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: 

Work as part of a team, under supervision, with children and youth at risk 
SAQA US ID UNIT STANDARD TITLE
254179  Work as part of a team, under supervision, with 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 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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
117178  Work as part of a team, under supervision, with children and youth at risk  Level 4  NQF Level 04  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:
  • Contribute to effective functioning of a child and youth care work 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 child and youth care context. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Communications at NQF Level 3 or equivalent competence.
  • Competence equivalent to that described in the following unit standards:
    > ID 254181: Demonstrate a basic understanding of child and youth care work.
    > ID 254175: Describe the use of relationships for developmental and therapeutic ends in child and youth care work. 

  • UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Contribute to effective functioning of a child and youth care work team. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The composition of a child and youth care work team is described and explained in terms of the roles of each member. 
    ASSESSMENT CRITERION RANGE 
    Composition includes:
  • Supervisor, child and youth care worker, social worker, auxiliary child and youth care and/or 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 young person. 

    ASSESSMENT CRITERION 3 
    Feedback and consultation is regular and promotes coherent responses to and interactions with young people 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 young person, 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 is context specific, and may include:
  • Child & youth care; social work; auxiliary child and youth care and/or social auxiliary workers; psychologists; medical practitioners; educators; occupational therapists; domestic and administrative staff; the family and the young person; probation officers; magistrates; community representatives; police; pastoral workers/religious institutions; traditional leaders/healers.
     

  • ASSESSMENT CRITERION 2 
    Examples provided of multi-disciplinary teams drawn from case studies illustrate the therapeutic and/or developmental contribution of each to the young person and their family. 

    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 young person of their exclusion. 

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

    ASSESSMENT CRITERION 5 
    Ways in which the child and youth care worker may influence direction and approach within the team 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 within a specific or given context are identified and described with reference to their dysfunctional impact on team effectiveness. 
    ASSESSMENT CRITERION RANGE 
    Barriers include but are not limited to:
  • 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 role clarity.
     

  • ASSESSMENT CRITERION 4 
    Solutions and strategies identified to overcome barriers are realistic, appropriate to the philosophy of child and youth care 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 child and youth care 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 developmental and therapeutic benefits for the young person. 

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

    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 young people at risk. 


    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: 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 
    This unit standard replaces unit standard 117178, "Work as part of a team, under supervision, with children and youth at risk", Level 4, 5 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  Reregistered  2023-06-30  HW SETA 
    Elective  67509   Further Education and Training Certificate: Community Development  Level 4  NQF Level 04  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  61451   Further Education and Training Certificate: Criminology  Level 4  NQF Level 04  Reregistered  2023-06-30  SAS SETA 
    Elective  80946   National Certificate: Community Development  Level 5  NQF Level 05  Reregistered  2021-06-30  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. Elective Training Institute Enterprise CC 
    2. Gotsec Skills Training 
    3. LESEDI EDUCARE ASSOCIATION 
    4. Loago Business Consulting 
    5. Lusa Community Chest 
    6. Lusa Social Entrepreneurship Institute 
    7. MENTORNET (PTY) LTD 
    8. Petra institute of Development (PTY) Ltd 
    9. Professional Development and Training Institute (Pty) Ltd 
    10. Retshetse Training Project 
    11. SERITI INSTITUTE 
    12. Siyashesha Leadership Incubator 
    13. SPS Consulting (Pty) Ltd 
    14. Tembe Service Providers 
    15. Thuto Adult Centre 



    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.