Integrate learning into a behaviour, knowledge, skills, and value base for working as a kaitautoko

Transcription

1 Page 1 of 5 Integrate learning into a behaviour, knowledge, skills, and value base for working as a kaitautoko Level 5 Credits 12 Purpose People credited with this unit standard are able to: identify and explain behaviour, knowledge, skills, and values in kaitautoko practice situations; reflect on self as a kaitautoko in a health or social service provider setting; and integrate new learning into a behaviour, knowledge, skills, and value base for working as a Subfield Domain Status Social Services Professional Development of Social Service Workers Registered Status date 1 December 2006 Date version published 1 December 2006 Planned review date 31 December 2011 Entry information Accreditation Standard setting body (SSB) Open. Evaluation of documentation and visit by NZQA, industry and teaching professional in the same field from another provider. Community Support Services ITO Limited (Careerforce) Accreditation and Moderation Action Plan (AMAP) reference 0222 This AMAP can be accessed at Special notes 1 People awarded credit in this unit standard are able to explain the application of Te Tiriti o Waitangi in the social services, and are able to apply this competence to the context of assessment for this unit standard (for further clarification, please refer to Unit 7927, Explain the application of Te Tiriti o Waitangi in the social services).

2 Page 2 of 5 2 Glossary Kaitautoko are paid or volunteer community workers in health and social services. Kaitautoko in paid positions may be known by a range of job titles that include: Community Health Worker; Community Support Worker; Community Well Child Health Worker; Kaiāwhina; Kaitiaki; Māori Community Health Worker; Plunket Community Karitane; or Plunket Kaiāwhina. Behaviour as a kaitautoko in a practice situation may be explained in relation to sources that include but are not limited to: attitudes, codes of ethics, kawa, tikanga, social service theory. Personal health Health is a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity. Preamble to the Constitution of the World Health Organization as adopted by the International Health Conference, New York, June, 1946; signed on 22 July 1946 by the representatives of 61 States (Official Records of the World Health Organization, no. 2, p. 100) and entered into force on 7 April Health connotes emotional, physical, mental, and spiritual wellbeing, within the cultural context of the In terms of te ao Māori, hauora is based on the cornerstones of taha tinana, taha hinengaro, taha wairua, and taha whānau. Holistic models of health from Pacific nations may also be used in the context of this unit standard. Values may include but are not limited to: kaitiakitanga, kotahitanga, manaakitanga, pukengatanga, rangatiratanga, reo, ukaipotanga, wairuatanga, whakapapa, whanaungatanga. Meanings of these values are given in Appendix 1 of Te Ara Aromatawai Application Guide, (Wellington: Te Ara Aromatawai, 2006) available at: 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. 3 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 all elements as a People awarded credit in this unit standard must 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 Page 3 of 5 Elements and performance criteria Element 1 Identify and explain behaviour, knowledge, skills, and values in kaitautoko practice situations. evidence is required in relation to two kaitautoko practice situations within one service provider context. 1.1 The behaviour that was displayed by the kaitautoko is identified and explained in relation to one source in the glossary. evidence is required of three aspects of the behaviour of the 1.2 The knowledge that was used to guide the actions of the kaitautoko is identified and explained. evidence is required of three statements of knowledge that were used to guide the actions of the 1.3 The skills that were used by the kaitautoko are identified and explained. evidence is required of three skills that were used by the 1.4 The values that supported and guided the actions of the kaitautoko are identified and explained. evidence is required of three values and how they supported and guided the actions of the Element 2 Reflect on self as a kaitautoko in a health or social service provider setting. 2.1 The achievements and strengths of the kaitautoko, their reasons for working as a kaitautoko, and their motivation for continuing in the role are explained. 2.2 The demands on the kaitautoko are explained in terms of their stage of development in the role. demands may include but are not limited to: accountabilities, expectations, priorities, timelines, daily work load, total workload; evidence is required of three demands.

4 Page 4 of Any personal health issues for the kaitautoko are explained in terms of their relevance to working in that role. 2.4 The methods that are used by the kaitautoko for self-monitoring and support are explained in terms of their effectiveness and efficiency. methods may include but are not limited to: self-appraisal, employer 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 behaviour, knowledge, skills, and value base for working as a new learning means new learning identified in relation to elements 1 and 2, and includes but is not limited to: behaviour, knowledge, skills, values, reflection on self as a kaitautoko; evidence is required in relation to two kaitautoko practice situations within one service provider context. 3.1 New learning for the kaitautoko is identified and explained. 3.2 The ways in which new learning has been integrated into a behaviour, knowledge, skills, and values base are explained in terms of how the new learning will be applied in future work as a 3.3 New learning is explained in terms of implications for future career directions and additional training options for the Please note Providers must be accredited by the Qualifications Authority, 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 the Qualifications Authority 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.

5 Page 5 of 5 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.