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
117187  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" 
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
254184  Apply behaviour management and support techniques in routine child and youth care work contexts  Level 4  NQF Level 04  10  Complete 

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 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 
    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:
  • Competence equivalent to the unit standard 117183: "Demonstrate knowledge of the developmental approach to therapeutic work with children and youth at risk". 

  • 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 
    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 and the needs of the individual. 

    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 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 differences within 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 relationship with the young person. 

    ASSESSMENT CRITERION 6 
    The role of self in behaviour management is explained with reference to awareness of self and own behaviour 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: didactic, development of inner controls, 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; dignity is important.
     

    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 controls; obedience or compliance; retribution for 'unacceptable' behaviour. Features include: discipline 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 negatively by the young person; related to the choice made.
     

    ASSESSMENT CRITERION 6 
    The importance of linking discipline and logical consequences 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 irritate (will irritate troubled children even more); 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 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; rules set up.
     

    ASSESSMENT CRITERION 6 
    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 flexibly and effectively to create predictable and safe environments, as well as to establish limits for young persons at risk. The potential for unnatural patterns to evoke a response is recognised. 

    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 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 of the position of the young person, as well as a sensitivity to cultural diversity. Understanding is consistent with accepted models of behaviour current in the field. 
    ASSESSMENT CRITERION RANGE 
    Understanding includes: understanding of behaviour that is difficult to understand; importance of transitional objects. Models for understanding behaviour include: stress model; conflict cycle, including aggression and counter-aggression; circular effects behaviour pattern.
     

    ASSESSMENT CRITERION 8 
    Responses to behaviour are consistent with restorative approaches to behaviour management, as well as the recommended style in the individual development programme. Responses consciously balance caring and support in ways appropriate to the situation. 
    ASSESSMENT CRITERION RANGE 
    Approaches include: restorative; 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 identify 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 
  • 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: 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 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 in understanding behaviour holistically. 

    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 254184, which is "Apply behaviour management and support techniques in routine child and youth care work contexts", Level 4, 10 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  58624   National Certificate: Library and Information Services  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2015-03-13  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.