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: 

Identify `at risk` individuals 
SAQA US ID UNIT STANDARD TITLE
9262  Identify `at risk` individuals 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Hospitality, Tourism, Travel, Gaming and Leisure 
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 does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The learner should be able to identify individuals who are at risk of harming themselves and others through possible addictive behaviour. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
None. 

UNIT STANDARD RANGE 
Range statements are included with specific outcomes as necessary. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Define an "at risk" individual. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
There are no restrictions on where this unit standard may be assessed, but should be linked to a real situation. 

ASSESSMENT CRITERION 2 
2. Evaluate the learner's ability to meet the outcomes. 
ASSESSMENT CRITERION NOTES 
This unit standard can be assessed by using a combination of case studies, observation, simulation, questioning, testimony and written tests. 

ASSESSMENT CRITERION 3 
3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

ASSESSMENT CRITERION 4 
4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

ASSESSMENT CRITERION 5 
5. Counsel the learner on future assessments, necessary learning and further qualifications. 

SPECIFIC OUTCOME 2 
Discuss the typical symptoms that indicates an individual may have an addiction problem. 
OUTCOME RANGE 
Obsessive behaviour; negative behaviour toward others; negative impact on work performance; changing behaviour patterns. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
There are no restrictions on where this unit standard may be assessed, but should be linked to a real situation. 

ASSESSMENT CRITERION 2 
2. Evaluate the learner's ability to meet the outcomes. 
ASSESSMENT CRITERION NOTES 
This unit standard can be assessed by using a combination of case studies, observation, simulation, questioning, testimony and written tests. 

ASSESSMENT CRITERION 3 
3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

ASSESSMENT CRITERION 4 
4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

ASSESSMENT CRITERION 5 
5. Counsel the learner on future assessments, necessary learning and further qualifications. 

SPECIFIC OUTCOME 3 
Discuss the factors that promote a potential problem. 
OUTCOME RANGE 
Poor work performance, personality changes, regular absenteeism. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
There are no restrictions on where this unit standard may be assessed, but should be linked to a real situation. 

ASSESSMENT CRITERION 2 
2. Evaluate the learner's ability to meet the outcomes. 
ASSESSMENT CRITERION NOTES 
This unit standard can be assessed by using a combination of case studies, observation, simulation, questioning, testimony and written tests. 

ASSESSMENT CRITERION 3 
3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

ASSESSMENT CRITERION 4 
4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

ASSESSMENT CRITERION 5 
5. Counsel the learner on future assessments, necessary learning and further qualifications. 

SPECIFIC OUTCOME 4 
Explain why "at risk" individuals should not be directly approached. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
There are no restrictions on where this unit standard may be assessed, but should be linked to a real situation. 

ASSESSMENT CRITERION 2 
2. Evaluate the learner's ability to meet the outcomes. 
ASSESSMENT CRITERION NOTES 
This unit standard can be assessed by using a combination of case studies, observation, simulation, questioning, testimony and written tests. 

ASSESSMENT CRITERION 3 
3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

ASSESSMENT CRITERION 4 
4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

ASSESSMENT CRITERION 5 
5. Counsel the learner on future assessments, necessary learning and further qualifications. 

SPECIFIC OUTCOME 5 
Describe organisations that can assist with addictive behaviour. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
There are no restrictions on where this unit standard may be assessed, but should be linked to a real situation. 

ASSESSMENT CRITERION 2 
2. Evaluate the learner's ability to meet the outcomes. 
ASSESSMENT CRITERION NOTES 
This unit standard can be assessed by using a combination of case studies, observation, simulation, questioning, testimony and written tests. 

ASSESSMENT CRITERION 3 
3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

ASSESSMENT CRITERION 4 
4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

ASSESSMENT CRITERION 5 
5. Counsel the learner on future assessments, necessary learning and further qualifications. 

SPECIFIC OUTCOME 6 
Differentiate between the approaches that the organisation would take. 
OUTCOME NOTES 
Differentiate between the approaches that the organisation would take in dealing with "at risk" customers and "at risk" employees. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
There are no restrictions on where this unit standard may be assessed, but should be linked to a real situation. 

ASSESSMENT CRITERION 2 
2. Evaluate the learner's ability to meet the outcomes. 
ASSESSMENT CRITERION NOTES 
This unit standard can be assessed by using a combination of case studies, observation, simulation, questioning, testimony and written tests. 

ASSESSMENT CRITERION 3 
3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

ASSESSMENT CRITERION 4 
4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

ASSESSMENT CRITERION 5 
5. Counsel the learner on future assessments, necessary learning and further qualifications. 

SPECIFIC OUTCOME 7 
Explain why children are potentially more "at risk" than adults. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
There are no restrictions on where this unit standard may be assessed, but should be linked to a real situation. 

ASSESSMENT CRITERION 2 
2. Evaluate the learner's ability to meet the outcomes. 
ASSESSMENT CRITERION NOTES 
This unit standard can be assessed by using a combination of case studies, observation, simulation, questioning, testimony and written tests. 

ASSESSMENT CRITERION 3 
3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

ASSESSMENT CRITERION 4 
4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

ASSESSMENT CRITERION 5 
5. Counsel the learner on future assessments, necessary learning and further qualifications. 

SPECIFIC OUTCOME 8 
Given specific situations, identify "at risk" individuals and explain why they are at risk. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
There are no restrictions on where this unit standard may be assessed, but should be linked to a real situation. 

