PROFESSIONAL DEVELOPMENT OF SOCIAL SERVICE WORKERS Demonstrate self awareness for social service work

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1 1 of 6 level: 6 credit: 12 planned review date: June 2006 sub-field: purpose: entry information: accreditation option: moderation option: Social Services People credited with this unit standard are able to: describe formative influences in the candidate s history and life experience; explain the impact of formative influences on the candidate s social ; explain systems for management and development of self awareness in the social services; and demonstrate self awareness in relationships with service users in social. Open. Evaluation of documentation and visit by NZQA, industry and teaching professional in the same field from another provider. A centrally established and directed national moderation system has been set up by Community Support Services ITO Limited (Careerforce). special notes: 1 People awarded credit in this unit standard are able to implement Te Tiriti o Waitangi in the social services according to the authority and resources available to them, and are able to demonstrate application of this competence to the context of assessment for this unit standard (for further clarification, please refer to Unit 7928, Implement Te Tiriti o Waitangi in the social services).

2 2 of 6 2 Glossary Field of social includes but is not limited to: community work, counselling, Iwi/Māori social services, Pacific Island social services, social work, youth work. Self awareness is defined as awareness by the social er of the impact of their personal beliefs, feelings, spirituality, philosophy, values, world view, and personal and professional boundaries on their work and relationships with service users in the social services. Service user is used as a generic term to denote people from user groups of the social services. They may be referred to by various descriptive terms in the range of social service settings. 3 This unit standard requires particular depth of disclosure of personal information. All communications with and between people preparing for award of this unit standard are treated confidentially by assessors and others involved in preparation for assessment. The scope and limits of confidentiality are defined through negotiation, informed consent, and criteria established by legislation, ethical practice, and service provider guidelines. Sources of criteria established by legislation, ethical practice, and service provider guidelines include but are not limited to: Official Information Act 1982, Privacy Act 1993, service provider codes of conduct, codes of practice issued by the Privacy Commissioner, social service codes of ethics, and service provider guidelines, protocols, staff manuals, strategic plans, kawa, or tikanga.

3 3 of 6 Elements and Performance Criteria element 1 Describe formative influences in the candidate s history and life experience. 1.1 The description outlines the history of the candidate s family or whānau of origin. family or whānau of origin is defined by genealogy or whakapapa and may include but is not limited to - birth, adoption, whāngai. Evidence is required of an outline of the history of the candidate's family or whānau back to grandparents. 1.2 The description outlines formative influences in the candidate s personal history and life experience. formative influences may include but are not limited to age; culture, including significant cultural values; economic, political, ideological, kinship, and religious structures; disabilities; gender; sexual orientation; socio-economic status; spirituality; family relationships; social relationships; loss; educational, recreational, and work experiences; physical and mental development; historical origins; migration and settlement patterns; reasons for migration to and within Aotearoa New Zealand. Evidence is required in relation to eight formative influences.

4 4 of 6 element 2 Explain the impact of formative influences on the candidate s social. 2.1 The explanation identifies the impact of formative influences on the candidate s philosophy of work within the social services. philosophy of work within the social services includes but is not limited to vision; goals; reasons for chosen field of social service work; choice of field of practice within a field of social services. 2.2 The explanation identifies the impact of formative influences on the candidate. impact on the candidate - beliefs, feelings, values, and world view; personal boundaries; self confidence; self esteem; philosophy; spirituality. 2.3 The explanation identifies the impact of formative influences on how the candidate relates to service users. impact on how the candidate relates to service users - transference and countertransference; parallel process; personal boundaries; professional boundaries; client safety. 2.4 The explanation identifies actual or potential risks to service users arising from formative influences on the candidate.

5 5 of 6 element 3 Explain systems for management and development of self awareness in the social services. 3.1 The explanation includes the role, function, and value of professional social services supervision in management and development of personal awareness in the social services. 3.2 The explanation includes the role, function, and value of personal counselling in management and development of personal awareness in the social services. 3.3 The explanation includes the role, function, and value of membership of a reference group in management and development of personal awareness in the social services. reference group may include but is not limited to co-worker group; professional association; peer group; cultural group; spiritual group; cultural group may include but is not limited to whānau, hapū, iwi; Pacific Islands group; other cultural authority. Evidence is required in relation to three reference groups. element 4 Demonstrate self awareness in relationships with service users in social. the candidate must be observed in four situations with different service users. 4.1 The relationships with service users and the candidate s subsequent reflection demonstrate awareness of the impact of formative influences on the candidate. impact on the candidate - beliefs, feelings, values, and world view; personal boundaries; self confidence; self esteem; spirituality.

6 6 of The relationships with service users and the candidate s subsequent reflection demonstrate awareness of the impact of formative influences on how the candidate relates to service users in the social services. impacts on the candidate s relationships with service users - transference and countertransference; parallel process; personal boundaries; professional boundaries. 4.3 The relationships with service users and the candidate s subsequent reflection demonstrate awareness and management of client safety. Comments to: Careerforce PO Box 2637 Wellington 6140 Please Note: Providers must be accredited by the Qualifications Authority before they can offer programmes of education and training assessed against unit standards. Accredited providers assessing against unit standards must engage with the moderation system that applies to those unit standards. [Please refer to relevant Plan ref: 0222]