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Evidence Guide: CSCINT404A - Assess offender risks and needs

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

 

CSCINT404A - Assess offender risks and needs

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

Observe offender behaviour and presentation.

  1. Note the offender's emotional state within the context of known personal history and circumstances.
  2. Observe the offender's physical presentation, note discrepancies and inconsistencies, and review observations against other information.
  3. Research and check information about the offender's history, behaviour and emotional state from analysis of his/her information and behaviour and from offender files and reports.
  4. Explore the offender's perception of his/her situation through questioning and responses to information.
  5. Determine a general assessment of functioning according to recognised criteria and note indicators of impairment.
  6. Use a range of communication strategies to develop understanding of offender's experiences, attitudes and needs.
Note the offender's emotional state within the context of known personal history and circumstances.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe the offender's physical presentation, note discrepancies and inconsistencies, and review observations against other information.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research and check information about the offender's history, behaviour and emotional state from analysis of his/her information and behaviour and from offender files and reports.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore the offender's perception of his/her situation through questioning and responses to information.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine a general assessment of functioning according to recognised criteria and note indicators of impairment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a range of communication strategies to develop understanding of offender's experiences, attitudes and needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse nature and degree of risk.

  1. Check and confirm offender's understanding of the nature of his/her circumstances using a range of communication and analysis strategies.
  2. Explore offender's perceptions of his/her capacity to influence the situation and evaluate this for realistic and effective expectations.
  3. Check offender's abilities and skills to handle or function within his/her situation and evaluate this for degree of risk to health and welfare.
  4. Identify current factors that would work for or against change and assess them for significance to programs and services.
  5. Explore and determine offender's perceptions of the roles of influential and relevant people and systems.
  6. Identify and acknowledge offender's capacity to recognise and understand his/her situation and adapt according to new requirements and perceptions of the correctional environment.
  7. Identify offender's motivation to change and assess this according to level of reality, expectations and experiences.
Check and confirm offender's understanding of the nature of his/her circumstances using a range of communication and analysis strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore offender's perceptions of his/her capacity to influence the situation and evaluate this for realistic and effective expectations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check offender's abilities and skills to handle or function within his/her situation and evaluate this for degree of risk to health and welfare.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify current factors that would work for or against change and assess them for significance to programs and services.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore and determine offender's perceptions of the roles of influential and relevant people and systems.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and acknowledge offender's capacity to recognise and understand his/her situation and adapt according to new requirements and perceptions of the correctional environment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify offender's motivation to change and assess this according to level of reality, expectations and experiences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine intervention.

  1. Identify intervention strategies based on offender's ability and potential to cope with his/her situation and assess resources and barriers relevant to the offending behaviour and risks.
  2. Determine offender's receptivity, level of awareness of his/her situation, openness to new information and capacity to learn and make behavioural changes, from a range of observation, checking of information and communication strategies.
  3. Assess offender's risk factors and the nature of the offending behaviour and make recommendations on intervention strategies and referral according to degree of urgency, available programs and services and offender suitability.
  4. Negotiate conditions of intervention with key people and agencies and with offender in a manner that encourages agreement and cooperation.
  5. Provide advice and information to offender in language and style designed to promote understanding, provide reassurance and minimise anxiety, stress and confusion.
  6. Include records of the offender's presentation and all relevant information in offender's file and relevant case notes and report to other agencies as required by organisational guidelines and practices.
Identify intervention strategies based on offender's ability and potential to cope with his/her situation and assess resources and barriers relevant to the offending behaviour and risks.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine offender's receptivity, level of awareness of his/her situation, openness to new information and capacity to learn and make behavioural changes, from a range of observation, checking of information and communication strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess offender's risk factors and the nature of the offending behaviour and make recommendations on intervention strategies and referral according to degree of urgency, available programs and services and offender suitability.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate conditions of intervention with key people and agencies and with offender in a manner that encourages agreement and cooperation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide advice and information to offender in language and style designed to promote understanding, provide reassurance and minimise anxiety, stress and confusion.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Include records of the offender's presentation and all relevant information in offender's file and relevant case notes and report to other agencies as required by organisational guidelines and practices.

