Qualification Handbook. Mentoring and Befriending

Transcription

1 Qualification Handbook Mentoring and Befriending

2 Qualification Handbook SFJ Awards Level 3 Award in Mentoring and Befriending Qualification No: 600/9637/8 Operational End Date: 30 April 2017 Certification End Date: 30 April 2018 Version Date of issue Amendment(s) Page V Add operational and certification end dates 2, 5 V Update SFJ Awards contact details 4 Remove references to QCF Various Version 4 2

3 Contents 1 Introduction 1.1 About us 1.2 Customer Service Charter 1.3 Centre Support 2 The Qualification 2.1 Overall Objective for the Qualification 2.2 Pre-entry Requirements 2.3 Units and Rules of Combination 2.4 Guided Learning Hours (GLH) 2.5 Age Restriction 2.6 Opportunities for Progression 2.7 Exemption 2.8 Credit Transfer 3 Centre Requirements 4 Assessment 4.1 Assessors 4.2 Internal Quality Assurance 4.3 Workplace Assessment 4.4 Expert Witnesses 4.5 Use of Languages 4.6 Simulations 4.7 External Quality Assurance 5 Qualification Units Version 4 3

4 1 Introduction 1.1 About us SFJ Awards is part of the Skills for Justice Group. For the last 10 years Skills for Justice has been working with employers, Governments of the UK and agencies within the skills system, to better equip workforces with the right skills now and for the future. During this time Skills for Justice has earned an enviable reputation for its knowledge of the sector and its proactive approach to the development of skills and qualifications, along with an ability to deliver genuinely workable solutions for the employers it represents. SFJ Awards is an awarding organisation that builds upon this reputation, and understands the specific challenges facing the Policing, Community Safety, Legal and Armed Forces sectors, enabling us to quality assure learning outcomes that are suited to the needs of the sectors. Customer satisfaction is the cornerstone of our organisation, and is delivered through an efficient, customer-led service, providing excellent value for money. 1.2 Customer Service Charter Our Customer Service Charter is published on SFJ Awards website giving the minimum level of service that Centres can expect. The Charter will be reviewed annually and revised as necessary in response to customer feedback, changes in legislation, and guidance from the qualifications Regulators. 1.3 Centre Support SFJ Awards works in partnership with its customers. For help or advice contact: SFJ Awards 1st Floor, Unit C Meadowcourt Business Park 4 Hayland Street Sheffield S9 1BY Tel: info@sfjawards.com Website: Version 4 4

5 2 The Qualification 2.1 Overall Objective for the Qualification This handbook relates to the following qualification: SFJ Awards Level 3 Award in Mentoring and Befriending The qualification has been designed for individuals who support others in a mentoring and/or befriending capacity. The majority of the units have been written in such a way to apply to all contexts within which mentoring and befriending takes place. The qualification aligns closely with the Review of Offender Learning by Ministry of Justice and BIS which recognised there are roles for mentors to improve outcomes and offer support to offenders in the community. ** This qualification is being withdrawn as follows: Operational End Date: 30 April 2017 Certification End Date: 30 April 2018 This means that no learners can be registered on the qualification after 30 April 2017 and all learners must be certificated by 30 April Pre-entry Requirements There are no pre-entry requirements for enrolling to complete this qualification. However, learners will require suitable literacy and numeracy skills to complete to achieve the assessment criteria. 2.3 Units and Rules of Combination Level 3 Award in Mentoring and Befriending This qualification is made up of a total of 8 units which have been arranged into mandatory and optional unit groups (see next page). Learners must achieve a total of 3 mandatory units and a single optional unit, which will provide a total of 10 or 11 credits. Version 4 5

6 Mandatory Units: Unit Reference Number Unit Title Level Credit Value A/505/0608 Agree the purpose and boundaries for a mentoring and befriending relationship 3 2 F/505/0609 Provide support through mentoring and befriending 3 3 T/505/0610 Develop a trusting relationship with individuals 3 3 Optional Units: Unit Reference Number Unit Title Level Credit Value A/505/0611 Develop an action plan for the mentoring and befriending relationship 3 3 F/505/0612 Support individuals to overcome challenges and associated risks in their lives 3 2 J/505/0613 Manage mentoring and befriending relationships to a successful conclusion 3 2 L/505/0614 Support individuals to address problematic behaviour 3 3 R/505/0615 Support individuals towards their resettlement in the community from a custodial environment 3 2 The detailed content of each of the units in the above qualification is provided in Section 5. Version 4 6

