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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Provide counselling and intervention for people affected by abuse, neglect, or violence 
SAQA US ID UNIT STANDARD TITLE
244229  Provide counselling and intervention for people affected by abuse, neglect, or violence 
ORIGINATOR
SGB Child and Youth Care 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 7  Level TBA: Pre-2009 was L7  15 
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 will be useful for people working in the child and youth care field. It will benefit workers who need to be able to conduct therapeutic counselling with children and youth at risk, and/or their families. Learning in this direction will assist workers in their understanding of people and behaviour in context; help them to identify how issues impact on aspects of development of individual children; and assist them in the selection of suitable interventions and strategies.

People credited with this unit standard are able to:
  • Establish a relationship and environment in which to provide counselling and intervention for a person affected by abuse, neglect, or violence.
  • Use counselling and intervention skills to assist a person to identify her/his goals for counselling and intervention.
  • Use counselling and intervention skills to assist a person to plan to achieve her/his goals for counselling and intervention.
  • Use counselling and intervention skills to assist a person to achieve her/his goals for counselling and intervention.
  • Effect closure of counselling and intervention for an affected person. 
    		•

    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:
  • ID 114478: "Conduct basic lay counselling in a structured environment". 
    		•

    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:
  • 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 use inclusive language, and select and implement counselling and intervention methods and modalities that are appropriate to the characteristics and needs of the people with whom they are working. They seek to establish and maintain rapport; positive feedback is responded to; criticism or negative feedback is responded to without defensiveness; and changes required to re-establish rapport are acted upon. They demonstrate and communicate clarity about their role in the social services within all relationships. They know the boundaries and limitations of their role, function, and competence, and when to refer on to others.
  • All communications are treated confidentially, except where there is an ethical, legal, or organisational duty on the social service worker to report abuse, neglect, or violence. Participants are informed of the scope and limits of confidentiality as defined by criteria established by legislation, ethical practice, and service provider guidelines.
  • People awarded this unit standard demonstrate knowledge of the provisions of the relevant statutes and criteria relating to the reporting of abuse, neglect, and violence, and care and protection measures, according to their relevance to the assessment context.
  • People awarded credit in this unit standard demonstrate consistent use of professional supervision as part of safe practice.
  • All actions by the social service worker are based upon a valid framework for social service practice with abuse, neglect, and violence. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Establish a relationship and environment in which to provide counselling and intervention for a person affected by abuse, neglect, or violence. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The environment attends to the cultural status, protocols, and characteristics and needs of the person. 

    ASSESSMENT CRITERION 2 
    The social service worker's role, function, and any legal responsibilities, and the service provider's role, function, and any legal responsibilities are clarified before counselling commences. 

    ASSESSMENT CRITERION 3 
    Protocols for each counselling and intervention session and the counselling and intervention relationship are established in respectful ways and sustained with the participant. 

    ASSESSMENT CRITERION 4 
    The person is engaged in counselling and intervention according to her/his cultural status, protocols, and characteristics and needs. 

    ASSESSMENT CRITERION 5 
    Closure expectations and processes are negotiated and agreed with the participant. 

    SPECIFIC OUTCOME 2 
    Use counselling and intervention skills to assist a person affected by abuse, neglect, or violence to identify her/his goals for counselling and intervention. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The process to be used to identify the person's goals for counselling and intervention is established according to agreement with the person. 

    ASSESSMENT CRITERION 2 
    Information sought is relevant to identification of the person's characteristics and goals for counselling and intervention. 

    ASSESSMENT CRITERION 3 
    Interpersonal skills and language are used which respond to verbal and non-verbal communications including body language. 
    ASSESSMENT CRITERION RANGE 
    Interpersonal skills include:
  • Use of voice tone, pitch, volume, and speed; use of silence; active listening; clarifying, describing, encouraging, following, listening, paraphrasing, and summarising; reflection of feelings and content; respect, acceptance, and tolerance; body language.
     
    		•

    ASSESSMENT CRITERION 4 
    Counselling and intervention assist the person to identify her/his concerns, issues, or needs related to the effects of abuse, neglect, or violence. 

    ASSESSMENT CRITERION 5 
    Counselling and intervention assist the person to identify achievable goals for counselling and intervention according to relevant criteria. 
    ASSESSMENT CRITERION RANGE 
    Relevant criteria include:
  • Goals consistent with the person's concerns, issues, or needs related to the effects of abuse, neglect, or violence; goals are consistent with the person's coping abilities, knowledge, resources, skills, and values; goals are measurable.
     
    		•

    ASSESSMENT CRITERION 6 
    Counselling and intervention assist the person to identify connections between their identified goals for counselling and their social and cultural context. 

    SPECIFIC OUTCOME 3 
    Use counselling and intervention skills to assist a person affected by abuse, neglect, or violence to plan to achieve her/his goals for counselling and intervention. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Counselling and intervention assist the person to identify and select achievable options consistent with their purpose(s) and consistent with the coping abilities, knowledge, resources, skills, and values of the participants individually. 
    ASSESSMENT CRITERION RANGE 
    Assistance includes:
  • Co-creating and exploring alternatives; challenging; coaching; confrontation; exploring past and current behaviours, patterns, and beliefs; feedback; focussing; counselling plan; making connections; providing information; referral to other professionals; reframing.
     
    		•

    ASSESSMENT CRITERION 2 
    Counselling and intervention assist the person to develop a counselling and intervention plan according to relevant criteria. 
    ASSESSMENT CRITERION RANGE 
    Relevant criteria include:
  • The plan is consistent with her/his options; the plan is consistent with her/his coping abilities, knowledge, resources, skills, and values; measurable.
     
