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322 PREPARE, IMPLEMENT AND EVALUATE GROUP ACTIVITIES TO ADDRESS THE OFFENDING BEHAVIOUR OF CHILDREN AND YOUNG PEOPLE

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Unit overview Elements of competence 322a 322b 322c Plan and prepare agreed group activities to address the offending behaviour of children and young people Prepare and support children and young people
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Unit overview Elements of competence 322a 322b 322c Plan and prepare agreed group activities to address the offending behaviour of children and young people Prepare and support children and young people through group activities Evaluate agreed group activities with other members of the team About this unit For this you need to plan, prepare and implement agreed group activities, which may be to address particular issues or to develop and practice new skills. The worker needs to take account of the needs of individual participants, and of the group as a whole, in planning and preparing group activities, encourage the active participation of all members and deal with any conflict that arises. The term, are likely to offend or those affected by offending and anti-social behaviour. Scope The scope is here to give you guidance on possible areas to be covered in this unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for all aspects of the scope. Group activity involving: demonstration and modelling; explanation and step-by-step; exploration, discussion, prompting and questioning; audio-visual and computer; cognitive behavioural training; anger management; social skills training; communication groups; creative work and health-related projects; education and leisure activities. Communicate using: speech and language; actions, gestures and body; language; space and position. Activities involving: demonstration and modelling; explanation and step-by-step; exploration, discussion, prompting and questioning; audio-visual and computer. OCR Level 3 NVQ in Health and Social Care 1 Key words and concepts This section provides explanations and definitions of the key words and concepts used in this unit. In occupational standards it is quite common to find words or phrases used which you will be familiar with, but which, in the detail of the standards, may be used in a very particular way. Therefore, we would encourage you to read this section carefully before you begin working with the standards and to refer back to this section as required. Demonstration and modelling Means that the worker demonstrates the activity to the group by doing it himself or herself. Group members may be those who have offended, are likely to offend or those affected by offending and anti-social behaviour OCR Level 3 NVQ in Health and Social Care 2 322a Plan and prepare agreed group activities to address the offending behaviour of children and young people Performance criteria You need to show that: 1 You discuss and agree with the team the nature and purpose of the group activity 2 You suggest to the team new activities and different ways of approaching activities, and reach agreements before they are used 3 You plan group activities so that they are consistent with the needs of each child or young person in the group 4 You approach children and young people and communicate with them in a manner which is designed to promote their role as partners in the group activity and encourage personal choice 5 You encourage children and young people to participate in planning the activity at a level appropriate to their abilities 6 You communicate in a manner, and at a level and pace, appropriate to the members of the group 7 You take into account when planning the activity any constraints and opportunities which are consistent with the interests, preferences and beliefs of the children and young people 8 You confirm realistic goals for the activity with the person responsible and agree them with the participants 9 You agree criteria to evaluate the effectiveness of the group activity with the team 10 You arrange the environment in a way which encourages the full participation of all group members 11 You prepare equipment and materials, check that they are safe and ready for use, and place them within easy reach 12 You make accurate, legible and complete records of agreements reached with children and young people OCR Level 3 NVQ in Health and Social Care 3 322b Prepare and support children and young people through group activities Performance criteria You need to show that: 1 You establish clearly with the group the purposes and goals of the activity 2 You use activities which are appropriate to children and young people and their plans, and are consistent with the recommendations of the appropriate members of the team 3 You discuss the activity with all group members in a manner which encourages as much participation as possible 4 You make appropriate modifications and take precautions when individual group members are unable to participate fully 5 You select approaches and methods to learning and development which are appropriate to the needs of the group and the activity 6 You give individual group members sufficient information and guidance, at an appropriate level and pace, to enable them to exercise their skills 7 You treat children and young people in a manner which is likely to promote their co-operation, dignity and self-esteem and encourages them to participate actively in the activity 8 You give constructive feedback in a manner, and at a level and pace, appropriate to the group 9 You minimise the effects of any disruptive influence on the group 10 You monitor the performance of the group members in the activity and report it to the appropriate person 11 You maintain accurate, legible, complete and up to date records of