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Evidence Guide: CSCINT502A - 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

 

CSCINT502A - 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. Consult the history and background of referred offenders and assess their suitability for the program.
  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.
Consult the history and background of referred offenders and assess their suitability for the program.

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 commitments in time 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 commitments in time 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 and to detect and avoid personalising issues, discrimination and stereotyping.
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 and to detect and avoid personalising issues, discrimination and stereotyping.

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 apply group processes to address offending behaviour 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 conducting group work with offenders to address offending behaviour issues as part of a coordinated team, including coping with difficulties, irregularities and changes to routine

copies of legislation, policies, procedures and guidelines relating to using group processes to address offending behaviour

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:

using complex communication strategies to have a positive impact on group dynamics and process

planning group-based programs strategically to achieve program outcomes

creating an environment for motivation, cooperation and behaviour change

using offender information for assessment of needs and issues

assessing offending background and behaviour for potential for group intervention

encouraging the expression of issues, concerns, problems and developments and the positive benefits of change

using a wide range of complex communication strategies with a group

analysing behaviour and experience for the cause of unacceptable behaviour and potential problems

analysing and responding to group dynamics

using a range of strategies to give direction and leadership, maintain motivation and purpose and achieve specified outcomes.

Required knowledge:

principles of communication for specified outcomes, including:

empathetic listening

meaning and impact of body language

effect of tone of voice

use of reframing concepts

eye contact

interpreting hidden and complex messages

use of paraphrasing

giving feedback

effects of open questions

use of reflection, review and debriefing

use of role play and scenarios in group work

one-way and two-way communication

facilitation of interaction and participation

principles of group dynamics and interaction, including:

effect of process

differentials in power

empathy and identification

engineering engagement

trust building

challenging

principles of interviewing and counselling

issues that relate to the common focus of the group, such as:

drug use and addiction

anger and violence

domestic violence

sexual offences

emotional and social development

sentencing conditions and requirements

principles of learning, behaviour and attitudinal change

understanding of own values and attitudes and their impact on own work and relationships.

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.

History and background may be gathered by examining information, including:

offending history

previously programmed intervention

classification and review

court and sentencing conditions

need and risk assessment

reports from specialists

protective care history

routine and specific reports

review of sentence plan and conditions

monitoring of behaviour and security supervision.