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Evidence Guide: CSCINT006 - Use therapeutic processes in groups to address offending behaviour

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

 

CSCINT006 - Use therapeutic processes in groups to address offending behaviour

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

Facilitate group processes

  1. Research the history, background and culture of members of the group for assessment of suitability for the group according to agreed criteria.
  2. Encourage group members to explore their expectations of programs honestly and realistically.
  3. Promote group cohesion using a range of leadership techniques.
  4. Openly acknowledge hostile responses to participating in programs and deal with resistance using group processes.
  5. Use group dynamics to influence positive attitudes and expectations.
  6. Explore behaviours and attitudes in the group and negotiate agreement on acceptable behaviours and group rules.
  7. Encourage and model positive and open communication and deal with conflict fairly and constructively.
  8. Clearly define confidentiality and promote strategies that develop supportive relationships.
Research the history, background and culture of members of the group for assessment of suitability for the group according to agreed criteria.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage group members to explore their expectations of programs honestly and realistically.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote group cohesion using a range of leadership techniques.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Openly acknowledge hostile responses to participating in programs and deal with resistance using group processes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use group dynamics to influence positive attitudes and expectations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore behaviours and attitudes in the group and negotiate agreement on acceptable behaviours and group rules.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and model positive and open communication and deal with conflict fairly and constructively.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly define confidentiality and promote strategies that develop supportive relationships.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create a safe emotional environment

  1. Manage the environment of the group to encourage trust and self-reflection.
  2. Use information to establish empathy and safety of expression.
  3. Use questioning methods to encourage deeper exploration of emotions and experiences.
  4. Manage group processes and group interaction to create and maintain safe exploration of thoughts and feelings.
  5. Acknowledge attitudes, beliefs and experiences and challenge expressions of issues to promote honesty and self-awareness.
  6. Explore values, beliefs, attitudes and behaviour to promote self-analysis.
  7. Use questions to give participants the opportunity to explore underlying emotions and their origins.
  8. Use communication strategies such as silence to encourage participants to experience the effects of their feelings.
  9. Use questioning to encourage participants to explore and acknowledge their fears and concerns.
  10. Model and promote group interaction that supports the safe exploration of thoughts and feelings.
  11. Respond to participants in a culturally sensitive as well as honest and challenging manner.
Manage the environment of the group to encourage trust and self-reflection.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use information to establish empathy and safety of expression.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use questioning methods to encourage deeper exploration of emotions and experiences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage group processes and group interaction to create and maintain safe exploration of thoughts and feelings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge attitudes, beliefs and experiences and challenge expressions of issues to promote honesty and self-awareness.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore values, beliefs, attitudes and behaviour to promote self-analysis.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use questions to give participants the opportunity to explore underlying emotions and their origins.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use communication strategies such as silence to encourage participants to experience the effects of their feelings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use questioning to encourage participants to explore and acknowledge their fears and concerns.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model and promote group interaction that supports the safe exploration of thoughts and feelings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to participants in a culturally sensitive as well as honest and challenging manner.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the expression of individual goals

  1. Engage participants in exploring their reasons for participating in programs and their expectations for outcomes and change.
  2. Facilitate participants’ self-awareness through reflection and analysis of thoughts and feelings.
  3. Use motivational interviewing strategies to enable participants to compare and contrast their life goals with current reality.
  4. Encourage participants to explore, define and expand their goals.
  5. Encourage participants to identify personal goals that are consistent with non-offending behaviour.
  6. Encourage participants to analyse their own and others’ attitudes, beliefs, values and behaviour.
  7. Encourage participants to review their goals at strategic stages in the program.
  8. Use review of goals to strengthen commitment to change.
  9. Use review of goals to confirm commitment or modify expectations.
  10. Encourage participants to evaluate progress in order to develop further strategies for action.
Engage participants in exploring their reasons for participating in programs and their expectations for outcomes and change.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate participants’ self-awareness through reflection and analysis of thoughts and feelings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use motivational interviewing strategies to enable participants to compare and contrast their life goals with current reality.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to explore, define and expand their goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to identify personal goals that are consistent with non-offending behaviour.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to analyse their own and others’ attitudes, beliefs, values and behaviour.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to review their goals at strategic stages in the program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use review of goals to strengthen commitment to change.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use review of goals to confirm commitment or modify expectations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to evaluate progress in order to develop further strategies for action.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support progress to achieve individual goals

