NTISthis.com

Evidence Guide: CSCOFM401A - Implement planned approach to offender management

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

 

CSCOFM401A - Implement planned approach to offender management

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

Assess offenders' potential and needs in relation to offending behaviour.

  1. Identify and assess offenders' history, skills, resources and needs and investigate risks and opportunities for development.
  2. Encourage offenders to cooperate actively in the analysis of offending behaviour and directions for change.
  3. Encourage offenders to take responsibility for changing behaviour by establishing personal goals and determining strategies for achieving them.
  4. Acknowledge offenders' preferences and decisions and respond to them positively where suitable and appropriate.
  5. Use personal goal-setting techniques to identify and prioritise areas for action.
  6. Assess special needs and make referrals to suitable and available services according to guidelines.
  7. Record and refer offender information and decisions accurately, according to procedures and offender information system.
  8. Identify issues arising from involuntary participation and resistance and negotiate the consequences with the offenders.
Identify and assess offenders' history, skills, resources and needs and investigate risks and opportunities for development.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage offenders to cooperate actively in the analysis of offending behaviour and directions for change.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage offenders to take responsibility for changing behaviour by establishing personal goals and determining strategies for achieving them.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge offenders' preferences and decisions and respond to them positively where suitable and appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use personal goal-setting techniques to identify and prioritise areas for action.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess special needs and make referrals to suitable and available services according to guidelines.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record and refer offender information and decisions accurately, according to procedures and offender information system.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify issues arising from involuntary participation and resistance and negotiate the consequences with the offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop plan to achieve offender goals.

  1. Provide information on the services available to offenders and ensure it is clearly explained and designed to promote cooperation.
  2. Explore and clarify offenders' expectations and address potential obstacles to encourage realistic goals and minimise disappointment and frustration.
  3. Explain and negotiate guidelines, conditions and requirements and get agreement on conditions and compliance.
  4. Assess the need for specialised assistance or referral and negotiate these with offenders.
  5. Encourage offenders' self-management and active involvement in decision making and ensure that appropriate support is provided.
Provide information on the services available to offenders and ensure it is clearly explained and designed to promote cooperation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore and clarify offenders' expectations and address potential obstacles to encourage realistic goals and minimise disappointment and frustration.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain and negotiate guidelines, conditions and requirements and get agreement on conditions and compliance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the need for specialised assistance or referral and negotiate these with offenders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage offenders' self-management and active involvement in decision making and ensure that appropriate support is provided.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement offender management plans.

  1. Resources required by the plan are identified, assessed for suitability, negotiated and allocated.
  2. Referrals are negotiated with other services and are conducted according to agreed criteria and protocol.
  3. Offenders are assisted in individual negotiations with other services where required to achieve agreed outcomes.
  4. Guidance and support are given when addressing obstacles to achieving goals.
  5. Possible consequences of behaviour and decisions are explored with offenders and encouragement is given for responsibility in decision making.
  6. All aspects of the implementation of the plan are routinely reviewed and documented and information is provided to all services involved in implementing the plan according to organisational procedures.
  7. Specialist advice is sought when required and incorporated into the strategies to achieve goals.
Resources required by the plan are identified, assessed for suitability, negotiated and allocated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Referrals are negotiated with other services and are conducted according to agreed criteria and protocol.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Offenders are assisted in individual negotiations with other services where required to achieve agreed outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Guidance and support are given when addressing obstacles to achieving goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Possible consequences of behaviour and decisions are explored with offenders and encouragement is given for responsibility in decision making.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

All aspects of the implementation of the plan are routinely reviewed and documented and information is provided to all services involved in implementing the plan according to organisational procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specialist advice is sought when required and incorporated into the strategies to achieve goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and review offender progress.

  1. Goals and objectives are reviewed against achievements and measures of progress and adjustments are made where required.
  2. Achievements are acknowledged and positive encouragement is provided together with constructive, honest feedback.
  3. Additional resources needed for further progress are identified and allocated according to availability and procedures.
  4. Personal evaluation and reflection are encouraged and strategies are encouraged and supported.
  5. Boundaries of confidentiality are established and explained to the offender.
  6. Information obtained is confirmed with the offender and recorded accurately, comprehensively and completely.
Goals and objectives are reviewed against achievements and measures of progress and adjustments are made where required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Achievements are acknowledged and positive encouragement is provided together with constructive, honest feedback.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Additional resources needed for further progress are identified and allocated according to availability and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal evaluation and reflection are encouraged and strategies are encouraged and supported.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Boundaries of confidentiality are established and explained to the offender.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information obtained is confirmed with the offender and recorded accurately, comprehensively and completely.

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.

Context of and specific resources for assessment

This unit contains a wide range of variables to reflect the diverse nature of offender management and the different services provided in and for correctional services. Selection from the range of variables will reflect the specific requirements of the work site and the defined work role.

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 implementing planned approaches to offender management, including coping with difficulties, irregularities and changes to routine

copies of legislation, policies, procedures and guidelines relating to implementing planned approaches to offender management

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 a range of risk and need assessment strategies

using techniques for personal and service planning

using strategies for complex coordination or resources, services and programs

using a range of planning and evaluation strategies

using communication strategies to overcome resistance and promote individual development

using a diverse range of sources of offender and organisational information.

Required knowledge:

organisational policies and procedures, including case management, information management, confidentiality and code of conduct

an awareness of environmental and/or sustainable practices

court orders, sentence requirements and legal obligations associated with offender management and services

principles of duty of care

statutory obligations, roles and responsibilities of individuals and team members

support services and agencies and their criteria and guidelines

principles and implementation of case management

record keeping, case note taking and report writing

specific human behaviour and development related to offending behaviour and behaviour change

planning and evaluation

negotiation techniques

interactive communication, including counselling strategies.

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.

Assess special needs may include a selection from the following based on the nature of the service, case management requirements, and candidates' roles and responsibilities:

basic language and literacy skills

living skills

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 and cultural.

Services will depend on the focus of the organisation and may be:

specialist services of the organisation

specialist services of other agencies

professional

individuals or groups

formal or informal.

The plan may include:

sentence plans

case and offender management plans

personal goal setting and review.

Specialist advice may include a selection from:

medical staff and services

case management team

social worker and counsellor

work placement supervisor

education officer

cultural liaison and interpretation

legal services

employment and service orders - training and placement.