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: 

Apply basic communication skills in interactions with persons in trouble with the law 
SAQA US ID UNIT STANDARD TITLE
120281  Apply basic communication skills in interactions 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 3  NQF Level 03  5 
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 
People awarded credit in this unit standard are able to demonstrate and self monitor their ability to relate to difference, as evidenced by acknowledgment and respect for difference, acceptance, genuineness, honesty, humility, patience, and warmth. They respond in inclusive ways that are appropriate to the characteristics and needs of persons in trouble with the law. They demonstrate and communicate clarity about their role within all relationships.

People credited with this unit standard are able to:
  • Demonstrate understanding of role of verbal and non-verbal communication in interactions.
  • Adapt communication to specific interactive contexts.
  • Provide information and/or feedback to significant stakeholders in a probation work context.
  • Initiate and effect disengagement of working relationships with persons 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 3 or equivalent competence.
  • Competence equivalent to that in the unit standard: "Demonstrate an understanding of probation 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.

    The following scope and context applies to the whole unit standard:
  • Characteristics and needs include: age and stage of development, culture, disability, gender, health status, language, sexual orientation, and needs for physical and emotional comfort, safety, and privacy.
  • All communications with are treated confidentially. The scope and limits of confidentiality are defined through negotiation, and informed consent of people, and criteria established by legislation, code of conduct, agency guidelines, protocols, staff manuals.
  • Support for persons in trouble with the law is provided within the context of a working relationship that encourages self determination of a the person, discourages long term dependency, demonstrates and maintains the boundaries of the probation worker's role with the person, and complies with enterprise standards.
  • Current legislation includes: International conventions: UN Convention on Rights of the Child; African Charter on Rights of the Child; Child Justice Bill and Regulations; White Paper for Social Welfare (1997); SA Constitution 1997; Criminal Procedure Act; Child Care Act; Correctional Services Act. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of role of verbal and non-verbal communication in interactions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The key elements of verbal and non-verbal communication are identified and explained in terms of their features and differences. 
    ASSESSMENT CRITERION RANGE 
  • Elements of verbal communication include: register and vocabulary, active listening, reflective listening, ability to reflect before speaking.
  • Elements of non-verbal communication include: appropriate use of tone, body language, gestures.
     
    		•

    ASSESSMENT CRITERION 2 
    The role of communication in relationship building is described with reference to its impact on the therapeutic and developmental aspects of relationship, as well as the self-worth of the person in trouble with the law. 
    ASSESSMENT CRITERION RANGE 
    Impact includes implications for: security, dignity, warmth, non-discrimination, respect, full development of potential.
     

    ASSESSMENT CRITERION 3 
    The importance of congruence between verbal and non-verbal communications is explained with reference to relationship building in a probation work context. 

    ASSESSMENT CRITERION 4 
    Examples of appropriate verbal and non-verbal communication are provided and explained in terms of age, cultural sensitivity, language and content, background and experience, and developmental status of target audience. 

    ASSESSMENT CRITERION 5 
    Own communication 'triggers', strengths and limitations are identified and discussed in terms of possible impact on interactions with persons in trouble with the law. 

    SPECIFIC OUTCOME 2 
    Adapt communication to specific interactive contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Communication with younger persons is developmentally sensitive and promotes alternatives for the healthy expression of needs and feelings. 
    ASSESSMENT CRITERION RANGE 
    Developmentally sensitive includes: recognising the influence of relationship history on current development; fostering affection and physical contact appropriate to individuality, age, development and culture.
     

    ASSESSMENT CRITERION 2 
    Communication breakdowns are recognised, and actions taken are appropriate to the context and promote effective communication. 
    ASSESSMENT CRITERION RANGE 
  • Breakdowns include: communication difficulties due to individual or cultural and human diversity history.
  • Actions include: restating, clarifying, questioning, asking for assistance.
     
    		•

    ASSESSMENT CRITERION 3 
    Typical expressions of feelings and emotions are described and responses to expressions from others reduce the potential for dysfunctional conflict and demonstrate empathy. 
    ASSESSMENT CRITERION RANGE 
    Empathy includes: awareness of culturally approved expressions of feelings and emotions.
     

