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: 

Work as part of a team, under supervision, with children and youth at risk 
SAQA US ID UNIT STANDARD TITLE
117178  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  5 
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
254179  Work as part of a team, under supervision, with children and youth at risk  Level 4  NQF Level 04  5   

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 
    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:
  • Communications at NQF 3 or equivalent competence.

    Competence equivalent to that described in the following unit standards:
  • 117172: Demonstrate a basic understanding of the fundamentals of child and youth care work.
  • 117189: Describe the use of relationships for developmental and therapeutic ends in child and youth care work. 
    		•

    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 
    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 work or social work, auxiliary child and youth care and/or social auxiliary workersr, 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 includes: child & youth care; social work; auxiliary child and youth care and/or social auxiliary workers psychologists; medical practitioners; educators; occupational therapists; domestic and admin 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 
    Suggested strategies for the child and youth care worker in creating a common paradigm 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 are identified and described with reference to their dysfunctional impact on team effectiveness. 
    ASSESSMENT CRITERION RANGE 
    Barriers include: 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 boundaries; 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.
     

    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 
  • 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: 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 
    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 254179, which is "Work as part of a team, under supervision, with children and youth at risk", Level 4, 5 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  57428   Further Education and Training Certificate: Youth Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  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.
     
    1. Afrika Tikkun NCC 
    2. Amaqamu Project Management and Consulting 
    3. B T Group of Companies Pty Ltd 
    4. Breakeven 59(PTY) Ltd 
    5. Dintshang Trading 
    6. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    7. Kitso Bokamoso Training Solution 
    8. Leronsa Trading Enterprise 
    9. MENTORNET (PTY) LTD 
    10. Ntevho-Ketso Training and Recruitement Consultancy cc 
    11. NTI College 
    12. Ntsangalala Business Enterprise 
    13. Professional Development and Training Institute (Pty) Ltd 
    14. Resonance Institute of Learning 
    15. Retshetse Training Project 
    16. Southern African Youth Movement 
    17. Tembe Service Providers 
    18. Thabelanang t/a Thabelanang Trading Enterprise 
    19. THE GMC GROUP PTY LTD 
    20. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    21. Ulwazi Training & Development 


    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.