7 2.4 Guided Learning Hours (GLH) The GLH for this qualification range from depending on the optional unit selected. 2.5 Age Restriction This qualification is available to learners aged 18+ years. 2.6 Opportunities for Progression This qualification offers progression from, and into, other mentoring and befriending related qualifications. 2.7 Exemption No exemptions have been identified. 2.8 Credit Transfer Credits from identical units that have already been achieved by the learner may be transferred. Version 4 7

8 3 Centre Requirements Centres offering this qualification must have approval from SFJ Awards. The assessment centre must: ensure that there are sufficient people trained or qualified to assess the number of learners they anticipate to register and qualify provide quality assured training for those people identified as being responsible for assessing learners have quality assurance systems and Internal Quality Assurers in place to ensure that all assessments are valid, reliable, authentic and sufficient provide quality assured training that meets the requirements of SFJ Awards for those people identified as being responsible for internal quality assurance ensure that there is a system of standardisation in place to ensure that all assessments are consistent and fair ensure that those undertaking the roles of quality assurance and assessment maintain their skills, knowledge and competence comply with the requirements of SFJ Awards and the qualifications Regulators. Centres offering this qualification must provide internal quality assurance to ensure assessment meets all SFJ Awards requirements and is standardised across individual assessors, assessment locations and learners. Version 4 8

9 4 Assessment 4.1 Assessors All assessors must: 1. be occupationally competent. This means that each assessor must, according to current sector practice, be competent in the functions covered by the units they are assessing. They will have gained their occupational competence working within the Justice and Community Safety sector or within an appropriate occupational sector. They are not required to occupy a position in the organisation more senior than that of the Learner they are assessing. However, Centres must be alert to the risks that all such arrangements could present and ensure that sufficient quality controls are in place through the internal quality assurance process to minimise the possibility of collusion between learners and assessors 2. be able to demonstrate consistent application of the skills and the current supporting knowledge and understanding in the context of a recent role directly related to the qualification units they are assessing as a practitioner, trainer or manager 3. be familiar with the qualification units; and must be able to interpret and make judgements on current working practices and technologies within the area of work 4. maintain their occupational competence by actively engaging in continuous professional development activities in order to keep up-to-date with developments relating to the changes taking place in the Justice and Community Safety sector. These activities may include those offered by the Awarding Organisation, Skills for Justice or other relevant providers in the sector 5. Assessors must be appropriately qualified or be able to prove equivalent competence as specified in the SSC Assessment Strategy 6. Approved Centres will be required to provide SFJ Awards with current evidence of how each assessor meets these requirements; for example certificates of achievement, testimonials, references or any other relevant records. 4.2 Internal Quality Assurance All Internal Quality Assurers must: 1. be occupationally knowledgeable across the range of units for which they are responsible prior to commencing the role. Due to the risk-critical nature of the work and the legal implications of the assessment process, they must understand the nature and context of the assessors work and that of their Learners. This means that they Version 4 9

10 must have worked closely with staff that carry out the functions covered by this qualification, possibly by training or supervising them, and have sufficient knowledge of these functions to be able to offer credible advice on the interpretation of the units. Those conducting internal quality assurance must also sample the assessment process and resolve differences and conflicts on assessment decisions 2. understand the content, structure and assessment requirements for the qualification they are quality assuring 3. maintain their occupational competence by actively engaging in continuous professional development activities in order to keep up-to-date with developments relating to the changes taking place in the Justice and Community Safety sector. These activities may include those offered by the SFJ Awards, Skills for Justice or other relevant providers in the sector 4. be appropriately qualified or be able to prove equivalent competence as specified in the SSC Assessment Strategy 5. occupy a position in the organisation that gives them the authority and resources to coordinate the work of assessors, provide authoritative advice, call meetings as appropriate, visit and observe assessment practice, and carry out all the other important roles of internal quality assurance 6. have an appropriate induction to Justice and Community Safety qualifications that they are quality assuring, provided to them by the Centre, and have access to ongoing training and updates on current issues relevant to these qualifications. Information on the induction and continuing professional development of carrying out internal quality assurance must be made available to the Awarding Organisation through its external quality assurance process 4.3 Workplace Assessment SFJ Awards believes that direct observation by a competent assessor (as outlined above) or testimony from an Expert Witness or Manager, is always preferable. Expert Witness testimony has parity with assessor observation unless otherwise stated in unit evidence requirements. The assessor is responsible for making the final judgement in terms of the Learner meeting the evidence requirements for the unit. SFJ Awards recognise that there are alternative evidence sources which may be used where direct observation is not possible or practical, e.g. work products, records, reflective accounts, professional discussion etc. In order to ensure that the evidence used to assess Learners is valid, all Centres must demonstrate that Learners have access to the types of resources commonly in use in the sector and that the pressures and constraints of the workplace are reflected. Version 4 10

