NZQA Expiring unit standard
16851 version 5
Page 1 of 6
Title
Establish and maintain rapport with youth
Level
4
Credits
6
Purpose
People credited with this unit standard are able to: distinguish
essential features of a young person’s identity; build rapport
with a young person; and maintain rapport with a young
person.
Classification
Social Services > Youth Work
Available grade
Achieved
Explanatory notes
1
People awarded credit for this unit standard are able to describe the meaning of the
articles of Te Tiriti o Waitangi, and the relevance of Te Tiriti o Waitangi to youth work.
They are able to apply this competence to the context of assessment against this unit
standard. For further clarification, please refer to Unit 16844, Describe the meaning
and relevance of Te Tiriti o Waitangi in youth work.
2
Glossary:
Characteristics and needs of youth may be physical, spiritual, or mental.
Characteristics include: age and stage of development, coping strategies, culture,
disabilities, experience and knowledge, gender, health status, personal history,
language, sexual orientation, socio-economic situation, risk and resiliency factors.
Needs include physical comfort, safety, and privacy.
Code of ethics means an agreed set of foundation or guiding principles established
by members of the youth work profession. Codes of ethics may be established by
local, regional, or national youth work organisations. Codes of ethics related to youth
work include but are not limited to: youth work agency or organisation codes of
conduct or ethics, and professional association codes of conduct or ethics.
A code of conduct is a code that governs the youth worker’s standard of practice. A
code of conduct sets standards of behaviour or conduct that are acceptable and
expected of youth workers within their local community or the youth work community.
Culture includes but is not limited to cultures based upon: age, class, disability,
ethnicity, gender, sexual orientation, cultures within Māori, Pākehā, Pacific Island,
and Asian groupings; including identification with a culture through birth, adoption, or
genealogy or whakapapa.
Inclusive language means language that is free of sexist, racist, or other biases,
avoids stereotypes, and avoids potentially offensive or discriminatory forms of
expression.
Practice model may be any model that informs effective youth work practice.
Principles of the Youth Development Strategy Aotearoa are: youth's participation;
empowerment; self-determination of youth; quality relationships; strengths based
approach; shaped by the bigger picture; good information.
This unit standard is
expiring
Community Support Services ITO Limited
SSB Code 101814
 New Zealand Qualifications Authority 2016
NZQA Expiring unit standard
16851 version 5
Page 2 of 6
A supportive environment is one in which the young person is attended to in terms of
her/his physical, spiritual, and mental characteristics and needs.
Youth culture includes but is not limited to any culture a young person identifies with.
Sub-culture includes any group of youth who are self-identified as a sub-culture or
sub-group and may include but are not limited to: skaties; gothics; hip hop; gangs;
boguns; boy/girl racers; computer nerds; academics; gamers; ravers; church groups;
sporting and recreational groups; uniform groups.
3
Assessment notes:
This unit standard may be assessed against evidence of demonstrated performance
in the workplace, and through the use of simulated workplace situations that closely
approximate the performance required in workplace settings. Workplace settings can
include field education placements.
People awarded credit for this unit standard demonstrate competence with a young
person from their own culture and life experience, and a young person from a
different culture and life experience.
People awarded credit for this unit standard are able to outline the theory/model that
is informing their practice, and apply this model to their youth work practice.
People awarded credit for this unit standard are able to demonstrate and self-monitor
their ability to relate to difference, as evidenced by acknowledgment and respect for
difference, acceptance, genuineness, honesty, humility, patience, and warmth. They
respond in inclusive and empowering ways that are appropriate to the characteristics
and needs of youth. They demonstrate and communicate clarity about their role
within all relationships with youth. They know the limits of their role, function, and
competence, and when to seek advice or refer on to others. Support for youth is
provided within the context of a working relationship that encourages selfdetermination of a young person, discourages long-term dependency by her/him on
the youth worker or youth work agency, demonstrates and maintains the boundaries
of the youth worker’s role with the young person, and complies with a code of ethics
relevant to youth work.
4
All communications are treated confidentially. The scope and limits of confidentiality
are defined through negotiation and informed consent, and criteria established by
legislation, ethical practice, and youth work agency guidelines. In the context of this
unit standard, sources of criteria established by legislation, ethical practice, and
youth work agency guidelines include but are not limited to: Official Information Act
1982, Privacy Act 1993, youth work agency codes of conduct, codes of practice
issued by the Privacy Commissioner, youth work codes of ethics, and youth work
agency protocols, staff manuals, strategic plans. Relevant additional legislation and
the codes of conduct, and youth work agency guidelines will be determined
according to the context of assessment.
5
Legislation relevant to this unit standard may include but is not limited to: Children,
Young Persons, and Their Families Act 1989; Crimes Act 1961; Human Rights Act
1993; Health And Safety in Employment Act 1992; Official Information Act 1982;
Privacy Act 1993.
6
a
b
Resources:
Global Education Centre at http://www.globaled.org.nz.
Martin, Lloyd. 2002. The invisible table: Perspectives on youth and youthwork in
New Zealand. Palmerston North: Dunmore Press.
