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Evidence Guide: CSCOFM016 - Provide support to offenders in Aboriginal and Torres Strait communities

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

 

CSCOFM016 - Provide support to offenders in Aboriginal and Torres Strait communities

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

Support the community

  1. Establish relationships with key people in the community to promote the respect, trust and credibility of correctional service.
  2. Acknowledge and encourage the community as a social support mechanism for its members and offenders.
  3. Support the role and benefits of community programs in reducing offending.
  4. Use positive and effective models of community development to build community support and resources.
  5. Use positive and effective models of negotiation and mediation to involve key people and ensure consensus.
  6. Use strategies and programs that provide a balance between statutory requirements and traditional practice.
  7. Recognise the different interpretations and expectations of communities and take them into consideration in community activities.
Establish relationships with key people in the community to promote the respect, trust and credibility of correctional service.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge and encourage the community as a social support mechanism for its members and offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the role and benefits of community programs in reducing offending.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use positive and effective models of community development to build community support and resources.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use positive and effective models of negotiation and mediation to involve key people and ensure consensus.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use strategies and programs that provide a balance between statutory requirements and traditional practice.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the different interpretations and expectations of communities and take them into consideration in community activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respect cultural requirements

  1. Comply with the restrictions and protocol of communicating and relating to different members of the community.
  2. Consider the impact of cultural requirements and traditional relationships in determining contact and processes.
  3. Confirm the cultural perspective on obligations and punishment and adapt strategies to take cultural views into account.
  4. Consider different timeframes when planning meetings and activities to allow cultural ways to determine process and outcomes.
Comply with the restrictions and protocol of communicating and relating to different members of the community.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider the impact of cultural requirements and traditional relationships in determining contact and processes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm the cultural perspective on obligations and punishment and adapt strategies to take cultural views into account.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider different timeframes when planning meetings and activities to allow cultural ways to determine process and outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support offenders

  1. Involve community networks to enable a holistic and comprehensive approach to the needs and outcomes of offenders.
  2. Determine the needs of offenders and make sure that offenders’ objectives are decided with both the offenders’ and their community's support.
  3. Refer offenders to other support agencies or specialists according to the priorities of need and availability.
  4. Provide information and advice to support offenders and their family in their progress through the legal systems.
  5. Provide information and advice to encourage a cooperative and positive approach to changing offending behaviour.
  6. Assist the community to develop community programs that meet the needs of offenders.
  7. Provide reports to relevant agencies.
Involve community networks to enable a holistic and comprehensive approach to the needs and outcomes of offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the needs of offenders and make sure that offenders’ objectives are decided with both the offenders’ and their community's support.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer offenders to other support agencies or specialists according to the priorities of need and availability.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information and advice to support offenders and their family in their progress through the legal systems.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information and advice to encourage a cooperative and positive approach to changing offending behaviour.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist the community to develop community programs that meet the needs of offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide reports to relevant agencies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the community

  1. Establish relationships with key people in the community to promote the respect, trust and credibility of correctional service.
  2. Acknowledge and encourage the community as a social support mechanism for its members and offenders.
  3. Support the role and benefits of community programs in reducing offending.
  4. Use positive and effective models of community development to build community support and resources.
  5. Use positive and effective models of negotiation and mediation to involve key people and ensure consensus.
  6. Use strategies and programs that provide a balance between statutory requirements and traditional practice.
  7. Recognise the different interpretations and expectations of communities and take them into consideration in community activities.
Establish relationships with key people in the community to promote the respect, trust and credibility of correctional service.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge and encourage the community as a social support mechanism for its members and offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the role and benefits of community programs in reducing offending.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use positive and effective models of community development to build community support and resources.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use positive and effective models of negotiation and mediation to involve key people and ensure consensus.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use strategies and programs that provide a balance between statutory requirements and traditional practice.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the different interpretations and expectations of communities and take them into consideration in community activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respect cultural requirements

  1. Comply with the restrictions and protocol of communicating and relating to different members of the community.
  2. Consider the impact of cultural requirements and traditional relationships in determining contact and processes.
  3. Confirm the cultural perspective on obligations and punishment and adapt strategies to take cultural views into account.
  4. Consider different timeframes when planning meetings and activities to allow cultural ways to determine process and outcomes.
Comply with the restrictions and protocol of communicating and relating to different members of the community.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider the impact of cultural requirements and traditional relationships in determining contact and processes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm the cultural perspective on obligations and punishment and adapt strategies to take cultural views into account.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider different timeframes when planning meetings and activities to allow cultural ways to determine process and outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support offenders

