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
254178  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" 		 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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
117181  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 and 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 awareness throughout care.

    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. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Communications at NQF Level 3 or equivalent competence. 
    		•

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

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

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The need for care in a child and youth care context is explained in terms of the dimensions of development and the interaction between those dimensions. 
    ASSESSMENT CRITERION RANGE 
    Dimensions include but are not limited to:
  • Physical, emotional, social, spiritual, cognitive.
     
    		•

    ASSESSMENT CRITERION 2 
    The purpose of care is described and explained in relation to its developmental and therapeutic intentions, in accordance with the underpinning principles of child and youth care work. 
    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.

    Spiritual care:
  • Sensitive and culturally appropriate caring for the spiritual well-being of the young person; promotion of tolerance.

    Cognitive care:
  • Access to opportunities that stimulate and promote cognitive development.
     
    		•

    ASSESSMENT CRITERION 3 
    The importance of consistency in the provision of care is explained with reference to continuity of approach and its importance in the development of the child; examples of these are identified in work with children and youth at risk. 

    ASSESSMENT CRITERION 4 
    The importance of matching care with changing needs is explained with reference to social, emotional, physical, cognitive and spiritual development and well being of the young person and his/her family. 

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

    SPECIFIC OUTCOME 2 
    Demonstrate understanding of developmental care 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, waste, unsafe play equipment, medication.
     
    		•

    ASSESSMENT CRITERION 5 
    The emotional and social needs of children and youth at risk are identified, and suggested responses are in line with therapeutic and developmental care principles. 
    ASSESSMENT CRITERION RANGE 
    Emotional:
  • Dealing with the impact of verbal abuse, stigmas, threats, broken promises.

    Social:
  • Dealing with the impact of neglect, abandonment, isolation.
     
    		•

    ASSESSMENT CRITERION 6 
    Care needs are described with reference to what are appropriate care interactions and/or interventions at a specific time, within a particular context and the description is consistent with the work of established theorists. 
    ASSESSMENT CRITERION RANGE 
    Theorists include:
  • Maslow; Brendtro, Brokenleg and Van Bockern (Circle of Courage).
     
    		•

    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; those 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. 
    ASSESSMENT CRITERION RANGE 
    Control includes:
  • Maintenance of health records; scheduled administration of medicines; secure storage of medicines.
     
    		•

    ASSESSMENT CRITERION 4 
    Consequences of incorrect application of medicines are described with reference to the wellbeing of the child, and possible legal consequences of negligence. 

    ASSESSMENT CRITERION 5 
    Treatment of superficial cuts, bruises and burns is consistent with accepted first aid practice and conditions outside of scope of competence are referred to the appropriate authorities without delay. 

    ASSESSMENT CRITERION 6 
    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 7 
    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 8 
    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 9 
    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 and 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 awareness 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 non-discriminatory acts, and a sensitivity to culture and context. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA.

    The following should be taken into consideration when assessing against this unit standard:
  • Assessment will be in simulated or supervised contexts. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    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 
    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 
    This unit standard replaces unit standard 117181, "Demonstrate basic caring skills for children and youth at risk", Level 3, 6 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  60209   Further Education and Training Certificate: Child and Youth Care Work  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  HW SETA 
    Elective  66749   National Certificate: Community Development  Level 3  NQF Level 03  Passed the End Date -
    Status was "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.
     
    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.