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Evidence Guide: CSCINT403A - Assist offenders to change drug and alcohol use

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

 

CSCINT403A - Assist offenders to change drug and alcohol use

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

Assist offenders to identify their need to change.

  1. Check strategies for intervention with drug and alcohol behaviour for consistency with the organisation's policies and objectives.
  2. Gather information on the client's behaviour and drug-taking or drinking history from a range of different sources.
  3. Encourage client to review his/her behaviour and experiences with drugs or drinking honestly, realistically and critically.
  4. Confirm and acknowledge client's past experiences with attempting to control use.
  5. Respond promptly to signs of distress or crisis according to the context and emergency response guidelines.
  6. Encourage client to assess and explore his/her level of commitment, the effect of incentives and the options for change that exist.
  7. Assist client to identify realistic and achievable goals for change.
  8. Assist client to develop a plan and timetable for action to achieve his/her goals.
Check strategies for intervention with drug and alcohol behaviour for consistency with the organisation's policies and objectives.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Gather information on the client's behaviour and drug-taking or drinking history from a range of different sources.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage client to review his/her behaviour and experiences with drugs or drinking honestly, realistically and critically.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Confirm and acknowledge client's past experiences with attempting to control use.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Respond promptly to signs of distress or crisis according to the context and emergency response guidelines.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage client to assess and explore his/her level of commitment, the effect of incentives and the options for change that exist.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assist client to identify realistic and achievable goals for change.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assist client to develop a plan and timetable for action to achieve his/her goals.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Support clients to meet their goals.

  1. Identify and provide information and resources required by clients to meet his/her goals according to availability and priorities.
  2. Encourage and develop opportunities for the client to develop his/her own resources according to the service philosophy, guidelines and programs.
  3. Respond promptly to significant departure from goals and report them according to organisation's procedures.
  4. Allocate or provide individual counselling and group support according to client needs, goals and the suitability of available programs.
  5. Gather information on offender progress from a range of different sources and match it against the goals and action plan.
  6. Negotiate changes or adjustments needed with the offender and other interests.
  7. Acknowledge offender progress and respond suitably.
  8. Document and report outcomes according to requirements.
Identify and provide information and resources required by clients to meet his/her goals according to availability and priorities.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage and develop opportunities for the client to develop his/her own resources according to the service philosophy, guidelines and programs.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Respond promptly to significant departure from goals and report them according to organisation's procedures.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Allocate or provide individual counselling and group support according to client needs, goals and the suitability of available programs.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Gather information on offender progress from a range of different sources and match it against the goals and action plan.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Negotiate changes or adjustments needed with the offender and other interests.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Acknowledge offender progress and respond suitably.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Document and report outcomes according to requirements.

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

Candidates for assessment may work in generic offender management programs with offenders with a range of behaviour profiles and in the context of different levels and nature of risks, or candidates may work in specialist programs with offenders with only one form of offending behaviour or risk management requirement.

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 assist offenders with drug and alcohol-related issues in a range of (two or more) contexts or occasions, over time.

Context of and specific resources for assessment

Where this unit specifies performance in areas with unpredictable and high risk implications, assessment in simulations should be used as well as retrospective documentation and observation of performance working with vulnerable offenders.

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 assisting offenders to address issues arising from drug and alcohol use as part of a coordinated team, including coping with difficulties, irregularities and changes to routine

copies of legislation, policies, procedures and guidelines relating to assisting offenders to address issues arising from drug and alcohol use

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

applying knowledge of statutory requirements relevant to work sector and candidates' roles

formal and informal negotiation with offenders

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

using formal and informal communication methods with an awareness of environmental and sustainability factors

using personal, manual and electronic information

creating formal and informal opportunities to recognise the achievement of goals

using service networks inside and outside the organisation to optimise support and choices

giving supportive feedback and counselling.

Required knowledge:

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

drug and alcohol treatment and response and different theories of addiction

security and contact with offenders

case management

interviewing

programmed intervention based on behaviour management objectives

referral and specialist support

code of conduct and code of ethics

duty of care

confidentiality of information and freedom of information

reporting and offender files

use of resources

legal and statutory responsibilities covering illegal substances, prohibited substances and reporting incidents

principles of case management as a behaviour change strategy

programs available for offenders and their conditions for referral

theories of human behaviour, including:

offending behaviour

behaviour control

addictive behaviour

mental health conditions

peer pressure and control

suicide and self-harm

dominant and submissive roles

pro and anti-social behaviour

stereotypes of behaviour, including social groups, culture, gender and age

principles of specialised communication, such as:

interviewing, including special purpose interviews

negotiation

mediation

counselling

report presentation

sources of information, including:

offender information management system

internal recording and reporting system

specialist services

justice information

key people, including offender and family/friends, colleagues, community support services and support staff in other services.

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.

Support for clients will include:

counselling

building trust and rapport

personal planning

resources to support change strategies

referral to programs

referral to specialist support

advocacy with other services and with family and community support

cooperating and collaborating with team members

recording and reporting accurately

responding to emergencies

adapting services for suitability and flexibility

giving constructive and supportive feedback

maintaining professional confidentiality.