  1. Involve community networks to enable a holistic and comprehensive approach to the needs and outcomes of offenders.
  2. Determine the needs of offenders and make sure that offenders’ objectives are decided with both the offenders’ and their community's support.
  3. Refer offenders to other support agencies or specialists according to the priorities of need and availability.
  4. Provide information and advice to support offenders and their family in their progress through the legal systems.
  5. Provide information and advice to encourage a cooperative and positive approach to changing offending behaviour.
  6. Assist the community to develop community programs that meet the needs of offenders.
  7. Provide reports to relevant agencies.
Involve community networks to enable a holistic and comprehensive approach to the needs and outcomes of offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the needs of offenders and make sure that offenders’ objectives are decided with both the offenders’ and their community's support.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer offenders to other support agencies or specialists according to the priorities of need and availability.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information and advice to support offenders and their family in their progress through the legal systems.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information and advice to encourage a cooperative and positive approach to changing offending behaviour.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist the community to develop community programs that meet the needs of offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide reports to relevant agencies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Support the community

1.1 Establish relationships with key people in the community to promote the respect, trust and credibility of correctional service.

1.2 Acknowledge and encourage the community as a social support mechanism for its members and offenders.

1.3 Support the role and benefits of community programs in reducing offending.

1.4 Use positive and effective models of community development to build community support and resources.

1.5 Use positive and effective models of negotiation and mediation to involve key people and ensure consensus.

1.6 Use strategies and programs that provide a balance between statutory requirements and traditional practice.

1.7 Recognise the different interpretations and expectations of communities and take them into consideration in community activities.

2. Respect cultural requirements

2.1 Comply with the restrictions and protocol of communicating and relating to different members of the community.

2.2 Consider the impact of cultural requirements and traditional relationships in determining contact and processes.

2.3 Confirm the cultural perspective on obligations and punishment and adapt strategies to take cultural views into account.

2.4 Consider different timeframes when planning meetings and activities to allow cultural ways to determine process and outcomes.

3. Support offenders

3.1 Involve community networks to enable a holistic and comprehensive approach to the needs and outcomes of offenders.

3.2 Determine the needs of offenders and make sure that offenders’ objectives are decided with both the offenders’ and their community's support.

3.3 Refer offenders to other support agencies or specialists according to the priorities of need and availability.

3.4 Provide information and advice to support offenders and their family in their progress through the legal systems.

3.5 Provide information and advice to encourage a cooperative and positive approach to changing offending behaviour.

3.6 Assist the community to develop community programs that meet the needs of offenders.

3.7 Provide reports to relevant agencies.

Required Skills and Knowledge

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Support the community

1.1 Establish relationships with key people in the community to promote the respect, trust and credibility of correctional service.

1.2 Acknowledge and encourage the community as a social support mechanism for its members and offenders.

1.3 Support the role and benefits of community programs in reducing offending.

1.4 Use positive and effective models of community development to build community support and resources.

1.5 Use positive and effective models of negotiation and mediation to involve key people and ensure consensus.

1.6 Use strategies and programs that provide a balance between statutory requirements and traditional practice.

1.7 Recognise the different interpretations and expectations of communities and take them into consideration in community activities.

2. Respect cultural requirements

2.1 Comply with the restrictions and protocol of communicating and relating to different members of the community.

2.2 Consider the impact of cultural requirements and traditional relationships in determining contact and processes.

2.3 Confirm the cultural perspective on obligations and punishment and adapt strategies to take cultural views into account.

2.4 Consider different timeframes when planning meetings and activities to allow cultural ways to determine process and outcomes.

3. Support offenders

3.1 Involve community networks to enable a holistic and comprehensive approach to the needs and outcomes of offenders.

3.2 Determine the needs of offenders and make sure that offenders’ objectives are decided with both the offenders’ and their community's support.

3.3 Refer offenders to other support agencies or specialists according to the priorities of need and availability.

3.4 Provide information and advice to support offenders and their family in their progress through the legal systems.

3.5 Provide information and advice to encourage a cooperative and positive approach to changing offending behaviour.

3.6 Assist the community to develop community programs that meet the needs of offenders.

3.7 Provide reports to relevant agencies.

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified the candidate must demonstrate evidence of performance of the following on at least one occasion.

communicating effectively with a range of people from diverse cultural backgrounds

using compromise to reach a balance between traditional practice and statutory requirements

writing reports for internal and external use

liaising with Aboriginal and Torres Strait communities to achieve mutually beneficial outcomes

applying consultation, negotiation and mediation methods appropriate to the audience

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified the depth of knowledge demonstrated must be appropriate to the job context of the candidate.

organisation’s policies and procedures related to working with Aboriginal or Torres Strait offenders

duty of care

Aboriginal culture or Torres Strait culture relevant to the offenders within the service in sufficient detail to underpin effective relationships with the community

community and departmental services relevant to the needs of offenders and their families

strategies for community development, including community education and community programs

Aboriginal and Torres Strait perspective of history, community, law, environment, social structures and relationships, obligations and accountability

key people who have an impact on the community and the delivery of service to offenders and the protocols for consultation and decision making

strategies for negotiation and mediation

cross-cultural conflict management strategies

principles of case management

language and communication relevant to working with the community

relevant recommendations of the Royal Commission into Aboriginal Deaths in Custody