the activity OCR Level 3 NVQ in Health and Social Care 4 322c Evaluate agreed group activities with other members of the team Performance criteria You need to show that: 1 You encourage and support children and young people to give feedback on the group activity 2 You discuss the outcomes of the group activity with the relevant members of the team 3 You make appropriate modifications, when the planned activity is found to be inappropriate or the resources are unsuitable or inadequate, and discuss them with the team 4 You review with the team the effectiveness of the learning and development methods used and identify alternative approaches for future use which are likely to improve the effectiveness of activities 5 You seek advice from the appropriate team members as soon as is practicable when goals prove to be unrealistic OCR Level 3 NVQ in Health and Social Care 5 Knowledge specification for the whole of this unit Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. Theory and practice 1 Why it is important to plan activities 2 Why individual choice must be acknowledged and respected even where this is against the offered advice 3 Why communications with children and young people/advocates should promote their role as partners in care 4 Why the involvement of children and young people in the choice of activity should be maximised 5 Why knowledge of the relevant background of children and young people is essential for the methods and approach adopted 6 Why goals and activities should be consistent with agreements between children and young people and professionals 7 Why children and young people should be encouraged to choose activities which are likely to achieve the goals identified 8 Why records should be kept and the potential consequences if this is not carried out 9 Why records of agreements reached between children and young people and workers are necessary 10 Why children and young people should be encouraged to be as self-managing as possible 11 Why the support given should be consistent with the functioning of children and young people 12 The importance of providing activities geared to the interests, preferences and developmental stage of children and young people 13 Why problems should be notified and what may happen if they are not 14 Why the worker should be involved in suggestions for change as well as evaluating details of progress 15 The range and purposes of activities available and the relationship of these to individual interests, preferences, age, gender, etc 16 The purpose and aims of the activities undertaken 17 Normal physical, psychological and social development and function and the effect of disruption to the normal function and the resultant disability 18 Normal physical, psychological and social development and function and the effect of disruption to the normal function and the resultant disability 19 The effects which cultural and developmental differences may have on the suitability of activities for particular individuals 20 The social psychology and dynamics of groups and the different styles of leadership and group skills 21 The effects which physical, psychological and social functioning may have on the individual's ability to develop specific skills OCR Level 3 NVQ in Health and Social Care 6 Knowledge specification for the whole of this unit (continued) 22 The purpose of constructive feedback and how this differs from positive feedback 23 The philosophy and approach of the group activities undertaken 24 The potential future pattern of disorder which may affect the individual s lifestyle 25 Criteria for evaluating activities as established with the team 26 Why evaluation is necessary and how it can be used to improve performance in the short and longer term 27 Why the criteria for evaluating the effectiveness of the activities should be established with the team 28 Methods of evaluation relevant to the activities being undertaken 29 Teaching and learning strategies - how to adapt them to meet the needs of different individual groups and individuals OCR Level 3 NVQ in Health and Social Care 7 Evidence requirements for this unit Prior to commencing the unit you should agree a plan with your assessor regarding the type of evidence to be used. You must provide your assessor with evidence for ALL the performance criteria, the relevant parts of the scope as they apply to your work area and ALL the knowledge specification. All the evidence should relate to real work activities for ALL elements of this unit. The evidence must at all times, reflect the policies and procedures of the work as linked to current legislation and the values and principles for best practice within the Health and Social Care Sector. This will include the National Service Standards for your area of work or client group. Simulation is NOT permitted for this unit. The following forms of evidence are required: Direct observation by your assessor and/or expert witness, in a real work situation is required for a significant amount of each element of this unit. Observation of work products, eg records and reports. Competence of performance and knowledge can also be demonstrated using a variety of evidence from the following: Reflective account or professional discussion. Diary evidence of day to day practice. Case studies/assignments questioning to demonstrate your knowledge and supplement knowledge demonstrated through performance evidence. Witness testimony: from people such as your line manager, professionals, social worker, to provide evidence of your work. NB Confidential records are not required in your portfolio, they can remain where they are normally stored and be checked by your assessor and internal verifier. If they are included they must be anonymised. OCR Level 3 NVQ in Health and Social Care 8
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