Level 3 Certificate in Community Justice (7499-01)

Level 3 Certificate in Community Justice (7499-01) Qualification handbook QCA Number 500/1868/1 www.cityandguilds.com February 2008 Version 1.0

About City & Guilds City & Guilds is the UK s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for providing qualifications that offer proof of the skills they need to get the job done. City & Guilds Group The City & Guilds Group includes City & Guilds, ILM (the Institute of Leadership & Management) which provides management qualifications, learning materials and membership services, NPTC which offers land-based qualifications and membership services, and HAB (the Hospitality Awarding Body). City & Guilds also manages the Engineering Council Examinations on behalf of the Engineering Council. Equal opportunities City & Guilds fully supports the principle of equal opportunities and we are committed to satisfying this principle in all our activities and published material. A copy of our equal opportunities policy statement is available on the City & Guilds website. Copyright The content of this document is, unless otherwise indicated, The City & Guilds of London Institute 2007 and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and learners studying for City & Guilds qualifications may photocopy this document free of charge and/or include a locked PDF version of it on centre intranets on the following conditions: centre staff may copy the material only for the purpose of teaching learners working towards a City & Guilds qualification, or for internal administration purposes learners may copy the material only for their own use when working towards a City & Guilds qualification The Standard Copying Conditions on the City & Guilds website also apply. Please note: National Occupational Standards are not The City & Guilds of London Institute. Please check the conditions upon which they may be copied with the relevant Sector Skills Council. Publications City & Guilds publications are available on the City & Guilds website or from our Publications Sales department at the address below or by telephoning +44 (0)20 7294 2850 or faxing +44 (0)20 7294 3387. Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication. City & Guilds 1 Giltspur Street London EC1A 9DD T +44 (0)20 7294 2800 F +44 (0)20 7294 2400 www.cityandguilds.com learnersupporty@cityandguilds.com

Level 3 Certificate in Community Justice (7499-01) Qualification handbook www.cityandguilds.com February 2008 Version 1.0 Level 3 Certificate in Community Justice (7499-01) 1

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Contents 1 About this document 6 2 About the qualification 7 2.1 Aim of the qualification 7 2.2 The structure of the qualification 8 2.3 Sources of information and assistance 17 3 Candidate entry and progression 19 4 Centre requirements 21 4.1 Centre, qualification and fast track approval 21 4.2 Resource requirements 22 4.3 Registration and certification 23 4.4 Quality assurance 24 5 Course design and delivery 25 5.1 Initial assessment and induction 25 5.2 Recommended delivery strategies 26 5.3 Data protection, confidentiality and legal requirements 27 5.4 Learning and support resources 28 6 Relationships to other qualifications 29 6.1 Links to National Occupational Standards and N/SVQs 29 6.2 Relationship to previous versions of the qualification 30 7.1 Summary of assessment requirements 31 8 Units 35 8.1 About the units 35 8.2 The units 36 Unit 001 Orientation to community justice 37 Unit 002 Orientation to drug and alcohol services 41 Unit 003 Inter-agency working 45 Unit 004 Ethics, values and diversity 50 Unit 005 Employment rights and responsibilities within the community justice sector 55 Unit 006 Principles and structures of community safety and crime reduction 60 Unit 007 Engage and consult with communities, networks and community groups 65 Unit 008 Assessing substance misusers 69 Unit 009 Support and interventions for substance misusers 73 Unit 010 The impact of crime on victims survivors and witnesses of crime 77 Unit 011 The provision of initial support for victims, survivors and witnesses of crime 82 Unit 012 Principles of assessment, within community justice 86 Unit 013 Factors influencing criminal and antisocial behaviour 90 4 Level 3 Certificate in Community Justice (7499-01)

Unit 014 The influence of development and childhood experiences on the behaviour of children and young people 94 Unit 015 The social context of community justice 98 Unit 016 Communication, relationships and managing conflict in the community justice context 102 Unit 017 Supported housing 106 Unit 018 An introduction to crime and criminology 111 Unit 019 Protecting individuals from abuse, in the community justice context 116 Unit 020 Criminal law and procedure 121 Unit 021 Using information to inform practice in community justice 125 Unit 022 Mentoring with offenders 129 Unit 023 Gathering and using information for audit purposes 133 Unit 024 Secure the physical environment 137 Unit 025 Planning for interventions in substance misuse 141 Unit 026 Working with vulnerable or intimidated victims, survivors and witnesses of crime 145 Unit 027 Establishing support relationships with victims, survivors and witnesses of crime 149 Unit 028 Engaging children and young people in positive activity 153 Unit 029 Introduction to effective practice in youth justice services 157 Unit 030 Working with children and young people in secure environments 162 Unit 031 Harm reduction in the context of substance misuse 166 Unit 032 Working with children and young people affected by substance misuse 170 9 Assignments 174 10 Accreditation, national frameworks and qualification level descriptors 227 Appendix 1 Obtaining centre and qualification approval 228 Appendix 2 Summary of City & Guilds assessment policies 229 Appendix 3 Funding 231 Level 3 Certificate in Community Justice (7499-01) 5

1 About this document This document contains the information that centres need to offer the following qualification Qualification title City & Guilds QCA accreditation number qualification number Level 3 Certificate in Community Justice 7499-01 500/1868/1 This document includes details and guidance on: centre resource requirements candidate entry requirements information about links with, and progression to, other qualifications qualification standards and specifications assessment requirements. 6 Level 3 Certificate in Community Justice (7499-01)

2 About the qualification 2.1 Aim of the qualification This Level 3 Certificate in Community Justice has been designed for those working in statutory and non-statutory agencies in the Community Justice field in the areas of Probation, Victim Support, Community Safety, Youth Justice and Drug and Alcohol Services. The units that comprise this qualification are written using the underpinning knowledge and understanding that underpin the following Level 3 Community Justice National Occupational Standards Work with offending behaviour Work with victims, survivors and witnesses Community Safety Youth Justice and Drug and Alcohol National Occupational Standards. This qualification is suitable for those who do not have access to an NVQ but who wish to gain a valuable qualification which will help them gain employment in the Community Justice area. It also forms the Technical Certificate for the Modern Apprenticeship in Community Justice (further details are given in Section of this handbook). Accreditation details This qualification is accredited by the Qualifications and Curriculum Authority at Level 3 of the NQF. For further details about accreditation, national qualification frameworks and level descriptors please refer to Appendix 1. Level 3 Certificate in Community Justice (7499-01) 7

2 About the qualification 2.2 The structure of the qualification This section provides information about the structure of the qualification Qualification structure QCA unit reference City & Guilds unit number Unit title Y/500/6650 001 Orientation to community justice D/500/6651 002 Orientation to drug and alcohol services H/500/6652 003 Inter-agency working within the community justice sector K/500/6653 004 Ethics, values and diversity within the community justice sector M/500/6654 005 Employment rights and responsibilities within the community justice sector T/500/6655 006 Principles and structures of community safety and crime reduction A/500/6656 007 Engage and consult with communities, networks and community groups F/500/6657 008 Assessing substance misusers J/500/6658 009 Support and interventions for substance misusers L/500/6659 010 The impact of crime on victims survivors and witnesses of crime F/500/6660 011 The provision of initial support for victims, survivors and witnesses of crime J/500/6661 012 Principles of assessment, within community justice L/500/6662 013 Factors influencing criminal and antisocial behaviour R/500/6663 014 The development and behaviour of children and young people, within the community justice sector Y/500/6664 015 The social context of community justice D/500/6665 016 Communication, relationships and managing conflict in the community justice context H/500/6666 017 Supported housing: planning and reviewing requirements of users K/500/6667 018 An introduction to crime and criminology M/500/6668 019 Protecting individuals from abuse, in the community justice context T/500/6669 020 Criminal law and procedure K/500/6670 021 Using information to develop effective practice in community justice M/500/6671 022 Mentoring with offenders T/500/6672 023 Gathering and using information for audit purposes, within crime reduction 8 Level 3 Certificate in Community Justice (7499-01)

A/500/6673 024 Secure the physical environment for community safety J/500/6675 025 Planning for interventions in substance misuse L/500/6676 026 Working with vulnerable or intimidated victims, survivors and witnesses of crime R/500/6677 027 Establishing support relationships with victims, survivors and witnesses of crime Y/500/6678 028 Engaging children and young people in positive activity D/500/6679 029 Introduction to effective practice in youth justice services R/500/6680 030 Working with children and young people in secure environments Y/500/6681 031 Harm reduction in the context of substance misuse D/500/6682 032 Working with children and young people affected by substance misuse Candidates must successfully complete the 5 mandatory units and 3 optional units from each of the following pathways Pathways Level 3 Certificate in Community Safety and Crime Reduction (7499-31) Mandatory units All 5 of the following units QCA unit reference City & Guilds unit number Unit title Y/500/6650 001 Orientation to community justice H/500/6652 003 Inter-agency working within the community justice sector K/500/6653 004 Ethics, values and diversity within the community justice sector T/500/6655 006 Principles and structures of community safety and crime reduction A/500/6656 007 Engage and consult with communities, networks and community groups Optional units and 3 of the following units QCA unit reference City & Guilds unit number Unit title M/500/6654 005 Employment rights and responsibilities within the community justice sector F/500/6657 008 Assessing substance misusers J/500/6658 009 Support and interventions for substance misusers L/500/6659 010 The impact of crime on victims survivors and witnesses of crime F/500/6660 011 The provision of initial support for victims, survivors and witnesses of crime Level 3 Certificate in Community Justice (7499-01) 9

J/500/6661 012 Principles of assessment, within community justice L/500/6662 013 Factors influencing criminal and antisocial behaviour R/500/6663 014 The development and behaviour of children and young people, within the community justice sector Y/500/6664 015 The social context of community justice D/500/6665 016 Communication, relationships and managing conflict in the community justice context H/500/6666 017 Supported housing: planning and reviewing requirements of users K/500/6667 018 An introduction to crime and criminology M/500/6668 019 Protecting individuals from abuse, in the community justice context T/500/6669 020 Criminal law and procedure K/500/6670 021 Using information to develop effective practice in community justice M/500/6671 022 Mentoring with offenders T/500/6672 023 Gathering and using information for audit purposes, within crime reduction A/500/6673 024 Secure the physical environment for community safety J/500/6675 025 Planning for interventions in substance misuse L/500/6676 026 Working with vulnerable or intimidated victims, survivors and witnesses of crime R/500/6677 027 Establishing support relationships with victims, survivors and witnesses of crime Y/500/6678 028 Engaging children and young people in positive activity D/500/6679 029 Introduction to effective practice in youth justice services R/500/6680 030 Working with children and young people in secure environments Y/500/6681 031 Harm reduction in the context of substance misuse D/500/6682 032 Working with children and young people affected by substance misuse Level 3 Certificate in Work with Victims, Survivors and Witnesses (7499-32) Mandatory units All 5 of the following units QCA unit reference City & Guilds unit number Unit title Y/500/6650 001 Orientation to community justice H/500/6652 003 Inter-agency working within the community justice sector K/500/6653 004 Ethics, values and diversity within the community justice sector L/500/6659 010 The impact of crime on victims survivors and witnesses of 10 Level 3 Certificate in Community Justice (7499-01)

crime F/500/6660 011 The provision of initial support for victims, survivors and witnesses of crime Optional units and 3 of the following units M/500/6654 005 Employment rights and responsibilities within the community justice sector T/500/6655 006 Principles and structures of community safety and crime reduction A/500/6656 007 Engage and consult with communities, networks and community groups F/500/6657 008 Assessing substance misusers J/500/6658 009 Support and interventions for substance misusers J/500/6661 012 Principles of assessment, within community justice L/500/6662 013 Factors influencing criminal and antisocial behaviour R/500/6663 014 The development and behaviour of children and young people, within the community justice sector Y/500/6664 015 The social context of community justice D/500/6665 016 Communication, relationships and managing conflict in the community justice context H/500/6666 017 Supported housing: planning and reviewing requirements of users K/500/6667 018 An introduction to crime and criminology M/500/6668 019 Protecting individuals from abuse, in the community justice context T/500/6669 020 Criminal law and procedure K/500/6670 021 Using information to develop effective practice in community justice M/500/6671 022 Mentoring with offenders T/500/6672 023 Gathering and using information for audit purposes, within crime reduction A/500/6673 024 Secure the physical environment for community safety J/500/6675 025 Planning for interventions in substance misuse L/500/6676 026 Working with vulnerable or intimidated victims, survivors and witnesses of crime R/500/6677 027 Establishing support relationships with victims, survivors and witnesses of crime Y/500/6678 028 Engaging children and young people in positive activity D/500/6679 029 Introduction to effective practice in youth justice services R/500/6680 030 Working with children and young people in secure environments Y/500/6681 031 Harm reduction in the context of substance misuse D/500/6682 032 Working with children and young people affected by substance misuse Level 3 Certificate in Community Justice (7499-01) 11

Level 3 Certificate in Work with Offending Behaviour (7499-33) Mandatory units All 5 of the following units QCA unit reference City & Guilds unit number Unit title Y/500/6650 001 Orientation to community justice H/500/6652 003 Inter-agency working within the community justice sector K/500/6653 004 Ethics, values and diversity within the community justice sector J/500/6661 012 Principles of assessment, within community justice L/500/6662 013 Factors influencing criminal and antisocial behaviour Optional units and 3 of the following units M/500/6654 005 Employment rights and responsibilities within the community justice sector T/500/6655 006 Principles and structures of community safety and crime reduction A/500/6656 007 Engage and consult with communities, networks and community groups F/500/6657 008 Assessing substance misusers J/500/6658 009 Support and interventions for substance misusers L/500/6659 010 The impact of crime on victims survivors and witnesses of crime F/500/6660 011 The provision of initial support for victims, survivors and witnesses of crime R/500/6663 014 The development and behaviour of children and young people, within the community justice sector Y/500/6664 015 The social context of community justice D/500/6665 016 Communication, relationships and managing conflict in the community justice context H/500/6666 017 Supported housing: planning and reviewing requirements of users K/500/6667 018 An introduction to crime and criminology M/500/6668 019 Protecting individuals from abuse, in the community justice context T/500/6669 020 Criminal law and procedure K/500/6670 021 Using information to develop effective practice in community justice M/500/6671 022 Mentoring with offenders T/500/6672 023 Gathering and using information for audit purposes, within crime reduction A/500/6673 024 Secure the physical environment for community safety J/500/6675 025 Planning for interventions in substance misuse L/500/6676 026 Working with vulnerable or intimidated victims, survivors and 12 Level 3 Certificate in Community Justice (7499-01)

witnesses of crime R/500/6677 027 Establishing support relationships with victims, survivors and witnesses of crime Y/500/6678 028 Engaging children and young people in positive activity D/500/6679 029 Introduction to effective practice in youth justice services R/500/6680 030 Working with children and young people in secure environments Y/500/6681 031 Harm reduction in the context of substance misuse D/500/6682 032 Working with children and young people affected by substance misuse Level 3 Certificate in Youth Justice (7499-34) Mandatory units All 5 of the following units QCA unit reference City & Guilds unit number Unit title Y/500/6650 001 Orientation to community justice H/500/6652 003 Inter-agency working within the community justice sector K/500/6653 004 Ethics, values and diversity within the community justice sector J/500/6661 012 Principles of assessment, within community justice R/500/6663 014 The development and behaviour of children and young people, within the community justice sector Optional units and 3 of the following units M/500/6654 005 Employment rights and responsibilities within the community justice sector T/500/6655 006 Principles and structures of community safety and crime reduction A/500/6656 007 Engage and consult with communities, networks and community groups F/500/6657 008 Assessing substance misusers J/500/6658 009 Support and interventions for substance misusers L/500/6659 010 The impact of crime on victims survivors and witnesses of crime F/500/6660 011 The provision of initial support for victims, survivors and witnesses of crime L/500/6662 013 Factors influencing criminal and antisocial behaviour Y/500/6664 015 The social context of community justice D/500/6665 016 Communication, relationships and managing conflict in the community justice context H/500/6666 017 Supported housing: planning and reviewing requirements of users K/500/6667 018 An introduction to crime and criminology Level 3 Certificate in Community Justice (7499-01) 13

M/500/6668 019 Protecting individuals from abuse, in the community justice context T/500/6669 020 Criminal law and procedure K/500/6670 021 Using information to develop effective practice in community justice M/500/6671 022 Mentoring with offenders T/500/6672 023 Gathering and using information for audit purposes, within crime reduction A/500/6673 024 Secure the physical environment for community safety J/500/6675 025 Planning for interventions in substance misuse L/500/6676 026 Working with vulnerable or intimidated victims, survivors and witnesses of crime R/500/6677 027 Establishing support relationships with victims, survivors and witnesses of crime Y/500/6678 028 Engaging children and young people in positive activity D/500/6679 029 Introduction to effective practice in youth justice services R/500/6680 030 Working with children and young people in secure environments Y/500/6681 031 Harm reduction in the context of substance misuse D/500/6682 032 Working with children and young people affected by substance misuse Level 3 Certificate in Drug and Alcohol Services (7499-35) Mandatory units All 5 of the following units QCA unit reference City & Guilds unit number Unit title D/500/6651 002 Orientation to drug and alcohol services H/500/6652 003 Inter-agency working within the community justice sector K/500/6653 004 Ethics, values and diversity within the community justice sector F/500/6657 008 Assessing substance misusers J/500/6658 009 Support and interventions for substance misusers Optional units and 3 of the following units M/500/6654 005 Employment rights and responsibilities within the community justice sector T/500/6655 006 Principles and structures of community safety and crime reduction A/500/6656 007 Engage and consult with communities, networks and community groups L/500/6659 010 The impact of crime on victims survivors and witnesses of crime 14 Level 3 Certificate in Community Justice (7499-01)

F/500/6660 011 The provision of initial support for victims, survivors and witnesses of crime J/500/6661 012 Principles of assessment, within community justice L/500/6662 013 Factors influencing criminal and antisocial behaviour R/500/6663 014 The development and behaviour of children and young people, within the community justice sector Y/500/6664 015 The social context of community justice D/500/6665 016 Communication, relationships and managing conflict in the community justice context H/500/6666 017 Supported housing: planning and reviewing requirements of users K/500/6667 018 An introduction to crime and criminology M/500/6668 019 Protecting individuals from abuse, in the community justice context T/500/6669 020 Criminal law and procedure K/500/6670 021 Using information to develop effective practice in community justice M/500/6671 022 Mentoring with offenders T/500/6672 023 Gathering and using information for audit purposes, within crime reduction A/500/6673 024 Secure the physical environment for community safety J/500/6675 025 Planning for interventions in substance misuse L/500/6676 026 Working with vulnerable or intimidated victims, survivors and witnesses of crime R/500/6677 027 Establishing support relationships with victims, survivors and witnesses of crime Y/500/6678 028 Engaging children and young people in positive activity D/500/6679 029 Introduction to effective practice in youth justice services R/500/6680 030 Working with children and young people in secure environments Y/500/6681 031 Harm reduction in the context of substance misuse D/500/6682 032 Working with children and young people affected by substance misuse Introductory pathways Candidates must successfully complete 2 units from each of the following pathways Level 3 Introduction to Work with Offending Behaviour (7499-21) QCA unit reference City & Guilds unit number Unit title J/500/6661 012 Principles of assessment, within community justice L/500/6662 013 Factors influencing criminal and antisocial behaviour Level 3 Introduction to Community Safety and Crime Reduction (7499-22) Level 3 Certificate in Community Justice (7499-01) 15

QCA unit reference City & Guilds unit number Unit title T/500/6655 006 Principles and structures of community safety and crime reduction A/500/6656 007 Engage and consult with communities, networks and community groups Level 3 Introduction to Work with Victims, Survivors and Witnesses (7499-23) QCA unit reference City & Guilds unit number Unit title L/500/6659 010 The impact of crime on victims survivors and witnesses of crime F/500/6660 011 The provision of initial support for victims, survivors and witnesses of crime Level 3 Introduction to Youth Justice (7499-24) QCA unit reference City & Guilds unit number Unit title J/500/6661 012 Principles of assessment, within community justice R/500/6663 014 The development and behaviour of children and young people, within the community justice sector Level 3 Introduction to Drug and Alcohol Services (7499-25) QCA unit reference City & Guilds unit number Unit title F/500/6657 008 Assessing substance misusers J/500/6658 009 Support and interventions for substance misusers Certificates of unit credit Certificates of unit credit (CUC) will be issued to candidates for each successfully completed unit, even if the full qualification is not attempted. Candidates who do complete a full qualification will receive, in addition to their full certificate a CUC for each unit achieved. 16 Level 3 Certificate in Community Justice (7499-01)

2 About the qualification 2.3 Sources of information and assistance Related publications City & Guilds also provides the following documents specifically for this qualification: Publication Marking guide Community & Society Guidance updates fast track approval forms Available from Available from Justice & Security team www.cityandguilds.com www.cityandguilds.com Other essential City & Guilds documents There are other City & Guilds documents which contain general information on City & Guilds qualifications: Providing City & Guilds qualifications a guide to centre and qualification approval contains detailed information about the processes which must be followed and requirements which must be met for a centre to achieve approved centre status, or to offer a particular qualification. Ensuring quality contains updates on City & Guilds assessment and policy issues. Centre toolkit contains additional information on Providing City & Guilds qualifications, in a CD-ROM, which links to the internet for access to the latest documents, reference materials and templates. The Centre Toolkit is sent to centres when they receive approved centre status. It is also available from to order at an additional cost. Online catalogue contains details of general regulations, registration and certification procedures and fees. This information is also available online. Guidance Update to Community & Society centres contains updates on centre management, records, assessment and verification. For the latest updates on our publications and details of how to obtain them and other City & Guilds resources, please refer to the City & Guilds website. Level 3 Certificate in Community Justice (7499-01) 17

City & Guilds websites Website Address Purpose and content City & Guilds main website www.cityandguilds.com This is the main website for finding out about the City & Guilds group, accessing qualification information and publications. SmartScreen www.smartscreen.co.uk SmartScreen is the City & Guilds online learning support website. It gives registered subscribers access to qualification-specific support materials. Walled Garden www.walled-garden.com The Walled Garden is a qualification administration portal for approved centres, enabling them to register candidates and claim certification online. Contacting City & Guilds by e-mail The following e-mail addresses give direct access to our Customer Relations team. e-mail learnersupport@cityandguilds.com centresupport@cityandguilds.com walledgarden@cityandguilds.com Query types all learner enquiries, including requesting a replacement certificate information about our qualification finding a centre. all centre enquiries. all enquiries relating to the Walled Garden, including setting up an account resetting passwords. 18 Level 3 Certificate in Community Justice (7499-01)

3 Candidate entry and progression Candidate entry requirements Candidates should not be entered for a qualification of the same type, content and level as that of a qualification they already hold. There are no formal entry requirements for candidates undertaking this qualification. However City & Guilds centres should ensure that candidates can demonstrate that they have the ability to undertake a Level 3 qualification of this type before being inducted onto this course. This includes the ability to read, interpret tasks and write assignments (written or electronic) in a legible and understandable form. Please see section 5 of this document, Course design and delivery, which offers guidance on initial assessment. Age restrictions This qualification is not approved for use by candidates under the age of 16, and City & Guilds cannot accept any registrations for candidates in this age group. Restrictions apply to candidates under the age of 18 working unsupervised with children. Centres and candidates should be fully aware of minimum age requirements in their home nation and any implications for completing assessments. Other legal considerations Candidates entering the community justice workforce may be legally required to undergo criminal record checks prior to taking up employment / workplacement. Centres, employers and placement providers will need to liaise closely with one another to ensure that any requirements for the particular area of work are fully met. As the requirements vary between sectors and countries, checks should be made with the appropriate regulatory body and / or government department in the case of any uncertainty. Progression Candidates who have successfully completed this qualification may wish to progress onto other City & Guilds qualifications. Suitable qualifications within the community justice sector include the following Level 3 NVQ in Community Justice: Work with offending behaviour Level 3 NVQ in Community Justice: Community safety and crime reduction Level 3 NVQ in Community Justice: Work with victims, survivors and witnesses Level 4 NVQ in Community Justice: Work with offending behaviour Level 4 NVQ in Community Justice: Community safety and crime reduction Level 4 NVQ in Community Justice: Work with victims, survivors and witnesses Further information on the these qualifications and other City & Guilds qualifications is available from the City & Guilds website at www.cityandguilds.com Level 3 Certificate in Community Justice (7499-01) 19

Apprenticeship frameworks The Level 3 Certificate in Community Justice has been approved by Skills for Justice as part of the Modern Apprenticeship in Community Justice. Further details of the Modern Apprenticeship in Community Justice are available from Skills for Justice Name of SSC Skill for Justice Address Centre Court, Atlas Way, Sheffield S4 7QQ Telephone 0114 261 1499 e-mail info@skillsforjustice.com URL www.skillsforjustice.com 20 Level 3 Certificate in Community Justice (7499-01)

