qualification handbook - sfj...

Qualification Handbook

Mentoring and Befriending

Version 4 2

Qualification Handbook

SFJ Awards Level 3 Award in Mentoring and Befriending

Qualification No: 600/9637/8

Operational End Date: 30 April 2017

Certification End Date: 30 April 2018

Version Date of issue Amendment(s) Page

V4 06.02.17 Add operational and certification end dates 2, 5

V3 09.12.15 Update SFJ Awards contact details 4

Remove references to QCF Various

Version 4 3

Contents

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

Version 4 4

1 Introduction

1.1 About us SFJ Awards is part of the Skills for Justice Group. For the last 10 years Skills for Justice has

been working with employers, Governments of the UK and agencies within the skills system,

to better equip workforces with the right skills now and for the future.

During this time Skills for Justice has earned an enviable reputation for its knowledge of the

sector and its proactive approach to the development of skills and qualifications, along with

an ability to deliver genuinely workable solutions for the employers it represents.

SFJ Awards is an awarding organisation that builds upon this reputation, and understands

the specific challenges facing the Policing, Community Safety, Legal and Armed Forces

sectors, enabling us to quality assure learning outcomes that are suited to the needs of the

sectors.

Customer satisfaction is the cornerstone of our organisation, and is delivered through an

efficient, customer-led service, providing excellent value for money.

1.2 Customer Service Charter Our Customer Service Charter is published on SFJ Awards website giving the minimum level

of service that Centres can expect. The Charter will be reviewed annually and revised as

necessary in response to customer feedback, changes in legislation, and guidance from the

qualifications Regulators.

1.3 Centre Support SFJ Awards works in partnership with its customers. For help or advice contact:

SFJ Awards

1st Floor, Unit C

Meadowcourt Business Park

4 Hayland Street

Sheffield

S9 1BY

Tel: 0114 284 1970

E-mail: [email protected]

Website: www.sfjawards.com

http://www.skillsforjustice.com/

mailto:[email protected]

http://www.sfjawards.com/

Version 4 5

2 The Qualification

2.1 Overall Objective for the Qualification

This handbook relates to the following qualification:

SFJ Awards Level 3 Award in Mentoring and Befriending

The qualification has been designed for individuals who support others in a mentoring and/or

befriending capacity. The majority of the units have been written in such a way to apply to

all contexts within which mentoring and befriending takes place.

The qualification aligns closely with the Review of Offender Learning by Ministry of Justice

and BIS which recognised there are roles for mentors to improve outcomes and offer support

to offenders in the community.

** This qualification is being withdrawn as follows:

Operational End Date: 30 April 2017 Certification End Date: 30 April 2018

This means that no learners can be registered on the qualification after 30 April 2017 and all

learners must be certificated by 30 April 2018.

2.2 Pre-entry Requirements

There are no pre-entry requirements for enrolling to complete this qualification. However,

learners will require suitable literacy and numeracy skills to complete to achieve the

assessment criteria.

2.3 Units and Rules of Combination

Level 3 Award in Mentoring and Befriending

This qualification is made up of a total of 8 units which have been arranged into mandatory

and optional unit groups (see next page).

Learners must achieve a total of 3 mandatory units and a single optional unit, which will

provide a total of 10 or 11 credits.

Version 4 6

Mandatory Units:

Unit Reference

Number

Unit Title Level Credit

Value

A/505/0608

Agree the purpose and boundaries for a mentoring

and befriending relationship

3

2

F/505/0609

Provide support through mentoring and befriending

3

3

T/505/0610

Develop a trusting relationship with individuals

3

3

Optional Units:

Unit Reference

Number

Unit Title Level Credit Value

A/505/0611

Develop an action plan for the mentoring and

befriending relationship

3

3

F/505/0612

Support individuals to overcome challenges and

associated risks in their lives

3

2

J/505/0613

Manage mentoring and befriending relationships to a

successful conclusion

3

2

L/505/0614

Support individuals to address problematic

behaviour

3

3

R/505/0615

Support individuals towards their resettlement in the

community from a custodial environment

3

2

The detailed content of each of the units in the above qualification is provided in Section 5.

Version 4 7

2.4 Guided Learning Hours (GLH)

The GLH for this qualification range from 20-22 depending on the optional unit selected.

2.5 Age Restriction

This qualification is available to learners aged 18+ years.

2.6 Opportunities for Progression

This qualification offers progression from, and into, other mentoring and befriending related

qualifications.