11 It is accepted that the assessment of some knowledge and understanding may take place in a different environment, for example in a training and development centre or another environment, which is not the immediate workplace. However, the assessment of this knowledge and understanding should be linked directly to workplace performance and should include performance evidence. 4.4 The Expert Witnesses When using Expert Witnesses as a source of evidence, Expert Witnesses must: 1. be occupationally competent. This means that each Expert Witness must, according to current sector practice, be competent in the functions covered by the units to which they are contributing. They will have gained their occupational competence working within the Justice and Community Safety sector or within an appropriate occupational sector 2. be able to demonstrate consistent application of the skills and the current supporting knowledge and understanding in the context of a recent role directly related to the qualification unit that they are witnessing as a practitioner, trainer or manager 3. be familiar with the qualification unit; and must be able to interpret current working practices and technologies within the area of work. 4.5 Use of languages SFJ Awards conducts its business activities in English and the qualification handbook for this qualification is provided in English. The SFJ Awards policy on the use of languages (Welsh and Irish) is available on the website. SFJ Awards will provide assessment materials and qualification handbooks expressed in English. If there is sufficient demand; in Wales materials will be provided in English and Welsh or Welsh. In Northern Ireland assessment materials will be provided in English and Irish. For vocational qualifications SFJ Awards will support the assessment of Learners in Irish or Welsh provided that sufficient notice is given to ensure that an assessment in a language other than English is comparable. SFJ Awards carries out its business activities in English and may employ the services of a translator for quality assurance purposes. Reasonable adjustments may be made by carrying out the assessment in British or Irish Sign Language. The qualification handbook for this qualification is currently available in English 4.6 Simulations Assessment in a simulated environment should only be used in the following circumstances: Version 4 11

12 1. where evidence in the workplace will not be demonstrated within an acceptable time frame 2. where the nature of the work activity presents high risk or danger to the Learner and others, for example, personal safety. Simulations must be agreed between SFJ Awards and the Centre contact from the Assessment Centre prior to use. All simulations should follow these basic principles: 1. a Centre s overall strategy for simulation must be agreed and approved by SFJ Awards 2. the nature of the contingency and the physical environment for the simulation must be realistic and Learners should be given no indication as to exactly what contingencies they may come across 3. where simulations are used they must reflect the requirements of the qualification units 4. the location and environment of simulation must be agreed between SFJ Awards and the Centre contact prior to it taking place 5. all simulations must be planned, developed and documented by the Centre in a way that ensures the simulation correctly reflects what the specific qualification unit seeks to assess and all simulations should follow these documented plans 6. there should be a range of simulations to cover the same aspect of a unit so that the risk of Learners successfully colluding is reduced. 4.7 External Quality Assurance The monitoring and standardisation of assessment decisions will be achieved by robust and strong Centre monitoring and quality assurance according to SFJ Awards requirements. The mechanisms required to achieve these requirements are outlined in Ofqual s General Conditions of Recognition. 1 In addition to the Regulator s requirements, SFJ Awards will evaluate all external quality assurance reports and other data relating to the Centre and any risks relating to quality control will be identified and addressed. External quality assurers (EQA) will be appointed by SFJ Awards to approve centres and to monitor the assessment and internal quality assurance carried out by centres. External quality assurance is carried out to ensure that there is validity, reliability and good practice in centres. To carry out their quality assurance role, quality assurance staff must have appropriate occupational and verifying knowledge and expertise. SFJ Awards quality assurance staff will attend training and development designed to keep them up-to-date, to facilitate standardisation between staff and share good practice. 1 Version 4 12

13 5 Qualification Units Title: Agree the purpose and boundaries for a mentoring and befriending relationship Level: 3 Credit value: 2 GLH: 4 Learning outcomes The learner will: 1 Understand the legal and organisational requirements in relation to establishing a mentoring and befriending relationship 2 Understand the principles of establishing a mentoring and befriending relationship Assessment criteria The learner can: 1.1 summarise the impact of legal and organisational requirements relating to establishing a mentoring and befriending relationship 1.2 describe the role of own organisation, other organisations and relevant services in mentoring and befriending 1.3 summarise own organisation s requirements and procedures for maintaining records relating to mentoring and befriending relationships 1.4 explain own role and the limits of own authority and responsibility as a mentor and befriender 1.5 summarise actions to take where the needs of the relationships exceeds own level of authority 1.6 summarise own organisation s policies and procedures relating to information disclosed by an individual during a mentoring and befriending relationship 2.1 explain the importance of gaining the individual s informed consent to the mentoring and befriending process 2.2 describe techniques for securing the individual s active participation in the mentoring and befriending process 2.3 explain the purpose of a personal contract between self and the individual 2.4 describe ways to assist the individual to express their needs and aspirations in relation to the mentoring and befriending Version 4 13

