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: 

Demonstrate an understanding of children and youth at risk, and accused of crimes 
SAQA US ID UNIT STANDARD TITLE
120495  Demonstrate an understanding of children and youth at risk, and accused of crimes 
ORIGINATOR
SGB Visible Policing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 08 - Law, Military Science and Security Safety in Society 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  7 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "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 is for learners in the fields of safety and security, and human social studies who deal with children and youth at risk and accused of crimes as prescribed by South African legislation and organizational policies and procedures.

A person credited with this unit standard will be able to:
  • Demonstrate an understanding of the child justice system and its implications for key role players who work with children and youth.
  • Explain factors which influence the behaviour of children and youth which manifests in offending behaviour.
  • Demonstrate an understanding of the various pathways to development of aggression and offending in children and youth.
  • Demonstrate an understanding of the relationship between violence and trauma.
  • Explain the concept of power and its influence on children, youths and their communities.
  • Apply the skills for improving relationships with children and youth and the community. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Communication NQF level 3. 

    UNIT STANDARD RANGE 
    Youth refers to people under the age of 25. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate an understanding of the child justice system and its implications for key role players who work with children and youth. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Key objectives and principles of the child justice system are explained according to current legislation. 
    ASSESSMENT CRITERION NOTES 
    These principles must include but are not limited to the following:
  • The child's and youth's best interests.
  • Restorative justice vs. Retributive justice.
  • Diversion. 
    		•

    ASSESSMENT CRITERION 2 
    The current status of the child justice system in South Africa is explained in relation to the Constitution of South Africa, Chapter 2. 

    ASSESSMENT CRITERION 3 
    Provisions of the Children's Rights Charter are explained in relation to the South African child justice system. 

    ASSESSMENT CRITERION 4 
    The relationships between the child justice system and other systems are explained in terms of the protection and care of children. 

    ASSESSMENT CRITERION 5 
    Restorative Justice is explained in relation to the South African cultural context. 

    ASSESSMENT CRITERION 6 
    The key role players within the child justice system are explained in terms of their roles and responsibilities. 
    ASSESSMENT CRITERION NOTES 
    Key role players include but are not limited to:
  • The South African Police Service, Metropolitan Police, Correctional Services, probation services, and civil society organizations etc. 
    		•

    ASSESSMENT CRITERION 7 
    The child justice system is described in terms of the benefits and implications for key role players. 

    SPECIFIC OUTCOME 2 
    Explain factors which influence the behaviour of children and youth which manifests in offending behaviour. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Factors which contribute to offending behaviour in children and youth are described with examples. 
    ASSESSMENT CRITERION NOTES 
  • Social development.
  • Development of values and morality.
  • Aggression.
  • Religion.
  • Cultural diversity.
  • Environment. 
    		•

    ASSESSMENT CRITERION 2 
    Risk factors which may increase offending behaviour in young people is identified in terms of its impact. 

    ASSESSMENT CRITERION 3 
    Protective factors that may reduce offending behaviour in young people is identified in terms of its impact. 

    ASSESSMENT CRITERION 4 
    Factors which may influence inter-personal relationships, culture and social environment is explained in terms of their effect on the behaviour of children and youth. 
    ASSESSMENT CRITERION RANGE 
    Social environment includes but is not limited to:
  • Poverty.
  • Overcrowding.
  • HIV/AIDS.
  • Unemployment.
     
    		•

    ASSESSMENT CRITERION 5 
    Factors which influence the functioning of family and other related structures are explained in terms of their impact on the behaviour of children and youth. 

    SPECIFIC OUTCOME 3 
    Demonstrate an understanding of the relationship between violence and trauma. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Types of violence are differentiated and explained according to social, physical, and emotional forms. 

    ASSESSMENT CRITERION 2 
    The causes and cycles of violence are discussed in order to identify types of interventions. 

    ASSESSMENT CRITERION 3 
    The consequences of trauma are discussed in terms of its impact on children and youth. 

    ASSESSMENT CRITERION 4 
    The reasons why interventions should be used are explained in order to avoid negative long-term consequences on children and youth. 

    ASSESSMENT CRITERION 5 
    The trauma experienced by the child or youth is linked to the correct support service within a community context. 

    SPECIFIC OUTCOME 4 
    Explain the concept of power and its influence on children, youths and their communities. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concept power is defined with examples. 

    ASSESSMENT CRITERION 2 
    The complexities of power are listed and explained to differentiate between hard and soft forms. 

    ASSESSMENT CRITERION 3 
    The use of a combination of hard and soft power is explained in terms of its impact on children and youth. 

    ASSESSMENT CRITERION 4 
    The power of mentoring is explained in terms of its impact on children and youth. 

    ASSESSMENT CRITERION 5 
    The factors which influence children and youth's sense of self and behaviour are explained in terms of its impact on children and youth. 

    ASSESSMENT CRITERION 6 
    Mentoring intervention for young people is explained in terms of its impact on children and youth. 

    SPECIFIC OUTCOME 5 
    Apply the skills for improving relationships with young people and the community. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Own competencies and existing attitudes, skills, knowledge and experience are evaluated in order to assess own ability to work with children and youth. 

    ASSESSMENT CRITERION 2 
    The ability to communicate with children an youth of different ages is demonstrated in a given scenario. 

    ASSESSMENT CRITERION 3 
    The ability to disengage from retaliation is demonstrated in a given scenario. 

    ASSESSMENT CRITERION 4 
    Active listening is demonstrated in a given scenario. 

    ASSESSMENT CRITERION 5 
    The ability to resolve problems and overcome challenges confronted by children and youth is demonstrated in a given scenario. 

    ASSESSMENT CRITERION 6 
    Initial management of children and youth who are incapacitated is demonstrated in a given scenario. 
    ASSESSMENT CRITERION RANGE 
    Incapacitated refers to:
  • Extreme distress.
  • Physical disability.
  • Mental disability.
  • Emotional disorder.
  • Intoxication.
     
    		•

    ASSESSMENT CRITERION 7 
    Formal and informal community resources are identified in order to assist children and youth. 

    ASSESSMENT CRITERION 8 
    Ways to sustain one's own mental health are explored in order to deal in dealing with children and youth at risk or accused of crime. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An individual wishing to be assessed (including through RPL) against this Unit Standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA, or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Anyone assessing a learner against this Unit Standard must be registered as an assessor with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard or assessing this Unit Standard must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA at its discretion. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Child Justice System of South Africa.
  • Concepts and principles regarding violence and victimization affecting children and young people.
  • Main role players who can play a role to prevent young people from offending.
  • Understanding of young people behaviour.
  • Understanding of young people in their context.
  • Aggression, offending, violence, trauma in young people.
  • Complexity of power while working with young people.
  • Restorative Justice vs. Retributive Justice.
  • Diversion.
  • Constitution of South Africa, Chapter 2.
  • Children's Rights Charter.
  • Child development in relation to Social development, Development of values and morality as well as Aggression.
  • Cultural diversity in young people.
  • Offending behaviour in young people.
  • Protective factors that may reduce offending behaviour in young people.
  • Inter-personal relationships between culture and the social environment.
  • Functioning of the family and other related systems.
  • Types of violence.
  • The causes and cycles of violence.
  • The consequences of trauma in relation to the developmental process.
  • The concept power is defined with respect to influencing young people.
  • Combination of hard and soft power used to influence young people.
  • The power of mentoring is explored to assist and protect young people.
  • The ability to communicate effectively.
  • Active listening.
  • Ability to resolve problems and overcome challenges confronted by young people.
  • Formal and informal community resources to assist young people.
  • Mental health. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problem regarding young people at risk and accused of crimes in their context. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others in the handling of young people at risk and accused of crimes in their context. 

    UNIT STANDARD CCFO ORGANISING 
    Motivate and organize oneself and one's activities effectively regarding young people at risk and accused of crimes in their context. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organize and critically evaluate information regarding young people at risk and accused of crimes in their context. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively orally and/or in written mode assist and support young people and children whom are affected by violence and victimization. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of related systems while working with young people affected by violence and victimization. 

    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 
    Supplementary information:

    Specified requirements:

    Specified requirements include legal and legislative specific requirements and are contained in one or more of the following documents:
  • Legal:

    > The Constitution of SA.
    > The Child Justice Bill.
    > Criminal Procedure Act.
    > The SAPS Act.
    > Domestic Violence Act.
    > Child Care Act.
    > The Probation Act.
  • Specifications, agreement and policies and procedures.

    > National Crime Prevention Strategy (NCPS 1996). 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  66749   National Certificate: Community Development  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  62289   Further Education and Training Certificate: Road Traffic Law Enforcement  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SAS SETA 
    Elective  50122   National Certificate: Policing  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-12-31  SAS 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. BROOKLYN CITY COLLEGE (PTY) LTD RUSTENBURG CAMPUS 
    2. CAPE TOWN METROPOLITAN POLICE TRAINING ACADEMY 
    3. CITY OF JOHANNESBURG METROPOLITAN POLICE : FIREARM SERVICES 
    4. DURBAN METROPOLITAN POLICE SERVICE TRAINING COLLEGE 
    5. EKURHULENI METROPOLITAN MUNICIPALITY 
    6. Josmap Training Institute 
    7. MAGNUM SHOOTING ACADEMY 
    8. MANGAUNG TRAFFIC COLLEGE 
    9. PORT ELIZABETH TRAFFIC COLLEGE 
    10. SAPS OPERATIONAL VEHICLE AND SUPPORT ACADEMY BENONI 
    11. SAPS TRAINING INSTITUTE - MOLOTO 
    12. SBV SERVICES MIDRAND 
    13. SHEPPERD ACADEMY 
    14. SOUTH AFRICAN POLICE SERVICE / PROFESSIONAL DEVELOPMENT CENTRE 
    15. SOUTH AFRICAN POLICE SERVICE ACADEMY - PAARL 
    16. SOUTH AFRICAN POLICE SERVICE ACADEMY CHATSWORTH 
    17. SOUTH AFRICAN POLICE SERVICE BASIC TRAINING PROVISION 
    18. SOUTH AFRICAN POLICE SERVICE BASIC TRAINING PROVISION INSTITUTION GRAA 
    19. SOUTH AFRICAN POLICE SERVICE BASIC TRAINING PROVISION INSTITUTION OUDS 
    20. SOUTH AFRICAN POLICE SERVICE BASIC TRAINING PROVISION INSTITUTION PHIL 
    21. SOUTH AFRICAN POLICE SERVICE BASIC TRAINING PROVISION PRETORIA WEST 
    22. SOUTH AFRICAN POLICE SERVICE IN SERVICE TRAINING PROVISION INSTITUTION 
    23. SOUTH AFRICAN POLICE SERVICE TRAINING INSTITUTION ALL SAINTS 
    24. SOUTH AFRICAN POLICE SERVICE TRAINING INSTITUTION BISHO 
    25. SOUTH AFRICAN POLICE SERVICE TRAINING INSTITUTION BISHOP LAVIS 
    26. SOUTH AFRICAN POLICE SERVICE TRAINING INSTITUTION MTHATHA 
    27. SOUTH AFRICAN POLICE SERVICE TRAINING INSTITUTION ULUNDI 
    28. TSHWANE METROPOLITAN POLICE DEPARTMENT ACADEMY 


    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.