The Thogomelo Project CP Learner Manual

The Thogomelo Project The Thogomelo Project

LEARNER MANUAL Child protection skills development programme for supervisors of community caregivers (and other child-caring occupations)

LEARNER MANUAL

Introduction The Thogomelo Project The Thogomelo Project is supported by the United States Agency for International Development (USAID) in collaboration with South Africa’s Department of Social Development (DSD). The project is implemented by a consortium consisting of PATH (Programme for Appropriate Technology in Health), Health and Development Africa (HDA) and the International HIV/AIDS Alliance (IHAA).

The Thogomelo Project aims to improve the care of vulnerable children through enhancing the psychosocial wellbeing and child protection knowledge and skills of their caregivers. To this end the project has developed three accredited skills development programmes (SDPs) registered with the Health and Welfare Sector Education and Training Authority (HWSETA) and delivered nationally by accredited provincial training service providers.

The three programmes are: • The Thogomelo Psychosocial Support SDP for community caregivers (containing two modules on child protection skills, given that responding to child abuse, neglect and exploitation is a source of psychosocial stress in itself).

• The Thogomelo Child Protection SDP for supervisors of community caregivers.

• The Thogomelo Psychosocial Support SDP for supervisors of community caregivers.

The two curricula directed at supervisors aim to increase the institutional sustainability of the curricula and ensure that learners are supported and engage in ongoing service learning after completing the training.

The curricula support the career-pathing of learners towards an occupationallybased qualification in child and youth care work or social auxiliary work. Learners who have completed the Thogomelo Psychosocial SDP for Community Caregivers may progress to one of the two supervisors SDPs if they meet the selection criteria.

However, existing supervisors may enrol for either of these SDPs directly.

In addition to curriculum development, the Thogomelo Project has developed a Good Practice series to capture lessons learnt during implementation of the training.

The Thogomelo SDPs will be run under the auspices of the consortium for the duration of the project’s five-year lifespan from 1 October 2008 to 30 September 2013. Thereafter, the curriculum will be handed over to the Department of Social Development for scale up.

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Introduction

The Thogomelo Child Protection Skills Development Programme The Thogomelo Child Protection Skills Development Programme aims to increase the capacity of supervisors, coordinators and team leaders in community caregiver organisations to act as child protection resource people within their communities.

This will be done in order to strengthen the response to child protection issues and to support individual community caregivers to do the same. The expectation is that these community caregivers are based or affiliated to community-based, faith-based or non-governmental organisations, and are working with children, families and households and providing direct services to vulnerable children.

The purpose of this skills development programme is to build the skills, knowledge and practice of coordinators and supervisors who are in direct contact with community caregivers who engage and respond to children and families. In addition, the purpose is to build the skills of these learners to become child protection resource people – what we call child champions – in their communities.

The potential role of these child champions is to: • Help children access their rights and to help uphold these rights; • Strengthen and build their organisational responses to protecting children and respond to CANE; • Strengthen the networks to provide an effective and efficient child protection response for children in their communities; • Motivate people to address child protection issues in their community; • Encourage and work effectively in a multi-sectoral response – this includes working with the police, social workers, courts and other stakeholders that provide services to children; • Work towards creating a safer environment for children to prevent child protection violations occurring; and • Help evaluate the impact of child protection services in the community.

capacity

affiliated

the ability to do something

officially supporting or connected to an organisation

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Introduction

Due to the nature of their work, child champions need to be able to care for their own psychosocial wellbeing to prevent stress, burnout and depression. In addition, they also have a role building the skills of those they supervise or work with to protect children. They also need to take care of themselves. Consequently, the following core themes are woven throughout this skills development programme: • taking care of yourself and your own psychosocial wellbeing; • leading and working in a team; and • supervising other community caregivers.

The Children’s Act 38 of 2005 was promulgated in April 2010. This legal framework is the basis for the content and scope of this skills development programme. It is important to recognise the work that is being done by government to implement the Act, and strengthen their services in communities across all provinces.

Despite legislative reform and efforts by government and civil society to protect children, the South African child protection system faces many challenges. Some of these are to do with a shortage of staff in all occupational categories associated with the Children’s Act, high staff turnover and a lack of specially trained staff, particularly in under-resourced rural areas. Communities face many challenges in protecting children, and this training programme aims to develop the knowledge, skills and practice of community caregivers to respond to these issues.