14 3 Be able to determine the purpose and boundaries for the mentoring and befriending relationship Additional information about the unit Unit aim(s) process 2.5 summarise methods of building trust and empathy with individuals 2.6 explain the importance of promoting the individual s ownership and responsibility for decision making 2.7 explain the risks and safeguarding issues associated with establishing a mentoring and befriending relationship 3.1 review all necessary and available information regarding the individual 3.2 agree with the individual the role of self and others involved in the mentoring and befriending process 3.3 discuss with the individual their expectations of the mentoring and befriending relationship 3.4 agree the rules within which the mentoring and befriending relationship will be conducted 3.5 agree with the individual approaches for addressing any factors which adversely affect the progress of the mentoring and befriending relationship 3.6 agree the limits and boundaries of the support available to the individual from the mentoring and befriending relationship 3.7 agree with the individual their own responsibilities in relation to decision making, their own development and achieving change 3.8 inform the individual of their rights within the mentoring and befriending process in relation to addressing their concerns or complaints relating to the process 3.9 obtain the individual s informed consent to progress the mentoring and befriending relationship This unit is about exploring the goals and expectations of the person being mentored and befriended, together with options for the achievement of the goals. It includes agreeing the boundaries for the conduct of the relationship. Version 4 14

15 Details of the relationship between the unit and relevant national occupational standards (if appropriate) Assessment requirements specified by a sector or regulatory body (if appropriate) Endorsement of the unit by a sector or other appropriate body (if required) NOS GL101 This unit requires assessment of workplace practice. Valid methods for this include: through professional discussion with the individual through their immediate supervisor through role play/simulation through workplace observation review of portfolio review of reflective journal use of assessments completed in training programmes This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Version 4 15

16 Title: Provide support through mentoring and befriending Level: 3 Credit value: 3 GLH: 6 Learning outcomes The learner will: 1 Understand the legal and organisational requirements for the provision of support through mentoring and befriending 2 Understand the processes of providing support through mentoring and befriending Assessment criteria The learner can: 1.1 summarise legal and organisational requirements affecting the planned development of mentoring and befriending relationships 1.2 describe the role of own and other organisations and services relating to mentoring and befriending 1.3 summarise own organisation s requirements and procedures for maintaining records relating to mentoring and befriending relationships 1.4 describe the role, responsibilities and limits of authority of a mentor and befriender 1.5 summarise the organisation s policies and procedures relating to the disclosure of abuse 1.6 summarise the procedures for referring individuals to partner agencies for support with their mental health and other issues 2.1 explain the importance of determining the optimum time required for effective mentoring and befriending sessions 2.2 describe the characteristics of a suitable location for mentoring and befriending sessions to take place 2.3 explain the importance of acting as a role model in own behaviour 2.4 explain the importance of recognising and celebrating achievement in motivating individuals 2.5 describe with examples the types of conflict that may arise in a mentoring and befriending relationship 2.6 explain methods for recognising and resolving instances of conflict within a mentoring and befriending relationship 2.7 describe the prejudice and associated Version 4 16

17 3 Be able to provide mentoring and befriending support barriers that might be faced by those being mentored and befriended 2.8 describe with examples methods for providing appropriate support to those being mentored and befriended to address prejudice and associated barriers 2.9 describe with examples methods to support the individual to improve their decision-making skills, develop confidence and build self-esteem 2.10 describe with examples common indicators that an individual may have problems relating to their mental health and other issues which are impacting adversely upon their behaviour 2.11 summarise the appropriate actions to take to support individuals who exhibit indicators of mental health and other problems 2.12 explain the actions to take when it is necessary to go against an individual s expressed wishes in their own best interests 3.1 allocate sufficient time for interactions with the individual 3.2 provide ongoing information and support to individuals towards realising their aims 3.3 enable the individual to identify opportunities to gain experiences towards increasing their confidence and selfdevelopment 3.4 encourage the individual to explore ways of addressing any issues or problems affecting their development 3.5 assist the individual to look at issues from an unbiased point of view that helps them make informed choices 3.6 assist the individual to identify when additional sources of information or support may be appropriate 3.7 encourage and support the individual to build networks of support 3.8 assist the individual to take responsibility for opportunities to develop their skills and achieve their developmental goals 3.9 assist the individual to identify the effects of their planned actions upon others Version 4 17

18 Additional information about the unit Unit aim(s) Details of the relationship between the unit and relevant national occupational standards (if appropriate) Assessment requirements specified by a sector or regulatory body (if appropriate) Endorsement of the unit by a sector or other appropriate body (if required) 3.10 ensure the individual understands any resource limitations of the mentoring and befriending relationship 3.11 resolve any barriers or points of disagreement with the individual in a manner which maintains an effective working relationship 3.12 make appropriate use of supervision when supporting individuals 3.13 identify the risks and safeguarding issues associated with a mentoring and befriending relationship This unit is about providing mentoring and befriending support to an individual. Where the standard refers to the individual, this refers to the person being mentored and befriended. GL102 This unit requires assessment of workplace practice. Valid methods for this include: through professional discussion with the individual through their immediate supervisor through role play/simulation through workplace observation review of portfolio review of reflective journal use of assessments completed in training programmes This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Version 4 18

19 Title: Develop a trusting relationship with individuals Level: 3 Credit value: 3 GLH: 6 Learning outcomes The learner will: 1 Understand legal and organisational requirements in relation to building trusting relationships with individuals 2 Understand the principles of communication and relationship building Assessment criteria The learner can: 1.1 summarise the organisational procedures and requirements relevant to working with individuals 1.2 explain the impact of organisational procedures and requirements on building relationships with individuals 1.3 summarise the organisation s requirements and procedures for maintaining records relating to working with individuals 1.4 describe the limits of own authority and responsibility in working with individuals 1.5 summarise actions to take where the needs of the relationship exceed own level of authority 2.1 explain the importance of non-verbal communication in the context of different cultures 2.2 explain the importance of building trust and empathy with individuals 2.3 summarise the causes and impact of typical barriers to communication for individuals 2.4 describe with examples techniques to overcome barriers to communication 2.5 explain the potential impact of own values and beliefs on own ability to challenge discriminatory or potentially damaging attitudes and behaviour 2.6 provide examples of techniques for building trust and rapport with different types of individuals 2.7 explain the importance of ensuring understanding and of avoiding assumptions Version 4 19

20 3 Understand the principles of managing relationships with individuals 4 Be able to establish a trusting relationship with individuals 3.1 provide examples of typical issues, concerns and prejudices faced by individuals 3.2 summarise methods for supporting individuals to deal with their issues and concerns 3.3 explain own role in managing the application of confidentiality to individual cases 3.4 describe, with examples, ways of dealing with cases in the best interests of the individual which may be contrary to their expressed wishes 3.5 explain the importance of establishing the boundaries of own relationship with the individual 3.6 summarise ways to reach agreement about the rules within the relationship 3.7 explain ways to set and maintain the boundaries of the relationship 3.8 explain the purpose and structure of an exit strategy from the mentoring and befriending relationship 3.9 summarise ways of addressing the needs of the individual at the end of the mentoring and befriending process 3.10 describe with examples the principal causes of unplanned endings to a mentoring and befriending relationship and strategies for addressing these 4.1 arrange suitable locations, environments and times for making contact and holding conversations with individuals 4.2 use forms and styles of communication suited to the needs and abilities of a variety of individuals 4.3 support individuals by taking a positive interest in their concerns and areas of activity 4.4 establish individuals needs and motivations 4.5 help individuals to explore and assess the potential consequences of different courses of action 4.6 involve individuals in decisions affecting them, taking into account their abilities and circumstances Version 4 20

21 Additional information about the unit Unit aim(s) Details of the relationship between the unit and relevant national occupational standards (if appropriate) Assessment requirements specified by a sector or regulatory body (if appropriate) Endorsement of the unit by a sector or other appropriate body (if required) 4.7 agree with the individuals the circumstances and manner in which their information can be shared 4.8 treat individuals with respect, showing integrity, fairness and consistency in own dealings with them 4.9 model behaviour which shows respect, helpfulness and cooperation 4.10 explain the relation of equality and diversity to developing trusting relationships This unit is about communicating and engaging effectively with individuals, and about building and maintaining a level of trust in own dealings with them. Where the standard refers to the individual, this refers to the person being mentored and befriended. NOS GL103 and GL104 This unit requires assessment of workplace practice. Valid methods for this include: through professional discussion with the individual through their immediate supervisor through role play/simulation through workplace observation review of portfolio review of reflective journal use of assessments completed in training programmes This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Version 4 21

