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

CSCINT007 Mapping and Delivery Guide
Use group processes to address offending behaviour

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CSCINT007 - Use group processes to address offending behaviour
Description
Employability Skills
Learning Outcomes and Application This unit outlines the skills required to assess offender needs and assign them to a group program. It outlines the skills requirements for designing and coordinating a program of activities for groups and managing the processes and outcomes of those groups. .This unit may apply to staff actively involved in the facilitation of group work that aims to address offending behaviour. The role may be carried out in a custodial environment or community program setting.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 interacting with offenders, group programs and use of resources.A person working in this role is mostly autonomous and draws upon support from a range of established and new resources. The role is complex, involving application of high level organisation, communication and analysis 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: Assess offenders’ needs and programs
  • Assess referred offender's suitability for the program based on their history and background.
  • Use information about offenders to allocate them to a group according to needs of the offenders and conditions of the programs.
  • Identify the need for additional groups or programs and check with program purpose and resources.
       
Element: Design and coordinate a program of activities
  • Check current time commitments and resources for flexibility and capacity to expand.
  • Check the objectives, outcomes and processes of group programs for consistency with the organisation’s policies and objectives and program outcomes.
  • Plan a structured sequence of activities and timetable to achieve the objective of the group program within the resources available.
  • Consult team members for feedback on the planned program and indications of support.
  • Identify resources needed for the program and allocate according to priorities and availability.
       
Element: Manage process and outcomes of the group
  • Provide information to group in a language and style they will understand.
  • Negotiate group rules and confirm agreement with group to encourage commitment, cooperation and active participation.
  • Check the background of members of the group for indicators of concerns, patterns of behaviour, strengths and barriers and consider these in the approach taken.
  • Encourage members of groups to take responsibility for agreement on objectives, targets and outcomes.
  • Plan the location of the group meetings to promote comfort, trust, privacy, energy and focus.
  • Direct the strengths and energy of the group to maintain positive direction, cooperation and achievements.
  • Encourage active participation and appropriate responses and model positive behaviour through the selection of effective communication techniques.
  • Monitor behaviour and mood of members for signals, and anticipate and provide appropriate responses.
  • Provide clear and relevant information to the group at a suitable language and comprehension level.
  • Analyse own values for their impact on own attitudes and interactions to detect and avoid bias.
       
Element: Assess offenders’ needs and programs
  • Assess referred offender's suitability for the program based on their history and background.
  • Use information about offenders to allocate them to a group according to needs of the offenders and conditions of the programs.
  • Identify the need for additional groups or programs and check with program purpose and resources.
       
Element: Design and coordinate a program of activities
  • Check current time commitments and resources for flexibility and capacity to expand.
  • Check the objectives, outcomes and processes of group programs for consistency with the organisation’s policies and objectives and program outcomes.
  • Plan a structured sequence of activities and timetable to achieve the objective of the group program within the resources available.
  • Consult team members for feedback on the planned program and indications of support.
  • Identify resources needed for the program and allocate according to priorities and availability.
       
Element: Manage process and outcomes of the group
  • Provide information to group in a language and style they will understand.
  • Negotiate group rules and confirm agreement with group to encourage commitment, cooperation and active participation.
  • Check the background of members of the group for indicators of concerns, patterns of behaviour, strengths and barriers and consider these in the approach taken.
  • Encourage members of groups to take responsibility for agreement on objectives, targets and outcomes.
  • Plan the location of the group meetings to promote comfort, trust, privacy, energy and focus.
  • Direct the strengths and energy of the group to maintain positive direction, cooperation and achievements.
  • Encourage active participation and appropriate responses and model positive behaviour through the selection of effective communication techniques.
  • Monitor behaviour and mood of members for signals, and anticipate and provide appropriate responses.
  • Provide clear and relevant information to the group at a suitable language and comprehension level.
  • Analyse own values for their impact on own attitudes and interactions to detect and avoid bias.
       


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. Assess offenders’ needs and programs

1.1 Assess referred offender's suitability for the program based on their history and background.

1.2 Use information about offenders to allocate them to a group according to needs of the offenders and conditions of the programs.

1.3 Identify the need for additional groups or programs and check with program purpose and resources.

2. Design and coordinate a program of activities

2.1 Check current time commitments and resources for flexibility and capacity to expand.

2.2 Check the objectives, outcomes and processes of group programs for consistency with the organisation’s policies and objectives and program outcomes.

2.3 Plan a structured sequence of activities and timetable to achieve the objective of the group program within the resources available.

2.4 Consult team members for feedback on the planned program and indications of support.

2.5 Identify resources needed for the program and allocate according to priorities and availability.

3. Manage process and outcomes of the group

3.1 Provide information to group in a language and style they will understand.

3.2 Negotiate group rules and confirm agreement with group to encourage commitment, cooperation and active participation.

3.3 Check the background of members of the group for indicators of concerns, patterns of behaviour, strengths and barriers and consider these in the approach taken.

