Enable Others to Support Individuals to Address Their Offending and Anti-Social Behaviour

Unit Title

EC3 Enable others to support individuals to address their offending and anti-social behaviour and develop positive alternatives

Summary

This unit is about the worker enabling other people to work effectively with individuals with offending and anti-social behaviour so that people can encourage and support such individuals to change their behaviour. This involves working with other people to enable them to understand the reasons why the individual’s offending and anti-social behaviour may have occurred and its context. The worker then enables people to support individuals to address their offending and anti-social behaviour and develop positive alternatives. Workers need to help others achieve the best balance between supporting individuals and challenging individuals and their behaviour. The worker will have an important role in enabling people, and through them individuals, to develop an insight into their offending and anti-social behaviour. This will involve representing the views and rights of others to the individual, and also encouraging and monitoring individuals’ efforts to develop more positive alternatives. The ‘others’ who may be working with individuals with offending and anti-social behaviour may be

 people significant to the individual (such as the person’s parents, partner or family)  people who come into contact with the individual (e.g. employers, colleagues, others in shared housing)  groups within the community  workers and volunteers in the worker’s own agency or in other agencies involved with the individual.

The term ‘individual’ has been used throughout this unit to indicate that the individual may be an offender who is currently serving a sentence, may have offended in the past, or may be likely to offend. ‘People’ and ‘person’ have been used to refer to the others who are supporting individuals to address their offending and anti-social behaviour.

There are three elements:

EC3.1 Negotiate and agree with people how they may enable individuals to address their offending and anti-social behaviour EC3.2 Support people working with individuals to address their offending and anti-social behaviour EC3.3 Enable people to review the effectiveness of their work with individuals

Skills for Justice Page 1 National Occupational Standards for Final version approved November 2006 Community Justice Target Group

This unit is designed to be relevant to all workers who enable others to support individuals to change their behaviour, including workers in the statutory sector who are responsible for supervising individuals on community sentences, and workers in statutory and non-statutory agencies who support individuals who have offended, are likely to offend or are ex-offenders.

Linked Units

The following units are closely related:

BA14 Enable individuals and families to address factors which affect their safety, well-being and social inclusion EC1 Help individuals address their offending behaviour (D01) EC2 Enable individuals to change their offending behaviour (D02) GG3 Negotiate with employers and support them in offering opportunities to individuals who have offended or who are likely to offend

Place in Qualifications

This is an optional unit in the Community Justice (Work with offending behaviour) NVQ/SVQ level 4. When used within NVQs and SVQs, simulations (such as case studies or role play) can be used as one source of evidence for this unit; however evidence from real practice must form the majority of the candidate’s performance evidence.

Skills for Justice Page 2 National Occupational Standards for Final version approved November 2006 Community Justice Element

EC3.1 Negotiate and agree with people how they may enable individuals to address their offending and anti-social behaviour

Performance Criteria

To meet the standard, you

1 identify those people who are potentially best placed and able to work with individuals given an assessment of the individual’s behaviour and any supervision plan which applies to them 2 approach those people who might be able to work with the individual and discuss fully with them the role they may have and the benefits this may bring 3 enable people to understand the factors which have contributed to the individual’s behaviour 4 evaluate  people’s willingness and ability to work with the individual  the risk of harm which might arise  the likelihood of the individual offending or reoffending 5 discuss with people the potential risks which their involvement with the individual might have and agree with them how such risks could be managed 6 make decisions on supporting individuals based on the best balance which can be achieved between  the potential benefits and risks to the person concerned  the levels of benefit to individuals with offending and anti-social behaviour  other potential resources 7 discuss and agree with people the exact nature of their contribution to enabling others to address their behaviour, and the support that the people will need to do this 8 record accurately, legibly and completely the commitments which people make to working with individuals to address their offending and anti-social behaviour and the support they will receive in doing so.

1 Factors in relation to a the individual’s personal beliefs and preferences b the individual’s cultural, educational and employment background c the individual’s age, gender and physical condition d specific aspects of their personal circumstances which are relevant to their offending and anti-social behaviour e specific aspects of their social history which are relevant to their offending and anti-social behaviour.

Skills for Justice Page 3 National Occupational Standards for Final version approved November 2006 Community Justice 2 Evaluating people’s ability a level of understanding b level of emotional involvement c priority they are able to give to the individual given other pressures on their time and other resources d level of confidence.

3 Evaluating risks of harm to a people working with the individual b people significant to the individual c the individual.

4 Support a training and development b coaching and mentoring c information d material resources.

EC3.2 Support people working with individuals to address their offending and anti-social behaviour

1 provide information to people supporting individuals as to how and when they should contact the worker 2 give appropriate and complete information to people supporting individuals on their role and how this interacts with the roles of others 3 provide initial training and information appropriate to the needs of those supporting individuals 4 encourage people to seek further advice and support so they can work with individuals effectively 5 give people the necessary support to make sure that they can act effectively 6 maintain effective contact with individuals and the people enabling them to address their offending and anti-social behaviour 7 monitor actively the effect which enabling individuals to address their offending and anti-social behaviour has on the people concerned 8 take the appropriate action if there are concerns about the people working with individuals to address their offending and anti-social behaviour.

1 Training and information in relation to a the person’s experience and understanding b the person’s confidence c the individual and their offending and anti-social behaviour.

2 Support a training and development b coaching and mentoring c information d material resources.

Explanatory Notes

Concerns may be about the impact of their role upon the people concerned or about risk to the people, the individuals or others.

