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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Apply Victim Empowerment knowledge and skills for service delivery 
SAQA US ID UNIT STANDARD TITLE
243934  Apply Victim Empowerment knowledge and skills for service delivery 
ORIGINATOR
SGB Victim Empowerment 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies People/Human-Centred Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
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 purpose of this Unit Standard is to equip the learner involved in the Victim Empowerment sector with an understanding of the causes and consequences of crime, violence and victimization and to equip them with the knowledge and skills to interact effectively with victims and witnesses of crime, violence and human rights violations in the execution of their normal duties. The competencies achieved in this Unit Standard will enable learners to understand victim needs and adhere to victims' rights, as prescribed by the SA Service Charter and Minimum Standards for service delivery for victims of crime and other relevant South African legislation, International protocols and departmental policies.

Ultimately, it will equip learners to empower victims to cope more effectively with the psycho-social and economic consequences of criminal victimisation and enable them to participate optimally in the Criminal Justice process. Potential learners include service providers in government and civil society; police officers, court personnel, nurses, teachers, emergency and security personnel and volunteers, and social workers where service providers who interact with victims of crime, violence and human rights violations in the execution of their normal duties.

Learners accredited with this Unit Standard will be capable of:
  • Demonstrating knowledge of and understanding of Victim Empowerment in the South African context.
  • Analysing the needs and rights of victims of crime, violence and human rights violations.
  • Examining the roles and responsibilities of Victiom Empowerment service providers in order to improve service delivery.
  • Applying basic interpersonal/communication skill to assist victims of crime, violence and human rights violations.
  • Referring victims to relevant support service.
  • Applying the principles of self-care. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that a learner will be competent in:
  • Communication at NQF Level 4 or equivalent.
  • Mathematical Literacy at NQF Level 4 or equivalent. 

  • UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate knowledge and understanding of Victim Empowerment in the South African context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The role and purpose of Victim Empowerment is analysed in terms of the current policy and legislation. 
    ASSESSMENT CRITERION RANGE 
    Policy and Legislation includes but are not limited to the National Integrated Policy on Victim Empowerment and the Services Charter for Victims of Crime.
     

    ASSESSMENT CRITERION 2 
    Key concepts in Victim Empowerment are explained and applied appropriately in order to improve service delivery. 
    ASSESSMENT CRITERION RANGE 
    Key concepts include, but are not limited to:
  • Restorative and Retributive justice, direct and indirect victims, cycle of violence, public health approach to violence, primary, secondary and tertiary crime prevention, secondary victimisation.
     

  • ASSESSMENT CRITERION 3 
    The rationale and benefits of Victim Empowerment are assessed to determine its impact for improved service delivery. 

    SPECIFIC OUTCOME 2 
    Analyse the needs and rights of victims of crime, violence and human rights violations. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The impact of crime and violence on individuals, families and the community is analysed to determine suitable interventions. 

    ASSESSMENT CRITERION 2 
    Victims' needs following exposure to crime and/or violence are assessed in terms of the nature and severity of the crime/violence. 
    ASSESSMENT CRITERION RANGE 
    Victims needs include, but not limited to emotional needs, practical needs, acknowledgement and understanding, and the need for contact with the Criminal Justice process.
     

    ASSESSMENT CRITERION 3 
    The role of the victim in the criminal justice process is assessed in accordance with the rights of victims of crime and current organisational policy and procedure. 
    ASSESSMENT CRITERION RANGE 
    Includes United Nations Declaration of Basic Principles of Justice for Victims of Crime, the South African Constitution, the South African Service Charter for Victims of crime and Minimum standards on the implementation of the Service Charter.
     

    ASSESSMENT CRITERION 4 
    Complaint procedures are explained in accordance with current organizational policy and procedures. 

    SPECIFIC OUTCOME 3 
    Examine the roles, responsibilities and relationships of Victim Empowerment service providers in relation to improving service delivery. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The role of service providers in the Victim Empowerment sector is analysed in terms of limitations and an indication is given of how to improve service delivery. 
    ASSESSMENT CRITERION RANGE 
    Service providers include, but are not limited to: government departments such as the Police, Departments of Justice, Health, Social Development, Education, Correctional Service and service providers in the NGO and CBO sectors.
     