    		•

    ASSESSMENT CRITERION 3 
    Counselling and intervention assists the person to identify all components of the counselling and intervention plan. 
    ASSESSMENT CRITERION RANGE 
    Components include:
  • Resources that are available to achieve her/his goals; a time frame that is consistent with the use of available resources; the social service worker's role in the plan; contingencies and procedures to be followed in relation to contingencies; methods of evaluating progress.
     
    		•

    SPECIFIC OUTCOME 4 
    Use counselling and intervention skills to assist a person affected by abuse, neglect, or violence to achieve her/his goals for counselling and intervention. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Assistance is provided in accordance with the social service worker's role in the counselling and intervention plan. 
    ASSESSMENT CRITERION RANGE 
    Assistance includes:
  • Co-creating and exploring alternatives; challenging; coaching; confrontation; exploring past and current behaviours, patterns and beliefs; feedback; focussing; counselling plan; making connections; providing information; referral to other professionals; reframing.
     
    		•

    ASSESSMENT CRITERION 2 
    Assistance is provided in terms that encourage self determination of the person and discourages dependency by them on the social service worker or service provider. 

    ASSESSMENT CRITERION 3 
    Assistance is in terms that are consistent with the person's goals and consistent with the person's coping abilities, knowledge, resources, skills, and values. 

    ASSESSMENT CRITERION 4 
    Counselling and intervention assist the person to identify progress in achieving their goals for counselling and intervention. 

    ASSESSMENT CRITERION 5 
    Counselling and intervention assist the person to reflect on her/his progress evaluation and the plan and consider her/his future options. 

    SPECIFIC OUTCOME 5 
    Effect closure of counselling and intervention for a person affected by abuse, neglect, or violence. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Closure of each counselling and intervention session is effected according to the established protocol. 

    ASSESSMENT CRITERION 2 
    Closure of the counselling and intervention relationship is in terms of agreed completion of involvement of the social service worker in the plan. 

    ASSESSMENT CRITERION 3 
    The closure process identifies relevant issues arising from counselling and intervention. 
    ASSESSMENT CRITERION RANGE 
    Relevant issues include:
  • Emotional, cognitive, and behavioural change; identification of achievements and new learning towards independence; transfer of learning to dealing with other concerns, issues, or needs; ongoing self management plans.
     
    		•

    ASSESSMENT CRITERION 4 
    The closure process identifies relevant issues arising from completion of the plan. 
    ASSESSMENT CRITERION RANGE 
    Relevant issues include:
  • Factors that may lead to resumption of contact; future roles, functions, and services available from the social service worker or service provider; means of re-establishing contact with social service worker or service provider; sources of referral to other professionals.
     
    		•

    ASSESSMENT CRITERION 5 
    Closure of the counselling and intervention relationship is effected according to the established protocol. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation 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 
    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.

    Note: Essential component of counselling. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.

    Note: Counselling is by definition work with others. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.

    Note: Organisation is critical for effective counselling. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.

    Note: A core skill in counselling. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.

    Note: Core to counselling. 

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

    Note: Health is an important component; technology may well be involved. 

    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.

    Note: Systemic view is important in counselling. 

    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 
    Notes to Assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure that evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

    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:
  • Person whose life or safety is affected by abuse, neglect, or violence include children, young persons, and adults (including elders) experiencing or at risk of abuse, neglect, or violence in any context.
  • Abuse, neglect, and violence includes abusive, neglectful, violent, or controlling behaviour that may be economic, emotional, physical, social, verbal, spiritual, and/or sexual in nature. It also includes role abuse, which means the abuse of power by an individual or agency that has a professional, service, or status-based role in relation to survivors. People awarded credit for this unit standard demonstrate competence in one context, with any combination of the above factors.
  • Other professionals may include, but are not limited to, care and protection resource people, legal advisers, health advisers, other specialist assessors or advisers, as relevant to the context of assessment.
  • Characteristics and needs may be physical, spiritual, cultural, and mental. Characteristics and needs include age and stage of development; coping strategies; family dynamics; culture; disability; experience and knowledge; family history; gender; health status; personal history; language; psycho-social situation and systems; sexual orientation; socio-economic situation; religious adherence; and needs for physical comfort, safety, and privacy of participants.
  • Presenting issues may include but are not limited: To advice, health care, information, protection, referral, shelter, cultural needs, emotional support, financial support, material support, signs of crisis or distress.
  • Signs of crisis or distress may include but are not limited to: Indicators of disturbed behaviour; disorders of physical or mental health; personal withdrawal and disassociation; family ostracism; poverty; homelessness; relationship crises or difficulties; suicidal behaviour; substance abuse; violence; gambling addiction.
  • Available resources may include but are not limited to resources available to the participant from: the social service worker; the social service provider; community groups; the participant's family; church; the participant's own resources.
  • Counselling in the context of this unit standard involves the use of generic counselling and intervention skills within a purposeful interpersonal relationship. Counselling and intervention skills may be implemented within a variety of theoretical models and practice frameworks.
  • Social service worker is used as a term to refer to the person seeking award of credit in this unit standard. Social service worker may include but are not limited to: community workers, counsellors, social workers, child and youth care workers, and others who deliver social services, whether paid or unpaid. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  59236   National Diploma: Nursing  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2020-07-30  As per Learning Programmes recorded against this Qual 
    Elective  59257   Bachelor of Nursing  Level 7  NQF Level 08  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  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.