ca18290v1-18292v1-18294v1-18296v1-1.0 · web viewtitle: ca18290v1-18292v1-18294v1-18296v1-1.0...

Combined AssessmentNational Certificate in Social Service Work with Abuse, Neglect and Violence (Level 4)

Part 1: Theory unit standards

Unit Standards

18296: 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


18292: Describe selected aspects of knowledge for working with abuse, neglect, and violence


18294: Describe selected aspects of the impact of abuse, neglect, and violence on human development


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:

To demonstrate competency, you must be able to: Unit Outcome

Tasks

describe 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.

Combined Assessment – Social Service Work with Abuse, Neglect and Violence – Part 1 © Careerforce 2014 – Issue 1.0 – Published Apr 2014 2

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.

ResourcesThis 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.


TerminologyAbolition of Child Labour – International Labour Organisation Convention No.182 (1992) created a legal and practical obligation for ratifying States to address the worst forms of child labour. In ratifying Convention No. 182, New Zealand heralded its international commitment to the effective abolition of child labour.

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 of games is 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


http://en.wikipedia.org/wiki/United_States

http://en.wikipedia.org/wiki/New_York_Society_for_the_Prevention_of_Cruelty_to_Children

http://en.wikipedia.org/wiki/New_York_Society_for_the_Prevention_of_Cruelty_to_Children

http://en.wikipedia.org/wiki/Child_abuse

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.

Protection – (one of the 3 cultural principles) – protecting people from inequality in the health system by ensuring they have access to the services that meet their needs. It is also about safeguarding Maori cultural concepts, values and practices

Protocols – rules about how to behave in given situations

Psychological – referring to the mental and emotional state of a person

Purposes of social services supervision - Key purposes of professional social services supervision are focussed on the achievement of organisational, personal, and professional objectives; and may include but are not limited to – role clarity and responsibilities; quality of service to users of social services; critical reflection; review of social service worker's practice; personal and professional support, including stress management; resourcing the worker.

Relevant items for the contract for professional supervision include but are not limited to: expectations; function(s) of supervision; purpose(s) of supervision; form(s) of supervision; timing and frequency; confidentiality; staff appraisal issues; recording and reporting requirements; preparation requirements for supervision sessions; evaluation of the supervision contract; funding for supervision; conflict resolution.

Relevant personal, cultural, and professional issues may include but are not limited to: reviewing the supervisee's work with users of social services; ethical issues; reviewing written work; critical reflection; development of practice theory, methods, and models of practice; skills development; cultural practice; career and professional development; professional identity; accountabilities; personal awareness; empowerment; personal issues; conflict resolution; coping mechanisms; monitoring workload; morale; working relationships.

Self-management – taking responsibility for your own behaviour and well-being

Sexual – relating to the instincts, physiological process and activities connected with physical attraction or intimate contact between individuals


Siblings – children who have one or more parents in common, a brother or sister

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.

Spiritual – relating to or affecting the human spirit or soul as opposed to material or physical things

Structural issues - arise from the functioning of cultural, economic, gender, kinship, legal, political, and social structural arrangements in Aotearoa New Zealand. Structural issues may include but are not limited to: gender differences in the use of violence; gender differences in the experience of violence used against them; ideological bases for violence; patriarchal structures; power and control based on age, gender, class, culture, and race; impact of social policy on individuals, families and whānau; cultural and gender based perceptions and acceptance of violence as normal behaviour; modelling of violence as normal or acceptable behaviour through media and sport.

Structures - may include but are not limited to: cultural, economic, gender, kinship, legal, political, and social structures. Structures may include churches, media, and sports and recreational structures.

Survivors – is used as a generic term to denote people of both genders who have experienced abuse, neglect or violence. Survivors include children and young people, adults and elders.