2.7 Exemption

No exemptions have been identified.

2.8 Credit Transfer

Credits from identical units that have already been achieved by the learner may be

transferred.

Version 4 8

3 Centre Requirements

Centres offering this qualification must have approval from SFJ Awards.

The assessment centre must:

ensure that there are sufficient people trained or qualified to assess the number of

learners they anticipate to register and qualify

provide quality assured training for those people identified as being responsible for

assessing learners

have quality assurance systems and Internal Quality Assurers in place to ensure that all

assessments are valid, reliable, authentic and sufficient

provide quality assured training that meets the requirements of SFJ Awards for those

people identified as being responsible for internal quality assurance

ensure that there is a system of standardisation in place to ensure that all assessments

are consistent and fair

ensure that those undertaking the roles of quality assurance and assessment maintain

their skills, knowledge and competence

comply with the requirements of SFJ Awards and the qualifications Regulators.

Centres offering this qualification must provide internal quality assurance to ensure

assessment meets all SFJ Awards requirements and is standardised across individual

assessors, assessment locations and learners.

Version 4 9

4 Assessment

4.1 Assessors

All assessors must:

1. be occupationally competent. This means that each assessor must, according to

current sector practice, be competent in the functions covered by the units they are

assessing. They will have gained their occupational competence working within the

Justice and Community Safety sector or within an appropriate occupational sector.

They are not required to occupy a position in the organisation more senior than that of

the Learner they are assessing. However, Centres must be alert to the risks that all

such arrangements could present and ensure that sufficient quality controls are in

place through the internal quality assurance process to minimise the possibility of

collusion between learners and assessors

2. be able to demonstrate consistent application of the skills and the current supporting

knowledge and understanding in the context of a recent role directly related to the

qualification units they are assessing as a practitioner, trainer or manager

3. be familiar with the qualification units; and must be able to interpret and make

judgements on current working practices and technologies within the area of work

4. maintain their occupational competence by actively engaging in continuous

professional development activities in order to keep up-to-date with developments

relating to the changes taking place in the Justice and Community Safety sector.

These activities may include those offered by the Awarding Organisation, Skills for

Justice or other relevant providers in the sector

5. Assessors must be appropriately qualified or be able to prove equivalent competence

as specified in the SSC Assessment Strategy

6. Approved Centres will be required to provide SFJ Awards with current evidence of how

each assessor meets these requirements; for example certificates of achievement,

testimonials, references or any other relevant records.

4.2 Internal Quality Assurance

All Internal Quality Assurers must:

1. be occupationally knowledgeable across the range of units for which they are

responsible prior to commencing the role. Due to the risk-critical nature of the work

and the legal implications of the assessment process, they must understand the nature

and context of the assessors’ work and that of their Learners. This means that they

Version 4 10

must have worked closely with staff that carry out the functions covered by this

qualification, possibly by training or supervising them, and have sufficient knowledge of

these functions to be able to offer credible advice on the interpretation of the units.

Those conducting internal quality assurance must also sample the assessment

process and resolve differences and conflicts on assessment decisions

2. understand the content, structure and assessment requirements for the qualification

they are quality assuring

3. maintain their occupational competence by actively engaging in continuous

professional development activities in order to keep up-to-date with developments

relating to the changes taking place in the Justice and Community Safety sector.

These activities may include those offered by the SFJ Awards, Skills for Justice or

other relevant providers in the sector

4. be appropriately qualified or be able to prove equivalent competence as specified in

the SSC Assessment Strategy

5. occupy a position in the organisation that gives them the authority and resources to

coordinate the work of assessors, provide authoritative advice, call meetings as

appropriate, visit and observe assessment practice, and carry out all the other

important roles of internal quality assurance

6. have an appropriate induction to Justice and Community Safety qualifications that they

are quality assuring, provided to them by the Centre, and have access to ongoing

training and updates on current issues relevant to these qualifications. Information on

the induction and continuing professional development of carrying out internal quality

assurance must be made available to the Awarding Organisation through its external

quality assurance process

4.3 Workplace Assessment

SFJ Awards believes that direct observation by a competent assessor (as outlined above) or

testimony from an Expert Witness or Manager, is always preferable.

Expert Witness testimony has parity with assessor observation unless otherwise stated in

unit evidence requirements. The assessor is responsible for making the final judgement in

terms of the Learner meeting the evidence requirements for the unit.

