CHCPRT001

Md Arafat Hossain

STUDENT ID 13745174
Australian Sovereign College
CHCPRT001 - Identify and Respond to Children and Young People at Risk

Question 1: List at least three (3) indicators for each of the following types of
abuses/maltreatments:
a. Domestic and family violence
b. Neglect
c. Sexual abuse
d. Physical abuse
e. Psychological harm/ Emotional abuse

Answer:

Certainly, here are three indicators for each type of abuse/maltreatment:

a. Domestic and family violence:

1. Physical signs such as bruises, cuts, or broken bones.

2. Emotional indicators like anxiety, depression, or low self-esteem.
3. Behavioural signs such as withdrawal from social activities or fearfulness around certain
individuals.

b. Neglect:

1. Physical indicators like poor hygiene, untreated medical conditions, or malnutrition.

2. Environmental indicators such as unsafe living conditions or lack of necessary utilities.
3. Emotional signs like attachment disorders, developmental delays, or frequent absences from
school.

c. Sexual abuse:

1. Physical signs such as unexplained bruises or injuries to the genital area.

2. Behavioural indicators like sudden changes in behaviour, fear of being alone with specific
individuals, or avoidance of certain places.
3. Psychological symptoms such as nightmares, bedwetting, or self-harm.

d. Physical abuse:

1. Physical signs like bruises, welts, or burns in various stages of healing.

2. Behavioural indicators such as aggression, withdrawal, or fear of physical contact.
3. Psychological symptoms like anxiety, depression, or PTSD.

e. Psychological harm/Emotional abuse:

1. Behavioural indicators such as withdrawal, low self-esteem, or self-harming behaviours.

2. Emotional signs like excessive fearfulness, chronic anxiety, or depression.
3. Relationship indicators such as difficulty forming or maintaining healthy relationships,
particularly intimate ones.

1
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

Question 2: Explain in your own 50-100 words, how the following factors can impact or influence
abuse to children:
a. Age
b. Gender
c. Disability or Disadvantaged Learners
d. Culture
e. Sexuality

Answer:

a. Age: Younger children may be more vulnerable to abuse due to dependency and
inability to recognize or report abuse. Older children may face different types of
abuse, such as sexual abuse or exploitation, due to increased independence and
social interactions.
b. Gender: Gender norms and power dynamics can influence the likelihood and type of
abuse experienced. For example, girls may be more at risk of sexual abuse, while
boys may face more physical abuse. Gender expectations can also affect reporting
and responses to abuse.
c. Disability or Disadvantaged Learners: Individuals with disabilities or those who are
disadvantaged may face increased risks due to dependency, communication
barriers, and social isolation. They may also be more vulnerable to exploitation and
neglect due to limited resources and support systems.
d. Culture: Cultural beliefs and practices can shape perceptions of abuse, impact
reporting rates, and influence responses from communities and authorities. Cultural
norms around discipline, family structure, and gender roles may either protect or
exacerbate risks of abuse.
e. Sexuality: LGBTQ+ individuals may face unique risks due to stigma, discrimination,
and lack of support networks. They may experience abuse related to sexual
orientation or gender identity, including rejection, conversion therapy, or intimate
partner violence. Socio-cultural attitudes towards sexuality can also impact reporting
and access to services.

Question 3: Describe in your own 15-30 words, the dynamics of abuse and how these may be
observed or determined.

Answer:
The dynamics of abuse involve power and control exerted by the abuser over the victim, often
characterized by manipulation, coercion, and isolation. Observations may include patterns of
behaviour, changes in demeanour, and disclosure by the victim.

2
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

Question 4: Fill in the blanks:

Definition of different types of abuses/ maltreatments are provided below. You must fill in the
blank to identify the correct type of abuse/maltreatment:
Different types of abuses/ maltreatments:
Type A: Domestic and family violence
Type B: Neglect
Type C: Sexual abuse
Type D: Physical abuse
Type E: Psychological harm/ Emotional abuse
Fill in the blank statements:
a. ___________________ refers to the witnessing of violence in the home between family
members (a parent or a sibling). This may include physical, psychological, sexual and financial
abuse.
b. ____________________ refers to inappropriate verbal communications such as shouting,
swearing, over criticizing and belittling, and also rejecting, isolating, intimidating and ignoring.
c. ____________________ refers to the failure to provide the fundamental requirements of
physical and emotional development and so endangering a child’s sense of wellbeing. Physical
neglect includes inadequate clothing, housing, food and health care. Emotional neglect includes
lack of nurturing care, warmth, encouragement and support.
d. ____________________ refers to the non-accidental use of physical force which my result in
harm to a child. Physical punishment which causes bruising, lacerations, welts, burns, fractures or
dislocations of limbs would be considered physical abuse. So, would attempted strangulation,
suffocation and female genital mutilation. A situation which is particularly inappropriate for a
child’s stage of development (e.g. shaking an infant) would be considered physically abusive even
if the infant was not injured.
e. ____________________ refers to sexual acts with a child. These include fondling, penetration,
masturbation and exposing a child to pornography. The age of consent for sexual interactions
varies between sixteen and seventeen years of age in Australian states and territories.

Answer:

a. Type A: Domestic and family violence refers to the witnessing of violence in the
home between family members (a parent or a sibling). This may include physical,
psychological, sexual and financial abuse.
b. Type E: Psychological harm/ Emotional abuse refers to inappropriate verbal
communications such as shouting, swearing, over criticising and belittling, and also
rejecting, isolating, intimidating and ignoring.
c. Type B: Neglect refers to the failure to provide the fundamental requirements of
physical and emotional development and so endangering a child’s sense of
wellbeing. Physical neglect includes inadequate clothing, housing, food and health
care. Emotional neglect includes lack of nurturing care, warmth, encouragement and
support.
d. Type D: Physical abuse refers to the non-accidental use of physical force which my
result in harm to a child. Physical punishment which causes bruising, lacerations,
welts, burns, fractures or dislocations of limbs would be considered physical abuse.
So, would attempted strangulation, suffocation and female genital mutilation. A
situation which is particularly inappropriate for a child’s stage of development (e.g.
shaking an infant) would be considered physically abusive even if the infant was not
injured.

3
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

e. Type C: Sexual abuse refers to sexual acts with a child. These include fondling,
penetration, masturbation and exposing a child to pornography. The age of consent
for sexual interactions varies between sixteen and seventeen years of age in
Australian states and territories.

Question 5: Explain in your own 10-20 words, the meaning and importance of “mandatory
reporting” in early childhood education and care (ECEC) setting.

Answer:

"Mandatory reporting" in ECEC mandates staff to report suspected child abuse, ensuring swift
protection and support for vulnerable children.

Question 6: Match the type:

Different Government authorities responsible for the wellbeing and protection of children ‘at risk’
of harm are mentioned along with states/territories below. Identify the correct jurisdiction for
their respective Government authority.

Answer:

Name of Government authority Jurisdiction

The Office for Children, Youth and Family The Office for Children, Youth and Family
Support Support does not correspond to a specific
jurisdiction. It may be an umbrella organization
or department that operates at a federal level,
encompassing various states or territories, or it
could be a non-governmental organization.
Without further context, it's difficult to
determine a specific jurisdiction for this entity.
Department of Family and Community Services The Department of Family and Community
Services is typically associated with the state of
New South Wales, Australia. It is responsible for
providing various social services and support
programs to individuals, families, and
communities within the state.
Department of Children and Families The Department of Children and Families is
often associated with the state of Florida in the
United States. This department is responsible
for overseeing various services related to child
welfare, including child protection, foster care,
adoption, and family support programs within
the state of Florida.
Department of Communities – Child Safety The Department of Communities – Child Safety
is associated with the state of Queensland,
Australia. It is responsible for child protection
services, including investigating reports of child
abuse and neglect, providing support to
families in crisis, and ensuring the safety and

4
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

wellbeing of children in Queensland.

Department for families and Communities – The Department for Families and Communities
Families SA – Families SA is associated with the state of
South Australia. It is responsible for providing
various services related to families and
communities, including child protection, family
support, and early intervention programs
within South Australia.
Department of Health and Human Services – The Department of Health and Human Services
Child Protection Services – Child Protection Services typically pertains to
the state of Victoria, Australia. This department
is responsible for overseeing child protection
services, including investigating reports of child
abuse and neglect, providing support to
families in crisis, and ensuring the safety and
wellbeing of children within the state of
Victoria.
Department of Human Services – Children, The Department of Human Services – Children,
Youth and Families Youth and Families is commonly associated
with the state of Tasmania, Australia. This
department is responsible for various services
related to children, youth, and families,
including child protection, youth services,
family support programs, and foster care within
Tasmania.
Department of Child Protection The Department of Child Protection is typically
associated with the state of Western Australia,
Australia. This department is responsible for
overseeing child protection services, including
investigating reports of child abuse and neglect,
providing support to families in crisis, and
ensuring the safety and well-being of children
within Western Australia.

