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: 

Organise, manage and implement advanced behaviour management strategies and techniques 
SAQA US ID UNIT STANDARD TITLE
244237  Organise, manage and implement advanced behaviour management strategies and techniques 
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
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 standard is to provide a means for those who have basic training in child and youth care work or related social service professions to progress through and combination of institution based and/or workplace learning and experience to achieve the Professional Degree in Child and Youth Care Practice. In particular, this unit standard will be useful for those who are required to manage residential facilities or work in group situations, with group living as a component. The standard will give formal recognition to the range of skills and knowledge that must be integrated into coherent responses to instances of seriously troubled and troublesome behaviour.

People credited with this unit standard are able to:
  • Demonstrate understanding of behaviour and behaviour management.
  • Demonstrate understanding of models for understanding and managing behaviour.
  • Identify and respond to out-of-control behaviour.
  • Identify and respond to contagious behaviour.
  • Respond to behaviour that is in conflict with the law.
  • Develop resilience as a means of enhancing the self-management of troubled and troublesome behaviour. 

  • 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 49093: "Further Education and Training Certificate: Child and Youth Care Work".
  • ID 244224: "Research, develop and implement therapeutic responses to troubled behaviour in a child and youth care context". 

  • 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. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of behaviour and behaviour management. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Definitions of troubled and troubling behaviour are consistent with current understandings in the field, and include references to behaviour, which is destructive, pain-based and/or self-defeating. 
    ASSESSMENT CRITERION RANGE 
    Destructive behaviour includes:
  • Behaviours destructive of others and/or self; behaviours which place children at risk; behaviours which cause pain to others or threaten others.
     

  • ASSESSMENT CRITERION 2 
    Situations requiring 'advanced' behaviour management are described and explained with reference to levels of emotional needs and cognitive distortions of the child, levels of invasiveness of the intervention, and potential impact on the child. Situations requiring 'advanced' responses are contrasted with situations regarded as routine. 

    ASSESSMENT CRITERION 3 
    Extremely troubled and troublesome behaviour requiring advanced responses is identified in terms of typical manifestations and/or presentations. 
    ASSESSMENT CRITERION RANGE 
    Manifestations include:
  • Damage to people; damage to property; abuse of self; substance abuse; hostage taking; suicidal and/or aggressive behaviour; despair; psychiatric disturbance.
     

  • ASSESSMENT CRITERION 4 
    'Advanced' behaviour management is described in terms of the appropriate integration of knowledge and skill in particular contexts, and the resultant capacity to contain all behaviour and intervene in situations when emotions are extreme. 
    ASSESSMENT CRITERION RANGE 
    Management includes:
  • Prevention, support, correction.
     

  • ASSESSMENT CRITERION 5 
    The cultural dimensions of troubled and troubling behaviour are identified and discussed with reference to their origins and possible culturally appropriate responses. 

    ASSESSMENT CRITERION 6 
    The need for self-management during the process of managing troubled and troublesome behaviour is explained with reference to challenging and often unpleasant manifestations of behaviour, which is not immediately understandable. 

    ASSESSMENT CRITERION 7 
    Examples of successful behaviour management approaches are identified and discussed in terms of the key success factors, and repeatable methods and techniques. 
    ASSESSMENT CRITERION RANGE 
    Approaches include:
  • Systemic; team work; global programmes in residential settings.
     

  • SPECIFIC OUTCOME 2 
    Demonstrate understanding of models for understanding and managing behaviour. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The conflict cycle evident in troubled and troublesome behaviour is illustrated from own experience or practice with reference to emotional responses to events, observable behaviour, reaction, and consequent reinforcement of the self concept and world view behind the behaviour. 

    ASSESSMENT CRITERION 2 
    The significance of lifespace interventions is discussed with reference to their potential of break the conflict cycle by changing responses, managing shifts the young person's self-concept and world view, and opening possibilities for changes in observable behaviour. 

    ASSESSMENT CRITERION 3 
    The needs based model is discussed with reference to the driving forces behind behaviour, and its manifestation at different levels under different conditions. 
    ASSESSMENT CRITERION RANGE 
    Driving forces include:
  • Attention seeking; revenge; power; withdrawal; inadequacy; adolescent (need for adventure).
     

  • ASSESSMENT CRITERION 4 
    The escalation model is discussed with reference to identifiable stages, observable behaviour, and possible consequences for the young person and/or the group. 
    ASSESSMENT CRITERION RANGE 
    Stages include:
  • Triggering event; escalation; crisis; de-escalation/recovery; post-crisis depression.

    Consequences include:
  • Depression, suicide, removal, self-mutilation.
     

  • SPECIFIC OUTCOME 3 
    Identify and respond to contagious behaviour. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Behavioural cues are discussed with reference to the susceptibility of young persons at risk to those cues, and the consequent potential for escalation and mob behaviour. 

    ASSESSMENT CRITERION 2 
    Contagious behaviour, which results in mob behaviour, is discussed with reference to the sense of connection and/or common cause in a group that develops in response to the behaviour of an individual. 

    ASSESSMENT CRITERION 3 
    The dangers of unmanaged contagious behaviour are discussed with reference to the potential for belligerence, and damage to persons, property and the programme as a whole. 