SFJ Awards recognise that there are alternative evidence sources which may be used where

direct observation is not possible or practical, e.g. work products, records, reflective

accounts, professional discussion etc.

In order to ensure that the evidence used to assess Learners is valid, all Centres must

demonstrate that Learners have access to the types of resources commonly in use in the

sector and that the pressures and constraints of the workplace are reflected.

Version 4 11

It is accepted that the assessment of some knowledge and understanding may take place in

a different environment, for example in a training and development centre or another

environment, which is not the immediate workplace. However, the assessment of this

knowledge and understanding should be linked directly to workplace performance and

should include performance evidence.

4.4 The Expert Witnesses

When using Expert Witnesses as a source of evidence, Expert Witnesses must:

1. be occupationally competent. This means that each Expert Witness must, according

to current sector practice, be competent in the functions covered by the units to which

they are contributing. They will have gained their occupational competence working

within the Justice and Community Safety sector or within an appropriate occupational

sector

2. be able to demonstrate consistent application of the skills and the current supporting

knowledge and understanding in the context of a recent role directly related to the

qualification unit that they are witnessing as a practitioner, trainer or manager

3. be familiar with the qualification unit; and must be able to interpret current working

practices and technologies within the area of work.

4.5 Use of languages

SFJ Awards conducts its business activities in English and the qualification handbook for this

qualification is provided in English. The SFJ Awards policy on the use of languages (Welsh

and Irish) is available on the website.

SFJ Awards will provide assessment materials and qualification handbooks expressed in

English. If there is sufficient demand; in Wales materials will be provided in English and

Welsh or Welsh. In Northern Ireland assessment materials will be provided in English and

Irish.

For vocational qualifications SFJ Awards will support the assessment of Learners in Irish or

Welsh provided that sufficient notice is given to ensure that an assessment in a language

other than English is comparable.

SFJ Awards carries out its business activities in English and may employ the services of a

translator for quality assurance purposes.

Reasonable adjustments may be made by carrying out the assessment in British or Irish

Sign Language.

The qualification handbook for this qualification is currently available in English

4.6 Simulations

Assessment in a simulated environment should only be used in the following circumstances:

Version 4 12

1. where evidence in the workplace will not be demonstrated within an acceptable time

frame

2. where the nature of the work activity presents high risk or danger to the Learner and

others, for example, personal safety.

Simulations must be agreed between SFJ Awards and the Centre contact from the

Assessment Centre prior to use.

All simulations should follow these basic principles:

1. a Centre’s overall strategy for simulation must be agreed and approved by SFJ

Awards

2. the nature of the contingency and the physical environment for the simulation must be

realistic and Learners should be given no indication as to exactly what contingencies

they may come across

3. where simulations are used they must reflect the requirements of the qualification units

4. the location and environment of simulation must be agreed between SFJ Awards and

the Centre contact prior to it taking place

5. all simulations must be planned, developed and documented by the Centre in a way

that ensures the simulation correctly reflects what the specific qualification unit seeks

to assess and all simulations should follow these documented plans

6. there should be a range of simulations to cover the same aspect of a unit so that the

risk of Learners successfully colluding is reduced.

4.7 External Quality Assurance

The monitoring and standardisation of assessment decisions will be achieved by robust and

strong Centre monitoring and quality assurance according to SFJ Awards requirements.

The mechanisms required to achieve these requirements are outlined in Ofqual’s ‘General

Conditions of Recognition’.1 In addition to the Regulator’s requirements, SFJ Awards will

evaluate all external quality assurance reports and other data relating to the Centre and any

risks relating to quality control will be identified and addressed.

External quality assurers (EQA) will be appointed by SFJ Awards to approve centres and to

monitor the assessment and internal quality assurance carried out by centres. External

quality assurance is carried out to ensure that there is validity, reliability and good practice in

centres. To carry out their quality assurance role, quality assurance staff must have

appropriate occupational and verifying knowledge and expertise. SFJ Awards quality

assurance staff will attend training and development designed to keep them up-to-date, to

facilitate standardisation between staff and share good practice.

