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: 

Apply behaviour management and support techniques in routine child and youth care work contexts 
SAQA US ID UNIT STANDARD TITLE
254184  Apply behaviour management and support techniques in routine child and youth care work contexts 
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  10 
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
117187  Apply behaviour management and support techniques in routine child and youth care work contexts  Level 4  NQF Level 04  10   

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful for people working with children, particularly children at risk. Persons may be from diverse fields including child and youth care work, social work, teaching, probation work, and correctional and police services.

People credited with this unit standard are able to:
  • Demonstrate an understanding of the concept 'behaviour' in a child and youth care work context.
  • Discuss discipline and punishment in relation to young persons at risk.
  • Identify and describe behaviour management strategies and techniques.
  • Respond to behaviour in routine child and youth care work contexts. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Communication skills at NQF Level 4.
  • SAQA ID 254174: Demonstrate knowledge of the developmental approach to therapeutic work with children and youth at risk. 
    		•

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate an understanding of the concept 'behaviour' in a child and youth care work context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concept of behaviour is described and explained with reference to its intentional nature, the needs of the individual and particular sequence of events. 

    ASSESSMENT CRITERION 2 
    The importance of identifying and understanding needs is explained in relation to possible approaches to the management and/or support of behaviour. 
    ASSESSMENT CRITERION RANGE 
    The relationship between needs and behaviour is described in the work of Maslow and Brendtro, Brokenleg and Van Bockern (Circle of Courage).
     

    ASSESSMENT CRITERION 3 
    Behaviour is described in terms of what is age-appropriate, and/or appropriate in terms of culture or context. 

    ASSESSMENT CRITERION 4 
    The effect of groups on individual behaviour is described and explained with reference to different individuals, the impact of the group, and implications for managing the behaviour. 

    ASSESSMENT CRITERION 5 
    The impact of relationships on behaviour management is explained with reference to the nature and strength of the child and youth care worker's relationship with the young person. 

    ASSESSMENT CRITERION 6 
    The impact of self in behaviour management is explained with reference to awareness of self, and own behaviour and/or responses in the situation. 

    SPECIFIC OUTCOME 2 
    Discuss discipline and punishment in relation to young persons at risk. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Discipline is described in terms of its intentions, key features and philosophical basis. 
    ASSESSMENT CRITERION RANGE 
    Intentions include:
  • Educational, development of internal locus of control, development of responsibility and independence.

    Philosophical basis includes:
  • Restorative nature of discipline; doing 'with' the child it involves choices and the consequences that go with those choices.

    Features include:
  • Discipline is proactive; not based on threats or fear; importance of dignity.
     
    		•

    ASSESSMENT CRITERION 2 
    Punishment is described in terms of its intentions, key features and potential negative implications for young persons at risk. 
    ASSESSMENT CRITERION RANGE 
    Intentions include:
  • Development of external locus of control; obedience or compliance; retribution for 'unacceptable' behaviour.

    Features include:
  • Punishment is reactive; produces short term results; based on threats or fear; done 'to' the child; is about power and control.

    Negative impact includes:
  • Often results in hurt or longer term damage.
     
    		•

    ASSESSMENT CRITERION 3 
    The concept of natural and logical consequences is explained with reference to discipline and the young person at risk. 
    ASSESSMENT CRITERION RANGE 
    Natural consequences:
  • Consequences which are the direct result of a choice or behaviour, and are imposed by the situation.

    Logical consequences:
  • Consequences which are the agreed or imposed result of choices made.
     
    		•

    ASSESSMENT CRITERION 4 
    Logical consequences are described and explained with reference to the involvement of the young person, and the importance of negotiation and discussion in the building of competence. 

    ASSESSMENT CRITERION 5 
    Logical consequences are explained in terms of their individualised nature for particular persons in their particular contexts. 
    ASSESSMENT CRITERION RANGE 
    Consequences are:
  • Fair, experienced as a deterrent by the young person; related to the choice made.
     
    		•

    ASSESSMENT CRITERION 6 
    The importance of linking discipline with the overall aims of the individual development plans is explained with reference to established patterns of behaviour in the young person, and the restorative and therapeutic intent of the development plan. 

    SPECIFIC OUTCOME 3 
    Identify and describe behaviour management strategies and techniques. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Prohibited behaviour management techniques are identified and described in relation to the rights of the child in current legislation. 
    ASSESSMENT CRITERION RANGE 
    Prohibited techniques include:
  • Corporal punishment; group punishment for individual behaviour; isolation in the absence of a programme; humiliation; ridicule; deprivation of food, shelter and clothing; deprivation of family contact; use of medication to manage (outside of programme); group management systems group points; undue influence in respect of personal beliefs and values; threat of removal; physical restraint without appropriate procedures; excessive work; bribes.
     
    		•

    ASSESSMENT CRITERION 2 
    Proactive approaches to behaviour management are identified and described with reference to strategies that recognise potential for, and prevent the occurrence and/or escalation of, behaviour that requires management. 
    ASSESSMENT CRITERION RANGE 
    Techniques include:
  • Distract; redirect; regroup; awareness of words that trigger; proximity control; signalling planned between C&YCW and child, or determined by the relationship.
     
    		•

    ASSESSMENT CRITERION 3 
    The importance of self awareness in the practitioner is described in relation to own characteristics or behaviour which impact on the behaviour of the young person. 
    ASSESSMENT CRITERION RANGE 
    Self awareness includes:
  • Awareness of things that escalate behaviour; awareness of own limitation and/or triggers; what frightens; emotional stamina not to react in anger to insults.
     
    		•

    ASSESSMENT CRITERION 4 
    Strategies and techniques identified for the management of particular behaviour are appropriate to the young person and context, and are consistent with the individual development plan of the young person, and best practice in the field. 

    ASSESSMENT CRITERION 5 
    Resources provided or available to assist in behaviour management are identified and described in terms of their usefulness and possible application in given situations. 
    ASSESSMENT CRITERION RANGE 
    Resources include:
  • Activities and resources within effective programmes; well managed routines; relationship with the young person; knowledge and understanding of the young person; awareness of music at appropriate times; natural rhythms of daily life.
     
    		•

    ASSESSMENT CRITERION 6 
    The importance of rules in behaviour management is explained with reference to the participative definition of boundaries, the structure they provide, and the shift they manage towards an inner locus of control. 

    ASSESSMENT CRITERION 7 
    The importance of developing the competence of the young person is described with reference to the development of inner control as a means of behaviour management. 
    ASSESSMENT CRITERION RANGE 
    Competence includes:
  • Coping skills; understanding of acceptable and unacceptable behaviour; setting and understanding limits with young persons; understanding peers.
     
    		•

    SPECIFIC OUTCOME 4 
    Respond to behaviour in routine child and youth care work contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Behaviour which may need to be managed is identified promptly, and subsequent actions are likely to prevent the escalation of the behaviour. 

    ASSESSMENT CRITERION 2 
    Containment is applied consciously and appropriately to contain young persons emotionally and behaviourally within a safe environment, without stifling the expression of feelings. 

    ASSESSMENT CRITERION 3 
    Routines are managed in ways that create predictable and safe environments, as well as establish limits for young persons at risk; the potential for the emergence of challenging behaviour is explained with reference to unnatural routines and patterns or deviations of routines. 

    ASSESSMENT CRITERION 4 
    Own presence in the moment promotes and supports acceptable behaviour within a safe environment, and contributes to the management of unacceptable behaviour. 
    ASSESSMENT CRITERION RANGE 
    Presence includes:
  • Management of own body; voice tone; use of space; self control professional response rather than taking things personally.
     
    		•

    ASSESSMENT CRITERION 5 
    Preparation and maintenance of the physical environment ensures that the environment is safe and limits opportunities for violent or destructive behaviour. 
    ASSESSMENT CRITERION RANGE 
    Preparation and maintenance:
  • Removal of sharp or dangerous objects that might be used as a weapon; use of music at appropriate times; understanding the impact of the environment on the behaviour.
     
    		•

    ASSESSMENT CRITERION 6 
    Rules are realistic and are described in relation to boundaries, and the behaviour that must be managed. 

    ASSESSMENT CRITERION 7 
    Own responses show an understanding consistent with currently accepted models of understanding behaviour of the young person, as well as a sensitivity to cultural diversity. 
    ASSESSMENT CRITERION RANGE 
    Models include:
  • Stress model; conflict cycle, including aggression and counter-aggression; circular effects behaviour pattern.
     
    		•

    ASSESSMENT CRITERION 8 
    Responses to behaviour which consciously balance appropriate caring and support are consistent with restorative approaches to behaviour management, as well as the recommended style in the individual development programme. 
    ASSESSMENT CRITERION RANGE 
    Approaches include:
  • Strengths based; developmental; discipline vs punishment; problem-solving; reclaiming; behaviour management based on consequences (natural and logical); negotiation.
     
    		•

    ASSESSMENT CRITERION 9 
    Reflection after particular events accurately identifies the effects of chosen responses, and recommended changes are appropriate and consistent with restorative approaches to behaviour management. 

    ASSESSMENT CRITERION 10 
    Behaviour management is described and explained with reference to its continuous nature and the implications for consistency of own responses. 


    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.

    Moderation Option:
  • The moderation requirements of the relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA must be met in order to award credit to learners for this unit standard. 
    		•

    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.

    Note:
  • A critical part of identifying and interpreting behaviour and choosing appropriate responses. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.

    Note:
  • Child and youth care work, including behaviour management, is invariably a team affair. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.

    Note:
  • Effective behaviour management demands self awareness and presence in the moment, which implies effective organisation of self. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.

    Note:
  • Critical to the ongoing gathering of information about behaviour. 
    		•

    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 effective behaviour management. 
    		•

    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 in understanding behaviour holistically. 
    		•

    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 117187, "Apply behaviour management and support techniques in routine child and youth care work contexts", Level 4, 10 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  67509   Further Education and Training Certificate: Community Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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. Dee s Training PTY LTD 
    2. Gender Education & Development Institute (GEDI 
    3. Gotsec Skills Training 
    4. Heartbeat Centre for Community Development t/a Heartbeat 
    5. LESEDI EDUCARE ASSOCIATION 
    6. MENTORNET (PTY) LTD 
    7. Petra institute of Development (PTY) Ltd 
    8. Retshetse Training Project 
    9. SERITI INSTITUTE 
    10. SPS Consulting (Pty) Ltd 
    11. Tembe Service Providers 
    12. Thobologo Training and Education Group (Pty) Ltd 


    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.