New Zealand Certificate in Health and Wellbeing (Social and Community Services) (Level 4) with strand in Social Services

Gain the skills, knowledge, and behaviours necessary to support individuals, families, and/or whānau with the New Zealand Certificate in Health and Wellbeing (Social and Community Services) (Level 4), specialising in Social Services.

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Invercargill
Campus
Invercargill
Qualification
Certificate
Level
4
Credits
120
Duration

One year full-time

Dates
TBC
Fees
This programme qualifies for SIT Zero Fees. Terms and Conditions apply. Click here for more information.
Tuition Fees

Zero tuition fees

Direct Material Costs

$1,157.00 (incl. GST)


International Fees

Check if this course is available to international students in our International section.

Course Outline

Develop the skills, knowledge and behaviours needed to work alongside people, family and/or whanau with the New Zealand Certificate in Health and Wellbeing (Social and Community Services) (Level 4) with a strand in Social Services.

This entry-level qualification was designed for people already working in, or those who intend to develop a career supporting the health and wellbeing of people, family and the wider community.

The Social Services stand will allow you to work in a social services or community setting to support autonomy by using tools and strategies to reduce vulnerability and build resilience.

You will learn:

  • Social Services
  • Abuse and Violence
  • Ethical practice and professionalism
  • Te Tiriti O Waitangi and bi-cultural practice
  • Professional and reflective practice

This qualification is not associated with professional registration or a clinical scope of practice, but will allow you to work for an organisation in within the health and wellbeing sectors.

Course Content

HWB 401 Ethical Practice and Professionalism

To gain an understanding of and application of legislative, regulatory and ethical standards and requirements including a human rights approach.
This paper also introduces the learner to understanding personal and professional boundaries within a Health and Well-being Organisation while applying standards for professional behaviour.

HWB 402 Te Tiriti o Waitangi and Bi-Cultural Practice

This paper will assist students to gain an understanding of the meaning of Te Tiriti o Waitangi and its relevance to social service and mental health work.

HWB 403 Professional Practice

The purpose of this paper is to equip students with knowledge of engaging with people/family/whanau in a manner which respects their socio cultural identity, experiences and self-knowledge.

HWB 404 Reflective Practice

The purpose of this paper is for students to demonstrate awareness, reflective practice and personal leadership within the context of social service and mental health support work roles.

HWB 405 New Zealand Society

To provide students with the skills to recognise the purpose and impact of their role and its relationship to the wider health and well-being sector.

HWB 406 Social Sciences

This paper will assist students to gain an understanding of theoretical knowledge of the main concepts, principles, and themes in relation to stages and aspects of human development. It will also introduce you to the wide and varied field of psychology including major theoretical perspectives.

To gain an understanding of and application of legislative, regulatory and ethical standards and requirements including a human rights approach.This paper also introduces the learner to understanding personal and professional boundaries within a Health and Well-being Organisation while applying standards for professional behaviour

HWB 407 Abuse and Violence

This paper will assist students to recognise the differing types of abuse, neglect and violence and gain an understanding of their impacts and effects. This paper also explores the different theories pertaining to abuse, neglect and violence while having a knowledge of risk assessment, safety planning and relevant social policy. This paper is designed to give students an overview of the knowledge needed to recognise and deal with abuse and violence in Social Service settings and situations. It will differentiate between anger and violence, define and analyse violence in terms of power and control, and take a look at our own use of violence. The nature and effects of violence, along with contributing factors to using violence will be explored and analysed. Violence will be explored in depth in relation to four main areas: Domestic Violence and Adults – Adult abuse, Children and Violence, Elder Abuse. Violence also occurs as part of social service work and therefore we will address the risks of violence in the work setting and how to keep ourselves safe as Social Service Workers and reduce the possible risks of violence and non-violent interventions needed.

HWB 408 Social Services Practical

This paper will assist students to gain an understanding of relevant social services and social work theory including assessing and responding to presenting issues and needs. Students will work alongside people, family / whanau to support their autonomy by utilising tools and strategies to reduce vulnerability and build resilience.

Career Opportunities

Graduates of the Social Services strand will be employed in roles supporting people to reduce vulnerability and build resilience including family violence support, social justice advocacy, community development work and refugee support.

Application Criteria

Open to mature aged applicants (17 years of age and above) due to the complex psychosocial nature of this work.  Candidates for this qualification should be aware that employees and volunteers working in the health and wellbeing sectors are required to undergo initial and ongoing checks to ensure they are a fit and proper person to provide support. 

In light of the sensitive nature of Social Services work, applicants will be required to discuss with the Programme Manager any criminal convictions that may impact upon their ability to work in this field. 

In addition, all applicants will be required to undergo a check for criminal convictions. Students are also required to have a criminal convictions check carried out before being placed in a social service agency as part of their fieldwork placement.  This information will be shared with the placement agency as the majority of social service agencies now require this information to assist them in determining whether to accept students on placement.  It is the agency’s right not to accept students and therefore some criminal convictions may seriously impede the student's ability to complete the Certificate.

English Language Requirements

Applicants, whose first language is not English, or who come from a country where the language of instruction in schools is not English, are required to provide evidence of having achieved one of the following

NCEA Level 3 with University Entrance, or

an International Baccalaureate Diploma or Cambridge A- level qualification for which the teaching and assessment was conducted in English; or

Cambridge Certificate in Teaching English to Speakers of Other Languages (CELTA),or Trinity College London Certificate in Teaching English to Speakers of Other Languages (CertTESOL);or

Successful completion of all primary education (being the equivalent of New Zealand primary school years 1 to 8) and at least three years of secondary education (being the equivalent of three years from New Zealand secondary school years 9 to 13) at schools in either New Zealand,,Australia,Canada, the Republic of Ireland, South Africa, the United Kingdom and the United States one of the countries listed in Rule 18.5 where the student was taught using English as the language of instruction; or

Successful completion of at least five years of secondary education (being the equivalent of New Zealand secondary school years 9 to 13) at schools in either New Zealand, Australia, Canada, the Republic of Ireland, South Africa, the United Kingdom and the United States where the student was taught using English as the language of instruction; or

Successful completion of a Bachelor's Degree, Graduate Certificate, Graduate Diploma, Bachelor Honours degree, Postgraduate Certificate, Postgraduate Diploma, Masters' Degree or Doctoral Degree, the language of instruction of which must be in English and which must be from a tertiary education provider from New Zealand, Australia, Canada, the Republic of Ireland, South Africa, the United Kingdom or the United States or

Successful completion of one of the following internationally recognised proficiency tests listed below to the level required of the programme of study and with all scores achieved in a single test during the two years preceding the proposed date of enrolment


IELTS test - General or Academic score of 5.5 with no band score lower than 5 
TOEFL Paper based test (pBT) - Score of 530 (with an essay score of 4.5 TWE) 
TOEFL Internet based test (iBT) - Score of 46 (with a writing score of 14) 
Cambridge English Examination - B2 First or B2First for schools with a score of 162. No less than 154 in each skill. 
OET - Minimum of Grade C or 200 in all sub-tests 
NZCEL - Level 3 (Academic), Level 3 (Applied) 
Pearson Test of English (Academic) - PTE (Academic) score of 42 with no band score lower than 36 
Language Cert - B2 Communicator International ESOL Written (LRW) PASS with no less than 25/50 in each skill and Spoken (S) PASS 
Trinity ISE - ISE II with no less than pass in any band

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