4 Centre requirements 4.1 Centre, qualification and fast track approval Centres not yet approved by City & Guilds To offer this qualification, new centres will need to gain both centre and qualification approval. Please refer to Appendix 1 for further information. Existing City & Guilds centres To offer this qualification, centres already approved to deliver City & Guilds qualifications will need to gain qualification approval. Please refer to Appendix 1 for further information. Centres already offering City & Guilds qualifications in this subject area Centres approved to offer the qualification 7497 Level 3 Progression Award in Community Justice may apply for approval for the new 7499 Level 3 Certificate in Community Justice using the fast track approval form, available from the City & Guilds website. Centres may apply to offer the new qualification using the fast track form providing there have been no changes to the way the qualifications are delivered, and if they meet all of the approval criteria specified in the fast track form guidance notes. Fast track approval is available for 12 months from the launch of the qualification. After this time, the qualification is subject to the standard Qualification Approval Process. It is the centre s responsibility to check that fast track approval is still current at the time of application. Level 3 Certificate in Community Justice (7499-01) 21

4 Centre requirements 4.2 Resource requirements Human resources To meet the quality assurance criteria for this qualification, the centre must ensure that the following internal roles are undertaken: quality assurance co-ordinator tutor examinations secretary Staff delivering the qualifications There are no formal entry qualifications for staff who are delivering this course, however staff must be able to demonstrate that they are occupationally knowledgeable in the area for which they are delivering training. This knowledge must be at least to the same level as the training being delivered. Please note: Centre staff may undertake more than one role eg tutor and assessor but must never internally verify their own assessments. Continuing professional development (CPD) Centres are expected to support their staff in ensuring that their knowledge of the occupational area and of best practice in delivery, mentoring, training, assessment and verification remains current, and takes account of any national or legislative developments. Candidate work placements It is recommended that candidates who undertake this qualification gain access to an appropriate work setting in either a paid or unpaid capacity as the experience they gain will help inform the activities they will undertake in this qualification. 22 Level 3 Certificate in Community Justice (7499-01)

4 Centre requirements 4.3 Registration and certification Administration Full details of City & Guilds administrative procedures for this qualification is provided in the Online Catalogue. This information includes details on: registration procedures enrolment numbers fees entry for examinations claiming certification Centres should be aware of time constraints regarding the registration and certification periods for the qualification[s], as specified in the City & Guilds Online Catalogue. Centres should follow all administrative guidance carefully, particularly noting that fees, registration and certification end dates for the qualification[s] are subject to change. The latest News are available on the website (www.cityandguilds.com). Regulations for the conduct of examinations Regulations for the conduct of examinations for online and written examinations are given in Providing City & Guilds qualifications - a guide to centre and qualification approval and in the Online Catalogue. Centres should ensure they are familiar with all requirements prior to offering assessments. Retaining assessment records Centres must retain copies of candidate assessment records for at least three years after certification. Notification of results After completion of assessment, candidates will receive, via their centre, a notification of candidate results, giving details of how they performed. It is not a certificate of achievement. Certificate of unit credit (CUC) A certificate of unit credit records the successful completion of a unit. Centres can apply for CUCs on behalf of a candidate at any time after they have achieved the unit. They do not need to wait until the full programme of study has been completed. Full certificates Full certificates are only issued to candidates who have met the full requirements of the qualification[s], as described in section 2.2 The structure of the qualification. Level 3 Certificate in Community Justice (7499-01) 23

4 Centre requirements 4.4 Quality assurance This information is a summary of quality assurance requirements. Providing City & Guilds qualifications and in the Centre toolkit provide full details and guidance on: internal quality assurance external quality assurance roles and responsibilities of quality assurance staff. Internal quality assurance Approved centres must have effective quality assurance systems to ensure optimum delivery and assessment of qualifications. Quality assurance includes initial centre approval, qualification approval and the centre s own internal procedures for monitoring quality. Centres are responsible for internal quality assurance, and City & Guilds is responsible for external quality assurance. External quality assurance External quality assurance for the qualification will be provided by City & Guilds external verification process. External verifiers are appointed by City & Guilds to approve centres, and to monitor the assessment and internal quality assurance carried out by centres. External verification is carried out to ensure that assessment is valid and reliable, and that there is good assessment practice in centres. To carry out their quality assurance role, external verifiers must have appropriate occupational and verifying knowledge and expertise. City & Guilds external verifiers attend training and development designed to keep them up-to-date, facilitate standardisation between verifiers and share good practice. City & Guilds External Verifiers use electronically scannable report forms designed to provide an objective risk analysis of individual centre assessment and verification practice. External verifiers: The role of the external verifier is to: provide advice and support to centre staff ensure the quality and consistency of assessments within and between centres by the use of systematic sampling regularly visit centres to ensure they continue to meet the centre and qualification approval criteria provide feedback to centres and to City & Guilds. 24 Level 3 Certificate in Community Justice (7499-01)

5 Course design and delivery 5.1 Initial assessment and induction Centres will need to make an initial assessment of each candidate prior to the start of their programme to ensure they are entered for an appropriate type and level of qualification. The initial assessment should identify any specific training needs the candidate has, and the support and guidance they may require when working towards their qualification. This is sometimes referred to as diagnostic testing. City & Guilds recommends that centres provide an induction programme to ensure the candidate fully understands the requirements of the qualification they will work towards, their responsibilities as a candidate, and the responsibilities of the centre. It may be helpful to record the information on a learning contract. Further guidance about initial assessment and induction, as well as a learning contract that centres may use, are available in the Centre toolkit. Level 3 Certificate in Community Justice (7499-01) 25

5 Course design and delivery 5.2 Recommended delivery strategies Centre staff should familiarise themselves with the structure, content and assessment requirements of the qualification before designing a course programme. Centres may design course programmes of study in any way that best meets the needs and capabilities of their candidates which satisfies the requirements of the qualification. In particular, staff should consider the skills and knowledge related to the national occupational standards. City & Guilds recommends that centres address the wider curriculum, where appropriate, when designing and delivering the course. Centres should also consider links to the National Occupational Standards, Key/Core Skills and other related qualifications. Relationship tables are provided section 6 Relationships to other qualifications to assist centres with the design and delivery of the qualification. Centres may wish to include topics as part of the course programme which will not be assessed through the qualification. 26 Level 3 Certificate in Community Justice (7499-01)

5 Course design and delivery 5.3 Data protection, confidentiality and legal requirements Data protection and confidentiality Data protection and confidentiality must not be overlooked when planning the delivery of this qualification. Centres offering this qualification may need to provide City & Guilds with personal data for staff and candidates. Guidance on data protection and the obligations of City & Guilds and centres are explained in Providing City & Guilds qualifications. Protecting identity It is extremely important to protect the identity of the individuals encountered by candidates in their work placement. Confidential information must not be included in candidate portfolios or assessment records. Confidential information should remain in its usual location, and a reference should be made to it in the portfolio or assessment records. Images of minors being used as evidence If videos or photographs of minors (those under 18) are used as the medium to present evidence as part of the qualification, both centre and candidate have responsibilities for meeting child protection legislation. It is the responsibility of the centre to inform the candidate of the: need to obtain permission from the minor s parent/guardian prior to collecting the evidence reasons and restrictions for using photographs or video recordings as evidence period of time for which the photographs or video recordings may be kept obligation to keep photographs or video recordings secure from unauthorised access secure electronic storage requirements of photographs or video recordings associated child protection legislation. Level 3 Certificate in Community Justice (7499-01) 27

5 Course design and delivery 5.4 Learning and support resources City & Guilds provides the following resources for this qualification Resource Marking Guidance How to access Available from Justice & Security team 28 Level 3 Certificate in Community Justice (7499-01)

6 Relationships to other qualifications 6.1 Links to National Occupational Standards and N/SVQs City & Guilds has identified mapping to Underpinning Knowledge and Understanding in the Community Justice/Drug and Alcohol/Youth Justice National Occupational Standards in each of the individual units starting on Page. It should be noted that candidates who have successfully completed units within the Level 3 Certificate in Community Justice will not automatically have covered all the Underpinning Knowledge and Understanding of the relevant N/SVQ which relates to these units within the mapping document. An Accreditation of Prior Learning and Knowledge exercise should be completed by the centre if the candidate is intending to transfer knowledge and understanding from the Level 3 Certificate in Community Justice into the relevant N/SVQ. Level 3 Certificate in Community Justice (7499-01) 29

6 Relationships to other qualifications 6.2 Relationship to previous versions of the qualification The 7499 Level 3 Certificate in Community Justice qualification replaces the 7497 Level 3 Progression Award in Community Justice. There are no opportunities for direct transfer of units between the two qualifications. Any candidates wishing to present Progression Award evidence against the new Certificate in Community Justice qualification should undertake an Accreditation of Prior Learning and Experience exercise. 30 Level 3 Certificate in Community Justice (7499-01)

7 Assessment 7.1 Summary of assessment requirements The assignments For this qualification, candidates will be required to complete the following assessments: one assignment for each unit within the chosen pathway The assignments are located in Section of this qualification handbook. The assignments are not intended to be used as unseen tests or examinations and candidates should be able to work on them over an extended period of time. They are intended to be used as a learning vehicle as well as an assessment tool and can thus be used as a basis for discussion and learning. It should be stressed however, that the final submitted assignments must demonstrably be the candidates own work. Candidates should not be encouraged to submit assignments for final assessment before they have completed them to the best of their abilities. Centres are expected to provide feedback and give support to candidates in order to establish their readiness and to maximise the chances of them making a successful completion of the assignments. Time constraints City & Guilds has not prescribed time constraints for the completion of the assignments within this qualification, except that they must be completed within the learner s period of registration. Centres should advise learners of any internal timescales for the completion and marking of individual assignments. Grading and marking The highest grade achievable for each assignment is a pass. Marking guidance for tutors/assessors is available from City & Guilds by e-mailing the Justice & Security team at The assessment guidance provides the scope and requirements for each assignment, it is not intended to be exhaustive or prescriptive. Particular care should be taken to ensure that candidates work demonstrates knowledge and understanding of particular legislation, codes of practice and other guidance or initiatives which may be relevant to specific regions or nations within the UK. Every effort has been made to ensure that assignments and assessment guidance are relevant to all four home nations of the UK. Where reference is made to specific legislation, guidelines or initiatives, this is done by example only and candidates will be expected to refer to examples appropriate to their particular location. Feedback sheet for assignments A Candidates Assessment Record Assignment Feedback and Results Sheet has been provided for tutors/ assessors for the purpose of producing constructive feedback to candidates. This should be photocopied as necessary and used for each assignment. Level 3 Certificate in Community Justice (7499-01) 31

Opportunities to repeat assignments If the candidate fails any task within an assignment they will have the opportunity to re-submit, however this should be no sooner than one week after receiving the results. 32 Level 3 Certificate in Community Justice (7499-01)

Candidates assessment record Assignment feedback results sheet Level 3 Certificate in Community Justice Unit number 7497 Unit title Write your name, enrolment number, centre name and number, and date on this front sheet. Your tutor/assessor may provide further guidance about how you should submit this assignment. When you have finished, fasten the front sheet, all paper used and any other attachments securely. Candidate name: Assessor s name: Enrolment number: Centre number Dates assignments submitted 1st: 2nd: 3rd: Task Unit No Title 1 st Submission Outcome Pass/Refer 2 nd Submission Outcome Pass/Fail Assessor/tutor s feedback to candidate: Level 3 Certificate in Community Justice (7499-01) 33

Target date for resubmission (if applicable) Outcome of second submission: Pass/refer Date of final assessment decision Tutor/assessor s signature Candidate signature Date: Date: I have/have not sampled this unit Date 34 Level 3 Certificate in Community Justice (7499-01)

8 Units 8.1 About the units Availability of units The units for this qualification follow. Structure of units The units in this qualification are written in a standard format and comprise the following: unit reference unit title rationale list of learning outcomes guided learning hours connections with other qualifications assessment and grading candidate learning outcomes suggested topics for learning programme Level 3 Certificate in Community Justice (7499-01) 35

8 8 Units 8.2 The units 36 Level 3 Certificate in Community Justice (7499-01)

Unit 001 Orientation to community justice Rationale The aim of this unit is to enable the candidate to develop a broad understanding of how the community justice sector operates the agencies which work within in it and their respective objectives and responsibilities. This unit will explore the policies, legislation, frameworks and approaches, which underpin practice within community justice, and will lead to an understanding of the concept of evidence-based practice within a selected discipline. Learning outcomes There are three outcomes to this unit. 1 identify the roles and responsibilities of key organisations and agencies working within community justice 2 describe the influence of legislation and policy on community justice practice 3 identify a range of agency structures, functions, and approaches within community justice Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o HF26, BA2, BA5, AA1, AD1 N/SVQ in Youth Justice o A203, A402 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 37

Unit 001 Outcome 1 Orientation to community justice Identify the roles and responsibilities of key organisations and agencies working in community justice 1.1 identify the key organisations and agencies that operate within community justice 1.2 describe the objectives and responsibilities of the key organisations and agencies 1.3 explore the different ethos and constraints that operate within the statutory and voluntary agencies within community justice Suggested topics for learning programme The agencies that work o in managing offending behaviour o in youth justice o with victims, survivors and witnesses o in community safety and crime reduction o in restorative justice o in courts and prosecution The roles and responsibilities of the statutory agencies and their relationship to government departments The roles and responsibilities of the voluntary agencies and how they receive their mandate and funding to operate within the community justice sector The strategies of key agencies and how they work in partnerships Range Statutory and non-statutory agencies 38 Level 3 Certificate in Community Justice (7499-01)

Unit 001 Outcome 2 Orientation to community justice Describe the influence of legislation and policy on community justice practice 2.1 identify the range of legislation and policy which underpins the work of the key organisations and agencies within community justice 2.2 explain the relevance of important pieces of legislation for two areas of community justice 2.3 explain the impact of important pieces of policy on priorities for two areas of community justice 2.4 identify guidelines for good practice for the areas of community justice identified in 2.3 Suggested topics for learning programme Criminal justice legislation Criminal justice policy Social inclusion policy Human rights legislation Social policies with relevant associations Equality and diversity legislation Child protection and child welfare legislation and policy with reference to community justice Range Statutory and non-statutory agencies Level 3 Certificate in Community Justice (7499-01) 39

Unit 001 Outcome 3 Orientation to community justice Identify a range of agency structures, functions, and approaches within community justice 3.1 describe the main approaches of agencies working to manage offending behaviour by adults through community interventions 3.2 describe the main approaches to managing offending behaviour by children and young people in youth justice 3.3 describe the main components of work to support victims, survivors and witnesses of crime 3.4 describe how partnerships work in community safety and crime reduction 3.5 identify the principles behind work in restorative justice 3.6 explain how the work of the criminal courts and the Crown Prosecution Service relates to two selected agencies within community justice 3.7 identify the application of evidence-based practice in one of the areas of work within community justice Suggested topics for learning programme The structures, functions and approaches of agencies manage offending behaviour by adults through community interventions The structures, functions and approaches of agencies working in youth justice The structure and objectives of victim support and other agencies that support victims, survivors and witnesses of crime The formation of community safety partnership strategies and the relationship between these and other multi-agency partnerships The principles and approaches adopted by those working in restorative justice The work of the courts and Crown Prosecution Service in prosecution and sentencing of adult and young offenders What is understood by evidence-based practice in a selected discipline The importance of using research to elicit evidence about what is effective practice in interventions Methods for monitoring and evaluating practice Range Statutory and non-statutory agencies 40 Level 3 Certificate in Community Justice (7499-01)

Unit 002 Orientation to drug and alcohol services Rationale This unit aims to encourage candidates to explore the nature, aims and purposes of drug and alcohol services and the key organisations and agencies who provide them. Candidates will also learn how national policy affects the work of organisations in the sector and how these organisations relate to other bodies in the wider context of health and social care. Learning outcomes There are three outcomes to this unit. 1 identify the key agencies and types of organisations that from the drug and alcohol sector and describe their key functions 2 describe the influences of legislation and policy on the work of organisations and services in the sector 3 describe the services and interventions that are available to those affected by substance misuse. Guided learning hours It is recommended that 30 hours should be allocated for this unit. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o GE8, GE10, GE6, HF26 and AA1 DANOS unit o AD1 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 41

Unit 002 Outcome 1 Orientation to drug and alcohol services Identify the key agencies and types of organisations that from the drug and alcohol sector and describe their key functions 1.1 identify and describe the key organisations that form the drug and alcohol sector 1.2 describe briefly the contribution of each of the above organisations to the prevention and treatment of drug and alcohol misuse 1.3 explain how the key specialist agencies relate to the wider provision of community justice, health and social care. Suggested topics for the learning programme Key organisation and agencies including o Health Service and NHS Trusts o National Treatment Agency o Drug and Alcohol Teams o Treatment, Counselling and Advice Services o Criminal Justice Services o Crime Reduction Partnerships o Youth Justice o Social and Education Services The key functions and purposes and contribution of these organisations The relationships and links between specialist and agencies and others 42 Level 3 Certificate in Community Justice (7499-01)

Unit 002 Outcome 2 Orientation to drug and alcohol services Describe the influences of legislation and policy on the work of organisations and services in the sector 2.1 describe major government policies that effect the work of organisations providing drug and alcohol services, and the impact that these can have 2.2 describe legislation (national and European) which relates to the work being undertaken. Suggested topics for the learning programme Polices including o drug strategies eg. the 10 drug strategy for England o alcohol strategies o strategies of key organisations such as the national treatment agency (England) and the Welsh drug and alcohol council policies o social inclusion o human rights o equalities Legislation including o Misuse of Drugs Act o Medicines Act o Chid Protection Act o Crime and Disorder Act Level 3 Certificate in Community Justice (7499-01) 43

Unit 002 Outcome 3 Orientation to drug and alcohol services Describe the services and interventions that are available to those affected by substance misuse 3.1 describe the services and interventions available to those affected by substance misuse 3.2 suggested topics for the learning programme Suggested topics for the learning programme Different levels of service and intervention including: o open access o information and advice o structured community based treatment o residential drug and alcohol service To whom services are available including o the individual o family/carer/significant others o the community Types of services including o drug and alcohol o health care o social care o counselling and advice o preventative o treatment 44 Level 3 Certificate in Community Justice (7499-01)

Unit 003 Inter-agency working Rationale The aim of this unit is to enable the candidate to develop knowledge and understanding about approaches to joint and interagency working and to provide information about the required skills. The unit focuses on the principles, policies and procedures that underpin successful joint and interagency working. It also addresses the benefits as well as potential barriers to joint and interagency working arrangements. Learning outcomes There are four outcomes to this unit. 1 identify legislation, organisation policies and procedures that apply to joint work with other agencies 2 explain the processes and skills that contribute to effective inter-agency working 3 describe the principles and benefits of, and factors likely to hinder joint working arrangements 4 illustrate the importance of clarifying roles and responsibilities in developing effective interagency working arrangements Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ units in Community Justice, units o GF4, GA3 Common Standards o AD1, AA1 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 45

Unit 003 Outcome 1 Inter-agency working Identify legislation, organisational policies and procedures that apply to joint work with other agencies 1.1 state the legislation that applies to joint working and its impact on agencies 1.2 identify organisational policies, procedures and codes of practice that are relevant to inter agency working 1.3 explain how legislation, policies and procedures affect their role in joint working 1.4 describe how joint working can help in the promotion of diversity. Suggested topics for the learning programme Legislation including that which relates to o statutory interagency arrangements (eg. Crime and Disorder Partnerships) o equality and diversity Policies and procedures relating to o confidentiality o assessment o referral and transfer o information sharing o arrangements for evaluation and review o equality and diversity The roles and responsibilities of different agencies in developing, participating in and contributing to interagency working arrangements Range Statutory and non-statutory partnerships Agencies can include: police, probation, prisons, courts, voluntary agencies, government departments, local authorities, social services, education, health, substance misuse and community justice. 46 Level 3 Certificate in Community Justice (7499-01)

Unit 003 Outcome 2 Inter-agency working Explain the processes and skills that contribute to effective inter-agency working 2.1 describe the structures, methods of communication and decision making processes of main agencies in the sector 2.2 illustrate how methods of communication and decision making processes influence joint working arrangements 2.3 describe how agencies structure and culture might influence joint working arrangements 2.4 represent the role of their agency clearly and constructively Suggested topics for the learning programme The range of communication systems and processes that support interagency working Use of joint protocols The types of communication skills which will promote good working relationships with staff from other agencies The importance of understanding and respecting the roles and responsibilities of different agencies The factors that support good joint working arrangements The importance of establishing clear aims and objectives in joint working Evaluation and review mechanisms Factors that may create tensions and how these can be addressed Understanding the role boundaries and knowing when to seek advice or support Level 3 Certificate in Community Justice (7499-01) 47

Unit 003 Outcome 3 Inter-agency working Explain the principles and benefits of, and the factors which might hinder, joint and inter-agency working arrangements 3.1 state why inter-agency working is important 3.2 describe the benefits of interagency and joint working arrangements 3.3 identify barriers and potential pitfalls when developing joint working arrangements 3.4 illustrate the importance of clarifying roles and responsibilities of staff and agencies in inter agency working Suggested topics for the learning programme The benefits of working with other agencies including o joint planning and delivery o improved referral arrangements o effective information sharing o access to improved range of services The main challenges to joint working including o differences in agency structures and culture o lack of clarity about how joint working will be reviewed and monitored Processes that support effective working including o agreed recording and reporting arrangements o inter-agency protocols for joint work 48 Level 3 Certificate in Community Justice (7499-01)

Unit 003 Outcome 4 Inter-agency working Illustrate the importance of clarifying roles and responsibilities in developing effective inter-agency working arrangements 4.1 describe the roles and responsibilities of different staff in contributing to effective joint working 4.2 explain the role and function of the main agencies within the sector 4.3 describe agency structures, methods of communication and decision making processes 4.4 explain how agency structures and cultures may affect joint and inter-agency working Suggested topics for the learning programme Roles and functions of the main agencies in the sector including o police o substance misuse services o courts o probation o youth services o social services: community safety and children s services o voluntary and independent organisations Factors that might hinder joint and inter agency working eg. stereotyping and discrimination Level 3 Certificate in Community Justice (7499-01) 49

Unit 004 Ethics, values and diversity Rationale The aim of this unit is to introduce the candidate to the concept of ethical practice (particularly that which values diversity and promotes equality in community justice), as a best practice principle which should inform all activities undertaken in working within the sector. The unit looks at both the working practice of the individual and the responsibilities of organisations in public service in their dealings with people. Learning outcomes There are four outcomes to this unit. 1 describe how ethics and values based on concepts of equality and respect underpin work in community justice 2 explain how inequality an discrimination can affect individuals, groups, communities and society as a whole 3 demonstrate the significance of personal values and attitudes in ethical practice and how these may contribute to organisational culture and practice 4 state the responsibilities of public sector organisations to work ethically, promote equality and value diversity Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding to support all the N/SVQ units in Justice and particularly the common core unit for Justice AA1. Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. 50 Level 3 Certificate in Community Justice (7499-01)

Unit 004 Outcome 1 Ethics, values and diversity Describe how ethics and values based on concepts of equality and respect underpin work in community justice 1.1 define the meaning of a promotion of diversity b equality of opportunity 1.2 identify the relevant legislation, policies and codes of practice that support promotion of diversity and seek to combat inequality for the community justice sector 1.3 identify examples of good practice in promoting diversity and equality of opportunity in community justice Suggested topics for learning programme Definitions of the concepts of promotion of diversity and equality of opportunity Identifying the value base of selected key organisations in community justice Organisational legislation, policies and codes of practice Good practice guidelines and examples Level 3 Certificate in Community Justice (7499-01) 51

Unit 004 Outcome 2 Ethics, values and diversity Explain how inequality and discrimination can affect individuals, groups, communities and society 2.1 explain how discrimination and oppression is manifested within organisations and society in general 2.2 describe how discrimination and oppression can affect individuals and groups 2.3 describe how discrimination and oppression can impact on organisational culture Suggested topics for learning programme The manifestation of discrimination and oppression in organisations, such as unfair working practices, inequality in employment and access to opportunity The impact of stereotyping, labelling and prejudice on individuals How inequality and unfair practices can impact on individuals What is meant by institutional racism The Macpherson Report and its impact on working practices in justice Criminal and civil remedies for individuals and groups affected by discrimination Range Discrimination based on age, gender, ethnic origins, disability, sexual orientation, religion and other forms of identity. 52 Level 3 Certificate in Community Justice (7499-01)

Unit 004 Outcome 3 Ethics, values and diversity Demonstrate the significance of personal values and attitudes in ethical practice and how these may contribute to organisational culture and practice 3.1 identify and recognise own personal values and attitudes 3.2 demonstrate how personal values and attitudes may contribute to group and organisational culture 3.3 identify aspects of personal development in promoting diversity and challenging inequality Suggested topics for learning programme The relevance of personal values and attitudes in relationships within the workplace The potential impact of personal values and attitudes in professional practice Developing a positive culture in the workplace Case histories and individual practice examples in promoting diversity Level 3 Certificate in Community Justice (7499-01) 53