This unit standard is
expiring
Community Support Services ITO Limited
SSB Code 101814
 New Zealand Qualifications Authority 2016
NZQA Expiring unit standard
c
d
16851 version 5
Page 3 of 6
Ministry of Youth Affairs. 2002. Youth development strategy Aotearoa – Action for
child and youth development. Wellington: Ministry of Youth Affairs. Available online
from the Ministry of Youth Development (http://www.myd.govt.nz), along with
supporting documents.
United Nations Declaration of the Rights of the Child and Convention on the Rights of
the Child, which may be found online at:
http://www.unhchr.ch/html/intlinst.htm
http://www.unicef.org/crc/.
Outcomes and evidence requirements
Outcome 1
Distinguish essential features of a young person’s identity.
Evidence requirements
1.1
The young person's identity is established in terms of their identification with a
culture and sub-culture.
Range
1.2
Essential features of the young person’s identity are described in terms of their
relevance to the primary focus of the working relationship.
Range
1.3
evidence is required of one culture and one youth sub-culture.
essential features may include but are not limited to – age; class;
ethnicity; gender; historical origins; migration and settlement
reasons and patterns; significant cultural values; impact of
economic, political, and socio-cultural structures, including
ideological, kinship, peer group, and religious structures; impact of
power structures of another dominant culture; community and
recreational interests; education and training; paid and unpaid
work experience; disabilities; sexual orientation.
Evidence is required of five essential features.
This unit standard is
The impact of essential features
of the young person's identity are described.
expiring
Range
impact on – beliefs; life choices; kinship and other social
relationships; values; experience of prejudice and discrimination;
survival strategies.
Evidence is required of one impact of each of five essential
features.
Outcome 2
Build rapport with a young person.
Evidence requirements
2.1
A supportive environment is established according to confirmation with the
young person.
Community Support Services ITO Limited
SSB Code 101814
 New Zealand Qualifications Authority 2016
NZQA Expiring unit standard
16851 version 5
Page 4 of 6
2.2
The role, function, and any legal responsibilities of the agency and youth worker
are explained to, and confirmed with the young person.
2.3
Kawa and or protocols are established for the relationship according to
negotiation with and acceptance by the young person.
2.4
Interpersonal skills that are appropriate to the characteristics and needs of the
young person are used to respond to verbal and non-verbal communications.
Range
2.5
Language used with the young person enables rapport building.
Range
2.6
language may include but is not limited to – inclusive language;
includes aspects of the first language of the young person and
their family or whānau; key words of youth within their youth
culture;
aspects of the first language of the young person and their family
or whānau may include but are not limited to – greetings and
farewells; key cultural values; names for family structures.
The ability to relate to difference in the relationship with the young person is
demonstrated according to relevant criteria.
Range
2.7
interpersonal skills – attending, clarifying, encouraging, following,
questioning, paraphrasing, reflection of feeling and content,
summarising, body language.
relevant criteria may include but are not limited to –
acknowledgement of and respect for difference; acceptance;
awareness of own culture; genuineness; honesty; humility;
patience; self-awareness; warmth.
This unit standard is
expiring
Rapport is sought with the young person, encouragement and affirmation is
given, any criticism and feedback is responded to without defensiveness, and
changes required to re-establish rapport are acted upon.
Outcome 3
Maintain rapport with a young person.
Evidence requirements
3.1
The youth worker's behaviour with and responses to the young person are in
accordance with relevant criteria.
Range
relevant criteria may include but are not limited to – value base
required of youth workers; code of ethics; the youth worker's role,
function, and boundaries; kawa or protocol for the relationship; use
of inclusive language; principles of the Youth Development
Strategy Aotearoa.
Community Support Services ITO Limited
SSB Code 101814
 New Zealand Qualifications Authority 2016
NZQA Expiring unit standard
16851 version 5
Page 5 of 6
3.2
Rapport is continually sought with the young person, any criticism and feedback
is responded to without defensiveness, and changes required to maintain
rapport are acted upon.
3.3
The youth worker is clear about the limits of their competence and
demonstrates appropriate advice seeking or referral to others if the limits of
competence are reached.
3.4
The youth worker's role, function, and boundaries are clearly demonstrated and
communicated throughout the relationship with the young person.
3.5
The decision to end the working relationship is made according to relevant
criteria.
relevant criteria may include but are not limited to – the purpose of
the relationship has been attained, the relationship between the
young person and youth worker is not constructive or is no longer
functional, young person's goal(s) has/have been met, the young
person chooses to end the relationship.
Range
This unit standard is expiring. Assessment against the standard must take place by
the last date for assessment set out below.
Status information and last date for assessment for superseded versions
Process
Version Date
Last Date for Assessment
Registration
1
30 August 1999
31 December 2016
Revision
2
20 March 2003
31 December 2016
Review
3
26 November 2007
31 December 2016
This
unit
is2018
5
17
Septemberstandard
2015
31 December
Consent and Moderation Requirements
(CMR) reference
0222
expiring
Review
4
19 March 2015
31 December 2018
Rollover
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.
Community Support Services ITO Limited
SSB Code 101814
 New Zealand Qualifications Authority 2016
NZQA Expiring unit standard
16851 version 5
Page 6 of 6
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 (CMR). 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.
This unit standard is
expiring
Community Support Services ITO Limited
SSB Code 101814
 New Zealand Qualifications Authority 2016