of the young person; intrusion of own values as discrimination; bribe or punishment; inappropriate personal disclosure
     

    ASSESSMENT CRITERION 3 
    The importance of self development is explained with reference to the importance of self awareness and self-care in the building of effective relationships. 
    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
  • Self awareness and self-care include: recognised personal strengths and limitations, feelings and needs; separation of personal and professional issues; incorporating 'wellness' practices into own lifestyle; stress management; support networks
     

  • ASSESSMENT CRITERION 4 
    Sources of conflict in relationships are identified and dysfunctional conflict is minimised to achieve developmental and therapeutic goals. 

    ASSESSMENT CRITERION 5 
    Strategies to facilitate the development of relationships with relationship-reluctant young people are described with reference to possible barriers, and intrinsic and extrinsic triggers. 

    ASSESSMENT CRITERION 6 
    Key elements in establishing and building relationships with children and youth at risk are described with reference to important stages in the relationship, risks involved, and requisite skills and attributes. 
    ASSESSMENT CRITERION RANGE 
  • Stages include: initial contact, establishing rapport, developing trust, understanding limit-testing behaviour , predictability (as a stage in relationship building)
  • Risks include: aggression, rejection, creating dependence, crossing boundaries
    Attributes include: confidentiality, empathy, trustworthiness, respect, non-judgemental, acceptance, unconditional acceptance
     

  • SPECIFIC OUTCOME 3 
    Describe the use of interpersonal skills to establish and maintain relationships. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The range of communication and interpersonal skills described for use in particular contexts is appropriate to the interactions and promotes the development of effective therapeutic relationships. 
    ASSESSMENT CRITERION RANGE 
  • Skills include: listening, paraphrasing, reflecting, summarising, reflecting feelings, empathic response, questioning, appropriate self-disclosure, describing behaviours, problem-solving, assertiveness
  • Qualities include: genuineness, warmth, politeness, respect, being prepared to say sorry
     

  • ASSESSMENT CRITERION 2 
    The importance of clear and appropriate language usage is described in terms of potential for misunderstanding and/or the creation of conflict for particular contexts. 

    ASSESSMENT CRITERION 3 
    The importance of the appropriate use of non-verbal skills is described with reference to their impact in the development of therapeutic relationships, and the potential to enhance or undermine relationships. 
    ASSESSMENT CRITERION RANGE 
    Non-verbal skills include: body language, touch, eye contact, gestures
     

    ASSESSMENT CRITERION 4 
    Family structures and authority relations are identified, and suggested ways of working within those are appropriate to the particular family context, and promote effective therapeutic relationships. 
    ASSESSMENT CRITERION RANGE 
    Authority relations include: patriarchal, matriarchal, joint leadership
     

    SPECIFIC OUTCOME 4 
    Describe the process of engagement and disengagement of working relationships with children and youth at risk. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The importance of establishing a supportive environment at the beginning of the working relationship with the younger person is described with reference to its future success and effectiveness for therapeutic work. 

    ASSESSMENT CRITERION 2 
    The child and youth care worker's role and function, and any legal responsibilities of the worker or agency is described in accordance with current legislation and ethical frameworks. 
    ASSESSMENT CRITERION RANGE 
    Clarification includes: limits of their role, function, and competence, and when to seek advice or refer on to others
     

    ASSESSMENT CRITERION 3 
    Protocols for the relationship are described in accordance with current legislation and ethical frameworks. 

    ASSESSMENT CRITERION 4 
    The process for engagement in a working relationship with a young person is described with reference the importance the characteristics and needs of the young person as a departure point. 

    ASSESSMENT CRITERION 5 
    The process for the closure of working relationships is described in line with specific criteria and accepted practice in the field. 
    ASSESSMENT CRITERION RANGE 
    Criteria include: the purpose of the relationship has been attained; the relationship between the young person and youth worker is not constructive or is no longer functional; young person's goal(s) has/have been met
     

    ASSESSMENT CRITERION 6 
    Factors relevant for future contact are identified during the closure process. 
    ASSESSMENT CRITERION RANGE 
    Factors include: factors that may lead to resumption of contact; future roles, functions, and available services; means of re-establishing contact with the child and youth care worker, agency; other sources of referral
     


    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: essential to the development of effective relationships 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
    Note: work is invariably as a member of a team 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
    Note: effective relationship building is enhanced by an organised sense of self 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
    Note: essential to any relationship building 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and / or language skills in the modes of oral and / or written presentations.
    Note: essential to any relationship building 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.
    Note: not directly addressed 

    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 any relationship building 

    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 254175, which is "Describe the use of relationships for developmental and therapeutic ends in child and youth care work", Level 4, 8 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  49531   Further Education and Training Certificate: Inclusive Education  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 
    Elective  57428   Further Education and Training Certificate: Youth Development  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP 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.
     
    1. Amaqamu Project Management and Consulting 
    2. Boikgantsho Consulting & Events cc 
    3. Breakeven 59(PTY) Ltd 
    4. Commisioned Training cc 
    5. Dintshang Trading 
    6. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    7. Kitso Bokamoso Training Solution 
    8. Leratham Supply Distribution and Enterprise 
    9. Leronsa Trading Enterprise 
    10. Meals on Wheels Community Services - South Africa 
    11. MENTORNET (PTY) LTD 
    12. Ntevho-Ketso Training and Recruitement Consultancy cc 
    13. NTI College 
    14. Ntsangalala Business Enterprise 
    15. Professional Development and Training Institute (Pty) Ltd 
    16. Resonance Institute of Learning 
    17. Retshetse Training Project 
    18. Southern African Youth Movement 
    19. Tembe Service Providers 
    20. Thabelanang t/a Thabelanang Trading Enterprise 
    21. THE GMC GROUP PTY LTD 
    22. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    23. Ulwazi Training & Development 



    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.