1 of 7 level: 6 credit: 6 planned review date: June 2006 sub-field: purpose: entry information: accreditation option: moderation option: Social Services People credited with this unit standard are able to: assess existing programme opportunities for residents; facilitate participation of residents in existing programme(s); plan new programmes in residential ; and implement new programmes in residential. Open. Evaluation of documentation and visit by NZQA, industry and teaching professional in the same field from another provider. A centrally established and directed national moderation system has been set up by Community Support Services ITO Limited (Careerforce). special notes: 1 People awarded credit in this unit standard are able to implement Te Tiriti o Waitangi in the social services according to the authority and resources available to them, and are able to demonstrate application of this competence to the context of assessment for this unit standard (for further clarification, please refer to Unit 7928, Implement Te Tiriti o Waitangi in the social services).
2 of 7 2 Those who may be the subject of residential include children, young persons, and adults (including elders). They may require residential for parenting purposes; and protection; safety from self endangerment; prevention of criminal offending; youth justice requirements; physical or mental health needs; disability related needs; prevention or management of alcohol or drug usage; economic development; health ; housing; human rights; legal issues; sexuality and sexual orientation needs; or prevention of abuse, neglect, or violence. In the context of this unit standard, residents may be individuals or groups. People awarded credit for this unit standard demonstrate competence in one context, with any combination of the above factors. 3 Glossary Characteristics and needs of residents may include but are not limited to: physical, spiritual, and mental characteristics, including age and stage of development, culture, disability, gender, health status, language, sexual orientation; and needs to be respected, affirmed, supported, physical comfort, safety, and privacy. Programme may include but is not limited to: educational, recreational, vocational, and therapeutic activities, programmes, and projects for individuals or groups in the residential setting. People awarded credit for this unit standard demonstrate competence in one context, with any combination of the above factors.
3 of 7 4 All communications are treated confidentially, except where there is an ethical, legal, or organisational duty on the social service worker to report abuse, neglect, and violence. Residents are informed of the scope and limits of confidentiality as defined by criteria established by legislation, ethical practice, and service provider guidelines. In the context of this unit standard, sources of criteria established by legislation, ethical practice, and service provider guidelines include but are not limited to: Children, Young Persons and Their Families Act 1989, Domestic Violence Act 1995 Section 43, Health Act 1956 Sections 22B and 22C, Official Information Act 1982, Privacy Act 1993, service provider codes of conduct, codes of practice issued by the Privacy Commissioner, social service codes of ethics, and service provider guidelines, protocols, staff manuals, strategic plans, kawa, or tikanga. 5 Other statutes and criteria relevant to this unit standard: Alcoholism and Drug Addiction Act 1966, Children, Young Persons and Their Families Act 1989, Criminal Justice Act 1985, Guardianship Act 1968, Health Act 1956, Health and Disability Services (Safety) Act 2001, Mental Health (Compulsory Assessment and Treatment) Act 1992 and Old People's Homes Regulations 1987. People awarded this unit standard demonstrate knowledge of the provisions of these statutes and criteria relating to residential, according to their relevance to the assessment context. 6 People awarded credit in this unit standard show that their actions are guided and supported by valid theory for social service practice. Evidence is required of social service theory that is derived from authoritative sources, which may include but are not limited to: body of knowledge related to social service work; cultural theory; practice research.
4 of 7 Elements and Performance Criteria element 1 Assess existing programme opportunities for residents. 1.1 Existing programmes are identified in terms of internal and extra-mural opportunities. internal and extra-mural opportunities may include but are not limited to - programmes provided in the residence by residential staff, other professionals and volunteers; programmes offered nationally, locally in the community, or by other agencies or organisations. 1.2 Existing programmes are identified in terms of contact and availability details. contact and availability details may include but are not limited to - contact details, names and locations of programmes, health and safety requirements, security requirements, timing, costs, contractual requirements, eligibility criteria. 1.3 Assessment of existing programmes evaluates relevant factors for the residential setting and residents. relevant factors for the residential setting and residents may include but are not limited to - compatibility between the aims and objectives of the residential setting, the aims and objectives of the residents, and the aims and objectives of each programme; availability of resources; contact and availability details; accessibility to residents; characteristics and needs of the residents.
5 of 7 element 2 Facilitate participation of residents in existing programme(s). 2.1 Requirements of residents for programme(s) are identified in terms of assessment of all relevant factors. relevant factors may include but are not limited to - abilities, means, resources, characteristics, needs, aims and objectives of residents, aims and objectives of the residential setting. 2.2 Individual programme plans for residents are developed in terms of programme opportunities and the assessment of all relevant factors. 2.3 Participation of residents in matched programmes is facilitated according to individual plans and programme requirements. 2.4 Participation of residents in programmes is evaluated in collaboration with residents, using methods that measure outcomes against planned aims and objectives. 2.5 Where necessary, plans are revised in collaboration with residents according to the outcomes of the evaluation. element 3 Plan new programmes in residential. 3.1 Planning identifies aims and objectives for new programmes in terms of the assessment of existing programmes.
6 of 7 3.2 Planning identifies resources that are available to support the programmes. resources may include but are not limited to - cultural leaders, church leaders, coaches, educators, educational and recreational equipment and materials, facilities, first aid and safety equipment, funding, interpreters, recreational facilitators or leaders, venues, other professionals. 3.3 Planning establishes a budget and a time frame that is consistent with the use of available resources to achieve the aims and objectives. 3.4 Planning identifies health and safety measures to meet foreseeable risks to all of those involved in the programmes. 3.5 Planning identifies the responsibilities and accountabilities of people who will implement the plan. 3.6 Planning identifies foreseeable contingencies and methods for evaluating progress towards achieving the aims and objectives. element 4 Implement new programmes in residential. 4.1 Implementation is in accordance with the plan. 4.2 Implementation ensures that resources are available to support the programmes when and where required. 4.3 Problems encountered in implementation are responded to in accordance with the provisions in the plan for contingencies. 4.4 The new programmes are evaluated using methods that measure outcomes against aims and objectives. 4.5 Where necessary, the new programmes and projects are revised according to the outcomes of the evaluation.
7 of 7 Comments to: Careerforce PO Box 2637 Wellington 6140 Please Note: Providers must be accredited by the Qualifications Authority before they can offer programmes of education and training assessed against unit standards. Accredited providers assessing against unit standards must engage with the moderation system that applies to those unit standards. [Please refer to relevant Plan ref: 0222]