nzqa expiring unit standard 26132 version 2 page 5 of 5 title screen and conduct assessments of young people’s strengths, nee

NZQA Expiring unit standard
26132 version 2
Page 5 of 5

Title
Screen and conduct assessments of young people’s strengths, needs and
context
Level
6
Credits
15
Purpose
People credited with this unit standard are able to: identify and
discuss methods and tools for screening and undertaking assessments of
young people; use strengths-based practice to support young people to
tell their story; consult with young person’s whānau, key contacts and
other professionals and analyse information gathered to determine the
strengths, interests, needs of a young person and possible positive
youth development approaches; support a young person to explore
possible positive youth development initiatives based on the
information obtained; and reflect on experiences in conducting
assessments under practice supervision to plan for professional
development.
Classification
Social Services > Youth Development
Available grade
Achieved
Guidance Information
1 This unit standard is underpinned by the principles in the Youth
Development Strategy Aotearoa1 (YDSA) that youth development is “based
on a consistent strengths-based approach” and “needs good
information”. It prepares people to use their knowledge and
understanding of youth development practice to work with young people,
and to practice accountably within established organisational
policies, procedures and protocols.
2 When contributing to achievement of a degree or any degree-related
qualification, assessment of this unit standard must be integrated
within an approved programme of study. Those providers wishing to
offer a degree programme containing this standard are referred to CMR
0222 for further information on requirements.
3 Glossary
Administrative supervision is a form of management supervision where
the supervisor and employee agree on work to be done and the employee
carries out the work as agreed. The supervisor is responsible for
monitoring the work of the employee and providing assistance where
necessary.
Group is three or more people meeting together and connected by a
common interest or activity.
Informed consent is agreement to a procedure given by a person with
the full knowledge of the process used, the risks involved, probable
consequences and alternatives.
Key contacts are the most significant people in a person’s
socio-ecological context with whom they interact.
Organisational protocols are the guidelines, rules and regulations of
an organisation including its legal requirements, policies,
procedures, templates and processes.
Positive youth development means building on young people’s strengths,
interests, skills, and abilities to support their transition from
childhood to adulthood. It focuses on engaging youth to take
responsibility for their own well-being and that of their wider
community, now and in the future.
Positive youth development initiative means a specific intervention,
activity or programme of activities designed, using positive
development principles, philosophies and practices, to produce a
positive outcome for a young person or group of young people.
Practice supervision is a contracted relationship with a skilled peer
who provides a safe context to reflect on and review aspects of, or
episodes in, a professional’s practice. It involves a worker meeting
with an independent person who has advanced experience, knowledge and
practice skills, including skills in supervisory practice. Practice
supervision happens either inside or outside the workplace in a
confidential setting.
Social environments include but are not limited to – whānau, family,
peer groups, communities (identity-based, cultural, religious, and
geographical and/or interest-based) and places of study and
employment.
Strengths-based practice recognises that both ‘risk’ and ‘protective’
factors are acquired throughout a person’s social and personal
development. By focussing on what is working well strengths-based
practice supports the adaptive growth of organisations and
individuals. Strategies may include but are not limited to – solution
focussed, resilience-based, kaupapa Māori, Pacific and other
culturally relevant modalities of practice.
Screening tools mean those instruments used to screen young people for
risk factors such as mental illness; drug and alcohol use; sexual,
emotional or physical abuse; and to determine their needs, strengths,
resilience factors and circumstances.
Youth/young people are people between the ages of 12 and 24.
Youth development context is a situation where youth development
practice is being used intentionally to promote positive development
of young people. Examples include education, sport, community
development, religious groups, cultural groups, and interest groups.
4 Assessment notes
This unit standard may be assessed against evidence of demonstrated
performance in the workplace and/or through the use of simulated
workplace settings in an educational environment. Workplace settings
can include field or practice learning placements.
Outcomes and performance criteria
Outcome 1
Identify and discuss methods and tools for screening and undertaking
assessments of young people.
Performance criteria
1.1 Assessment methods are identified and assessed.
Range a minimum of two assessment methods.
Assessment includes – purpose and intended use; effectiveness when
used with individuals and groups or young people; strengths and
limitations in use; any safety, cultural, legal and ethical issues
associated with use.
1.2 Screening tools for undertaking needs, strengths and context
assessments of young people are identified and assessed.
Range a minimum of three tools.
Assessment includes – purpose and intended use; effectiveness when
used with individual and groups of young people; strengths and
limitations of each tool; the context for its use; any safety,
cultural, legal and ethical issues associated with their use.
1.3 Assessment method and screening tool are selected and the choices
are discussed with reference to their ability to determine young
people's needs, strengths and contexts.
Range one tool and method for each of a young person and a group of
young people.
Outcome 2
Use strengths-based practice to support young person to tell their
story.
Range two different young people, one of a cultural background
different to the candidate's own.
Performance Criteria
2.1 Young person is informed of the purpose of telling their story and
the process to be used, and their informed consent is gained.
2.2 Strengths-based practice is used to support young person to tell
their story.
Range story includes but is not limited to – young person’s history
and background; perceptions of their strengths, interests, goals and
ambitions; support networks, key contacts and available resources;
perceived or real constraints, limitations or barriers to their
ability to meet their aspirations.
2.3 Information obtained is recorded and records are maintained
according to organisational protocols.
Outcome 3
Consult with young person’s whānau, key contacts and other
professionals and analyse information gathered to determine the
strengths, interests, needs of a young person and possible positive
youth development approaches.
Range two different young people, one of a different cultural
background to the candidate's own.
Performance criteria
3.1 Key contacts within the young person’s social environments are
identified.
Range a minimum of ten contacts are required from family, whānau,
work, education, social, creative, cultural, spiritual and/or sporting
contexts.
3.2 Information is gathered from family, whānau, other professionals
and organisations, agencies and key contacts in the young person’s
social environments, using organisational protocols.
Range information includes but is not limited to – young person’s
history and background; strengths, interests, goals and ambitions;
support networks and available resources; any constraints, limitations
and barriers to young person's development.
3.3 Information gathered from young person’s stories and other sources
is analysed, in consultation with colleagues, to determine young
person’s strengths, needs, interests and possible positive youth
development approaches.
Range a minimum of two possible positive youth development approaches
for each young person.
Outcome 4
Support a young person to explore possible positive youth development
initiatives based on the information obtained.
Range two different young people, one of a different cultural
background to the candidate's own.
Performance criteria
4.1 Information is shared with the young person according to
organisational protocols.
4.2 Young person is supported to identify initiatives to support their
positive development and to assess the feasibility of implementing
these.
Range a minimum of two initiatives.
Assessment includes but is not limited to – fit of initiative with
young person's strengths, interests, goals, and aspirations; resources
available; preparedness of young person to implement initiative; young
person’s concerns or constraints; support people in their social
environments; actions to mitigate young person's concerns or
limitations.
4.3 Young person is supported to discuss implementing possible
positive youth development initiatives with key people in their social
environments to gain their support.
Range discussion includes but is not limited to – intended actions,
outcomes sought, support required from the key person, agreement on
what will be provided to the young person by the key person and when.
Outcome 5
Reflect on experiences in conducting assessments under practice
supervision to plan for professional development.
Performance criteria
5.1 Own experiences in conducting assessments are reflected on under
practice supervision to determine their effectiveness.
5.2 Feedback from supervisor is used to identify strengths,
weaknesses, gaps in ability to assess young people and any
professional development needs.
5.3 Practice supervision is used to develop and agree a plan for
ongoing professional development.
Range plan includes – immediate actions, resources and support
required, timeframes, process for monitoring implementation of plan.
This unit standard is expiring. Assessment against the standard must
take place by the last date for assessment set out below.
Status information and last date for assessment for superseded
versions
Process
Version
Date
Last Date for Assessment
Registration
1
14 April 2011
31 December 2022
Review
2
27 February 2020
31 December 2022
Consent and Moderation Requirements (CMR) reference
0222
This CMR can be accessed at
http://www.nzqa.govt.nz/framework/search/index.do.
1Page 7 Youth Development Strategy Aotearoa, accessed from
http://www.myd.govt.nz/about-myd/publications/youth-development-strategy-aotearoa.html
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