    ASSESSMENT CRITERION 4 
    Communication is adapted in situations with reluctant communicators. Responses and/or engagement techniques and strategies are appropriate to the context and contribute to positive exchanges. 
    ASSESSMENT CRITERION RANGE 
    Techniques and strategies include: influence, paraphrasing, reflecting feelings, empathy, questioning, challenging, self-disclosure, describing behaviours, summarising, problem-solving, developing action plans, assertiveness.
     

    ASSESSMENT CRITERION 5 
    Communication is characterised by self-control and modelling of communication which promotes dignity and establishes the basis for relationships of mutual respect. 
    ASSESSMENT CRITERION RANGE 
    Self-control includes avoidance of: name-calling, swearing, ridicule, sarcasm, humiliation, shouting, interrupting.
     

    ASSESSMENT CRITERION 6 
    Interpersonal skills are used in ways which respond appropriately to verbal and non-verbal communications, and identify the client's goal(s) for the relationship. 
    ASSESSMENT CRITERION RANGE 
    Skills include: attending, following, clarifying, encouraging, questioning.
     

    ASSESSMENT CRITERION 7 
    Communication skills are used to confirm the client's goal(s) for the relationship, to identify and select achievable options consistent with her/his goal(s). 
    ASSESSMENT CRITERION RANGE 
    Assistance includes: co-creating and exploring alternatives, providing information, referral to other services.
     

    SPECIFIC OUTCOME 3 
    Provide information and/or feedback to significant stakeholders in a probation work context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Feedback received from colleagues and/or the person in trouble with the law is integrated and provided within the confidential context to authorised persons. 

    ASSESSMENT CRITERION 2 
    Developmental information is provided to appropriate persons in a manner that facilitates the growth of the client and/or family, where applicable. 

    ASSESSMENT CRITERION 3 
    Access is provided to relevant information about legislation, regulations, policies and additional support and services, at a level appropriate to the client's development, abilities and receptiveness. 

    ASSESSMENT CRITERION 4 
    Descriptions of events and/or incidents provided to supervisors are clear, concise and accurate, and in a format required by the particular institution or context. 
    ASSESSMENT CRITERION RANGE 
    Formats include: verbal, written.
     

    SPECIFIC OUTCOME 4 
    Initiate and effect disengagement of working relationships with person in trouble with the law. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A supportive environment is established at the beginning of the working relationship with the client. 

    ASSESSMENT CRITERION 2 
    The probation worker's role and function, and any legal responsibilities of the worker or agency are clarified in accordance with current legislation and ethical frameworks. 
    ASSESSMENT CRITERION RANGE 
    Clarification includes: limits of their role, function, and competence, and when to seek advice or refer on to others.
     

    ASSESSMENT CRITERION 3 
    Protocols for the relationship are established and sustained in accordance with current legislation and ethical frameworks. 

    ASSESSMENT CRITERION 4 
    Beginning the working relationship engages the client in the relationship according to her/his characteristics and needs. 

    ASSESSMENT CRITERION 5 
    Disengagement of working relationships is effected according to relevant criteria. 
    ASSESSMENT CRITERION RANGE 
    Criteria include: the purpose of the relationship has been attained; the relationship between the person in trouble with the law and the probation worker is not constructive or is no longer functional; client's goal(s) has/have been met.
     

    ASSESSMENT CRITERION 6 
    Disengagement identifies factors relevant for future contact. 
    ASSESSMENT CRITERION RANGE 
    Factors include: factors that may lead to resumption of contact; future roles, functions, and available services; means of re-establishing contact with the client and probation worker, agency; other sources of referral.
     


    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.
  • 'Assessment' means a process of developmental assessment or evaluation of a person, the family circumstances of the person, the nature and circumstances surrounding the alleged commission of an offence, its impact on the victim, the attitude of the alleged offender in relation to the offence and any other relevant factor.
  • '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.
  • 'Home-based supervision' means supervision under certain conditions where an arrested, accused, convicted or sentenced child in the care of his or her parents or guardian or in the custody of any other person, is monitored by an assistant probation officer.
  • 'Restorative justice means the promotion of reconciliation restitution and responsibility through the involvement of a child and the child's parents family members victims and the communities concerned.
  • '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  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  HW SETA 
    Elective  61451   Further Education and Training Certificate: Criminology  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  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.
     
    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.