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
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
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
and befriending relationship
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
befriending relationship
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
mentoring and befriending process
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
and befriending relationship
3 Be able to determine the purpose and
boundaries for the mentoring and
befriending relationship
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
befriending relationship
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
befriending relationship
3.6 agree the limits and boundaries of the
support available to the individual from the
mentoring and befriending relationship
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:
1 Understand the legal and
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
mentoring and befriending
1.3 summarise own organisation’s
requirements and procedures for
maintaining records relating to mentoring
and befriending relationships
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
befriending relationship
2.6 explain methods for recognising and
resolving instances of conflict within a
mentoring and befriending relationship
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
befriending relationship
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
befriending relationship
Additional information about the unit
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.
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
GL102
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 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
requirements and procedures for
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
2 Understand the principles of
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
3 Understand the principles of
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
befriending relationship
3.9 summarise ways of addressing the needs
of the individual at the end of the
mentoring and befriending process
3.10 describe with examples the principal
causes of unplanned endings to a
mentoring and befriending relationship
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
Additional information about the unit
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.
Where the standard refers to the ‘individual’, this
refers to the person being mentored and
befriended.
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
NOS GL103 and GL104
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 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:
1 Understand the legal and
organisational requirements in
relation to the action planning for a
mentoring and befriending
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
1.3 summarise own organisation’s
requirements and procedures for
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
befriending relationship
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
Additional information about the unit
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.
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
NOS GL101 and NOS GL102
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 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:
1 Understand the requirements for
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
associated risks in their lives
1.2 describe own role, level of authority and
responsibility related to supporting
individuals to overcome challenges and
associated risks in their lives
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
Additional information about the unit
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.
Where the standard refers to the ‘individual’, this
refers to the person being mentored/befriended.
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
NOS GB301
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 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:
1 Understand the requirements for
reviewing the effectiveness of the
mentoring and befriending
relationship
1.1 summarise the organisation’s
requirements and procedures for
maintaining records relating to mentoring
and befriending relationships
1.2 explain the purpose and procedures for
monitoring and reviewing progress within
the mentoring and befriending process
1.3 explain the importance of recognising
progress made by the individual, and of
celebrating success at the conclusion of
the mentoring and befriending process
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
mentoring and befriending relationship
1.6 summarise the reasons why a mentor and
befriender might be reluctant to admit to
conflict within their mentoring and
befriending relationship
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
Additional information about the unit
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
refers to the person being mentored and
befriended.
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
NOS GL104 and GL103
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 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
Additional information about the unit
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.
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
NOS EC8
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 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:
1 Understand the requirements for
supporting individuals towards their
resettlement in the community from a
custodial environment
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
custodial environment
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
preparing for resettlement
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
preparing for resettlement
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
Additional information about the unit
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.
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
NOS F14
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