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Evidence Guide: CSCINT001 - Negotiate behaviour change

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CSCINT001 - Negotiate behaviour change

What evidence can you provide to prove your understanding of each of the following citeria?

Develop a working relationship with offenders

  1. Use interaction with offenders to encourage personal reflection on behaviour and personal responsibility for behaviour and change.
  2. Use a range of communication strategies to gather information about the background and circumstances of offenders.
  3. Provide factual, clear and objective information to the offender.
  4. Identify issues arising from the behaviour of offenders and the behaviour change.
  5. Maintain professional relationships with offenders.
  6. Identify obstacles to establishing professional relationships with offenders.
  7. Record and report information relevant to intervention contact with the offender.
Use interaction with offenders to encourage personal reflection on behaviour and personal responsibility for behaviour and change.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide factual, clear and objective information to the offender.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain professional relationships with offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify obstacles to establishing professional relationships with offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate setting of change goals

  1. Inform offender of their responsibility for determining and achieving their own goals.
  2. Encourage offenders to identify and analyse the factors that have contributed to past behaviour.
  3. Assess options for offenders’ goals and outcomes for change.
  4. Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives, and re-negotiate plans.
  5. Confirm the information and resources required by offenders to set their goals and provide resources.
  6. Assist offenders to determine what support they will need and how they will get this support.
Inform offender of their responsibility for determining and achieving their own goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess options for offenders’ goals and outcomes for change.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set change goals and negotiate plan review criteria

  1. Negotiate a realistic timetable for the achievement of each goal with the offender.
  2. Determine the evidence that will be used to indicate that goals have been achieved through negotiation with offenders.
  3. Confirm that contact with offenders and support provided comply with policies, procedures and code of conduct.
  4. Negotiate agreement with offenders on the review of progress and the consequences of achieving or not achieving goals.
Negotiate a realistic timetable for the achievement of each goal with the offender.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a working relationship with offenders

  1. Use interaction with offenders to encourage personal reflection on behaviour and personal responsibility for behaviour and change.
  2. Use a range of communication strategies to gather information about the background and circumstances of offenders.
  3. Provide factual, clear and objective information to the offender.
  4. Identify issues arising from the behaviour of offenders and the behaviour change.
  5. Maintain professional relationships with offenders.
  6. Identify obstacles to establishing professional relationships with offenders.
  7. Record and report information relevant to intervention contact with the offender.
Use interaction with offenders to encourage personal reflection on behaviour and personal responsibility for behaviour and change.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide factual, clear and objective information to the offender.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain professional relationships with offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify obstacles to establishing professional relationships with offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate setting of change goals

  1. Inform offender of their responsibility for determining and achieving their own goals.
  2. Encourage offenders to identify and analyse the factors that have contributed to past behaviour.
  3. Assess options for offenders’ goals and outcomes for change.
  4. Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives, and re-negotiate plans.
  5. Confirm the information and resources required by offenders to set their goals and provide resources.
  6. Assist offenders to determine what support they will need and how they will get this support.
Inform offender of their responsibility for determining and achieving their own goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess options for offenders’ goals and outcomes for change.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set change goals and negotiate plan review criteria

  1. Negotiate a realistic timetable for the achievement of each goal with the offender.
  2. Determine the evidence that will be used to indicate that goals have been achieved through negotiation with offenders.
  3. Confirm that contact with offenders and support provided comply with policies, procedures and code of conduct.
  4. Negotiate agreement with offenders on the review of progress and the consequences of achieving or not achieving goals.
Negotiate a realistic timetable for the achievement of each goal with the offender.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

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.