Question 7: Mention the name of the child protection legislation in your state or territory.
Answer:

In Tasmania, Australia, the child protection legislation is governed by the Children, Young Persons
and Their Families Act 1997. This legislation outlines the framework for child protection services,
including provisions for the safety, welfare, and rights of children and young people in Tasmania.
Please note that "Hobart" appears to be a typographical error, and it's assumed to refer to Hobart,
which is the capital city of Tasmania.

5
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

Question 8: Explain the legislative definition of the following terms in 20-30 words:
• “Risk of harm”
• “Significant concerns for wellbeing”
• “Detrimental effect of significant nature”

Answer:

 "Risk of harm": Refers to situations where there is a reasonable belief or likelihood that a
child may suffer physical, emotional, or developmental harm without intervention.
 "Significant concerns for wellbeing": Denotes substantial worries about a child's overall
welfare encompassing physical, emotional, social, or educational domains, warranting
attention and assessment.
 "Detrimental effect of significant nature": Describes the adverse impact of circumstances
on a child's development or wellbeing that is substantial, noteworthy, and necessitates
immediate attention and action.

Question 9: Research:
Do your research and answer the following question:
Mention the specific act and section of the child protection legislation of following states or
territory that defines ‘risk of harm.

Answer:

State Relevant Act Section (of the relevant act)

New South Wales In New South Wales, Australia, Act 1998. Section 23 of this
the specific act that defines Act.
"risk of harm" is the Children
and Young Persons (Care and
Protection) Act 1998. The
definition can be found under
Section 23 of this Act.
Victoria In Victoria, Australia, the Act 2005. Section 162 of this
specific act that defines "risk Act.
of harm" is the Children, Youth
and Families Act 2005. The
definition can be found under
Section 162 of this Act.
Queensland In Queensland, Australia, the Act 1999. Section 10 of this
relevant act that defines "risk Act.
of harm" is the Child
Protection Act 1999. The
definition can be found under
Section 10 of this Act.
Tasmania In Tasmania, Australia, the Act 1997. Section 23 of this
relevant act that defines "risk Act.
of harm" is the Children,
Young Persons and Their

6
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

Families Act 1997. The

definition can be found under
Section 23 of this Act.
Western Australia In Western Australia, Australia, Act 2004. Section 25 of this
the relevant act that defines Act.
"risk of harm" is the Children
and Community Services Act
2004. The definition can be
found under Section 25 of this
Act.
Northern Territory In the Northern Territory, Act 2007. Section 5 of this Act.
Australia, the relevant act that
defines "risk of harm" is the
Care and Protection of
Children Act 2007. The
definition can be found under
Section 5 of this Act.
Australian Capital Territory In the Australian Capital Act 2008. Section 162 of this
Territory (ACT), Australia, the Act.
relevant act that defines "risk
of harm" is the Children and
Young People Act 2008. The
definition can be found under
Section 162 of this Act.
South Australia In South Australia, Australia, Act 2017. Section 18 of this
the relevant act that defines Act.
"risk of harm" is the Children
and Young People (Safety) Act
2017. The definition can be
found under Section 18 of this
Act.

Question 10: List any four (4) services that require mandatory reporters/ reporting of suspected
abuse according to your child protection legislation?

Answer:

In accordance with various child protection legislations, here are four services that typically require
mandatory reporting of suspected abuse:

1. Healthcare Services: Including hospitals, clinics, general practitioners, and allied health
professionals.
2. Educational Institutions: Such as schools, preschools, day cares, and other educational
facilities.
3. Social Services: Including child protection agencies, welfare organizations, and counselling
services.
4. Law Enforcement Agencies: Such as police departments and juvenile justice systems.

7
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

These services are mandated to report suspected cases of child abuse or neglect as part of their duty
to protect children's welfare and safety.

Question 11: List any four (4) common concerns of parents regarding mandatory notification/
reporting?

