16868 version 3
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Integrate theory and practice in youth work
Level
4
Credits
12
Purpose
People credited with this unit standard are able to identify theory and practice
in a workplace situation in youth work, and integrate new learning into theory
and practice for youth work.
Subfield
Social Services
Domain
Youth Work
Status
Registered
Status date
26 November 2007
Date version published
26 November 2007
Planned review date
31 December 2012
Entry information
Open.
Accreditation
Evaluation of documentation and visit by NZQA and
industry.
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 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:
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.
Theory and practice includes knowledge, skills, and values.
 New Zealand Qualifications Authority 2016
16868 version 3
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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:
People seeking credit for this unit standard will demonstrate competence and be
assessed in a youth work setting, whether through paid or unpaid employment, or in
placements in a youth work agency workplace negotiated by an education provider.
Evidence is required in relation to one longer term relationship with a young person,
youth group, or youth work project where a range of competencies are demonstrated.
People awarded credit for this unit standard are able to outline the theory/model used
to inform their practice, and demonstrate application of the model to their youth work
practice.
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
Resources:
a
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.
b
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/.
Elements and performance criteria
Element 1
Identify theory and practice in a workplace situation in youth work.
Performance criteria
1.1
Reflection on a workplace situation in youth work identifies the theory that was
used to explain and guide the youth worker’s actions.
Range
evidence is required of three pieces of theory that were used to
explain and guide the youth worker's actions, one of which must
be the Youth Development Strategy Aotearoa.
 New Zealand Qualifications Authority 2016
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1.2
Reflection on a workplace situation in youth work identifies the practice skills
and values that were used to support and guide the youth worker’s actions.
Range
1.3
evidence is required of three skills and three values that were
used in the situation by the youth worker.
Reflection on a workplace situation in youth work identifies the application by
the youth worker of the principles of the Youth Development Strategy Aotearoa.
Range
evidence is required of all principles.
Element 2
Integrate new learning into theory and practice for youth work.
Performance criteria
2.1
Reflection by the youth worker on a workplace situation identifies new learning
in terms of their existing theory and practice for youth work.
2.2
Integration of new learning is identified according to changes and development
in the youth worker's theory and practice for youth work.
Range
new learning in theory and practice – knowledge, skills, values;
change and development – personal, work-related.
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 the 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