22 Title: Develop an action plan for the mentoring and befriending relationship Level: 3 Credit value: 3 GLH: 6 Learning outcomes The learner will: 1 Understand the legal and organisational requirements in relation to the action planning for a mentoring and befriending relationship 2 Understand the principles of action planning within a mentoring and befriending relationship 3 Understand the requirements for managing the action planning process Assessment criteria The learner can: 1.1 summarise the legal and organisational issues involved in the agreement of mentoring and befriending action plans 1.2 describe the role of own organisation, other organisations and relevant services in mentoring and befriending 1.3 summarise own organisation s requirements and procedures for maintaining records relating to action plans within mentoring and befriending relationships 1.4 summarise the organisation s policies and procedures relating to the information disclosed by an individual during the action planning process 2.1 explain the purpose and structure of an action plan in a mentoring and befriending context 2.2 explain the purpose of a personal contract between self and the individual 2.3 describe ways to assist the individual to plan actions and access resources with examples 2.4 describe ways of assisting the individual to evaluate the impact of their planned actions with examples 3.1 explain the importance of promoting the individual s ownership and responsibility for decision making 3.2 explain the importance of the timing, frequency and locations of meetings with the individual 3.3 explain the importance of a setting which is appropriate in terms of accessibility, suitability and safety 3.4 describe methods of addressing potential Version 4 22

23 4 Be able to agree an action plan for the mentoring and befriending relationship 5 Be able to review progress and achievements barriers and constraints which might affect the individual s progress towards their aims 4.1 agree goals for the mentoring and befriending relationship which are specific and realistic 4.2 prioritise options for action towards realising their goals with individuals 4.3 explore the potential consequences, advantages, and disadvantages of available options with the individual 4.4 assist in resolving any immediate needs identified with the individual 4.5 facilitate access to additional or alternative sources of support to achieve development goals that cannot be met by the mentoring and befriending process 4.6 agree with the individual the type and amount of support required towards achieving their goals 4.7 assist the individual to formulate an action plan that specifies clearly the outcomes, methods, timescales, and any support appropriate towards achieving their goals 4.8 agree a process for reviewing progress during the mentoring and befriending session 4.9 record the agreed action plan in appropriate systems and formats accessible to the mentor and individual 5.1 provide suitable opportunities for the individual to review the progress of the action plan and their achievements 5.2 give the individual honest, timely and constructive feedback in a positive manner 5.3 support individuals achievements in a positive manner 5.4 assist individuals in dealing with any perceived issues and setbacks 5.5 identify and agree with the individual the objectives and outcomes that have been achieved and those that have not 5.6 plan and agree what further support or help the individual may need 5.7 review the effectiveness of the mentoring and befriending relationship to identify Version 4 23

24 Additional information about the unit Unit aim(s) opportunities to improve practice 5.8 maintain accurate and up-to-date records of progress reviews This unit is about assisting the individual to identify their goals and to develop and agree an action plan towards realising such goals. Within this unit reference is made to the action plan between the mentor and mentee. This can also be termed the contract arrangement, personal contract, or other agreed term to describe the contract service specification. It is recognised that not all mentoring and befriending relationships will have formal action plans, and that in some cases the circumstances of the individual may mean that planning with the individual is only appropriate on a short term basis. However, in such cases, the practice set out within this standard still addresses best practice. Details of the relationship between the unit and relevant national occupational standards (if appropriate) Assessment requirements specified by a sector or regulatory body (if appropriate) Endorsement of the unit by a sector or other appropriate body (if required) NOS GL101 and NOS GL102 This unit requires assessment of workplace practice. Valid methods for this include: through professional discussion with the individual through their immediate supervisor through role play/simulation through workplace observation review of portfolio review of reflective journal use of assessments completed in training programmes This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Version 4 24

25 Title: Support individuals to overcome challenges and associated risks in their lives Level: 3 Credit value: 2 GLH: 4 Learning outcomes The learner will: 1 Understand the requirements for supporting individuals to overcome challenges and associated risks in their lives 2 Be able to support individuals to overcome challenges and associated risks in their lives Assessment criteria The learner can: 1.1 summarise the legal and organisational requirements related to supporting individuals to overcome challenges and associated risks in their lives 1.2 describe own role, level of authority and responsibility related to supporting individuals to overcome challenges and associated risks in their lives 1.3 summarise the typical types of challenge and associated risk faced by individuals 1.4 explain the principles of managing risk in relation to supporting individuals 1.5 explain the importance of identifying challenges of relevance to individuals 1.6 describe ways of working with individuals to identify potential risks in relation to the planned activities 1.7 identify agencies and individuals available to give support to individuals in addressing challenges 2.1 agree the nature and impact of the challenge faced with the individuals involved 2.2 work with individuals to facilitate their identification of the risks associated with the challenge 2.3 develop, with the individual, a plan and appropriate actions towards managing the identified risks 2.4 evaluate the action plan and confirm that it addresses the risks associated with the challenge 2.5 arrange the support of appropriate agencies and specialists to address specific concerns raised by the planned actions 2.6 take the appropriate actions to refine the Version 4 25