Unit 004 Outcome 4 Ethics, values and diversity State the responsibilities of organisations to work ethically, promote equality and value diversity 4.1 describe the responsibilities of organisations as defined by equality and diversity legislation. 4.2 identify the impact of ethics and values upon systems and organisational practices. Suggested topics for learning programme Organisational responsibilities conferred by legislation, national and European How promotion of diversity and equality impacts on employment practice Good practice guidelines and case histories on organisational practice Confidentiality, rights and respect 54 Level 3 Certificate in Community Justice (7499-01)

Unit 005 Employment rights and responsibilities within the community justice sector Rationale The aim of this unit is to enable the candidate to understand issues relating to employment and the responsibilities arising for both the employer and the employee. The unit will give an employee an introduction to the main legislation relating to employment and an insight into how this informs agency policies. The unit will also encourage candidates to identify sources of information and guidance about employment terms and conditions and on professional development. Learning outcomes There are four outcomes to this unit. 1 describe how the rights of individuals, organisations and the public are protected by employment legislation 2 explain how agency policies and procedures define the responsibilities of the employer and the employee 3 identify sources of advice and guidance on employment issues 4 describe how to maintain and develop their own knowledge and skills as part of professional development. Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding to support all the N/SVQ units in Justice and particularly the common core units for Justice AF1, AC1 and AE1 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 55

Unit 005 Outcome 1 Employment rights and responsibilities within the community justice sector Describe how the rights of individuals, organisations and the public are protected by employment legislation 1.1 identify key pieces of legislation within employment law. 1.2 describe how the rights of individuals, organisations and the public are protected by legislation Suggested topics for learning programme Legislation within employment law, including that relating to health and safety at work, contractual rights and terms and conditions Statutory responsibilities for employees and employers Civil and criminal remedies for breach of legislation Range National and European legislation 56 Level 3 Certificate in Community Justice (7499-01)

Unit 005 Outcome 2 Employment rights and responsibilities within the community justice sector Explain how agency policies and procedures define the responsibilities of the employer and the employee 2.1 identify human resources policies which define the responsibilities of the employer and the employee in their agency 2.2 describe the procedures and which support Human Resources policies Suggested topics for learning programme Human Resource policy and guidance Grievance, performance and disciplinary procedures Discrimination, bullying and harassment Information held in the workplace and rights of access and disclosure Health and safety in the workplace, including risk assessments Equality and diversity Level 3 Certificate in Community Justice (7499-01) 57

Unit 005 Outcome 3 Employment rights and responsibilities within the community justice sector Identify sources of advice and guidance on employment issues 3.1 identify sources of information and advice on employment issues 3.2 describe the role and contributions of unions, professional bodies and campaigning groups in supporting employees Suggested topics for learning programme Using human resources and personnel support External sources of guidance including government departments and advice centres The trade union movement and the current role and mandate of unions How professional bodies inform and support their members Range Internal and external sources 58 Level 3 Certificate in Community Justice (7499-01)

Unit 005 Outcome 4 Employment rights and responsibilities within the community justice sector Describe how to maintain and develop their own knowledge and skills as part of professional development 4.1 describe the benefits of maintenance and development of skills and knowledge for the individual and for the agency 4.2 identify ways in which professional development is supported within their own organisation 4.3 identify sources of advice and guidance for personal development and career progression Suggested topics for learning programme Good practice guidance for workforce development Supervision and appraisal systems and practice The work of sector skills councils and related bodies Career pathways in the community justice sector Learning Needs Analysis Level 3 Certificate in Community Justice (7499-01) 59

Unit 006 Principles and structures of community safety and crime reduction Rationale This unit examines the principles underlying community safety and crime reduction and considers the legislation, policies, structures and strategies developed which tackle the factors that contribute to crime and its effects. The importance of auditing, setting objectives, planning is covered and the roles and responsibilities of key partners is also examined. Learning outcomes There are four learning outcomes to this unit. 1 describe the impact of crime on the community and the importance of addressing crime reduction 2 describe how public perceptions about crime and community safety are formed and influenced 3 describe the key legislation relating to community safety and crime reduction and the roles and responsibilities of key organisations involved in crime reduction 4 describe the purpose of community safety audits and the rationale behind community safety plans Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full or a part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o AA1, BC1, BC2, BA2, BA13 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. 60 Level 3 Certificate in Community Justice (7499-01)

Unit 006 Outcome 1 Principles and structures of community safety and crime reduction Describe the impact of crime on the community and the importance of addressing crime reduction 1.1 describe the social and environmental factors that contribute to social exclusion and how they can affect crime 1.2 describe the effects of crime and the fear of crime, including repeat crime and victimisation, on communities and individuals 1.3 explain why it is important to engage with and consult communities about community safety and crime reduction Suggested topics for the learning programme Factors that contribute to social exclusion including needs of individuals who are socially excluded Impact of crime on victims and rights to protection, recognition, respect, information and confidentiality Principles of community development Legislation, guidelines, charters and service standards that are relevant Level 3 Certificate in Community Justice (7499-01) 61

Unit 006 Outcome 2 Principles and structures of community safety and crime reduction Describe how public perceptions about crime and community safety are formed and influenced 2.1 describe the factors that contribute to public perceptions of crime and community safety 2.2 describe the role of the media in creating or influencing public perceptions of crime and safety Suggested topics for the learning programme Factors that contribute to public perceptions of crime and community safety: o Government policies o Public information o Statistics o Local government impact o Sentencing outcomes The influence of the media, including examples of campaigns or prejudicial reporting and the role of fiction Stereotyping and the effect of prejudice 62 Level 3 Certificate in Community Justice (7499-01)

Unit 006 Outcome 3 Principles and structures of community safety and crime reduction Describe the key legislation relating to Community Safety and Crime Reduction and the role and responsibilities of key organisations involved in crime reduction 3.1 explain the application of related legislation, guidelines or good practice, charters and service standards 3.2 describe the roles, responsibilities and broad services of those involved in community safety partnerships 3.3 describe why it is important to undertake community safety audits Suggested topics for the learning programme The structures, policies and priorities of community safety partnership The key organisations and their roles and responsibilities The dynamics of multi-agency partnership working The tensions that may exist between the agendas of the different parties Level 3 Certificate in Community Justice (7499-01) 63

Unit 006 Outcome 4 Principles and structures of community safety and crime reduction Describe how community safety plans are drawn up and the function and purpose of community safety audits 3.1 explain the purpose of the community safety action plan 3.2 explain the relationship between the strategic planning and the audit of particular environments 3.3 describe why it is important to undertake community safety audits 3.4 explain what is involved in an audit Suggested topics for the learning programme Strategy and operational planning Legal requirements relating to data protection, human rights, planning health and safety Definition of community safety audit Skills and methods used in undertaking an audit Roles and responsibilities in surveying Sources of data for inclusion in an audit Stakeholders who need to be consulted The importance of evaluation in intervention planning 64 Level 3 Certificate in Community Justice (7499-01)

Unit 007 Engage and consult with communities, networks and community groups Rationale This unit explains how to define the profile of the local community and the social and environmental factors that contribute to crime and social exclusion. It also describes how to consult and engage with the local community, its networks and groups and the benefits derived from this process. Learning outcomes There are three learning outcomes to this unit. 1 explain the importance of gathering information to profile local communities and methods of doing this 2 Describe the concepts and processes for community engagement 3 Describe the benefits that can be derived from engaging communities in addressing issued which affect community safety and social exclusion Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full or a part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o AA1, BA2, BA6, BA13 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 65

Unit 007 Outcome 1 Engage and consult with communities, networks and community groups Explain the importance of gathering information to profile local communities and methods of doing this 1.1 give reasons for why it is important to gather information for profiling 1.2 list the different methods and means of gathering information for profiling local communities 1.3 obtain information from agencies and groups to define the profiles of the area Suggested topics for the learning programme Components to consider in defining a community profile including: o communities (neighbourhoods, communities of interest, communities of identity o crime and anti social behaviour: incidence, types, levels, problems and contributing factors, the likely extent of unreported crime o structures and amenities o cultural diversity, community groups, formal and informal leaders, networks Data storage and retrieval systems used by the key agencies working in community safety The social and environmental factors that contribute to social exclusion including o inadequate housing o poor employment opportunities o lack of leisure facilities o poor access to public transport o poor education experience o inadequate health care facilities 66 Level 3 Certificate in Community Justice (7499-01)

Unit 007 Outcome 2 Engage and consult with communities, networks and community groups Describe the concepts and processes for community engagement 2.1 explain why it is important to consult with communities about their concerns 2.2 describe methods used to consult with communities 2.3 describe how to develop and maintain effective channels of communication with all members of a local area 2.4 describe factors to take into account when selecting appropriate consultation methods Suggested topics for the learning programme Methods for engaging with communities Developing and maintaining effective channels of communication Management of groups and meetings Legislation, guidelines for good practice, charters and service standards that relate to consultation Codes and practice and protocols about confidentiality Principles of equality, diversity and anti-discriminatory practice Consultation methods including: questionnaires/surveys, public meetings/events, peer consultation, focus groups, interviews, free phone line Level 3 Certificate in Community Justice (7499-01) 67

Unit 007 Outcome 3 Engage and consult with communities, networks and community groups Describe the benefits that can be derived from engaging communities in addressing issues which affect community safety and social exclusion 3.1 explain why community groups and communities should be encouraged to make decisions about issues which affect community safety and social inclusion 3.2 describe what action should be taken to encourage community groups to express their concerns and resolve conflict 3.3 explain how community safety can be a vehicle for community development Suggested topics for the learning programme Benefits to community groups in learning to address issues and concerns Methods for resolving conflict Methods for resolving conflict between individuals and groups Principles and models of community development Cross cultural communication: barriers and how to overcome them 68 Level 3 Certificate in Community Justice (7499-01)

Unit 008 Assessing substance misusers Rationale The aim of this unit is to provide the candidate with an understanding of how to identify and assess substance misuse with individuals and the importance of involving and engaging the individual in the assessment process. Learning outcomes There are three outcomes to this unit. 1 identify and describe the purpose of substance misuse assessment 2 recognise the content and context of substance misuse assessments 3 outline the key activities that make up the assessment process Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o GE1, GE2, GE6, GE11 DANOS, units o AF1, AF2 N/SVQ Youth Justice, units o B801 Key skills This unit contributes towards the key skills in the following areas: communication working with others problem solving Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 69

Unit 008 Outcome 1 Assessing substance misusers Identify and describe the purpose of substance misuse assessment 1.1 explain the differences between the following types of assessments: screening and referral triage and a comprehensive substance misuse assessment 1.2 identify which type of assessment will be appropriate given the circumstances of the individual 1.3 list who to involve in each type of assessment Suggested topic for the learning programme Assess risk (immediate and longer term) to individuals and to others including children of substance misusers Factors to consider when assessing the degree of urgency and seriousness Elements to include in assessment, social, psychological and physical Co-existent problems that should be taken into account when undertaking an assessment Services or individuals who should be approached or involved to assemble the information required for a comprehensive substance misuse assessment Legal duty of care to the individual and to others. 70 Level 3 Certificate in Community Justice (7499-01)

Unit 008 Outcome 2 Assessing substance misusers Recognise the content and context of substance misuse assessments 2.1 identify the differing focus of assessment for workers delivering assessments across all tiers of intervention 2.2 recognise physiological, psychological, social and legal problems 2.3 describe intervention responses appropriate to the level of assessment Suggested topics for the learning programme Terminology and language used by both substance misusers and health professionals Sources of information available to update own knowledge Problems and harmful effects of substances including: short-term/long-term, physical, behavioural, legal, social and emotional Interventions available to address the problems and harmful effects of substances including: housing advice, legal support, GP, mental health referral, counselling, groupwork, harm reduction and advocacy Legal and organisational requirements including principle of the Children Act 1989 and the UN Convention on Rights of the Child 1989 Principles of confidentiality Requirements for full and accurate record keeping Level 3 Certificate in Community Justice (7499-01) 71

Unit 008 Outcome 3 Assessing substance misusers Outline the key activities that make up the assessment process 3.1 describe how to carry out an assessment of an individual 3.2 give reasons for and methods of involving the individual in the assessment process 3.3 provide information about service providers and harm reduction Suggested topics for the learning programme Locally agreed criteria and documentation relevant to the assessment process Services available and referral procedures Obtaining and sharing information The importance of assessing and reviewing risks including self harm, harm to others, physical health, and mental health Sources of support available when faced with difficulties in making an assessment Dealing with challenging, abusive or chaotic behaviour Importance of regularly reviewing assessment to take account of changing circumstances Handling abusive or aggressive behaviour Record keeping Relevant legislation and organisational policies, procedures and protocols 72 Level 3 Certificate in Community Justice (7499-01)

Unit 009 Support and interventions for substance misusers Rationale The aim of this unit is to provide the learner with knowledge about the provision of support to people who are substance misusers and the range of support services and facilities available. The unit considers the factors to take into account when identifying an appropriate course of action for an individual along with information about the range of approaches for working with substance misusers. Learning outcomes There are three learning outcomes for this unit. 1 describe individuals who use substances and those who wish to reduce or cease using 2 describe the range of support services and facilities that are available to individuals 3 explain models of intervention that may be used Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full or a part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o GA1, GB2, GE1, GE9, E408 DANOS units o AG2, AI1 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 73

Unit 009 Outcome 1 Support and interventions for substance misusers Describe individuals who use substances and those wishing to reduce or cease using 1.1 describe how to communicate effectively 1.2 encourage individuals to identify and consider how to address and manage their substance misuse 1.3 encourage individuals to think through issues and how to address their needs for support Suggested topics for the learning programme How personal beliefs, preferences and cultural background affect behaviour Different ways of providing appropriate support Importance of maintaining personal and professional boundaries Reasons why individuals decide to reduce or cease substance misuse and the motivational effects of reviewing reasons for this Range of potential effects of reducing or ceasing to use substances on relationships, life-style, recreation and leisure, physical and emotional health 74 Level 3 Certificate in Community Justice (7499-01)

Unit 009 Outcome 2 Support and interventions for substance misusers Describe the range of support services and facilities that are available to individuals 2.1 describe the major types of support that are available to individuals 2.2 outline when it may be appropriate to introduce specific types of support Suggested topics for the learning programme The different specialist advice/therapy agencies and national and local networks that support individuals including o referral to a specialist agency o therapeutic intervention o practical support e g housing and accommodation Resources which are available to minimise risks e g needle exchanges, accommodation and rehabilitation centres Other agencies in the geographical area Legal procedures and policies affecting rights and responsibilities Level 3 Certificate in Community Justice (7499-01) 75

Unit 009 Outcome 3 Support and interventions for substance misusers Explain models of intervention that may be used 3.1 outline the purpose and benefits of different models of intervention 3.2 describe factors to consider when choosing an appropriate intervention 3.3 explain how to engage the individual in the process and the importance of involving parent/carer/significant others for children and young people Suggested topics for the learning programme Harm reduction interventions to reduce health social and economic harms such as o needle exchange o advice and support on safer injection o access to testing o provision of vaccination Community prescribing Structured psychosocial interventions including o evidence based programmes o cognitive behavioural therapy o relapse prevention Structured day programmes Factors to be considered when considering specific types of intervention including o risk assessment o degree of urgency o individuals motivation or readiness to engage in a treatment programme o importance of objectivity o potential benefits to the individual 76 Level 3 Certificate in Community Justice (7499-01)

Unit 010 The impact of crime on victims survivors and witnesses of crime Rationale This unit will help candidates to understand the effects (both short and long term), of crime on victims, survivors and witnesses of crime. It explores the different needs that people may have and the reactions that different types of crime may stimulate. It also considers the need of different types for victim, survivor or witness, particularly in relation to their vulnerability. Learning outcomes There are four outcomes to this unit. 1 describe the range of crimes that people may experience 2 describe the range of effects that crime may have on individuals and the factors that might affect this 3 identify the different types of agencies that work with victims, survivors and witness of crime 4 describe the criminal justice process that may result from the experience of being a victim, survivor or witness of crime Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards knowledge and understanding required for units in the following: N/SVQ in Community Justice, units o AA1, BE2, BE3, BE1, DE1 Key Skills This unit contributes towards the key skills in the following areas: communication working with others problem solving Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 77

Unit 010 Outcome 1 The impact of crime on victims survivors and witnesses of crime describe the range of crimes that people may experience 1.1 list and provide information about the types of crime that people may experience Suggested topics for the learning programme Information about specific crimes including o arson o burglary o crimes of violence against the person o domestic violence o hate crime o murder or manslaughter o racist crime o rape and sexual assault o robbery o violent crime 78 Level 3 Certificate in Community Justice (7499-01)

Unit 010 Outcome 2 The impact of crime on victims survivors and witnesses of crime Describe the range of effects that crime may have on individuals and factors that may affect this 2.1 describe the effects of crime on victims, survivors and witnesses of crime 2.2 detail groups and individuals who may be particularly vulnerable to crime 2.3 describe the effects of particular types of crime on victims, survivors and witnesses Suggested topics for the learning programme The ways in which individuals might be affected by crime o physical o psychological o behavioural o social o post-traumatic stress disorders o relationship breakdown or dysfunction Major groups and individuals who may be particularly vulnerable to crime including people o with mental health problems o who have a learning difficulty o experiencing hate-based crime o women experiencing domestic violence children and young people The specific issues associated with the relationship between the perpetrator of the crime and the victim Types of crime and their possible effects and impacts on those involved including o racially motivated o homophobic o physical or emotional abuse Impacts of crime including personal safety and security Range Those involved may include children, other family members, friends and colleagues Level 3 Certificate in Community Justice (7499-01) 79

Unit 010 Outcome 3 The impact of crime on victims survivors and witnesses of crime Identify the different types of agencies that work with victims, survivors and witnesses of crime 3.1 describe the roles and responsibilities of the key agencies involved in the criminal justice process 3.2 state the other agencies and services that may need to be involved when providing initial support Suggested topics for the learning programme Roles and responsibilities of key agencies including o police o probation o social services o courts o voluntary sector The ethos and differing approaches of agencies with different aims Agencies that may need to be involved in providing services including those with responsibilities for health, benefits, housing and counselling and support Range Statutory and Voluntary 80 Level 3 Certificate in Community Justice (7499-01)

Unit 010 Outcome 4 The impact of crime on victims survivors and witnesses of crime Describe the criminal justice and social processes that may result from the experience of being a victim, survivor or witness of crime 4.1 describe criminal justice processes that may result from being a victim, survivor or witness of crime Suggested topics for the learning programme Legislation National, International and European as related to domestic violence, sexual offences and safeguarding children Guidelines of good practice, protocols, charters and service standards to benefit and protect witnesses Processes within the criminal justice system including o the investigative process o decision on prosecution o trial o sentencing o release o attendance at court o giving evidence Range Within the justice system in England and Wales, or Scotland or Northern Ireland Level 3 Certificate in Community Justice (7499-01) 81

Unit 011 The provision of initial support for victims, survivors and witnesses of crime Rationale The unit will help candidates explore the skills needed for work with victims, survivors and witnesses of crime. It includes a consideration of the nature of support given in the early stages, and requirements for effective communication. The unit also outlines the range of statutory and other agencies that may be involved, their roles and responsibilities and considers how referrals should be made. Learning outcomes There are three outcomes to this unit. 1 describe the needs that may arise from the experience of being a victim, survivor or witness of crime 2 identify and explain the importance of good communication when working in the initial stages of support for victims survivors and witnesses 3 describe how requests for services should be evaluated and processed Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o BE1, BE2, BE3 Common Standards unit o AA1 Key Skills This unit contributes towards the key skills in the following areas: communication working with others problem solving Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. 82 Level 3 Certificate in Community Justice (7499-01)

Unit 011 Outcome 1 The provision of initial support for victims, survivors and witnesses of crime Describe the needs that may arise from the experience of being a victim, survivor or witness of crime 1.1 describe the possible needs arising from the experience of crime 1.2 describe and acknowledge the experience and impact of crime on the individual and those associated with them 1.3 describe how their reactions may affect their recovery Suggested topics for the learning programme the range of reactions to crime including the need for o protection o access to information o respect o recognition of the experience and it s impact The way that reactions can affect recovery The needs that arise including o Information o empathy and reassurance o medial attention o counselling o safety and protection Range Those affected may include children, other family members, and significant others as well as the victim themselves Level 3 Certificate in Community Justice (7499-01) 83

Unit 011 The provision of initial support for victims, survivors and witnesses of crime Outcome 2 Identify and explain the importance of good communication when working at the initial stage of support for victims survivors and witnesses 2.1 demonstrate how to communicate with individuals in an appropriate manner 2.2 describe the factors which may influence effective communication 2.3 list the types of support that may be required Suggested topics for the learning programme Aspects of good communication may include o acknowledging the experience of the victim and sensitivity to feelings o verbal and non-verbal communication o use of appropriate questions o encouraging individuals to express their views Barriers to communication including o Cultural differences o Gender issues o Personal experiences o Influence of perpetrator o Procedural requirements Agency policies and procedures regarding confidentiality and disclosure of information to third parties Factors that influence effective communication including stereotyping, discrimination Support at the initial stage may include o information o practical assistance o empathy, reassurance, understanding and emotional support o help with media attention o access to medical help o counselling o safety and protection o investigation and statement taking 84 Level 3 Certificate in Community Justice (7499-01)

Unit 011 Outcome 3 The provision of initial support for victims, survivors and witnesses of crime Describe how approaches for services should be evaluated and processed 3.1 state the considerations that should be taken into account when receiving an initial request for assistance and support 3.2 describe procedures for assessing needs, allocating cases and making referrals 3.3 describe the types of support available and how this can be accessed Suggested topics for the learning programme Considerations at initial contact stage including o nature, priority and urgency o availability of individuals o assessment of health and safety risks o agency policy o ethical and legal implications surrounding provision of advice and information Good practice in assessment including o Maintaining personal security o confidentiality o record keeping and data protection o communication procedures Referral policies and procedures Types of support available including o specialist agencies including those who offer support in a court setting o an overview of the court process and system o support in dealing with insurance claims and criminal injuries compensation Principles of equality, diversity and anti- discriminatory practice Level 3 Certificate in Community Justice (7499-01) 85

Unit 012 Principles of assessment, within community justice Rationale The aim of this unit is to examine the role of assessment in community justice and the contribution which comprehensive assessment makes to effective interventions. There is a particular focus on risk assessment and management. Learning outcomes There are three outcomes to this unit. 1 explain the purpose and application of assessment to effective interventions in community justice 2 describe and apply structured assessments in line with agency requirements 3 provide an overview of approaches to risk assessment and risk management Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Youth Justice, units o A102, A103 N/SVQ in Community Justice, units o BE1, EA1, EA3 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. 86 Level 3 Certificate in Community Justice (7499-01)

Unit 012 Outcome 1 Principles of assessment, within community justice Explain the purpose and application of assessment to effective interventions in community justice 1.1 explain the role of assessment in understanding the needs and characteristics of individuals 1.2 explain the role of assessment in selecting the provision of service 1.3 explain the role of assessment in public protection 1.4 explain the role of assessment in monitoring effectiveness of services and interventions Suggested topics for learning programme The assessment of needs and planning of services and interventions The assessment of children and young people The relationship between risk assessment and public protection Research into the benefits of good assessment and effective service delivery Transparency and defensible decision-making Consistency in assessment Range Work with offenders, victims, or with young offenders Level 3 Certificate in Community Justice (7499-01) 87

Unit 012 Outcome 2 Principles of assessment, within community justice Describe and apply structured assessments in line with agency requirements 2.1 describe the format of structured assessment tools used within their own agency 2.2 describe how to gather and record information for assessment 2.3 explain how stereotyping and personal prejudice may impact on assessment, and how this may be overcome. Suggested topics for learning programme Effective practice in assessment for youth justice Assessment tools in offender management Using information to identify needs (including criminogenic needs or those arising out of the experience of victims) Protocols and procedures for gathering and recording information Good practice guidance in observation and gathering evidence for assessments Engaging individuals in the assessment process The impact of cultural attributes and personal prejudices on assessment Range Work with offenders, victims, or with young offenders Agencies in England and Wales or Scotland or Northern Ireland 88 Level 3 Certificate in Community Justice (7499-01)

Unit 012 Outcome 3 Principles of assessment, within community justice Provide an overview of approaches to risk assessment and risk management 3.1 define which concepts of risk are relevant to work in their agency 3.2 describe the factors to be taken into account in assessment of risk of harm to the public 3.3 describe the different applications of actuarial and clinical approaches to risk 3.4 identify the key features of risk management for their agency Suggested topics for learning programme Definitions of risk Public and child protection Self-harm Actuarial and clinical approaches to risk Risk assessment tools Protocols for recording and communicating risk assessments Level 3 Certificate in Community Justice (7499-01) 89

