Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CSCINT001 Mapping and Delivery Guide
Negotiate behaviour change

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CSCINT001 - Negotiate behaviour change
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills required to establish a working relationship with individual offenders in order to facilitate the setting and review of change goals according to agreed criteria. Offenders' change goals may be in relation to their:violent behavioursexual attitudesemployment skills and/or qualificationssocial and life skillsdrug/alcohol abuse or addictionspecific court and sentencing conditionsThis unit describes the performance outcomes expected for those working in a custodial, community or supervision environment within correctional services. The skills and knowledge described in this unit must be applied within the legislative, regulatory and policy environment in which they are carried out. Organisational policies and procedures must be consulted and adhered to, particularly those related to contact with offenders.A person undertaking this role would normally work autonomously with support from a range of established sources. The role is complex, drawing upon the candidate's extracting, extrapolating and inferencing skills.No licensing, legislative or certification requirements apply to unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field Intervention
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Develop a working relationship with offenders
  • Use interaction with offenders to encourage personal reflection on behaviour and personal responsibility for behaviour and change.
  • Use a range of communication strategies to gather information about the background and circumstances of offenders.
  • Provide factual, clear and objective information to the offender.
  • Identify issues arising from the behaviour of offenders and the behaviour change.
  • Maintain professional relationships with offenders.
  • Identify obstacles to establishing professional relationships with offenders.
  • Record and report information relevant to intervention contact with the offender.
       
Element: Facilitate setting of change goals
  • Inform offender of their responsibility for determining and achieving their own goals.
  • Encourage offenders to identify and analyse the factors that have contributed to past behaviour.
  • Assess options for offenders’ goals and outcomes for change.
  • Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives, and re-negotiate plans.
  • Confirm the information and resources required by offenders to set their goals and provide resources.
  • Assist offenders to determine what support they will need and how they will get this support.
       
Element: Set change goals and negotiate plan review criteria
  • Negotiate a realistic timetable for the achievement of each goal with the offender.
  • Determine the evidence that will be used to indicate that goals have been achieved through negotiation with offenders.
  • Confirm that contact with offenders and support provided comply with policies, procedures and code of conduct.
  • Negotiate agreement with offenders on the review of progress and the consequences of achieving or not achieving goals.
       
Element: Develop a working relationship with offenders
  • Use interaction with offenders to encourage personal reflection on behaviour and personal responsibility for behaviour and change.
  • Use a range of communication strategies to gather information about the background and circumstances of offenders.
  • Provide factual, clear and objective information to the offender.
  • Identify issues arising from the behaviour of offenders and the behaviour change.
  • Maintain professional relationships with offenders.
  • Identify obstacles to establishing professional relationships with offenders.
  • Record and report information relevant to intervention contact with the offender.
       
Element: Facilitate setting of change goals
  • Inform offender of their responsibility for determining and achieving their own goals.
  • Encourage offenders to identify and analyse the factors that have contributed to past behaviour.
  • Assess options for offenders’ goals and outcomes for change.
  • Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives, and re-negotiate plans.
  • Confirm the information and resources required by offenders to set their goals and provide resources.
  • Assist offenders to determine what support they will need and how they will get this support.
       
Element: Set change goals and negotiate plan review criteria
  • Negotiate a realistic timetable for the achievement of each goal with the offender.
  • Determine the evidence that will be used to indicate that goals have been achieved through negotiation with offenders.
  • Confirm that contact with offenders and support provided comply with policies, procedures and code of conduct.
  • Negotiate agreement with offenders on the review of progress and the consequences of achieving or not achieving goals.
       


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.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Develop a working relationship with offenders

1.1 Use interaction with offenders to encourage personal reflection on behaviour and personal responsibility for behaviour and change.

1.2 Use a range of communication strategies to gather information about the background and circumstances of offenders.

1.3 Provide factual, clear and objective information to the offender.

1.4 Identify issues arising from the behaviour of offenders and the behaviour change.

1.5 Maintain professional relationships with offenders.

1.6 Identify obstacles to establishing professional relationships with offenders.

1.7 Record and report information relevant to intervention contact with the offender.

2. Facilitate setting of change goals

2.1 Inform offender of their responsibility for determining and achieving their own goals.

2.2 Encourage offenders to identify and analyse the factors that have contributed to past behaviour.

2.3 Assess options for offenders’ goals and outcomes for change.

2.4 Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives, and re-negotiate plans.