1 https://www.gov.uk/government/publications/general-conditions-of-recognition

https://www.gov.uk/government/publications/general-conditions-of-recognition

Version 4 13

5 Qualification Units

Title: Agree the purpose and boundaries for a mentoring and befriending

relationship

Level: 3

Credit value: 2

GLH: 4

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the legal and

organisational requirements in

relation to establishing a mentoring


1.1 summarise the impact of legal and

organisational requirements relating to

establishing a mentoring and befriending

relationship

1.2 describe the role of own organisation,

other organisations and relevant services

in mentoring and befriending

1.3 summarise own organisation’s

requirements and procedures for

maintaining records relating to mentoring

and befriending relationships

1.4 explain own role and the limits of own

authority and responsibility as a mentor

and befriender

1.5 summarise actions to take where the

needs of the relationships exceeds own

level of authority

1.6 summarise own organisation’s policies

and procedures relating to information

disclosed by an individual during a

mentoring and befriending relationship

2 Understand the principles of

establishing a mentoring and


2.1 explain the importance of gaining the

individual’s informed consent to the

mentoring and befriending process

2.2 describe techniques for securing the

individual’s active participation in the


2.3 explain the purpose of a personal contract

between self and the individual

2.4 describe ways to assist the individual to

express their needs and aspirations in

relation to the mentoring and befriending

Version 4 14

process

2.5 summarise methods of building trust and

empathy with individuals

2.6 explain the importance of promoting the

individual’s ownership and responsibility

for decision making

2.7 explain the risks and safeguarding issues

associated with establishing a mentoring


3 Be able to determine the purpose and

boundaries for the mentoring and


3.1 review all necessary and available

information regarding the individual

3.2 agree with the individual the role of self

and others involved in the mentoring and

befriending process

3.3 discuss with the individual their

expectations of the mentoring and


3.4 agree the rules within which the mentoring

and befriending relationship will be

conducted

3.5 agree with the individual approaches for

addressing any factors which adversely

affect the progress of the mentoring and


3.6 agree the limits and boundaries of the

support available to the individual from the


3.7 agree with the individual their own

responsibilities in relation to decision

making, their own development and

achieving change

3.8 inform the individual of their rights within

the mentoring and befriending process in

relation to addressing their concerns or

complaints relating to the process

3.9 obtain the individual’s informed consent to

progress the mentoring and befriending

relationship

Additional information about the unit

Unit aim(s) This unit is about exploring the goals and

expectations of the person being mentored and

befriended, together with options for the

achievement of the goals. It includes agreeing

the boundaries for the conduct of the

relationship.

Version 4 15

Details of the relationship between the

unit and relevant national occupational

standards (if appropriate)

NOS GL101

Assessment requirements specified by a

sector or regulatory body (if appropriate)

This unit requires assessment of workplace

practice. Valid methods for this include:

through professional discussion with the

individual

through their immediate supervisor

through role play/simulation

through workplace observation

review of portfolio

review of reflective journal

use of assessments completed in

training programmes

Endorsement of the unit by a sector or

other appropriate body (if required)

This unit is endorsed by Skills for Justice, the

Sector Skills Council for Justice

Version 4 16

Title: Provide support through mentoring and befriending

Level: 3

Credit value: 3

GLH: 6

Learning outcomes

The learner will:

Assessment criteria

The learner can:


organisational requirements for the

provision of support through

mentoring and befriending

1.1 summarise legal and organisational

requirements affecting the planned

development of mentoring and

befriending relationships

1.2 describe the role of own and other

organisations and services relating to






1.4 describe the role, responsibilities and

limits of authority of a mentor and

befriender

1.5 summarise the organisation’s policies and

procedures relating to the disclosure of

abuse

1.6 summarise the procedures for referring

individuals to partner agencies for support

with their mental health and other issues

2 Understand the processes of

providing support through mentoring

and befriending

2.1 explain the importance of determining the

optimum time required for effective

mentoring and befriending sessions

2.2 describe the characteristics of a suitable

location for mentoring and befriending

sessions to take place

2.3 explain the importance of acting as a role

model in own behaviour

2.4 explain the importance of recognising and

celebrating achievement in motivating

individuals

2.5 describe with examples the types of

conflict that may arise in a mentoring and


2.6 explain methods for recognising and

resolving instances of conflict within a


2.7 describe the prejudice and associated

Version 4 17

barriers that might be faced by those

being mentored and befriended

2.8 describe with examples methods for

providing appropriate support to those

being mentored and befriended to

address prejudice and associated barriers

2.9 describe with examples methods to

support the individual to improve their

decision-making skills, develop

confidence and build self-esteem

2.10 describe with examples common

indicators that an individual may have

problems relating to their mental health

and other issues which are impacting

adversely upon their behaviour

2.11 summarise the appropriate actions to take

to support individuals who exhibit

indicators of mental health and other

problems

2.12 explain the actions to take when it is

necessary to go against an individual’s

expressed wishes in their own best

interests

3 Be able to provide mentoring and

befriending support

3.1 allocate sufficient time for interactions with

the individual

3.2 provide ongoing information and support

to individuals towards realising their aims

3.3 enable the individual to identify

opportunities to gain experiences towards

increasing their confidence and self-

development

3.4 encourage the individual to explore ways

of addressing any issues or problems

affecting their development

3.5 assist the individual to look at issues from

an unbiased point of view that helps them

make informed choices

3.6 assist the individual to identify when

additional sources of information or

support may be appropriate

3.7 encourage and support the individual to

build networks of support

3.8 assist the individual to take responsibility

for opportunities to develop their skills and

achieve their developmental goals

3.9 assist the individual to identify the effects

of their planned actions upon others

Version 4 18

3.10 ensure the individual understands any

resource limitations of the mentoring and


3.11 resolve any barriers or points of

disagreement with the individual in a

manner which maintains an effective

working relationship

3.12 make appropriate use of supervision when

supporting individuals

3.13 identify the risks and safeguarding issues

associated with a mentoring and



Unit aim(s) This unit is about providing mentoring and

befriending support to an individual.

Where the standard refers to the ‘individual’, this

refers to the person being mentored and

befriended.




GL102






individual




review of portfolio


use of assessments completed in training

programmes





Version 4 19

Title: Develop a trusting relationship with individuals

Level: 3

Credit value: 3

GLH: 6

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand legal and organisational

requirements in relation to building

trusting relationships with individuals

1.1 summarise the organisational procedures

and requirements relevant to working with

individuals

1.2 explain the impact of organisational

procedures and requirements on building

relationships with individuals

1.3 summarise the organisation’s


maintaining records relating to working

with individuals

1.4 describe the limits of own authority and

responsibility in working with individuals

1.5 summarise actions to take where the

needs of the relationship exceed own

level of authority


communication and relationship

building

2.1 explain the importance of non-verbal

communication in the context of different

cultures

2.2 explain the importance of building trust

and empathy with individuals

2.3 summarise the causes and impact of

typical barriers to communication for

individuals

2.4 describe with examples techniques to

overcome barriers to communication

2.5 explain the potential impact of own values

and beliefs on own ability to challenge

discriminatory or potentially damaging

attitudes and behaviour

2.6 provide examples of techniques for

building trust and rapport with different

types of individuals

2.7 explain the importance of ensuring

understanding and of avoiding

assumptions

Version 4 20


managing relationships with

individuals

3.1 provide examples of typical issues,

concerns and prejudices faced by

individuals

3.2 summarise methods for supporting

individuals to deal with their issues and

concerns

3.3 explain own role in managing the

application of confidentiality to individual

cases

3.4 describe, with examples, ways of dealing

with cases in the best interests of the

individual which may be contrary to their

expressed wishes

3.5 explain the importance of establishing the

boundaries of own relationship with the

individual

3.6 summarise ways to reach agreement

about the rules within the relationship

3.7 explain ways to set and maintain the

boundaries of the relationship

3.8 explain the purpose and structure of an

exit strategy from the mentoring and


3.9 summarise ways of addressing the needs

of the individual at the end of the


3.10 describe with examples the principal

causes of unplanned endings to a


and strategies for addressing these

4 Be able to establish a trusting

relationship with individuals

4.1 arrange suitable locations, environments

and times for making contact and holding

conversations with individuals

4.2 use forms and styles of communication

suited to the needs and abilities of a

variety of individuals

4.3 support individuals by taking a positive

interest in their concerns and areas of

activity

4.4 establish individuals’ needs and

motivations

4.5 help individuals to explore and assess the

potential consequences of different

courses of action

4.6 involve individuals in decisions affecting

them, taking into account their abilities

and circumstances

Version 4 21

4.7 agree with the individuals the

circumstances and manner in which their

information can be shared

4.8 treat individuals with respect, showing

integrity, fairness and consistency in own

dealings with them

4.9 model behaviour which shows respect,

helpfulness and cooperation

4.10 explain the relation of equality and

diversity to developing trusting

relationships


Unit aim(s) This unit is about communicating and engaging

effectively with individuals, and about building

and maintaining a level of trust in own dealings

with them.



befriended.