    ASSESSMENT CRITERION 4 
    Situations with a potential for contagious behaviour are identified in terms of key indicators. The importance of early identification of this potential is explained with reference to the dangers inherent in such behaviour. 

    ASSESSMENT CRITERION 5 
    Initial responses draw on a variety of techniques to contain the feelings of others, address the sense of outrage and/or concern, and contribute to a de-escalation of the situation. 
    ASSESSMENT CRITERION RANGE 
    Responses include:
  • Restructuring; distracting; moving to other activities; talking things through as a group.
     

  • ASSESSMENT CRITERION 6 
    Responses are based on past successful experiences, are consistent with established best practice, employ designed responses where appropriate, and avoid triggers, which may heighten emotions. 

    ASSESSMENT CRITERION 7 
    Responses are modified as de-escalation occurs in ways that promote de-escalation and manage the situation at a pace appropriate to the nature of the group, and the particular context. 

    ASSESSMENT CRITERION 8 
    Where contagious behaviour becomes belligerent, responses shift in focus to particular central individuals in an attempt to address the situation. The group is included where possible as part of the solution. 

    ASSESSMENT CRITERION 9 
    The response to belligerence is, where possible, team based, and staff members best equipped to deal with the situation are recognised and supported, in line with designed responses. 

    ASSESSMENT CRITERION 10 
    Responses in the event of a loss of control of contagious behaviour are in accordance with designed responses, and likely to limit damage to people and property. 

    SPECIFIC OUTCOME 4 
    Identify and respond to out-of-control behaviour. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Stages in the escalation in-group behaviour are identified and described with reference to clear and present indicators. The description is consistent with accepted theory and practice in the field. 
    ASSESSMENT CRITERION RANGE 
    Stages include:
  • Rest, tense, belligerent, out of control.
     

  • ASSESSMENT CRITERION 2 
    Behavioural cues prefacing out-of-control behaviour are discussed with reference to manifestation of behaviour, and the potential for escalation and out-of-control behaviour. 

    ASSESSMENT CRITERION 3 
    Particular feelings typically present in out-of-control situations are identified and discussed with reference to examples drawn from own practice and experience. 

    ASSESSMENT CRITERION 4 
    The mood of groups is accurately gauged, and responses identified are likely to de-escalate situations and pre-empt out-of-control behaviour. 

    ASSESSMENT CRITERION 5 
    Responses in the event of out-of-control behaviour are carried out in accordance with purpose-designed procedures. 

    SPECIFIC OUTCOME 5 
    Respond to behaviour that is in conflict with the law. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The tension inherent in responses to young persons who violate the law is acknowledged and discussed with reference to legal requirements, ethical concerns, child rights and professional responsibilities. 

    ASSESSMENT CRITERION 2 
    Options for dealing with violations of the law are discussed with reference to their alignment with child rights and restorative processes, and their potential impact on programmes at global, group and individual levels. 
    ASSESSMENT CRITERION RANGE 
    Options include:
  • Restorative justice approaches; reference to police and/or justice services.
     

  • ASSESSMENT CRITERION 3 
    Accountability for referrals is established and/or acknowledged, and referrals to police and/or justice services are consistent with established protocols, and comply with requirements for reportable incidents. 

    ASSESSMENT CRITERION 4 
    Legal requirements governing searches are described, and any search initiated complies with requirements, established protocols, and ethical concerns. 
    ASSESSMENT CRITERION RANGE 
    Ethical concerns include:
  • Nature of incident (reportable); child informed and present; nature of search (who searches; where, when and how); maintenance of dignity.
     

  • SPECIFIC OUTCOME 6 
    Develop resilience as a means of enhancing the self-management of troubled and troublesome behaviour. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The importance of developing resilience is discussed with reference to the development of inner strength, and the capacity to cope and respond differently to explosive situations. 

    ASSESSMENT CRITERION 2 
    The role of loss, bereavement and crisis as causal factors in troubled and troublesome behaviour is acknowledged and discussed with reference to resilience and the possibilities of different choices and responses. 

    ASSESSMENT CRITERION 3 
    Opportunities for proactive development of resilience are discussed with reference to its potential as a long-term behaviour management strategy. 

    ASSESSMENT CRITERION 4 
    The importance of identifying and supporting protective factors is discussed with reference to their strong preventative contribution to the self-management of behaviour. 
    ASSESSMENT CRITERION RANGE 
    Protective factors include:
  • Internal and external resources; strong positive relationships; school; community support and involvement.
     


  • 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.
  • The knowledge is essential to understanding and solving problems related to human behaviour. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
  • All child and youth care work is team-based. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
  • Critical in working with human behaviour; self-awareness demands personal organisation; responses to troubled behaviour must be carefully organised. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Critical to effective learning towards this standard; as well as developing appropriate responses to behaviour. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
  • Communication is an essential component of learning about and understanding behaviour, as well as responding to behaviour. 

  • UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.
  • An important part of research and data processing. 

  • 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.
  • Understanding behaviour and the influences, which may cause different responses, require systemic thinking; as does developing appropriate responses. 

  • 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 repeatedly. 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. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  59257   Bachelor of Nursing  Level 7  NQF Level 08  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.