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 basic skills of pastoral care 
SAQA US ID UNIT STANDARD TITLE
115913  Apply basic skills of pastoral care 
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 5  Level TBA: Pre-2009 was L5  12 
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 to people who exercise the Christian ministry of Pastoral care at a basic level. (South African Association for Pastoral Care Category 2: Post Basic Level Pastoral Counsellor)

People credited with this unit standard are able to apply basic counselling skills in a range of familiar contexts, working under direction, with some autonomy. More specifically, they will be able to:
  • Identify and display essential qualities of a pastoral caregiver.
  • Develop advanced listening skills.
  • Describe causes, effects and counselling strategies to address six different conditions.
  • Explain fully and implement one Pastoral Counselling model. 
    		•

    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:
  • Unit Standard: Engage in the caring and pastoral ministry of the Church.
  • Unit Standard: Implement transformation in a community using Christian principles. 
    		•

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole unit standard:
  • Limited theoretical and practical knowledge of pastoral counselling with at least 30 hours' practical pastoral counselling, and 15 hours' supervised counselling will be required.
  • Pastoral skills are to be applied in a range of familiar contexts
  • The Pastoral counsellor will be able to work under direction, with some autonomy.
  • Pastoral care refers to that activity of the Christian Church that responds to the human need for warmth, nurture, support, and caring.
  • Pastoral Counselling could be generally described as the process in which a counsellor, working within the framework of a helping relationship and acknowledging the presence and work of God in the situation, uses specific skills to facilitate human growth and problem solving.

    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 
    Identify and display essential qualities of a pastoral caregiver. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Qualities of a good pastoral caregiver are identified in role models. 

    ASSESSMENT CRITERION 2 
    Qualities of a good pastoral caregiver are listed and described. 

    ASSESSMENT CRITERION 3 
    Qualities of a good pastoral caregiver are displayed in conversation under supervision. 

    SPECIFIC OUTCOME 2 
    Demonstrate advanced listening skills. 
    OUTCOME RANGE 
    Report is given of at least 15 hours' Pastoral listening, with an analysis of skills used. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The demonstration of listening skills displays empathy towards the feelings and emotions of the counselee. 

    ASSESSMENT CRITERION 2 
    The counsellor is able to articulate the feelings and emotions of the counselee. 

    ASSESSMENT CRITERION 3 
    The counsellor is compile an accurate report of the interview in a standard form. 

    SPECIFIC OUTCOME 3 
    Describe causes and effects of different conditions and describe suitable counselling strategies. 
    OUTCOME RANGE 
    Six conditions should be addressed including at least two of the following: depression, guilt, issues of youth, violence and abuse, substance abuse, crisis, trauma. Counselling strategy is displayed through role play or other practice under supervision. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The description shows the links between causes and effects of the selected conditions. 

    ASSESSMENT CRITERION 2 
    The description includes the emotional, physical and spiritual effects of these conditions. 

    ASSESSMENT CRITERION 3 
    The counselling strategies described are appropriate to the conditions and in line with accepted professional practices. 

    SPECIFIC OUTCOME 4 
    Explain fully and implement one Pastoral Counselling model. 
    OUTCOME RANGE 
    15 hours' Pastoral Counselling is done under supervision using the model. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The model selected and the explanation of that model are recognised and accepted in professional counselling practice. 

    ASSESSMENT CRITERION 2 
    The counsellor uses the skills described above the essential qualities of a good caregiver, empathetic listening and suitable counselling strategies. 

    ASSESSMENT CRITERION 3 
    There is adequate reporting of the counselling sessions and the reporting is according to accepted professional practice. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of the appropriate ETQA.

    Moderation Option:
  • The moderation requirements of the appropriate 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.
  • Basic counselling skills.
  • Advanced listening skills.
  • Causes, effects and counselling strategies to address different conditions.
  • Knowledge of one Pastoral Counselling model. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: One of the important outcomes of pastoral care is to listen to the client's story, and through listening and responding, to assist in finding solutions and new ways of looking at issues and situations. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: Pastoral care is by definition never an isolated action. It always involves working with another in dealing with their issues in life. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively. The task of pastoral care involves self-management though time keeping, respecting the client, confidentiality, etc. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. This is done through hearing the issues of the client, and accompanying them to a place of well-being. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: The role of pastoral care is critically one of using language skills, as well as assessing non-verbal communication by the client. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system: Pastoral care is always done within the system of the client - taking into account their home, work, etc. environments. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of oneself: Facilitating pastoral care opens an individual to reflecting upon their own life and well-being. 

    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 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. 
    		•

    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:

    Supervision in theological education involves an experienced person, enabling another person who is preparing to serve in a ministry or pastoral capacity, to learn the values and skills of the profession through theological reflection, observation, practise under the authority and training of the experienced person. The learner thereby integrates intellect, faith, and skills in such a way as to grow competently in the exercise of ministry and in this case, specifically pastoral care.

    Supervision does not necessarily mean that the assessor needs to observe the learner in action. Supervision can take place through audiotapes, the report of a supervisor, a verbatim written by the learner, a report written by the learner, a report given by an observer of the action, e.g. a member of the congregation.

    Listening here refers to the intentional listening skills of the pastoral counsellor as well as the skill of responding appropriately to the client that the conversation becomes one of understanding one's own situation, and may be guided through the conversation, to a resolution of issues or a place of wholeness and inner healing. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  48917   National Diploma: Theology and Ministry  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  62609   National Diploma: Theology and Ministry  Level 6  NQF Level 06  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.
     
    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.