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Evidence Guide: CSCOFM404A - Provide guidance and counsel

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

 

CSCOFM404A - Provide guidance and counsel

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

Encourage awareness of behaviour.

  1. Provide clear, accurate and relevant information designed to develop awareness and understanding.
  2. Encourage the individual to identify the consequences of behaviour to self and others.
  3. Constructively address unacceptable attitudes and behaviour and negotiate changes.
Provide clear, accurate and relevant information designed to develop awareness and understanding.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage the individual to identify the consequences of behaviour to self and others.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Constructively address unacceptable attitudes and behaviour and negotiate changes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage personal responsibility.

  1. Encourage the individual to determine realistic and achievable individual goals.
  2. Identify barriers to behaviour and attitude change and support positive approach.
  3. Assess levels of motivation and commitment and encourage positive elements.
  4. Identify realistic options for change, assess them for contribution to achieving goals and select options in consultation with the individual.
  5. Monitor progress against agreed objectives, timetable and achievements and give positive encouragement.
  6. Assist individual to monitor own progress and response to setbacks and relapses.
Encourage the individual to determine realistic and achievable individual goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify barriers to behaviour and attitude change and support positive approach.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess levels of motivation and commitment and encourage positive elements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify realistic options for change, assess them for contribution to achieving goals and select options in consultation with the individual.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor progress against agreed objectives, timetable and achievements and give positive encouragement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist individual to monitor own progress and response to setbacks and relapses.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote self-management.

  1. Support individual in identifying the sources and effects of personal difficulties.
  2. Help individual to identify patterns of behaviour that may be contributing to identified problems.
  3. Provide the individual with support in identifying and implementing positive alternative behaviours.
  4. Provide feedback to enable further awareness of the effects of behaviour.
  5. Provide positive reinforcement of acceptable behaviour and acknowledge progress towards change when indicated.
  6. Identify and assess resources required to provide support, for their effectiveness and suitability.
  7. Identify personal development and training opportunities designed to promote behaviour change and encourage participation.
Support individual in identifying the sources and effects of personal difficulties.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Help individual to identify patterns of behaviour that may be contributing to identified problems.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide the individual with support in identifying and implementing positive alternative behaviours.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback to enable further awareness of the effects of behaviour.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide positive reinforcement of acceptable behaviour and acknowledge progress towards change when indicated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and assess resources required to provide support, for their effectiveness and suitability.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify personal development and training opportunities designed to promote behaviour change and encourage participation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage conflict and negative responses.

  1. Give clear and accurate feedback regarding behaviour and its effects and implications.
  2. Set clear and reasonable boundaries for behaviour and seek agreement on them.
  3. Develop and use a range of strategies to manage effective interactions.
Give clear and accurate feedback regarding behaviour and its effects and implications.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set clear and reasonable boundaries for behaviour and seek agreement on them.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and use a range of strategies to manage effective interactions.

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

ability to provide guidance and counsel to offenders in a range of (two or more) contexts or occasions, over time.

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 involved in providing guidance and counsel to offenders effectively as part of a coordinated team, including coping with difficulties, irregularities and changes to routine

copies of legislation, policies, procedures and guidelines relating to providing guidance and counsel to 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 knowledge and understanding of the impact of personal and organisational values

using a range of effective communication strategies for counselling, mediation, negotiation, advocacy and conflict management

applying principles of individual responsibility, autonomy and accountability

using strategies for behaviour management and change.

Required knowledge:

cultural, gender, religious and social issues relevant to the individual, relationships and offending circumstances

service policies and procedures related to case management and professional role

behavioural and social theory relevant to offender profiles and criminogenic behaviour

role and function of the criminal justice system

relevant ethical and professional standards

service code of conduct and principles of duty of care

organisation's and department's record keeping and reporting systems with an awareness of environmental and/or sustainability practices

research and analysis methodology

welfare system, and community and professional support services

effects of values and beliefs on own behaviour

obvious and subtle forms of discrimination

relevant conditions of orders

workplace assessment

industrial relations principles relevant to own and team members' responsibilities.

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.

Behaviour may include a range of:

breaches of code of conduct, duty of care and organisational procedures

conduct or attitudes that jeopardise work role and responsibilities

interpersonal conflict

discrimination

failure to meet performance requirements

inappropriate and unprofessional behaviour

committing offences

drug and alcohol usage or abuse

racial abuse and vilification

verbal, physical and domestic violence

sexual assault and harassment

contact with people restricted by orders or directions

visit to areas restricted by orders or directions

breach of an order or condition

not complying with reasonable directions

breach of prison or service regulations

anti-social behaviour

risk to self and others

manufactured and natural obstacles to communication.

Goals may include:

complying with directions and orders

those set out in case management plan

those set by the individual

short-term and long-term

those included in peer appraisal and workplace assessment.

Identified problems should include a range of the following:

psychological and psychiatric

social

employment

educational

financial

relationship

health

dependencies

sexual

developmental

cultural

spiritual

communication

disability

age

attitude

confidence and self-image.