20357 version 2
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Outline structural issues related to abuse, neglect, and violence in
whānau/family and foster care
Level
4
Credits
5
Purpose
People awarded this unit standard are able to: outline selected historical and
contemporary structural issues related to abuse, neglect, and violence, and
outline selected historical and contemporary structural issues related to
abuse, neglect, and violence in a whānau/family and foster care situation.
Subfield
Social Services
Domain
Social Service Work with Abuse, Neglect, and Violence
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 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 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).
 New Zealand Qualifications Authority 2016
20357 version 2
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2
Glossary
Abuse, neglect, and violence includes abusive, neglectful, violent, or controlling
behaviour that may be economic, emotional, physical, social, verbal, spiritual, and/or
sexual in nature.
Structures may include but are not limited to: cultural, economic, gender, kinship,
legal, political, and social structures. Structures may include churches, media, and
sports and recreational structures.
Structural issues arise from the functioning of cultural, economic, gender, kinship,
legal, political, and social structural arrangements in Aotearoa New Zealand.
Structural issues may include but are not limited to: gender differences in the use of
violence; gender differences in the experience of violence used against them;
ideological bases for violence; patriarchal structures; power and control based on
age, gender, class, culture, and race; impact of social policy on individuals, families
and whānau; cultural and gender-based perceptions and acceptance of violence as
normal behaviour; modelling of violence as normal or acceptable behaviour through
media and sport.
Legislative change refers to the enacting of the Treaty of Waitangi Act 1975, Crimes
Amendment Act (No 3) 1985, Evidence Amendment Act (No 2) 1980, Summary
Proceedings Amendment Act (No 4) 1985, Children, Young Persons, and Their
Families Act 1989, and Domestic Violence Act 1995.
Whānau/family and foster care includes kinship care, whānau care, foster care, and
foster homes.
3
Resources
Ministerial Advisory Committee on a Māori Perspective for the Department of Social
Welfare. 2001 reprint. Puao-te-Ata-tu (Daybreak): The Report of the Ministerial
Advisory Committee on a Māori Perspective for the Department of Social Welfare.
Wellington: Department of Social Welfare. Available online from Child, Youth and
Family (http://www.cyf.govt.nz/Reports.htm) and the Ministry of Social Development
(http://www.mosp.govt.nz/publications).
United Nations Declarations and Conventions, which may be found at the following
web site:
http://www.unhchr.ch/html/intlinst.htm.
Some of the United Nations Declarations and Conventions may be found in te reo
Māori and English through the following index on the web site for Te Puni Kōkiri:
http://www.tpk.govt.nz/publications/subject/.
 New Zealand Qualifications Authority 2016
20357 version 2
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Elements and performance criteria
Element 1
Outline selected historical and contemporary structural issues related to abuse, neglect,
and violence.
Performance criteria
1.1
Historical and contemporary cultural perspectives on abuse, neglect, and
violence are outlined.
Range
1.2
The impact of historical and contemporary structures on power and control
within interpersonal relationships is outlined.
Range
1.3
power relationships – hierarchical; patriarchal; power relationships
based on age, gender, class, culture, sexual orientation, race.
Evidence is required of two.
Ways in which power and control are used within kinship relationships are
outlined.
Range
1.5
interpersonal relationships may include but are not limited to –
marital, intergenerational whānau/family relationships.
Power relationships that model and support the use of abuse, neglect, and
violence are outlined.
Range
1.4
historical and contemporary cultural perspectives – evidence is
required of either Māori or one Tauiwi culture;
historical structures may include historical structures from the
country of origin of the Tauiwi culture.
ways in which power and control are used within kinship
relationships may include but are not limited to – economic abuse,
emotional abuse, isolation, intimidation, legal, male privilege,
mental abuse, ownership, physical abuse, sexual abuse, threats.
Evidence is required of two.
Past legal and social changes are outlined in terms of recognition of abuse,
neglect, and violence.
Range
past legal and social changes may include but are not limited to –
abolition of child labour, legislative changes, Mary Ellen case,
migration, Puao-Te-Ata-Tu, United Nations Declarations and
Conventions, urbanisation.
Evidence is required in relation to two significant legal and social
changes in terms of recognition of abuse, neglect, and violence.
 New Zealand Qualifications Authority 2016
20357 version 2
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Element 2
Outline selected historical and contemporary structural issues related to abuse, neglect,
and violence in a whānau/family and foster care situation.
Range
evidence is required relating to a real or simulated example of a child or young
person in whānau/family and foster care who has experienced abuse, neglect,
or violence either within their own family or whānau, or in another
whānau/family and foster care situation, or in another place such as a school.
Performance criteria
2.1
Cultural perspectives on abuse, neglect, and violence in the whānau/family and
foster care situation are identified and outlined.
2.2
The impacts of historical and contemporary structures on power and control
within interpersonal relationships in the whānau/family and foster care situation
are identified and outlined.
2.3
Power relationships that model and support the use of abuse, neglect, and
violence in the whānau/family and foster care situation are identified and
outlined.
Range
2.4
power relationships – hierarchical; patriarchal; power relationships
based on age, gender, class, culture, sexual orientation, race.
Evidence is required of two.
Ways in which power and control are used within kinship relationships in the
whānau/family and foster care situation are identified and outlined.
Range
ways in which power and control are used may include but are not
limited to – economic abuse, emotional abuse, isolation,
intimidation, legal, male privilege, mental abuse, ownership,
physical abuse, sexual abuse, threats.
Evidence is required of two.
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.
 New Zealand Qualifications Authority 2016
20357 version 2
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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