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Develop carer relationships in whānau/family and foster care
Level
5
Credits
9
Purpose
People credited with this unit standard are able to: describe the impact of
whānau/family and foster care on children and young people and the families
or whānau of both children and young people and carers; identify essential
features of the culture and life experience of the child or young person and
their family or whānau; identify own reaction as a carer to the culture and life
experience of the child or young person and their family or whānau; and
develop a relationship as carer with the child or young person, and their
family or whānau.
Subfield
Social Services
Domain
Whānau/Family and Foster Care
Status
Registered
Status date
24 November 2003
Date version published
21 September 2007
Planned review date
31 December 2009
Entry information
Open.
Accreditation
Evaluation of documentation and visit by NZQA, industry
and teaching professional in the same field from another
provider.
Standard setting body (SSB)
Community Support Services ITO Limited (Careerforce)
Accreditation and Moderation Action Plan (AMAP) reference
0222
This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Special notes
1
People awarded credit in this unit standard are able to outline the meaning of the
articles of Te Tiriti o Waitangi and the relevance of Te Tiriti o Waitangi to social
service work, and are able to apply this competence to the context of assessment for
this unit standard (for further clarification, please refer to Unit 19408, Outline the
meaning and relevance of Te Tiriti o Waitangi in social service work).
 New Zealand Qualifications Authority 2016
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2
Glossary
Approved agency means an agency that has been approved under section 396,
Children, Young Persons, and Their Families Act 1989.
Carer means a person who is a custodial carer providing care for a child or young
person from their own whānau or family, and/or a person who is providing foster care
for a child or young person placed with them by an agency approved under section
396, Children, Young Persons, and Their Families Act 1989. In the context of this
unit standard, carers do not include adoptive parents or birth parents.
Culture includes but is not limited to: cultures based upon age, class, disability,
ethnicity, gender, sexual orientation; cultures within Māori, Pākehā, Pacific nations,
and Asian groupings; identification with a culture through birth, adoption, or
genealogy or whakapapa.
An environment that is conducive to the beginning of the relationship is one in which
the child or young person and their family or whānau are attended to in terms of their
physical, spiritual, and mental characteristics and needs. Characteristics and needs
may include but are not limited to: their age and stage of development, coping
strategies, culture, disabilities, experience and knowledge, family or whānau history,
gender, health status, personal history, language, sexual orientation, socio-economic
situation; and needs for physical comfort, safety, and privacy.
Family of Pacific origin refers to families from the main Pacific nations represented in
Aotearoa New Zealand; namely – Samoa, Tonga, Cook Islands, Niue, Tokelau, Fiji,
Tuvalu, Solomon Islands, Kiribati.
Inclusive language means language that is free of sexist, racist or other biases,
avoids stereotypes, recognises performance and achievement irrespective of age,
class, ethnicity, gender, sexual orientation, or other characteristics when they are
irrelevant, and avoids potentially offensive or discriminatory forms of expression.
Whānau/family and foster care includes kinship care, whānau care, foster care, and
foster homes.
3
Legislation related to whānau/family and foster care may include but is not limited to:
Care of Children Act 2004, Children, Young Persons, and Their Families Act 1989,
Crimes Act 1961, Domestic Violence Act 1995, Family Proceedings Act 1980, Human
Rights Act 1993, Privacy Act 1993.
4
Resources
Worrall, Jill. 2003. (2nd ed.). Grandparents raising grandchildren: A handbook for
grandparents and other kin carers – Ma nga kaumatua hei tautoko te tipuranga ake o
nga mokopuna. Auckland: Grandparents Raising Grandchildren Trust.
This resource can be obtained from the Grandparents Raising Grandchildren Trust,
PO Box 34-892, Birkenhead; or email parenting2@xtra.co.nz.
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Elements and performance criteria
Element 1
Describe the impact of whānau/family and foster care on children and young people and
the families or whānau of both children and young people and carers.
