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Evidence Guide: CSCINT007 - Use group processes 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

 

CSCINT007 - Use group processes to address offending behaviour

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

Assess offenders’ needs and programs

  1. Assess referred offender's suitability for the program based on their history and background.
  2. Use information about offenders to allocate them to a group according to needs of the offenders and conditions of the programs.
  3. Identify the need for additional groups or programs and check with program purpose and resources.
Assess referred offender's suitability for the program based on their history and background.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design and coordinate a program of activities

  1. Check current time commitments and resources for flexibility and capacity to expand.
  2. Check the objectives, outcomes and processes of group programs for consistency with the organisation’s policies and objectives and program outcomes.
  3. Plan a structured sequence of activities and timetable to achieve the objective of the group program within the resources available.
  4. Consult team members for feedback on the planned program and indications of support.
  5. Identify resources needed for the program and allocate according to priorities and availability.
Check current time commitments and resources for flexibility and capacity to expand.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage process and outcomes of the group

  1. Provide information to group in a language and style they will understand.
  2. Negotiate group rules and confirm agreement with group to encourage commitment, cooperation and active participation.
  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.
  4. Encourage members of groups to take responsibility for agreement on objectives, targets and outcomes.
  5. Plan the location of the group meetings to promote comfort, trust, privacy, energy and focus.
  6. Direct the strengths and energy of the group to maintain positive direction, cooperation and achievements.
  7. Encourage active participation and appropriate responses and model positive behaviour through the selection of effective communication techniques.
  8. Monitor behaviour and mood of members for signals, and anticipate and provide appropriate responses.
  9. Provide clear and relevant information to the group at a suitable language and comprehension level.
  10. Analyse own values for their impact on own attitudes and interactions to detect and avoid bias.
Provide information to group in a language and style they will understand.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess offenders’ needs and programs

  1. Assess referred offender's suitability for the program based on their history and background.
  2. Use information about offenders to allocate them to a group according to needs of the offenders and conditions of the programs.
  3. Identify the need for additional groups or programs and check with program purpose and resources.
Assess referred offender's suitability for the program based on their history and background.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design and coordinate a program of activities

  1. Check current time commitments and resources for flexibility and capacity to expand.
  2. Check the objectives, outcomes and processes of group programs for consistency with the organisation’s policies and objectives and program outcomes.
  3. Plan a structured sequence of activities and timetable to achieve the objective of the group program within the resources available.
  4. Consult team members for feedback on the planned program and indications of support.
  5. Identify resources needed for the program and allocate according to priorities and availability.
Check current time commitments and resources for flexibility and capacity to expand.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage process and outcomes of the group

  1. Provide information to group in a language and style they will understand.
  2. Negotiate group rules and confirm agreement with group to encourage commitment, cooperation and active participation.
  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.
  4. Encourage members of groups to take responsibility for agreement on objectives, targets and outcomes.
  5. Plan the location of the group meetings to promote comfort, trust, privacy, energy and focus.
  6. Direct the strengths and energy of the group to maintain positive direction, cooperation and achievements.
  7. Encourage active participation and appropriate responses and model positive behaviour through the selection of effective communication techniques.
  8. Monitor behaviour and mood of members for signals, and anticipate and provide appropriate responses.
  9. Provide clear and relevant information to the group at a suitable language and comprehension level.
  10. Analyse own values for their impact on own attitudes and interactions to detect and avoid bias.
Provide information to group in a language and style they will understand.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

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. 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.

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. 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.