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 stress management techniques as a self-help tool 
SAQA US ID UNIT STANDARD TITLE
260466  Demonstrate stress management techniques as a self-help tool 
ORIGINATOR
SGB Ancillary Health Care 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Preventive Health 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02 
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 enable learners to use energy based health and wellness practices as self-help tools and to work with others. The learner will have skills to work as a team member and as a provider of support services within a multi-disciplinary health care team.

According to leading experts, a large number of people are in danger of burnout due to consistent stress generated by the environment or personal factors.

In many parts of the world, the population has an ever-increasing proportion of elderly people. Overall the population is ageing. In general, the elderly need more frequent and intensive medical care than younger people, putting greater and greater demands on the physical and mental health care system.

The context of this Unit Standard refers to philosophical aspects, practices and procedures involving the promotion of living in wellness and more satisfying relationships
This unit Standard would be useful for any person involved in training health care workers, home carers, auxiliary health care workers, community workers, child-care minders, as well as people who generally find themselves in a stressful environment and need to take care of other people's needs or complaints, such as police, defence and correctional services personnel, workers in the hospitality industry, teachers, call centre operators and customer care personnel and generally people who are interested in their own personal growth.

The qualifying learner is capable of:
  • Explaining why continual stress harms the individual's body and mind.
  • Explaining the need for personal boundaries in the management of stress.
  • Explaining living in wellness using body-mind practices.
  • Demonstrating the techniques to reduce stress using holds and tension release techniques.
  • Demonstrating how tension can be released using a body scan, meditation and acupressure points.
  • Discussing the popular education approach to stress management. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Communication at NQF Level 2.
  • The Unit Standard: "Live in wellness by using traditional and indigenous self help tools" . 

  • UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain why continual stress harms the individual's body and mind. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The reasons why continual, detrimental stress is damaging to a person's health are explained with examples. 

    ASSESSMENT CRITERION 2 
    The ways in which common everyday stress factors impact on one's life are explained with reference to sociological, cultural and personal factors. 

    ASSESSMENT CRITERION 3 
    The difference between 'ordinary' stress and trauma is explained with examples of each. 

    SPECIFIC OUTCOME 2 
    Explain the need for personal boundaries in the management of stress. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The need for protection of personal boundaries when in constant contact with others is explained with examples. 
    ASSESSMENT CRITERION RANGE 
    Boundaries include but are not limited to physical, emotional and mental boundaries.
     

    ASSESSMENT CRITERION 2 
    The effects on a relationship when personal boundaries are too strong or too weak are discussed with examples. 

    ASSESSMENT CRITERION 3 
    Practices to establish and manage personal boundaries are explained in relation to own work context. 
    ASSESSMENT CRITERION RANGE 
    Practices to establish and manage boundaries include but are not limited to physical, mental, visualisation.
     

    ASSESSMENT CRITERION 4 
    Conditions in which a person needs to be referred to professionals for further help or treatment are identified and explained with examples. 

    SPECIFIC OUTCOME 3 
    Explain living in wellness using body-mind practices. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Energy-based body-mind practices are explained with examples. 

    ASSESSMENT CRITERION 2 
    The process of mapping an experience onto models is explained with reference to energy-based body-mind examples. 

    ASSESSMENT CRITERION 3 
    Traditional and Western world-views are compared with examples. 
    ASSESSMENT CRITERION RANGE 
    Traditional and Western world views include but are not limited to linear time vs cyclical times, scientific, humanistic and religious views, Yin and Yang, four elements concept.
     

    ASSESSMENT CRITERION 4 
    Different aspects and benefits of the practices are explained with examples. 
    ASSESSMENT CRITERION RANGE 
    Benefits of the movements include but are not limited to better co-ordination, increased aerobic capacity, better managed blood pressure, improved circulation of all body fluids.
     

    ASSESSMENT CRITERION 5 
    The benefits of static practices are explained and modelled with demonstrations. 
    ASSESSMENT CRITERION RANGE 
    Static practices include standing, sitting, lying postures.
     

    SPECIFIC OUTCOME 4 
    Demonstrate the techniques to reduce stress using holds and tension release techniques. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Finger holds are demonstrated associated with the corresponding physical, mental-emotional and spiritual spheres. 

    ASSESSMENT CRITERION 2 
    Head and shoulder holds are demonstrated on another person. 
    ASSESSMENT CRITERION RANGE 
    Head and shoulder holds include but are not limited halo, head, crown, shoulder, heart holds.
     

