Course Title: Support the management of adult offenders within the Victorian correctional framework

Part B: Course Detail

Teaching Period: Term1 2017

Course Code: JUST5727

Course Title: Support the management of adult offenders within the Victorian correctional framework

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4323 - Certificate IV in Justice

Course Contact: Irene Pagliarella, Program Manager

Course Contact Phone: +61 3 9925 4581

Course Contact Email: irene.pagliarella@rmit.edu.au

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 60

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

N/A

Course Description

In this course you will develop the skills and knowledge required to support the application of legislative and systemic processes in the management of adult offenders in the Victorian correctional framework.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:	VU20871 Support the management of adult offenders within the Victorian correctional framework
Element:	1. Review the key features of the Victorian correctional system
Performance Criteria:	1.1 Evolution of punishment in Western society and the correctional system in Victoria are researched 1.2 Current management practices of Victorian prisons including the impact of the Unit Management method of daily management of adult custodial offenders are investigated and reviewed 1.3 Legislative requirements and accountability measures for the Victorian Correctional system are reviewed
Element:	2. Investigate key components of the Victoria correctional system
Performance Criteria:	2.1 Role of Sentence Management Unit is explained 2.2 Processes of Bail, Fines and Community Integration program are examined 2.3 Functions and processes of Community Corrections are evaluated 2.4 Role and functions of the Adult Parole Board are examined
Element:	3. Develop professional practice strategies to support management of adult offenders
Performance Criteria:	3.1 Body of theory and debate about current practices related to management and supervision of adult offenders are identified and evaluated 3.2 Models and processes of other Australian and overseas jurisdictions are compared with those of Victoria to inform approach 3.3 Potential benefits and pitfalls of common approaches to offender management are analysed to inform own professional practice 3.4 Communication and assertiveness strategies are identified, evaluated for efficacy and practised 3.5 Feedback on performance is sought from others and used to inform future practice

Learning Outcomes

On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements and the following;

Develop and practice strategies, including application of legal and compliance requirements, problem‐solving, and communication processes, to support the management of adult offenders across a range of key components of the Victorian correctional system
Provide evidence of the knowledge of the evolution of theories and practices in correctional systems that inform contemporary practice and process
Provide evidence of knowledge of relevant legislation and regulatory requirements
Provide evidence of knowledge of the functions and purpose of the main components of the Victorian correctional framework

Details of Learning Activities

In Class Activities will incorporate:
· Simulated workplace scenarios, practical demonstrations and role-plays that identify with professional practice within the criminal justice system
· Individual oral and written questioning, and student-led group discussions and/or presentations, will exemplify your contextualizing of the class topics, and validate your learning of key procedures and protocols for working with offenders in justice
Out of Class Activities will Incorporate
· Readings, researching case studies, completing remaining in class activities, and preparing for in class group presentations

Teaching Schedule

120 min. Session One:

History of prisons and crime:
· History of criminal laws
· Purpose of prisons historically
· Theories associated with imprisonment and punishment
· Overview of prisons in Victoria
· Discussions of assessment 1

· PowerPoint 1

· Subject course guides

· Handout: Assessment 1 tasks and criteria

· Required readings on the blackboard

Assessment 1 available on the blackboard

120 min. Session Two:

Introduction to punishment, deterrence and rehabilitation:
· Theories of punishment
· Theories of deterrence
· Therapeutic jurisprudence
· Introduction to rehabilitation
· Imprisonment and its failure to reduce recidivism
· Formative assessment- group discussions

Assessment 1: Effective deterrents- assessing the methods of deterrent used in Australia and abroad
· Discussed/ explained
· Due on Friday 24/3/17
Date may be subject to change

· PowerPoint 2

· Required readings on blackboard

· Recommended reading on blackboard

· Assessment 1 available on blackboard

120 min. Session Three:

Sentence management:
· Role of sentence management
· Roles within the department
· Risk assessment and classification of prisoners
· Formative assessment- case scenarios- group discussions

Assessment 2: : Offender management plan
· Advise students that this session relates to assessment 2 and to make notes
· Due Friday 10/3/17 – week 5
Date may be subject to change

· PowerPoint 3

· Recommended and required readings on blackboard

120 min. Session Four:

Pre and Post release programs and institutionalisation:
· Recent changes and focus on pre-release and post release programs
· Importance of thorough reintegration efforts
· What programs are available
· What is institutionalisation

Assessment 1- Effective deterrents- assessing the methods of deterrent used in Australia and abroad - Workshop

· PowerPoint 4

· Required readings on blackboard

· Recommended readings on blackboard

120 min. Session Five:

Unit management, duty of care:
· Different units in the prison (Aboriginal justice centres, protection, psychiatric, youth)
· Duty of care
· Consequences of failing to provide adequate duty of care to offenders

