7913 version 4
28-Jun-16
1 of 8
PROVIDE SOCIAL SERVICES
Undertake assessments of social
service user situations
level:
6
credit:
6
planned review date:
June 2006
sub-field:
Social Services
purpose:
People credited with this unit standard are able to: explain
the significance of assessment of service user situations;
demonstrate knowledge of types of assessment of service
user situations; establish an environment for making an
assessment in a service user situation; gather information on
the service user within their wider context; and prepare and
record an analysis of the information gathered in an
assessment in a service user situation.
entry information:
Open.
accreditation option:
Evaluation of documentation and visit by NZQA, industry and
teaching professional in the same field from another
provider.
moderation option:
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).
 New Zealand Qualifications Authority 2016
7913 version 4
28-Jun-16
2 of 8
PROVIDE SOCIAL SERVICES
Undertake assessments of social
service user situations
2
Glossary
Agreement with the service user and/or people of
significance to the service user reflects the desirability
of the social service worker first attempting to achieve
agreement with the service user and their family or
whānau on accuracy of information and any processes
to be undertaken. In some instances this may not be
possible. In those situations, agreement is judged in
terms of information and opinions held by other people
of significance, who first include members of the service
user's family/whānau; and secondly, health and social
service workers, ministers of religion, other
professionals, police officers, solicitors, and others who
have current knowledge about the service user and
their situation.
Available resources may include but are not limited to
resources available to the service user from: the social
service worker; the social service provider; Iwi/Māori
social services; Pacific Island social services; other
social services; community groups; the service user's
family or whānau; church; the service user's own
resources.
Characteristics and needs may be physical, spiritual,
cultural, and mental. Characteristics and needs may
include but are not limited to: age and stage of
development; coping strategies; family or whānau
system and dynamics; culture; disability; experience
and knowledge; family or whānau history; gender;
health status; personal history; language; psycho-social
situation and systems; sexual orientation; socioeconomic situation; religious adherence; and needs for
physical comfort, safety, and privacy of service users.
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.
 New Zealand Qualifications Authority 2016
7913 version 4
28-Jun-16
3 of 8
PROVIDE SOCIAL SERVICES
Undertake assessments of social
service user situations
Relevant aspects of the service user's situation may
include but are not limited to: abilities; age and stage of
development; cultural, economic, gender, physical,
psychological, sexuality and sexual orientation, social,
and spiritual aspects; presenting, underlying, and
specific needs; signs of crisis or distress.
Signs of crisis or distress may include but are not
limited to: indicators of disturbed behaviour; physical or
mental health disorders; poverty or homelessness;
relationship crises or difficulties; specific illness related
disorders; suicidal behaviour; alcohol or drug issues;
abuse, neglect, or violence.
Specific need may include but is not limited to: care of
children, young persons, and adults; community issues;
criminal justice; disabilities; economic development;
environmental issues; family and whānau needs; health
care; housing and land; human rights; infertility and
pregnancy; iwi development; legal issues; psychiatric
care; sexuality and sexual orientation; social security
benefits; alcohol and drug issues; violence and abuse.
Specific needs may be age or gender related, cultural,
economic, educational, emotional, psychological,
physical, spiritual, social, or political. They may be
individual, family, whānau, or group needs. People
awarded credit for this unit standard demonstrate
competence in three contexts, with any combination of
the above factors.
Social service worker is used as a term to refer to the
person seeking award of credit in this unit standard.
 New Zealand Qualifications Authority 2016
7913 version 4
28-Jun-16
4 of 8
PROVIDE SOCIAL SERVICES
Undertake assessments of social
service user situations
3
All communications are treated confidentially. The
scope and limits of confidentiality are defined through
negotiation and informed consent, and 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: 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.
4
Resources may include but are not limited to:
a
American Psychiatric Association Task Force on
DSM-IV.
(current edition).
Diagnostic and
statistical manual of mental disorders - DSM-IV.
Washington,
DC:
American
Psychiatric
Association.
b
World Health Organisation. (current edition). The
ICD-10 classification of mental and behavioural
disorders: clinical descriptions and diagnostic
guidelines. Geneva: World Health Organisation.
5
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.
