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: 

Demonstrate basic interpersonal skills with persons in trouble with the law 
SAQA US ID UNIT STANDARD TITLE
120285  Demonstrate basic interpersonal skills with persons in trouble with the law 
ORIGINATOR
SGB Probation 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  12 
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 
This unit standard will be useful for people learning about the field and working under supervision and in probation work contexts towards a qualification as a Assistant Probation Officer.

People credited with this unit standard are able to:
  • Critically evaluate own performance in interactions with persons in trouble with the law.
  • Demonstrate understanding of cultural diversity.
  • Use interpersonal skills to establish and maintain relationships with persons in trouble with the law, and their families (where applicable).
  • Identify and facilitate problem solving in interpersonal contexts in the life space of the person in trouble with the law. 

  • 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 Level 4 or equivalent competence.
  • Competence equivalent to that in the unit standards: "Demonstrate an understanding of probation work" and "Apply basic communication skills in interactions with persons in trouble with the law". 

  • 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:
  • Work will be under the direct supervision of a registered Probation Officer.
  • Contexts are routine, and exclude highly therapeutic programmes and/or interventions.
  • Work is governed by a worksite code of ethics approved by the SA Council for Social Service Professions; and consistent with SA Constitution 1997; Criminal Procedure Act; Child Care Act; Correctional Services Act. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Critically evaluate own performance in interactions with persons in trouble with the law. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Own 'triggers' are identified and discussed in terms of their impact on interactions with persons in trouble with the law. 
    ASSESSMENT CRITERION RANGE 
    Triggers include: unresolved issues and experiences; prejudices and stereotypes.
     

    ASSESSMENT CRITERION 2 
    Own limitations in interactive contexts are identified and requests for assistance are appropriate in terms of timing, and own capability levels. 

    ASSESSMENT CRITERION 3 
    Reflections on own performance are honest and accurate, and identify areas for improvement where required. 

    ASSESSMENT CRITERION 4 
    Critical reflection during and after interactions identifies inappropriate expression of own emotions, and alternatives which would be more suitable to the context. 

    ASSESSMENT CRITERION 5 
    Use of humour in interactive contexts is appropriate to the situation and the client, and serves developmental and therapeutic ends. 

    ASSESSMENT CRITERION 6 
    Interactions with person in trouble with the law are marked by sensitivity to their feelings. 

    ASSESSMENT CRITERION 7 
    Observation and listening skills are critically reviewed with competent persons during and after interactions. Interpretations of incidents recorded meets generally accepted understanding of the interaction. 

    SPECIFIC OUTCOME 2 
    Demonstrate understanding of cultural diversity. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Key elements of own culture are identified and differentiated from other cultures in local and national contexts. 

    ASSESSMENT CRITERION 2 
    Cultural difference is described and explained in terms of its threats and opportunities in probation work. 
    ASSESSMENT CRITERION RANGE 
  • Threats include: potential; for misunderstanding; potential for assumptions destructive of self worth.
  • Opportunities include: richness of cultural diversity and learning opportunities; promotion of dignity.
     

  • ASSESSMENT CRITERION 3 
    Understanding of self in relation to family is promoted by sharing cultural aspects of background and make up that give rise to basic behaviour and interactive patterns. 

    ASSESSMENT CRITERION 4 
    Family structures and broader networks are identified and explained with reference to cultural and/or community origins and consequent limitations, areas of need and/or strengths. 
    ASSESSMENT CRITERION RANGE 
    Families include: as described and perceived by - young people; family members; different cultural groups; communities within the South African context.
     

    ASSESSMENT CRITERION 5 
    Communication styles and patterns appropriate within families are identified and explained in terms of cultural difference, and their consequent limitations and strengths. 
    ASSESSMENT CRITERION RANGE 
    Communication includes: verbal and non-verbal (including appropriate touch).
     

    ASSESSMENT CRITERION 6 
    Own behaviour and social interaction shows a sensitivity to South Africa's history and cultural diversity, and is adjusted to suit context. 

    SPECIFIC OUTCOME 3 
    Use interpersonal skills to establish and maintain relationships with persons in trouble with the law, and their families (where applicable). 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A range of communication and interpersonal skills are used appropriately in a variety of contexts in interactions during probation work. 
    ASSESSMENT CRITERION RANGE 
  • Skills include: listening, paraphrasing, reflecting, summarising, reflecting feelings, empathic response, questioning, appropriate self-disclosure, describing behaviours, problem-solving, assertiveness.
  • Qualities include: genuineness, warmth, politeness, respect, being prepared to say sorry.
     

  • ASSESSMENT CRITERION 2 
    Language is clear and appropriate in terms of content and level for the particular context. 

    ASSESSMENT CRITERION 3 
    Non-verbal skills are used appropriately for the context, and in ways that promote developmental and therapeutic relationships. 
    ASSESSMENT CRITERION RANGE 
    Non-verbal skills include: body language, touch, eye contact, gestures.
     

    ASSESSMENT CRITERION 4 
    Key elements in establishing and building relationships with persons in trouble with the law are described with reference to important stages in the relationship, risks involved, and requisite skills and attributes. 
    ASSESSMENT CRITERION RANGE 
  • Stages include: initial contact, establishing rapport, developing trust, understanding limit-testing behaviour, predictability (as a stage in relationship building).
  • Risks include: aggression, rejection, creating dependence, crossing boundaries.
  • Attributes include: confidentiality, empathy, trustworthiness, respect, non-judgemental, acceptance, unconditional acceptance.
     

  • ASSESSMENT CRITERION 5 
    Relationships within groups are facilitated in line with a developmental framework and therapeutic objectives. 

    ASSESSMENT CRITERION 6 
    Family structures and authority relations are identified, where applicable, and interactions are appropriate to the particular family context, and contribute towards effective therapeutic relationships. 
    ASSESSMENT CRITERION RANGE 
    Authority relations include: patriarchal, matriarchal, joint leadership.
     

    SPECIFIC OUTCOME 4 
    Identify and facilitate problem solving in interpersonal contexts in the life space of the person in trouble with the law. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Feedback from the client is accurately recognised in terms of the initial assessment. Responses to feedback are appropriate to the client's development need. 
    ASSESSMENT CRITERION RANGE 
    Feedback includes: information, messages, signals, behaviour, body language.
     

    ASSESSMENT CRITERION 2 
    The use of conflict management skills promotes development, and recognizes the dignity and rights of the person in trouble with the law. 

    ASSESSMENT CRITERION 3 
    Interactions between clients in groups are managed to the general benefit of individuals, and in ways that recognize and promote individual strengths. 

    ASSESSMENT CRITERION 4 
    Communication with the person in trouble with the law on the acceptability of their behaviour and expressions of emotions, where required, is firm, non-threatening, and appropriate in the moment. 

    ASSESSMENT CRITERION 5 
    Problems and difficult situations are approached with a degree of assertiveness appropriate to the situation and client in question. 

    ASSESSMENT CRITERION 6 
    The resolution involves the client, and is appropriate in terms of their developmental needs. 


    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. 

    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 SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others. 

    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 
    Definition of Terms:

    Terms have been clarified as far as possible through the use of range statements. Further clarification of terms is provided as follows:
  • Any arrested child who has not been released shall be assessed by a probation officer as soon as reasonably possible, but before his or her first appearance in court.
  • 'Child' means any young person under the age of 18 years.
  • 'Family member' means a person who is related to another person biologically, by law or according to customary law.
  • 'Supervision' means supervision of [a] an accused convicted or sentenced person by a probation officer [by virtue] in terms of the provisions of any law. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50041   Further Education and Training Certificate: Probation Work  Level 4  NQF Level 04  Reregistered  2023-06-30  HW 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.