NZQA registered unit standard
26125 version 1
Page 1 of 5
Title
Use knowledge of human development theory to develop positive
youth development practice
Level
5
Credits
15
Purpose
People credited with this unit standard are able to: use a
human development theory and a cultural perspective to
describe the journey from childhood to adulthood and compare
approaches to identify key milestones in the development of
young people; discuss the principles and philosophy of positive
youth development and describe examples of positive youth
development initiatives; discuss the benefits of using a positive
youth development initiative, when compared with a deficitbased initiative, and identify how any limitations may be
mitigated; and assess the use of a positive youth development
initiative in an established programme.
Classification
Social Services > Youth Development
Available grade
Achieved
Explanatory notes
1
This unit standard is underpinned by the principles in the Youth Development
Strategy Aotearoa1 (YDSA) that youth development is “shaped by the big picture”
and is "based on a consistent strengths-based approach". It prepares people to use
their knowledge and understanding of youth development practice to work with young
people, and to practice accountably undertaking tasks within established
organisational policies, procedures and protocols.
2
When contributing to achievement of a degree or any degree-related qualification,
assessment of this unit standard must be integrated within an approved programme
of study. Those providers wishing to offer a degree programme containing this
standard are referred to CMR 0222 for further information on requirements.
3
Glossary:
Deficit-based initiative refers to a specific intervention, activity or programme of
activities that focus on what is wrong or missing in a person’s life, for example,
behavioural problems, learning difficulties, or family issues.
1Page
7, Youth Development Strategy Aotearoa, accessed from http://www.myd.govt.nz/aboutmyd/publications/youth-development-strategy-aotearoa.html
Community Support Services ITO Limited
(Careerforce)SSB Code 101814
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
26125 version 1
Page 2 of 5
Discrimination is the unfair or less favourable treatment of one person when
compared with another person in the same or similar circumstances. Discrimination
may be unlawful if it based on any of the following: sex (including pregnancy);
disability (including reliance on a guide dog, wheelchair or other aids); marital status;
age; religious belief; political opinion; colour; race; family status; employment status;
sexual orientation; and ethnic or national origins.
Positive youth development means building on young people’s strengths, interests,
skills, and abilities to support their transition from childhood to adulthood. It focuses
on engaging youth to take responsibility for their own well-being and that of their
wider community, now and in the future.
Positive youth development initiative means a specific intervention, activity or
programme of activities designed, using positive development principles,
philosophies and practices, to produce a positive outcome for a young person or
group of young people.
Positive youth development principles means the principles of positive youth
development such as those outlined in the Youth Development Strategy Aotearoa.
Resilience is the positive capacity of people to cope with stress and catastrophe. It is
also used to indicate a characteristic of resistance to future negative events. In this
sense ‘resilience’ corresponds to cumulative ‘protective factors’ and is used in
opposition to cumulative ‘risk factors’.
Spiritual well-being is the ability to experience and integrate the meaning and
purpose in life through a person’s connectedness with self, others, art, music,
literature, nature, or a power greater than oneself.
Strengths-based practice recognises that both ‘risk’ and ‘protective’ factors are
acquired throughout a person’s social and personal development. By focussing on
what is working well strengths-based practice supports the adaptive growth of
organisations and individuals. Strategies may include but are not limited to – solution
focussed, resilience-based, kaupapa Māori, Pacific and other culturally relevant
modalities of practice.
Youth/young people are people between the ages of 12 and 24.
4
Assessment notes:
This unit standard may be assessed against evidence of demonstrated performance
in the workplace and/or through the use of simulated workplace settings in an
educational environment. Workplace settings can include field or practice learning
placements.
Outcomes and evidence requirements
Outcome 1
Use a human development theory and a cultural perspective to describe the journey from
childhood to adulthood and compare approaches to identify key milestones in the
development of young people.
Evidence requirements
1.1
Knowledge of a human development theory is used to describe the journey from
childhood to adulthood.
Community Support Services ITO Limited
(Careerforce)SSB Code 101814
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
Range
1.2
a minimum of one theory.
Description includes – physical, psychological, social and
behavioural stages of development.
Cultural perspective of journey from childhood to adulthood is described.
