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Evidence Guide: CSCINT401A - 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

 

CSCINT401A - 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, and promote the benefits of change with offenders.
  5. Maintain clear and honest relationships with offenders.
  6. Identify obstacles to professional relationships with offenders, check personal values and issues with others and record concerns according to the code of conduct.
  7. Record and report information relevant to intervention contact with the offender according to the organisation's procedures.
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, and promote the benefits of change with offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain clear and honest relationships with offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify obstacles to professional relationships with offenders, check personal values and issues with others and record concerns according to the code of conduct.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record and report information relevant to intervention contact with the offender according to the organisation's procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate personal goals.

  1. Emphasise and negotiate offenders' responsibility for determining and achieving their goals.
  2. Assess options for offenders' goals and outcomes for change and negotiate agreements based on realistic goals and purpose.
  3. Check and confirm the information and resources required by offenders to set their goals and provide suitable and available resources and support.
  4. Encourage offenders to identify and prioritise long and short-term goals based on individual responsibility and personal choice.
  5. Encourage offenders to identify and analyse the factors that have contributed to past behaviour and the obstacles to achieving change goals.
  6. Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives, and renegotiate plans.
Emphasise and negotiate offenders' responsibility for determining and achieving their goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess options for offenders' goals and outcomes for change and negotiate agreements based on realistic goals and purpose.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check and confirm the information and resources required by offenders to set their goals and provide suitable and available resources and support.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage offenders to identify and prioritise long and short-term goals based on individual responsibility and personal choice.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage offenders to identify and analyse the factors that have contributed to past behaviour and the obstacles to achieving change goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives, and renegotiate plans.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate a planned approach to change.

  1. Negotiate a realistic timetable for the achievement of each goal with the offenders.
  2. Determine and negotiate the evidence used to indicate that goals have been achieved.
  3. Assist offenders to determine what support they will need and how they will get this support.
  4. Encourage offenders to find out what information or advice they need.
  5. Confirm that contact with offenders and the process determined for support comply with policies, procedures and code of conduct.
  6. Negotiate agreement with offenders on reviewing progress and the consequences of achieving or not achieving progress.
Negotiate a realistic timetable for the achievement of each goal with the offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine and negotiate the evidence used to indicate that goals have been achieved.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage offenders to find out what information or advice they need.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm that contact with offenders and the process determined for support comply with policies, procedures and code of conduct.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

ability to negotiate behaviour change with an offender in a range of (two or more) contexts or occasions, over time.

Context of and specific resources for assessment

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 responsible for negotiating behaviour change with an offender as part of a coordinated team, including coping with difficulties, irregularities and changes to routine

copies of legislation, policies, procedures and guidelines relating to negotiating behaviour change

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.

Required Skills and Knowledge

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

Required skills:

complying with the organisation's security policies and operating procedures related to contact with offenders, intervention programs and offender risk management

applying knowledge of statutory requirements of court and sentence conditions

negotiating with people from all the cultural groups using the service

negotiating in both formal and informal contact with offenders

negotiating with hostile and uncooperative offenders

adapting to the values, needs and circumstances of people from different cultures

using formal and informal communication methods

using personal, manual and electronic information

establishing and maintaining responsibility with offenders

maintaining a realistic perspective on change and progress

monitoring and responding to positive and negative progress

giving feedback on expectations and progress

maintaining a focus on agreements and change plans.

Required knowledge:

organisation's policies, procedures, practices, guidelines and standards about:

contact with offenders

case management

programmed intervention

referral and specialist support

code of conduct

duty of care

confidentiality

freedom of information

reporting and offender files

use of resources

principles of court orders and sentence management

discipline procedures

appeals procedures

offender risk assessment and risk management

care and safety of high risk offenders

general understanding of human behaviour that includes:

offending behaviour

behaviour control and change

factors that effect motivation

addictive behaviour

mental health conditions

peer pressure and control

suicide and self-abuse

impact of cultural values and expectations on behaviour and relationships

principles of specialised communication, such as:

interviewing

negotiation

mediation and advocacy with other agencies

counselling

report presentation

cultural awareness

sources of information, including:

offender information management system, including court, police and internal service records

internal recording and reporting systems

internal and external specialist services

key people, including offender and family, colleagues, community support services and friends.

Range Statement

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.

Type of intervention contact will depend on work roles and responsibilities and could include:

assessing offender for referral or inclusion in a specific program

intervention programs as part of sentencing conditions

disciplinary conditions

conditions for probation, parole or community release

part of a strategy for reducing re-offending

part of a strategy for addressing specific risks and needs of offenders.

The nature of offender's goals will depend on roles and responsibility of candidate in offender management and could include addressing:

re-offending

violent behaviour

sexual attitudes and sexual violence

employment skills and qualifications

language and literacy skills

social and life skills

managing offending behaviour

addressing drug and alcohol abuse or addiction

specific court and sentencing conditions.

Negotiation may include conditions in which:

intervention is a requirement of sentencing

offenders are acting on a voluntary and involuntary basis

offenders are uncooperative

offenders are hostile and resistant.