Unit 013 Factors influencing criminal and antisocial behaviour Rationale This unit is intended to provide an overview of the factors which influence criminal and anti-social behaviour. This will enable those working with individuals seeking to change their behaviour understand the origins of that behaviour and explore obstacles to change. The unit will also look at the interaction between worker and service users and between the service user and others to explore how those relationships can facilitate or inhibit the process of change. Learning outcomes There are three outcomes to this unit. 1 describe a range of factors which may contribute to criminal and anti-social behaviour 2 identify models of change that enable individuals to address their offending behaviour 3 understand how the dynamics of interpersonal relationships may affect individuals behaviour Guided learning hours It is recommended that 30 hours should be allocated for this unit. this may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o EA1, EB1, EC1, EC4 o GA3, GB4, GC7, GE11 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. 90 Level 3 Certificate in Community Justice (7499-01)

Unit 013 Outcome 1 Factors influencing criminal and antisocial behaviour Describe a range of factors which may contribute to criminal and anti-social behaviour 1.1 explain how the physical, social, psychological and emotional development and functioning of individuals may affect their behaviour and its associated patterns 1.2 explain the concept of criminogenic need 1.3 identify social and environmental factors which are associated with offending and antisocial behaviour Suggested topics for learning programme How physical, social, psychological and emotional development and functioning of individuals affects behaviour and its associated patterns The definition of criminogenic need, Research and Meta-analysis studies of criminogenic factors- antisocial personality, antisocial attitudes, poor self-control, lack of empathy and poor problem solving skills, low self-esteem and substance misuse Social and environmental factors which are associated with offending and antisocial behaviour, lack of employment, poor education, lack of accommodation, health and mental health problems Level 3 Certificate in Community Justice (7499-01) 91

Unit 013 Outcome 2 Factors influencing criminal and antisocial behaviour Identify models of change that enables individuals to address their offending behaviour 2.1 identify theoretical models of change and approaches to addressing offending behaviour 2.2 link approaches to addressing offending behaviour to the identification of different criminal needs Suggested topics for learning programme What Works movement Cognitive behavioural approaches Brief interventions Problem-solving approaches Motivational interviewing Psycho-dynamic approaches Anger management techniques 92 Level 3 Certificate in Community Justice (7499-01)

Unit 013 Outcome 3 Factors influencing criminal and antisocial behaviour Understand how the dynamics of interpersonal relationships may affect individuals behaviour 3.1 identify the effects of group dynamics on individuals and how these may be used to facilitate behavioural change 3.2 explain how family relationships may affect behaviour and the ability to form relationships 3.3 explain ways in which the relationship between the worker and the service user may influence behaviour 3.4 illustrate how different styles of working relationships may be used in facilitating changes to behaviour Suggested topics for learning programme Studies of group dynamics peer influences, power relationships, social role and position The use of group work techniques to influence behaviour change Roles and communication in families The influence of culture, gender and personal attributes may have on relationships between workers and service users Styles of working relationships empathetic, therapeutic, person-centred, contractual, motivational, pro-social modelling and advocacy Level 3 Certificate in Community Justice (7499-01) 93

Unit 014 The influence of development and childhood experiences on the behaviour of children and young people Rationale This unit aims to provide candidates with an introduction to child development. It considers how the physical, social, psychological and emotional development of young people can affect their behaviour. The unit also explores a range of childhood experiences which may influence the behaviour of children and young people. Learning outcomes There are three outcomes to this unit. 1 demonstrate a broad understanding of the main theories of child development 2 explain how the behaviour of children and young people may be influenced by their social and emotional development 3 identify a range of significant events and experiences which may impact on the behaviour of children and young people Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Youth Justice, units o A103, A203, A402, A410, B105 Common Core Justice unit o AA1 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. 94 Level 3 Certificate in Community Justice (7499-01)

Unit 014 Outcome 1 The influence of development and childhood experiences on the behaviour of children and young people Demonstrate a broad understanding of the main theories of child development 1.1 describe the key stages in child development 1.2 outline the main theories of child development Suggested topics for learning programme The key stages and milestones in child development The main theories of child development, including Jean Piaget Cognitive development Socialization and how children develop social relationships Emotional development and the maturation process Research in different areas of children s development Range Infant to late adolescence Level 3 Certificate in Community Justice (7499-01) 95

Unit 014 Outcome 2 The influence of development and childhood experiences on the behaviour of children and young people Explain how the behaviour of children and young people may be influenced by their social and emotional development 2.1 explain why the behaviour of children and people can be affected by their social and emotional development 2.2 describe how challenging behaviour in children may reflect disturbance to their emotional and social development 2.3 explain how children acquire moral reasoning and develop concepts of care and respect Suggested topics for learning programme Introduction to developmental psychology How biological, social and cultural influences impact on children s behaviour Environmental factors understood to negatively impact on children s development Case studies on children who demonstrate challenging behaviours The development of self-image and identity The influence of gender, culture and beliefs on attitudes and behaviour Range Infancy through to late adolescence 96 Level 3 Certificate in Community Justice (7499-01)

Unit 014 Outcome 3 The influence of development and childhood experiences on the behaviour of children and young people Identify a range of significant events and experiences which may impact on the behaviour of children and young people 3.1 explain the influence of parenting on the ability of children and young people to form relationships and attachments 3.2 explain how educational experiences can impact on behaviour of children and young people 3.3 describe how the experience of abuse may impact on the behaviour of a child or young person 3.4 identify how experiences of care might impact on the behaviour of children and young people Suggested topics for learning programme Parenting styles and their potential influences Research and studies on the impact of educational achievement and learning disabilities How to recognise signs of physical, emotional or sexual abuse in children and young people Research and studies into the impact of experience s of care and institutional living Separation and loss and the effect on behaviour Range Infancy through to late adolescence Level 3 Certificate in Community Justice (7499-01) 97

Unit 015 The social context of community justice Rationale This unit explores the social policies which impact upon Community Justice. It also explores a range of themes that help to explain the social context within which workers in the sector have to operate Learning outcomes There are three outcomes to this unit. 1 explain the structure of contemporary society, and the concept of a welfare state 2 explain how social policy is developed in response to social concerns and conditions 3 describe the impact of social policy for work in Community Justice Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o AA1, BA2, BA8, BA9,BA13, BC1 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. 98 Level 3 Certificate in Community Justice (7499-01)

Unit 015 Outcome 1 The social context of community justice Explain the structure of contemporary society, and the concept of a welfare state 1.1 identify key institutions that form contemporary society in the United Kingdom 1.2 describe the main models for provision of welfare 1.3 explore the concept of the Welfare State and the arguments for and against state provision of social care Suggested topics for learning programme Institutions in society: family, work, religion, nation, and class. Models for welfare provision; Public sector (state), private sector (commercial), voluntary (not for profit), mutual aid and Informal (family and friends) The welfare state and the arguments for and against state provision of social care Level 3 Certificate in Community Justice (7499-01) 99

Unit 015 Outcome 2 The social context of community justice Explain how social policy is developed in response to social concerns and conditions 2.1 identify a range of social concerns and conditions that drive the development of social policy 2.2 describe the roles and responsibilities of national and local government in social policy creation and implementation 2.3 describe the structures that have been created to respond to social problems or administer welfare Suggested topics for learning programme The range of social concerns and conditions; crime, disability, unemployment, mental health, learning disability, childcare and old age The main government departments dealing with social policy in the UK: The relationship between national and local government and the division of the administration into agencies Social welfare structures: personal social services, social security, health provision, education, employment, community care and housing management 100 Level 3 Certificate in Community Justice (7499-01)

Unit 015 Outcome 3 The social context of community justice Describe the impact of social policy for work in community justice 3.1 identify key social policy themes which have been developed in relation to social concerns and conditions 3.2 describe the impact of selected social policies on their practice in community justice Suggested topics for learning programme Themes in social policies eg. social inclusion, safeguarding children, care in the community, zero tolerance and back to work The impact of housing policies on community justice The impact of health care policies on community justice The impact of social inclusion/exclusion policies on community justice The impact of housing policies on community justice The impact of employment policies on community justice Range Work with offenders, work with victims and substance misuse Level 3 Certificate in Community Justice (7499-01) 101

Unit 016 Communication, relationships and managing conflict in the community justice context Rationale This unit will help the candidate understand how effective communication supports the development of effective working relationships at all levels including working with service users. The management of conflict and aggression within the context of work and community justice is also considered. Learning outcomes There are three outcomes to this unit. 1 describe the different ways that people communicate and how to deal with barriers to communication 2 explain how to communicate with individuals who are distressed, anxious, angry or in denial and how to handle disagreements constructively 3 explain the importance of maintaining personal and professional boundaries Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full or a part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o BA13, BA14, BD1, BD2, BD3, EA1, EB1, EC1, EC5, EC7, GB4, GC7 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. 102 Level 3 Certificate in Community Justice (7499-01)

Unit 016 Outcome 1 Communication, relationships and managing conflict in the community justice context Describe the different ways that people communicate and how to deal with barriers to communication 1.1 describe the different forms of communication and the factors which affect communication 1.2 describe barriers to effective communication Suggested topics for the learning programme The different aspects of communication including o language and speech o actions, gestures and body language o space and position role communication plays in maintaining an individual s identity role of communication in establishing and maintaining relationships how communication can be modified and altered for different needs pro-social modelling as a method of reinforcing positive behaviours how to communicate in ways that o support equality and diversity o do not exclude or offend people o challenge discrimination effectively o respect individuals, differences o do not abuse status or power that you have o recognise the difficulties in communication and language in your area of work the effect of cultural differences on verbal and non-verbal communication barriers to effective communication Level 3 Certificate in Community Justice (7499-01) 103

Unit 016 Outcome 2 Communication, relationships and managing conflict in the community justice context Explain how to communicate with individuals who are distressed, anxious, angry or in denial and how to handle disagreements constructively 2.1 describe how to communicate with individuals in challenging situations and who are distressed, anxious or angry 2.2 explain how to approach disagreements constructively 2.3 identify and apply agency policies in relation to health and safety and assessments of risk of harm Suggested topics for the learning programme The difference between aggressiveness and assertiveness The factors which contribute to aggressive behaviour Actions which are appropriate to promoting non-abusive and non-aggressive behaviour and the conflicts which might arise between current thinking and organisational policy Actions that can be taken to maintain calm and safety including o diverting the individual to other activity o reasoning and suggestion o preventative action to stop the individual where there is a direct risk o help sought from other workers Methods of defusing such as de-escalation/talking people down Access and exit routes out of danger How to control own emotions and feelings during incidents and portraying a calm and reasoned approach How to recognise and resolve conflict between individuals and between organisations including mediation and referral to mediation agencies Legislation, agency policies in relation to health and safety, risk assessment and management 104 Level 3 Certificate in Community Justice (7499-01)

Unit 016 Outcome 3 Communication, relationships and managing conflict in the community justice context Explain the importance of maintaining personal and professional boundaries 3.1 describe the roles and relationships that are likely to occur in the Community Justice, Youth Justice and Substance Misuse sectors 3.2 describe how legislation, court or hearing outcomes affects the relationships between service users, workers and agencies 3.3 explain why it is important to maintain personal and professional boundaries in work relationships Suggested topics for the learning programme Specific factors that can affect relationships and behaviour including o legislation o intoxication, physical or emotional conditions o outcomes of court or other learning o imbalance of power relationships Principles and codes of practice in relation to relationships at work How personal and professional boundaries are maintained Level 3 Certificate in Community Justice (7499-01) 105

Unit 017 Supported housing Rationale The unit is aimed at staff with responsibility for providing an integrated housing and support service. The unit deals with: identifying and selecting and reviewing housing and support options for an individual, allocation of and selection for housing, management of rents and terms of agreement, the rights and responsibilities of the individual and those providing supported hosing services. Learning outcomes There are four outcomes to this unit. 1 describe the range of supported housing options 2 outline good practice in identifying and reviewing housing options with an individual 3 outline the key functions of a supported housing worker 4 explain the principles governing the rights and responsibilities of providers and users of supported housing schemes Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o GF3, GF4, HF25 Key skills This unit contributes towards the key skills in the following areas: communication working with others problem solving Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. 106 Level 3 Certificate in Community Justice (7499-01)

Unit 017 Outcomes 1 Supported housing Describe the range of supported housing options 1.1 describe what is meant by supported housing 1.2 state the groups of people for whom services might be developed 1.3 describe who pays for services Suggested topics for the learning programme Funding arrangements Supported housing options including: emergency and short term, low and high care schemes including independent living and floating support options Information about the range of potential service user groups and the respective needs of groups in relation to physical and mental health needs, protection from abuse, care and support Range Statutory and non-statutory partnerships Level 3 Certificate in Community Justice (7499-01) 107

Unit 017 Outcome 2 Supported housing Outline good practice in identifying and reviewing housing and support options with an individual 2.1 identify possible providers of housing and support services 2.2 identify options which are acceptable to the individual 2.3 explain why options should be reviewed regularly with the individual and how reviews should be set up and undertaken be set up Suggested topics for the learning programme Relevant agency policies for monitoring individual requirements Options which take into consideration likely developments in individual health and circumstances Combinations of housing support and provision Sources of provision and information and advice on how to access them Managing transitions 108 Level 3 Certificate in Community Justice (7499-01)

Unit 017 Outcome 3 Supported housing Outline the key functions of a supported housing worker 3.1 describe the key housing management functions of a worker including: rent collection and management of arrears, management of the terms of agreement (licence or tenancy) and health and safety 3.2 describe the key support functions of the worker including: assessment and support planning, boundaries of the working relationship, role in resettlement Suggested topics for the learning programme Legal requirements and policies in relation to tenure Agency policies relating to assessment and support planning Health and safety issues Level 3 Certificate in Community Justice (7499-01) 109

Unit 017 Outcome 4 Supported housing Explain the principles governing rights and responsibilities of providers and users of supported housing schemes 4.1 explain the requirements governing service user involvement and participation 4.2 state how principles of equality and diversity are managed 4.3 describe the requirements for information sharing and confidentiality 4.4 state the rights of service users Suggested topics for the learning programme The Residents Charter Confidentiality policies and procedures Legislation governing access to information and data protection and equalities issues Principles of empowerment Complaints procedures 110 Level 3 Certificate in Community Justice (7499-01)

Unit 018 An introduction to crime and criminology Rationale This unit will give the candidate an introduction to criminology with relevance to working in Community Justice. It will focus on key concepts such as definition of crime, relevant theories of criminal behaviour, government responses and strategies to crime and anti-social behaviour and the increased importance of the victim perspective in managing crime and its effects. Learning outcomes There are four outcomes to this unit. 1 outline the main definitions and theories used in the study of criminology 2 describe the impact of crime on communities and individuals 3 describe a range of national and local responses to crime and antisocial behaviour 4 describe how a victim perspective has influenced approaches to managing crime Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Youth Justice, units o A402, A406 N/SVQ in Community Justice, units o BA2, BA4, BA5, BA12 o BC1, EA1, EA2, HF26 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 111

Unit 018 Outcome 1 An introduction to crime and criminology Outline the main definitions and theories used in the study of criminology 1.1 outline some of the definitions of crime and criminal behaviour 1.2 define anti-social behaviour and identify some examples 1.3 outline the main theories of criminal behaviour Suggested topics for learning programme: Definitions of crime and criminal behaviour Different forms of anti-social behaviour, who it affects, its long term effects Main theories of criminal behaviour; individual, sociological, environmental 112 Level 3 Certificate in Community Justice (7499-01)

Unit 018 Outcome 2 An introduction to crime and criminology Describe the impact of crime on communities and individuals 2.1 identify the range of effects that crime may have for individuals 2.2 identify the range of effects that crime may have for communities 2.3 explain how the representation of crime in the media can affect public perceptions of crime and levels of fear of crime Suggested topics for learning programme: How individuals can be affected by crime; physically, psychologically, socially How communities can be affected by crime; environmentally, fragmentation, economically, stereotyping and scapegoating How the representation of crime in the media can affect public perceptions of crime and levels of fear of crime Level 3 Certificate in Community Justice (7499-01) 113

Unit 018 Outcome 3 An introduction to crime and criminology Describe a range of national and local responses to crime and antisocial behaviour 3.1 identify sources of statistics on crime and anti-social behaviour 3.2 describe the different ways that crime is measured and how trends are reported 3.3 describe a range of national government responses to crime and antisocial behaviour Suggested topics for learning programme: Measuring crime and accessing statistics Government policies on managing crime Current approaches to tackling anti-social behaviour Key pieces of legislation in relation to crime and anti-social behaviour Crime prevention, crime reduction and community safety strategies Range Either for England and Wales, or Scotland or Northern Ireland 114 Level 3 Certificate in Community Justice (7499-01)

Unit 018 Outcome 4 An introduction to crime and criminology Describe how a victim perspective has influenced approaches to managing crime 4.1 describe how a victim perspective has influenced approaches to managing crime Suggested topics for learning programme: Restorative justice The victims perspective in sentencing practice Victim anonymity in sexual offences Police responses to domestic violence Diversion schemes The victim focus in work with offenders Level 3 Certificate in Community Justice (7499-01) 115

Unit 019 Protecting individuals from abuse, in the community justice context Rationale This unit focuses on an understanding of the issues that are relevant for those working to protect individuals from abuse through minimising the effects of abusive behaviour and developing ways of supporting those at risk of abuse. Learning outcomes There are four outcomes to this unit. 1 describe the different forms of behaviour which may lead to harm for children or adults 2 describe the potential damage children and individuals may suffer as a consequence of the experience of abusive behaviour 3 identify the legislation relating to safeguarding children and vulnerable adults and describe how this influences policy and practice in community justice 4 identify responses and support available following disclosure or detection of abusive behaviour to children or individuals Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Youth Justice, units o B103, B104 N/SVQ in Community Justice, units o AA1, BE2, BE5, BE6 o EA1, EC7, GB4, GC1, GC2, GC7 o GE6 (DANOS AF3), GE8 (DANOS AB7) Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. 116 Level 3 Certificate in Community Justice (7499-01)

Unit 019 Outcome 1 Protecting individuals from abuse, in the community justice context the different forms of behaviour which may lead to harm for children or adults 1.1 describe the different types and patterns of behaviour which might be ascribed as abusive to children or individuals 1.2 identify possible triggers or contributing factors to increase the risk of abusive behaviour 1.3 explain how societal or environmental factors may contribute to the incidence of abusive behaviour Suggested topics for learning programme The forms of abuse; physical, emotional, neglect, sexual, intimidation, bullying Parenting skills and abusive behaviour Power and abusive relationships Vulnerable individuals Abusive behaviour in residential settings Domestic violence and abuse Risk factors for abusive behaviour Research ad case studies on societal and environmental factors and incidence of abusive behaviours Hate crime and intimidation Range Children and adult Level 3 Certificate in Community Justice (7499-01) 117

Unit 019 Outcome 2 Protecting individuals from abuse, in the community justice context Describe the potential damage children and individuals may suffer as a consequence of the experience of abusive behaviour 2.1 describe how experience of abuse may affect development in children 2.2 identify signs and symptoms of abuse and failure to protect in children and vulnerable adults 2.3 identify the potential impact for adults of the experience of abusive behaviour Suggested topics for learning programme The potential effects to physical social or emotional development of children who have experienced forms of abuse Signs and symptoms of abuse, in children or vulnerable adults Direct and Indirect consequences of abusive experiences on behaviour The impact of abusive behaviour on family relationships and the ability to form personal relationships Parents as abusers Psychological consequences for adults as victims of abuse, including internalisation of norms and re-victimisation Range Abuse through physical harm, emotional harm, neglect, sexual assault, intimidation, or bullying 118 Level 3 Certificate in Community Justice (7499-01)

Unit 019 Outcome 3 Protecting individuals from abuse, in the community justice context Identify the legislation relating to safeguarding children and vulnerable individuals and describe how this influences policy and practice in community justice 3.1 describe the legislation which informs and guides the identification of risk to children and other specific groups of individuals 3.2 identify how statutory frameworks define the responsibilities of agencies and individuals to identify and protect children and other specific individuals from risk of harm 3.3 describe the relationship between statutory responsibilities to policy and practice in their own agency Suggested topics for learning programme Legislation designed to protect and safeguard vulnerable individuals: eg. children, the mentally ill or disabled, the elderly and victims of crime Agency policy and practice on safeguarding vulnerable groups The responsibilities of individual workers in community justice to identify risk and safeguard children and individuals Civil and criminal law remedies intended to protect children and individuals Range Abuse through physical harm, emotional harm, neglect, sexual assault, intimidation, or bullying. Level 3 Certificate in Community Justice (7499-01) 119

Unit 019 Outcome 4 Protecting individuals from abuse, in the community justice context Identify responses and support available following disclosure or detection of abusive behaviour to children or individuals 4.1 describe potential responses to disclosure of abusive experiences and identify courses of action 4.2 describe a range of supports and interventions that might be available to victims of abuse Suggested topics for learning programme Procedures for safeguarding children and vulnerable adults Protocols relating to confidentiality and disclosure of information Facilitating disclosure when abuse is suspected The range of options for intervention The implications of interventions for individuals The effect of cultural and societal differences on assessments of risk and interventions to safeguard children and vulnerable adults Range Abuse through physical harm, emotional harm, neglect, sexual assault, intimidation, or bullying 120 Level 3 Certificate in Community Justice (7499-01)

Unit 020 Criminal law and procedure Rationale This unit will give the candidate an understanding of the nature of criminal law and the legislation which creates it. The way in which legislation operates in practice will be explored, including the basic principles and rationale of sentencing and the role of the Probation Service and social workers in court process. Learning outcomes There are three outcomes to this unit. 1 outline the nature and basic concepts of criminal law 2 describe criminal procedure from arrest to conviction 3 describe the sentencing process and the principles which underpin sentencing practice Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o BA2, BA13 o EA1, EB1, EC1 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 121

Unit 020 Outcome 1 Criminal law and procedure Outline the nature and basic concepts of criminal law 1.1 define what is understood by a criminal offence 1.2 describe how the law is created 1.3 outline a basic knowledge of the concepts which underpin criminal law Suggested topics for learning programme Definitions of crime and the components of a criminal act Common offence categories- against the person or against property Common and statute law The burden of proof, the fault requirement and the state of mind in criminal liability Range Within the justice system in England and Wales, or Scotland or Northern Ireland 122 Level 3 Certificate in Community Justice (7499-01)

Unit 020 Outcome 2 Criminal law and procedure Describe criminal procedure from arrest to conviction 2.1 explain the process followed following an individual s arrest and the different course of action that might be followed 2.2 describe the operation of the criminal courts and youth justice system within their country of jurisdiction 2.3 outline the roles and responsibilities of key personnel in the justice process Suggested topics for learning programme The role of police and prosecution in administering justice The function of adult courts and the different structure and philosophy of the Youth Justice system The roles and responsibilities of key personnel in the justice process Range Within the justice system in England and Wales, or Scotland or Northern Ireland Level 3 Certificate in Community Justice (7499-01) 123

Unit 020 Outcome 3 Criminal law and procedure Describe the sentencing process and the principles which underpin sentencing practice 3.1 explain the principles which support sentencing of adults 3.2 explain the principles which support sentencing of young people 3.3 describe the role of the probation service and/or social workers in court process Suggested topics for learning programme The rationale in sentencing adults; proportional punishment, reparation, public protection and deterrence The operation of welfare principles in dealing with young offenders, including panels and diversion from prosecution The role of the probation service and/or social workers in court process The use of pre-sentence and other reports Range Within the justice system in England and Wales, or Scotland or Northern Ireland 124 Level 3 Certificate in Community Justice (7499-01)

Unit 021 Using information to inform practice in community justice Rationale This unit is designed to enable the candidate to collect, analyse, evaluate and present information to develop practice in community justice. It will also enable the candidate to identify a range of appropriate sources of data and information relevant to the agency and aspect of community justice in which they practice. Learning outcomes There are three outcomes to this unit. 1 describe the types and sources of information that might be collected in their area of practice 2 describe how to evaluate information and identify how it applies to policy and practice 3 explain how to present information in ways which are appropriate to its application Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o BA2, BE1, DE5 o EA1, EC1, ZA1, ZA2 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 125

Unit 021 Outcome 1 Using information to inform practice in community justice Describe the types and sources of information that might be collected in their area of practice 1.1 describe the types of information that might be collected in their area of practice 1.2 describe the sources of information that might be collected in their area of practice Suggested topics for learning programme Types of information; hard, soft, qualitative, quantitative, numerical, textual, verbal, Sources of information in everyday practice How to gather verbal information Research sources, including the world wide web Sources of practice guidance 126 Level 3 Certificate in Community Justice (7499-01)