Te tino Rangatiratanga –Sovereignty over all things Maori – granted in the Maori version of the Treaty of Waitangi

Tikanga – Maori customs and traditions

Transference - a phenomenon characterized by unconscious redirection of feelings from one person to another

Trauma – a deeply distressing or disturbing experience

Urbanisation - Before the Second World War, over 80% of Māori were living in rural areas, primarily within their own tribal districts. From the 1920s there had been a trickle of people moving to the cities, but that was largely checked by the economic depression of the 1930s. Today, 84% of Māori live in urban areas. Most are in the main metropolitan centres: a quarter live in the region of Auckland, New Zealand’s largest city. Many continue to associate with their tribes ‘back home’. However, in 2001, one in five Māori did not know their tribal affiliation, and many have come to regard themselves as ‘urban Māori’. http://www.teara.govt.nz/en/urban-maori/page-1

Victim safety as a limit on confidentiality and privacy – ensuring the safety of victims is prioritised over issues related to privacy

Victimisation – exploitation; being treated unfairly


http://www.teara.govt.nz/en/urban-maori/page-1

Resources and references Age Concern. Elder abuse and neglect.

http://www.ageconcern.org.nz/safety/elder-abuse/elder-abuse-and-neglect-prevention-service

Aotearoa New Zealand Association of Social Workers. (2012). ANZAS Supervision Policy. http://anzasw.org.nz/documents/0000/0000/0548/ANZASW__Supervision_Policy.pdf

Aotearoa New Zealand Association of Social Workers. (2013). Summary of the Code of Ethics.http://anzasw.org.nz/social_work_practice/topics/show/158-summary-of-the-code-of-ethics

Aotearoa New Zealand Association of Social Workers. Chapter 3: The Code of Ethics of ANZASW.http://anzasw.org.nz/documents/0000/0000/0664/Chapter_3_Code_of_Ethics_Summary.pdf

Beddoe, L and Davys, A. (Ed.) (2010). Supervision Conference 2010: Common Threads Different Patterns. The University of Auckland: Faculty of Education.http://www.education.auckland.ac.nz/webdav/site/education/shared/about/schools/chsswk/docs/2010-Supervision-Conference-Proceedings.pdf

Cargo, T. & Cram, F. of the International Research Institute for Maori and Indigenous Education; Dixon, R., Widdowson, D., Adair, V. & Jackson, S. of the Centre for Child and Family Policy Research, The University of Auckland. (2002). Evaluation of Programmes for Children under the Domestic Violence Act 1995. Wellington: Ministry of Justice.http://www.justice.govt.nz/publications/publications-archived/2002/evaluation-of-programmes-for-children-under-the-domestic-violence-act-1995-released-april-2002

Child Matters. Educating to prevent child abuse.http://www.childmatters.org.nz/

Child, Youth and Family. (2013). Dangerous dynamics: The impact of violence on practice.http://www.practicecentre.cyf.govt.nz/policy/professional-supervision/key-information/dangerous-dynamics-the-impact-of-violence-on-practice.html

Cram, F., Pihama, L., Jenkins, K. and Karehana, M. of The International Research Institute for Maori and Indigenous Education, The University of Auckland. (2002). Evaluation of Programmes for Maori Adult Protected Persons Under the Domestic Violence Act 1995. Wellington: Ministry of Justice.http://www.justice.govt.nz/publications/publications-archived/2002/evaluation-of-programmes-for-maori-adult-protected-persons-under-the-domestic-violence-act-1995-june-2002

Department of Social Welfare. (2001). Puao-Te-Ata-Tu (day break); The report of the Ministerial Advisory Committee on a Maori perspective for the Department of Social Welfare. Wellington: Department of Social Welfare.http://www.msd.govt.nz/documents/about-msd-and-our-work/publications-resources/archive/1988-puaoteatatu.pdf

Drewery, W & Bird, L. (2003) Human Development is Aotearoa: A journey through life. Europe: McGraw Hill Higher Education (recommended reading available through libraries)

Family & Community Services. Family Services Directory.https://www.familyservices.govt.nz/directory/

Family & Community Services. Nga Vaka o Kāiga Tapu: The Pacific Conceptual Framework.http://www.familyservices.govt.nz/working-with-us/programmes-services/whanau-ora/pasefika-proud/pacific-cultural-frameworks.html

Kay, B. (2012). Professional Supervision. Social Work Now – The Practice Journal of Child, Youth and Family, 50, 10-13.http://www.cyf.govt.nz/documents/about-us/publications/social-work-now/swn50june12.pdf


McMaster, K. and Wells, A. (Ed.) (2003). Innovative ways of dealing with family violence. Wellington: Steele Roberts Ltd. http://www.hma.co.nz/Files/Preface-and-intro.pdf

Ministry of Health. (2002). Family Violence Intervention Guidelines: Child and Partner Abuse. http://www.health.govt.nz/publication/family-violence-intervention-guidelines-child-and-partner-abuse

Ministry of Health. (2007). Family Violence Intervention Guidelines: Elder Abuse and Neglect. http://www.health.govt.nz/publication/family-violence-intervention-guidelines-elder-abuse-and-neglect

Ministry of Justice. Family Justice. http://www.justice.govt.nz/courts/family-court/publications/pamphlets/domestic-violence-information-on-protection-orders

Morrell, M. (2008). Supervision Contract Revisited – Towards a negotiated agreement. Aotearoa New Zealand Social Work Review, (1), 22-31. https://dl.dropboxusercontent.com/u/86058325/Margaret's%20articles/Supervision%20Contracts%20revisited.pdf

Museum of New Zealand. Te Tiriti ō Waitangi: The Treaty of Waitangi.http://www.treaty2u.govt.nz/the-treaty-up-close/treaty-of-waitangi/

New Zealand Family Violence Clearinghouse.http://www.nzfvc.org.nz/

New Zealand Family Violence Clearinghouse. (2001). An Interagency Guide to Breaking the Cycle: Let’s stop child abuse together.http://www.nzfvc.org.nz/sites/nzfvc.org.nz/files/lets-stop-child-abuse-together.pdf

New Zealand Government. Are You OK? - The Campaign for Action on Family Violence.http://www.areyouok.org.nz/

NZS 8006:2006 Screening, Risk assessment and Intervention for Family Violence including Child abuse and neglect.https://www.police.govt.nz/resources/2006/nzs-8006-2006/nzs-8006-2006.pdf

O’Donoghue, K. (2010). Social Work Supervision in Aotearoa: The state of the art and future directions. Supervision conference 2010.http://www.slideshare.net/kieranodnz/social-work-supervision-in-aotearoa-new-zealand

Perkins, ‘U. (2007). Pono and the Koru: Toward indigenous theory in Pacific Island literature. Hulili: Multidisciplinary Research on Hawaiian Well-Being, 4 (1), 59-89.http://www.ksbe.edu/spi/Hulili/Hulili_vol_4/3_Pono_and_the_Koru.pdf

Rogoff, B. (2003). The Culture and Nature of Human Development. Auckland: Oxford University Press.http://books.google.co.nz/books?hl=en&lr=&id=3D403RTZIicC&oi=fnd&pg=PR9&dq=human+development+elders&ots=aMkwoI63dr&sig=UsgJkEktDZfrxJQf4CTCg6hOTHE#v=onepage&q=human%20development%20elders&f=false

Second Māori Taskforce on Whānau Violence. (2004). Transforming Whānau Violence – Māori Conceptual Framework.http://www.nzfvc.org.nz/sites/nzfvc.org.nz/files/transforming_whanau_violence.pdf

Simply Psychology. http://www.simplypsychology.orgSearch for theorists by name.


Tangaere, A.R., (1996), Māori human development learning theory. He paepae Kōrero : Research perspectives in Maori education, 46-59. http://moodle.unitec.ac.nz/file.php/950/Day_8_infancy/Maori_resources/Maori_learning_Development_Mai_i_Rangiatea_chapter_4.pdf

Te Puni Kōkiri, Ministry of Māori Development. Our publications.http://www.tpk.govt.nz/en/in-print/our-publications/publications/

The Risk Management Project, Child, Youth and Family. (2001). Recognition of child abuse and neglect: Tirohanga tukino tamariki. Wellington: Department of Child, Youth and Family Services.http://www.practicecentre.cyf.govt.nz/documents/knowledge-base-practice-frameworks/care-and-protection/pf-cp-resource-recognition-of-child-abuse-and-neglect.pdf

Relevant legislation, Acts and Government agencies Care of Children Act 2004 Children, Young Persons and Their Families Act 1989 Crimes Act 1961 Domestic Violence Act 1995 Domestic Violence (Programmes) Regulations 1996 Guardianship Act 1968 Health Act 1956 Sections 22B and 22C Human Rights Act 1993 sections 61 – 69 Official Information Act 1982 Privacy Act 1993 Privacy Commissioner Summary Proceedings Act 1957 Victims of Offences Act 1987 Victims’ Rights Act 2002

New Zealand legislation can be viewed at: www.legislation.govt.nz or www.legislation.knowledge-basket.co.nz


http://www.legislation.govt.nz/act/public/2002/0039/latest/DLM157813.html?src=qs

http://www.privacy.org.nz/

http://www.legislation.govt.nz/act/public/1993/0028/latest/DLM296639.html




http://legislation.knowledge-basket.co.nz/gpacts/reprint/text/1968/an/063.html

http://www.legislation.govt.nz/regulation/public/1996/0150/latest/DLM213781.html?src=qs

http://www.legislation.govt.nz/act/public/1995/0086/latest/DLM371926.html?search=qs_act@bill@regulation@deemedreg_Domestic+Violence+Act+1995_resel_25_h&p=1&sr=1



http://www.legislation.govt.nz/act/public/2004/0090/latest/DLM317233.html?search=qs_act@bill@regulation@deemedreg_children_resel_25_h&p=1&sr=1

18296: Describe aspects of safe practice in social service work with abuse, neglect, and violenceVersion: 1 Level: 4 Credits: 3

Definitions:For definitions please refer to the list on previous pages.

Task 1: Your experience and understanding of abuse, neglect and violenceThe questions in Task 1 refer to your own experiences, attributes, values and beliefs related to abuse, neglect and violence.

“When we know what we most fear, we know what we most care about.” Patti Digh, Creative Is a Verb: If You're Alive, You're Creative

A Discuss the following attributes and how they relate to you in your role dealing with abuse, neglect and violence. Write a paragraph for each. Your ability to form relationships Your ability to be assertive Your body language Your culture Your strategies for dealing with anger and frustration Your own self-management


B Discuss how you feel about the following values and beliefs and how this supports you in your role dealing with abuse, neglect and violence. Write a paragraph for each. Non-collusion with abuse, neglect and violence The paramount rights’ of victims and potential victims Unacceptability of abuse, neglect and violence The autonomy of cultures to deal with abuse, neglect and violence Victim safety as a limit on confidentiality and privacy

Assessor comments (for assessor use only):

Task 1 result: Achieved More evidence required


Task 2: Organisational policies related to abuse, neglect and violenceThe questions in Task 2 relate to the policies and services related to abuse, neglect and violence offered by the organisation you work or volunteer for.

A Describe the services related to abuse, neglect and violence offered by your organisation (if you are not currently employed in an organisation which deals with abuse, neglect and violence then you can write about an agency you have knowledge of, in consultation with your assessor).


B What are your organisation’s protocols for reporting abuse, neglect and violence?




Task 3: Principles for safe practiceWith advice from a senior colleague who is experienced in dealing with neglect, abuse and violence, or with reference to one or more of the following resources, answer the questions for Task 3.

Resources Child, Youth and Family. (2001) An Interagency Guide to Breaking the Cycle - let’s stop child abuse

together. Wellington: Child, Youth and Family. Retrieved from www.nzfvc.org.nz/sites/nzfvc.org.nz/files/lets-stop-child-abuse-together.pdf

The Risk Management Project, Department of Children, Youth and Families Services. (1997). Recognition of child abuse and neglect: Wellington: Department of Children, Youth and Families Services. Retrieved from www.practicecentre.cyf.govt.nz/documents/knowledge-base-practice-frameworks/care-and-protection/pf-cp-resource-recognition-of-child-abuse-and-neglect.pdf

Family Court of New Zealand. (2014.) Domestic Violence and the law. Retrieved from www.justice.govt.nz/courts/family-court/publications/pamphlets/domestic-violence-information-on-protection-orders

Cargo, T & Cram, F of the International Research Institute for Māori and Indigenous Education, Dixon, R; Widdowson, D; Adair, V & Jackson, S of the Centre for Child and Family Policy Research The University of Auckland (2002). Evaluation of Programmes for Children under the Domestic Violence Act 1995. Wellington: Ministry of Justice. Retrieved from www.justice.govt.nz/publications/publications-archived/2002/evaluation-of-programmes-for-children-under-the-domestic-violence-act-1995-released-april-2002