Because many aspects of the child protection systems and processes may not be functioning optimally, it is essential that the learning programme provides community caregivers and their supervisors with the necessary skills to adapt their responses to overcome the challenges they face. Problem-solving and advocacy are core competencies the Skills Development Programme (SDP) addresses in order to develop learners.

promulgated

optimally

made an idea or belief known to as many people as possible

in the best or most suitable way

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How to use this Learner Manual

At the end of the Thogomelo Child Protection Skills Development Programme, learners will be expected to meet the following exit level outcomes: • Demonstrate an understanding of children in need of care and support, child protection and child victimisation in South Africa.

• Identify, define and explain child abuse, neglect and exploitation and its impact on children.

• Demonstrate (based on policies, procedures and legislation), how to respond and provide support to a child who has been abused, neglected or exploited.

• Identify intervention services to support children who have been victims of abuse and neglect or who are in need of care and support.

• Establish and maintain strategic partnerships and referral systems to enhance responses to child protection, and to work inter-sectorally.

• Design and facilitate ways in which community caregivers can contribute towards creating a caring environment for vulnerable children through planning, co-ordinating and implementing child protection programmes.

• Demonstrate knowledge, understanding and skills of psychosocial wellbeing for self, for supporting community caregivers and to build a caring team of community caregivers.

• Participate in public education and advocacy campaigns in the community.

• Demonstrate an ability to solve problems, write reports and communicate in different contexts within the scope of community caregiving.

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Accreditation of this learning programme to Unit Standards The Thogomelo Child Protection Skills Development Programme for supervisors of community caregivers is aligned to various Unit Standards. At the end of the learning programme, learners will be expected to meet the specific outcomes and assessment criteria of each of the Unit Standards listed below:

ard d n Sta r: t i Un mbe nu 081 120

Title of Unit Standard: Provide support to child victims of abuse, neglect and exploitation

Specific outcome 1 Contextualise child victimisation within victim empowerment in South Africa • The complexity and the socio-historical context of violence in South Africa and its consequences for children are explained with examples. (AC 1.1) • The nature and extent of victimisation and exploitation affecting children in South Africa is described and its impact explained using relevant examples.

(AC 1.2) • The impact and consequences of HIV/AIDS in relation to child victimisation in South African communities are explained using appropriate case studies. (AC 1.3) • A situational analysis of current interventions in South Africa to prevent, reduce and address child victimisation in South African communities is explained using appropriate case studies. (AC 1.4)

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Accreditation of this learning programme to Unit Standards

Specific outcome 2 Interpret and apply relevant legislation, policies and procedures in respect of child abuse, neglect and exploitation • South African legislation, policies and procedures with regard to child abuse, neglect and exploitation are explained in accordance with relevant national and international instruments. (AC 2.1) • Relevant departmental and organisational policies with regard to dealing with child and youth violence are identified and key provisions explained with examples. (AC 2.2) • Legal and civil remedies and procedures available to victims of child abuse, neglect and exploitation are described with examples. (AC 2.3) • The effectiveness of the implementation of current legislative provisions in addressing child victimisation is evaluated and discussed using case studies.

(AC 2.4)

Specific outcome 3 Plan, co-ordinate and implement child violence programmes • A needs assessment for addressing child victimisation in a specific community is developed according to organisational procedures. (AC 3.1) • An appropriate inter-sectoral plan with key performance indicators for addressing child victimisation in a specific community is developed as per organisational policy. (AC 3.2) • A memorandum of understanding, with relevant role-players, that clearly outlines different roles and responsibilities with regard to addressing child violence in a specific community is developed according to organisational policies and procedures. (AC 3.3) • Appropriate local, provincial and national structures for addressing child victimisation are identified and described with examples. (AC 3.4) • Tools / mechanisms to monitor and evaluate the quality and effectiveness of inter-sectoral service delivery are identified and developed in accordance with organisational procedures. (AC 3.5) • Regular progress reports are submitted to the respective manager according to organisational requirements. (AC 3.6)

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Provide support services to child victims of abuse, neglect and exploitation • The developmental stages of children are explained with examples. (AC 4.1) • Physical and emotional / psychological consequences of abuse and neglect on children are explained with examples. (AC 4.2) • The different levels and types of support required by victims of child violence are described in accordance with the organisational resources, policies and procedures. (AC 4.3) • Appropriate interviewing skills are described to assess victims’ needs and obtain relevant information for support and referral according to organisational guidelines or code of conduct. (AC 4.4) • Victims of child abuse and neglect are assisted according to organisational guidelines or code of conduct. (AC 4.5) • A comprehensive intake report is compiled to determine victims’ needs and referral options in accordance with organisational policy. (AC 4.6)

Specific outcome 5 Explain preventative strategies in child and youth violence, including working with perpetrators • Preventative strategies in the context of child and youth violence are defined and described in line with the National Policy Framework and Strategic Plan for the prevention and management of child abuse, neglect and exploitation. (AC 5.1) • Different prevention programmes relevant to child and youth violence are identified and briefly described in terms of their focus and objectives using case studies. (AC 5.2) • The rationale and philosophy of working with perpetrators of child and youth violence is explained in accordance with appropriate national and international instruments. (AC 5.3) • Relevant legislation and conditions governing referrals to programmes for perpetrators of child and youth violence is explained in accordance with relevant national and international instruments. (AC 5.4)

Accreditation of this learning programme to Unit Standards

Specific outcome 4

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Accreditation of this learning programme to Unit Standards

rd a d n Sta r: t i Un mbe nu 722 119

Title of Unit Standard: Identify intervention services and provide support to children and youth victims of abuse and neglect

Specific outcome 1 Understand the social context within which child and youth victimisation takes place • The terms “child” and “youth” are defined as accepted in the victim empowerment sector. (AC 1.1) • Child and youth victimisation is defined according to the South African Child Justice Bill, 42 (2002) and the Child Care Act 74 (1980). (AC 1.2) • The extent, nature and dynamics of child and youth victimisation in South Africa are described with examples. (AC 1.3) • The cycles of victimisation as experienced by children and youth are explained with examples. (AC 1.4)

Specific outcome 2 Define and describe child abuse and neglect in the South African context • Child abuse is defined according to South African legislation. (AC 2.1) • Different categories of child and youth abuse and neglect are identified with examples. (AC 2.1) • Risk factors of child abuse and neglect are described with examples. (AC 2.3) • Signs and symptoms of child abuse and neglect are listed using case studies.

(AC 2.4) • The link between child abuse and HIV/AIDS is described in the South African context. (AC 2.5) • Physical, emotional and psychological impact of abuse of children and youth is explained in the South African context. (AC 2.6)

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Identify and describe South African legislation and policies on child abuse and neglect • South African laws and policies on child abuse and neglect are briefly outlined within a national and international context. (AC 3.1) • The responsibilities of service providers to provide the appropriate services to child abuse victims are explained as outlined in the South African Victims’ Charter. (AC 3.2) • The role of the organisation / department is described in relation to other relevant stakeholders as outlined in the victim empowerment organisational guidelines and policies. (AC 3.3) • Appropriate channels for referrals in the local community are identified using case studies. (AC 3.4) • Processes and procedures to secure feedback on referred cases are described according to organisational policies. (AC 3.5)

Specific outcome 4 Provide early intervention services to victims of child abuse and neglect • Services required by child / youth victims of abuse and neglect are identified as per organisational processes and procedures. (AC 4.1) • The legal responsibility of individuals, members of the community and the service providers to report child abuse is described according to relevant legislation. (AC 4.2) • The role of educators in identifying the appropriate intervention for child abuse and neglect is explained in relation to specific cases. (AC 4.3) • The needs of the victim in a situation of suspected abuse, neglect or violence are identified with examples. (AC 4.4) • The impact of one’s beliefs, values and attitudes in response to incidents of abuse or suspected abuse and neglect is explained using case studies. (AC 4.5) • Disclosure and referral to professional service providers is conducted according to organisational procedures. (AC 4.6)

Accreditation of this learning programme to Unit Standards

Specific outcome 3

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Accreditation of this learning programme to Unit Standards

rd a d tan : S t Uni mber nu 725 119

Title of Unit Standard: Provide support to victims of sexual offences

Specific outcome 1 Understand the historical context in which sexual offences occur in South Africa • The socio-historical context of violence in South Africa is explained with examples. (AC 1.1) • The nature and extent of sexual offences, in relation to the cycles of violence is described with examples. (AC 1.2) • The impact / effects of sexual offences on victims (men and women), their families and communities are outlined using case studies. (AC 1.3) • The link between HIV/AIDS and sexual offences is explained with examples.