  1. Identify, bring into focus and analyse contradictions in beliefs, attitudes, values and goals.
  2. Encourage participants to move beyond superficial responses and levels of self-reflection.
  3. Encourage participants to analyse their values, beliefs and behaviours that reinforce or challenge their experience in offending.
  4. Encourage participants to recognise the contradictions in their beliefs, attitudes and values.
  5. Encourage participants to use reasoning to recognise the decisions and changes needed to assist them to achieve their goals.
  6. Use group dynamics to focus on and acknowledge each participant’s barriers to change.
  7. Use group dynamics to promote individual choice and control over the barriers blocking change.
  8. Use group dynamics to generate participant changes in thoughts and behaviour and acceptance of nonoffending lifestyle.
  9. Check objectives, outcomes and processes of the group for consistency with the organisation’s policies, objectives and program outcomes.
  10. Maintain records of participation and progress according to organisation’s requirements and report issues where required or necessary.
Identify, bring into focus and analyse contradictions in beliefs, attitudes, values and goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to move beyond superficial responses and levels of self-reflection.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to analyse their values, beliefs and behaviours that reinforce or challenge their experience in offending.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to recognise the contradictions in their beliefs, attitudes and values.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to use reasoning to recognise the decisions and changes needed to assist them to achieve their goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use group dynamics to focus on and acknowledge each participant’s barriers to change.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use group dynamics to promote individual choice and control over the barriers blocking change.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use group dynamics to generate participant changes in thoughts and behaviour and acceptance of nonoffending lifestyle.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain records of participation and progress according to organisation’s requirements and report issues where required or necessary.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate group processes

  1. Research the history, background and culture of members of the group for assessment of suitability for the group according to agreed criteria.
  2. Encourage group members to explore their expectations of programs honestly and realistically.
  3. Promote group cohesion using a range of leadership techniques.
  4. Openly acknowledge hostile responses to participating in programs and deal with resistance using group processes.
  5. Use group dynamics to influence positive attitudes and expectations.
  6. Explore behaviours and attitudes in the group and negotiate agreement on acceptable behaviours and group rules.
  7. Encourage and model positive and open communication and deal with conflict fairly and constructively.
  8. Clearly define confidentiality and promote strategies that develop supportive relationships.
Research the history, background and culture of members of the group for assessment of suitability for the group according to agreed criteria.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage group members to explore their expectations of programs honestly and realistically.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote group cohesion using a range of leadership techniques.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Openly acknowledge hostile responses to participating in programs and deal with resistance using group processes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use group dynamics to influence positive attitudes and expectations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore behaviours and attitudes in the group and negotiate agreement on acceptable behaviours and group rules.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and model positive and open communication and deal with conflict fairly and constructively.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly define confidentiality and promote strategies that develop supportive relationships.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create a safe emotional environment

  1. Manage the environment of the group to encourage trust and self-reflection.
  2. Use information to establish empathy and safety of expression.
  3. Use questioning methods to encourage deeper exploration of emotions and experiences.
  4. Manage group processes and group interaction to create and maintain safe exploration of thoughts and feelings.
  5. Acknowledge attitudes, beliefs and experiences and challenge expressions of issues to promote honesty and self-awareness.
  6. Explore values, beliefs, attitudes and behaviour to promote self-analysis.
  7. Use questions to give participants the opportunity to explore underlying emotions and their origins.
  8. Use communication strategies such as silence to encourage participants to experience the effects of their feelings.
  9. Use questioning to encourage participants to explore and acknowledge their fears and concerns.
  10. Model and promote group interaction that supports the safe exploration of thoughts and feelings.
  11. Respond to participants in a culturally sensitive as well as honest and challenging manner.
Manage the environment of the group to encourage trust and self-reflection.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use information to establish empathy and safety of expression.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use questioning methods to encourage deeper exploration of emotions and experiences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage group processes and group interaction to create and maintain safe exploration of thoughts and feelings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge attitudes, beliefs and experiences and challenge expressions of issues to promote honesty and self-awareness.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore values, beliefs, attitudes and behaviour to promote self-analysis.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use questions to give participants the opportunity to explore underlying emotions and their origins.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use communication strategies such as silence to encourage participants to experience the effects of their feelings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use questioning to encourage participants to explore and acknowledge their fears and concerns.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model and promote group interaction that supports the safe exploration of thoughts and feelings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to participants in a culturally sensitive as well as honest and challenging manner.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the expression of individual goals