3.4 Encourage members of groups to take responsibility for agreement on objectives, targets and outcomes.

3.5 Plan the location of the group meetings to promote comfort, trust, privacy, energy and focus.

3.6 Direct the strengths and energy of the group to maintain positive direction, cooperation and achievements.

3.7 Encourage active participation and appropriate responses and model positive behaviour through the selection of effective communication techniques.

3.8 Monitor behaviour and mood of members for signals, and anticipate and provide appropriate responses.

3.9 Provide clear and relevant information to the group at a suitable language and comprehension level.

3.10 Analyse own values for their impact on own attitudes and interactions to detect and avoid bias.

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. Assess offenders’ needs and programs

1.1 Assess referred offender's suitability for the program based on their history and background.

1.2 Use information about offenders to allocate them to a group according to needs of the offenders and conditions of the programs.

1.3 Identify the need for additional groups or programs and check with program purpose and resources.

2. Design and coordinate a program of activities

2.1 Check current time commitments and resources for flexibility and capacity to expand.

2.2 Check the objectives, outcomes and processes of group programs for consistency with the organisation’s policies and objectives and program outcomes.

2.3 Plan a structured sequence of activities and timetable to achieve the objective of the group program within the resources available.

2.4 Consult team members for feedback on the planned program and indications of support.

2.5 Identify resources needed for the program and allocate according to priorities and availability.

3. Manage process and outcomes of the group

3.1 Provide information to group in a language and style they will understand.

3.2 Negotiate group rules and confirm agreement with group to encourage commitment, cooperation and active participation.

3.3 Check the background of members of the group for indicators of concerns, patterns of behaviour, strengths and barriers and consider these in the approach taken.

3.4 Encourage members of groups to take responsibility for agreement on objectives, targets and outcomes.

3.5 Plan the location of the group meetings to promote comfort, trust, privacy, energy and focus.

3.6 Direct the strengths and energy of the group to maintain positive direction, cooperation and achievements.

3.7 Encourage active participation and appropriate responses and model positive behaviour through the selection of effective communication techniques.

3.8 Monitor behaviour and mood of members for signals, and anticipate and provide appropriate responses.

3.9 Provide clear and relevant information to the group at a suitable language and comprehension level.

3.10 Analyse own values for their impact on own attitudes and interactions to detect and avoid bias.

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
Assess referred offender's suitability for the program based on their history and background. 
Use information about offenders to allocate them to a group according to needs of the offenders and conditions of the programs. 
Identify the need for additional groups or programs and check with program purpose and resources. 
Check current time commitments and resources for flexibility and capacity to expand. 
Check the objectives, outcomes and processes of group programs for consistency with the organisation’s policies and objectives and program outcomes. 
Plan a structured sequence of activities and timetable to achieve the objective of the group program within the resources available. 
Consult team members for feedback on the planned program and indications of support. 
Identify resources needed for the program and allocate according to priorities and availability. 
Provide information to group in a language and style they will understand. 
Negotiate group rules and confirm agreement with group to encourage commitment, cooperation and active participation. 
Check the background of members of the group for indicators of concerns, patterns of behaviour, strengths and barriers and consider these in the approach taken. 
Encourage members of groups to take responsibility for agreement on objectives, targets and outcomes. 
Plan the location of the group meetings to promote comfort, trust, privacy, energy and focus. 
Direct the strengths and energy of the group to maintain positive direction, cooperation and achievements. 
Encourage active participation and appropriate responses and model positive behaviour through the selection of effective communication techniques. 
Monitor behaviour and mood of members for signals, and anticipate and provide appropriate responses. 
Provide clear and relevant information to the group at a suitable language and comprehension level. 
Analyse own values for their impact on own attitudes and interactions to detect and avoid bias. 
Assess referred offender's suitability for the program based on their history and background. 
Use information about offenders to allocate them to a group according to needs of the offenders and conditions of the programs. 
Identify the need for additional groups or programs and check with program purpose and resources. 
Check current time commitments and resources for flexibility and capacity to expand. 
Check the objectives, outcomes and processes of group programs for consistency with the organisation’s policies and objectives and program outcomes. 
Plan a structured sequence of activities and timetable to achieve the objective of the group program within the resources available. 
Consult team members for feedback on the planned program and indications of support. 
Identify resources needed for the program and allocate according to priorities and availability. 
Provide information to group in a language and style they will understand. 
Negotiate group rules and confirm agreement with group to encourage commitment, cooperation and active participation. 
Check the background of members of the group for indicators of concerns, patterns of behaviour, strengths and barriers and consider these in the approach taken. 
Encourage members of groups to take responsibility for agreement on objectives, targets and outcomes. 
Plan the location of the group meetings to promote comfort, trust, privacy, energy and focus. 
Direct the strengths and energy of the group to maintain positive direction, cooperation and achievements. 
Encourage active participation and appropriate responses and model positive behaviour through the selection of effective communication techniques. 
Monitor behaviour and mood of members for signals, and anticipate and provide appropriate responses. 
Provide clear and relevant information to the group at a suitable language and comprehension level. 
Analyse own values for their impact on own attitudes and interactions to detect and avoid bias. 

Forms

Assessment Cover Sheet

CSCINT007 - Use group processes to address offending behaviour
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

CSCINT007 - Use group processes to address offending behaviour

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: