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

CSCOFM307A Mapping and Delivery Guide
Support offender to maintain positive relationships

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CSCOFM307A - Support offender to maintain positive relationships
Description This unit of competency describes the outcomes required to provide guidance and role models to the offender being supervised in a correctional environment in order to maintain positive and supportive relationships, while maintaining support from family and the general community.This unit replaces and is equivalent to CSCOFM010A Support offenders to maintain positive relationships.
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.
Learning Outcomes and Application This unit applies to correctional services staff working with offenders in prisons, secure custodial centres or within the community. With changes based on different organisation's needs, it can apply to workers in juvenile detention, immigration detention or other contexts where working with detained persons is part of the work role.Customisation will be required to accommodate the different work sites and defined work role contexts in which this unit will be applied.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable Not applicable
Competency Field Not applicable
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: Encourage maintenance of relationships.
  • Encourage and assist offender to maintain contact with family, friends and support according to services and resources available.
  • Assist contacts between offender and networks in the community according to organisation procedures.
  • Refer family problems that require the involvement of the offender to relevant support and specialist staff and agencies.
  • Refer offender and family to suitable specialists according to the nature and urgency of the needs.
  • Make contact with offender's family and friends or supporters according to offender's interests, procedures and organisational practice.
  • Assist offender to develop and maintain appropriate relationships with officers, services agencies and personal support.
  • Encourage offenders to manage themselves and their relationships confidently and productively.
  • Provide support to offender in a manner that maintains the integrity of self-management and personal dignity.
       
Element: Maintain professional relationship with offenders.
  • Communication with offender is clear and appropriate to the offender's needs and circumstances.
  • Respond to offender's requests and concerns positively, appropriately and consistently.
  • Maintain confidentiality and discretion according to procedures and individual agreements with offender.
  • Acknowledge and support offender's rights and options consistent with policies, orders and relevant legislation.
       


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

Evidence for assessment must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments.

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 contains a wide range of variables to reflect the diverse nature of working with offenders and the different services provided in and for correctional services. Selection from the range of variables will reflect the specific requirements of the work site and the defined work role.

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 supporting offenders effectively as part of a coordinated team, including coping with difficulties, irregularities and changes to routine

copies of legislation, policies, procedures and guidelines relating to supporting 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, 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.

This section describes the essential skills and knowledge and their level, required for this unit.

Required skills:

supporting offenders from different cultural backgrounds

supporting offenders according to offender and case management objectives, needs, risks and individual circumstances

supporting vulnerable offenders and offenders with special needs and risks

communicating effectively with a range of people from diverse backgrounds

identifying personal values and their impact on performance.

Required knowledge:

organisation's policies, guidelines and procedures related to offender management and support

relevant statutory responsibilities related to management of and support for offenders, court orders, code of conduct, organisational procedures, Criminal Justice codes, offender services and programs

principles of effective communication

general counselling strategies and techniques

organisational reporting procedures and practice

support services and specialists and their guidelines for access and service provision

aspects of human behaviour and development related to offending and relationships

principal and relevant cultural practices and customs of the community.

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.

Services and resources may include:

social and welfare worker

medical services

drug or alcohol services

intervention and behaviour management programs

counsellor

religious and spiritual adviser

program coordinator

case manager and case management team

Aboriginal and Torres Strait Island liaison

specialist cultural liaison and support

welfare organisations

legal advice

education, training and skills development

recreation and sporting groups

employment and career development.

Communication with offender may include instances of the following methods:

formal and informal meetings

interviews

counselling

receiving and conveying information and advice

receiving grievances and complaints

one-to-one, groups and public

oral and written

internal and external to the organisation

recording and reporting

conflict resolution and tactical communication.

Confidentiality and discretion will include:

security of personal information

selection of other people to be informed

location and timing of communication

nature of follow up

nature of the information

agreement with offenders, colleagues and policies.

Relevant legislation may include federal, and state or territory legislation relevant to:

management of services to offenders or case management

Criminal Justice Acts

community and alternative sentencing conditions

code of conduct

confidentiality and freedom of information

statutory requirements, such as duty of care.

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
Encourage and assist offender to maintain contact with family, friends and support according to services and resources available. 
Assist contacts between offender and networks in the community according to organisation procedures. 
Refer family problems that require the involvement of the offender to relevant support and specialist staff and agencies. 
Refer offender and family to suitable specialists according to the nature and urgency of the needs. 
Make contact with offender's family and friends or supporters according to offender's interests, procedures and organisational practice. 
Assist offender to develop and maintain appropriate relationships with officers, services agencies and personal support. 
Encourage offenders to manage themselves and their relationships confidently and productively. 
Provide support to offender in a manner that maintains the integrity of self-management and personal dignity. 
Communication with offender is clear and appropriate to the offender's needs and circumstances. 
Respond to offender's requests and concerns positively, appropriately and consistently. 
Maintain confidentiality and discretion according to procedures and individual agreements with offender. 
Acknowledge and support offender's rights and options consistent with policies, orders and relevant legislation. 

Forms

Assessment Cover Sheet

CSCOFM307A - Support offender to maintain positive relationships
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

CSCOFM307A - Support offender to maintain positive relationships

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: