SayPro 98890 OC Social Auxiliary Worker

A qualified learner will be able to:

• Provide basic counselling and support services to individuals and families with socio-economic challenges.
• Facilitate non-therapeutic (educational and support groups) groups towards achieving the f the developmental goals of the group.
• Facilitate participatory development in communities to address their common socio-economic needs and to promote social justice.
• Collect and collate data to inform social services interventions.

  Rationale:
  A national priority in South Africa is to address the many social development needs prevalent among individuals, families, groups and communities. Social auxiliary work and social work are acknowledged as being essential to address these priority social needs. Social auxiliary work and social work are in the frontline of social development and transformation, particularly in traditionally under-resourced communities.

  The need for social auxiliary workers in South Africa was identified, leading to the role and functions of Social Auxiliary Work being defined in the Regulations to the Social Service Professions Act. Social Auxiliary Work is defined as “an act or activity practised by a social auxiliary worker under the guidance and control of the social worker and as a supporting service to a social worker to achieve the aims of social work”. This implies that social auxiliary workers are assistants to social workers, providing support services and working under the supervision of social workers. Social auxiliary work complements and supports social work in all focus areas with services to individuals, families, groups and communities.

  In order to provide this assistance and support to the social work team, a qualification in social auxiliary work and registration with the South African Council for Social Service Professions (SACSSP) is necessary.

  This is in order to empower social auxiliary workers to assist social workers in the rendering of developmental social welfare services. This occupational certificate will enable the qualifying learner to meet the requirements for registration as a Social Auxiliary Worker with the South African Council for Social Service Professionals (SACSSP). 

RPL for access to the qualification: Accredited providers and approved workplaces may recognise prior learning against the relevant access requirements.

Entry Requirements:
The minimum entry requirement for this qualification is a NQF Level 4 qualification or equivalent. 

• 341203000-KM-01, Social Auxiliary Work and Social Welfare Services In The South African Context, at NQF Level 5, 28 Credits.
• 341203000-KM-02, Social work – Methods and principles, at NQF Level 5, 9 Credits.
• 341203000-KM-03, Communication and Life Skills in Social Auxiliary Work, at NQF Level 5, 13 Credits.
  Total number of credits for Knowledge Modules: 50.

  Practical Skill Modules:

• 341203000-PM-01 Render basic counselling and support. Support the counselling processes, at NQF Level 5, 7 Credits.
• 341203000-PM-02, Support the processes to intervene with individuals and families, at NQF Level 5, 4 Credits.
• 341203000-PM-03, Facilitate educational, life skills and support group programs, at NQF Level 5, 7 Credits.
• 341203000-PM-04, Assist in implementation of community development process, at NQF Level 5, 8 Credits.
• 341203000-PM-05, Assist with obtaining and keeping data that inform social services intervention strategies, at NQF Level 4, 7 Credits.
  Total number of credits for Practical Skill Modules: 33.

  This qualification also requires the following Work Experience Modules:

• 341203000-WM-01, Exposure to the client counselling and referral processes, at NQF Level 5, 10 Credits.
• 341203000-WM-02, Exposure to the facilitation of non-therapeutic group processes, at NQF Level 5, 14 Credits.
• 341203000-WM-03, Exposure to community development processes, at NQF Level 5, 12 Credits.
• 341203000-WM-04, Exposure to the social work administration processes, at NQF Level 4, 10 Credits.
  Total number of credits for Work Experience Modules: 46. 

• All the techniques used during the given cases based on sample process notes are identified according to the professional scope for Social Auxiliary Work.
• All possible defects in the application of the various techniques as set out in the given process notes are listed and examples of improved responses are explained in line with the professional scope of work for Social Auxiliary Work.
• The five core social work values and principles demonstrated during the given cases are correctly listed and appropriate examples given to illustrate how they are applied within the scope of Social Auxiliary Work.
• All acts and omissions where the professional code of conduct were not adhered to or the scope of practice of Social Auxiliary Work is exceeded in the given process situations are accurately stated and the process elements and all the steps of the helping process are clearly listed in the correct sequence. (Include the required resources and the appropriate application of referrals where required).
• The generic case work process is described indicating all the key steps in each of the process elements according to the Professional Scope of practice for Social Auxiliary Work.
• The examples given to illustrate the interrelationships between the elements and steps in the helping process clearly highlight the potential consequences of the omission or incorrect use of the steps on the ultimate achievement of the goal/milestones of the helping process.

  Associated Assessment Criteria for Exit Level Outcome 2:

• The preferred approach to dealing with social case work is aligned with the appropriate theory and the motivation for the use of the specific theory is aligned with the key features, benefits and principles of that theory relevant to the given case information within the scope of practice for Social auxiliary Work.
• The proposed changes to the case work processes are aligned with the requirements of the underpinning theory and will be appropriate to the given situations.
• An indication of the required changes to the given case work processes are aligned with and relevant to the preferred theoretical approach.

  Associated Assessment Criteria for Exit Level Outcome 3:

• The critique of the techniques used during the given group processes indicates all the defects in the given processes and recommends appropriate process changes, within the ambit of Social Auxiliary work, relevant to the underpinning theoretical principles.
• All relevant social work values and principles demonstrated during the given group process are correctly listed in line with the appropriate underpinning theoretical requirements and within the scope of practice for social auxiliary Work.
• All acts and omissions where the professional code of conduct for Social Aux were not adhered to are clearly and accurately identified and described.
• All areas of out of scope of practice of the Social Auxiliary worker as set out in the given group work cases are correctly identified and the potential consequences described.
• The generic group work processes are described indicating the key steps in each of the process elements and examples to illustrate the interrelationship between the various steps and elements are clearly stated relevant to the appropriate underpinning theory.

  Associated Assessment Criteria for Exit Level Outcome 4:

• The preferred approach to dealing with group work is aligned with the appropriate theory and the motivation for the use of the specific theory is aligned with the key features, benefits and principles of that theory relevant to the given information and according to the scope of practice for Social Auxiliary Work.
• The proposed changes to the group work processes are aligned with the requirements of the underpinning theory and will be appropriate to the given situations.
• An indication of the required changes to the given group work processes are aligned with and relevant to the preferred theoretical approach.

  Associated Assessment Criteria Exit Level Outcome 5:

• Questionnaires to assist in the collection of information are developed according to the requirements of given situational information, questionnaires meets the principles and standards for professional and objective data collection.
• Templates for community profiles contain all the required information and is valid relevant to the given situational information; (SWOT analysis).
• All priority issues, needs, and rights that must be addressed through community interventions are accurately identified relevant to the given situations.
• Processes and the steps that must be used to develop implementation plans for community development initiatives meet the requirements for effective project planning.
• Budgets for the delivery of the action plans are relevant, feasible and cost efficient.

  Associated Assessment Criteria for Exit Level Outcome 6:

• The use of all the three social services methods to deal with the different ranges of situations are described accurately and contain motivations for the reasons for selecting the specific methods.
• The various roles that a Social Auxiliary Worker must apply in the execution of their work is accurately listed and the descriptions are aligned with the relevant professional scope of work.
• All identified social service work is indicated and the descriptions of the roles cover the key theoretical elements of the roles.

  Integrated Assessment:
  Integrated formative assessment:
  The skills development provider will use the curriculum to guide them on the stipulated internal assessment criteria and weighting. They will also apply the scope of practical skills and applied knowledge as stipulated by the internal assessment criteria. This formative assessment leads to entrance into the integrated external summative assessment.

  Integrated summative assessment:
  An external integrated summative assessment, conducted through the relevant QCTO Assessment Quality Partner is required for the issuing of this qualification. The external integrated summative assessment will focus on the exit level outcomes and associated assessment criteria. 

Social and Human Service Assistants, particularly those without any post-secondary education, undergo a period of on-the-job training. Because such workers often are dealing with multiple clients from a wide variety of backgrounds, on-the-job training in case management helps them to respond to the different needs of their clients and to crises the clients sometimes undergo.

This training is provided by accredited learning institutions in the form of a course which consists of the following:

• Communication skills – Social and human service assistants talk with clients about the challenges in their lives and assist them in getting help. These workers must be able listen to their clients and to communicate their needs to organisations that can help.
• Compassion – Social and human service assistants often work with people who are in stressful and difficult situations. To develop strong relationships, they must have compassion and empathy for their clients.
• Interpersonal skills – Social and human service assistants must make their clients feel comfortable discussing sensitive issues. Assistants also need to build relationships with other service providers to help themselves learn about all of the resources that are available in their communities.
• Organisational skills – Social and human service assistants often must complete lots of paperwork and work with many different clients. They must be organized in order to ensure that the paperwork is filed properly and that clients are getting the help they need.
• Problem-solving skills – Assistants help clients find solutions to their problems. They must be able to listen carefully to their clients’ needs and offer multiple solutions.
• Time-management skills – Social and human service assistants often work with many clients. They must learn to manage their time effectively to ensure that their clients are getting the attention they need.

  All of the above mentioned aspects are covered in this qualification. The Occupational Certificate creates a much broader theoretical basis that will enable learners to obtain the required professional qualification for registration as Social Auxiliary Workers.

  The University of Otago in New Zealand offers a National Diploma in Social and Community Work which does show similarities with this qualification and it is pitched at a similar educational level. The contents cover the following topics:

• Families and Family Practice.
• Social Services.
• Community Dynamics.
• Organisational Change.
• Social Problems and Policies.
• Issues in Social Development.

  All of the above mentioned topics are covered in the Occupational Certificate. The New Zealand Diploma tends to be more academic in nature and does not include the same extent of work experience (work-based learning).

  Conclusion:
  The Occupational Certificate compares well with international qualifications and international practice. There are differences in terms of naming conventions and each country structures the qualifications to meet local dynamics and legislation. The Occupational certificate is on par with international requirements regarding professional practice. 

Vertical Articulation:
Diploma in Social Work, NQF Level 6 (ID 8151). 

The qualification is at NQF Level 5.
Additional legal or physical entry requirements:
Learners must meet the requirements for registration with the professional body as a candidate Social Auxiliary Worker.

Criteria for the accreditation of providers:
Accreditation of providers will be done against the criteria as reflected in the relevant curriculum on the QCTO website.
The curriculum title and code is: 341203000: Social Auxiliary Worker

This qualification encompasses the following trades as recorded on the NLRD:

• This is not a trade.

  Part Qualifications:

• None.