Assessment 1- Due Friday 10/3/17 week 5

Assessment 2: Offender management plan
· Explanation of the assessment
· Reminder to commence
· Encouraged to open the assessment and complete sections relating to sentence management
· Due Friday 5/5/17 week 12
Date may be subject to change

· PowerPoint 5

· Required reading on blackboard

· Recommended reading on blackboard

120 min. Session Six:

Prison discipline and Community Corrections Non-compliance:
· Prison rules and offences
· How offences are investigated
· The internal hearing process
· Community Corrections Orders- Non-compliance
· The Community Corrections Non-compliance process
· Contraventions and sentencing
· Formative assessment- interactive group discussions

· PowerPoint 6

· Readings uploaded to blackboard

· Assessment 2 on blackboard

120 min. Session Seven:

Community Correctional Services:
· What is Community Correctional Services
· Roles within the department
· Purpose of the department
· Types of Community based Orders
· Order conditions
· Risk assessment
· Risk, need and responsibility
· Offender management frame work
· Formative assessment- case scenarios- group discussion’s

Assessment 2: Offender management
· Encourage students to complete sections relating to risk management, referrals, treatment, order conditions

· PowerPoint 7

· Case Study Scenarios

· Readings uploaded to blackboard

120 min. Session Eight:

Bail, remand and fines:
· What is the purpose and process for bail, remand and fines as it relates to Correctional Services
· Formative group assessments- case scenario s

Assessment 2: Offender management workshop- Q&A
· Also encourage students to complete the bail/remand part of the assessment

120 min. Session Nine:

Adult Parole board and Parole Assessments :
· What is the Adult Parole Board
· Parole Panels
· Parole reform
· Parole assessment process
· Formative assessment- group discussions- case scenarios

· PowerPoint 9

120 min. Session Ten:

Management of Sex Offenders:
· What is a sex offender
· History of sexual offending and related legislation
· Consent
· Myth busting
· Sex offender typology
· Schemas, cognitive distortions and implicit theories
· Post sentence supervision Orders
· Corella Place, Prison protection
· Good Lives Model
· Types of treatment
· Sex offender register

Assessment 2: Offender management- Due Friday 5/5/17 week 12
Date may be subject to change

Assessment 3: Offender interview and self-reflection
· Students are encouraged to access and print out the assessment from Blackboard
· Due- 5/6/17 week 16
Date may be subject to change

· PowerPoint 10

· Recommended and required readings on blackboard

· Assessment 3 accessible on blackboard

120 min. Session Eleven:

Assessment 3: Offender interview and self-reflection
· Assessment explained
· Due- 5/6/17 week 16
Date may be subject to change

Effective Communication Eliciting positive change:
· Offender management goals of communication with offenders
· Working with involuntary clients
· Rapport building
· Therapeutic alliance the benefits and barriers
· Principles of Motivational Interviewing
· Stages of change
· Allocation of time in an offender supervision
· Formative group assessments – case scenarios

· PowerPoint 11

· Recommended and required readings

· Assessment 3 on blackboard

· Reflective practice quizzes (print and bring to class)

120 min. Session Twelve:

Boundaries, Bias and Self-reflection:
· Professional boundaries, introduction to the code of conduct and ethics
· Boundary breaches, the risks and strategies to overcome or avoid them
· Bias and personal beliefs the risks and strategies to overcome or avoid them
· Self-disclosure, the benefits, risks and strategies to overcome or avoid risks
· False rapport
· Formative assessment- individual- fill out the self-reflection quizzes

· PowerPoint 12

· Self-reflection quizzes

120 min. Session Thirteen:

Burnout, vicarious trauma, resilience and self-care:
· What are burnout and vicarious trauma
· How to recognise the symptoms
· What are resilience and self-care
· How to develop resilience through effective self-care strategies
· Formative assessment- develop a self-care plan for your studies

Assessment 3: Offender interview and self-reflection – Workshop

· PowerPoint 13

· Readings uploaded to blackboard

120 min. Session Fourteen:

Stakeholder relationships and dual offender management:
· Identifying some of the key stakeholders in every day offender management
· Ways of communicating with stakeholders
· Establishing and maintaining relationships with stakeholders
· Case conferencing and dual case management

Final class for the semester

-
· PowerPoint 14

· Readings uploaded to blackboard
-

Session Fifteen:

Assessment 3: Offender interview and self-reflection due 5/6/17
· Assessor available for last change questions 1/6/7 and 2/6/1

Learning Resources

Prescribed Texts

References

Other Resources

Overview of Assessment

Assessments may incorporate a variety of methods including case studies, observations, lectures, class discussion, essays and an exam. This will include:

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.

A student charter http://www.rmit.edu.au/about/studentcharter summarises your responsibilities as an RMIT student as well as those of your teachers.
Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: http://www1.rmit.edu.au/browse;ID=c15i3ciaq8ca

Assessment Tasks

Formative Assessments

In class group and individual assessments (not marked) related to corrections aspects of the justice environment consistent with the required skills and knowledge of the unit. The formative assessments include group and individual tasks regarding case plans, questions and interactive class discussions. They are all linked to summative assessment tasks 1 and 2 and 3

Summative Assessment 1 - Value 30%
This will involve a 1000 word report regarding modern day punishment, deterrence, reintegration, and rehabilitation. In this task there will be comparison between a successful overseas method of deterrence and a similar Australian method. The assessment is based on week’s 1-2 and is due week 5-10/3/17 (this date is subject to change).

Summative Assessment 2 - Value 40%
This assessment is a 1500 word offender management plan (involving the risk assessment and management) for the offender in the simulated case scenario provided. The assessment is based on weeks 3, 7 and 8 involving practical application of the processes involved in bail and remand, sentence management, the Community Correctional Services- offender management framework. The assessment is due in week 12- 5/5/17 (this date is subject to change).

Summative Assessment 3 – Value 30%
This assessment is a 1500 word report regarding ethical conduct within the offender management frame work and the process and importance of reflective practice. It involves questions relating to 4 breaches of ethical or professional conduct, completion of a self-reflection check list and related questions. This assessment is based on weeks 7, 11,12 and 13 and is due week 16 5/6/17 (this date is subject to change).

Assessment Matrix

Graded results are summative assessments and will be recorded as either:
CHD - Competent High Distinction;
CDI - Competent with Distinction,
CC - Competent with Credit;
CAG - Competency Achieved-Graded;
NYC - Not Yet Competent; or
DNS - Did Not Submit for Assessment.

Other Information

Program inherent requirements

Inherent requirements refer to the abilities, knowledge and skills you must demonstrate to:
achieve program learning outcomes
work effectively as part of a team in classroom and work-integrated learning (WIL) settings
perform effectively in classroom and WIL settings without undue risk to your own or others' health, safety and welfare.
Depending on your program of study, inherent requirements may include:
verbal and non-verbal communication skills
reading, writing and number skills
concentration, memory and problem solving
mental wellness and behavioural stability
vision, hearing, touch and smell
physical skills, such as gross and fine motor skills.
If you have any injury, illness, disability, impairment, condition or incapacity that may affect your ability to perform the inherent requirements of your program of study, we encourage you to discuss this with the Program manager to enable RMIT University to identify whether there are any reasonable adjustments that would enable you to perform program requirements. RMIT University wants to place you in the best possible position to use your knowledge, skills and attributes effectively in your program of study.

Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students

Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of work submitted in hardcopy. For every piece of work submitted online you will complete an e-Declaration. The signed cover sheet or e-Declaration acknowledges that you are aware of the plagiarism implications.

Examples of other information that could be included in this section are listed below. Please discuss with your Program Coordinator/Manager. Information needs to be consistent across the whole program.

Attendance
It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Applying for Special Consideration

If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see: http://www1.rmit.edu.au/students/specialconsideration

Assessment Appeals

If you believe your assessment result or final result is wrong please contact the course coordinator and provide the reason why you think your result is incorrect. Valid reasons for seeking a review of results include:

a) You believe an error has occurred in the calculation of the grade; or,
b) You believe the assessment did not comply with criteria published in the Course Guide; or,
c) You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred).

Full details of the procedure (including appeals procedure) can be located at this RMIT site: http://www1.rmit.edu.au/policies/academic#assessment

Academic Integrity

Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.

If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website: http://www.rmit.edu.au/academicintegrity

The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/referencing

Plagiarism and Collusion

Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.

Examples of plagiarism include:

Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
Piecing together text from one or more sources and adding only linking sentences;
Copying or submitting whole or parts of computer files without acknowledging their source;
Copying designs or works of art and submitting them as your original work;
Copying a whole or any part of another student's work; and
Submitting work as your own that someone else has done for you.
Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.

For further information, please see the RMIT Plagiarism Policy – http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93

Plagiarism Software

The originality verification software Turnitin may be used in this course. For details, see: http://www.turnitin.com

Complaints Procedure:

RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.

Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.

Student Complaints Policy: http://www1.rmit.edu.au/policies/studentcomplaintspolicy

Student complaints Procedure: http://www1.rmit.edu.au/browse;ID=i1lexipvjt22

Student Complaints Form: http://mams.rmit.edu.au/v4ujvmyojugxz.pdf

Working with Children Check – This course requires a Working with Children Check

Police Check – This course requires a satisfactory police check

Course Overview: Access Course Overview