- CSCOFM304A - Protect the safety and welfare of young offenders
Assessor Resource
CSCOFM304A
Protect the safety and welfare of young offenders
Assessment tool
Version 1.0
Issue Date: April 2024
This unit can be applied using a combination of training outcomes and performance in the workplace, with the principal evidence developed through performance in routine work functions in the workplace.
Customisation will be required to accommodate the different work sites and defined work role contexts in which this unit will be applied.
This unit of competency describes the outcomes required to ensure the protection of young people who are in detention as a result of court orders and who need special supervision.
This unit replaces and is equivalent to CSCOFM006A Protect the safety and welfare of young offenders. That unit was a customisation of CHCPROT11A from the Community Services Training Package.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not applicable
Co-Requisites
Not applicable | |
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit of competency is packaged, will assist in identifying employability skills requirements.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package. | ||
Overview of assessment | The knowledge requirements of this unit may be assessed off the job, for example, in a structured learning process, and performance outcomes, which should be assessed ideally in the workplace in routine activities and in conjunction with other units with specific functional focus. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms: the knowledge requirements of this unit the skill requirements of this unit application of employability skills as they relate to this unit. | |
Context of and specific resources for assessment | This unit should be assessed in the work environment and using evidence drawn from the routine application of work performance. Valid assessment of this unit requires: a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered by an individual when working with young offenders copies of legislation, policies, procedures and guidelines relating to working with young offenders within the organisation case studies and workplace scenarios to capture the range of situations that may be encountered when working with young offenders access to appropriate learning and assessment support when required. | |
Method of assessment | The following assessment methods are suggested: observation of performance in routine workplace activities within a range of agreed responsibilities and in various work locations written and/or oral questioning to assess knowledge and understanding completion of workplace documents and reports produced as part of routine work activities third-party reports from experienced practitioners completion of performance feedback from supervisors and colleagues. | |
Guidance information for assessment | Assessment methods should reflect workplace demands, and any identified special needs of the candidate, including language and literacy implications and cultural factors that may affect responses to the questions. In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge. | |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This section describes the essential skills and knowledge and their level, required for this unit. | |
Required skills: applying appropriate communication techniques to workplace situations assessing risks, special needs and developmental levels for young offenders checking and confirming with reliable sources inside and outside the organisation the accuracy and relevance of information analysing information for assessment of risks, special needs and significant changes taking responsibility for duty of care outcomes based on the degree of risk and the special needs of young offenders, including personal contact | |
preserving the rights and responsibilities of young offenders and their safety and welfare making conclusions that are clearly based on available information clearly establishing expectations and boundaries in workplace relationships willingness to adapt to changes and new circumstances with flexibility openness to ideas of others using communication strategies to resolve problems and conflict providing supervision and care, based on assessed risk and justifiable degree of care and concern responding to emergencies. | |
Required knowledge: categories of risk identified in the organisation's risk management plans and relevant to the offender procedures and requirements for reporting risks and incidents involving young offenders legislation relevant to work role and responsibilities and service guidelines, such as: reporting sexual and other abuse responding to emergencies reporting incidents supervision and surveillance of offenders at risk protective supervision of offenders at risk of harm access to information and restriction of access appropriate relationships with offenders appropriate relationships with colleagues rights and responsibilities of offenders referral to specialist and support agencies suicide prevention strategy special needs of offenders organisation's code of conduct, code of ethics and duty of care range of specialist support services and programs available to young offenders processes for getting advice and assistance when there are problems cultural practices that will have an impact on decisions made about what allowances are made and permission given impact of popular beliefs on values, attitudes and behaviour current issues facing young people context of criminal behaviour in young people social, political, historical and economic context of the response of the justice system to criminal behaviour in young people. | |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. | ||
Assessing the needs may be achieved by: | case management referral to specialist teams and agencies special observation counselling reviewing history of breaches and disciplinary action involvement of family and social support medical referral peer support programs cultural programs program intervention. | |
Risks may refer to: | death, including suicide self-harm physical injury assaulting and harming others illness physical, emotional and sexual abuse harassment and bullying accidents criminal actions risk taking social isolation depression family and personal trauma social and cultural alienation. | |
Personal needs of young offenders may be addressed by: | preparing documentation for court processes obtaining a decision from a court process using communication techniques, such as: active listening reflective, summarising questions and statements gaining agreement on actions appropriate language and questioning techniques action planning setting boundaries for roles and actions demonstrating empathy and rapport building conflict management managing grief and change processes negotiating agreement. | |
Procedures may refer to: | organisational policies, procedures and guidelines federal, and state or territory legislation program procedures and guidelines court orders and conditions of sentencing. | |
Range of options may include: | case management programmed intervention classification and review need and risk assessment reporting and referring systems protective care routine and incident reports review of sentence plan investigations dynamic security security system. | |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Check and confirm all factors relevant to assessing the needs, risks and circumstances of young people against a range of different sources. | |||
| Identify and note immediate concerns and risk factors and report promptly. | |||
| Prioritise concerns, risk factors and resources and notify specialist support and referral. | |||
| Document issues about the welfare of the young person clearly, comprehensively and in the format required by the organisation. | |||
| Refer concerns for consultation with family members and involve them in assessment of need where suitable and constructive. | |||
| Ensure that the personal needs of young offenders are provided for according to resources, procedures and priorities. | |||
| Ensure that special needs and additional support are included in the design of support. | |||
| Ensure that special needs are referred to specialist support according to referral protocols and procedures. | |||
| Use special protective strategies based on the interests and needs of young offenders and the level of assessed risk. | |||
| Identify a range of programs for individual young offenders and provide information and support to access recommended programs. | |||
| Provide information about responsibilities, statutory mandates and consequences of options for the safety and protection of young offenders to key people and agencies. | |||
| Comply with processes for monitoring and evaluating participation in programs and support provided by specialist services. | |||
| Assess the implications for use of a range of options and incorporate in planning and negotiating with young offenders and their supporters. |
Forms
Assessment Cover Sheet
CSCOFM304A - Protect the safety and welfare of young offenders
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CSCOFM304A - Protect the safety and welfare of young offenders
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: