20353 version 2
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Provide care for an adolescent in whānau/family and foster care
Level
5
Credits
9
Purpose
People credited with this standard are able to: describe aspects of
adolescent development; describe adolescent health issues and ways carers
can respond; describe suicide issues in adolescence and ways carers can
respond; describe schooling issues in adolescence; describe issues related
to adolescent law breaking and other delinquent behaviour; and support an
adolescent through a significant issue of adolescence.
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.
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
Resources related to suicide risk include but are not limited to:
a
Coggan, Carolyn; Dickinson, Pauline; Rimm, Michael; Cherrington, Jane. 1999.
A practical guide to coping with suicide. Auckland: Mental Health Foundation.
b
In our hands: New Zealand youth suicide prevention strategy – Kia piki te ora o
te tamariki: Strengthening youth wellbeing. 1999; Wellington: Ministry of Health,
Ministry of Youth Affairs, and Te Puni Kokiri.
c
Young people at risk of suicide: A guide for schools. 1998; Wellington: Ministry
of Education.
d
Guidelines for primary care providers: Detection and management of young
people at risk of suicide. 1999; Wellington: Royal New Zealand College of
General Practitioners and Ministry of Youth Affairs.
e
A quick reference for primary care providers: Detection and management of
young people at risk of suicide. 1999; Wellington: Royal New Zealand College
of General Practitioners and Ministry of Youth Affairs.
f
Smith, Don; Beautrais, Annette. December 1999. 'Identifying young people at
risk of suicide'. Social Work Now 14:23-34.
g
Worrall, Jill. 2003. (2nd ed.). Grandparents raising grandchildren: A handbook
for grandparents and other kin carers – Ma nga kaumatua hei tautoko te
tipuranga ake o nga mokopuna. Auckland: Grandparents Raising
Grandchildren Trust.
The above resource can be obtained from the Grandparents Raising
Grandchildren Trust, PO Box 34-892, Birkenhead; or email
parenting2@xtra.co.nz.
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Elements and performance criteria
Element 1
Describe aspects of adolescent development.
Performance criteria
1.1
The developmental tasks of adolescence are described.
Range
1.2
Social issues for adolescents are described.
Range
1.3
developmental tasks of adolescence include but are not limited to
– cognitive development; development of sexuality; emotional
development; physical development; psychological development;
social development; spiritual development; search for identity.
Evidence is required of three.
social issues include but are not limited to – developmental
changes; early or late maturity; difference from peers; peer
pressure; search for identity; discrimination; egocentrism;
preoccupation with the changing physical self; self-consciousness;
shyness and insecurity; media; pressure to conform to culturally
determined gender role stereotypes.
Evidence is required of three.
Issues in adolescent sexual development are described.
Range
issues include but are not limited to – bodily changes; excitement;
pleasure; experimentation; masturbation; societal messages about
sexuality; fear; ignorance; embarrassment; intensified sexual
feelings; pre-occupation; abuse; sexual challenges and difficulties;
safe sex; sexual orientation and homophobia; contraception;
pregnancy; abortion.
Evidence is required of three.
Element 2
Describe adolescent health issues and ways carers can respond.
Performance criteria
2.1
Physical and emotional factors that impact on adolescent health are described.
Range
physical and emotional factors include but are not limited to – body
image; cultural identity; disabilities; family and whānau
characteristics; nutrition; physical activity and inactivity; peer
relationships; risk taking; sexual acting out; spirituality; substance
abuse.
Evidence is required of four.
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2.2
Mental health issues in adolescence are described.
Range
2.3
The signs and effects of adolescent mental health problems are described.
Range
2.4
mental health issues in adolescence include but are not limited to
– eating disorders; fears and phobias, including social phobia;
mood disorders, including depression; obsessive compulsive
disorders; substance abuse disorders; self harm; suicide.
four of the range to performance criterion 2.2, two of which are
depression and substance abuse.
Ways in which carers can respond to adolescent health issues are described.
Range
ways include but are not limited to – alertness to, and recognition
of signs of health issues; non judgemental response; accessing
and giving correct information to the adolescent; recording and
informing the social worker; facilitating support and access to
services from outside the family or whānau.
Element 3
Describe suicide issues in adolescence and ways carers can respond.
Performance criteria
3.1
The description outlines suicide risk factors in adolescents.
Range
3.2
Possible indicators, signs, and disclosures of suicide risk in adolescents are
described.
Range
3.3
four suicide risk factors identified from any of the resources in
special note 4.
possible indicators, signs, and disclosures may include but are not
limited to – behavioural signs; cultural signs; emotional signs;
family signs; physical signs; situational signs; disclosures by the
person; suicide plan; information or comments from ministers of
religion, elders, leaders, whānau or family, peers; information from
other professionals.
Evidence is required of four.
Ways in which carers can respond to adolescent suicide risk factors are
described in terms of one of the resources in special note 4.
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Element 4
Describe schooling issues in adolescence.
Performance criteria
4.1
Issues that may arise for adolescents in school are described.
Range
issues may include but are not limited to – absenteeism, bullying,
peer pressure, school refusal.
4.2
The process that schools are required to follow when disciplining, suspending,
and expelling pupils is described.
4.3
The rights and responsibilities of carers when adolescents in care are faced with
difficulties at school are described.
Element 5
Describe issues related to adolescent law breaking and other delinquent behaviour.
Performance criteria
5.1
Current statistics and trends related to adolescent law breaking are outlined.
5.2
The rights and responsibilities of young people when Police intervene are
described in terms of particular situations.
Range
5.3
particular situations may include but are not limited to –
questioning, searches, witnesses, arrest, in Police custody,
drinking alcohol, driving, going to Court, complaints against Police.
Evidence is required of three.
Issues in adolescent sexual offending are described.
Range
issues include but are not limited to – characteristics of adolescent
sexual offenders; myths and facts about adolescent sexual
offenders; prevention and intervention with adolescent sexual
offenders.
Element 6
Support an adolescent through a significant issue of adolescence.
Range
one issue from any of the following categories – development; health; law
breaking or other delinquent behaviour; schooling; suicide risk.
Performance criteria
6.1
The carer's responses to the disclosure of a significant issue by the adolescent
are non judgemental.
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6.2
Services are accessed according to the nature of the services required to
support the adolescent through the issue.
Range
6.3
nature of the services – culturally specific services; emergency
services; mental health services; physical health services; sexual
health services; spiritual health services; substance abuse
services; services for children and young people with special
needs; legal services; school; social work service; youth work
service.
Evidence is required of two.
The issue, carer responses to the issue, and support of the adolescent are
recorded in accordance with the policies and protocols of one approved agency.
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