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 assess offender risks and needs 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 assessing the risks and needs of offenders as part of a coordinated team, including coping with difficulties, irregularities and changes to routine

copies of legislation, policies, procedures and guidelines relating to assessing offender risks and needs

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:

routine and special assessment of offenders

checking and analysing information for assessment of risks, special needs and developmental levels

taking responsibility for duty of care outcomes based on the degree of risk and special needs of offenders

preserving the rights and responsibilities of offenders and their safety and welfare

supporting staff and protecting their safety and welfare

providing supervision and case management strategies based on assessed risk and justifiable priorities

making decisions based on knowledge of the impact of cultural and personal values on behaviour, expectations and program objectives

responding to risks and incidents of varying degrees of severity

adapting service or program responses to different special needs

using clear, suitable and accurate communication

developing and analysing actions appropriate for case plans

collecting and analysing information

documenting offender information and case plans

complying with the organisation's security policies and operating procedures related to contact with offenders

applying knowledge of statutory requirements relevant to the work sector and roles

communicating assessment requirements in both formal and informal contact with offenders and key stakeholders

taking into account the values, needs and circumstances of people from different cultures

using personal, manual and electronic information

using available support and resources and applying the criteria for access

giving feedback on expectations

maintaining a supportive and professional relationship with staff and support agencies

maintaining a focus on agreements and behaviour outcomes

identifying limits of role and taking actions to contact appropriate support people

presenting assessment information in formal and informal settings.

Required knowledge:

organisational policies, procedures and guidelines related to case management and offender programs and services

indicators of risk to offenders, including indicators of:

suicide

mutilation and self-harm

physical violence

mental illness

sexual abuse

addiction and drug use

eating disorders

inappropriate relationships and sexual behaviour

provocative actions and behaviour

intellectual development and brain damage

personality issues, aberrant behaviour and psychological deviance in the context of the prison environment

cultural isolation and alienation, and language barriers

withdrawal and depression

procedures and requirements for offender assessment reporting, including work site information processing and the organisation's offender information system

legislation relevant to candidates' roles and responsibilities and service guidelines, such as:

accountability, including recording and reporting offender information

offender risk management model and process

processes and procedures for breaches of regulations and associated disciplinary actions

responding to risk assessment

access to information and restriction of access

appropriate relationships with offenders

appropriate relationships with staff and colleagues

rights and responsibilities of offenders

protocols for referral to specialist and support agencies

special needs

organisation's code of conduct, code of ethics and duty of care

range of specialist support services and programs available to offenders

processes for getting advice and assistance when there are problems

cultural practices that will have an impact on decisions made about flexibility and allowances, additional support and special programs

impact of cultural and personal beliefs on values, relationships, attitudes and behaviour

cultural prohibitions that have an impact on physical contact, relationships and communication.

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.

Needs may include:

basic language and literacy skills

living skills

special accommodation

behaviour change and management

addiction services - drug and alcohol, gambling

health, fitness and hygiene

mental health

disabilities - physical, intellectual, sensory and developmental

training and education

employment

family support

relationship development

legal advice representation

cultural support.

Intervention strategies will depend on the nature and degree of the risks and should include:

individual counselling

group therapy

group support

referral to external specialists and agencies

special monitoring

referral to special units

specialist assessment

medical treatment

internal support, such as buddy systems.

Offender's risk factors will depend on the nature and degree of the risks and will include risk of:

suicide and self-harm

risk from others

physical injury

risk to others

illness and infection

sexual abuse

risk taking and death

criminal actions

drug and substance abuse

anger management

domestic violence

nature of the offence

potential for repeat offence and re-offending.