DC8A 04 (HSC327) Model behaviour and relationships with children and young
people which recognises the impact of crime on victims and communities
Elements of competence
HSC327.1 / Develop relationships with children and young people that reinforce positive behaviour and recognise the impact of crime and anti-social behaviourHSC327.2 / Establish and maintain effective relationships with children and young people that reinforce positive behaviour
About this Unit
For this Unit you need to model effective behaviour and relationships when communicating with children and young people as part of an overall strategy to confront offending or anti-social behaviour and promote pro-social behaviour.
This unit is imported from Skills for Justice National Occupational Standards for Policing and Law Enforcement where it is 1D6.
Scope
The scope is here to give you guidance on possible areas to be covered in this Unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for all aspects of the scope.
Behave through: speech and language; actions, gestures and body language; space and position; active listening; giving constructive feedback.
Communicate: speech and language; actions, gestures and body language; space and position; active listening.
Obstacles: environmental; personal and social.
Evidence Requirements for the Unit
It is essential that you adhere to the Evidence Requirements for this Unit – please see details overleaf.
SPECIFIC Evidence Requirements for this unit
Simulation:- Simulation is NOT permitted for any part of this unit.
The following forms of evidence ARE mandatory:
- Direct Observation: Your assessor or an expert witness must observe you in real work activities which provide a significant amount of the performance criteria for most of the elements in this unit.
- Reflective Account/professional discussion: These will be a description of your practice in particular situations.
Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following:
- Questioning/professional discussion: May be used to provide evidence of knowledge, legislation, policies and procedures which cannot be fully evidenced through direct observation or reflective accounts. In addition the assessor/expert witness may also ask questions to clarify aspects of your practice.
- Expert Witness: A designated expert witness may provide direct observation of practice, questioning, professional discussion and feedback on reflective accounts.
- Witness testimony: Can be a confirmation or authentication of the activities described in your evidence which your assessor has not seen. This could be provided by a work colleague or service user.
- Products: These can be records and reports and may also be diary evidence of day to day practice in relation to your knowledge and supplement knowledge demonstrated through performance evidence.
GENERAL GUIDANCE
- Prior to commencing this unit you should agree and complete an assessment plan with your assessor which details the assessment methods you will be using, and the tasks you will be undertaking to demonstrate your competence.
- Evidence must be provided for ALL of the performance criteria ALL of the knowledge and the parts of the scope that are relevant to your job role.
- The evidence must reflect the policies and procedures of your workplace and be linked to current legislation, values and the principles of best practice within the Care Sector. This will include the National Service Standards for your areas of work and the individuals you care for.
- All evidence must relate to your own work practice.
Knowledge specification for this unit
Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit.
When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role.
You need to provide evidence for ALL knowledge points listed below. There are a variety of ways this can be achieved so it is essential that you read the ‘knowledge evidence’ section of the Assessment Guidance.
You need to show that you know, understand and can apply in practice: / Enter Evidence NumbersValues
1How to apply the principles of equality, diversity and anti-discriminatory practice to your work.
2Your role as a positive role model to reinforce pro-social behaviours, ways of continuously monitoring own effectiveness in this; behaviours which demonstrate value for others and those which do not.
Legislation and organisational policy and procedures
3How to use legislation, guidelines of good practice, charters and service standards in work with children and young people.
4The role of the agency and its services and how they relate to other agencies and services in the sector.
5The agency’s policy and procedures regarding confidentiality of information and the disclosure of information to third parties, and the specific circumstances under which disclosure may be made.
6Your own and the role and responsibilities of those from whom assistance and advice should be sought if you are unsure.
Theory and practice
7Physical, social, psychological, emotional and intellectual development of children and young people, and the ways in which such development can be affected, the nature of adolescence and how it affects behaviour and feelings.
8The relationship between physical, social, psychological, emotional and intellectual development and behaviour and associated patterns.
9The effect of parenting and families on children and young people in relation to their ability to form other relationships; the effects of peer groups on children and young people.
10The issues and hazards that affect children and young people in society, how they can manage these and the sort of assistance they need.
11The impact of the broader social environment on children and young people (eg area of material deprivation, crime and the fear of crime, poor housing, poverty).
12The effect that being ‘looked after’ has on children and young people.
You need to show that you know, understand and can apply in practice: / Enter Evidence Numbers
13Strategies for encouraging individuals to recognise and take responsibility for their own behaviour and their obligations to others; the importance of your behaviour as a positive role model to reinforce pro-social behaviours, ways of continuously monitoring your own effectiveness in this; behaviours which demonstrate value for others and those which do not.
