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Evidence Guide: CSCOFM304A - Protect the safety and welfare of young 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

 

CSCOFM304A - Protect the safety and welfare of young offenders

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

Assess the needs of young people in custody.

  1. Check and confirm all factors relevant to assessing the needs, risks and circumstances of young people against a range of different sources.
  2. Identify and note immediate concerns and risk factors and report promptly.
  3. Prioritise concerns, risk factors and resources and notify specialist support and referral.
  4. Document issues about the welfare of the young person clearly, comprehensively and in the format required by the organisation.
  5. Refer concerns for consultation with family members and involve them in assessment of need where suitable and constructive.
Check and confirm all factors relevant to assessing the needs, risks and circumstances of young people against a range of different sources.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and note immediate concerns and risk factors and report promptly.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prioritise concerns, risk factors and resources and notify specialist support and referral.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Document issues about the welfare of the young person clearly, comprehensively and in the format required by the organisation.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Refer concerns for consultation with family members and involve them in assessment of need where suitable and constructive.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Organise the care and protection of young people at risk.

  1. Ensure that the personal needs of young offenders are provided for according to resources, procedures and priorities.
  2. Ensure that special needs and additional support are included in the design of support.
  3. Ensure that special needs are referred to specialist support according to referral protocols and procedures.
  4. Use special protective strategies based on the interests and needs of young offenders and the level of assessed risk.
  5. Identify a range of programs for individual young offenders and provide information and support to access recommended programs.
  6. Provide information about responsibilities, statutory mandates and consequences of options for the safety and protection of young offenders to key people and agencies.
  7. Comply with processes for monitoring and evaluating participation in programs and support provided by specialist services.
  8. Assess the implications for use of a range of options and incorporate in planning and negotiating with young offenders and their supporters.
Ensure that the personal needs of young offenders are provided for according to resources, procedures and priorities.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure that special needs and additional support are included in the design of support.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure that special needs are referred to specialist support according to referral protocols and procedures.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use special protective strategies based on the interests and needs of young offenders and the level of assessed risk.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify a range of programs for individual young offenders and provide information and support to access recommended programs.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide information about responsibilities, statutory mandates and consequences of options for the safety and protection of young offenders to key people and agencies.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Comply with processes for monitoring and evaluating participation in programs and support provided by specialist services.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assess the implications for use of a range of options and incorporate in planning and negotiating with young offenders and their supporters.

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

The knowledge requirements of this unit may be assessed off the job, for example, in a structured learning process, and performance outcomes, which should be assessed ideally in the workplace in routine activities and in conjunction with other units with specific functional focus.

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.

Context of and specific resources for assessment

This unit should be assessed in the work environment and using evidence drawn from the routine application of work performance.

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 when working with young offenders

copies of legislation, policies, procedures and guidelines relating to working with young offenders within the organisation

case studies and workplace scenarios to capture the range of situations that may be encountered when working with young 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:

applying appropriate communication techniques to workplace situations

assessing risks, special needs and developmental levels for young offenders

checking and confirming with reliable sources inside and outside the organisation the accuracy and relevance of information

analysing information for assessment of risks, special needs and significant changes

taking responsibility for duty of care outcomes based on the degree of risk and the special needs of young offenders, including personal contact

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

making conclusions that are clearly based on available information

clearly establishing expectations and boundaries in workplace relationships

willingness to adapt to changes and new circumstances with flexibility

openness to ideas of others

using communication strategies to resolve problems and conflict

providing supervision and care, based on assessed risk and justifiable degree of care and concern

responding to emergencies.

Required knowledge:

categories of risk identified in the organisation's risk management plans and relevant to the offender

procedures and requirements for reporting risks and incidents involving young offenders

legislation relevant to work role and responsibilities and service guidelines, such as:

reporting sexual and other abuse

responding to emergencies

reporting incidents

supervision and surveillance of offenders at risk

protective supervision of offenders at risk of harm

access to information and restriction of access

appropriate relationships with offenders

appropriate relationships with colleagues

rights and responsibilities of offenders

referral to specialist and support agencies

suicide prevention strategy

special needs of offenders

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

range of specialist support services and programs available to young offenders

processes for getting advice and assistance when there are problems

cultural practices that will have an impact on decisions made about what allowances are made and permission given

impact of popular beliefs on values, attitudes and behaviour

current issues facing young people

context of criminal behaviour in young people

social, political, historical and economic context of the response of the justice system to criminal behaviour in young people.

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.

Assessing the needs may be achieved by:

case management

referral to specialist teams and agencies

special observation

counselling

reviewing history of breaches and disciplinary action

involvement of family and social support

medical referral

peer support programs

cultural programs

program intervention.

Risks may refer to:

death, including suicide

self-harm

physical injury

assaulting and harming others

illness

physical, emotional and sexual abuse

harassment and bullying

accidents

criminal actions

risk taking

social isolation

depression

family and personal trauma

social and cultural alienation.

Personal needs of young offenders may be addressed by:

preparing documentation for court processes

obtaining a decision from a court process

using communication techniques, such as:

active listening

reflective, summarising questions and statements

gaining agreement on actions

appropriate language and questioning techniques

action planning

setting boundaries for roles and actions

demonstrating empathy and rapport building

conflict management

managing grief and change processes

negotiating agreement.

Procedures may refer to:

organisational policies, procedures and guidelines

federal, and state or territory legislation

program procedures and guidelines

court orders and conditions of sentencing.

Range of options may include:

case management

programmed intervention

classification and review

need and risk assessment

reporting and referring systems

protective care

routine and incident reports

review of sentence plan

investigations

dynamic security

security system.