    ASSESSMENT CRITERION 3 
    The differences between polarity therapy and traditional eastern methods are discussed with examples. 

    ASSESSMENT CRITERION 4 
    The polarity movements are demonstrated for the treatment of head, torso, legs and joints on another person. 

    SPECIFIC OUTCOME 5 
    Demonstrate how tension can be released using a body scan, meditation and acupressure points. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The basic approaches to and possible benefits of meditation are explained with examples. 
    ASSESSMENT CRITERION RANGE 
    Basic approaches to meditation include but are not limited to object orientated and object-less meditation, sitting, walking meditation.
     

    ASSESSMENT CRITERION 2 
    Hand massage is explained and demonstrated. 
    ASSESSMENT CRITERION RANGE 
    Hand massage includes but is not limited to meridians, major chi points on hand and foot, basic reflexology theory.
     

    ASSESSMENT CRITERION 3 
    Simple acupressure protocol is demonstrated to indicate release of tension. 
    ASSESSMENT CRITERION RANGE 
    Accupressure can be applied to head, neck and shoulders.
     

    ASSESSMENT CRITERION 4 
    Thought Field Therapy is explained and demonstrated. 

    SPECIFIC OUTCOME 6 
    Discuss the popular education approach to stress management. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Characteristics of popular education are explained with examples to manage stress. 

    ASSESSMENT CRITERION 2 
    Various message systems and their effect on education and in social settings are discussed with examples. 

    ASSESSMENT CRITERION 3 
    Maps of consciousness are drawn and used to explain how they affect stress management. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Any 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 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 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 
  • Concept of "living in wellness" using Body-mind practices.
  • Concept of caring for the Care-giver Basis of all "energy work". Energy-based body-mind practices include: integrating body-mind practices such as labyrinth work, images (mandalas), sound (mantras), hand positions (mudras), massage, head-holds, hand reflexology.
  • Practice of using movement protocols to influence a person's energetic state Aspects and benefits of practices include but are not limited to Sibashi Qi Gong Set 1 (Commencing Form, Broadening one's Chest, dancing with Rainbow, Circling Arms, Twisting Wais & Swing Arms, Rowing a Boat, Holding a Ball, Carrying the Moon, Twisting Waist and Pushing Hands, Playing with Clouds, Scooping from the Sea, Playing with Waves, Spreading your Wings, Punching, Flying like a Goose, Spinning Wheels, Bouncing Ball, Pressing the Palms), Capacitar Tai Chi (Dedication of Mind, Voice and Heart, Receive the Blessings of Life, Fly like a Bird, Circle the Golden Ball, Stroke the Birds Tail), 8 Brocades (Hold the Sky with both Palms, Draw a Bow to Shoot the Hawk, Touch Heaven and Earth, Looking Backward, Wag Head and Tail, Opening the Spine, Raise Heels), Push Hands (Interactive Qi Gong).
  • Balancing of emotions using finger and other holds.
  • Balancing work using meditation and sounds.
  • Tension can be released using accupressure points.
  • Emotional Freedom Technique and Thought Field Therapy.
  • "Educational" approach as opposed to "therapy".
  • Exercises including wrapping in light, radiating light as a protection, images of protection, shielding with hands, holding own energy field. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking processes to manage stress. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others in a team, group, or organisation to apply stress management techniques effectively. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively to ensure that time is allocated for stress management activities and techniques implementation. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information relating to different stress management theories and techniques and determine what works most effectively in own personal and work context. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language in the modes of oral and/or written persuasion to impart and share stress management techniques in work context. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility to the environment and health of others to access information on stress management. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of interrelated systems by recognising that stress management does not exist in isolation and that the various factors will affect stress levels and the efficacy of the implementation of stress management techniques. 

    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 
    Credit Justification:

    Activity; Hours; Credits:
  • Classroom Learning; 30 Hours; 3 Credits.
  • On the job learning site visits, and clinical accompaniment; 30 Hours; 3 Credits.
  • Self Directed learning; 10 Hours; 1 Credits.
  • Coaching required; 10 Hours; 1 Credits.

    Total: 80 Hours; 8 Credits. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  64749   National Certificate: Community Health Work  Level 2  NQF Level 02  Reregistered  2023-06-30  HW SETA 
    Elective  74269   National Certificate: Occupational Health, Safety and Environment  Level 2  NQF Level 02  Reregistered  2023-07-30  As per Learning Programmes recorded against this Qual 


    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.