Unit 021 Outcome 2 Using information to inform practice in community justice Describe how to evaluate information and identify how it applies to policy and practice 2.1 identify and describe the qualities of good information 2.2 evaluate selected pieces of information relating to their practice area 2.3 identify how selected pieces of information might be applied to policy and practice in their area of work Suggested topics for learning programme Qualities of good information; reliable, valid, current, relevant Problems in information gathering Ways of validating sources of information Methods of analysing information Using information and research to inform policy and practice Level 3 Certificate in Community Justice (7499-01) 127

Unit 021 Outcome 3 Using information to inform practice in community justice Explain how to present information in ways which are appropriate to its application 3.1 describe how to record and store information according to agency and good practice guidelines 3.2 explain how to use information to support an argument or make a presentation 3.3 describe how to present verbal or written information consistent with the candidate s role in their agency Suggested topics for learning programme Agency and good practice guidelines on recording and storing information Legislation concerning data protection, access to information and confidentiality How to use information to support an argument or make a presentation How to present verbal information consistent with role, agency policy and statutory requirements How to present written information consistent with role, agency policy and statutory requirements 128 Level 3 Certificate in Community Justice (7499-01)

Unit 022 Mentoring with offenders Rationale This unit provides an understanding of the issues which are relevant for those working with either adult or young offenders in a mentoring capacity. Learning outcomes There are three outcomes to this unit. 1 explain the role and scope of using mentoring with offenders 2 identify and describe the skills and knowledge needed to practice as a mentor 3 identify examples of evidence-based practice in using mentoring with offenders Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Youth Justice, units o A410, B204 N/SVQ in Community Justice, units o AA1, AB1, EC2, EC7, GB2, GB5 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 129

Unit 022 Outcome 1 Mentoring with offenders Explain the role and scope of using mentoring with offenders 1.1 describe the role of the mentor 1.2 describe elements of the mentoring process 1.3 identify differences between mentoring, coaching and counselling Suggested topics for learning programme: The role of the mentor developing insight, through hindsight, into foresight Advice guidance and support processes Using mentoring to counter peer pressures Empowering individuals by promoting personal problem solving skills Agreeing expectations, setting goals and describing the process Working with contracts Pairing mentors with mentorees Promoting diversity through mentoring Differences between mentoring, coaching and counselling Range Formal and informal mentoring 130 Level 3 Certificate in Community Justice (7499-01)

Unit 022 Outcome 2 Mentoring with offenders Identify and describe the skills and knowledge needed to practice as a mentor 2.1 identify and describe the skills required to practise as a mentor 2.2 identify and describe the knowledge that underpins mentoring as a process for working with offenders Suggested topics for learning programme Education and training of mentors Pro-social modelling Motivational interviewing Communication skills The learning cycle Different activities that can be used within the mentoring relationship Exit strategies for mentoring relationship Theories that underpin mentoring eg. learning theories and problem solving theories. Level 3 Certificate in Community Justice (7499-01) 131

Unit 022 Outcome 3 Mentoring with offenders Identify examples of evidence-based practice in using mentoring with offenders 3.1 identify good practice examples of offender mentoring programmes 3.2 evaluate mentoring practice against practice guidelines Suggested topics for learning programme Monitoring and evaluation tools Evidence-based practice in mentoring with offenders Research and evaluation into the success of offender mentoring programmes Range Adult and young offenders 132 Level 3 Certificate in Community Justice (7499-01)

Unit 023 Gathering and using information for audit purposes Rationale This unit will help candidates understand the principles and practice of crime and disorder audits in tackling crime and anti-social behaviour. It also addresses data collection and storage systems, codes of practice and protocols for data storage and maintaining the confidentiality of data. Learning outcomes 1 explain how to plan and conduct a crime and disorder or community safety audit 2 describe types of data and information that are required 3 describe the data storage and retrieval systems and how these should be managed Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full or a part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o BA2, ZA2, AA1, B201 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 133

Unit 023 Outcome 1 Gathering and using information for audit purposes Explain how to plan and conduct a crime and disorder audit 1.1 explain who should be consulted about requirements and expectations 1.2 explain how environments are assessed 1.3 describe how to establish the resources required to undertake the assessment 1.4 demonstrate the importance of evaluating audits and plans for intervention Suggested topics for the learning programme Stakeholders include o people who live in the environment o people who work in the environment o people who use the environment o people with an interest in the environment Objectives and scope of assessments and audits Consultation methods including: o questionnaires/surveys o public meetings o peer consultation o focus groups o interviews Profiling an area: communities, crime and ant-social behaviour, cultural diversity Statutory and voluntary sector organisations with an interest or responsibility in community safety strategies Methods for consultation which are: o participative o sensitive to culture o promote rights and responsibilities o recognised as evidenced based practice o gain sufficient valid and reliable information Evaluation of audits and plans for intervention 134 Level 3 Certificate in Community Justice (7499-01)

Unit 023 Outcome 2 Gathering and using information for audit purposes Describe types of data and information that are required The candidate will be able to 2.1 describe the range of data and information that should be gathered 2.2 describe the data retrieval and information systems of the main agencies Suggested topics for the learning programme Format and presentation of data including o narrative o statistical o graphical o tabular Using data from evidence based practice Locating and selecting information to be used Quantitative and qualitative data Relevant information including data from o community safety strategy o other relevant strategies o legislation o policies o standards and benchmarks o protocols, guidelines and agreements Level 3 Certificate in Community Justice (7499-01) 135

Unit 023 Outcome 3 Gathering and using information for audit purposes Describe the data storage and retrieval systems and how these should be managed The candidate will be able to 3.1 outline the codes of practice and protocols for conducting research on community safety research and explain why they must be complied with 3.2 explain the importance of maintaining the confidentiality of information Suggested topics for the learning programme Legislation, guidelines of good practice, charters and service standards of the key agencies Services policies and strategies of key agencies Data storage and retrieval systems Preserving confidentiality and security of information 136 Level 3 Certificate in Community Justice (7499-01)

Unit 024 Secure the physical environment Rationale This unit is about the importance of living in a safe environment. It includes the security consideration of buildings, amenities such as car parks and environmental features such as fences, gates and lighting. This unit will also assist candidates to understand how security can be improved and how opportunities for crime and anti-social behaviour can be reduced. Learning outcomes There are three outcomes to this unit. 1 define and describe the local environment 2 describe how to carry out an environmental survey 3 explain why it is important that any measures taken do not impede the right of ordinary citizens or stigmatise neighbourhoods Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o AA1, BC2, BA1, B20 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 137

Unit 024 Outcome 1 Secure the physical environment Define and describe the local environment 1.1 describe the profile of a local environment in terms of its communities (neighbourhoods, communities of interest, communities of identity), crime and anti-social behaviour, structures and amenities and cultural diversity 1.2 explain how the physical environment can contribute to the incidence of crime and antisocial behaviour Suggested topics for the learning programme Environmental factors that contribute to social exclusion including buildings that are domestic, industrial or commercial, public or private and in urban or rural areas How the physical environment can contribute to the incidence of crime and ant-social behaviour The profile of the local area in terms of : communities, crime and anti-social behaviour, structures and amenities, cultural diversity, community groups, formal and informal leaders, networks The relationship between environmental decay and disrepair, the quality of life, opportunities for crime and anti-social behaviour and the fear of crime Profiling the environment in terms of communities, structures and amenities and crime and social behaviour 138 Level 3 Certificate in Community Justice (7499-01)

Unit 024 Outcome 2 Secure the physical environment Describe how to carry out an environmental survey 2.1 assess the physical environment in terms of its safety and security and make suggestions about how this can be improved 2.2 describe the main types of security equipment and how they can be used to address crime and anti-social behaviour 2.3 explain why it is important to reduce opportunities for crime and anti-social behaviour by increasing security in the local environment and how this can be achieved 2.4 describe how to use evidence from research to inform decisions about approaches to securing the physical environment Suggested topics for the learning programme How to survey environments and assess the need for additional physical security measures including gathering information about the nature and scale of actual and potential problems taking into account o security of site perimeters o type of environment o the implications for repeat victimisation in community safety practice The relationship between o environmental decay and disrepair o the quality of life o opportunities for crime and anti-social behaviour o the fear of crime and how all of the above should be taken into account The main types of security products and equipment and their respective advantages and disadvantages Methods for determining the financial and social costs of crime and anti-social behaviour including illustration of the cost benefits of different methods o gathering information about the nature and scale of actual and potential problems Level 3 Certificate in Community Justice (7499-01) 139

Unit 024 Outcome 3 Secure the physical environment Explain why it is important that any measures taken do not impede the right of ordinary citizens or stigmatise neighbourhoods 3.1 explain why it is important that measures taken do not impede the rights of ordinary citizens to public space, goods and services 3.2 understand the importance of not stigmatising individuals, neighbourhoods, or institutions in the course of taking action to secure the physical environment Suggested topics for the learning programme The importance of taking action which is in proportion to the scale and seriousness of the problem and which does not o produce fear that is disproportionate to the risk o impede the rights of the ordinary citizen to public space, goods and services o stigmatise individuals, neighbourhoods and other institutions How to support individuals and groups in managing the effects of crime and anti-social behaviour Legislation, policies and good practice Applying principles of equality, diversity and anti-discriminatory practice Relevant legislation, regulation, policies and practices related to promoting rights and equality and how these should be taken into consideration and applied 140 Level 3 Certificate in Community Justice (7499-01)

Unit 025 Planning for interventions in substance misuse Rationale This unit aims to provide candidates with an understanding of why it is important to plan a course of action with service users and what needs to be considered in the planning process, the construction of an action plan and reviewing and evaluating the action plan. Learning outcomes 1 explain the importance of planning and agreeing appropriate interventions with service users 2 describe what should be considered when developing an action plan 3 explain the importance of reviewing the implementation of the plan and evaluating its effectiveness Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full or a part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following N/SVQ in Community Justice, units o GE10, GE9, G11 DANOS unit o AI2 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 141

Unit 025 Outcome 1 Planning for interventions in substance misuse Explain the importance of planning and agreeing appropriate interventions with service users The candidate will be able to 1.1 explain why it is important to plan to meet identified needs 1.2 list specific needs of individuals and how these might be met 1.3 identify the continuum of approaches to working with substance misuse from abstinence to harm reduction 1.4 describe key elements that should be specified in an action plan Suggested topics for the learning programme Using an holistic approach to planning Codes of practice and conduct including relevant agency guidance Legal and organisational requirements on equality, diversity, discrimination, rights, confidentiality and information sharing Legislation, policies and procedures relating to data protection, health and safety, risk management and protecting individuals form harm and abuse Action plan content : methods, time scales and responsibilities 142 Level 3 Certificate in Community Justice (7499-01)

Unit 025 Outcome 2 Planning for interventions in substance misuse Describe what should be considered when developing an action plan The candidate will be able to 2.1 describe the key factors that should be considered when developing an action plan Suggested topics for the learning programme Methods of supporting individuals to o contribute to care plans o express their needs and preferences o understand and take responsibility for promoting their own health and care o identify how their care needs should be met o assess and manage risks to their health and well being Circumstances which should be taken into account o treatment history o drug and alcohol history o current drug and alcohol use o support networks o housing employment o court orders/requirements o emotional state o financial situation o mental and physical health Relevant legislation, codes of practice, and ethical requirements Level 3 Certificate in Community Justice (7499-01) 143

Unit 025 Outcome 3 Planning for interventions in substance misuse Explain the importance of reviewing the implementation of the plan and evaluating its effectiveness The candidate will be able to 3.1 explain why action plans should be monitored and reviewed 3.2 describe how to evaluate the effectiveness of the plan Suggested topics for the learning programme Methods for monitoring, reviewing and evaluating care plans Role of relationships and support networks in review of the care plan Relevant government reports, inquiries and research relevant to the implementation and review of care plans Providing feedback to relevant people on assessed and changing needs Recording and reporting arrangements for reviews and revisions Rights of the individual to be treated fairly and in a manner that takes account of their needs and preferences 144 Level 3 Certificate in Community Justice (7499-01)

Unit 026 Working with vulnerable or intimidated victims, survivors and witnesses of crime Rationale The unit introduces candidates to the concept of vulnerable or intimidates victims, survivors and witnesses of crime. It also introduces candidates to factors which may contribute to vulnerability and feelings of intimidation, including repeat offences and the fear of crime. It describes the different stages of a case within the criminal justice and civil justice process and how these may contribute to feelings of vulnerability and intimidation. Candidates will also learn about the support provisions available to vulnerable or intimidates witnesses and how these can be accessed. Learning outcomes There are three outcomes to this unit. 1 outline the role of organisations, frameworks, structures and policies that exist for individuals and witnesses 2 identify and explain factors which may contribute to an individuals vulnerability and describe the types of support to which they may be entitled 3 describe how to establish an effective working relationship with victims or witnesses when preparing for and supporting them during judicial and legal proceedings Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o DE1, DE2, DE3, DE5 o AA1 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 145

Unit 026 Outcome 1 Working with vulnerable or intimidated victims, survivors and witnesses of crime Outline the role of organisations, frameworks, structures and policies that exist for individuals and witnesses 1.1 describe the organisations and their respective roles in relation to victims and witnesses 1.2 describe the legislation, guidelines of good practice, charters and service standards which benefit and protect victims and witnesses Suggested topics for the learning programme Relevant codes of practice eg. Home Office Code of Practice for Victims of Crime 2006 Relevant organisations: o Witness Care Unit o Crown Prosecution Service o Youth Offending Team o National Offender Management Service o CICA 146 Level 3 Certificate in Community Justice (7499-01)

Unit 026 Outcome 2 Working with vulnerable or intimidated victims, survivors and witnesses of crime Identify and explain factors which may contribute to an individuals vulnerability and describe the types of support to which they may be entitled 2.1 state victims and witnesses who are considered as vulnerable 2.2 explain what support might be available, including entitlement to special measures and how this can be accessed or arranged Suggested topic for the learning programme Needs of victims or witnesses who may be considered vulnerable as a consequence of o victims of domestic violence o people under 17 o mental disorder o learning disability o physical disability o repeat victimisation o fear of crime Support mechanisms including o Victim Support o the Witness Service o child protection agencies o specialist agencies covering : domestic violence, rape, race, mental health, learning disability, gays and lesbian Entitlement to special measures under civil and criminal law such as: TV screens, safe waiting areas, use of interpreters Level 3 Certificate in Community Justice (7499-01) 147

Unit 026 Outcome 3 Working with vulnerable or intimidated victims, survivors and witnesses of crime Describe how to establish an effective working relationship with victims or witnesses when preparing for and supporting them during judicial and legal proceedings 3.1 describe how to establish and develop relationships with witnesses and their associates 3.2 explain the different processes in criminal and civil proceedings Suggested topics for the learning programme Professional boundaries and managing emotional attachment Communication skills Possible reactions of victims and witnesses in the course of proceedings: anger disappointment and grief The impact of crime on individuals including: need for protection, recognition, respect, information and confidentiality Layout of the court room and the roles and responsibilities of those in the court room 148 Level 3 Certificate in Community Justice (7499-01)

Unit 027 Establishing support relationships with victims, survivors and witnesses of crime Rationale This unit will help candidates understand the importance of establishing and maintaining support relationships with victims, survivors and witnesses. It also considers the different stages of recovery from the effects of crime and the importance of closure. Learning outcomes There are three outcomes to this unit. 1 describe how to establish a support relationship which encourages an individual to express their concerns 2 describe the range of support services and facilities available and how these can be accessed 3 describe the different stages of recovery and how this affects the support relationship Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full or a part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Community Justice, units o BE2, BE5, BE3, DE1, DE2, DE3, GA1, AA1, DE5 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 149

Unit 027 Outcome 1 Establishing support relationships with victims, survivors and witnesses Describe how to establish a support relationship which encourages an individual to express their concerns 1.1 explain how a support relationship can encourage an individual to express their concerns 1.2 describe the professional boundaries of the support relationship Suggested topics for the learning programme How to create an appropriate environment The limits of the support relationship Agency policies and procedures about confidentiality and disclosure to third parties Legislation governing the protection of data and confidentiality Managing expectations Principles of equality, diversity and anti-discriminatory practice 150 Level 3 Certificate in Community Justice (7499-01)

Unit 027 Outcome 2 Establishing support relationships with victims, survivors and witnesses Describe the range of support services and facilities available and how these can be accessed The candidate will be able to 2.1 describe the types of support that individuals may require 2.2 list the range of services that are available 2.3 outline how services can be access by individuals Suggested topics for the learning programme Making a realistic and accurate assessment of the requirements of an individual How to access legal advice How to assess needs and determine the need for service The importance of guarding against the effects that stereotyping and discrimination may have when assessing needs for services The different support agencies including o Victim Support o The Witness Service o Children s Services o Specialist support agencies such as those dealing with: domestic violence, rape, race, mental health, physical and learning disability, gay and lesbian issues. Level 3 Certificate in Community Justice (7499-01) 151

Unit 027 Outcome 3 Establishing support relationships with victims, survivors and witnesses Describe the different stages of recovery and how this affects the support relationship The candidate will be able to 3.1 describe how individuals can be supported in considering the impact of crime on their lives 3.2 describe the potential for disparity between the expectations of the individual and what is available and how this should be managed 3.3 describe how to move towards closure of a support relationship Suggested topics for the learning programme The psychological, social impact of crime on the individual and their family Practical steps in managing the experience including: home security and safety, work, family responsibilities and relationships Factors which affect how individuals react to and recover from their experience How to apply for criminal injuries compensation 152 Level 3 Certificate in Community Justice (7499-01)

Unit 028 Engaging children and young people in positive activity Rationale The aim of this unit is to provide an understanding of the activities that can be engaged in with children and young people. This will include a range of activities and interventions for maximising the potential of learning opportunities which arise in the daily routine, in order to help children and young people express, discuss and control their feelings and to develop emotionally and socially. Learning outcomes There are three outcomes to this unit. 1 identify a range of positive activities and their rationale for children and young people 2 plan and set up positive activities for children and young people 3 evaluate the effectiveness of using positive activities with children and young people Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Youth Justice, units o A403, A404, A410, A504, A508, B202 N/SVQ in Youth Justice, units o EC2, EC4, EC5, EC7, GC2 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 153

Unit 028 Outcome 1 Engaging children and young people in positive activity Identify a range of positive activities and their rationale for children and young people 1.1 identify a selection of activities which might be used for therapeutic purposes 1.2 identify a selection of activities which might be used for developmental purposes 1.3 identify a selection of activities which might be used for educational purposes 1.4 identify a selection of activities which might be used for diversionary purposes 1.5 describe the rationale for using selected activities to influence problematic behaviour or enhance opportunities for children and young people Suggested topics for learning programme Therapeutic activities such as cognitive behaviour programme, relaxation programmes, drama or art therapy Developmental activities such as sensory stimulation, exercise, structured play or discussion Educational activities such as use of ICT, cultural events, health and personal care or alternatives to school attendance Diversionary or recreational activities such as sport, hobbies or crafts or work experience Research and practice guidance on the value of positive activities The impact which cultural, social and developmental factors may have on the suitability of different activities Range Individual and group activities 154 Level 3 Certificate in Community Justice (7499-01)

Unit 028 Outcome 2 Engaging children and young people in positive activity Describe how to plan and set up positive activities for children and young people 2.1 describe assessment processes in the selection of activities 2.2 describe what is required to create a safe and suitable environment for activities 2.3 identify the resources required for the selected positive activities 2.4 explain the role of contracts and the importance of setting boundaries 2.5 describe the importance of modelling behaviour which promotes pro-social behaviour by children and young people Suggested topics for learning programme: Good practice in assessment, including the evaluation of risks and benefits The relationship between physical, social and psychological development and the assessment of ability to participate in activities The social psychology of groups and the operation of group dynamics Legal and organisational requirements concerning participation of children and young people in activities, including Health and safety requirements The impact of special needs and differing abilities and what adaptations can be made The different equipment and materials associated with selected activities The management of group dynamics, including communication and control techniques and setting boundaries Demonstrating pro-social modelling when engaging in positive activities with children and young people Range Individual and group activities Level 3 Certificate in Community Justice (7499-01) 155

Unit 028 Outcome 3 Engaging children and young people in positive activity Evaluate the effectiveness of using positive activities with children and young people 3.1 monitor, observe and record the activity undertaken 3.2 identify the criteria for evaluating the effectiveness of positive activities 3.3 describe methods of evaluation Suggested topics for learning programme: Agency policies on records of contact The range of methods for observing and assessing children and young people s behaviour and responses Methods of evaluation The impact of culture, gender and social influences on the participation of children and young people Criteria for identifying risks, benefits and success in evaluating the effectiveness of positive activities How to record and report signs and symptoms of possible abuse when observing children and young people How to give feedback to children and young people Range Individual and group activities 156 Level 3 Certificate in Community Justice (7499-01)

Unit 029 Introduction to effective practice in youth justice services Rationale This unit aims to introduce the candidate to the concept of effective practice in youth justice. Effective practice is defined as accepted best practice informed by research, national standards and existing legislation. The unit includes a basic overview of the range of interventions that are used within Youth Justice and a consideration of the common principles which underpin effective practice within a range of specialist or service contexts. The unit also considers the significance of working with families, carers and others in addressing offending. For candidates in England and Wales this unit reflects the practice guidance implemented by the Youth Justice Board through the guidance documents, the key elements of effective practice. Learning outcomes There are four outcomes to this unit. 1 identify the range of interventions commonly employed in working with young offenders 2 demonstrate the importance of assessment and planning in youth justice practice 3 describe principles which underpin effective practice within a selection of specialist or service contexts 4 explain the significance of working with families, carers and others to address problematic behaviour in children and young people Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Youth Justice, units o A203, A207, A401, A402, A406, A407, A408, A409, A411 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. Level 3 Certificate in Community Justice (7499-01) 157

Unit 029 Outcome 1 Introduction to effective practice in youth justice services Identify the range of interventions commonly employed in working with young offenders 1.1 identify the key youth justice organisations and agencies that operate within their area 1.2 describe the process that should be followed following a young person s arrest by police 1.3 outline the range of interventions that exist to work with young people at risk of offending 1.4 explain how the rights, needs and responsibilities of the young person are balanced with the perspectives and rights of victims in the interventions described above Suggested topics for learning programme The agencies that work o in the prosecution and administration of youth justice, including court s and hearings o to manage problem behaviour and supervise young people in the community o in restorative justice o in custodial settings The function of services to divert young people from prosecution The range of measures available pre-court or as an alternative to a court appearance The range of interventions that work with young offenders in the community through sentences, orders and agreements The range of measures available to tackle anti-social behaviour Custodial outcomes The concepts that underpin youth justice practice: o swift administration of justice o proportionality o welfare of children o partnership working Range Statutory and non-statutory agencies, either in England and Wales, or in Scotland or Northern Ireland 158 Level 3 Certificate in Community Justice (7499-01)

Unit 029 Outcome 2 Introduction to effective practice in youth justice services Describe the importance of assessment and planning in youth justice practice 2.1 identify the type and sources of information that might be taken into account in making assessments of young people 2.2 identify guidelines for good practice in assessment 2.3 explain how to use the information from assessments to plan interventions 2.4 explain how to review plans and what factors are taken into account. Suggested topics for learning programme The sources and range of information used in making assessments Factors in communication with young people Protocols on gathering, recording and sharing information The factors which may influence offending by young people The methodologies used to evaluate risk of harm and predictive features in offending The factors considered in selecting interventions The legislation and policy that creates interventions in youth justice What is considered best or effective practice in assessment and planning Range Statutory and non-statutory agencies either in England and Wales, or in Scotland or Northern Ireland Level 3 Certificate in Community Justice (7499-01) 159

Unit 029 Outcome 3 Introduction to effective practice in youth justice services Describe the principles which underpin Effective Practice within a selection of specialist or service contexts in youth justice 3.1 describe the main approaches to managing problem behaviour by children and young people in youth justice 3.2 identify principles behind work in restorative justice and reparation 3.3 describe the effective use of evidence-based practice in one aspect of work within youth justice Suggested topics for learning programme Research and guidance that have informed the approaches of agencies working in youth justice The principles and approaches adopted by those working in restorative justice What is understood by evidence-based practice in a selected discipline The importance of using evidence from research about what is effective Methods for monitoring and evaluating practice Range Statutory and non-statutory agencies either in England and Wales, or in Scotland or Northern Ireland 160 Level 3 Certificate in Community Justice (7499-01)

Unit 029 Outcome 4 Introduction to effective practice in youth justice services Explain the significance of working with families, carers and others to address problematic behaviour by children and young people 4.1 describe the importance of involving parents and carers in managing problem behaviour by children and young people in youth justice 4.2 state the principles supporting parenting work in youth justice 4.3 relate the application of evidence-based practice to work with parents and carers Suggested topics for learning programme Research which has informed the approaches of agencies working with parents and carers in youth justice How parenting is one of the key risk/protective factors in relation to offending or problem behaviour in young people What is understood by parenting The supports and strategies available for working with parents and carers Guidelines on use of evidence-based practice Range Birth parents, foster parents, adoptive parents, guardians and other carers Level 3 Certificate in Community Justice (7499-01) 161