  1. Engage participants in exploring their reasons for participating in programs and their expectations for outcomes and change.
  2. Facilitate participants’ self-awareness through reflection and analysis of thoughts and feelings.
  3. Use motivational interviewing strategies to enable participants to compare and contrast their life goals with current reality.
  4. Encourage participants to explore, define and expand their goals.
  5. Encourage participants to identify personal goals that are consistent with non-offending behaviour.
  6. Encourage participants to analyse their own and others’ attitudes, beliefs, values and behaviour.
  7. Encourage participants to review their goals at strategic stages in the program.
  8. Use review of goals to strengthen commitment to change.
  9. Use review of goals to confirm commitment or modify expectations.
  10. Encourage participants to evaluate progress in order to develop further strategies for action.
Engage participants in exploring their reasons for participating in programs and their expectations for outcomes and change.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate participants’ self-awareness through reflection and analysis of thoughts and feelings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use motivational interviewing strategies to enable participants to compare and contrast their life goals with current reality.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to explore, define and expand their goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to identify personal goals that are consistent with non-offending behaviour.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to analyse their own and others’ attitudes, beliefs, values and behaviour.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to review their goals at strategic stages in the program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use review of goals to strengthen commitment to change.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use review of goals to confirm commitment or modify expectations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to evaluate progress in order to develop further strategies for action.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support progress to achieve individual goals

  1. Identify, bring into focus and analyse contradictions in beliefs, attitudes, values and goals.
  2. Encourage participants to move beyond superficial responses and levels of self-reflection.
  3. Encourage participants to analyse their values, beliefs and behaviours that reinforce or challenge their experience in offending.
  4. Encourage participants to recognise the contradictions in their beliefs, attitudes and values.
  5. Encourage participants to use reasoning to recognise the decisions and changes needed to assist them to achieve their goals.
  6. Use group dynamics to focus on and acknowledge each participant’s barriers to change.
  7. Use group dynamics to promote individual choice and control over the barriers blocking change.
  8. Use group dynamics to generate participant changes in thoughts and behaviour and acceptance of nonoffending lifestyle.
  9. Check objectives, outcomes and processes of the group for consistency with the organisation’s policies, objectives and program outcomes.
  10. Maintain records of participation and progress according to organisation’s requirements and report issues where required or necessary.
Identify, bring into focus and analyse contradictions in beliefs, attitudes, values and goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to move beyond superficial responses and levels of self-reflection.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to analyse their values, beliefs and behaviours that reinforce or challenge their experience in offending.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to recognise the contradictions in their beliefs, attitudes and values.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to use reasoning to recognise the decisions and changes needed to assist them to achieve their goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use group dynamics to focus on and acknowledge each participant’s barriers to change.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use group dynamics to promote individual choice and control over the barriers blocking change.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use group dynamics to generate participant changes in thoughts and behaviour and acceptance of nonoffending lifestyle.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain records of participation and progress according to organisation’s requirements and report issues where required or necessary.

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. Facilitate group processes

1.1 Research the history, background and culture of members of the group for assessment of suitability for the group according to agreed criteria.

1.2 Encourage group members to explore their expectations of programs honestly and realistically.

1.3 Promote group cohesion using a range of leadership techniques.

1.4 Openly acknowledge hostile responses to participating in programs and deal with resistance using group processes.

1.5 Use group dynamics to influence positive attitudes and expectations.

1.6 Explore behaviours and attitudes in the group and negotiate agreement on acceptable behaviours and group rules.

1.7 Encourage and model positive and open communication and deal with conflict fairly and constructively.

1.8 Clearly define confidentiality and promote strategies that develop supportive relationships.

2. Create a safe emotional environment

2.1 Manage the environment of the group to encourage trust and self-reflection.

2.2 Use information to establish empathy and safety of expression.

2.3 Use questioning methods to encourage deeper exploration of emotions and experiences.

2.4 Manage group processes and group interaction to create and maintain safe exploration of thoughts and feelings.

2.5 Acknowledge attitudes, beliefs and experiences and challenge expressions of issues to promote honesty and self-awareness.

2.6 Explore values, beliefs, attitudes and behaviour to promote self-analysis.

2.7 Use questions to give participants the opportunity to explore underlying emotions and their origins.

2.8 Use communication strategies such as silence to encourage participants to experience the effects of their feelings.

2.9 Use questioning to encourage participants to explore and acknowledge their fears and concerns.

2.10 Model and promote group interaction that supports the safe exploration of thoughts and feelings.

2.11 Respond to participants in a culturally sensitive as well as honest and challenging manner.

3. Support the expression of individual goals

3.1 Engage participants in exploring their reasons for participating in programs and their expectations for outcomes and change.

3.2 Facilitate participants’ self-awareness through reflection and analysis of thoughts and feelings.

3.3 Use motivational interviewing strategies to enable participants to compare and contrast their life goals with current reality.