Cram, F; Pihama, L; Jenkins, K & Karehana M of The International Research Institute for Māori and Indigenous Education The University of Auckland. (2002). Evaluation of Programmes for Māori Adult Protected Persons Under the Domestic Violence Act 1995. Wellington: Ministry of Justice. Retrieved from www.justice.govt.nz/publications/publications-archived/2002/evaluation-of-programmes-for-Maori-adult-protected-persons-under-the-domestic-violence-act-1995-june-2002

Age Concern. (2013). Elder Abuse and Neglect. Retrieved from www.ageconcern.org.nz/safety/elder-abuse/elder-abuse-and-neglect-prevention-service

Aotearoa New Zealand Association of Social Workers. (2013). Chapter 3 The Code of Ethics of ANZASW. Christchurch: Aotearoa New Zealand Association of Social Workers. Retrieved from www.anzasw.org.nz/documents/0000/0000/0664/Chapter_3_Code_of_Ethics_Summary.pdf


A What are the principles of safe practice in social service work with neglect, abuse and violence? You can use the resources listed or discuss with a suitably experienced and qualified colleague.


B Describe these principles from the perspective of one culture (identify which culture you have chosen).


C Based on a Code of Ethics of an agency within Social Services, describe how ethical practice relates to safe practice in social service work with abuse, neglect and violence in a general sense.




18290: Describe selected structural issues related to abuse, neglect, and violenceVersion: 1 Level: 4 Credits: 6

Task 4: Structural issues related to abuse, neglect and violence from a historical perspective and a contemporary perspectiveThe questions in Task 4 relate to structural issues in a historical and contemporary context. Choose to answer from either a Māori perspective or from the perspective of one other culture. If you choose a culture other than Māori, you can include structures from the country of origin of that culture.

What is the culture you have chosen?

Definitions: Structures may include but are not limited to: cultural, economic, gender, kinship, legal, political, and social structures. Structures may include churches, media, and sports and recreational structures. Structural issues arise from the functioning of cultural, economic, gender, kinship, legal, political, and social structural arrangements in Aotearoa New Zealand. Structural issues may include but are not limited to: gender differences in the use of violence; gender differences in the experience of violence used against them; ideological bases for violence; patriarchal structures; power and control based on age, gender, class, culture, and race; impact of social policy on individuals, families and whānau; cultural and gender based perceptions and acceptance of violence as normal behaviour; modelling of violence as normal or acceptable behaviour through media and sport. For other definitions refer to the terminology list at the beginning of the document.

A Describe the cultural perspective on abuse, neglect and violence from a historical and contemporary perspective

Historical perspective

Contemporary perspective


B Choose one structure and explain how it modelled and supported abuse, neglect and violence. What is the contemporary perspective?



C Write about all of the following power relationships and explain how they historically modelled and supported abuse, neglect and violence. What is the contemporary perspective?

Power relationships

Historical perspective Contemporary perspective

Hierarchical

Patriarchal


Power relationships based on:

Historical perspective Contemporary perspective

Age

Gender

Class

Culture

Sexual orientation

Race


D Describe the impact of relevant historical and contemporary structures on power and control within the following interpersonal relationships:

Marital relationship



Intergenerational family/whānau relationships




E Describe how three of the following power and control mechanisms were used historically and how they are used now in kinship (family) relationships:

Economic abuse Emotional abuse Isolation Intimidation Legal (historical laws which supported power

and control)

Male privilege Mental abuse Ownership Physical abuse Sexual abuse Threats

Power and control mechanism 1:










F From a historical and contemporary perspective, describe how power and control were/are used in three of the following contexts?

Economic Homophobia Political Racism

Rape by strangers Rape within warfare Sexism

Context 1:




Context 2:



Context 3:




G Below are some significant legal and social changes which have impacted on how abuse, neglect and violence are identified. Choose three of the following and outline their significance from a historical and contemporary perspective. Please use the terminology list at the start of this document as a starting point for your research.