NOS GL103 and GL104






individual




review of portfolio



programmes





Version 4 22

Title: Develop an action plan for the mentoring and befriending relationship

Level: 3

Credit value: 3

GLH: 6

Learning outcomes

The learner will:

Assessment criteria

The learner can:


organisational requirements in

relation to the action planning for a


relationship

1.1 summarise the legal and organisational

issues involved in the agreement of

mentoring and befriending action plans

1.2 describe the role of own organisation,

other organisations and relevant services

in mentoring and befriending



maintaining records relating to action

plans within mentoring and befriending

relationships

1.4 summarise the organisation’s policies and

procedures relating to the information

disclosed by an individual during the

action planning process

2 Understand the principles of action

planning within a mentoring and


2.1 explain the purpose and structure of an

action plan in a mentoring and

befriending context

2.2 explain the purpose of a personal contract

between self and the individual

2.3 describe ways to assist the individual to

plan actions and access resources with

examples

2.4 describe ways of assisting the individual

to evaluate the impact of their planned

actions with examples

3 Understand the requirements for

managing the action planning process

3.1 explain the importance of promoting the

individual’s ownership and responsibility

for decision making

3.2 explain the importance of the timing,

frequency and locations of meetings with

the individual

3.3 explain the importance of a setting which

is appropriate in terms of accessibility,

suitability and safety

3.4 describe methods of addressing potential

Version 4 23

barriers and constraints which might affect

the individual’s progress towards their

aims

4 Be able to agree an action plan for

the mentoring and befriending

relationship

4.1 agree goals for the mentoring and

befriending relationship which are specific

and realistic

4.2 prioritise options for action towards

realising their goals with individuals

4.3 explore the potential consequences,

advantages, and disadvantages of

available options with the individual

4.4 assist in resolving any immediate needs

identified with the individual

4.5 facilitate access to additional or alternative

sources of support to achieve

development goals that cannot be met by

the mentoring and befriending process

4.6 agree with the individual the type and

amount of support required towards

achieving their goals

4.7 assist the individual to formulate an action

plan that specifies clearly the outcomes,

methods, timescales, and any support

appropriate towards achieving their goals

4.8 agree a process for reviewing progress

during the mentoring and befriending

session

4.9 record the agreed action plan in

appropriate systems and formats

accessible to the mentor and individual

5 Be able to review progress and

achievements

5.1 provide suitable opportunities for the

individual to review the progress of the

action plan and their achievements

5.2 give the individual honest, timely and

constructive feedback in a positive

manner

5.3 support individuals’ achievements in a

positive manner

5.4 assist individuals in dealing with any

perceived issues and setbacks

5.5 identify and agree with the individual the

objectives and outcomes that have been

achieved and those that have not

5.6 plan and agree what further support or

help the individual may need

5.7 review the effectiveness of the mentoring

and befriending relationship to identify

Version 4 24

opportunities to improve practice

5.8 maintain accurate and up-to-date records

of progress reviews


Unit aim(s) This unit is about assisting the individual to

identify their goals and to develop and agree an

action plan towards realising such goals.

Within this unit reference is made to the ‘action

plan’ between the mentor and mentee. This can

also be termed the ‘contract arrangement’,

‘personal contract’, or other agreed term to

describe the contract service specification.

It is recognised that not all mentoring and

befriending relationships will have formal action

plans, and that in some cases the circumstances

of the individual may mean that planning with

the individual is only appropriate on a short term

basis. However, in such cases, the practice set

out within this standard still addresses best

practice.




NOS GL101 and NOS GL102






individual




review of portfolio



programmes





Version 4 25

Title: Support individuals to overcome challenges and associated risks in their

lives

Level: 3

Credit value: 2

GLH: 4

Learning outcomes

The learner will:

Assessment criteria

The learner can:


supporting individuals to overcome

challenges and associated risks in

their lives

1.1 summarise the legal and organisational

requirements related to supporting

individuals to overcome challenges and


1.2 describe own role, level of authority and

responsibility related to supporting

individuals to overcome challenges and


1.3 summarise the typical types of challenge

and associated risk faced by individuals

1.4 explain the principles of managing risk in

relation to supporting individuals

1.5 explain the importance of identifying

challenges of relevance to individuals

1.6 describe ways of working with individuals

to identify potential risks in relation to the

planned activities

1.7 identify agencies and individuals available

to give support to individuals in

addressing challenges

2 Be able to support individuals to

overcome challenges and associated

risks in their lives

2.1 agree the nature and impact of the

challenge faced with the individuals

involved

2.2 work with individuals to facilitate their

identification of the risks associated with

the challenge

2.3 develop, with the individual, a plan and

appropriate actions towards managing the

identified risks

2.4 evaluate the action plan and confirm that it

addresses the risks associated with the

challenge

2.5 arrange the support of appropriate

agencies and specialists to address

specific concerns raised by the planned

actions

2.6 take the appropriate actions to refine the

Version 4 26

plan in line with outcomes of on-going risk

assessment

2.7 review with the individuals the lessons

learnt from their experiences in

addressing the challenge


Unit aim(s) This unit is about supporting individuals to

overcome challenges in their lives, including

their understanding and appreciation of risk, and

their ability to manage these. It includes

identifying the challenges, and using these to

promote an understanding and ability to manage

the associated risks.


refers to the person being mentored/befriended.




NOS GB301






individual




review of portfolio



programmes





Version 4 27

Title: Manage mentoring and befriending relationships to a successful conclusion

Level: 3

Credit value: 2

GLH: 4

Learning outcomes

The learner will:

Assessment criteria

The learner can:


reviewing the effectiveness of the


relationship

1.1 summarise the organisation’s




1.2 explain the purpose and procedures for

monitoring and reviewing progress within


1.3 explain the importance of recognising

progress made by the individual, and of

celebrating success at the conclusion of


1.4 explain the impact of the individual

exerting undue influence on the mentor

and befriender

1.5 describe signs of possible conflict within a


1.6 summarise the reasons why a mentor and

befriender might be reluctant to admit to

conflict within their mentoring and


2 Be able to manage mentoring and

befriending relationships to a

successful conclusion

2.1 monitor the nature and level of

dependency of the individual upon the

process

2.2 agree with the individual the progress

made and successes achieved through

the process

2.3 plan actions to continue or end the

relationship appropriate to the needs of

the individual identified in the review

2.4 arrange any future support needs that the

individual may require

2.5 maintain accurate and up to date records

of the actions taken and their rationale

Version 4 28


Unit aim(s) This unit is about reviewing the effectiveness of

the mentoring and befriending relationship

including planning for the continuation or ending

of the relationship.

Where the unit refers to the ‘individual’, this


befriended.




NOS GL104 and GL103






individual




review of portfolio



programmes





Version 4 29

Title: Support individuals to address their problematic behaviour

Level: 3

Credit value: 3

GLH: 6

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the factors affecting the

support and encouragement of

individuals in addressing their

problematic behaviour

1.1 describe the impact of physical, social,

psychological and emotional development

upon the behaviour of individuals

1.2 explain the impact of equality and

inequality on the behaviour of individuals

1.3 explain the importance of understanding

the impact of crime on victims in relation

to their need for protection, respect,

recognition and information when dealing

with the behaviour of individuals

1.4 explain the importance of helping

individuals to take responsibility for the

decisions that they make

1.5 explain the importance of helping

individuals take responsibility for the

effects of their choices on others

1.6 summarise methods of overcoming

obstacles to change which may exist for

individuals

1.7 explain the effectiveness of different ways

of supporting individuals to change their

behaviour

1.8 summarise factors in the agency’s policies

and practices which affect the work

undertaken

1.9 explain the ways in which own practice is

influenced by individual’s culture and

gender

2 Be able to help individuals to

understand the problematic aspects

of their behaviour and associated

risks

2.1 communicate in a manner which is free

from discrimination and oppression and is

appropriate to the individual

2.2 encourage an open exchange of views

and information

2.3 encourage individuals to reflect on their

behaviour to identify the problematic

aspects and their consequences

2.4 encourage individuals to consider the

potential impact of their behaviour on

Version 4 30

others

2.5 discuss with the individual any aspects of

their behaviour which are of concern

2.6 offer relevant information and advice on

the advantages of positive change

2.7 explore with the individual their attitudes

to offending and their motivation to

change

2.8 constructively challenge abusive,

aggressive or discriminatory attitudes and

behaviour, whilst taking account of

personal safety

3 Be able to help individuals to address

the problematic aspects of their

behaviour

3.1 encourage individuals to value themselves

and to recognise their strengths and ability

to change

3.2 explore and agree, with individuals, ways

to address the problematic aspects of

their behaviour

3.3 assist individuals to commit to an informed

selection of suitable behavioural options

3.4 assist individuals to develop realistic and

achievable goals and progress review

options

3.5 identify, with individuals, the support

available to them

3.6 support individuals according to their

particular needs, and the mentor’s own

role, statutory requirements and agency

practice

3.7 reinforce positive changes in individuals’