26 Additional information about the unit Unit aim(s) plan in line with outcomes of on-going risk assessment 2.7 review with the individuals the lessons learnt from their experiences in addressing the challenge This unit is about supporting individuals to overcome challenges in their lives, including their understanding and appreciation of risk, and their ability to manage these. It includes identifying the challenges, and using these to promote an understanding and ability to manage the associated risks. Where the standard refers to the individual, this refers to the person being mentored/befriended. Details of the relationship between the unit and relevant national occupational standards (if appropriate) Assessment requirements specified by a sector or regulatory body (if appropriate) Endorsement of the unit by a sector or other appropriate body (if required) NOS GB301 This unit requires assessment of workplace practice. Valid methods for this include: through professional discussion with the individual through their immediate supervisor through role play/simulation through workplace observation review of portfolio review of reflective journal use of assessments completed in training programmes This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Version 4 26

27 Title: Manage mentoring and befriending relationships to a successful conclusion Level: 3 Credit value: 2 GLH: 4 Learning outcomes The learner will: 1 Understand the requirements for reviewing the effectiveness of the mentoring and befriending relationship 2 Be able to manage mentoring and befriending relationships to a successful conclusion Assessment criteria The learner can: 1.1 summarise the organisation s requirements and procedures for maintaining records relating to mentoring and befriending relationships 1.2 explain the purpose and procedures for monitoring and reviewing progress within the mentoring and befriending process 1.3 explain the importance of recognising progress made by the individual, and of celebrating success at the conclusion of the mentoring and befriending process 1.4 explain the impact of the individual exerting undue influence on the mentor and befriender 1.5 describe signs of possible conflict within a mentoring and befriending relationship 1.6 summarise the reasons why a mentor and befriender might be reluctant to admit to conflict within their mentoring and befriending relationship 2.1 monitor the nature and level of dependency of the individual upon the process 2.2 agree with the individual the progress made and successes achieved through the process 2.3 plan actions to continue or end the relationship appropriate to the needs of the individual identified in the review 2.4 arrange any future support needs that the individual may require 2.5 maintain accurate and up to date records of the actions taken and their rationale Version 4 27

28 Additional information about the unit Unit aim(s) This unit is about reviewing the effectiveness of the mentoring and befriending relationship including planning for the continuation or ending of the relationship. Where the unit refers to the individual, this refers to the person being mentored and befriended. Details of the relationship between the unit and relevant national occupational standards (if appropriate) Assessment requirements specified by a sector or regulatory body (if appropriate) Endorsement of the unit by a sector or other appropriate body (if required) NOS GL104 and GL103 This unit requires assessment of workplace practice. Valid methods for this include: through professional discussion with the individual through their immediate supervisor through role play/simulation through workplace observation review of portfolio review of reflective journal use of assessments completed in training programmes This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Version 4 28

29 Title: Support individuals to address their problematic behaviour Level: 3 Credit value: 3 GLH: 6 Learning outcomes The learner will: 1 Understand the factors affecting the support and encouragement of individuals in addressing their problematic behaviour 2 Be able to help individuals to understand the problematic aspects of their behaviour and associated risks Assessment criteria The learner can: 1.1 describe the impact of physical, social, psychological and emotional development upon the behaviour of individuals 1.2 explain the impact of equality and inequality on the behaviour of individuals 1.3 explain the importance of understanding the impact of crime on victims in relation to their need for protection, respect, recognition and information when dealing with the behaviour of individuals 1.4 explain the importance of helping individuals to take responsibility for the decisions that they make 1.5 explain the importance of helping individuals take responsibility for the effects of their choices on others 1.6 summarise methods of overcoming obstacles to change which may exist for individuals 1.7 explain the effectiveness of different ways of supporting individuals to change their behaviour 1.8 summarise factors in the agency s policies and practices which affect the work undertaken 1.9 explain the ways in which own practice is influenced by individual s culture and gender 2.1 communicate in a manner which is free from discrimination and oppression and is appropriate to the individual 2.2 encourage an open exchange of views and information 2.3 encourage individuals to reflect on their behaviour to identify the problematic aspects and their consequences 2.4 encourage individuals to consider the potential impact of their behaviour on Version 4 29

30 3 Be able to help individuals to address the problematic aspects of their behaviour others 2.5 discuss with the individual any aspects of their behaviour which are of concern 2.6 offer relevant information and advice on the advantages of positive change 2.7 explore with the individual their attitudes to offending and their motivation to change 2.8 constructively challenge abusive, aggressive or discriminatory attitudes and behaviour, whilst taking account of personal safety 3.1 encourage individuals to value themselves and to recognise their strengths and ability to change 3.2 explore and agree, with individuals, ways to address the problematic aspects of their behaviour 3.3 assist individuals to commit to an informed selection of suitable behavioural options 3.4 assist individuals to develop realistic and achievable goals and progress review options 3.5 identify, with individuals, the support available to them 3.6 support individuals according to their particular needs, and the mentor s own role, statutory requirements and agency practice 3.7 reinforce positive changes in individuals behaviour through constructive feedback 3.8 assist individuals to reflect on their progress and the factors that have contributed to their change in behaviour Version 4 30