Unit 030 Working with children and young people in secure environments Rationale The aim of this unit is to enable the candidate to understand the impact of a secure environment on children and young people, including potential risks to their health and development. It considers how these risks can be managed to ensure safety and security of children and young people and staff whilst promoting positive behaviour and development. The unit also looks at support for children and young people whilst they are in secure environments and preparation for successful return to the community. Learning outcomes There are three outcomes to this unit. 1 explain the potential impact of the secure environment on children and young people 2 describe how to support children and young people and facilitate positive behaviour within a secure environment 3 describe how children and young people can be helped to prepare for their return to the community Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Youth Justice, units o A205, A410, A501, A502, A503, A504, A505, A508, B105,B207, B305, Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. 162 Level 3 Certificate in Community Justice (7499-01)

Unit 030 Outcome 1 Working with children and young people in secure environments Explain the potential impact of the secure environment on children and young people 1.1 identify the potential impact of the secure environment for the child or young person 1.2 identify potential risks to the child or young person s health and well-being as a result of containment in a secure environment 1.3 describe the potential impact on relationships and the ability to form relationships Suggested topics for learning programme The psychological and physical impact of loss of liberty and confinement The effects of confinement on the social and emotional development of children and young people Group dynamics and social behaviour of children in residential environments, including the incidence of bullying and self-harm The nature and indications of risk to health and well-being, including the incidence of bullying and self-harm The interrelationship between the psych-social history of a child or young person and the impact of secure environment on relationships Level 3 Certificate in Community Justice (7499-01) 163

Unit 030 Outcome 2 Working with children and young people in secure environments Describe how to support children and young people and facilitate positive behaviour within a secure environment 2.1 explain the rights of children and young people in secure environments 2.2 explain what is required to maintain a safe environment for a child or young person in a secure environment 2.3 describe strategies to manage aggressive behaviour in children and young people within secure environments 2.4 describe strategies for encouraging children and young people to recognise and take responsibility for their own behaviour and actions 2.5 explore the role and responsibilities of staff in secure environments in modelling pro-social behaviour 2.6 describe strategies to promote the maintenance of relationships with parents, carers and significant others Suggested topics for learning programme Legislation and policy on detention of children and young people, safe-guarding children and human rights Management of the physical environment Approaches to anger management and aggression control The use of control and restraint and the impact on children and young people s behaviour Effective practice and evidenced-based approaches to challenging problem behaviour in children and young people The effectiveness of pro-social behaviour modelling Strategies to promote the maintenance of relationships with parents, carers and significant others 164 Level 3 Certificate in Community Justice (7499-01)

Unit 030 Outcome 3 Working with children and young people in secure environments Describe how children and young people can be helped to prepare for their return to the community 3.1 identify the actions needed to prepare the child or young person for their return to the community 3.2 develop a plan for the child or young person s resettlement Suggested topics for learning programme Factors to be considered in assessment of progress and development during detention Agencies and parties involved in planning return to community Statutory requirements in planning return to the community Planning and implementing a planned return to the community Level 3 Certificate in Community Justice (7499-01) 165

Unit 031 Harm reduction in the context of substance misuse Rationale This unit aims to provide candidates with an overview of the potential harm to the client, the worker and to others as a result of substance misuse. It provides an indication of actions to be taken to identify the risk of harm, how to reduce the risk and how to support client to stabilise and address their misuse of substances. Learning Outcomes There are three outcomes to this unit. 1 describe what is meant by harm reduction in the context of substance misuse 2 describe what action can be taken to reduce risk and promote stability 3 describe the processes and activities that promote the maintenance of stable conditions Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full or a part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: DANOS, units o BD3, AH9, AB2, AH3, AD4, BD3, AJ1 Assessment and grading This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. 166 Level 3 Certificate in Community Justice (7499-01)

Unit 031 Outcome 1 Harm reduction in the context of substance misuse Describe what is meant by harm reduction in the context of substance misuse The candidate will be able to 1.1 define harm reduction in the context of substance misuse 1.2 describe the types of harm that may be caused to the individual 1.3 describe the harm that may be caused to others by the individual s use of substances Suggested topics for the learning programme Definition of harm reduction Risks associated with modes of usage Risks associated with environments where drugs/alcohol are used Risks from different levels and patterns of drug/alcohol use Actual or potential harm caused the transmission of blood borne diseases The actual or potential consequences of substance misuse for the wider community including : increased offending, environmental concerns (needle disposal), spread of disease Health and hygiene risks that may pose a threat to individuals and key people in the work place Level 3 Certificate in Community Justice (7499-01) 167

Unit 031 Outcome 2 Harm reduction in the context of substance misuse Describe what action can be taken to reduce risk and promote stability The candidate will be able to 2.1 use assessment of individuals to establish level of potential harm and risk and to develop an action plan 2.2 provide information to individuals about harm reduction 2.3 describe organisational protocols relating to harm reduction Suggested topics for the learning programme Harm reduction and minimisation techniques Risks involved with substance misuse both short and long term including o overdose o dependence o associated health risks Sources of advice and information Policies and procedures relating to safer use of drugs and drugs paraphernalia Health and Safety procedures Dealing with the disposal of hazardous waste Health promotion strategies relating to harm reduction Range Substance misusers, families and the wider community 168 Level 3 Certificate in Community Justice (7499-01)

Unit 031 Outcome 3 Harm reduction in the context of substance misuse Describe the processes and activities that promote the maintenance of stable conditions The candidate will be able to 3.1 describe different interventions and ways in which they support individuals 3.2 describe harm reduction strategies that can be adopted in relation to a range of activities Suggested topics for the learning programme Reasons why individuals decide to reduce or cease substance use Different services that are available to address substance misuse: preventative, treatment and support How harm reduction advice is integrated into all tiers of structured drug treatment Forms of cleanliness and the links between them and harm reduction Legislation relating to the supply and use of substances including particular groups (eg. children) Legislation and policies on the storage and use of substances Resources to support the user in controlling and minimising risks including o supply of syringes o accommodation o rehabilitation centres o individual rights in making decisions about health and the right to ignore advice Level 3 Certificate in Community Justice (7499-01) 169

Unit 032 Working with children and young people affected by substance misuse Rationale This unit is intended to describe the supporting structures and principle approaches of work with children affected by substance misuse. Although some of the structures and processes described might be similar to those in place for working with adults affected by substance misuse some provision has to be specifically tailored to the needs and context of children and young people. The unit will cover the structures policies and resources which support work with children and young people, the risk and protective factors which need to be understood in order to assess the impact of substance misuse and the implications for planning interventions. Learning outcomes There are three outcomes to this unit. 1 state the factors, both positive and negative that might impact on children and young people at risk of substance misuse 2 describe the range of services and interventions which might be accessed by children and young people affected by substance misuse 3 assess and plan for interventions with children and young people affected by substance misuse Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis. Connections with other qualifications This unit contributes towards the knowledge and understanding required for the following: N/SVQ in Youth Justice, units o B801, B802, B804 Drugs and Alcohol National Occupational Standards o AF1, AF2, GE1, GE6, GE9, GE10 Connections with other qualifications This unit will be assessed by an assignment to be set by City & Guilds and marked by the assessment centre. This will be graded as either pass or fail. 170 Level 3 Certificate in Community Justice (7499-01)

Unit 032 Outcome 1 Working with children and young people affected by substance misuse State the factors, both positive and negative that might impact on children and young people at risk of substance misuse 1.1 identify a range of risk factors which are associated with substance misuse in children and young people 1.2 identify a range of protective factors which are associated with managing substance misuse in children and young people Suggested topics for learning programme The relationship between physical, social, and psychological development in children and young people and their risk of substance misuse The implications of the social history of the child or young person, including experiences of abuse or care or early trauma The relationship between parental substance misuse and patterns of misuse in children and young people Street culture and peer influences Environmental and economic factors associated with substance misuse in children and young people Protective factors which can influence response to interventions Range Prescribed and non-prescribed substances Drugs and alcohol Level 3 Certificate in Community Justice (7499-01) 171

Unit 032 Outcome 2 Working with children and young people affected by substance misuse Describe the range of services and interventions which might be accessed by children and young people affected by substance misuse 2.1 identify a range of agencies working with children and young people affected by substance misuse 2.2 identify a range of approaches and interventions for children and young people with substance related needs 2.3 describe the legal and policy frameworks which support work with children and young people affected by substance misuse 2.4 explain how provision of services within agencies might be tailored towards the needs of children and young people Suggested topics for learning programme Agencies working with children and young people affected by substance misuse, and how they relate to other agencies working with children and young people (eg. health, education and youth justice) An overview of treatment approaches and interventions for children and young people with substance related needs The risks and benefits inherent in potential courses of action, including implications of any sentences or court orders The legal and policy frameworks which support work with children and young people affected by substance misuse, including those in respect of safeguarding children, including government strategy Protocols relating to information sharing, confidentiality and joint working between different services Research into the effectiveness of substance use agency s service to children and young people Range Statutory and voluntary National and local 172 Level 3 Certificate in Community Justice (7499-01)

Unit 032 Outcome 3 Working with children and young people affected by substance misuse Assess and plan for interventions with children and young people affected by substance misuse 3.1 identify information to be considered prior to interviewing a child or young person 3.2 identify the information required from the child or young person in relation to their personal history and use of substances 3.3 explain the role of a drugs worker in assessment, and the roles, responsibilities and consents that might be involved in engaging others in the process 3.4 identify the range of different substances available to the child or young person and recognise what effects they may have on the body 3.5 analyse the reasons why children and young people use the substances that they use 3.6 draw up a realistic and achievable plan for children and young people to access and use substance use services Suggested topics for learning programme The sources and range of information that should be gathered prior to conducting an interview with a child or young person, including information on parents, carers, and any known history of substance misuse The information required from the child or young person in relation to their personal history and use of substances, including types of substances and methods of use Agency and good practice protocols for assessment The nature and effects of different substances that may be available The risks associated with different methods of substance misuse Research into patterns of substance misuse in children and young people, including reasons or motivation for engaging in substance misuse Effective practice in planning interventions Range Prescribed and non-prescribed substances Drugs and alcohol Level 3 Certificate in Community Justice (7499-01) 173

9 Assignments 174 Level 3 Certificate in Community Justice (7499-01)

Assignment 001 Orientation to community justice This assignment is designed to assess all outcomes of this unit. Outcome 1 Outcome 2 Outcome 3 identify the roles and responsibilities of key organisations working within community justice describe the influence of legislation and policy on community justice practice identify a range of agency structures, functions and approaches within community justice The following case study relates to people who may come into contact with different agencies, organisations and services across the community justice sector. Use this case study to assist you to complete your assignment where relevant or draw upon your own knowledge of community justice agencies. Case study Jason is 17yrs of age, and has been arrested for shoplifting from the local small newsagents, where he has been abusive and aggressive to the Asian owner. Jason has used cannabis in the past and has experimented with other recreational drugs such as ecstasy and magic mushrooms. However he has now progressed onto crack and this is what has influenced his behaviour and also his offending. The gang that Jason hangs out with have been causing a nuisance in the area and was impacting on Jason s parents and their neighbours. They have used a disused house on the estate as a base for their drug taking and as a temporary home for some of the gang. Jason frequents this squat to engage with smoking crack, and hang out with his mates. Jason s parents and others are reluctant to let younger children walk to school alone as the route taken would involve passing the house. Jason managed to obtain some qualifications before leaving school; he has bouts of showing he has potential, and seems quite bright. He is very creative and can play the guitar and keyboards, but since taking crack he has not engaged in any of this. He is unemployed and has never attempted to get a job as he feels it is pointless. Task A Using your agency/organisation or work placement as an example, explain their aims and objectives and describe how Jason or a typical service user might come into contact with the agency. Task B 1 From the scenario, identify two other key organisations that work within the community justice sector that might have involvement with Jason a b c What are their roles and responsibilities generally? What would be their role in the scenario? How might these organisations work in partnership with other to address issues raised in this scenario? Level 3 Certificate in Community Justice (7499-01) 175

2 Identify and briefly outline two national policies/pieces of legislation which impact on these two community justice organisations. Task C How may the interests of victims (the shopowner, the parents, other residents of the estate) be served by two of the community justice agencies? 176 Level 3 Certificate in Community Justice (7499-01)

Assignment 002 Orientation to drug and alcohol services This assignment is designed to assess all outcomes of this unit Outcome 1 Outcome 2 Outcome 3 identify the key agencies and types of organisation that form the drug and alcohol sector and describe their key functions describe the influences of legislation and policy on the work of organisations and services in the sector describe the services and interventions that are available to those affected by substance misuse The following case study relate to an individual who may come in contact with different agencies, organisations and services across several sectors including the community justice sector. Case study Michael is 21yrs old and has approached your agency or placement as a self referral. Michael is a poly drug user; his main drugs of choice are heroin and crack, but he also uses alcohol, tobacco and cannabis from time to time. He has come to your agency seeking help as his current partner with whom he has just had a baby has told him he cannot live with her anymore until he addresses his drug use. Michael has been experimenting with drugs since he was 15 years old and in the last two years his drug use has become more serious since adding crack to his drug of choice. In the past Michael has been arrested for drug related offences such as shoplifting and burglary. He has been in prison both as a young offender and as an adult. However he has been trying to go straight for the sake of his new family. Currently he is living with his mate, sleeping on the settee; however his mate is also a user so this is not the best solution. His parents don t want to know him due to his past history. He did have a job after coming out of prison in the building trade and also has a qualification as a fork lift Truck Driver. Michael is now very keen to seek rehabilitation as he is very fond of his girlfriend and loves the baby dearly and desperately wants to try to get off the drugs and get a job, so he will be able to provide for his new family. Task A 1 Describe the different pathways that might enable Michael to access treatment/interventions for his substance misuse 2 What choices/options would be open to him in contacting agencies? 3 How you would explain to Michael what is provided in each tier of service (you may wish to do so via a flow chart)? Level 3 Certificate in Community Justice (7499-01) 177

4 How might specialist treatment /support agencies relate to other services in community justice, or health and social care, in the management of this case? Task B Select two different organisations or agencies providing drug and alcohol services that might work with someone in Michael s situation. 1 What are the primary pieces of legislation or national policy that affect the work of the organisations? 2 How are the services evaluated? 178 Level 3 Certificate in Community Justice (7499-01)

Assignment 003 Inter-agency working This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 Outcome 4 identify legislation, organisational policies and procedures that apply to joint work with other agencies explain the processes and skills that contribute to effective inter-agency working explain the principles and benefits of, and the factors which might hinder joint and inter-agency working arrangements illustrate the importance of clarifying roles and responsibilities in developing effective inter-agency working arrangements Task A Prepare a presentation with full presenter s notes, to last no more than 30 minutes for a group of colleagues (or fellow students) which describes the importance of inter-agency working to your own organisation (or one with which you are familiar). You will be required to present a five-minute section of your presentation as part of this assessment. (Please note, it is the content of the presentation that will be assessed, not the quality of the visual aids) Your presentation should include: 1 A short introductory statement of the aims and objectives of one chosen agency or organisation including: a reference to the area of community justice in which it sits b an indication of where.this agency interacts with other agencies in pursuit of these aims and objectives c any legislation that relates to that interaction or partnership arrangement 2 With reference to the models of inter-agency working, describe the communication and decision making processes of the agency; draw attention to how the chosen agency might influence policy or processes within identified partner agencies 3 Identify a member of staff who has a key role in inter-agency working (this might include you) and outline their responsibilities/interaction in the inter-agency/partnership arrangement 4 An explanation of why inter-agency working is important and an indication of: a at least three major benefits of partnership working with other agencies and organisations for the chosen agency and its clients b at least three difficulties that can be encountered in joint working arrangements c two examples of different processes which support effective working together. Level 3 Certificate in Community Justice (7499-01) 179

Assignment 004 Ethics, values and diversity This assignment is designed to assess all outcomes of this unit Outcome 1 Outcome 2 Outcome 3 Outcome 4 describe how ethics and values based on concepts of equality and respect underpin work in community justice explain how inequality and discrimination might affect individuals, groups, communities and society as a whole demonstrate the significance of personal values and attitudes in ethical practice and how these may contribute to organisational culture and practice state the responsibilities of organisations to work ethically, promote equality and value diversity The following three case studies relate to individuals who may come in contact with different agencies, organisations and services across the community justice sector. Use these case studies to complete your assignment. Case study 1 Greg has cerebal palsy. He uses a wheelchair to travel the short distance from his flat to his work as a Legal Executive in a local firm of solicitors. His route takes him through a local park and recently, he has found that his route has been impeded because the pathways have been blocked by tree branches and plants scattered by vandals. On two occasions, he has been accosted by a group of young girls who have made fun of him, calling him names. Greg has worked in the same office for ten years. During this time he has observed several ableboded colleague progress to become Probation Officers. He has discussed his career prospects with his line manager and has been told that to become a Probation Officer he will need to apply to be a Trainee Probation Officer which involves attendance at an assessment centre where written work will be assessed. Greg has asked for time to attend college in order to improve his writing skills, however his manager has said that his current skills are OK and that he will have to attend college in his own time. Greg would need assistance to travel the twenty miles to the nearest college providing the course that he requires. Case study 2 Sean is aged16 and has been living in a squat for the last six months after being 'thrown out' by his foster parents. He has been in trouble with the police several times, mostly for minor offences such as shoplifting and vandalism. He is of mixed race and his parents split up when he was quite young, his mother re-married and neither she or any of his natural family have had contact with him for several months. He was often in trouble in school and was permanently excluded in year 11, which meant that he left school without sitting any exams. He is a bright boy but struggled in the classroom. His last school report suggested that he was capable of passing in several subjects but did not show effort, one teacher thought he should be tested for dyslexia. In recent months John has been using drugs regularly and he is now appearing in a youth court for attempting to steal a computer from a large house within its own grounds. 180 Level 3 Certificate in Community Justice (7499-01)

He has not shown any remorse saying, 'they have loads of money and anyway, they'll get it all back from the insurance'. His foster parents do not want him back, saying drug use was the final straw Case study 3 Saira is a 16-year-old Muslim girl who has complained of being attacked and indecently assaulted by a boy at her school. She lives at home with her parents and two older sisters. The attacker taunted Saira you and your kind should go back to where you belong, and shouted 'what have you got to hide behind that scarf? Saira was obviously very upset when she reported the attack to the headmistress and whilst her parents are concerned, they are also afraid that if she makes a formal complaint to the police, it will cause trouble against the family and the local Muslim community. They are also afraid that Saira will be seen as a 'bad girl' and that her prospects of marriage to a 'suitable young man' may be affected. Task A Using all three case studies, describe how different perceptions and prejudices have adversely affected Greg, Sean and Saira. Briefly describe how discrimination and prejudice are operating in each case. Task B 1 Using Case study 3 explain what legal/policy responsibilities agencies in the community justice sector have towards Saira 2 Identify action that agencies in the Community Justice sector might take to support Saira and her family and to address the issues of fear or retaliation and racism in the local community Task C Explain how personal values and attitudes might be seen to contribute to group and organisational culture in your agency or place of work. Level 3 Certificate in Community Justice (7499-01) 181

Assignment 005 Employment rights and responsibilities within the community justice sector This assignment is designed to assess all outcomes of this unit Outcome 1 Outcome 2 Outcome 3 Outcome 4 describe how the rights of individuals, organisations and the public are protected by employment legislation explain how agency policies and procedures define the responsibilities of the employer and the employee identify sources of advice and guidance on employment issues describe how to maintain and develop their own knowledge and skills as part of professional development Task A Using your own organisation/agency or one with which you are familiar, identify at least four aspects of relevant employment law which applies to it (using the legislation that applies to the country in which you are based), with a brief overview of the aims of that legislation. Task B Prepare a brief report on the organisation/agency s employment policies and practices in relation to: 1 health and safety 2 health and absence for sickness 3 anti-bullying and harassment 4 equality and diversity 5 supervision and appraisal 6 data protection and confidentiality How are the respective roles and responsibilities of the employer and employee defined in the policy? Task C Describe the process that should be followed in the event of a disciplinary action being taken against an employee working in the organisation/agency with which you are familiar. What internal and external sources of support or information might be available to them? Task D Using the same organisation/agency and taking one job role with which you are familiar, produce a brief summary (in the form of a diagram or a flow chart) of: 1 Entry requirements, including relevant experience 2 Qualifications relevant to the job 3 Career development and progression opportunities both inside and outside the organisation 4 Sources of advice and guidance for career development. 182 Level 3 Certificate in Community Justice (7499-01)

Assignment 006 Principles and structures of community safety and crime reduction This assignment is designed to assess all outcomes of this unit Outcome 1 Outcome 2 Outcome 3 Outcome 4 describe the impact of crime on the community and the importance of addressing crime reduction describe how public perceptions about crime and community safety are formed and influenced describe the key legislation relating to community safety and crime reduction and the roles and responsibilities of key organisations involved in crime reduction describe the purpose of community safety audits and the rationale behind community safety plans Task A Either prepare a presentation with notes or produce a brief resource file of information about at least five key partner organisations/agencies involved in your local community safety/crime reduction partnership. For each organisation/agency include: 1 structure 2 primary responsibilities 3 actual or potential contribution to community safety locally. Note: The format of the resource file should be as simple and easy to follow as possible. Two examples of tables are provided on the following pages, which you may wish to use as templates to help you present your information. You may use either of these, or you may prefer to develop your own presentation style. The use of bullet points to outline your answers is acceptable. Level 3 Certificate in Community Justice (7499-01) 183

Template 1 Name of organisation Structure Primary responsibilities Contribution to local community safety (state whether actual or potential) 184 Level 3 Certificate in Community Justice (7499-01)

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Template 2 Name of organisation Structure (flow chart) Primary responsibilities Contribution to local community safety (state whether actual or potential) 186 Level 3 Certificate in Community Justice (7499-01)

Assignment 006 Principles and structures of community safety and crime reduction Task B Either Write an article for your local community newspaper or Produce a presentation aimed at a local community group or network Outlining the work of your local community safety/crime reduction partnership. The article/presentation should include: 1 general introduction describing some public perceptions and stereotyping in relation to the level and impact of crime in the local community, and how media reporting can affect these perceptions. Explain why it is important to engage with and consult communities about crime reduction 2 the role and objectives of the local community safety/crime reduction partnership, its origin (including reference to relevant legislation) and how it seeks to promote equality and social inclusion 3 two activities that your local community safety/crime reduction partnership is engaged in to reduce crime and the fear of crime for at least two different vulnerable groups within your community 4 how these activities take into account the impact of crime on victims, and their rights. 5 how the effectiveness of the activities described above will be evaluated and why this is important. Task C Produce a plan indicating the key activities involved in carrying out a community safety audit. Include in your plan how each of the five agencies identified in Task A could contribute to the audit process. Begin the plan with a brief introduction explaining how the audit informs the development of a community safety/crime reduction action plan, the relationship with strategic planning and the importance of evaluating the effectiveness of implementation. Conclude the plan by identifying two methods that could be used to evaluate its effectiveness. You may present the information for this task in the form of a table and/or bullet points. Level 3 Certificate in Community Justice (7499-01) 187

Assignment 007 Engage and consult with communities, networks and community groups This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 explain the importance of gathering information to profile local communities and methods of doing this Describe the concepts and processes for community engagement describe the benefits that can be derived from engaging communities in addressing issues which affect community safety and social exclusion Task A Produce a short plan to show how you would engage with a specific community in which you are involved, including community groups, (including the hard to reach groups). You should include in your plan: 1 a brief introduction explaining a the rationale for community engagement b why it is important to establish and maintain relationships with community agencies and groups when considering community safety issues c the benefits of engaging communities in addressing issues which affect community safety and social inclusion 2 why it is important to gather information to profile local communities and which components you would select 3 sources of information that will help to define the profile of the local community you would select in defining a profile 4 factors that might contribute to social exclusion in this community, and how these factors can contribute to the occurrence of crime and anti-social behaviour 5 ways in which relationships with community agencies and groups can be established and maintained 6 two selected groups of people within the community with which it could be described as critical to engage, and methods you could use to consult with them about their concerns 7 ways in which to develop and maintain effective communication with these groups, together with an explanation of why it is important to base relationships and consultation on ethical principles including equality and Human Rights 8 how the two selected groups could be encouraged to actively participate in addressing issued of concern 9 how community safety could be seen as a vehicle for further community development 188 Level 3 Certificate in Community Justice (7499-01)