Performance criteria
1.1
Different concepts of family across cultures are described.
Range
three different kinds of family, one of which is a family of Pacific
origin.
1.2
The concept of loss and attachment, their implications for a child or young
person, and their impact on family or whānau dynamics is described.
1.3
The differences between care by family or whānau and care outside family or
whānau are described.
Range
evidence is required of three differences.
1.4
The impact of whānau/family and foster care is described in terms of its impact
on the dynamics of a carer's family or whānau.
1.5
The impact of whānau/family and foster care is described in terms of the impact
of family or whānau dynamics on a child or young person.
Range
family dynamics of carer family or whānau, and birth
family/whānau.
1.6
The impact of whānau/family and foster care is described in terms of the impact
on the dynamics of a family or whānau of a child or young person.
1.7
Assumptions that may be held by a family or whānau about child or young
person behaviour change resulting solely from change of carer are described.
Range
evidence is required of two assumptions.
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Element 2
Identify essential features of the culture and life experience of the child or young person
and their family or whānau.
Performance criteria
2.1
The essential features of the culture and life experience of the child or young
person and their family or whānau are identified in terms of their relevance to
the purpose of the whānau/family and foster care relationship.
Range
2.2
essential features of culture – significant values of their culture;
kinship patterns; economic factors; spirituality; migration to and
settlement within Aotearoa New Zealand;
essential features of life experience – attachment issues; family or
whānau history; education; employment; disabilities; sexual
orientation; health.
Evidence is required of two of each of culture and life experience,
one of which is attachment issues.
The impact on the child or young person and their family or whānau of their
culture and life experience is identified and described.
Range
impact – beliefs, values, world view.
Element 3
Identify own reaction as a carer to the culture and life experience of the child or young
person and their family or whānau.
Performance criteria
3.1
Essential features of the carer's own culture and life experience are described.
Range
3.2
The impact on the carer of their culture and life experience is described.
Range
3.3
essential features of culture – significant values of their culture;
kinship patterns; economic factors; spirituality; migration to and
settlement within Aotearoa New Zealand;
essential features of life experience – family or whānau history;
education; employment; disabilities; sexual orientation; health.
Evidence is required of two of each of culture and life experience.
impact – beliefs, values, world view.
Similarities and differences between the culture and life experience of the carer
and the child or young person and their family or whānau are described.
Range
two similarities and two differences.
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3.4
Feelings and responses to the culture and life experience of the child or young
person and their family or whānau are described.
Range
positive feelings, positive responses, negative feelings, negative
responses.
Element 4
Develop a relationship as carer with the child or young person, and their family or whānau.
Performance criteria
4.1
An environment that is conducive to the beginning of the relationship is
established.
4.2
Kawa or protocol for the relationship is established and sustained according to
the cultures of the child or young person and their family or whānau.
4.3
Communications with the child or young person and their family or whānau are
conducted through the use of inclusive language.
4.4
The carer's behaviour with and responses to the child or young person and their
family or whānau are in accordance with relevant criteria.
Range
relevant criteria – code of conduct of one approved agency;
carer's role and boundaries; demonstrated commitment to work
within the principles of the Children, Young Persons, and Their
Families Act 1989; kawa or protocol for the relationship;
acknowledgement of and respect for difference; acceptance;
awareness of own culture; genuineness; honesty; humility;
patience; self awareness; warmth.
Evidence is required of three.
Please note
Providers must be accredited by NZQA, or an inter-institutional body with delegated
authority for quality assurance, before they can report credits from assessment against
unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be accredited by NZQA before they can register
credits from assessment against unit standards.
Accredited providers and Industry Training Organisations assessing against unit standards
must engage with the moderation system that applies to those standards.
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Accreditation requirements and an outline of the moderation system that applies to this
standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The
AMAP 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 Community Support Services ITO Limited (Careerforce)
info@careerforce.org.nz if you wish to suggest changes to the content of this unit
standard.
 New Zealand Qualifications Authority 2016