31 Additional information about the unit Unit aim(s) Details of the relationship between the unit and relevant national occupational standards (if appropriate) Assessment requirements specified by a sector or regulatory body (if appropriate) Endorsement of the unit by a sector or other appropriate body (if required) This unit is about helping individuals who have offended, or are at risk of offending, to understand why aspects of their behaviour might be considered offensive, and the benefits of addressing such aspects. This includes challenging individual behaviour and providing support and encouragement for change. The mentor needs to recognise the complex range of factors which may lead to offending and be able to help individuals value themselves and others. Such work may take place opportunistically during ongoing contact with the individual, or occur during more formal interventions. Problematic behaviour is that which might be considered to be anti-social, challenging or offending. NOS EC8 This unit requires assessment of workplace practice. Valid methods for this include: through professional discussion with the individual through their immediate supervisor through role play/simulation through workplace observation review of portfolio review of reflective journal use of assessments completed in training programmes This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Version 4 31

32 Title: Support individuals towards their resettlement in the community from a custodial environment Level: 3 Credit value: 2 GLH: 4 Learning outcomes The learner will: 1 Understand the requirements for supporting individuals towards their resettlement in the community from a custodial environment 2 Be able to plan activities to prepare individuals for resettlement Assessment criteria The learner can: 1.1 summarise relevant policies and procedures of own organisation for supporting individuals towards resettlement 1.2 describe typical needs of individuals preparing for resettlement 1.3 summarise motivational learning techniques used in supporting individuals 1.4 explain how to prepare a risk assessment for resettlement related activities 1.5 explain the importance of promoting confidence and self-responsibility in relation to offender resettlement 1.6 describe relevant activities that are available to help prepare individuals for resettlement 1.7 summarise constraints and opportunities affecting the provision of support for individuals 1.8 describe sources and types of support that are available to individuals resettling in the community 1.9 summarise potential security risks associated with resettlement of individuals in the community 1.10 summarise the different types of community sentences and how these affect the support that is provided 2.1 obtain all necessary and appropriate information regarding the assessment of individuals needs 2.2 discuss with individuals their needs in preparation for resettlement in terms of: education and employment accommodation personal development financial requirements Version 4 32

33 3 Be able to monitor and coordinate resettlement activities outside the custodial environment 4 Be able to support individuals preparing for resettlement health and well being social reintegration 2.3 agree appropriate activities in liaison with relevant people in own and other relevant organisations 2.4 agree with individuals which of the available activities appear to meet their needs most closely 2.5 agree with individuals, and other relevant people, realistic aims and objectives for activities addressing identified needs 2.6 seek confirmation that proposed activities will not compromise security 2.7 obtain the informed consent of individuals for the planned resettlement programme 2.8 report to relevant people where no appropriate activities are available to meet individuals needs 2.9 record and make available information on agreed activities for those authorised to receive it 3.1 confirm with individuals, and activity providers, the aims, objectives, outcomes and standards of behaviour expected 3.2 take appropriate action in response to an abuse of activities or to unacceptable behaviour 3.3 confirm that activities comply with health and safety requirements 3.4 assess with individuals and activity providers the extent to which the aims, objectives and outcomes of activities have been met 4.1 provide individuals with information, advice, encouragement and resources to enable them to benefit from resettlement activities 4.2 communicate with individuals at a level and pace which encourages their confidence and self-responsibility 4.3 support and encourage individuals to attend appointments and interviews in preparation for resettlement 4.4 monitor individuals progress accurately in preparing for resettlement 4.5 seek appropriate advice promptly where individuals progress is not satisfactory Version 4 33

34 Additional information about the unit Unit aim(s) Details of the relationship between the unit and relevant national occupational standards (if appropriate) Assessment requirements specified by a sector or regulatory body (if appropriate) Endorsement of the unit by a sector or other appropriate body (if required) 4.6 ensure that all relevant parties are accurately informed on progress and outcomes in line with own organisation s requirements 4.7 maintain records and provide reports in accordance with own organisation s policy and statutory requirements This unit is about preparing individuals for transfer from the custodial environment to resettlement/reintegration in the community. The aims, depending on the individual, can be about personal development, social reintegration, education and/or employment etc. NOS F14 This unit requires assessment of workplace practice. Valid methods for this include: through professional discussion with the individual through their immediate supervisor through role play/simulation through workplace observation review of portfolio review of reflective journal use of assessments completed in training programmes This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Version 4 34