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Manage behaviour of children and young people in whānau/family and
foster care
Level
5
Credits
12
Purpose
People credited with this unit standard are able to: describe management of
challenging behaviour in whānau/family and foster care; describe potential
reactions to and methods of dealing with challenging behaviour in
whānau/family and foster care; and implement planned ways of dealing with
challenging behaviour in whānau/family and foster care.
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).
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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.
Challenging behaviour is behaviour that is inappropriate in the child or young
person's situation; inappropriate within the values and context of the carer's family or
whānau; and inappropriate in the context of the whānau/family and foster care
relationship, where it may be necessary for the carer to challenge or confront the
child or young person, or take some form of action in the interests of the safety of the
child or young person or others. Examples of challenging behaviour include: anti
authority; criminal; behaviour resulting from physical and mental conditions; cultural
or gender challenge; defensiveness; self endangerment; racial and sexual
harassment; violence. Behaviour resulting from physical and mental conditions may
include but are not limited to: absconding, hyperactivity, inability to engage, bed
wetting, conduct disorders, depression, eating disorders, limited attention span,
hygiene issues, lying, defiance, self harm, inappropriate sexual behaviours, sleep
disorders, stealing, suicidal behaviour, truancy.
Characteristics and needs of a child or young person may be physical, spiritual, or
psychological. Characteristics and needs include: age and stage of development,
beliefs, culture, disability, gender, health status, language, sexual orientation, values,
and needs for physical comfort, safety, and privacy.
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
People awarded credit in this unit standard demonstrate planned methods of dealing
with challenging behaviour, as opposed to instinctual, unplanned carer reactions.
Planned methods of dealing with challenging behaviour involve recognition by the
carer of their own reactions, and acknowledge the nature of the child or young
person's behaviour and the values of the carer's family or whānau, either consciously
or as a result of action and reflection. People awarded credit in this unit standard
model appropriate behaviour themselves, and demonstrate the ability to deal with
challenging behaviour in ways that manage the behaviour and enhance the child or
young person's ability to make positive behavioural change.
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Elements and performance criteria
Element 1
Describe management of challenging behaviour in whānau/family and foster care.
Performance criteria
1.1
The range of possible challenging behaviour from children and young people is
described in terms of the definition of challenging behaviour in the Glossary.
Range
1.2
The necessity to deal with challenging behaviour as a carer is described for the
three examples of challenging behaviour described for performance criterion
1.1.
Range
1.3
legal status of the child, legal rights of the carer, professional
responsibilities as a carer, safety considerations.
Evidence is required of two for each of the three examples, one of
which is the safety considerations for each example.
Safety considerations – safety of carer and carer's whānau or
family, safety of the child or young person, safety of others with
whom the child or young person comes into contact.
Slang labels that may be given to children and young people with challenging
behaviour are described in terms of the behaviour a child or young person with
that label may be displaying; how the label advantages or disadvantages the
child or young person; and how the label advantages or disadvantages other
people.
Range
1.4
evidence is required of three examples of challenging behaviour.
slang labels may include but are not limited to – dumb; lazy;
mental; promiscuous; psycho; runner; slut; useless; violent.
Evidence is required of two,
Other people includes – carer, parent, other professionals.
Labels that are based on specific conditions are described in terms of the
behaviour a child or young person with that label may be displaying; how the
label advantages or disadvantages the child or young person; and how the label
advantages or disadvantages other people.
Range
labels based upon specific conditions may include but are not
limited to – ADHD, autistic, bulimic, epileptic.
Evidence is required of two.
Other people includes – carer, parent, other professionals.
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Element 2
Describe potential reactions to and methods of dealing with challenging behaviour in
whānau/family and foster care.
Performance criteria
2.1
Principles of behaviour modification for use in whānau/family and foster care
are described.
Range
principles include but are not limited to – it is not necessary to
know what has caused the behaviour in order to change it;
behaviour is learned and therefore can be unlearned; behaviour
can be changed by removing rewards for the behaviour; behaviour
can be changed by planned ignoring; new behaviour can be
encouraged by noticing and rewarding good behaviour.
2.2
Rules for behaviour modification are outlined in terms of the protocols and
policies of one approved agency.
2.3
Positive and negative methods of dealing with challenging behaviour are
described.
Range
2.4
positive methods may include but are not limited to –
assertiveness; boundary setting; calming responses; consistency;
modelling acceptable behaviour; planned ignoring; rewarding
positive behaviour; co-ordinated responses with others;
others may include but are not limited to – counsellor, social
worker, teacher;
negative methods may include but are not limited to – collusion;
food deprivation; hitting; locking up; postponing reinforcements;
rewarding challenging behaviour; shouting; stress reactions.
Evidence is required of three positive and three negative methods.
Factors related to a child or young person that may impact on reactions to and
methods of dealing with challenging behaviour are described.
Range
factors related to a child or young person may include but are not
limited to – age and stage of development of the child or young
person; child or young person's history; differences between the
physical age and emotional maturity of the child or young person;
the cultural, economic, educational, gender, language, and social
realities of the child or young person.
Evidence is required of two factors.
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2.5
Factors related to a carer that may impact on reactions to and methods of
dealing with challenging behaviour are described.
Range
factors related to a carer may include but are not limited to – age
and stage of development of the carer; the cultural, economic,
educational, gender, language, and social realities of the carer;
self awareness of own flash points and triggers to anger; stressors
in the whānau/family and foster care context.
Evidence is required of two factors, one of which is self awareness
of own flash points and triggers to anger.
Element 3
Implement planned methods of dealing with challenging behaviour in whānau/family and
foster care.
Range
evidence is required of demonstrated performance in the work place in relation
to two specific examples of challenging behaviour.
Performance criteria
3.1
The methods are in accordance with the characteristics and needs of the child
or young person.
3.2
The challenging behaviour is dealt with through the implementation of positive
methods.
Range
positive methods may include but are not limited to –
assertiveness; boundary setting; calming responses; charts;
consistency; contracts; modelling acceptable behaviour; planned
ignoring; rewarding positive behaviour.
Evidence is required of two.
3.3
The methods demonstrate self-management of the carer's own flash points and
triggers to anger.
3.4
The methods are in accordance with laws related to whānau/family and foster
care, carer responsibilities, and the protocols and policies of one approved
agency.
Range
3.5
carer responsibilities include – done within the child or young
person's timeframe, cultural considerations, safety considerations;
safety considerations – safety of self as a carer, safety of the child
or young person, safety of significant others, safety of the carer's
family or whānau, public safety.
Reflection on the strategies identifies positive and negative outcomes.
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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.
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