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Evidence Guide: CSCINT601A - Coordinate intervention strategies for offenders

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

 

CSCINT601A - Coordinate intervention strategies for offenders

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

Develop intervention programs.

  1. Identify the need for programs for offenders and check the suitability of existing programs with available information and through consultation with colleagues.
  2. Provide support to existing community networks and agencies and encourage them to develop programs to meet offender needs.
  3. Explore the availability of resources and develop strategies to acquire adequate and relevant resources.
  4. Develop liaison protocols collaboratively with community agencies to ensure that offenders' interests are reflected in the design and delivery of programs.
  5. Review the effectiveness of programs with offenders and program staff and make adjustments to ensure that outcomes are achieved.
  6. Document and report program and offender details according to organisational and program requirements.
  7. Monitor and review offender progress and report issues arising to relevant people.
Identify the need for programs for offenders and check the suitability of existing programs with available information and through consultation with colleagues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support to existing community networks and agencies and encourage them to develop programs to meet offender needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore the availability of resources and develop strategies to acquire adequate and relevant resources.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop liaison protocols collaboratively with community agencies to ensure that offenders' interests are reflected in the design and delivery of programs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the effectiveness of programs with offenders and program staff and make adjustments to ensure that outcomes are achieved.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document and report program and offender details according to organisational and program requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and review offender progress and report issues arising to relevant people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Match offender with existing programs.

  1. Identify and assess offender needs against the services and criteria of existing programs.
  2. Consult community or specialist agencies about available programs and advocate for the interests of offenders.
  3. Gather information about a range of suitable community services routinely and check it for currency, accuracy and relevance.
  4. Clarify protocol and guidelines for access to programs and involve offenders in determining suitability and preferences.
Identify and assess offender needs against the services and criteria of existing programs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult community or specialist agencies about available programs and advocate for the interests of offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather information about a range of suitable community services routinely and check it for currency, accuracy and relevance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify protocol and guidelines for access to programs and involve offenders in determining suitability and preferences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage responsibility and involvement.

  1. Confirm the objectives of programs in meeting statutory requirements, sentence plan and personal goals of offenders.
  2. Acknowledge the responsibilities of offenders in determining and achieving their personal goals and reinforce this throughout implementation strategies and procedures.
  3. Identify and assess offender obstacles and potential resistance to cooperating with service provision to determine appropriate strategies.
  4. Encourage and support offenders through appropriate allocation of resources and services and routine review of progress.
  5. Support and maintain the active involvement of offenders in the implementation and review of program goals and strategies.
Confirm the objectives of programs in meeting statutory requirements, sentence plan and personal goals of offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge the responsibilities of offenders in determining and achieving their personal goals and reinforce this throughout implementation strategies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and assess offender obstacles and potential resistance to cooperating with service provision to determine appropriate strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and support offenders through appropriate allocation of resources and services and routine review of progress.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support and maintain the active involvement of offenders in the implementation and review of program goals and strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate effectiveness of programs.

  1. Supervise offenders with least disruption and interference to person and routine.
  2. Create opportunities for formal and informal exchange of information on offender progress and wellbeing.
  3. Note signs of stress, anxiety and behaviour indicating problems with compliance, and investigate and report to appropriate services.
  4. Organise structured opportunities for offender feedback and provide reports on progress.
  5. Encourage constructive, honest, relevant and comprehensive participation in meetings.
  6. Provide accurate reports in required timeframe that contain honest, complete and substantiated information and recommendations.
  7. Monitor program regularly against agreed plan, objectives and outcomes.
  8. Actively seek feedback from offenders and others involved at regular intervals and use this to inform the design of the program.
  9. Identify and assess proposed changes, discuss them with relevant people and implement where determined.
  10. Record information provided by those involved accurately and comprehensively.
Supervise offenders with least disruption and interference to person and routine.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create opportunities for formal and informal exchange of information on offender progress and wellbeing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Note signs of stress, anxiety and behaviour indicating problems with compliance, and investigate and report to appropriate services.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise structured opportunities for offender feedback and provide reports on progress.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage constructive, honest, relevant and comprehensive participation in meetings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide accurate reports in required timeframe that contain honest, complete and substantiated information and recommendations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor program regularly against agreed plan, objectives and outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actively seek feedback from offenders and others involved at regular intervals and use this to inform the design of the program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and assess proposed changes, discuss them with relevant people and implement where determined.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record information provided by those involved accurately and comprehensively.

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 coordinate intervention strategies for offenders 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 offenders in the community.

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 coordination of intervention strategies and programs for 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 coordinating intervention strategies for offenders

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 a range of network and consultation strategies with colleagues inside and outside the correctional organisation

coordinating the organisation's offender or case management model

liaising with a wide range of professional and specialist service providers

using the organisation's information management system

using communication strategies for counselling and negotiation

using relevant review and evaluation techniques to determine the effectiveness of programs.

Required knowledge:

organisation's strategic plans and objectives that relate to the use of programs and services for offenders to achieve the outcomes required

range of agencies within and outside the organisation providing programs for offenders and criteria and conditions for service

organisation's offender risk management system

organisation's offender or case management model

programs and resources relevant to offender development

principles and models of community development and their role in offender support and rehabilitation

organisation's policies, procedures and objectives related to court orders, relationship with community and other service agencies

key people in the local community and community agencies and services

networks and liaison protocol

effective communication strategies, including cross-cultural.

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.

Programs may include those:

developed and managed by the community

provided by other agencies and services

developed and supported by the worker as part of own responsibility

managed by the correctional department

designed for preventative purposes

designed to ensure sentence requirements are met

designed for rehabilitation and post-sentence support.

Offender needs may include:

offending behaviour

basic language and literacy skills

pre-release

intervention

living skills

behaviour change and management

violence and anger management

disabilities

drug and alcohol addiction

health, fitness and hygiene

training and education

employment

cultural and family support

legal.

Resources will include:

key people in the community and agencies that can provide supervision of offenders on community placement

funding sources inside and outside the organisation

resource and funding submissions

independent or collaborative.

Reports will include:

formal processes

informal processes.