Answer:

Common concerns of parents regarding mandatory notification/reporting may include:

1. Stigmatization: Parents may fear that being reported could lead to stigmatization of their
family, affecting their reputation within the community.
2. Loss of Control: Parents may feel that reporting takes away their autonomy in parenting
decisions and may lead to intervention in their family life.
3. False Allegations: Parents may worry about being wrongly accused of abuse or neglect,
leading to unnecessary investigations or interventions.
4. Impact on Family Dynamics: Parents may be concerned about the emotional impact on their
family, including strain on relationships and potential separation of family members due to
interventions.

Question 12: Explain in 30-60 words how the United Nations Convention of the Rights of the Child
guides the Australian government in regards to child protection.

Answer:

The United Nations Convention on the Rights of the Child (UNCRC) serves as a guiding framework for
the Australian government in ensuring child protection. It emphasizes children's rights to safety,
welfare, and participation in decisions affecting them. Australia incorporates UNCRC principles into
its laws, policies, and practices to safeguard children's rights and promote their well-being, including
measures for child protection and support services.

Question 13: Mention the name of the report, The Council of Australian Governments (COAG)
endorsed to help addressing the requirements specified by the United Nations Convention of the
Rights of the Child. Provide a brief summary of what this report contained (25-50 words)

Answer:

The report endorsed by the Council of Australian Governments (COAG) to address the requirements
of the United Nations Convention on the Rights of the Child is known as the "National Framework for
Protecting Australia’s Children." This framework outlines strategies for child protection, early
intervention, and support services to ensure the well-being of all children in Australia.

8
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

Question 14: Explain each of the following terms in 20-30 words:

a. Duty of care
b. Reasonable care
c. Trauma-informed care and practice (TICP)
d. Code of ethics
e. Risk and protective factors
f. Resilience

Answer:

a. Duty of care: Legal obligation to act responsibly and provide reasonable care to
ensure the safety and well-being of others, especially vulnerable individuals.
b. Reasonable care: The level of care and caution that a prudent person would exercise
in similar circumstances to prevent foreseeable harm.
c. Trauma-informed care and practice (TICP): Approach that acknowledges the
prevalence and impact of trauma, emphasizing safety, trustworthiness,
collaboration, and empowerment in service provision.
d. Code of ethics: Set of principles and standards outlining expected conduct and
professional behaviour within a particular profession or organization.
e. Risk and protective factors: Risk factors increase the likelihood of negative
outcomes, while protective factors enhance resilience and mitigate the impact of
adversity.
f. Resilience: Ability to adapt and bounce back from adversity, trauma, or stress, often
strengthened by supportive relationships, coping skills, and positive environments.

Question 15: Match the type:

Different ECEC principles are mentioned along with statements from the EYLF below. Identify the
correct ECEC principles for their respective statements from the EYLF framework.

Answer:

Statements from the EYLF framework ECEC Principle

Educators who give priority to nurturing The principle emphasizes the critical role of
relationships and providing children with educators in nurturing positive relationships
consistent emotional support can assist and offering consistent emotional support to
children to develop the skills and children in early childhood education and care
understandings they need to interact positively (ECEC) settings. By prioritizing these aspects,
with others educators facilitate the development of
essential social skills and understandings
necessary for positive interactions with peers
and adults.
In genuine partnerships, families and early This principle underscores the importance of
childhood educators: genuine partnerships between families and
• value each other’s knowledge of each child early childhood educators in ECEC settings. It
• value each other’s contributions to and roles highlights mutual respect, trust, and open
in each child’s life communication between both parties. Valuing
• trust each other each other's knowledge, contributions, and

