Higher Certificate in Social Auxiliary Work

Purpose

The purpose of the qualification is to equip learners with the knowledge and skills to practice effectively as a social auxiliary worker under the guidance and supervision of a social worker to achieve the aims of social work.

The qualification also develops the competencies of learners in chosen fields of social auxiliary work knowledge and practice, thereby enabling qualifiers to provide supportive services in specialised fields or focus areas of social work.

The qualification will enable the learner to register with the SA Council for Social Service Professions as a Social Auxiliary Worker.

Rationale

A national priority in South Africa is to address the many social development needs prevalent amongst 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 more than 22 years ago, social auxiliary work is defined as "an act or activity practised by a social auxiliary worker under the guidance and control of a 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 were necessary.

Social auxiliary work operates solely within the scope and context of social work and consequently these developments impact significantly on the education and training of social auxiliary workers. In order to meet the developments in and demands of the social work profession it is necessary to revise and adjust the social auxiliary work qualification in the level and scope of competency.

In addition to the above reasons an important motivational factor for more advanced skills and competencies is that the complexity of service-delivery increased and that social auxiliary workers are expected to provide more relevant supportive services to social workers.

In terms of the need for the education and training of social auxiliary workers, it is important to note that there has been a continuous demand over more than 22 years for qualified practitioners.

Entry Requirements

In order to gain access to this qualification a learner must possess at least

• A National Senior Certificate (NSC), granting access to Higher Certificate.
• A Senior Certificate.
• A National Certificate (Vocational) NQF Level 4, granting access to Higher Certificate.

This qualification consist of compulsory modules at NQF Level 5, totalling 120 Credits.

• Welfare Policy, 12 Credits.
• Introduction to Social Work and the helping process, 12 Credits.
• Methods in Social Work, 12 Credits.
• Human Development and Fields of Practice in Social Auxiliary Work, 12 Credits.
• Social Auxiliary Work Practical Skills, 12 Credits.
• Integration of Theory and Practice, 12 Credits.
• English Proficiency for University Studies, 12 Credits.
• Developing Information Skills for Lifelong Learning, 12 Credits.
• The anthropological study of culture in multicultural context, 12 Credits.
• Language through an African lens, 12 credits.

1. Demonstrate a fundamental understanding of the South African social welfare context, the policy and practice of developmental social welfare services and the role of the social auxiliary worker within this context.
2. Define and demonstrate an informed understanding of the purpose of social auxiliary work and the role and functions of a social auxiliary worker in relation to a social worker within the South African context.
3. Consistently reflect the values and principles contained in the Bill of Rights and the social work professions Code of Ethics in service delivery as a social auxiliary worker.
4. Demonstrate an informed understanding of the South African judicial system and the legislation governing and impacting on social auxiliary work and social work.
5. Demonstrate an informed understanding of human behaviour, relationship systems and social issues.
6. Support and assist in social work interventions effectively and appropriately in order to address the social needs of service beneficiaries.
7. Identify and use appropriate resources in service delivery to service beneficiaries.
8. Work effectively with social workers and members of multi-sectoral teams in social service delivery.
9. Work effectively as a social auxiliary worker to address the various special needs and forms of social exclusion experienced by people in at least 2 of the priority focus groups in social welfare with a consciousness of inter-sectionality.
10. Keep precise records and compile accurate reports on social needs and social auxiliary work activities and file them appropriately.
11. Provide an efficient administrative support service to the social worker.
12. Demonstrate basic knowledge of financial matters related to social auxiliary work practice.
13. Demonstrate self-awareness regarding personal capacities, attitudes and skills and a willingness to develop them further under the supervision of a social worker.

Associated Assessment Criteria for Exit Level Outcome 1

• Principles and characteristics of the developmental paradigm of social welfare are explained.
• An understanding of the need to implement the developmental approach in service delivery of the South African social welfare context is demonstrated.
• The fundamental principles of the developmental approach are identified and incorporated into social service programmes.
• The social auxiliary worker's role is considered in the South African context and the paradigm of development.
• The basics of how social welfare policies are formulated and accepted is indicated.

Associated Assessment Criteria for Exit Level Outcome 2

• The differences between the social auxiliary work and social work and their inter-relationship with each other are clearly identified and analysed.
• Fundamental elements of providing a supportive and complementary service to social work, focusing particularly on prevention, social development and care are accurately incorporated.
• The substantial elements of the occupation's critical role for social auxiliary work are identified within the social welfare context.
• Routine problems within the scope of practice of social auxiliary work are identified, evaluated and solved.

Associated Assessment Criteria for Exit Level Outcome 3

• A concern for and commitment to social justice, respect for human diversity and the protection of human rights is demonstrated.
• Ethical and professional practice, values, relationships and attitudes are purposefully and consistently reflected.
• Accountability to the SACSSP's professional Code of Conduct and organisational policies is demonstrated.
• Diversity in practice is effectively and professionally dealt with without bias.
• The ability to think reflectively about values and principles is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 4

• The process of how legislation is passed is accurately summarised.
• The various courts, their role players and scope within the judicial system from a social auxiliary work perspective are accurately identified.
• The sections in the Social Service Professions Act pertinent to social auxiliary work and social work and an understanding of the SACSSP's role and functions are described.
• The significant sections of the legislation impacting on social service delivery are correctly identified.
• The relevant legislation is used appropriately when dealing with client systems within the scope of social auxiliary work.