3.4 Encourage participants to explore, define and expand their goals.

3.5 Encourage participants to identify personal goals that are consistent with non-offending behaviour.

3.6 Encourage participants to analyse their own and others’ attitudes, beliefs, values and behaviour.

3.7 Encourage participants to review their goals at strategic stages in the program.

3.8 Use review of goals to strengthen commitment to change.

3.9 Use review of goals to confirm commitment or modify expectations.

3.10 Encourage participants to evaluate progress in order to develop further strategies for action.

4. Support progress to achieve individual goals

4.1 Identify, bring into focus and analyse contradictions in beliefs, attitudes, values and goals.

4.2 Encourage participants to move beyond superficial responses and levels of self-reflection.

4.3 Encourage participants to analyse their values, beliefs and behaviours that reinforce or challenge their experience in offending.

4.4 Encourage participants to recognise the contradictions in their beliefs, attitudes and values.

4.5 Encourage participants to use reasoning to recognise the decisions and changes needed to assist them to achieve their goals.

4.6 Use group dynamics to focus on and acknowledge each participant’s barriers to change.

4.7 Use group dynamics to promote individual choice and control over the barriers blocking change.

4.8 Use group dynamics to generate participant changes in thoughts and behaviour and acceptance of nonoffending lifestyle.

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

4.10 Maintain records of participation and progress according to organisation’s requirements and report issues where required or necessary.

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. Facilitate group processes

1.1 Research the history, background and culture of members of the group for assessment of suitability for the group according to agreed criteria.

1.2 Encourage group members to explore their expectations of programs honestly and realistically.

1.3 Promote group cohesion using a range of leadership techniques.

1.4 Openly acknowledge hostile responses to participating in programs and deal with resistance using group processes.

1.5 Use group dynamics to influence positive attitudes and expectations.

1.6 Explore behaviours and attitudes in the group and negotiate agreement on acceptable behaviours and group rules.

1.7 Encourage and model positive and open communication and deal with conflict fairly and constructively.

1.8 Clearly define confidentiality and promote strategies that develop supportive relationships.

2. Create a safe emotional environment

2.1 Manage the environment of the group to encourage trust and self-reflection.

2.2 Use information to establish empathy and safety of expression.

2.3 Use questioning methods to encourage deeper exploration of emotions and experiences.

2.4 Manage group processes and group interaction to create and maintain safe exploration of thoughts and feelings.

2.5 Acknowledge attitudes, beliefs and experiences and challenge expressions of issues to promote honesty and self-awareness.

2.6 Explore values, beliefs, attitudes and behaviour to promote self-analysis.

2.7 Use questions to give participants the opportunity to explore underlying emotions and their origins.

2.8 Use communication strategies such as silence to encourage participants to experience the effects of their feelings.

2.9 Use questioning to encourage participants to explore and acknowledge their fears and concerns.

2.10 Model and promote group interaction that supports the safe exploration of thoughts and feelings.

2.11 Respond to participants in a culturally sensitive as well as honest and challenging manner.

3. Support the expression of individual goals

3.1 Engage participants in exploring their reasons for participating in programs and their expectations for outcomes and change.

3.2 Facilitate participants’ self-awareness through reflection and analysis of thoughts and feelings.

3.3 Use motivational interviewing strategies to enable participants to compare and contrast their life goals with current reality.

3.4 Encourage participants to explore, define and expand their goals.

3.5 Encourage participants to identify personal goals that are consistent with non-offending behaviour.

3.6 Encourage participants to analyse their own and others’ attitudes, beliefs, values and behaviour.

3.7 Encourage participants to review their goals at strategic stages in the program.

3.8 Use review of goals to strengthen commitment to change.

3.9 Use review of goals to confirm commitment or modify expectations.

3.10 Encourage participants to evaluate progress in order to develop further strategies for action.

4. Support progress to achieve individual goals

4.1 Identify, bring into focus and analyse contradictions in beliefs, attitudes, values and goals.

4.2 Encourage participants to move beyond superficial responses and levels of self-reflection.

4.3 Encourage participants to analyse their values, beliefs and behaviours that reinforce or challenge their experience in offending.

4.4 Encourage participants to recognise the contradictions in their beliefs, attitudes and values.

4.5 Encourage participants to use reasoning to recognise the decisions and changes needed to assist them to achieve their goals.

4.6 Use group dynamics to focus on and acknowledge each participant’s barriers to change.

4.7 Use group dynamics to promote individual choice and control over the barriers blocking change.

4.8 Use group dynamics to generate participant changes in thoughts and behaviour and acceptance of nonoffending lifestyle.

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

4.10 Maintain records of participation and progress according to organisation’s requirements and report issues where required or necessary.