    ASSESSMENT CRITERION 2 
    The responsibility of own department or sector with regards to victims of crime is analysed according to current legislation, multidisciplinary protocols and organisational policies. 

    ASSESSMENT CRITERION 3 
    The rationale of multi-disciplinary cooperation in the Victim Empowerment sector is discussed with reference to the limitations of an individual's own role in providing the required service. 

    ASSESSMENT CRITERION 4 
    The benefits and challenges of multi-disciplinary cooperation in the Victim Empowerment sector are evaluated with regard to service delivery at national, provincial and local levels. 

    ASSESSMENT CRITERION 5 
    Strategies and mechanisms to improve services to victims of crime are analysed and its implications for improvement of service delivery at local level are determined. 
    ASSESSMENT CRITERION RANGE 
    Strategies and mechanisms include but not limited to: Policy and guidelines, Memorandum of Understanding (MOU), Service Level Agreements, Forums, Discussions ,etc.
     

    SPECIFIC OUTCOME 4 
    Apply interpersonal and communication skills to assist victims of crime, violence and human rights violations. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    An understanding of how the values, beliefs and attitudes of service providers impact on their work are discussed in relation to how these influence interactions with victims. 
    ASSESSMENT CRITERION RANGE 
    Values and belief systems include, but are not limits to perceptions, beliefs, stereotypes and prejudice.
     

    ASSESSMENT CRITERION 2 
    Effective strategies for dealing with victims sensitively are applied to a specific situation using appropriate interpersonal and communication skills. 
    ASSESSMENT CRITERION RANGE 
    Personal qualities and skills include but are not limited to empathy, non-judgmental attitude, establishing rapport, physical setting, making eye contact, greeting observation, use of verbal- and non verbal behavior e.g. SOLER method, assertiveness versus aggression, active listening, responding, using summarizing rephrasing, etc.
     

    SPECIFIC OUTCOME 5 
    Refer victims to relevant support services. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The limitations and scope of own role in Victim Empowerment are analysed to identify the need for targeted and appropriate referrals based on victims needs. 

    ASSESSMENT CRITERION 2 
    Relevant resources and services in the learner's local community are located and analysed for the purpose of making targeted and appropriate referrals. 
    ASSESSMENT CRITERION RANGE 
    Services include, but not limited to: victim support i.e. emotional support, practical assistance and information; trauma support and trauma counselling; medico-legal services assistance with protection orders; maintenance; court support and court preparation; legal advice etc. Service providers include the SAPS, clinic, Courts, Non-Governmental Organisations, Community Based Organisations, Faith Based Organisations etc.
     

    ASSESSMENT CRITERION 3 
    A protocol for the effective referral of victims is developed according to Victim Empowerment good practice. 

    ASSESSMENT CRITERION 4 
    Victims are referred to relevant service providers according to organisational policies and procedures. 

    SPECIFIC OUTCOME 6 
    Apply the principles of self-care. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Sources of work related stress and exposure to traumatic events are identified in order to develop appropriate self care strategies. 

    ASSESSMENT CRITERION 2 
    The impact of ongoing exposure to work related traumatic events is illustrated in terms of short and long-term effects. 

    ASSESSMENT CRITERION 3 
    The term "self-care" is defined and its purpose and benefits explained with examples. 

    ASSESSMENT CRITERION 4 
    Personal strategies to reduce work related stress, burnout and secondary traumatisation are developed for a selected purpose. 
    ASSESSMENT CRITERION RANGE 
    Personal strategies include but are not limited to developing realistic expectations of oneself and others, communicating assertively around workload and own mental health, learning how to relax the body through breathing or other techniques, general strategies for healthy living.
     