Associated Assessment Criteria for Exit Level Outcome 5

• Human behaviour is appropriately explained in terms of the life cycle of human beings from a social auxiliary work perspective.
• Understanding of the importance, type and nature of human relationships is demonstrated.
• The nature, extent, causes and impact of pertinent social issues from a social auxiliary work perspective is evaluated.
• The ability to develop and maintain professional and ethical relationships with client systems and team members is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 6

• Effective and reflective use of communication methods and skills when solving defined and routine social needs is displayed.
• Appropriate support services to address the needs of individuals, families, groups and communities are incorporated in collaboration with the target group and the social worker.
• A clear understanding of the processes involved in each social auxiliary work method for support services to individuals, families, groups and communities is displayed.
• Clear identification and appropriate use of service beneficiaries' strengths and capacities is reflected.
• Effective use of basic problem-solving skills to address social needs is demonstrated.
• Appropriate use of knowledge of the dynamics involved in working with individuals, groups and communities is demonstrated.
• Relevant information that contributes to enquiry-based interventions is collected.

Associated Assessment Criteria for Exit Level Outcome 7

• Basic knowledge of a wide range of resources is demonstrated.
• Referrals to appropriate resources are made effectively, according to accepted procedures and organisational policies.
• Required information, assistance and support for service beneficiaries with organisations/bodies/structures are accessed.

Associated Assessment Criteria for Exit Level Outcome 8

• The purpose and value of the team approach are described.
• Positive attitude towards the team approach is displayed.
• Correct identification of social work team members' roles and appropriate use of the roles are demonstrated.
• The role and functions of multi-disciplinary/sectoral teams are outlined.
• Ethics of teamwork are reflected.

Associated Assessment Criteria for Exit Level Outcome 9

• An understanding of the nature and impact on people's social inclusion is demonstrated.
• The role and limitations of the social auxiliary worker in conjunction with other professionals in assisting people with special needs are identified.
• The ability to assist in supportive social work interventions effectively with marginalised groups is demonstrated through practice.
• An understanding of inter-sectionality between race, gender, sexual preference, class, disability, etc in practice is demonstrated.
• An awareness of the impact of personal views and experiences in relation to social exclusion is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 10

• The necessity and responsibility for record-keeping and reporting on needs and interventions by the social work team is identified.
• A clear understanding of the social auxiliary worker's scope of practice and a commitment to accurate and reliable recording is reflected on records and reports.
• The required standards for accountability, clarity, efficiency, effectiveness and purpose is met through reports and records.
• All records and reports are stored according to the values and principles of social work and organisational requirements.

Associated Assessment Criteria for Exit Level Outcome 11

• An understanding of the importance of efficient administration and management in the organisational setting is clearly reflected in responses.
• Appropriate understanding of the composition, procedures and purpose of meetings is reflected though practice.
• Minutes of meetings that are a true reflection of the meetings and meet the organisation's requirements are written.
• The nature, value and processes of information gathering and the social auxiliary worker's role are clearly highlighted.
• The main elements related to the funding of social services according to organisational context are correctly identified.
• Understanding of how to budget and be accountable when working in an organisation and with a client's money is demonstrated through records.
• The nature, scope and procedures regarding all types of Social Security grants are described in detail.
• Consistent accountability in terms of financial budgeting, procedures and administration is practiced.

Associated Assessment Criteria for Exit Level Outcome 12

• Personal strengths, attitudes and challenges as a social auxiliary worker are identified with clarity and maturity.
• The plan to address challenges is developed to shows personal capacities, attitudes and skills under the guidance of a social worker.
• A clear understanding of and willingness to work as a social auxiliary worker is demonstrated under the supervision and guidance of a social worker.
• The ability to critically reflect development and practice as a social auxiliary worker is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 13

• An understanding of the policies related to at least one of the focus areas is reflected on.
• Important sections of the relevant legislation applicable to one focus area are summarised.
• The role and function of the social auxiliary worker within the service-rendering organisation as it related to the specific focus area are identified and explained.
• Appropriate use of knowledge and skills involved in working with individuals, groups and communities within a specific focus area is practiced.
• Competency is demonstrated through services to effectively assist the social worker within a specific focus area.

Integrated Assessment

Assessment is conducted on a continuous basis throughout the qualification that contains both practical and theoretical components. Although exposure to work-integrated learning is essential and the learner must work under the supervision of a social worker.

Assessment is continuous and integrated using a range of formative and summative methods, including

• Written and oral tests/examinations.
• Problem-solving/practical assignments and essays.
• Role-play and simulation sessions.
• Written reports.
• Peer group review.
• Case and project evaluations.
• Portfolio of evidence.
• Supervisor evaluations.
• Feedback from beneficiaries.