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Research and apply knowledge of human development and health
issues in whānau/family and foster care
Level
6
Credits
15
Purpose
People credited with this unit standard are able to: research an aspect of
human development or health/hauora for whānau/family and foster care, and
apply strategies to respond to a specific aspect of human development or
health/hauora in whānau/family and foster care.
Subfield
Social Services
Domain
Whānau/Family and Foster Care
Status
Registered
Status date
26 January 2005
Date version published
18 July 2008
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 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).
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2
Assessment notes
This unit standard may be assessed through classroom activities and work-based
settings. The candidate must demonstrate competence through the elements as a
carer in whānau/family and/or foster care. Candidates are expected to demonstrate
competence in a real situation of management of one aspect of the human
development or health/hauora of a child or young person in whānau/family and foster
care. They are also expected to demonstrate knowledge of the range of aspects of
human development and health/hauora that can impact on a child or young person in
whānau/family and foster care.
People awarded credit in this unit standard show that their actions through all
elements 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; and practice research.
3
Health/hauora – 'Health is a state of complete physical, mental and social wellbeing
and not merely the absence of disease or infirmity.' World Health Organisation
Constitution, 1946, available at http://www.who.int/governance/en/. Health connotes
emotional, physical, mental, and spiritual wellbeing, within the cultural context of the
person. In terms of te ao Māori, hauora is based on the cornerstones of taha tinana,
taha hinengaro, taha wairua, and taha whānau. Holistic models of health from
Pacific nations may also be used in the context of this unit standard.
Aspects of human development and health/hauora that can impact on a child or
young person in whānau/family and foster care are high and specialised needs that
include but are not limited to – behavioural disturbances and specific conditions that
may cause behavioural disturbances (for example, Attention Deficit Hyperactivity
Disorder, Autistic Spectrum Disorder, conduct disorders, Developmental Dyspraxia,
Foetal Alcohol Syndrome, Oppositional Defiant Disorder); intellectual disability;
physical or mental health issues (for example, depression, eating disorders, self
harm, suicidal behaviour); sexual offending; truancy; other youth related issues.
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.
Māori concepts of human development are defined in terms of hauora, te ao turoa, te
ao hurihuri, whenua.
Pacific nations refers to the main Pacific nations represented in Aotearoa New
Zealand; namely – Samoa, Tonga, Cook Islands, Niue, Tokelau, Fiji, Tuvalu,
Solomon Islands, Kiribati.
Whānau/family and foster care includes kinship care, whānau care, foster care, and
respite care.
4
Resource
Bird, Lise; Drewery, Wendy. 2003. (2nd ed.). Human development in Aotearoa: A
journey through life. Auckland: McGraw-Hill.
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Elements and performance criteria
Element 1
Research an aspect of human development or health/hauora for whānau/family and foster
care.
Range
evidence is required in relation to one selected aspect of human development
or health/hauora based on a real situation in whānau/family and foster care.
Performance criteria
1.1
Aspects of human development and health/hauora that can impact on children
or young people are explained in terms of their relevance to whānau/family and
foster care.
Range
relevance to whānau/family and foster care – carer understanding
of the developmental stages of children and young people; ability
of the carer to relate to children and young people according to
their developmental stage; carer management of high and
specialised needs of children and young people in care;
understanding of and communication with related professionals.
1.2
Research questions are formulated on the selected aspect of human
development or health/hauora in relation to carer requirements for management
of the selected aspect.
1.3
Research questions are approved by those having an interest in the
whānau/family and foster care relationship.
Range
1.4
those having an interest in the whānau/family and foster care
relationship may include but are not limited to – approved agency;
education professional; health professional; recognised source of
cultural knowledge; whānau/family;
evidence is required of two.
Research is carried out and findings are presented in terms of the research
questions and relevant areas of interest.
Range
research – literature review; oral and written sources; other media;
evidence is required of two, one of which is literature review;
relevant areas of interest – explanation of origin or causation;
potential impacts in the short, medium, and long term on the life of
the child or young person; recommended treatment or
management strategies; potential adverse reactions to treament;
dual diagnosis; available services;
potential impacts may include but are not limited to – family or
whānau; psychological; physical; spiritual; achievement of
developmental stages; lack of attachment; trauma;
evidence is required of four potential impacts.
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1.5
The aspect of human development or health is explained in terms of relevant
concepts.
Range
1.6
relevant concepts – Māori theory; whānau, hapū, and iwi systems;
theory from one Pacific nation or one other Tauiwi theory; holistic
models of health;
evidence is required of two relevant concepts.
Research findings are referenced to sources and justified in terms of validity
and reliability.
Element 2
Apply strategies to respond to a specific aspect of human development or health/hauora in
whānau/family and foster care.
Range
the specific aspect of human development or health/hauora must be the same
as that selected and researched in element 1.
Performance criteria
2.1
Strategies to manage a specific aspect of human development or health/hauora
are planned and applied in accordance with the research findings.
2.2
The strategies are consistent with relevant criteria.
Range
2.3
relevant criteria include but are not limited to – cultural concepts
relevant to the child or young person and their family or whānau;
the policies and protocols of one approved agency; legal
requirements;
evidence is required of three relevant criteria.
Strategies are evaluated in terms of their outcomes, and are assessed against
relevant criteria.
Range
relevant criteria include but are not limited to – cultural concepts
relevant to the child or young person and their family or whānau;
research findings; the policies and protocols of one approved
agency; legal requirements;
evidence is required of three relevant criteria.
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