Assignment 008 Assessing substance misusers This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 identify and describe the purpose of substance misuse assessment recognise the content and context of substance misuse assessments outline the key activities during the assessment process Task A Prepare a presentation for a group of volunteer workers that explains the purpose of carrying out different levels of assessment for clients. Include in your presentation: 1 a A brief description of the screening and referral assessment. b three types of service who are required to carry out this level of assessment c three problem areas on this assessment which would indicate the need for a referral to a substance misuse specialist agency 2 a A brief description of a Triage Assessment b three risk factors that might be uncovered on this assessment c For each risk factor identify potential response options 3 a A brief description of a Comprehensive Substance Misuse Assessment b the four key areas which are assessed during this assessment c For each area identify one potential issue which may be uncovered and explain how this may benefit the client s treatment programme 4 Which agencies in your areas would carry out Triage Assessment and Comprehensive Substance Misuse assessments 5 a Three reasons why it is important to involve the individual in the assessment process b three environmental factors and three personal factors that would need to be taken into account when delivering an assessment with a client 6 Other than the client, two other sources of information that might be relevant to an assessment Your presentation may be in the form of an information note or a presentation with appropriate visual aids. NB it is the content of the presentation that will be assessed, not the quality of your visual aids Level 3 Certificate in Community Justice (7499-01) 189

Assignment 009 Support and interventions for substance misusers This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 support individuals who use substances and those who wish to reduce or cease using describe the range of support services and facilities that are available to individuals explain models of intervention that may be used This assignment is designed to assess all outcomes of the unit Case study Yasmin has been misusing substances for over five years. She has now been arrested. The custody sergeant at the police station has referred her to the police doctor who considers a need for specialist support. Yasmin has agreed to an initial assessment. Task A Using either a case with which you are familiar or the brief scenario depicted above, nominating an identified substance and using the structures within the agency with which you are familiar: 1 An assessment has been carried out. What might be the critical issues in gauging what support is required for Yasmin? 2 Suggest what would be important to consider in securing the client s engagement and what interpersonal skills are needed by the worker in this process 3 Identify potential motivation for reduction or cessation of substance usage 4 What factors might impinge on motivation to engage? 5 Describe the range of interventions that might be made available 6 Identify the criteria that you would use to recommend the most appropriate form of intervention in this case. 7 Explain why it might be important to engage an individual s family/significant others in the process of establishing appropriate interventions 8 Identify what additional support services might be useful Task B List two other models of interventions that could be used to help substance misusers and identify the main objectives and benefits of each. 190 Level 3 Certificate in Community Justice (7499-01)

Assignment 010 The impact of crime on victims, survivors and witnesses of crime This assignment is designed to assess all the outcomes in this unit Outcome 1 Outcome 2 Outcome 3 Outcome 4 describe the range of crimes that people may experience describe the range of effects that crime may have on individuals and factors that may affect this identify the different agencies that work with victims, survivors and witnesses of crime describe the criminal justice and social processes that may result from the experience of being a victim, survivor or witness of crime Case study Winifred Thomas is an eighty seven year old lady who has been living alone in her bungalow home for about twenty years, following the death of her husband Bert. Winifred and Bert were married for thirty five years when Bert died as the result of a hit and run incident, while he and Winifred were crossing the road. The driver of the vehicle, a newly qualified seventeen year old, was caught and went to court. Winifred felt at the time that the driver should have gone to jail but the outcome was a large fine and a period of supervision. Recently someone has called to the house to offer to paint the exterior windows, which Winifred knows have become cracked and worn. The young man appeared friendly and Winifred agreed to his offer. She asked the price and, although the young man said he would have to wait until he worked out the materials involved, she was reassured it would include a pensioner s discount. The work was carried out a week ago and the young man has knocked for payment. He has produced a bill for an amount of 5000. Winifred feels sure this is excessive and has asked for time to pay. She is worried as the young man s demeanour changed when she didn t pay immediately. Winifred usually sleeps with her window open even in winter but yesterday evening she heard a noise as she was lying in bed and called out and using the phone by her bed she dialled 999. This seemed to deter the intruder and they left. When she eventually felt able to go into her living room she found that some items were missing, including Bert s war medals, a silver framed picture of her wedding and her pension and cheque books. Winifred s GP is now concerned over the impact this incident has had for her and how this may affect her future well-being. Task A Using this information answer the following: 1 Identify the ways that Winifred may be affected by her recent experience: a physically b psychologically c behaviourally d socially Level 3 Certificate in Community Justice (7499-01) 191

2 Would you describe Winifred as belonging to a particular group with vulnerability to crime? If so, why and what offences may have been committed within this scenario? 3 What needs might Winifred have as a result of this recent situation and which agencies might have provided assistance Task B 1 Describe the criminal processes that would have occurred when Bert died. What agencies might Winifred have encountered as she attended court and gave evidence in the case? 2 How might Winfred s experience of the outcome of that case have affected her recovery? 192 Level 3 Certificate in Community Justice (7499-01)

Assignment 011 The provision of initial support for victims, survivors and witnesses of crime This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 describe the needs that may arise from the experience of being a victim, survivor or witness of crime identify and explain the importance of good communication when working in the initial stages of support for victims, survivors and witnesses describe how requests for services from victims, survivors and witnesses should be evaluated and processed Task Produce a 'Good Practice Guide' covering the key aspects of agency practice in the provision of initial support to victims, survivors and witnesses of crime. You should select an organisation with which you are familiar and focus the guide particularly around: 1 what services are provided 2 how the agency receives request for support, 3 some typical client scenarios a refugee families living in overcrowded run-down areas with high unemployment and poor social housing b women with children, experiencing domestic violence c young people who have been targeted for their mobile phones d gay men assaulted by a group of young men while travelling home on public transport after a night out 4 how the agency makes assessments of need and service, 5 how the agency workers should communicate with users 6 confidentiality, record keeping and data protection issues. Level 3 Certificate in Community Justice (7499-01) 193

Assignment 012 Principles of assessment within community justice This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 explain the purpose and application of assessment to effective interventions in community justice describe and apply structured assessments in line with agency requirements provide an overview of approaches to risk assessment and risk management Case study 1 Tracy is a fourteen-year-old girl who has been charged with shoplifting cosmetics by the local department store. This is not her first offence but the first time she had been cautioned. She said, when detained, they weren t for me, they were for my friends Tracy s parents, who belong to a strict religious community, are both very shocked and say, we can t understand it. We have always been very strict with her. They admit that she does not seem to have any friends but also say they don t encourage her to bring friends home. Her mother said She did once bring a girl home but she was silly and noisy. She wanted to play loud music on the radio and couldn t understand why we don t have a television. We think that would be a bad influence for Tracy. Tracy admits to having been bullied at school and laughed at because of her dowdy clothes although she insists that her schoolmates did not force her to steal. I just want them to like me she said. Tracy s parents say that she has recently started to argue with them, demanding money to buy clothes and makeup. We have told her that as long as she lives under our roof she must obey our rules. We will not help her to be like her schoolmates you can see what that leads to! Case study 2 Andrew is twenty-two years old and is currently staying in a squat along with a group of people he met through the local drugs agency drop-in centre. He has been living rough for about four years, having left home following years of abuse at the hands of his father, who has a history of alcohol misuse and convictions for violence. His mother died when he was ten years old and he was cared for by his grandmother until he was fourteen, when he was returned to the care of his father. He no longer has contact with any relatives. Andrew has two previous convictions for shoplifting and has been cautioned for possession of cannabis. He is now appearing before the courts for an offence of possession of a small amount of crack cocaine. His case has been adjourned for a pre-sentence report. Task A Explain the principles and purposes of a structured risk assessment process and how your agency, or one with which you are familiar, employs this process to identify major areas of risk. In doping so define the difference between actuarial and clinical approaches to risk, and relate these to the 194 Level 3 Certificate in Community Justice (7499-01)

agency s processes. How does the process of using a structured risk assessment tool mitigate against subjectivity, stereotyping or personal prejudice? Task B Using one of the above case studies, and applying a risk assessment tool appropriate to your own work setting, identify the risk factors. Explain the indicators within the study on which you base your assessment. Task C Using your own experience or knowledge of a specific agency, describe the ways in which the agency ensures the involvement of the individual in the assessment process. Explain the importance and advantages of this approach. Level 3 Certificate in Community Justice (7499-01) 195

Assignment 013 Factors influencing criminal and antisocial behaviour This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 describe a range of factors which may contribute to criminal and anti-social behaviour identify models of change that enables individuals to address their offending behaviour understand how the dynamics of interpersonal relationships may affect individuals behaviour Case study James is appearing in court following charges relating to thefts of several cars which had been reported stolen from the local retail store car park, and which were found abandoned later, in two cases following crashes. James is nineteen and lives with his mother, two elder brothers and three sisters. His parents are separated and James' father is an alcoholic. James doesn't go to visit him anymore because 'he is fed up with the pathetic old man'. Neither of James' older brothers is employed and they live in an area where most of the men are unemployed and have never been employed. James' mother works in a local factory as a cleaner but finds it hard to cope with the job, bringing up the girls and getting the older boys to get out of bed in the morning. James has been left pretty much to himself at home for some time. Until a year ago, James had a good relationship with a local youth worker who had, some years ago, started an 'auto-club' for some of the young people in the district. James had developed an interest in cars and engines and wanted to learn to drive, but could not afford driving lessons. The club had to be closed down because the council said it was 'a waste of money'. James doesn't go to college because 'there is no point', and has been unemployed since leaving school at sixteen. He mostly hangs out at the local shopping centre with his mates. He had never previously been arrested by the police but they were aware of him because of complaints from vendors at the shopping centre of disruptive behaviour, and there have been reports of. Task A Using the information provided in the case study, identify the factors that might affect the development and behaviour of James, including what might contribute to offending and anti-social behaviour. What is the significance of family relationships in this scenario? Task B Give an overview of at least two models of change, one of which involves group-working and consider how they might be used to work with James in an effort to reduce his risk of offending and risk of harm. Your answer should address how the effects of group dynamics can be used to facilitate behaviour change. 196 Level 3 Certificate in Community Justice (7499-01)

Task C Taking a case example from your own agency, or one with which you are familiar and using your own experience, describe what style of working relationship you have adopted to work with the individual. Identify the influence that culture, gender and personal attributes may have brought to bear on the working relationship. Level 3 Certificate in Community Justice (7499-01) 197

Assignment 014 The influence of development and childhood experiences on the challenging behaviour of children and young people This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 demonstrate a broad understanding of the main theories of child development explain how the behaviour of children and young people may be influenced by their social and emotional development identify a range of significant events and experiences which may impact on the behaviour of children and young people Task A Provide an outline case study of one child or young person with whom you have worked or had professional dealings through the community justice agency with which you are most familiar. Include: 1 a the age of the child or young person b a brief background of the situation in which you were working with them c an outline of their case history and behaviours. 2 Relate your case study to one theory of child development with which you are familiar. Include: a a brief outline of the key features of the theory that you have selected b a short explanation of how that model would interpret how physical, social and moral factors have shaped personality and influenced behaviour in the subject of your case study. 3 Your explanation should include the theory s approach to: a growth and development and the relationship with behaviour b how emotions and the understanding of them change over time c how children and young people develop a sense of identity d how moral reasoning develops and how this affects concepts of respect and care influence behaviour e concepts of self-image, self esteem and self reliance f the impact of disturbance to social and emotional development and how that is g manifested in behaviour h the influence of parenting and families/carers on the child s capacity to form relationships. Task B Case study 198 Level 3 Certificate in Community Justice (7499-01)

Elise is a thirteen year old girl who is currently placed with foster carers. Elise has been looked after by the Local Authority since she was seven years old, including a year spent in a residential unit between the ages of eleven and twelve. It was following her change to foster placement that her school noted a change in her behaviour but it was apparent that the change had come about during her period in the residential unit. Elise does not get on well with other children in her class and has difficulties in attaining academic targets, although her teachers believe that she is an intelligent girl. A case conference has been called because her foster parents are also concerned about her behaviour. 1 Using these brief facts about Elise consider: what signs might be looked for as an indication that Elise may have experienced some form of abuse (physical, sexual or emotional) during her time in care 2 what implications might there be for her educational experience Level 3 Certificate in Community Justice (7499-01) 199

Assignment 015 The social context of Community Justice This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 explain the structure of contemporary society, and the concept of a welfare state explain how social policy is developed in response to social concerns and conditions describe the impact of social policy for work in community justice Task A Identify the key institutions that form contemporary society in the United Kingdom. Task B Briefly describe the models of welfare provision in the UK and define what is meant by the Welfare State. What are the arguments for and against state provision of social care? Task C Concentrate on two of the following social welfare structures: 1 housing 2 education 3 health 4 employment For each of the two areas: a b c d Identify which central government departments have responsibilities for policy and provision. Describe how these areas of policy and provision have been created to respond to a range of social concerns and conditions. Describe the different roles of national and local government policies in these areas of provision. Consider your own area of interest ie. the area of community justice that you work in or one with which you are familiar, and suggest two ways in which it is affected by policies in these two areas. 200 Level 3 Certificate in Community Justice (7499-01)

Assignment 016 Communication, relationships and managing conflict in the community justice context This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 describe the different ways that people communicate how to deal with barriers to communication explain how to communicate with individuals who are distressed, anxious, angry or in denial and how to handle disagreements constructively explain the importance of maintaining personal and professional boundaries Case study Andrew Sullivan is 14 years old and permanently excluded from his third school in the last three years because of persistent unauthorised absence and bullying of younger children when at school. The last incident was quite violent with Andrew knocking a 12-year-old girl to the ground and kicking her. During the school investigation of the incident it was discovered that Andrew has a substance dependency that can lead to quite extreme mood shifts which makes his behaviour erratic and potentially dangerous for staff and other pupils. The Police were involved and charges of assault were brought in respect of the girl and a member of staff who was injured as he attempted to intervene. Andrew and his parents are now being meeting with you as part of his order for supervision imposed as a consequence. Andrew has attended an alternative to school programme quite regularly but does not seem to engage in any of the activities and shows no signs of tackling some of his numeracy and literacy needs. He rarely mixes with the other children in the unit and seems increasingly resentful of the strict time keeping and intensive programme. He has repeated on several occasions that he knows how the system works and that he is now too old for another school so what s the point of doing anything? He has become increasingly withdrawn in the last two months and will frequently not respond to questions or normal conversation. He has walked out of several classes or has turned his chair and faced the wall as a gesture of non-engagement. This has alternated with sudden outbursts of swearing and shouting, but no physical violence. His parents claim that he is now beyond their control and that he has threatened his mother, Joan, on several occasions when she has tried to ask him where he was going and who with. The Local Authority have taken them to court over Andrew s non-attendance and the courts have imposed two heavy fines and the threat of more severe action has been made clear. The parents are being required to attend parenting sessions where they are supported in addressing issues of managing Andrew s behaviour and regaining some parental authority over his actions. The father, Michael, particularly resents this interference and thinks that the best solution is for Andrew to have a short sharp taste of some kind to bring him to his senses. Level 3 Certificate in Community Justice (7499-01) 201

You are considering how to support the family through a series of joint meetings with all three members of the family to try and work out what options are available and what would be needed to aim for more successful relationship that will take the family forward. At the first meeting Andrew stormed out, breaking a chair in the process. He was heard muttering derogatory remarks about you as his assigned worker. His father also became angry. He has said he would like a change of worker to someone more experienced in the ways of the world. You have arranged a further meeting with all three family members. Task A Using either a case in which you have been required to manage a situation where there was the potential for a violent conflict or use the case study provided above to prepare a report. As the person responsible for managing the relationships and outcome you should include: 1 at least five issues which must be considered to ensure the most effective communication between all parties in the situation 2 at least two obstacles you have encountered or might encounter and how they could be overcome 3 an explanation of the power relationships between the individuals involved and how these were made apparent 4 what action was/could be taken to diffuse tension or aggression 5 how you managed or would manage your own feelings or emotions 6 who else you might have needed to communicate with when dealing with this situation 7 which agency policies support the management of aggressive situations and how they were/could be applied to the circumstances. 202 Level 3 Certificate in Community Justice (7499-01)

Assignment 017 Supported housing This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 Outcome 4 describe the range of supported housing options outline good practice in identifying and reviewing housing options with an individual outline the key functions of a supported housing worker explain the principles governing the rights and responsibilities of providers and users of supported housing schemes Task A You are provided with two short situations. 1 Prepare a short report for your agency or one with which you are familiar, which identifies for each situation: a at least two grounds for eligibility for housing support the nature of the housing need b at least one alternative form of appropriate housing support c at least two additional support needs d at least two other agencies who could be involved in providing support. 2 Your report should also include an overview with: a considerations as to funding arrangements b reference to good practice guidelines in making assessments c a description of the housing management and support functions of a supported housing worker. Situation one Kirsty was 16 years old three months ago. She left care two months ago having been looked after by the council following her removal from parents who neglected her. She truanted from school in her last year which means she has no formal qualifications. The school only identified her moderate learning difficulties towards the end of her time at school and were unable to provide her with the right kind of educational support due to her absences. She is sleeping rough with a group of older girls several of whom have been involved in petty crime linked to drug use. The weather has been abnormally harsh for November and Kirsty is showing signs of ill-health and self-neglect. She has refused to take up the offer of short-term accommodation provided by a voluntary church organisation in contact with the girls via a detached youth worker and is using a night shelter at present. Situation two John has just been released from prison after serving three years for robbery. He has a long history of drug addiction which has resulted in a mild form of epilepsy which can be controlled by careful medication. During his prison sentence his wife divorced him and gained custody of their two children and the family home. Due to previous incidents of domestic violence John will not be allowed access to the ex-family home and has decided to move to another part of the country upon Level 3 Certificate in Community Justice (7499-01) 203

his release. He has no money and has not co-operated with staff running the resettlement programme. His illness will hinder his job opportunities and the medical staff are concerned that he will not be able to maintain the rigid discipline of taking his medication at controlled intervals. Task B Explain why options for supported housing should be reviewed regularly and describe how reviews should be undertaken. 204 Level 3 Certificate in Community Justice (7499-01)

Assignment 018 An introduction to crime and criminology This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 Outcome 4 outline the main definitions and theories used in the study of criminology describe the impact of crime on communities and individuals describe a range of national and local responses to crime and antisocial behaviour describe how a victim perspective has influenced approaches to managing crime Task A Select a recently reported trial and: 1 identify how the crime was defined 2 outline some of the main theories and explanations of criminal behaviour and how they might apply to the selected case Task B Investigate two of the following types of crime/antisocial behaviour in your local area. 1 Violence against the person 2 Vehicle crime 3 Domestic burglary 4 Damage to property 5 Racist incidents and harassment For each of your two chosen crime categories Provide a short overview, including: a reference to the types of individual victim who may be affected by this crime b ways in which the local community might be affected by this crime c how the crime has been tackled in your community, and whether responses can be said to have been influenced by a victim perspective d how the media have tackled the subject, and why this could affect public perceptions of crime locally. Task C Provide a brief report on national (government) responses to crime and antisocial behaviour. This should include: 1 two sources of statistics on crime and anti-social behaviour 2 reference to at least one piece of legislation linked to reported crime rates Level 3 Certificate in Community Justice (7499-01) 205

Assignment 019 Protecting individuals from abuse, in the community justice context This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 Outcome 4 describe the different forms of behaviour which may lead to harm for children or adults describe the potential damage children and individuals may suffer as a consequence of the experience of abusive behaviour identify the legislation relating to safeguarding children and vulnerable individuals and describe how this influences policy and practice in community justice identify responses and support available following disclosure or detection of abusive behaviour to children or individuals Task A Scenario 15 year old Shabana is often absent from school and although many letters have been sent to the home there has been no response from her father. The continued rate of absence has meant that the local authority is considering taking her father to court. The following extracts are from a report supplied by the (female) Educational Social Worker, who has been visiting the family and talking with Shabana: Family circumstances: Family lives on the Skillsden Estate ethnically diverse population and high rate of unemployment. Known recruiting area for British National Party (BNP). Ground floor flat is vulnerable to criminal damage and burglary. Family have requested transfer but are low on the council waiting list. Shabana s mother died about eighteen months ago. She lives with her father and three older brothers. Father does not have English as first language interviews take place in the presence of one or more of Shabana s brothers, who act as interpreters. The family home has recently been subject to criminal damage, and written threats have been posted through the door. These appear to be racially motivated attacks similar incidents have been reported to the police by neighbours. It is known that the estate is a haunt for local youths, who have since been seen walking around the estate with aerosol cans and have been openly abusive to residents of apparent Asian origin. Information provided by the school (from one of Shabana s classmates) suggests that, since her mother became ill, Shabana has been doing all of the housework and meal preparation for the family. She is, apparently, not allowed to to stay behind after school or socialise with her school 206 Level 3 Certificate in Community Justice (7499-01)

friends. She is met at the school gates by one of her brothers on the occasions when she attends school, and appears to be nervous and agitated in his company. Eye witnesses claim to have seen her brother hold her arm roughly and drag her along, as if she were unwilling to go with him. Father explained that the family are concerned about her safety walking home, and that Shabana herself is nervous about walking in the neighbourhood alone. School Attendance Mr Ahmed agrees that Shabana has missed school. He says he is planning to take Shabana back to Pakistan for a holiday. Other members of the family explained that it was important to see that Shabana is settled. Information from the schoolfriend suggests that the purpose of the visit to Pakistan is to finalise a marriage arrangement with a relative. The family agreed for Shabana to be interviewed at school. Interview with Shabana Shabana was very quiet and did not disclose any problems or worries despite careful and discrete questioning. She appears to have lost weight and kept her head low, avoiding eye contact. She stated that she was unhappy at school and was no longer comfortable learning in a mixed class. End. From the scenario depicted above 1 Describe which elements might suggest abusive or behaviour 2 What were the indications? 3 identify who might be the victims and who might be responsible 4 What contributing events, social or environmental factors may be linked to the risk of abusivebehaviour? 5 What action might the social worker take if she believes that there is a cause for concern 6 What options are open to Shabana if she does or does not disclose abuse and what implications might these have, both in the short term and longer term? Task B Identify three key pieces of legislation which have been intended to protect and safeguard vulnerable individuals. How has at least one of these been translated into policy and procedure in the organisation or agency with which you are familiar? What responsibility does this define for a worker within the agency? Level 3 Certificate in Community Justice (7499-01) 207

Assignment 020 Criminal law and procedure This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 outline the nature and basic concepts of criminal law describe criminal procedure from arrest to conviction describe the sentencing process and the principles which underpin sentencing practice Task A This task requires that candidates have ideally, but not necessarily, spent a morning as an observer in a local court. Either following the visit or by research they should be able to describe in relation to one type of court/hearing setting: 1 the kind of court/hearing and where that fits into the overall justice system, 2 the different officials and their role in proceedings 3 the kinds of offences that might be considered by the court/hearing 4 the kinds of actions taken by the court/hearing in response to offending, including sentencing Task B Prepare a presentation about the prosecution of criminal offences in the country in which you are working which considers the roles of the Police and Prosecution following the arrest of either an adult or a minor, through to a court or hearing appearance. Task C Scenario John Martin is appearing for sentence after being convicted of assault and driving without due care and attention. At the last hearing the case was adjourned for reports. The offences arose out of an incident of road rage. Mr Martin was one of the drivers engaged in an altercation when both vehicles had stopped at traffic lights. Mr Martin punched the other driver in the face and then left the scene. Subsequently he became irritated by another vehicle driving slowly and bumped into the rear of the car. Mr Martin is overweight, has high blood pressure and has had problems at home due to a breakdown in his marriage and concerns over the health of his two children who both suffer from congenital and debilitating diseases. He works as a driver and faces the loss of his job as a result of the incident. He has one prior conviction, a common assault upon his wife some five years ago. The court orders a pre-sentence report. 1 What issues would the report seek to address? 2 Who would prepare the report? 3 What enquiries would they make? 4 What rationale would the court use in determining a sentence? 208 Level 3 Certificate in Community Justice (7499-01)

5 What might be a possible sentence? Level 3 Certificate in Community Justice (7499-01) 209

Assignment 021 Using information to inform practice in community justice This assignment is designed to assess all the outcomes of this unit Outcome 1 Outcome 2 Outcome 3 describe the types and sources of information that might be collected in their area of practice describe how to evaluate information and identify how it applies to policy and practice explain how to present information in ways which are appropriate to its application This assignment requires you to carry out a small piece of research which will demonstrate your understanding of the use of ICT in your own area of work. Select a topic which relates to the area of community justice you are working in or one with which you are familiar. Task A Select one of the following topics and carry out an information search using a variety of sources and prepare a brief report on it using the given headings. Your research should include use of internet research as well as published sources. Topic 1: Topic 2: Topic 3: Topic 4: Topic 5: Impact of rehabilitation programmes on drink drivers Impact of speed cameras on accident rates Impact of education and training programmes on re-offending rates for young people Impact of restorative justice programmes on victims of crime Impact of inter-agency working in tackling substance misuse For your chosen topic prepare a presentation for your fellow learners (which does not have to be delivered) using the following headings: 1 introduction (brief overview of the selected topic) 2 statistical data available 3 published reports and articles 4 media treatment 5 implications for practice Task B Write a short report on your findings with a brief explanation of: 1 how you validated the information in terms of accuracy, currency and reliability. 2 how you evaluated appropriate sources of information 3 any problems in information gathering you encountered during your research 4 which methods of presentation you selected and why 210 Level 3 Certificate in Community Justice (7499-01)