behaviour through constructive feedback

3.8 assist individuals to reflect on their

progress and the factors that have

contributed to their change in behaviour

Version 4 31


Unit aim(s) This unit is about helping individuals who have

offended, or are at risk of offending, to

understand why aspects of their behaviour might

be considered offensive, and the benefits of

addressing such aspects. This includes

challenging individual behaviour and providing

support and encouragement for change. The

mentor needs to recognise the complex range of

factors which may lead to offending and be able

to help individuals value themselves and others.

Such work may take place opportunistically

during ongoing contact with the individual, or

occur during more formal interventions.

Problematic behaviour is that which might be

considered to be anti-social, challenging or

offending.




NOS EC8






individual




review of portfolio



programmes





Version 4 32

Title: Support individuals towards their resettlement in the community from a

custodial environment

Level: 3

Credit value: 2

GLH: 4

Learning outcomes

The learner will:

Assessment criteria

The learner can:


supporting individuals towards their

resettlement in the community from a


1.1 summarise relevant policies and

procedures of own organisation for

supporting individuals towards

resettlement

1.2 describe typical needs of individuals

preparing for resettlement

1.3 summarise motivational learning

techniques used in supporting individuals

1.4 explain how to prepare a risk assessment

for resettlement related activities

1.5 explain the importance of promoting

confidence and self-responsibility in

relation to offender resettlement

1.6 describe relevant activities that are

available to help prepare individuals for

resettlement

1.7 summarise constraints and opportunities

affecting the provision of support for

individuals

1.8 describe sources and types of support

that are available to individuals resettling

in the community

1.9 summarise potential security risks

associated with resettlement of individuals

in the community

1.10 summarise the different types of

community sentences and how these

affect the support that is provided

2 Be able to plan activities to prepare

individuals for resettlement

2.1 obtain all necessary and appropriate

information regarding the assessment of

individuals’ needs

2.2 discuss with individuals their needs in

preparation for resettlement in terms of:

education and employment

accommodation

personal development

financial requirements

Version 4 33

health and well being

social reintegration

2.3 agree appropriate activities in liaison with

relevant people in own and other relevant

organisations

2.4 agree with individuals which of the

available activities appear to meet their

needs most closely

2.5 agree with individuals, and other relevant

people, realistic aims and objectives for

activities addressing identified needs

2.6 seek confirmation that proposed activities

will not compromise security

2.7 obtain the informed consent of individuals

for the planned resettlement programme

2.8 report to relevant people where no

appropriate activities are available to meet

individuals’ needs

2.9 record and make available information on

agreed activities for those authorised to

receive it

3 Be able to monitor and coordinate

resettlement activities outside the


3.1 confirm with individuals, and activity

providers, the aims, objectives, outcomes

and standards of behaviour expected

3.2 take appropriate action in response to an

abuse of activities or to unacceptable

behaviour

3.3 confirm that activities comply with health

and safety requirements

3.4 assess with individuals and activity

providers the extent to which the aims,

objectives and outcomes of activities have

been met

4 Be able to support individuals


4.1 provide individuals with information,

advice, encouragement and resources to

enable them to benefit from resettlement

activities

4.2 communicate with individuals at a level

and pace which encourages their

confidence and self-responsibility

4.3 support and encourage individuals to

attend appointments and interviews in

preparation for resettlement

4.4 monitor individuals’ progress accurately in


4.5 seek appropriate advice promptly where

individuals’ progress is not satisfactory

Version 4 34

4.6 ensure that all relevant parties are

accurately informed on progress and

outcomes in line with own organisation’s

requirements

4.7 maintain records and provide reports in

accordance with own organisation’s policy

and statutory requirements


Unit aim(s) This unit is about preparing individuals for

transfer from the custodial environment to

resettlement/reintegration in the community.

The aims, depending on the individual, can be

about personal development, social

reintegration, education and/or employment etc.




NOS F14






individual




review of portfolio


use of assessments completed in

training programmes





qualification handbook - sfj...

Documents