EC3.3 Enable people to review the effectiveness of their work with individuals

1 monitor how the work being undertaken with individuals is progressing 2 encourage the people who are working with individuals to offer feedback on the progress the individual is making the effectiveness of their work with the individuals their feelings about their contribution 3 communicate with people who are working with individuals in a way which emphasises their role as partners in the process 4 identify significant changes and use these to inform discussions with people on improvements 5 take decisions on how to change the work with individuals based on information gained from monitoring an evaluation of the risk of harm and the likelihood of the individuals offending or reoffending the wishes of the people involved 6 record information accurately and completely and store it safely 7 communicate information to others who have the right and need to know at a time, and in a manner, which is of maximum benefit to them.

1 Changes in a the individual’s behaviour b the needs and circumstances of the people working with the individual c the needs and circumstances of the individual.

2 Risk of harm to a people working with the individual b people significant to the individual c the individual.

Skills for Justice Page 6 National Occupational Standards for Final version approved November 2006 Community Justice Unit

EC3 Enable others to support individuals to address their offending and anti-social behaviour and develop positive alternatives

Knowledge and Understanding

To meet the standard, you need to know and understand

Working with offending behaviour

1 the ways in which the physical, social, psychological and emotional development and functioning of individuals affects their behaviour and its associated patterns 2 relevant research into the relationship between known factors which influence offending and anti-social behaviour and evidence of effective practice in tackling these factors; how the worker has applied these in their work 3 how others may be affected by individuals’ offending and anti-social behaviour - practically, emotionally, socially 4 strategies to constructively challenge anti-social behaviour and promote pro- social alternatives 5 methods for assessing and managing risk within the agency context; the ways in which stereotyping and discrimination might affect risk assessment and how to guard against this; methods of identifying those who may be at risk, how those risks may be minimised 6 the potential concerns which people may have regarding supporting those who have offended or are at risk of offending, why it is important to acknowledge their concerns and how to offer information to help them make informed decisions 7 how to gauge peoples’ level of interest and their willingness to consider supporting individuals who have offended or are at risk of offending; the support, information and resources which people may need, what is available from the worker’s agency and from other agencies, and how to access them; ways of encouraging and supporting people to take an active role in enabling individuals to address their offending and anti-social behaviour; the options for supporting people which they considered and the reasoning processes they used in determining the most appropriate options for the people and the individuals concerned 8 the conflicts of interest there may be between the needs of individuals and people supporting them; methods of handling tensions between people and the individuals with whom they are working.

Working within the community justice sector

1 the specific legislation, guidelines of good practice, charters and service standards which relate to the work being undertaken and the impact of this on the work.

Skills for Justice Page 7 National Occupational Standards for Final version approved November 2006 Community Justice Working to improve agency practice

1 the role of the agency and its services and how they relate to other agencies and services in the community justice sector 2 the 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 3 any particular factors relating to the agency’s policies and practices which have affected the work undertaken.

Working to improve individual practice

1 own role and responsibilities and from whom assistance and advice should be sought if the worker is unsure 2 how they have applied the principles of equality, diversity and anti- discriminatory practice to their work 3 methods of evaluating their own competence, determining when further support and expertise are needed and the measures taken to improve own competence in this area of work.

Skills for Justice Page 8 National Occupational Standards for Final version approved November 2006 Community Justice Assessment Guidance

When planning assessment, candidates should consider how they may best use evidence across a number of units. Evidence from the following units may be particularly relevant to this unit:

D302 Enable individuals to change their offending behaviour (D02)

Candidates may wish to use these sources of evidence (for performance and for knowledge and understanding)

1 the products of their work (eg written agreements and notes from reviews) 2 notes and drafts used as stages of development of products 3 notes and minutes of meetings 4 evidence from others who worked with the candidate 5 records and correspondence 6 their reflective practice journal 7 workplace projects 8 observation by an assessor who is observing the candidate specifically for assessment purposes 9 verbal or written responses to questions put by an assessor.

Skills for Justice Page 9 National Occupational Standards for Final version approved November 2006 Community Justice Evidence Requirements

Evidence from Performance

The candidate’s package of evidence from their performance needs to cover all the performance criteria and all aspects of the range, except those detailed below. If performance evidence is not available during the assessment period, evidence from knowledge and understanding can be used for these performance criteria and these aspects of the range:

 EC3.2, range 2: 2 of the 4 forms of support  EC3.3, range 1: 1 of the 3 changes

In order to meet the evidence requirements, it is likely that a candidate would need to gather evidence from work in relation to more than one person, group or family whom they are enabling to support individuals.

The candidate must provide evidence from different sources in order to have their achievement recognised for this unit, i.e. evidence must come not only from the candidate or one other source (such as records) but also must be from other people (such as from others who saw the candidate working, minutes from meetings which recorded the candidate’s contributions, etc). Simulations (such as case studies or role play) can be used as one source of evidence for this unit. Evidence from real practice must, however, form the majority of the candidate’s performance evidence.

Evidence from Knowledge and Understanding

Candidates must demonstrate they know and understand the areas listed in the descriptions of knowledge and understanding within the unit. Much of their knowledge and understanding will be evident from their performance. Where the candidate’s knowledge and understanding is not evident from their performance, it may be necessary for additional evidence of knowledge and understanding to be provided.

Skills for Justice Page 10 National Occupational Standards for Final version approved November 2006 Community Justice