(AC 1.4) • Customary and religious practices that violate the rights of victims as sexual offences are explored. (AC 1.5) • The public strategies, beliefs and attitudinal responses surrounding sexuality and sexual offences are described with examples. (AC 1.6)

Specific outcome 2 Define the different offences which may be categorised as “sexual offences” • The term “sexual offence” is defined according to relevant legislation and policy.

(AC 2.1) • The different forms of sexual offences in South Africa are described according to relevant legislation and policy. (AC 2.1) • The relevant legislation and policies applicable to sexual offences are identified and briefly described with examples. (AC 2.3) • Relevant procedures for seeking redress for victims of sexual offences are explained in accordance with relevant legislation and policy. (AC 2.4) • The rights and responsibilities of victims of sexual offences, the community and service providers are described with examples. (AC 2.5)

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Provide support using appropriate referral systems for victims of sexual offences • Appropriate support required by victims of sexual offences is identified with examples, in accordance with the Service Charter for Victims of Crime (2004).

(AC 3.1) • Information about relevant services available from a range of related agencies is explained in accordance with the Service Charter for Victims of Crime (2004).

(AC 3.2) • Information about relevant police and court procedures in relation to sexual offences is described in accordance with relevant legislation and policy. (AC 3.3) • Appropriate multi-disciplinary and inter-sectoral referral mechanisms and procedures are identified and explained with examples. (AC 3.4) • Further support needs and potential risks to victims’ personnel safety and health are explained with examples. (AC 3.5) • The barriers that exist particularly for male victims in relation to sexual offences are explained with examples. (AC 3.6)

Specific outcome 4 Apply relevant strategies of “self care” to support victims of sexual offences • Assessing and managing learners’ attitudes to sexual offences are described with examples. (AC 4.1) • The effective use of support and supervision to develop the learners’ own learning is described with examples. (AC 4.2) • The importance of strategies for self-care is explained with examples. (AC 4.3) • The provision of appropriate support within the boundaries of the learners own role is explained with examples. (AC 4.4)

Accreditation of this learning programme to Unit Standards

Specific outcome 3

Specific outcome 5 Understand strategies and programmes aimed at perpetrators of sexual offences • Goals and objectives for working with perpetrators of sexual offences are explained with examples. (AC 5.1) • Characteristics and profile of perpetrators of sexual offences are described with examples. (AC 5.2) • The types of programmes and services available for perpetrators of sexual offences in South Africa are identified and briefly described in terms of relevant legislation and policy. (AC 5.3) • The relevant legislation and the legal sanctions governing referrals to perpetrators of sexual offences programmes are briefly explained according to relevant legislation and policy. (AC 5.4)

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Accreditation of this learning programme to Unit Standards

rd a d tan : S t Uni mber nu 726 119

Title of Unit Standard: Participate in public education and advocacy campaigns in communities

Specific outcome 1 Describe the role of awareness and advocacy campaigns in South African communities • The rights and needs of the target audience are defined as outlined in the South African Constitution and related legislation. (AC 1.1) • Appropriate structures to enforce individual’s rights are identified according to the relevant sector. (AC 1.2) • The value of multi-disciplinary and inter-sectoral collaboration in conducting advocacy and awareness campaigns are explained using case studies. (AC 1.3) • Appropriate methods and tools to create awareness of and promote individual’s rights are described as per relevant case studies. (AC 1.4)

Specific outcome 2 Understand the development of public education and advocacy campaigns • Based on the situational analysis of the community, the problem / issue is clearly defined as practiced in the relevant sector. (AC 2.1) • Problems and issues that may benefit from advocacy and awareness campaigns are identified as per organisational policies and procedures. (AC 2.2) • The objectives and outcomes of the identified advocacy campaign are defined as practiced in the relevant sector. (AC 2.3) • The target audience is identified based on the situational analysis adopted for the campaign. (AC 2.4) • Other participating stakeholders are identified according to the campaign objectives and techniques to engage them are explained as practiced in the relevant sector. (AC 2.5) • The individual’s role in the implementation of the advocacy and awareness campaign is identified as per organisational requirements. (AC 2.6)

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Facilitate the implementation of public education and advocacy campaigns and evaluate its success • Relevant public education and advocacy materials are prepared and used to achieve advocacy goals and objectives as per organisational policies and procedures. (AC 3.1) • Individual and community responses to the campaign are recorded in accordance with sector guidelines and procedures. (AC 3.2) • Feedback on the implementation of campaigns is collated and analysed according to the organisation / institution / workplace policies and procedures.

