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: 

Provide workspace and consultative supervision and support for child and youth care workers 
SAQA US ID UNIT STANDARD TITLE
244239  Provide workspace and consultative supervision and support for child and youth care workers 
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  18 
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. The standard further aims to provide for recognition of the skills of those currently working in the child and youth care field, but without formal training, by means of a formal RPL process.

In particular, this unit standard will be useful for those who have an interest in supporting children and youth workers and related social service practitioners in the field, to enhance their own effectiveness and the quality of service delivery to clients.

People credited with this unit standard are able to:
  • Maintain awareness of self in the supervisory relationship.
  • Demonstrate an understanding of consultative supervision.
  • Model good practice in a supervisory relationship.
  • Mentor and coach in a supervisory role. 

  • 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". 

  • 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.

    Range information with particular reference to this unit standard includes:
  • Persons who provide consultative supervision need 2-5 years of practical experience in the field. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Maintain awareness of self in the supervisory relationship. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Awareness of own issues and conflicts, and those of the supervisee, recognises the uniqueness of each perspective in ways that promotes openness and understanding of the other's perspective. 
    ASSESSMENT CRITERION RANGE 
    Issues include:
  • Values and belief systems; style of doing things; styles of learning (my way/supervisee way); ways of knowing; own leadership style; unresolved issues.
     

  • ASSESSMENT CRITERION 2 
    Particular issues of the moment are recognised for their impact on interaction between the two parties in the supervisory relationship. 

    ASSESSMENT CRITERION 3 
    Boundaries in the relationship between supervisor and supervisee are described with reference to own scope of competence and responsibility, and areas outside of the supervisory relationship are referred to appropriate experts. 
    ASSESSMENT CRITERION RANGE 
    Responsibility excludes:
  • Input beyond assistance in professional exploration and growth; deep, therapeutic relationships.
     

  • ASSESSMENT CRITERION 4 
    Issues of diversity in the relationship are acknowledged and managed in ways that minimise dysfunctional conflict and promote a constructive, professional relationship. 

    ASSESSMENT CRITERION 5 
    Awareness of extent and limitations of own knowledge and skill acknowledges different types and sources of learning, and promotes an openness which encourages mutual learning, where appropriate. 

    SPECIFIC OUTCOME 2 
    Demonstrate an understanding of consultative supervision. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The purpose of consultative supervision is explained with reference to the need for growth and development within an acceptable framework, and the need to measure performance against standards for the delivery of service to recipients. 
    ASSESSMENT CRITERION RANGE 
    Growth includes:
  • Development of different areas of knowledge, skill and awareness; preparation for different roles.
     

  • ASSESSMENT CRITERION 2 
    The importance of supervision for the client is explained with reference to case consultation, preparation for particular events, and accountability for client development. 
    ASSESSMENT CRITERION RANGE 
    Events include:
  • Preparation for conferencing; family meetings; court hearings; interventions and programmes.
     

  • ASSESSMENT CRITERION 3 
    The role of supervision in preparing the supervisee for a variety of roles, as well as providing feedback on performance in those roles, is explained with reference to professional boundaries, and interpersonal, communication and presentation skills. 
    ASSESSMENT CRITERION RANGE 
    Roles include:
  • Participation in multi-disciplinary teams, meetings, presentations.
     

  • ASSESSMENT CRITERION 4 
    The importance of providing an opportunity for supervisees to share experiences, challenges, difficulties and responses in an unthreatening environment is explained with reference to the management of personal stress, and the development of self-awareness and professional competence. 

    ASSESSMENT CRITERION 5 
    The importance and limitations of sharing own experience is explained with reference to the provision of effective tools and working models for supervisees. 

    SPECIFIC OUTCOME 3 
    Model good practice in a supervisory relationship. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A therapeutic and restorative approach to the supervisory relationship heightens worker self-awareness, and provides opportunities for reflection on practice. 

    ASSESSMENT CRITERION 2 
    Opportunity is provided for input from the supervisee in ways that acknowledge the supervisees as fellow professionals, and demonstrates respect for them as individuals. 

    ASSESSMENT CRITERION 3 
    The complexity of the supervisory relationship is explained with reference to the uniqueness of consultative supervision and the nature of the work environment. 

    ASSESSMENT CRITERION 4 
    Own practice provides examples of excellence which demonstrate expertise through teaching and explanation in ways that respect and support, without disempowering, the supervisee. 
    ASSESSMENT CRITERION RANGE 
    Practice includes:
  • Simulations; role plays; demonstration; shadowing; direct interventions in real situations including emergencies.
     

  • ASSESSMENT CRITERION 5 
    Own experiences, where shared, are part of a constructive and reflective process which introduces the experience as a possible alternative response to the experience under discussion with the supervisee. 

    ASSESSMENT CRITERION 6 
    Modelling acknowledges that there are other options and solutions in many situations, and provides space for different approaches from the supervisee, where these are consistent with minimum standards and guidelines for good practice. 

    ASSESSMENT CRITERION 7 
    Planned and/or spontaneous modelling is carefully processed after the event in ways that make the teachable moment explicit, and allow for integration of learning into practice. 

    SPECIFIC OUTCOME 4 
    Mentor and coach in a supervisory role. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Appraisals and assessments of colleagues and/or staff members are conducted in a manner that reflects an understanding of new and experienced workers and their differing needs, and follows the approved format for the organisation. 

    ASSESSMENT CRITERION 2 
    The supervisee is encouraged to reflect on skills required to function effectively within their own practice, and to identify areas for further development. Observation of supervisee lifespace work is used to assist in the reflective process. 

    ASSESSMENT CRITERION 3 
    Observations reflected to supervisees of their lifespace work are accurate, and suggested improvements, where required, are supported by reference to accepted theory and best practice in the field. 

    ASSESSMENT CRITERION 4 
    Development plans for each supervisee are consistent with identified needs and provide specific, measurable, attainable, realistic and time-bound guidelines for mentoring and coaching activities. 
    ASSESSMENT CRITERION RANGE 
    Plans include:
  • Personal and professional development plans.
     

  • ASSESSMENT CRITERION 5 
    Training and development opportunities, including internal experience and external interventions, are consistent with identified needs, and appropriate to the particular individual and context. 

    ASSESSMENT CRITERION 6 
    Understanding of the different ways in which people learn promotes diversity in own coaching and teaching, as well as provision of learning opportunities to supervisees. 

    ASSESSMENT CRITERION 7 
    Possibilities for group supervision are described and explained in relation to common identified needs, effective application of resources, and the dynamics of peer learning. The application of group learning is appropriate to group, context and needs. 

    ASSESSMENT CRITERION 8 
    Coaching provides specific skills to supervisees for particular contexts as required. 

    ASSESSMENT CRITERION 9 
    Records of supervisory discussions are accurate, up to date, and available to guide development and further consultative supervision. 


    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 to the nature of consultative supervision and the development of child and youth care workers. 

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

    Note: Child and youth care work takes place in teams. 

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

    Note: Very important in dealing with the supervision and development of others. 

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

    Note: Essential component of consultative supervision. 

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

    Note: Essential component of consultative supervision. 

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

    Note: Useful in research, data gathering and capture, and report writing. 

    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: Essential component of consultative supervision: important to think systemically. 

    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. 

  • 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.