    ASSESSMENT CRITERION 5 
    Organisational strategies and mechanisms are applied to promote "self-care" outcomes in dealing with the consequences of work related stress and trauma events. 
    ASSESSMENT CRITERION RANGE 
    Strategies include but are not limited to assisting managers to develop appropriate caseloads and task distribution, building team support systems, and Employee Assistance Programmes.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Any institution offering learning that will enable achievement of this Unit Standard and the related Exit Level Outcomes of the Qualification must be accredited by the relevant ETQA.
  • External Moderation of assessment will be overseen by the relevant ETQA at its discretion.
  • The accredited Training Provider will oversee internal moderation of assessment.
  • Internal and external moderation should encompass achievement of competence described in this Unit Standard as well as the integrated competence described in the Exit Level Outcome of the Qualification. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • World Report on violence and health (WHO, 2002).
  • United Nations Declaration of Basic Principles of justice for Victims of Crime and Abuse of Power (1985).
  • Handbook on Justice for Victims on the use and applications of the Declaration of Basic Principles of justice for Victims of Crime and Abuse of Power (UNODC, 1999).
  • United Nations Commission on the elimination of all forms of discrimination against women (CEDAW).
  • Convention on Rights of Children.
  • South African Constitution and Bill of Rights.
  • Domestic Violence Act.
  • Child Care Act.
  • Child Justice Bill.
  • Sexual Offences Bill.
  • Children's Bill.
  • South African Service Charter and Minimum standards for service delivery for victims.(2004).
  • Integrated Victim Empowerment Policy (2005).
  • Departmental policies and procedures.
  • Multilingual Glossary for the Victim Empowerment sector (Themba Lesizwe, 2005). 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems associated with Victim Empowerment using responsible decision-making and creative thinking. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community on a daily basis to effectively implement Victim Empowerment services. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively to implement Victim Empowerment services. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using appropriate modes of oral and/or written persuasion in a multidisciplinary and inter-sectoral environment for Victim Empowerment service delivery. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world, as a set of related systems by recognising the importance of problem solving in Victim Empowerment service delivery. 

    UNIT STANDARD ASSESSOR CRITERIA 
  • Assessors must be registered as assessors with a relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Assessors must be in possession of a Qualification in Victim Empowerment or a related sub-field of Human and Social Studies at a minimum of NQF Level 6. 

  • 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:

    The public health approach is a scientific approach to dealing with any threat to well being e.g. violence involves the following four steps:
  • Defining and monitoring the extent of the problem.
  • Identifying the causes of the problem.
  • Formulating and testing ways of dealing with the problem.
  • Applying widely the measures that are found to work.

    The public health approach is science-based, rather than political/ideological approach. Everything, from identifying the problem and its causes, to planning, testing and evaluating responses must be based on sound research and informed by scientific evidence. The public health approach is also multidisciplinary approach with a wide range of professionals from medicine, epidemiology and psychology to sociology, criminology, education and economics, working together to research problems and identify and implement appropriate solutions.

    The who uses an ecological model to try to understand the multifaceted nature of violence and examine factors that influence behaviour or which increase the risk of committing or being a victim of violence, by dividing them into 4 levels, namely:
  • Individual factors (age, education, income, substance abuse, and a history of behaving aggressively or experiencing abuse).
  • Relationship factors (with family, friends, intimate partners and peers e.g. having friends who engage in or encourage violence).
  • Community contexts in which social relationships occur, e.g. schools, workplaces and neighbourhoods such as population density, high levels of unemployment, or the existence of a local drug trade).
  • Societal factors (broad societal factors that help create a climate in which violence is encouraged or inhibited. e.g. the availability of weapons and social and cultural norms.

    These levels overlap as factors at each level are strengthened or modified by factors at another. Thus, for example, a person with an aggressive personality is more likely to act violently in a family or community that habitually resolves conflict through violence than if he or she were in a more peaceable environment. Social isolation, which is a widely found community factor in the mistreatment of the elderly, may be influenced both by societal factors (for example, less respect for the elderly in general) and relationship factors (the loss of friends and family members).

    Besides helping to clarify the causes of violence and their complex interactions, the ecological model also suggests that in order to prevent violence it is necessary to act across several levels at the same time.

    A traumatic event is an event/s outside the range of normal human experience where a person experienced, witnessed or was confronted with an event which include actual or threatened death, serious injury or a threat to the integrity of that person him/herself or another, and where the person experienced intense feelings of fear, helplessness or horror. Examples of traumatic events include human or manmade disasters violent crimes, motor vehicle accidents and human rights abuses.

    Trauma refers to an emotional state of an individual or family to a hazardous event and not to the event itself, while stress is an every day experience. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  80946   National Certificate: Community Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  61529   National Certificate: Loss Adjusting  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  INSETA 
    Elective  59989   National Certificate: Resolving of Crime  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2016-06-30  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. BOKAMOSO INSTITUTE OF SOUTH AFRICA 
    2. STRATEGIC INVESTIGATIONS AND SEMINARS 



    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.