Abolition of child labour Legislative changes Mary Ellen case Migration

Puao te Ata Tu (see resource guide) United Nations Declarations and Conventions Urbanisation

Legal and social change 1:







18292: Describe selected aspects of knowledge for working with abuse, neglect, and violenceVersion: 1 Level: 4 Credits: 6

Task 5: Theoretical and practical issuesThe questions in Task 5 relate to theoretical and practice issues related to abuse, neglect and violence. Resources (and links) are listed in the resource document.

Definitions: 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. Survivors is used as a generic term to denote people of both genders who have experienced abuse, neglect or violence. Survivors include children and young people, adults and elders. For other definitions refer to the terminology list at the start of the document.

A Consider the definition of abuse, neglect and violence above and describe the range of violent and controlling behaviour this might refer to.


B Give definitions for the following terms associated with abuse, neglect and violence:

Abuse

Anger

Control

Power

Neglect

Rape

Violence


C Consider all the following factors and describe how they can cause and/or contribute to abuse, neglect and violence. Give an example if it will help with the description.

Alcohol and drug issues

Anger

Frustration

Power and control issue

Learned behaviour


Cultural learning

Stress

Mental health

Physical health

Gender issues


D From your own cultural perspective, consider the consequences of abuse, neglect and violence on the people affected by it. Choose two of the following groups and explain how four of the consequences impact on them.

Write about how four of the consequences (in the second column) might impact on children and one other group from the list below.

You can choose difference consequences for different groups.

Groups Parents Siblings Partner Family/whānau Peers Survivors

Consequences (choose four for each group) Cultural Emotional Inter-generational Intra-familial Physical Psychological Sexual Spiritual Victimisation Trauma


E Explain the needs of survivors of abuse, neglect and violence in terms of: safety requirements. Also explain two other needs of survivors from the following: cultural. gender. emotional. psychological. spiritual.


F There are many myths related to abuse, neglect and violence. Identify three myths and explain why they are wrong.

The following web sites will help you but you can also do your own research. www.whiteribbon.org.nz/act/get-help/nine-common-myths-and-misconceptions/ www.childmatters.org.nz/58/learn-about-child-abuse/myths-and-realities www.helpguide.org/mental/child_abuse_physical_emotional_sexual_neglect.htm


G Describe cultural principles for social service work for abuse, neglect and violence from a Māori perspective and from the perspective of one other culture.




Task 6: Recognising abuseThe questions in Task 6 relate to the recognition of abuse, neglect and violence.

A Describe signs of abuse, neglect and violence you might observe in the following age groups. Children Young people Adults EldersConsider one or all of the following signs: behavioural, developmental, economic, physical, disclosures, verbal, family or situational.


B Describe ways of recognising abuse, neglect and violence from a Māori perspective and from the perspective of one other culture.




Task 7: Legislation and social servicesThe questions in Task 7 relate to legislation and social services related to abuse, neglect and violence. Resources (and links) are listed in the front of this document.

Definitions: Legislation that defines abuse, neglect, and violence - may include but is not limited to the: Care of Children Act 2004 Crimes Act 1961 Domestic Violence Act 1995 Domestic Violence (Programmes) Regulations 1996 Human Rights Act 1993 sections 61 - 69 Victims of Offences Act 1987 Knowledge is required of the provisions of these statutes relating to abuse, neglect, and violence. Legislation may be viewed at www.legisltation.govt.nz or www.legislation.knowledge-basket.co.nz

A Search the legislation listed above and describe the following as they relate to abuse, neglect and violence: legal definitions. legal sanctions. protection.Please note that not all of the legislation listed above will refer to all of the requirements.


B What are the definitions in the Crimes Act 1961 related to incest (section 130), sexual violation (section 128) and common assault (section 196)?


C Describe privacy and confidentiality issues related to abuse, neglect and violence from your reading of the legislation, ethical practice and organisational guidelines.


D Describe the legislative provision in the Children, Young Persons and Their Families Act 1989 for the reporting of suspected abuse.


E Of the following providers, give contact details of one provider in your area who responds to abuse, neglect and violence for each age group listed in the table below. List the relevant services they provide.