(AC 3.3) • A report on findings on the impact and implementation of the campaign is compiled and submitted to the relevant stakeholders as per organisation policies and procedures. (AC 3.4)

rd a d tan : S t Uni mber nu 12 139

Title of Unit Standard: Apply knowledge of self and team in order to develop a plan to enhance team performance

Specific outcome 1 Demonstrate knowledge and understanding of self as a worker in a specific work position

Accreditation of this learning programme to Unit Standards

Specific outcome 3

• O wn strengths and weaknesses are identified, based on self-reflection and feedback. (AC 1.1) • A personal development plan to strengthen own performance is compiled with a view to becoming a role model for a team or group. (AC 1.2)

Specific outcome 2 Identify own role in an organisation • The organogram of an organisation is interpreted and an indication is given of the learner’s place in the organisation. (AC 2.1) • An organisation’s expectations of a person in the learner’s position are explained and an indication is given as to how performance is monitored and measured.

(AC 2.2) • The values and attitudes of a particular organisation are explored with reference to the organisation’s code of ethics or conduct. (AC 2.3)

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Accreditation of this learning programme to Unit Standards

• T he effect of the Code of Conduct on decisions a team leader may make are indicated with reference to the Code of Conduct of a specific organisation.

(AC 2.4)

Specific outcome 3 Use a variety of strategies to deal with potential conflict in a team or group • The kinds of conflict that could arise in a team or group are identified and strategies to deal with issues in a team are demonstrated in role play situations.

(AC 3.1) • Strategies for creating a positive working environment in a team or group are explored and an indication is given of the role of the team leader in creating a positive work environment. (AC 3.2) • Situations that hamper efficiency in a group are identified and suggestions are made to improve these situations. (AC 3.3) • Support systems available to the team are identified and an indication is given of the learner’s own role in being supportive and using a support system. (AC 3.4)

Specific outcome 4 Demonstrate knowledge and understanding of the dynamic within a specific group • The strengths and weaknesses of a group or team are identified based on reflection and team performance. (AC 4.1) he strengths and weaknesses of individuals within a group or team are • T identified in order to decide on an appropriate management strategy. (AC 4.2) • S ituations that are a cause of concern or dissent in a group or team are identified and a plan is developed to minimise their negative effect on the team. (AC 4.3) • P ositive situations in a group or team are identified and a plan is developed to maximise the affect on the team’s performance. (AC 4.4)

Specific outcome 5 Develop a plan of action to enhance the performance of a team • Goals appropriate to the team are set in order to improve performance within a specific organisation. (AC 5.1) • A plan of action is developed as a means of achieving group or team goals.

(AC 5.2) • The importance of consultation and joint decision-making in setting team or group goals is explained and an indication is given of how a team can be involved in a goal-setting process. (AC 5.3) • Progress in the implementation of team goals is monitored and an indication is given of when and how it may be necessary to amend the plan. (AC 5.4)

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Assessment and moderation of learners for accreditation The Thogomelo Child Protection Skills Development Programme (SDP) is presented as a skills development programme that contributes credits to the following qualifications: Qualification ID Qualification title 49688 49872

49256 67509 66749 50041

National Certificate: Victim Empowerment Further Education and Training Certificate: Victim Empowerment Coordination Further Education and Training Certificate: Counselling Further Education and Training Certificate: Community Development National Certificate: Community Development Further Education and Training Certificate: Probation Work

Qualification Number of credits SDP level contributes to Level 3 16 credits Level 4

12 credits

Level 4

10 credits

Level 4

8 credits

Level 3

4 credits

Level 4

4 credits

As a learner, you will be assessed during and after training. You need to provide evidence that you can meet the Specific Outcomes (SOs) and the Assessment Criteria (AC) for each Unit Standard. The assessor will therefore assess (mark) your Learner Workbooks, the Practical Workbooks and the Knowledge Questionnaires. The evidence is collated into a Portfolio of Evidence (POE) for the assessors to assess.

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