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 CSCSAS402B, 'Manage threatening behaviour'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Manage threatening 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
1. Use communication to establish control
1.1 Adopt a position and stance designed to increase control and confidence and minimise provocation and aggressive response
1.2 Use communication techniques which focus the attention and concentration of the person in controlled directions
1.3 Use communication strategies which provide clear instructions and options aimed at reducing escalation of reaction
1.4 Use communication methods which engage the person in positive responses
1.5 Use non-verbal messages and body language which avoid provocation and aggressive messages
1.6 Use continuous and calming communication to provide distraction and personalised engagement
1.7 Defuse negative provocation and confrontation with the use of confident and positive proposals and alternatives
1.8 Select language which is neutral and avoids provocation and aggressive messages
2. Apply defensive control strategies
2.1 Observe and monitor people using threatening behaviour, assess all relevant indications for degree and nature of risk
2.2 Observe and monitor the environment for factors which will contribute to or moderate the risks identified
2.3 Observe and assess the behaviour of people for the cause and potential escalation of aggression
2.4 Explain options for cooperation clearly and positively and support them when cooperation is given
2.5 Select defensive control tactics appropriate for the nature of the threat and the degree of risk
2.6 Select defensive control tactics which are designed to protect the safety and welfare of all involved
2.7 Use physically restraint in a manner which is proportional to the risk and which minimises injury and loss of human dignity
2.8 Use restraint according to the policies and procedures of the organisation
2.9 Use verbal strategies to de-escalate tensions and re-establish personal interaction
2.10 Use search and isolation to remove any remaining risks and maintain safety and security of those involved
2.11 Consult and take advice from specialist support and advisers