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: 

Work as part of a team, under supervision, with persons in trouble with the law 
SAQA US ID UNIT STANDARD TITLE
120277  Work as part of a team, under supervision, with persons in trouble with the law 
ORIGINATOR
SGB Probation 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" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 for people learning about the field and working towards a professional qualification as an assistant probation officer.

People credited with this unit standard are able to:
  • Contribute to effective functioning of a probation work-related team.
  • Demonstrate understanding of multi-disciplinary team work.
  • Contribute to effective delivery in a multi-disciplinary team.
  • Describe the ethical considerations for working in a team in a probation 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 described in the following unit standards:
    > PW01-Demonstrate an understanding of probation work.
    > PW11-Describe the use of relationships for developmental and therapeutic ends in probation 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 
    Contribute to effective functioning of a probation work team. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The composition of a probation work team is described and explained in terms of the roles of each member. 
    ASSESSMENT CRITERION RANGE 
    Composition includes: supervisor; prosecutors; correctional services staff; child and youth care worker, social worker, social auxiliary workers, primary care givers and support persons.
     

    ASSESSMENT CRITERION 2 
    Interactions in the team setting are characterised by mutual support of team members, and an attempt to work synergistically in the best interests of the person in trouble with the law. 

    ASSESSMENT CRITERION 3 
    Feedback and consultation is regular and promotes coherent responses to and interactions with the person in trouble with the law in line, with their individual development plans. 

    ASSESSMENT CRITERION 4 
    The importance of supervision is explained with reference to the accountability of team members to each other and the person in trouble with the law, and the reliability of the service provided. 

    SPECIFIC OUTCOME 2 
    Demonstrate understanding of multi-disciplinary team work. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The possible composition of multi-disciplinary teams is described and explained in terms of the members and the roles of each in service delivery. 
    ASSESSMENT CRITERION RANGE 
    Composition includes: child & youth care; social work; psychologists; medical practitioners; educators; occupational therapists; domestic and administrative staff; the family and the person in trouble with the law; probation officers; magistrates; community representatives; police; pastoral workers / religious institutions; traditional leaders/healers; prosecutors; correctional services staff.
     

    ASSESSMENT CRITERION 2 
    Examples provided of multi-disciplinary teams drawn from case studies illustrate the therapeutic and/or developmental contribution of each to the person in trouble with the law and their family, where applicable. 

    ASSESSMENT CRITERION 3 
    The importance of identifying and including key persons into the team is explained with reference to the particular contribution of each, as well as the negative consequences for the person in trouble with the law of their exclusion. 

    ASSESSMENT CRITERION 4 
    The importance of a unified approach to work with the person in trouble with the law is described and explained with reference to the developmental and therapeutic benefits to the person, as well as the effective functioning of the team. 

    ASSESSMENT CRITERION 5 
    Suggested strategies for the probation worker in creating a common paradigm are realistic, and show a clear understanding of own role and limitations. 
    ASSESSMENT CRITERION RANGE 
    Strategies include: influence; declaration of own approach and philosophy.
     

    SPECIFIC OUTCOME 3 
    Contribute to effective delivery in a multi-disciplinary team. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Tasks the team as a whole must carry out are identified and described in relation to the composition of the multi-disciplinary team. 

    ASSESSMENT CRITERION 2 
    Own role within a team is described and explained with reference to own contribution, professional boundaries, and the need for referral. 
    ASSESSMENT CRITERION RANGE 
    Roles include: leadership of the team as well as discipline specific roles.
     

    ASSESSMENT CRITERION 3 
    Barriers to effective teamwork are identified and described with reference to their dysfunctional impact on team effectiveness. 
    ASSESSMENT CRITERION RANGE 
    Barriers include: different approaches and philosophies; competing team leaders; different goals and agendas; interpersonal issues; diversity or the lack thereof; unresolved conflict; power struggles; logistical issues - contact, access, time; lack of leadership; disrespect of other disciplines; lack of boundaries; lack of role clarity.
     

    ASSESSMENT CRITERION 4 
    Solutions and strategies identified to overcome barriers are realistic, appropriate to the philosophy of probation work, and likely to promote effective teamwork. 
    ASSESSMENT CRITERION RANGE 
    Strategies include: education of people; effective communication; acknowledgement of roles others have to play; time for reflection on and evaluation of experience; use of restorative practices (bring people together and talk about how they feel, resolve conflict, hold people accountable, help people to understand how their individual behaviour impacts on the entire team; deal with problems as they arise); clarification of terms of reference for team; participative approach to decision-making; sensitivity to diversity issues.
     

    ASSESSMENT CRITERION 5 
    Own actions within the team are consistent with defined role, and contribute towards team building and maintenance. 

    SPECIFIC OUTCOME 4 
    Describe the ethical considerations for working in a team in a probation work context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The importance of confidentiality is explained with reference to respect for individual rights and ethical principles. 

    ASSESSMENT CRITERION 2 
    The tension between sharing information with team members and maintaining confidentiality is explained with reference to benefits for the person in trouble with the law. 

    ASSESSMENT CRITERION 3 
    The concept of 'contracting' is described and explained with reference to the ethical responsibilities of contracts with team members and the person in trouble with the law. 

    ASSESSMENT CRITERION 4 
    The importance of reporting unethical behaviour of others within the team is explained with reference to professional responsibility and the rights of the person in trouble with the law. 


    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: An important part of working with young people at risk. 
    		•

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

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
  • Note: Critical to effective functioning in a team. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Note: An important part of team work - ongoing observation and assessment. 
    		•

    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 critical - with the young person and the team. 
    		•

    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: The team is engaged in working in an holistic manner for therapeutic and developmental ends. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Definition of Terms:

    Terms have been clarified as far as possible through the use of range statements. Further clarification of terms is provided as follows:
  • Any arrested child who has not been released shall be assessed by a probation officer as soon as reasonably possible, but before his or her first appearance in court.
  • 'Assessment' means a process of developmental assessment or evaluation of a person, the family circumstances of the person, the nature and circumstances surrounding the alleged commission of an offence, its impact on the victim, the attitude of the alleged offender in relation to the offence and any other relevant factor.
  • 'Child' means any young person under the age of 18 years.
  • 'Family group conferencing' means a gathering convened by a probation officer as a diversion or sentencing option to devise a restorative justice response to the offence.
  • 'Restorative justice means the promotion of reconciliation restitution and responsibility through the involvement of a child and the child's parents family members victims and the communities concerned.
  • 'Supervision' means supervision of [a] an accused convicted or sentenced person by a probation officer [by virtue] in terms of the provisions of any law. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50041   Further Education and Training Certificate: Probation Work  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  HW SETA 
    Elective  61451   Further Education and Training Certificate: Criminology  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SAS 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.