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Integrate knowledge, skills, and values learning in whānau/family and
foster care
Level
6
Credits
15
Purpose
People credited with this unit standard are able to identify and describe
knowledge, skills, and values in whānau/family and foster care; reflect on self
as a carer in whānau/family and foster care; and integrate new learning into a
knowledge, skills, and value base for whānau/family and foster care.
Subfield
Social Services
Domain
Whānau/Family and Foster Care
Status
Registered
Status date
26 January 2005
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 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
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2
Assessment notes
To enable candidates to obtain the underpinning knowledge, skills, and practice
experience required for assessment against this unit standard it is expected that
assessment will take place after the candidate has been awarded credit for a majority
of the other unit standards in any qualifications for which this unit standard is a
compulsory requirement.
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.
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; practice research.
3
Glossary
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.
Reference group may include but is not limited to: professional association, peer
group, co-worker group, collective, governing body or board, whānau, hapū, iwi, ko
nga kaumātua raua ko nga kuia, spiritual group, trustees.
Whānau/family and foster care includes kinship care, whānau care, foster care, and
respite care.
Whānau/family and foster care issues may relate to one child or young person, and
include but are not limited to significant health, human development, and safety
issues.
Elements and performance criteria
Element 1
Identify and describe knowledge, skills, and values in whānau/family and foster care.
Range
evidence is required in relation to two whānau/family and foster care issues
within one context in whānau/family and foster care.
Performance criteria
1.1
The knowledge that was used to guide the carer’s actions is identified and
explained.
Range
1.2
evidence is required of three statements of knowledge that were
used to explain and guide the carer’s actions.
The skills that were used by the carer are identified and explained.
Range
evidence is required of three skills that were used by the carer.
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1.3
The values that supported and guided the carer’s actions are identified and
explained.
Range
evidence is required of three values that were used to support and
guide the carer’s actions.
Element 2
Reflect on self as a carer in whānau/family and foster care.
Range
evidence is required in relation to one context in whānau/family and foster care.
Performance criteria
2.1
The carer's childhood experience is explained in terms of its impact on being a
carer within whānau/family and foster care.
2.2
The carer's achievements, strengths, and reasons for working in whānau/family
and foster care and the motivation for continuing in the carer’s role are
explained.
2.3
The demands on the carer are explained in terms of the carer’s stage of
development in the carer role.
Range
demands include but are not limited to – accountabilities,
expectations, priorities, timelines, daily work load, total workload.
Evidence is required of three demands.
2.4
Any health issues for the carer are explained in terms of their relevance to
working in whānau/family and foster care.
2.5
The methods that are used by the carer for self monitoring and support are
explained in terms of their effectiveness and efficiency.
Range
methods include but are not limited to – carer appraisal,
networking, peer supervision, professional supervision, reference
group, self care strategies.
Evidence is required in relation to two methods for self monitoring
and support.
Element 3
Integrate new learning into a knowledge, skills, and value base for whānau/family and
foster care.
Range
new learning means new learning identified in relation to elements 1 and 2, and
includes but is not limited to – knowledge, skills, values, reflection on self as a
carer.
Evidence is required in relation to two whānau/family and foster care issues
within one whānau/family and foster care context.
Performance criteria
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3.1
New learning for the carer is identified and explained.
3.2
The ways in which new learning has been integrated into a knowledge, skills,
and values base are explained in terms of how the new learning will be applied
in future work as a carer.
3.3
Future career directions and training options are explained.
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