Combined Assessment
National Certificate in Social Service Work with Abuse, Neglect and Violence (Level 4)
Part 1: Theory unit standards
Unit Standards18296: Describe aspects of safe practice in social service work with abuse, neglect, and violence
Version: 1 / Level: 4 / Credits: 3
18290: Describe selected structural issues related to abuse, neglect, and violence
Version: 1 / Level: 4 / Credits: 6
18292: Describe selected aspects of knowledge for working with abuse, neglect, and violence
Version: 1 / Level: 4 / Credits: 6
18294: Describe selected aspects of the impact of abuse, neglect, and violence on human development
Version: 1 / Level: 1 / Credits: 3
Trainee information
Your name:
Your workplace:
Your date of birth:
Your national student number (if known):
Declaration
· I was told about and understand the assessment requirements.
· I have prepared my answers myself.
· Any evidence I have provided as my own, I produced myself.
· I understand that this assessment may be used for moderation and quality control purposes.
· I understand that when I achieve this unit standard my result will be registered with the
New Zealand Qualifications Authority.
I confirm the above declaration: / Yes No / Date:
US XXXX version X – Moderation and approved Mmmmm YYYY
Trainee assessment issue X.X – Published Mmm YYYY
© Careerforce YYYY
To demonstrate competency, you must be able to: / Unit / Outcome / Tasksdescribe aspects of the social service worker's own experiences, attributes, values, and beliefs related to abuse, neglect, and violence. / 18296 / 1 / 1
describe aspects of a service provider's policies and services related to abuse, neglect, and violence. / 18296 / 2 / 2
describe aspects of principles for safe practice in social service work with abuse, neglect, and violence. / 18296 / 3 / 3
describe selected structural issues related to abuse, neglect, and violence in the historical context. / 18290 / 1 / 4
describe selected structural issues related to abuse, neglect, and violence in the contemporary context. / 18290 / 2 / 4
describe selected theoretical and practice issues related to abuse, neglect, and violence. / 18292 / 1 / 5
describe means of recognition of abuse, neglect, and violence. / 18292 / 2 / 6
describe selected legislation and social services related to abuse, neglect, and violence. / 18292 / 3 / 7
describe selected aspects of the impact of abuse, neglect, and violence on human development. / 18294 / 1 / 8
Instructions
· This is a level 4 qualification which means you are expected to do some research and reading around each topic being assessed. To assist you with this there is a list of resources and references within the assessment document which may be useful and wherever possible there is a link to the document on the internet. You are also encouraged to search for other resources which will help you understand the topic so you can answer the questions. Another list within the assessment document has terminology definitions relevant to this qualification and it is recommended that you use this resource when you are reading the questions as some words have a specific meaning in the context of this qualification.
· Your answers should be of an adequate length to fully answer the question with most questions needing more than just a sentence and many need a considerable amount of writing.
· You can complete each Part separately if you would prefer to have them marked by your assessor before continuing with the next section. This will give you the opportunity to receive feedback before continuing.
· Your answers may be written (either electronically or by hand) or spoken (under special circumstances). If the questions are answered orally the assessor will either hand write the answers or record them digitally.
· If you need help with this assessment, please contact your assessor.
· Once you have completed your assessment, you must read and confirm the declaration on the cover.
Filled in or written answers
· If there are open white spaces on a page because you have written shorter answers, this is acceptable. You don’t have to fill the space.
· Use a pen to write your answers. If you need to change an answer, write your initials beside any corrections you make. If you need more space, attach extra pages with your answer. Add your name and task number to all extra pages you use.
Definitions
· The trainee is you, the person being assessed. You may also be referred to as the learner, student, candidate or employee in some instances.
· The assessor is the person who will assess you.
· The verifier is a workplace supervisor, team leader, manager or assessor who understands the assessment, works closely with you and can confirm that you have completed a task competently.
· Organisation’s policies and procedures are the policies and procedures of your organisation and include ethical codes, standards, and other organisational requirements.
· 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. It also includes role abuse, which means the abuse of power by an individual or agency that has a professional, service, or status-based role in relation to survivors. Abuse, neglect, and violence may occur within or outside of families and whānau.
· Social service worker may include but is not limited to community workers, counsellors, kaiāwhina, social workers, kaitautoko, youth workers, and others who deliver social services, whether paid or unpaid.
Resources
This is an open book assessment. The following learning resources may be useful when completing this assessment:
· learning materials, books, the internet and your organisation’s policies and procedures.
· the terminology listed specific to this qualification.
· the resources and references listed specific to this qualification.
Terminology
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. It also includes role abuse, which means the abuse of power by an individual or agency that has a professional, service, or status-based role in relation to survivors. Abuse, neglect, and violence may occur within or outside of families and whānau.
Anger management – controlling temper and remaining calm
Assertiveness - behaving in a confident and determined way
Autonomy – the power to make independent decisions
Body Language – The way your body expresses emotions for example facial expressions and posture
Confidentiality All communications are treated confidentially, except where there is an ethical, legal, or organisational duty on the social service worker to report abuse, neglect, and violence. Participants are informed of the scope and limits of confidentiality as defined by criteria established by legislation, ethical practice, and service provider guidelines. In the context of this unit standard, sources of criteria established by legislation, ethical practice, and service provider guidelines include, but are not limited to: the Children, Young Persons and Their Families Act 1989, Domestic Violence Act 1995 Section 43, Health Act 1956 Sections 22B and 22C, Official Information Act 1982, Privacy Act 1993, agency 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.