14The different forms and range of effective communication (eg total communication); the effect of culture on communication (eg the use of sensory contact – touch, presence, contact, distance between individuals when communicating, the terms of respect and address used etc); when physical contact is appropriate and when it is not (eg when it is a way of dealing with your distress rather than the individual’s).
15How culture, gender and beliefs can affect attitudes and behaviour and how it may be perceived by others (eg how eye contact is used to give differing perceptions of appropriate respect; it may be seen to be more acceptable for men to be assertive than women); why it is important to recognise and challenge this in oneself.
16The options you have considered in your work and the reasoning processes you used in relating to different children and young people.
17The impact of crime on victims, survivors and witnesses and their need for protection, respect, recognition, information and confidentiality; why it is important to recognise the impact on all those affected by crime, whether they are direct victims or indirect victims (for example family, friends or other associates); repeat victimisation and its implications.
18Reactions to the experience of crime; the factors (for example previous victimisation) which affect how individuals react to and recover from their experience.
19The needs of those who have experienced crime who may be particularly vulnerable, (for example people with mental health problems; people who have learning disabilities; people experiencing hate-based crime; people experiencing violence and abuse; women experiencing gender-based violence and abuse; children and young people).
HSC327.1Develop relationships with children and young people that reinforce positive behaviour and recognise the impact of crime and antisocial behaviour
Performance criteriaDO / RA / EW / Q / P / WT
1You explain clearly to children and young people their own role and responsibilities and how this relates to the work of others.
2You identify the effect that gender differences may have on the relationship and take the appropriate actions to maintain a professional relationship.
3You identify behaviours and attitudes that collude with prejudice and discrimination and act in ways that promote anti-discriminatory practice.
4You identify behaviours and attitudes that collude with offending and antisocial behaviour and act in ways that promote the rights of victims and restore justice.
5You engage constructively with children and young people modelling positive behaviour whilst recognising the differences in power between yourself and the children and young people.
6You behave in ways that promote the value of children and young people as individuals in their own right and encourage meaningful interactions with them.
7You challenge any behaviour and attitudes of children and young people that prejudices the rights of others or is likely to cause others harm.
HSC327.2Establish and maintain effective relationships with children and young people that reinforce positive behaviour
Performance criteriaDO / RA / EW / Q / P / WT
1You communicate with children and young people in a manner, and at a level and pace that is consistent with their:
(a)abilities
(b)preferred method of communication
(c)manner of expression and is free from discrimination and oppression
2You use body language, position, tone of voice and active listening to encourage children and young people to communicate.
DO = Direct ObservationRA = Reflective AccountQ = Questions
EW = Expert Witness P = Product (Work)WT = Witness Testimony
HSC327.2Establish and maintain effective relationships with children and young people that reinforce positive behaviour (cont)
Performance criteriaDO / RA / EW / Q / P / WT
3You minimise obstacles to effective communication as far as possible given the constraints of the situation.
4You set and agree boundaries with children and young people in relation to their behaviour when they are with the worker.
5You observe children and young people’s behaviour and use this to develop an understanding of them as individuals.
6You respond to children and young people’s expression of feelings and needs in a manner which supports the right to such expression but does not collude with discriminatory, offending or antisocial behaviour.
7You act as a role model to children and young people in the way that you behave towards the children and young people and others.
8Whilst spending time with children and young people you take opportunities to:
(a)explore and understand their interests, needs and concerns
(b)explore and understand the way they think about crime and antisocial behaviour and its effects on victims and the wider community
(c)challenge prejudice, discrimination, offending and antisocial behaviour when it occurs
(d)offer constructive ways of acting and thinking which promote inclusion and social behaviour.
(e)emphasise the responsibility of the child or young person for their own actions and behaviour.
9You reflect on how they themselves behave with, and react to, different children and young people and use this to improve their practice.
DO = Direct ObservationRA = Reflective AccountQ = Questions
EW = Expert Witness P = Product (Work)WT = Witness Testimony
To be completed by the CandidateI SUBMIT THIS AS A COMPLETE UNIT
Candidate’s name: ……………………………………………
Candidate’s signature: ………………………………………..
Date: …………………………………………………………..
To be completed by the Assessor
It is a shared responsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the assessor to ensure the accuracy/validity of each evidence claim and make the final decision.
I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT.
Assessor’s name: …………………………………………….
Assessor’s signature: ………………………………………....
Date: …………………………………………………………..
Assessor/Internal Verifier Feedback
To be completed by the Internal Verifier if applicable
This section only needs to be completed if the Unit is sampled by the Internal Verifier
Internal Verifier’s name: ……………………………………………
Internal Verifier’s signature: ………………………………………..
Date: ……………………………………..…………………………..
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Unit: DC8A 04 (HSC327) Model behaviour and relationships with children and young people which recognises the impact of
crime on victims and communities