DC8L 04 (HSC322)Prepare, Implement and Evaluate Group Activities to Address The
DC8L 04 (HSC322)Prepare, implement and evaluate group activities to address the
offending behaviour of children and young people
Elements of competence
HSC322.1 / Plan and prepare agreed group activities to address the offending behaviour of children and young peopleHSC322.2 / Prepare and support children and young people through group activities
HSC322.3 / Evaluate agreed group activities with other members of the team
About this Unit
For this Unit you need to plan, prepare and implement agreed group activities, which may be to address particular issues or to develop and practice new skills.
The worker needs to take account of the needs of individual participants, and of the group as a whole, in planning and preparing group activities, encourage the active participation of all members and deal with any conflict that arises. The term, are likely to offend or those affected by offending and anti-social behaviour.
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.
Group activity involving: demonstration and modelling; explanation and step-by-step; exploration, discussion, prompting and questioning; audio-visual and computer; cognitive behavioural training; anger management; social skills training; communication groups; creative work and health-related projects; education and leisure activities.
Communicate using: speech and language; actions, gestures and body; language; space and position.
Activities involving: demonstration and modelling; explanation and step-by-step; exploration, discussion, prompting and questioning; audio-visual and computer.
This is Youth Justice standard A404.
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, for example you could be observed participating or leading the planning meeting or the evaluation meeting.
- Reflective Account/professional discussion: These will be a description of your practice in particular situations based on working practices. For example you could record the process of planning, participating in and evaluating a group event, explaining what you did and why you did it. It is likely that this would also provide evidence for the mandatory units in the award particularly where you have demonstrated knowledge of legislation, policy and procedures relevant to the task.
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 a group member.
- Products: These can be records and reports, and may also be diary evidence of day to day practice.
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 NumbersTheory and practice
1Why it is important to plan activities.
2Why individual choice must be acknowledged and respected even where this is against the offered advice.
3Why communications with children and young people/advocates should promote their role as partners in care.
4Why the involvement of children and young people in the choice of activity should be maximised.
5Why knowledge of the relevant background of children and young people is essential for the methods and approach adopted.
6Why goals and activities should be consistent with agreements between children and young people and professionals.
7Why children and young people should be encouraged to choose activities which are likely to achieve the goals identified.
8Why records should be kept and the potential consequences if this is not carried out.
9Why records of agreements reached between children and young people and workers are necessary.
10Why children and young people should be encouraged to be as self-managing as possible.
11Why the support given should be consistent with the functioning of children and young people.
12The importance of providing activities geared to the interests, preferences and developmental stage of children and young people.
13Why problems should be notified and what may happen if they are not.
14Why the worker should be involved in suggestions for change as well as evaluating details of progress.
15The range and purposes of activities available and the relationship of these to individual interests, preferences, age, gender, etc.
16The purpose and aims of the activities undertaken.
17Normal physical, psychological and social development and function and the effect of disruption to the normal function and the resultant disability.
You need to show that you know, understand and can apply in practice: / Enter Evidence Numbers
18The effects which cultural and developmental differences may have on the suitability of activities for particular individuals.
19The social psychology and dynamics of groups and the different styles of leadership and group skills.
20The effects which physical, psychological and social functioning may have on the individual's ability to develop specific skills.
21The purpose of constructive feedback and how this differs from positive feedback.
22The philosophy and approach of the group activities undertaken.
23The potential future pattern of disorder which may affect the individual’s lifestyle.
24Criteria for evaluating activities as established with the team.
25Why evaluation is necessary and how it can be used to improve performance in the short and longer term.
26Why the criteria for evaluating the effectiveness of the activities should be established with the team.
27Methods of evaluation relevant to the activities being undertaken.
28Teaching and learning strategies — how to adapt them to meet the needs of different individual groups and individuals.
HSC322.1Plan and prepare agreed group activities to address the offending behaviour of children and young people
Performance criteriaDO / RA / EW / Q / P / WT
1You discuss and agree with the team the nature and purpose of the group activity.
2You suggest to the team new activities and different ways of approaching activities, and reach agreements before they are used.
3You plan group activities so that they are consistent with the needs of each child or young person in the group.
4You approach children and young people and communicate with them in a manner which is designed to promote their role as partners in the group activity and encourage personal choice.
5You encourage children and young people to participate in planning the activity at a level appropriate to their abilities.
6You communicate in a manner, and at a level and pace, appropriate to the members of the group.
7You take into account when planning the activity any constraints and opportunities which are consistent with the interests, preferences and beliefs of the children and young people.
8You confirm realistic goals for the activity with the person responsible and agree them with the participants.
9You agree criteria to evaluate the effectiveness of the group activity with the team.
10You arrange the environment in a way which encourages the full participation of all group members.
11You prepare equipment and materials, check that they are safe and ready for use, and place them within easy reach.
12You make accurate, legible and complete records of agreements reached with children and young people.
DO = Direct ObservationRA = Reflective AccountQ = Questions
EW = Expert Witness P = Product (Work)WT = Witness Testimony
HSC322.2Prepare and support children and young people through group activities
Performance criteriaDO / RA / EW / Q / P / WT
1You establish clearly with the group the purposes and goals of the activity.
2You use activities which are appropriate to children and young people and their plans, and are consistent with the recommendations of the appropriate members of the team.
3You discuss the activity with all group members in a manner which encourages as much participation as possible.
4You make appropriate modifications and take precautions when individual group members are unable to participate fully.
5You select approaches and methods to learning and development which are appropriate to the needs of the group and the activity.
6You give individual group members sufficient information and guidance, at an appropriate level and pace, to enable them to exercise their skills.
7You treat children and young people in a manner which is likely to promote their co-operation, dignity and self-esteem and encourages them to participate actively in the activity.
8You give constructive feedback in a manner, and at a level and pace, appropriate to the group.
9You minimise the effects of any disruptive influence on the group.
10You monitor the performance of the group members in the activity and report it to the appropriate person.
11You maintain accurate, legible, complete and up to date records of the activity.
HSC322.3Evaluate agreed group activities with other members of the team
Performance criteriaDO / RA / EW / Q / P / WT
1You encourage and support children and young people to give feedback on the group activity.
2You discuss the outcomes of the group activity with the relevant members of the team.
DO = Direct ObservationRA = Reflective AccountQ = Questions
EW = Expert Witness P = Product (Work)WT = Witness Testimony
HSC322.3Evaluate agreed group activities with other members of the team (cont)
Performance criteriaDO / RA / EW / Q / P / WT
3You make appropriate modifications, when the planned activity is found to be inappropriate or the resources are unsuitable or inadequate, and discuss them with the team.
4You review with the team the effectiveness of the learning and development methods used and identify alternative approaches for future use which are likely to improve the effectiveness of activities.
5You seek advice from the appropriate team members as soon as is practicable when goals prove to be unrealistic.
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: DC8L 04 (HSC322) Prepare, implement and evaluate group activities to address the offending behaviour of children and
young people