Contemporary – Today, the present, current.
Criteria established by legislation, ethical practice, and organisational guidelines - include but are not limited to the Children, Young Persons and Their Families Act 1989, Domestic Violence Act 1995 Section 43, Health Act 1956 Sections 22B and 22C, Official Information Act 1982, Privacy Act 1993, agency 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, or kaupapa.
Cultural principles – Operating principles which help to understand the intention of the Treaty of Waitangi. The principles are knows as the 3Ps and are Partnership, Participation and Protection.
Culture – the arts, beliefs, behaviours and ideas of a society or group of people
Emotional – making people have strong feelings
Enterprise standards – service provider strategic plans, kaupapa, governing legislation, staff manuals and service provider protocols
Forms of supervision – individual, group, team, peer, cultural, in-house supervision, external supervision
Game playing - The concept ofgamesis derived from transactional analysis, and in particular, from the work of Eric Berne (1964), and ultimately refers to psychological games. Berne (1964:44) defines a psychological game as: "a recurring set of transactions, often repetitious, superficially rational with a concealed motivation."
Hierarchal – an organisation or society which arranges and defines people by their rank and importance
Inter-generational – something that carries on from one generation to the next
Intra-familial – occurring within a family
Kawa - protocol
Kāwanatanga – Governance – used in the Maori version of the Treaty of Waitangi
Legislation that defines abuse, neglect, and violence - may include but is not limited to the Children, Young Persons and Their Families Act 1989, Crimes Act 1961, Domestic Violence Act 1995, Domestic Violence (Programmes) Regulations 1996, Guardianship Act 1968, Human Rights Act 1993 sections 61 - 69, and Victims of Offences Act 1987. Knowledge is required of the provisions of these statutes relating to abuse, neglect, and violence.
Legislative change - refers to the enacting of the Treaty of Waitangi Act 1975, Crimes Amendment Act (No 3) 1985, Evidence Amendment Act (No 2) 1985, Summary Proceedings Amendment Act (No 4) 1985, Children, Young Persons and Their Families Act 1989, and Domestic Violence Act 1995.
Mary Ellen case - Mary Ellen Wilson (1864–1956) or sometimes Mary Ellen McCormack was an American whose case of child abuse led to the creation of the New York Society for the Prevention of Cruelty to Children. As an eight-year old, she was severely abused by her foster parents, Francis and Mary Connolly.
Mirroring – (see parallel process) The appearance of the dynamics of the social worker/client interaction in the dynamics of the supervisor/social worker interaction for example an angry client for the social worker and an angry social worker for the supervisor
Modelling – demonstrating a particular behaviour so it will be copied. Setting a good example. Role model.
Non-collusion with abuse – not participating in behaviours which might perpetuate abuse
Other professionals may include, but are not limited to: care and protection resource people, legal advisers, health advisers, other specialist assessors or advisers
Parallel process – (see mirroring) This refers to how the supervisee may bring aspects of the relationship s/he has with a client to the relationship s/he has with their supervisor. It is important for the supervisor to be aware of this process. It can be described as an unconscious replication in the supervisory session of therapeutic difficulties that a supervisee has with a client.
Paramount rights of victims – giving the rights of victims the highest priority
Participant(s) may include but are not limited to: people whose life or safety is affected by abuse, neglect, or violence; family or whānau of people whose life or safety is affected by abuse, neglect, or violence. For the purposes of this unit standard, people whose life or safety is affected by abuse, neglect, or violence may include children and young persons, adults, or elders.
Participation – (one of the 3 cultural principles) allowing time for people and their family, whanau, iwi and hapu to be part of the discussion and decision making relating to a person’s health care needs
Partnership – (one of the 3 cultural principles) working with people, their family, whanau, iwi and hapu so they are involved in a person’s support
Patriarchal – A society ruled or controlled by men. Some societies are controlled by women and these are called matriarchal.
Peers - a person who belongs to the same age group or social group as someone else
Personal awareness is defined as awareness by the social service worker of their personal beliefs, feelings, philosophy, spirituality, values, world view, and personal and professional boundaries, in relation to their work, work colleagues, and users of social services.
Presenting issues – these are the issues for which a person initially seeks professional help
Principles of Safe practice in social work:
· Practice effective communication skills at all times.
· Share information
· Identify your own multidisciplinary networks.
· Develop policies on disclosure of information.
· Set adequate boundaries with clients.
· Engaging and building a rapport with whanau
· Understanding all families are unique and different
· Understanding the dangers of colluding with whanau
· Recognising signs of safety as well as signs of danger
Professional social services supervision - There is no single definition of professional social services supervision that is in use across the social services. Each of the major professional associations have their own definitions that apply to their members. Professional social services supervision is defined in the resources listed in special note 5. The definition accepted for award of credit in this unit standard should be appropriate to the context for assessment against this unit standard.
· The ACC definition of supervision includes many of the key elements: "Supervision is a formal arrangement between practicing professionals (supervisor and supervisee) to improve the supervisee's effectiveness in their work. The supervisor provides the supervisee the opportunity to reflect on both the content and process of their work in an independent structured, confidential environment on a regular basis." Source: ACC (undated). ACC Expectations for Best Practice: Supervision. Wellington: ACC.
· The key functions of professional social services supervision are: a) administrative and managerial; b) educational and mentoring; c) enabling and supportive. All of these functions are necessary for effective supervision, but they need not all be performed by a single person. This is particularly relevant when the social service worker's administrative supervisors are not qualified to provide professional social service supervision.