ACC Barnadoes Child Youth and Family Domestic Violence Act providers Family Court Family Start Health services Iwi/Mᾱori social services Legal services Open Home Foundation Pacific Island community groups Parentline

Police Rape Crisis Relationship Services Social workers in schools Stopping violence services To Korowai Aroha Aotearoa Victim support WINZ Women’s refuge Age Concern Others (specify)

Group Contact details of provider from list above. One for each group.

Services they provide relevant to abuse, neglect and violence

Children

Young people

Adults

Elders




18294: Describe selected aspects of the impact of abuse, neglect, and violence on human developmentVersion: 1 Level: 4 Credits: 3

This part of the assessment considers the impact of abuse, neglect and violence on the development of people with reference to the human development theories of either Māori or one other culture.

Task 8: Developmental impacts of abuse, neglect and violenceIn this task you will describe the developmental impact of abuse, neglect and violence on different age groups. You will need to choose between considering developmental theory from a Māori perspective, or from

the perspective of one other culture. Answer all of the questions from the perspective you choose. The impacts you describe could relate to family or whānau; mental; physical; spiritual; achievement of

developmental stages; lack of attachment; and trauma. Use the resources listed below and cite the ones you use and the theory you are quoting for instance

(Piaget).

Definitions: 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 is used as a term to refer to the person seeking award of credit in this unit standard. 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. Survivors is used as a generic term to denote people of both genders who have experienced abuse, neglect or violence. Survivors include children and young people, adults and elders. For other definitions refer to the accompanying resource

Resources Drewery, W & Bird, L. (2003) Human Development is Aotearoa: A journey through life. Europe: McGraw

Hill Higher Education (recommended reading available through libraries) Royal Tangaere, A. (Undated). Māori Human Development Learning Theory. Retrieved from

http://moodle.unitec.ac.nz/file.php/950/Day_8_infancy/Mᾱori_resources/Mᾱori_learning_Development_Mai_i_Rangiatea_chapter_4.pdf

Simply Psychology. (2014). Jean Piaget. Retrieved from www.simplypsychology.org/piaget.html Simply Psychology. (2014). Erik Erikson. Retrieved from www.simplypsychology.org/Erik-Erikson.html Simply Psychology. (2014). Lawrence Kohlberg. Retrieved from www.simplypsychology.org/kohlberg. html Simply Psychology. (2014). Abraham Maslow. Retrieved from www.simplypsychology.org/maslow.html Perkins, U. (2007). Pono and the Koru: Toward indigenous theory in Pacific Island literature. Hulili, 4 (1),

59-89. Retrieved from http://www.ksbe.edu/spi/Hulili/Hulili_vol_4/3_Pono_and_the_Koru.pdf Rogoff, B. (2003). The Culture and Nature of Human Development. Oxford: Oxford University Press.

Retrieved from http://books.google.co.nz/books?hl=en&lr=&id=3D403RTZIicC&oi=fnd&pg=PR9&dq= human+development+elders&ots=aMkwoI63dr&sig=UsgJkEktDZfrxJQf4CTCg6hOTHE#v=onepage&q=human%20development%20elders&f=false

These resources will help you in answering the questions, but you will probably need to do further research.


A Describe the developmental impact of abuse, neglect and violence on children.


B Describe the developmental impact of abuse, neglect and violence on young people.


C Describe the developmental impact of abuse, neglect and violence on adults.


D Describe the developmental impact of abuse, neglect and violence on elders.




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FeedbackCareerforce regularly reviews our assessment and learning resources. As a user, we would appreciate feedback on how you found it. Feedback can be provided to Careerforce via our online feedback form at www.careerforce.org.nz/contact/resource-assessment-feedback or if you would prefer, send us an email to [email protected]


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Assessment results (assessor to complete)

Trainee information

Trainee name:

Trainee NSN:

Trainee organisation:

18290: Describe selected structural issues related to abuse, neglect, and violence


Assessment result Achieved More evidence required Date:

Reassessment result Achieved More evidence required Date:

18292: Describe selected aspects of knowledge for working with abuse, neglect, and violence




18294: Describe selected aspects of the impact of abuse, neglect, and violence on human development




18296: Describe aspects of safe practice in social service work with abuse, neglect, and violence




Feedback to the trainee:

The requirements have been met to demonstrate competency in these unit standards.

Assessor name:


Assessor number: Date:


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