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Evidence Guide: CSCSAS402B - Manage threatening 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

 

CSCSAS402B - Manage threatening behaviour

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

Use communication to establish control

  1. Adopt a position and stance designed to increase control and confidence and minimise provocation and aggressive response
  2. Use communication techniques which focus the attention and concentration of the person in controlled directions
  3. Use communication strategies which provide clear instructions and options aimed at reducing escalation of reaction
  4. Use communication methods which engage the person in positive responses
  5. Use non-verbal messages and body language which avoid provocation and aggressive messages
  6. Use continuous and calming communication to provide distraction and personalised engagement
  7. Defuse negative provocation and confrontation with the use of confident and positive proposals and alternatives
  8. Select language which is neutral and avoids provocation and aggressive messages
Adopt a position and stance designed to increase control and confidence and minimise provocation and aggressive response

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use communication techniques which focus the attention and concentration of the person in controlled directions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use communication strategies which provide clear instructions and options aimed at reducing escalation of reaction

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use communication methods which engage the person in positive responses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use non-verbal messages and body language which avoid provocation and aggressive messages

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use continuous and calming communication to provide distraction and personalised engagement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Defuse negative provocation and confrontation with the use of confident and positive proposals and alternatives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select language which is neutral and avoids provocation and aggressive messages

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply defensive control strategies

  1. Observe and monitor people using threatening behaviour, assess all relevant indications for degree and nature of risk
  2. Observe and monitor the environment for factors which will contribute to or moderate the risks identified
  3. Observe and assess the behaviour of people for the cause and potential escalation of aggression
  4. Explain options for cooperation clearly and positively and support them when cooperation is given
  5. Select defensive control tactics appropriate for the nature of the threat and the degree of risk
  6. Select defensive control tactics which are designed to protect the safety and welfare of all involved
  7. Use physically restraint in a manner which is proportional to the risk and which minimises injury and loss of human dignity
  8. Use restraint according to the policies and procedures of the organisation
  9. Use verbal strategies to de-escalate tensions and re-establish personal interaction
  10. Use search and isolation to remove any remaining risks and maintain safety and security of those involved
  11. Consult and take advice from specialist support and advisers
Observe and monitor people using threatening behaviour, assess all relevant indications for degree and nature of risk

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and monitor the environment for factors which will contribute to or moderate the risks identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and assess the behaviour of people for the cause and potential escalation of aggression

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain options for cooperation clearly and positively and support them when cooperation is given

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select defensive control tactics appropriate for the nature of the threat and the degree of risk

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select defensive control tactics which are designed to protect the safety and welfare of all involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use physically restraint in a manner which is proportional to the risk and which minimises injury and loss of human dignity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use restraint according to the policies and procedures of the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use verbal strategies to de-escalate tensions and re-establish personal interaction

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use search and isolation to remove any remaining risks and maintain safety and security of those involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult and take advice from specialist support and advisers

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

Assessment of this unit can be applied using a combination of training outcomes and performance in the workplace, with the principal evidence developed through performance in routine work functions in the workplace. Where this unit specified 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 high risk offenders.

Evidence needs to be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and/or apply the principles in a different situation or change of environment.

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 manage threatening 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 when managing threatening behaviour, including coping with difficulties, irregularities and breakdowns in routine

copies of legislation, policies, procedures and guidelines relating to use of force and management of threatening behaviour

access to appropriate learning and assessment support when required.

Method of assessment

Evidence must include observation and information generated in the workplace as well as observation of performance in routine work functions or, where this is not possible, in a simulated exercise to confirm the transferability of the competencies.

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

scenarios

simulations or role plays.

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:

interpreting and estimating level of conflict and degree of risk

using effective communication techniques to deal with aggressive and uncooperative people

using effective communication and negotiation skills, especially under pressure, to calm, distract or change focus

applying strategies to prevent escalation of incidents

using surveillance and observation techniques

recording and documenting reports on incidents

providing warnings and clear directions and instructions

using communication systems to request assistance if needed

using appropriate reasonable force options to minimise threat to self and others.

Required knowledge: Knowledge is specific to the corrections environment, specific to enterprise requirements and statutory context.Assessment of this unit requires evidence of the following knowledge:

Organisational policies and procedures:

the organisation's policies, guidelines and procedures relating to responses to behaviour, safety and security, delegations, duty of care;

specific statutory requirements related to treatment of offenders;

use of relevant protective and restraint equipment and technology;

all procedures, policies, guidelines and statutory requirements associated with physical restraint;

allowable control strategies for restraining aggressive and unco-operative behaviour;

role of first responding officer;

Principles of communication:

principles of effective communication for conflict management;

basic counselling and negotiation strategies in response context;

reporting procedures and practice, internal and external;

communication strategies for effective defusing of conflict;

communication techniques which establish control;

personal and cultural values and their effect on communication.

Practice guidelines including:

support services and specialists;

theories of human behaviour relating to violence, aggression and suicide;

factors which provoke and escalate aggression;

factors which apply in physical contact;

physical techniques which can be used to establish control.

Cultural considerations:

cultural factors which must be taken into consideration;

principle cultural practices and customs of the correctional population;

cultural factors which contribute to negative responses and blockages or hostility in communication;

personal and cultural values and their effect on physical control.

organisation's policies and procedures, and legal requirements related to use of force, use of restraint, use of specific defensive equipment and techniques, misuse of force, and duty of care under criminal and civil law

organisation's delegations, accountability and reporting processes related to critical incidents

principles of effective communication and use of communication techniques under pressure

negotiation strategies

duty of care responsibilities and humane treatment

tactical response within specified legal and strategic limits

response options that are most effective for the degree and nature of risk

principles of communication to reduce the level of threat or conflict

principles of communication to give clear, accurate and concise information

risk factors and their impact on incidents or situations

conflict management strategies and techniques

stress management strategies and techniques.

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.

Conflict situations may include:

persons with criminal intent

persons under the influence of intoxicating substances

refusals to follow directions and guidance

conflicts between offenders or members of the public

ejection of persons

situations affecting the security of self, others or property

persons suffering from emotional distress or mental illness

bystander behaviour

accidents resulting in injury

riots and demonstrations

destruction of property

hostile gatherings of large numbers of people.

Legal requirements and organisational procedures may include:

use of force guidelines

duty of care, code of conduct and code of ethics

use of restraint and defensive weapons

rules for searching

control of intoxicated persons

policies and procedures relating to own role, responsibility and delegation

business and performance plans, including organisational goals and objectives

access and equity policy, principles and practice

records and information systems and processes

communication channels and reporting procedures

emergency and evacuation procedures.

Negotiation techniques may include:

using calm, confident and assertive language

controlling tone of voice and body language

using strategic questioning and listening to gather information and direct the focus of people involved

demonstrating flexibility and willingness to negotiate

using language and concepts appropriate to the people involved

distracting and changing focus

using clear presentation of options and consequences.

Communication techniques may include:

verbal and non-verbal language

two-way interaction

constructive feedback

active listening

interpreting and assessing actions for risk

observation techniques

use of positive, confident and cooperative language

use of language and concepts appropriate to cultural differences.

Social and cultural differences may include:

language

traditional practices and observations

beliefs, values and practices

food and diet

dress

religious and spiritual observances

social conventions

cultural stereotypes

conventions of gender and sexuality.

Records and reports may include:

incident reports

security logs and journals

running sheets

task allocation sheets

records of conversation

electronic and paper-based information

radio and telephone records.

Stress management techniques may include:

critical incident debriefing

informal exploration of incidents with team members and supporters

counselling

review of practice and resources.