 New Zealand Qualifications Authority 2016
7913 version 4
28-Jun-16
5 of 8
PROVIDE SOCIAL SERVICES
Undertake assessments of social
service user situations
Elements and Performance Criteria
element 1
Explain the significance of assessment of service user situations.
performance criteria
1.1
The purpose and rationale for assessment of service user situations is
explained.
1.2
The explanation of assessment of service user situations demonstrates how
assessments assist with intervention, safety, and outcomes for service users.
1.3
The explanation identifies social, ethical, and cultural factors in assessment of
service user situations.
element 2
Demonstrate knowledge of types of assessment of service user situations.
Range:
types of assessment of service user situations may include but are not limited to
- informal and formal assessment; clinical assessment; cultural assessment;
risk assessment; self assessment; whānau-based assessment.
Evidence is required for at least two types of assessment.
performance criteria
2.1
Types of assessment of service user situations are analysed and explained in
terms of principles, purpose, and assessment procedures.
2.2
Choice of type of assessment of service user situations is according to service
users to be assessed and the nature of the assessment situation.
 New Zealand Qualifications Authority 2016
7913 version 4
28-Jun-16
6 of 8
PROVIDE SOCIAL SERVICES
Undertake assessments of social
service user situations
element 3
Establish an environment for making an assessment in a service user situation.
performance criteria
3.1
The environment that is established for the assessment attends to the
characteristics and needs of the service user.
3.2
Cultural concepts used to begin the assessment are appropriate to the service
user and their family or whānau.
Range:
cultural concepts – Māori, one Tauiwi culture.
3.3
Kawa or protocols for the assessment are established and sustained with the
service user, and in accordance with the purpose of the assessment.
3.4
The service user is engaged in the assessment according to their
characteristics and needs, and in accordance with the social service worker's
role, function, and any legal responsibilities.
element 4
Gather information on the service user within their wider context.
Range:
wider context may include but is not limited to - family or whānau context; wider
kinship context; other community or social system.
Evidence is required in relation to the service user within one wider context
relevant to the context of assessment.
performance criteria
4.1
Information gathering uses interpersonal skills and language that respond to
verbal and non-verbal communications including body language.
Range:
4.2
interpersonal skills - attending, clarifying, encouraging, following,
listening, questioning, paraphrasing, reflection of feeling and
content, summarising.
Information gathering researches all available sources on the service user
within their wider context.
 New Zealand Qualifications Authority 2016
7913 version 4
28-Jun-16
7 of 8
PROVIDE SOCIAL SERVICES
Undertake assessments of social
service user situations
Range:
all available sources – service user; family or whānau; service
provider records.
4.3
Information gathering is in accordance with the purpose(s) for the assessment.
4.4
Information gathered is accurate according to agreement with the service user
and/or people of significance to the service user.
4.5
Information gathering is according to cultural protocols and criteria established
by legislation, ethical practice, and service provider guidelines.
element 5
Prepare and record an analysis of the information gathered in an assessment in a service
user situation.
performance criteria
5.1
The analysis acknowledges that the safety of the service user is the first and
paramount consideration.
5.2
The analysis identifies relevant aspects of the service user within their wider
context.
Range:
relevant aspects - safety of service user; risks to others; service
user strengths, resilience, and means; available resources;
suitability for service provider service or programme; wider
context.
5.3
The analysis is based upon systemic assessment of all relevant aspects of the
service user within their system context.
5.4
The analysis is according to the purpose of the assessment.
5.5
The analysis confirms, excludes, or indicates the need for assessment by other
professionals of specific needs or signs of crisis or distress as defined by
assessment instruments or classifications of disorder.
5.6
The analysis concludes with a plan for action in accordance with consultation
with the service user and/or people of significance to the service user.
 New Zealand Qualifications Authority 2016
7913 version 4
28-Jun-16
8 of 8
PROVIDE SOCIAL SERVICES
Undertake assessments of social
service user situations
5.7
The analysis, plan for action, and recording of the analysis are in accordance
with criteria established by legislation, ethical practice, and service provider
guidelines.
5.8
Completion of the assessment is effected according to the established kawa
and tikanga.
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]
 New Zealand Qualifications Authority 2016