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: 

Apply basic communication skills in interactions with children and youth at risk 
SAQA US ID UNIT STANDARD TITLE
254185  Apply basic communication skills in interactions 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
117179  Apply basic communication skills in interactions with children and youth at risk  Level 3  NQF Level 03  Complete 

PURPOSE OF THE UNIT STANDARD 
People awarded credit in this unit standard are able to demonstrate and monitor their own ability to relate to difference, as evidenced by acknowledgment and respect for difference, acceptance, genuineness, honesty, humility, patience, and warmth. They respond in inclusive ways that are appropriate to the characteristics and needs of young people. They demonstrate and communicate clarity about their role within all relationships with young people.

People credited with this unit standard are able to:
  • Demonstrate understanding of role of verbal and non-verbal communication in interactions.
  • Adapt communication to specific interactive contexts.
  • Provide information and/or feedback to significant stakeholders in a child and youth care work context. 

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

  • 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.

    The following scope and context applies to the whole unit standard:
  • Characteristics and needs of young people may be physical, spiritual, emotional, psychological, social, cognitive. Characteristics and needs include: age and stage of development, culture, disability, gender, health status, language, sexual orientation, and needs for physical and emotional comfort, safety, and privacy.
  • All communications with young people are treated confidentially. The scope and limits of confidentiality are defined through negotiation, and informed consent of young people, and criteria established by legislation, code of conduct, agency guidelines, protocols, staff manuals.
  • Support for young people is provided within the context of a working relationship that encourages self determination of a young person, discourages long term dependency, demonstrates and maintains the boundaries of the child and youth care worker's role with the young person, and complies with organisational standards.
  • Current legislation includes:
    > International conventions: UN Convention on Rights of the Child; African Charter on Rights of the Child; legislation and regulations for children and Child Justice; White Paper for Social Welfare (1997); SA Constitution 1997. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of the role of verbal and non-verbal communication in interactions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The key elements of verbal and non-verbal communication are identified and explained in terms of their features and differences. 
    ASSESSMENT CRITERION RANGE 
    Elements of verbal communication include:
  • Register (variety of language used in a specific social setting) and vocabulary; active listening; reflective listening; ability to reflect before speaking.

    Elements of non-verbal communication include:
  • Appropriate use of tone, body language, gestures.
     

  • ASSESSMENT CRITERION 2 
    The role of communication in relationship building is described with reference to its impact on the therapeutic and developmental aspects of relationship, as well as the self-worth of the child. 
    ASSESSMENT CRITERION RANGE 
    Impact includes implications for:
  • Security, dignity, warmth, non-discrimination, respect, full development of potential.
     

  • ASSESSMENT CRITERION 3 
    The importance of congruence between verbal and non-verbal communications is explained with reference to relationship building in a child and youth care work context. 

    ASSESSMENT CRITERION 4 
    Examples of appropriate verbal and non-verbal communication are provided and explained in terms of age, cultural sensitivity, language and content, background and experience, and developmental status of target audience. 

    ASSESSMENT CRITERION 5 
    Own communication 'triggers', strengths and limitations are identified and discussed in terms of possible impact on interactions with children at risk. 

    SPECIFIC OUTCOME 2 
    Adapt communication to specific interactive contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Communication with younger persons is sensitive to their developmental needs, and promotes alternatives for the healthy expression of needs and feelings. 
    ASSESSMENT CRITERION RANGE 
    Developmentally sensitive includes:
  • Recognising the influence of relationship history on current development; fostering affection and physical contact appropriate to individuality, age, development and culture.
     

  • ASSESSMENT CRITERION 2 
    Communication breakdowns are recognised, and actions taken are appropriate to the context and promote effective communication. 
    ASSESSMENT CRITERION RANGE 
    Breakdowns include:
  • Communication difficulties due to individual or cultural and human diversity history.

    Actions include:
  • Restating, clarifying, questioning, asking for assistance.
     

  • ASSESSMENT CRITERION 3 
    Typical expressions of emotions are identified and described, and own responses to emotions expressed by others demonstrate empathy and reduce the potential for dysfunctional conflict. 
    ASSESSMENT CRITERION RANGE 
    Empathy includes:
  • Awareness of culturally approved expressions of feelings and emotions; identification and reflection of the feelings of others.
     

  • ASSESSMENT CRITERION 4 
    Communication is adapted in situations with relationship-reluctant young people and responses make use of skills which are appropriate to the context and contribute to positive exchanges. 
    ASSESSMENT CRITERION RANGE 
    Skills include:
  • Reflecting feelings, empathy, challenging, describing behaviours, summarising, assertiveness, attending, following, clarifying, encouraging, questioning, paraphrasing.
     

  • ASSESSMENT CRITERION 5 
    Communication is characterised by self-control and modelling of communication which promotes dignity and establishes the basis for relationships of mutual respect. 
    ASSESSMENT CRITERION RANGE 
    Self-control includes avoidance of:
  • Name-calling, swearing, ridicule, sarcasm, humiliation, shouting, interrupting.
     

  • SPECIFIC OUTCOME 3 
    Provide information and/or feedback to significant stakeholders in a child and youth care work context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Feedback received from colleagues and/or the young person is integrated and provided within the confidential context to authorised persons. Feedback is provided in a positive and constructive manner. 

    ASSESSMENT CRITERION 2 
    Developmental information is provided to appropriate persons in a manner that facilitates the growth of the younger person and/or family. 

    ASSESSMENT CRITERION 3 
    Access is provided to relevant information about legislation, regulations, policies and additional support and services, at a level appropriate to the client's development, abilities and receptiveness. 

    ASSESSMENT CRITERION 4 
    Descriptions of events and/or incidents provided to supervisors are clear, concise and accurate, and in a format required by the particular organisation or context. 
    ASSESSMENT CRITERION RANGE 
    Formats include:
  • Verbal, written.
     


  • 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.

    The following particular issues should be taken into consideration when assessing against this unit standard:
  • This unit standard may be assessed on the basis of evidence of demonstrated performance in the work place, and through the use of simulated work place situations that closely approximate the performance required in workplace settings. Work place settings can include field education placements.
  • Relevant additional legislation and the codes of conduct, and youth work agency guidelines will be determined according to the context of assessment. 

  • 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 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 117179, "Apply basic communication skills in interactions with children and youth at risk", Level 3, 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  66749   National Certificate: Community Development  Level 3  NQF Level 03  Reregistered  2023-06-30  ETDP 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 


    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. Heartbeat Centre for Community Development t/a Heartbeat 
    4. LESEDI EDUCARE ASSOCIATION 
    5. MENTORNET (PTY) LTD 
    6. Petra institute of Development (PTY) Ltd 
    7. Retshetse Training Project 
    8. SERITI INSTITUTE 
    9. SPS Consulting (Pty) Ltd 
    10. Tembe Service Providers 



    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.