ASSESSMENT CRITERION 2 
2. Evaluate the learner's ability to meet the outcomes. 
ASSESSMENT CRITERION NOTES 
This unit standard can be assessed by using a combination of case studies, observation, simulation, questioning, testimony and written tests. 

ASSESSMENT CRITERION 3 
3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

ASSESSMENT CRITERION 4 
4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

ASSESSMENT CRITERION 5 
5. Counsel the learner on future assessments, necessary learning and further qualifications. 

SPECIFIC OUTCOME 9 
Report the actual problem behaviour to the person designated to deal with such situations. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
There are no restrictions on where this unit standard may be assessed, but should be linked to a real situation. 

ASSESSMENT CRITERION 2 
2. Evaluate the learner's ability to meet the outcomes. 
ASSESSMENT CRITERION NOTES 
This unit standard can be assessed by using a combination of case studies, observation, simulation, questioning, testimony and written tests. 

ASSESSMENT CRITERION 3 
3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

ASSESSMENT CRITERION 4 
4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

ASSESSMENT CRITERION 5 
5. Counsel the learner on future assessments, necessary learning and further qualifications. 

SPECIFIC OUTCOME 10 
Describe the action one could take to assist 'at risk' individuals. 
OUTCOME NOTES 
Given that the company does not have a policy regarding 'at risk' individuals, describe the action one could take to assist said individuals. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
There are no restrictions on where this unit standard may be assessed, but should be linked to a real situation. 

ASSESSMENT CRITERION 2 
2. Evaluate the learner's ability to meet the outcomes. 
ASSESSMENT CRITERION NOTES 
This unit standard can be assessed by using a combination of case studies, observation, simulation, questioning, testimony and written tests. 

ASSESSMENT CRITERION 3 
3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

ASSESSMENT CRITERION 4 
4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

ASSESSMENT CRITERION 5 
5. Counsel the learner on future assessments, necessary learning and further qualifications. 

SPECIFIC OUTCOME 11 
Suggest ways to improve the company policy around addictive behaviour. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
There are no restrictions on where this unit standard may be assessed, but should be linked to a real situation. 

ASSESSMENT CRITERION 2 
2. Evaluate the learner's ability to meet the outcomes. 
ASSESSMENT CRITERION NOTES 
This unit standard can be assessed by using a combination of case studies, observation, simulation, questioning, testimony and written tests. 

ASSESSMENT CRITERION 3 
3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

ASSESSMENT CRITERION 4 
4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

ASSESSMENT CRITERION 5 
5. Counsel the learner on future assessments, necessary learning and further qualifications. 

SPECIFIC OUTCOME 12 
Discuss preventative measures that can be taken. 
OUTCOME NOTES 
Discuss the preventative measures that can be taken to assist a person with a potential addiction problem. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
There are no restrictions on where this unit standard may be assessed, but should be linked to a real situation. 

ASSESSMENT CRITERION 2 
2. Evaluate the learner's ability to meet the outcomes. 
ASSESSMENT CRITERION NOTES 
This unit standard can be assessed by using a combination of case studies, observation, simulation, questioning, testimony and written tests. 

ASSESSMENT CRITERION 3 
3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

ASSESSMENT CRITERION 4 
4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

ASSESSMENT CRITERION 5 
5. Counsel the learner on future assessments, necessary learning and further qualifications. 

SPECIFIC OUTCOME 13 
Suggest how children can be protected and helped. 
OUTCOME NOTES 
Given that children are affected by an "at risk" individual's behaviour, suggest how the children can be protected and helped. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
There are no restrictions on where this unit standard may be assessed, but should be linked to a real situation. 

ASSESSMENT CRITERION 2 
2. Evaluate the learner's ability to meet the outcomes. 
ASSESSMENT CRITERION NOTES 
This unit standard can be assessed by using a combination of case studies, observation, simulation, questioning, testimony and written tests. 

ASSESSMENT CRITERION 3 
3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

ASSESSMENT CRITERION 4 
4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

ASSESSMENT CRITERION 5 
5. Counsel the learner on future assessments, necessary learning and further qualifications. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.

2. Any institution offering learning that will enable achievement of this unit standard must be registered with the FE/HE Registrar.

3. Any institution wishing to receive skill development grants must be accredited with the relevant ETQA. Such an institution will also be registered with the relevant SETA.

4. Moderation of assessment will be done by the relevant ETQA at its discretion. 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
Essential embedded knowledge is dealt with under the specific outcomes section where "demonstrated knowledge and understanding" is required. 


Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO CONTRIBUTING 
Personal Development - Participate as a responsible citizen:
  • Differentiate between the approaches that the organisation would take in dealing with "at risk" customers and "at risk" employees.
  • Explain why children are potentially more "at risk" than adults.
  • Given specific situations, identify "at risk" individuals and explain why they are at risk.
  • Report the actual problem behaviour to the person designated to deal with such situations. 

  • REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Recommendations and Exemplars for the design of:

    Learning / Curriculum
  • The learner should familiarise him/ her self with the company policy pertaining to dealing with `at risk` individuals.
  • Potential exercise: Learner could practise identifying `at risk` individuals through case studies.
  • Potential project: Learner could do research on addictive behaviour, professional assistance that is available and legal requirements in terms of this problem.
  • A range of "at risk individuals" should be covered, including alcohol abuse, gambling, substance/drug abuse, stress/depression, obsessive behaviour, those who are affected by others who are substance abusers.

    Performance systems
  • All line management should be capable of identifying `at risk` individuals. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  20414   National Diploma: Service Management  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 


    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.