Task C In a brief report of approximately 250 words describe the policy and practice guidelines on recording and storing information that exist within the agency with which you are familiar. Identify any relevant legislation that operates. Level 3 Certificate in Community Justice (7499-01) 211

Assignment 022 Mentoring with offenders This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 explain the role and scope of using mentoring with offenders identify and describe the skills and knowledge needed to practice as a mentor identify examples of evidence-based practice in using mentoring with offenders Task A Prepare a presentation for colleagues in your agency or one with which you are familiar, which: 1 defines mentoring and outlines elements of the mentoring process 2 identifies the specific aspects and benefits of the use of mentoring with offenders 3 highlights how the mentoring process can help change behaviour 4 explains how factors such as age, class, sexual orientation and culture can impact on the mentoring process 5 identifies the skills and knowledge required to practise as a mentor. Task B Using all available research sources, identify two examples of good practice in using mentoring with offenders. Critically evaluate these examples against current best practice guidelines. Could any of the lessons learned be applied to mentoring practice in the place of work with which you are familiar? 212 Level 3 Certificate in Community Justice (7499-01)

Assignment 023 Gathering and using information for audit purposes This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 explain how to plan and conduct a crime and disorder or community safety audit describe types of data and information that are required describe the data storage and retrieval systems and how these should be managed Task A For your local area, or one with which you are familiar, consider the process of conducting a crime and disorder audit. Explain: 1 how to define the profile of the area 2 which stakeholders should be consulted 3 a description of the sources of information that you would use (or have used) 4 where you could or have obtained this information 5 what consultation methods could be or were used and what factors are taken into account in choosing consultation methods 6 how the audit and any plans for intervention will be evaluated Task B In respect of your audit, produce an overview of the range and types of data and information that should be gathered and processed. Consider the data retrieval and information systems of the main agencies involved, and what action is required to maintain the integrity and confidentiality of information supplied, with reference to the main protocols and codes of practice for your area, and any others you might wish to see implemented. Level 3 Certificate in Community Justice (7499-01) 213

Assignment 024 Secure the physical environment This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 define and describe the local environment describe how to carry out an environmental survey of a community explain why it is important that any measures taken do not impede the right of ordinary citizens or stigmatise neighbourhoods Task A Prepare an environmental survey of a neighbourhood in which you have either lived or worked, to include a description of the environment in terms of its communities, its physical features, amenities and the prevalence of crime and anti-social behaviour. The survey should identify how factors in the physical environment could contribute to the incidence of crime and anti-social behaviour. Task B For the factors that you have considered, suggest three actions that could be taken to improve safety and security. Provide reasons for your suggestions, demonstrating how they are appropriate, realistic and cost effective. Task C Consider the impact of your suggestions on the rights of the general public and the potential for stigma of any particular location. 214 Level 3 Certificate in Community Justice (7499-01)

Assignment 025 Planning for interventions in substance misuse This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 explain the importance of planning and agreeing appropriate interventions with service users describe what should be considered when developing an action plan explain the importance of reviewing the implementation of the plan and evaluating its effectiveness Task A Either using the case study below, or a case from the agency with which you are familiar, prepare a sample care plan identifying how your agency might work with the client in the case study and identify potentially appropriate interventions. Either use your own format or if preferred use the format employed by the agency. Include clear and measurable goals. Case study Kiera is a young woman aged 20 years, living in a squat in an inner city area. She is using crack cocaine and has been for about one year, having previously used a variety of other substances. She has occasionally financed her drug use by working for an escort agency but hates herself for doing this. She has stolen clothes to order for various friends and has been moderately successful but thinks that the local store security staffs have recognised her once too often. She has frequently borrowed money from her family and friends, and there is little prospect of her paying back what she currently owes. Her mother suspects that Kiera has been selling sex but they have not discussed it and Kiera is concerned what effect this may have on their relationship. Kiera has a five year old son who is cared for by her mother. Kiera s father has Parkinson s disease and she realises that her mother may not be able to provide her son s care for much longer. At times Kiera feels very despondent and depressed, and she has considered taking her own life. Prepare a briefing note about your plan for colleagues. The note should include: 1 an explanation of the importance of developing and agreeing an action plan with the service user 2 a reference to the codes of practice and agency guidance used in developing the plan, including those which relate to data protection and confidentiality 3 who should be involved in the planning process and why 4 an over view of factors taken into account or decisions made in selecting interventions recommended, including how methods, timescales and responsibilities for ownership of actions were decided 5 what steps that can be taken to minimise risks highlighted in the plan 6 why the plan should be reviewed and how this will happen. Level 3 Certificate in Community Justice (7499-01) 215

Assignment 026 Work with vulnerable and intimidated victims, survivors and witnesses of crime This assignment is designed to assess all the outcomes in this unit Outcome 1 Outcome 2 Outcome 3 outline the role of organisations, frameworks, structure and policies that exist for individuals and witnesses Identify and explain factors which may contribute to an individual s vulnerability and describe the types of support which they may be entitled describe how to establish an effective working relationship with victims or witnesses when preparing for and supporting them during judicial and legal proceedings Task A Study the following situations and for each one: 1 explain why the individual or group concerned are considered vulnerable 2 describe the possible reactions or effects on the person concerned of the experience described 3 identify possible action and support services which could assist the individual, based on your ownexperience and/or local community. You should provide brief responses for each section of the situation. Situation one An elderly woman was assaulted and robbed in the street. Her attacker has been caught and is being prosecuted. It was the first time she has ever had to make a statement to the police. She then had to identify her attacker face to face at the police station. The woman remains quite shocked by the whole incident and is now required to give evidence. She has never been in a court before and is quite confused about the process. She was alarmed to find herself in a waiting room with the accused s family and friends who live in her neighbourhood and whom she sees in the street on a daily basis. She is reluctant to give evidence as she knows this will mean being in close proximity to her attacker and that she will be cross-examined by his defence counsel. Situation two John is 16 and has a severe learning disability. He attends a day centre along with a number of other young people with a wide range of disabilities including some with mental health problems. A worker at the centre has been accused of hitting one of the young people. The worker denies this and says that John was present in the room at the time and can vouch for the fact that nothing happened. The worker is a trained teacher and claims that John is quite capable of giving evidence and he intends to call him as a witness if it ever comes to court. 216 Level 3 Certificate in Community Justice (7499-01)

Situation three A young professional Indian woman has just moved into the district and bought a flat in a run down area of town. Within the first week of moving in, her car was broken into and the radio stolen. The car is quite old and does not have an alarm fitted. She has to park in a dark street adjacent to her block of flats and finds the short walk to the common entrance quite frightening at night. Her car has been vandalised on several occasions since the break-in, with key scratching along the bodywork and a broken aerial. She has noticed that her car seems to be the only one that is being targeted in the street although several burnt out cars have been found in streets nearby. Situation four A young Asian boy was attacked by a gang of youths and severely beaten. The seventeen-year-old leader of the group was caught and sentenced to 18 months in a secure unit. The family of the victim expected that the full sentence would have to be served and the victim had begun to regain his self-confidence and was able to visit friends and relatives nearby after many weeks of isolation. His younger brother and sister have also shown signs of being upset and worried about their safety, which have gradually eased. The Probation Service have just informed the family that the offender is being released early and intends to return to the district. They have explained that this is quite normal but the family have concerns that the offender will want to take revenge. The very thought of having to meet the offender in the street has caused the victim to have nightmares and to refuse to go to school unaccompanied. Level 3 Certificate in Community Justice (7499-01) 217

Assignment 027 Establishing support relationships with victims, survivors and witnesses of crime This assignment is designed to assess all the outcomes in this unit: Outcome 1 Outcome 2 Outcome 3 describe how to establish a support relationship which encourages an individual to express their concerns describe the range of support services and facilities available and how these can be accessed Describe the different stages of recovery and how this affects the support relationship Task A Using either A case study based on a situation from your own experience which resulted in a victim feeling vulnerable and intimidated or The case study provided Prepare a report for your agency or one with which you are familiar which: 1 identifies at least two feelings and issues for the person concerned at each stage of the process. The stages include: a immediately after the attack b at the time of reporting the incident c after reporting the incident d when the case was dropped. 2 identifies the nature of the immediate support which could have been provided after the incident 3 describes possible longer term ways in which the person could have been supported at each stage of the incident 4 lists at least three appropriate support agencies who could have provided support 5 identifies at least two aspects of the criminal justice system that have contributed directly to the victim s condition. Case study A young woman was sexually assaulted while walking home in the early hours of the morning from a friend s house after a party. She was badly beaten by her assailant who she thinks she recognised from the party. She did not report the attack until two days afterwards being ashamed and shocked by the incident. She was able to give a good description of the attacker and a young man was arrested and positively identified by the woman at an identity parade. He denied the charges and claimed that the woman had led him on and encouraged his advances all evening. He claimed she 218 Level 3 Certificate in Community Justice (7499-01)

was well known to the local boys as someone who put herself about a bit. He was charged and released on bail. Since then the woman has seen him in the vicinity of her flat and is frightened that he may be stalking her. She has reported this to the police who sympathise but do not have the resources to provide any further protection. The man has been formally warned to avoid the area of the woman s flat and that he will be charged with further offences if he does not comply. The woman lives alone and has no immediate family to support her although her friends are supportive but reluctant to get too involved as the man is known to them and has a reputation for being violent. The police decided to proceed with the case and began preparations with the CPS. After four months, the CPS have decided that they will not go ahead with the case as the circumstantial evidence is slight and too much depends upon the direct evidence of the victim as the chief witness. The woman has had only medical support as it was felt unwise to begin long-term counselling until after the case came to court as recounting the events could lead to changes in her recollection and reporting of the attack and hence jeopardise her testimony. Her mental condition has deteriorated as a result of the incident itself and the subsequent sightings of her attacker. The decision not to prosecute has deeply shocked her and she has been diagnosed as suffering from severe depression. Level 3 Certificate in Community Justice (7499-01) 219

Assignment 028 Engaging children and young people in positive activity This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 identify a range of positive activities and the rationale for children and young people plan and set up positive activities for children and young people evaluate the effectiveness of using positive activities with children and young people Task A You have recently been assigned to a placement with a detached youth worker who works with a group of young people in an inner city estate. Many of these young people have been permanently excluded from school and have also been convicted of crimes such as shoplifting and theft from vehicles. The group contains young people of varying ethnic backgrounds, many of whom are refugees/asylum seekers, and there have been tensions identified between certain sub-groups of different ethnic background. Prepare a detailed plan of how you might use activities with these young people to enhance their learning and development opportunities and to divert them from offending behaviour. The plan should identify: 1 at least three distinct activities that might be appropriate 2 the rationale for selecting planned activities 3 the resources required 4 the impact that cultural, social and developmental factors might have on the choice of activities 5 what assessment processes are involved in matching activities to participants? 6 how to carry out a risk assessment and why it important to do this 7 how you could agree roles and responsibilities with the young people in terms of the planned activities and how this might include pro-social modelling 8 how inter-group tensions might be managed 9 how you plan to measure and evaluate the effectiveness of the activities on the progress and behaviour of the young people who have been engaged 10 what criteria would be used to determine effectiveness of the activities Your plan should not be more than 2000 words long. 220 Level 3 Certificate in Community Justice (7499-01)

Assignment 029 Introduction to effective practice in youth justice services This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 Outcome 4 identify the range of interventions commonly employed in working with young offenders describe the importance of assessment and planning in youth justice practice describe the principles which underpin effective practice within a selection of specialist or service contexts in youth justice practice explain the significance of working with families, carers and others to address problematic behaviour in children and young people Task A As a Youth Justice Worker representing the agency where you work, or with which you are most familiar, you have been asked to give a presentation to a group of local residents who are concerned about the apparent easy ride that some young people are getting from the police and the justice system. They have been very vocal and you are aware that this reflects a real concern about crime levels in the community and this has been fuelled by some recent, rather biased reports in the local paper. Your presentation should include: 1 an introduction to the agency which you represent and how that fits with our key agencies working in youth justice locally 2 the kinds of intervention that can be used to tackle anti-social behaviour by young people and how these can be effective 3 a brief summary of the process that should be following the arrest of a young person for a sample offence of criminal damage 4 the sentences, orders and agreements available to work with young offenders in the community and the programmes which support them 5 what evidence is available to show that these can be a very effective way of encouraging them to change their behaviour 6 how the interest of victims are balanced with the rights needs and responsibilities of young people and how restorative justice and reparation approaches are used 7 how work in youth justice is monitored and evaluated Your presentation can be descriptive, as an article no longer than 1500 words that could be used by the local paper, or designed as an oral presentation with visual aids. (NB: It is the content of the presentation that will be assessed, not the quality of the visual aids) Level 3 Certificate in Community Justice (7499-01) 221

Task B Using your own experience or knowledge of a specific agency, describe the ways in which the agency undertakes an assessment process with a young person, where there are concerns about the young person s parents ability or willingness to manage problem behaviour. Consider: 1 the format of the assessment and how this meets agency guidance 2 the type and sources of information taken into account 3 how parents and carers are involved in the process of assessment 4 how parenting is a key risk/protective factor in addressing problem behaviour 5 how this is used to plan interventions 6 how to review plans following initial assessments. 222 Level 3 Certificate in Community Justice (7499-01)

Assignment 030 Working with children and young people in secure environments This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 explain the potential impact of the secure environment on children and young people describe how to support children and young people and facilitate positive behaviour within a secure environment describe how children and young people can be helped to prepare for their return to the community Task A Using your own experience of working in a secure unit for young people. Prepare a detailed plan describing how you would work with a fictitious young person who has been assigned to the unit for a period of three months following the commission of a fairly serious assault upon a teacher at their school. You should assume a detailed assessment has been carried out and that there are some aspects to the background which you can depict as typical of cases that you have encountered. Your plan should include: 1 a brief introduction to the young person, suggesting key background facts including community supports and psycho-social history 2 at least four ways that containment in a secure environment could affect the young person based on what has been gleaned in the assessment 3 what action could be taken to mitigate against negative effects of confinement 4 what strategies would be used to manage aggressive behaviour exhibited whilst within the secure environment 5 two ways in which the rights of the individual and the rights of the group might be compromised in maintaining a safe environment and how this might be avoided 6 activities you could engage in with the young person whilst within the secure environment that would challenge the problem behaviour and encourage the young person to take responsibility for actions 7 what strategies would be used to promote maintenance of community and family supports 8 at least four actions that would be undertaken in order to prepare the young person for return to the community Task B Identify the legislation and policy guidance that operates to safeguard children and young people in detention. What implications does this have for the roles and responsibilities of staff in the secure environment? Level 3 Certificate in Community Justice (7499-01) 223

Assignment 031 Harm reduction in the context of substance misuse This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 describe what is meant by harm reduction in the context of substance misuse describe what actions can be taken to reduce risk and promote stability describe the processes and activities that promote the maintenance of stable conditions Case study Whichford Town has experienced a significant increase in the number of problematic drug and alcohol users over the past five years. Your agency has been commissioned to set up an outreach service in the town to help meet the needs of the local drug/alcohol using population and to reduce the harm caused by substance use to individuals, their families and the local community. Some members of the community are concerned that setting up the agency will bring even more trouble into the town. There has been considerable press coverage of the situation and members of the community have been writing letters to the local paper expressing their concerns. Task Prepare a press release for your agency (or chose one, with a harm reduction approach, with which you are familiar) to send to the local paper. In the press release: 1 explain briefly what harm reduction is and why your agency has chosen to take a harm reduction rather than an abstinence approach 2 discuss six potential problems and risks associated with using substances that a substance user could face 3 describe three potentially harmful consequences of an individual s substance use to their family and friends 4 discuss three potentially harmful consequences of an individual s substance use to the wider community 5 list four harm reduction interventions that your agency intends to provide and explain how each of these will help to reduce the harm you described earlier, to substance users and to families/friends and the community as a whole 6 describe four further interventions that your agency intends to provide or actions that your agency will take, which will help support clients in becoming more stable. Discuss the importance of family, friends and peers as a support mechanism. 224 Level 3 Certificate in Community Justice (7499-01)

Assignment 032 Working with children and young people affected by substance misuse This assignment is designed to assess all outcomes of the unit Outcome 1 Outcome 2 Outcome 3 state the factors, both positive and negative that might impact on children and young people at risk of substance misuse describe the range of services and interventions which might be accessed by children and young people affected by substance misuse assess and plan for interventions with children and young people affected by substance misuse Case study Sam, who is 15 years old, lost his father in a car crash 8 months ago. Since then his mother has been severely depressed. He lives on a run-down estate that the council is planning to regenerate next year. The estate is well known for its drug problems although Sam had, in the past, steered clear of drugs and spent most of his spare time concentrating on his love of sports. Since his father died, Sam has become more introverted, attending school less and less frequently and has dropped out of local sports teams. His friends have told his form tutor that he is starting to hang around with gangs on the estate who are involved in using drugs. Task A 1 Discuss some of the risk factors that could make Sam vulnerable to substance misuse and why he might start using drugs (at least three). 2 Discuss some of the factors that could protect him from misusing substances (at least three risk factors). The school nurse chats to Sam and finds out that in fact he started smoking marijuana at weekends soon after his father died. It has now escalated to him smoking every day. Sam is concerned about the level of his use and wants to do something about it. Meanwhile he has been caught in possession of a small amount of the drug after Police raided a disused building where he and his friends (who are also using drugs) were hanging out. 3 Describe the factors taken into consideration when carrying out an assessment of the implications of Sam s drug usage. Include in this: a details of the agency s confidentiality and information sharing procedures for working with young people (use a policy from a young person s agency with which you are familiar) b c d consideration of any relevant national and European legislation what indications would you look for in assessing the nature and extent of drug usage? what sources and range of information would be gathered prior to an assessment? 4 Write a care plan for Sam or for a young person with which you are already familiar. Level 3 Certificate in Community Justice (7499-01) 225

5 Write a briefing note about the care plan which identifies: a b c d e who has been involved in the development of the plan and why they have been involved sources of evidence used to inform the plan the range of interventions you would make available to sam or your own case study and why you have chosen them how to monitor and review the care plan the differences between the approach you would use in sam s case and that which might be used with an adult service user. 226 Level 3 Certificate in Community Justice (7499-01)

10 Accreditation, national frameworks and qualification level descriptors Please visit the following websites to find information on accreditation, national frameworks and qualification level descriptors in each country. Nation Who to contact Website England The Qualifications and Curriculum Authority www.qca.org.uk Scotland The Scottish Qualifications Authority www.sqa.org.uk Wales Northern Ireland The Department for Education, Lifelong Learning and Skills Wales (DELLS) The Council for Curriculum, Examinations and Assessment www.wales.gov.uk www.ccea.org.uk Level 3 Certificate in Community Justice (7499-01) 227

Appendix 1 Obtaining centre and qualification approval Only approved organisations can offer City & Guilds qualifications. Organisations approved by City & Guilds are referred to as centres. Centres must meet a set of quality criteria including: provision of adequate physical and human resources clear management information systems effective assessment and quality assurance procedures including candidate support and reliable recording systems. An organisation that has not previously offered City & Guilds qualifications must apply for approval to become a centre. This is known as the centre approval process (CAP). Centres also need approval to offer a specific qualification. This is known as the qualification approval process (QAP), (previously known as scheme approval). In order to offer this qualification, organisations which are not already City & Guilds centres must apply for centre and qualification approval at the same time. Existing City & Guilds centres will only need to apply for qualification approval for the particular qualification. Full details of the procedures and forms for applying for centre and qualification approval are given in Providing City & Guilds qualifications - a guide to centre and qualification approval, which is also available on the City & Guilds centre toolkit, or downloadable from the City & Guilds website. Regional / national offices will support new centres and appoint a Quality Systems Consultant to guide the centre through the approval process. They will also provide details of the fees applicable for approvals. Assessments must not be undertaken until qualification approval has been obtained. City & Guilds reserves the right to withdraw qualification or centre approval for reasons of debt, malpractice or non-compliance with City & Guilds policies, regulations, requirements, procedures and guidelines, or for any reason that may be detrimental to the maintenance of authentic, reliable and valid qualifications or that may prejudice the name of City & Guilds. Further details of the reasons for suspension and withdrawal of approval, procedures and timescales, are contained in Providing City & Guilds qualifications. Approval for global online assessment (GOLA) In addition to obtaining centre and qualification approval, centres are also required to set up a GOLA profile in order to offer online examinations to candidates. Setting up a GOLA profile is a simple process that need only be completed once by the centre. Details of how to set up the profile and GOLA technical requirements are available on the City & Guilds website (www.cityandguilds.com/e-assessment). The GOLA section of the website also has details of the GOLA helpline for technical queries and downloads for centres and candidates about GOLA examinations. Centres should also refer to Providing City & Guilds qualifications - a guide to centre and qualification approval for further information on GOLA. 228 Level 3 Certificate in Community Justice (7499-01)

Appendix 2 Summary of City & Guilds assessment policies Health and safety The requirement to follow safe working practices is an integral part of all City & Guilds qualifications and assessments, and it is the responsibility of centres to ensure that all relevant health and safety requirements are in place before candidates start practical assessments. Should a candidate fail to follow health and safety practice and procedures during an assessment, the assessment must be stopped. The candidate should be informed that they have not reached the standard required to successfully pass the assessment and told the reason why. Candidates may retake the assessment at a later date, at the discretion of the centre. In case of any doubt, guidance should be sought from the external verifier. Equal opportunities It is a requirement of centre approval that centres have an equal opportunities policy (see Providing City & Guilds qualifications). The regulatory authorities require City & Guilds to monitor centres to ensure that equal opportunity policies are being followed. The City & Guilds equal opportunities policy is set out on the City & Guilds website, in Providing City & Guilds qualifications, in the Online Catalogue, and is also available from the City & Guilds Customer Relations department. Access to qualifications on the National Qualifications Framework is open to all, irrespective of gender, race, creed, age or special needs. The centre co-ordinator should ensure that no candidate is subject to unfair discrimination on any ground in relation to access to assessment and the fairness of the assessment. Access to assessment Qualifications on the National Qualifications Framework are open to all, irrespective of gender, race, creed, age or special needs. The centre co-ordinator should ensure that no candidate is subject to unfair discrimination on any ground in relation to access to assessment and the fairness of the assessment. City & Guilds Access to assessment and qualifications guidance and regulations document is available on the City & Guilds website. It provides full details of the arrangements that may be made to facilitate access to assessments and qualifications for candidates who are eligible for adjustments in assessment. Access arrangements are pre-assessment adjustments primarily based on history of need and provision, for instance the provision of a reader for a visually impaired candidate. Special consideration refers to post-examination adjustments to reflect temporary illness, injury or indisposition at the time of the assessment. Level 3 Certificate in Community Justice (7499-01) 229

Appeals Centres must have their own, auditable, appeals procedure that must be explained to candidates during their induction. Appeals must be fully documented by the quality assurance co-ordinator and made available to the external verifier and/or City & Guilds. Further information on appeals is given in Providing City & Guilds qualifications. There is also information on appeals for centres and learners on the City & Guilds website or available from the Customer Relations department. 230 Level 3 Certificate in Community Justice (7499-01)

Appendix 3 Funding City & Guilds does not provide details on funding as this may vary between regions. Centres should contact the appropriate funding body to check eligibility for funding and any regional/national arrangements which may apply to the centre or candidates. For funding regulatory purposes, candidates should not be entered for a qualification of the same type, level and content as that of a qualification they already hold. Please see the table below for where to find out more about the funding arrangements. Nation Who to contact For higher level qualifications England Scotland Wales Northern Ireland The Learning and Skills Council (LSC) is responsible for funding and planning education and training for over 16-year-olds. Each year the LSC publishes guidance on funding methodology and rates. There is separate guidance for further education and work-based learning. Further information on funding is available on the Learning and Skills Council website at www.lsc.gov.uk and, for funding for a specific qualification, on the Learning Aims Database http://providers.lsc.gov.uk/lad. Colleges should contact the Scottish Further Education Funding Council, at www.sfc.co.uk. Training providers should contact Scottish Enterprise at www.scottish-enterprise.com or one of the Local Enterprise Companies. Centres should contact the Department for Education, Lifelong Learning and Skills (DELLS): www.wales.gov.uk Please contact the Department for Employment and Learning at www.delni.gov.uk. Contact the Higher Education Funding Council for England at www.hefce.ac.uk. Contact the Scottish Higher Education Funding Council at www.shefc.ac.uk. Centres should contact the Department for Education, Lifelong Learning and Skills (DELLS): www.new.wales.gov.uk Please contact the Department for Employment and Learning at www.delni.gov.uk. Level 3 Certificate in Community Justice (7499-01) 231

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