2.5 Confirm the information and resources required by offenders to set their goals and provide resources.

2.6 Assist offenders to determine what support they will need and how they will get this support.

3. Set change goals and negotiate plan review criteria

3.1 Negotiate a realistic timetable for the achievement of each goal with the offender.

3.2 Determine the evidence that will be used to indicate that goals have been achieved through negotiation with offenders.

3.3 Confirm that contact with offenders and support provided comply with policies, procedures and code of conduct.

3.4 Negotiate agreement with offenders on the review of progress and the consequences of achieving or not achieving goals.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Develop a working relationship with offenders

1.1 Use interaction with offenders to encourage personal reflection on behaviour and personal responsibility for behaviour and change.

1.2 Use a range of communication strategies to gather information about the background and circumstances of offenders.

1.3 Provide factual, clear and objective information to the offender.

1.4 Identify issues arising from the behaviour of offenders and the behaviour change.

1.5 Maintain professional relationships with offenders.

1.6 Identify obstacles to establishing professional relationships with offenders.

1.7 Record and report information relevant to intervention contact with the offender.

2. Facilitate setting of change goals

2.1 Inform offender of their responsibility for determining and achieving their own goals.

2.2 Encourage offenders to identify and analyse the factors that have contributed to past behaviour.

2.3 Assess options for offenders’ goals and outcomes for change.

2.4 Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives, and re-negotiate plans.

2.5 Confirm the information and resources required by offenders to set their goals and provide resources.

2.6 Assist offenders to determine what support they will need and how they will get this support.

3. Set change goals and negotiate plan review criteria

3.1 Negotiate a realistic timetable for the achievement of each goal with the offender.

3.2 Determine the evidence that will be used to indicate that goals have been achieved through negotiation with offenders.

3.3 Confirm that contact with offenders and support provided comply with policies, procedures and code of conduct.

3.4 Negotiate agreement with offenders on the review of progress and the consequences of achieving or not achieving goals.

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
Use interaction with offenders to encourage personal reflection on behaviour and personal responsibility for behaviour and change. 
Use a range of communication strategies to gather information about the background and circumstances of offenders. 
Provide factual, clear and objective information to the offender. 
Identify issues arising from the behaviour of offenders and the behaviour change. 
Maintain professional relationships with offenders. 
Identify obstacles to establishing professional relationships with offenders. 
Record and report information relevant to intervention contact with the offender. 
Inform offender of their responsibility for determining and achieving their own goals. 
Encourage offenders to identify and analyse the factors that have contributed to past behaviour. 
Assess options for offenders’ goals and outcomes for change. 
Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives, and re-negotiate plans. 
Confirm the information and resources required by offenders to set their goals and provide resources. 
Assist offenders to determine what support they will need and how they will get this support. 
Negotiate a realistic timetable for the achievement of each goal with the offender. 
Determine the evidence that will be used to indicate that goals have been achieved through negotiation with offenders. 
Confirm that contact with offenders and support provided comply with policies, procedures and code of conduct. 
Negotiate agreement with offenders on the review of progress and the consequences of achieving or not achieving goals. 
Use interaction with offenders to encourage personal reflection on behaviour and personal responsibility for behaviour and change. 
Use a range of communication strategies to gather information about the background and circumstances of offenders. 
Provide factual, clear and objective information to the offender. 
Identify issues arising from the behaviour of offenders and the behaviour change. 
Maintain professional relationships with offenders. 
Identify obstacles to establishing professional relationships with offenders. 
Record and report information relevant to intervention contact with the offender. 
Inform offender of their responsibility for determining and achieving their own goals. 
Encourage offenders to identify and analyse the factors that have contributed to past behaviour. 
Assess options for offenders’ goals and outcomes for change. 
Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives, and re-negotiate plans. 
Confirm the information and resources required by offenders to set their goals and provide resources. 
Assist offenders to determine what support they will need and how they will get this support. 
Negotiate a realistic timetable for the achievement of each goal with the offender. 
Determine the evidence that will be used to indicate that goals have been achieved through negotiation with offenders. 
Confirm that contact with offenders and support provided comply with policies, procedures and code of conduct. 
Negotiate agreement with offenders on the review of progress and the consequences of achieving or not achieving goals. 

Forms

Assessment Cover Sheet

CSCINT001 - Negotiate behaviour change
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

CSCINT001 - Negotiate behaviour change

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: