Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CSCINT006, 'Use therapeutic processes in groups to address offending behaviour'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Use therapeutic processes in groups to address offending behaviour' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
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. Facilitate group processes | 1.1 Research the history, background and culture of members of the group for assessment of suitability for the group according to agreed criteria. 1.2 Encourage group members to explore their expectations of programs honestly and realistically. 1.3 Promote group cohesion using a range of leadership techniques. 1.4 Openly acknowledge hostile responses to participating in programs and deal with resistance using group processes. 1.5 Use group dynamics to influence positive attitudes and expectations. 1.6 Explore behaviours and attitudes in the group and negotiate agreement on acceptable behaviours and group rules. 1.7 Encourage and model positive and open communication and deal with conflict fairly and constructively. 1.8 Clearly define confidentiality and promote strategies that develop supportive relationships. |
2. Create a safe emotional environment | 2.1 Manage the environment of the group to encourage trust and self-reflection. 2.2 Use information to establish empathy and safety of expression. 2.3 Use questioning methods to encourage deeper exploration of emotions and experiences. 2.4 Manage group processes and group interaction to create and maintain safe exploration of thoughts and feelings. 2.5 Acknowledge attitudes, beliefs and experiences and challenge expressions of issues to promote honesty and self-awareness. 2.6 Explore values, beliefs, attitudes and behaviour to promote self-analysis. 2.7 Use questions to give participants the opportunity to explore underlying emotions and their origins. 2.8 Use communication strategies such as silence to encourage participants to experience the effects of their feelings. 2.9 Use questioning to encourage participants to explore and acknowledge their fears and concerns. 2.10 Model and promote group interaction that supports the safe exploration of thoughts and feelings. 2.11 Respond to participants in a culturally sensitive as well as honest and challenging manner. |
3. Support the expression of individual goals | 3.1 Engage participants in exploring their reasons for participating in programs and their expectations for outcomes and change. 3.2 Facilitate participants’ self-awareness through reflection and analysis of thoughts and feelings. 3.3 Use motivational interviewing strategies to enable participants to compare and contrast their life goals with current reality. 3.4 Encourage participants to explore, define and expand their goals. 3.5 Encourage participants to identify personal goals that are consistent with non-offending behaviour. 3.6 Encourage participants to analyse their own and others’ attitudes, beliefs, values and behaviour. 3.7 Encourage participants to review their goals at strategic stages in the program. 3.8 Use review of goals to strengthen commitment to change. 3.9 Use review of goals to confirm commitment or modify expectations. 3.10 Encourage participants to evaluate progress in order to develop further strategies for action. |
4. Support progress to achieve individual goals | 4.1 Identify, bring into focus and analyse contradictions in beliefs, attitudes, values and goals. 4.2 Encourage participants to move beyond superficial responses and levels of self-reflection. 4.3 Encourage participants to analyse their values, beliefs and behaviours that reinforce or challenge their experience in offending. 4.4 Encourage participants to recognise the contradictions in their beliefs, attitudes and values. 4.5 Encourage participants to use reasoning to recognise the decisions and changes needed to assist them to achieve their goals. 4.6 Use group dynamics to focus on and acknowledge each participant’s barriers to change. 4.7 Use group dynamics to promote individual choice and control over the barriers blocking change. 4.8 Use group dynamics to generate participant changes in thoughts and behaviour and acceptance of non 4.9 Check objectives, outcomes and processes of the group for consistency with the organisation’s policies, objectives and program outcomes. 4.10 Maintain records of participation and progress according to organisation’s requirements and report issues where required or necessary. |