Range
1.3
26125 version 1
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a minimum of one perspective.
Description includes – behavioural, spiritual, social changes
encompassed in the journey; any cultural values, symbols,
ceremonies or responsibilities associated with it.
Human development theory is compared with cultural perspective of journey
from childhood to adulthood to identify key milestones in the development of
young people.
Range
identification includes – similarities and differences in development
pathways, key milestones and transitions, mechanisms for
marking milestone events and transitions.
Outcome 2
Discuss the principles and philosophy of positive youth development and describe
examples of positive youth development initiatives.
Evidence requirements
2.1
Principles and philosophy of positive youth development are discussed.
Range
2.2
discussion includes – description of six principles; factors that
contribute to young people's positive physical, cultural, spiritual
well-being and social development, and that build young people’s
resilience, social connection and sense of citizenship; risk factors
that impact negatively on a young person's positive development;
strengths-based practice.
Examples of positive youth development initiatives are described.
Range
a minimum of three examples of positive youth development
initiatives are described, one of which must use kaupapa Māori.
Each description includes – description of the initiative,
identification of the positive development principles and
philosophies that underpin it, description of how the initiative builds
on young peoples’ strengths and supports their positive
development, description of how the initiative deals with risk
factors.
Community Support Services ITO Limited
(Careerforce)SSB Code 101814
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
26125 version 1
Page 4 of 5
Outcome 3
Discuss the benefits of using a positive youth development initiative, when compared with
a deficit-based initiative, and identify how any limitations may be mitigated.
Evidence requirements
3.1
The benefits of using a positive youth development initiative are discussed and
compared with using a deficit-based initiative.
Range
3.2
evidence of one positive youth development initiative compared to
one deficit-based initiative.
Discussion includes – ability of initiative to support development of
a young person’s independence, personal responsibility,
resilience, self esteem and social responsibility; ability of initiative
to address discrimination and oppression; ability of initiative to
manage risk factors.
Limitations of positive youth development initiatives and strategies to mitigate
these are discussed.
Range
at least one example of a positive youth development initiative is
discussed. Discussion includes but is not limited to – holistic
nature of the initiative, need for integrated services, skills required,
resource requirements, time commitments, cultural differences,
ethical considerations, working in a community context.
Outcome 4
Assess the use of a positive youth development initiative in an established programme.
Evidence requirements
4.1
Positive youth development initiative used in an established programme is
assessed.
Range
4.2
assessment includes – outline and purpose of the initiative,
identification of which positive youth development principles
underpin it, assessment of how well the initiative builds on young
peoples’ strengths and supports their positive development, roles
and responsibilities of youth development worker and young
people participating, assessment of how well the initiative is likely
to meet its intended outcomes.
Actions taken to address any potential limitations with using the initiative are
assessed.
Range
assessment includes but is not limited to – how initiative develops
a holistic and integrated system of support, how cultural
differences are dealt with, how resource requirements are
identified and met, how the young person’s community is engaged
in the initiative.
Community Support Services ITO Limited
(Careerforce)SSB Code 101814
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
Planned review date
26125 version 1
Page 5 of 5
31 December 2013
Status information and last date for assessment for superseded versions
Process
Version Date
Last Date for Assessment
Registration
1
14 April 2011
N/A
Consent and Moderation Requirements (CMR) reference
0222
This CMR can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA,
before they can report credits from assessment against unit standards or deliver courses
of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by
NZQA before they can register credits from assessment against unit standards.
Providers and Industry Training Organisations, which have been granted consent and
which are assessing against unit standards must engage with the moderation system that
applies to those standards.
Requirements for consent to assess and an outline of the moderation system that applies
to this standard are outlined in the Consent and Moderation Requirements (CMRs). The
CMR also includes useful information about special requirements for organisations wishing
to develop education and training programmes, such as minimum qualifications for tutors
and assessors, and special resource requirements.
Comments on this unit standard
Please contact the Community Support Services ITO Limited (Careerforce)
info@careerforce.org.nz if you wish to suggest changes to the content of this unit
standard.
Community Support Services ITO Limited
(Careerforce)SSB Code 101814
 New Zealand Qualifications Authority 2016