9
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

• communicate freely and respectfully with roles in the child's life promotes collaborative
• each other decision-making and enhances the child's
• share insights and perspectives about each overall development and well-being.
child
• engage in shared decision-making.
Early childhood educators who are committed This principle emphasizes the dedication of
to equity believe in all children’s capacities to early childhood educators to equity, affirming
succeed, regardless of diverse circumstances the belief in every child's potential to thrive,
and abilities. irrespective of their diverse backgrounds,
circumstances, or abilities. It underscores the
commitment to providing inclusive
environments that support each child's
individual strengths and needs to promote their
holistic development and success.
There are many ways of living, being and of This principle acknowledges the diversity of
knowing. Children are born belonging to a cultures and ways of knowing that children
culture, which is not only influenced by bring with them from birth. It recognizes that
traditional practices, heritage and ancestral children belong to cultural contexts shaped by
knowledge, but also by the experiences, values traditions, heritage, and community values, as
and beliefs of individual families and well as individual family experiences. This
communities. perspective underscores the importance of
respecting and incorporating diverse cultural
perspectives into early childhood education and
care practices.
Critical reflection involves closely examining all This principle emphasizes the importance of
aspects of events and experiences from critical reflection in early childhood education
different perspectives. Educators often frame and care (ECEC). It involves examining events
their reflective practice within a set of and experiences from multiple perspectives and
overarching questions, developing more asking overarching questions to guide
specific questions for particular areas of reflection. Educators reflect on their
enquiry. understanding of each child, the theories that
Overarching questions to guide reflection inform their practice, and the impact of their
include: actions on individuals and groups. They
• What are my understandings of each child? consider challenges, curiosity, and the potential
• What theories, philosophies and for incorporating alternative theories or
understandings shape and assist my work? knowledge to enhance their practice.
• Who is advantaged when I work in this way?
Who is disadvantaged?
• What questions do I have about my work?
• What am I challenged by? What am I curious
about?
• What am I confronted by?
• What aspects of my work are not helped by
the theories and guidance that I usually draw
on to make sense of what I do?
• Are there other theories or knowledge that
could help me to understand better what I have
observed or experienced? What are they? How
might those theories and that knowledge affect
my practice?
A lively culture of

10
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

Question 16: List any five (5) principles of ethical decision making in an early childhood education
and care (ECEC) setting.

Answer:

Five principles of ethical decision-making in an early childhood education and care (ECEC) setting
include:

1. Respect for Autonomy: Respecting the rights and choices of children, families, and
colleagues.
2. Beneficence: Acting in the best interests of children's well-being and development.
3. Non-Maleficence: Avoiding harm or negative consequences in interactions and decisions.
4. Justice: Ensuring fairness and equality in access to resources, opportunities, and treatment.
5. Honesty and Integrity: Being truthful, transparent, and accountable in all professional
actions and communications.

Question 17: List any five (5) circumstances/ examples when you can apply principles of ethical
decision making in an early childhood education and care (ECEC) setting?

Answer:

Here are five circumstances/examples where principles of ethical decision-making can be applied in
an early childhood education and care (ECEC) setting:

1. Inclusion and Diversity: Ensuring equitable participation and support for children from
diverse backgrounds, including those with disabilities or special needs.
2. Confidentiality: Safeguarding sensitive information about children and families while also
ensuring appropriate communication among staff members.
3. Child Safety and Well-being: Making decisions that prioritize the physical, emotional, and
social safety of children, such as addressing bullying or preventing accidents.
4. Family Engagement: Respecting the rights and preferences of families while fostering
collaborative partnerships and involving them in decision-making processes regarding their
child's care and education.
5. Professional Boundaries: Maintaining appropriate boundaries in relationships with children,
families, and colleagues, ensuring interactions are respectful, professional, and free from
conflicts of interest.

Question 18: Explain in 50-100 words, how would you ensure compliance with child protection
regulations, legislation, relevant code of practice, licensing requirements, and duty of care
responsibilities?

Answer:

11
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

To ensure compliance with child protection regulations, legislation, relevant code of practice,
licensing requirements, and duty of care responsibilities, I would adopt a multifaceted approach.
This would involve thorough staff training on child protection protocols and legal obligations,
regularly reviewing and updating policies and procedures to align with current regulations,
maintaining accurate records of incidents and interventions, conducting risk assessments, and
fostering a culture of vigilance and accountability within the organization. Additionally, establishing
clear lines of communication with relevant authorities and actively involving families in safeguarding
efforts would further strengthen compliance measures. Regular audits and assessments would also
be conducted to identify areas for improvement and ensure continuous adherence to best practices.

Question 19: Explain how each obligation/component listed in the job-specification provided by
an employing organization can influence the educator’s practice in an education and care setting?
Give any two (2) supporting statements.

Answer:

To effectively address each obligation/component listed in a job specification provided by an

employing organization, educators' practices in an education and care setting can be significantly
influenced. Here are two examples:

1. Qualifications and Training Requirements:

 Influence on Practice: Educators with specific qualifications and training bring specialized
knowledge and skills to their roles, impacting the quality of care and education provided to
children.
 Supporting Statement: For instance, an educator with a diploma in early childhood
education may have a deeper understanding of child development principles, enabling them
to create developmentally appropriate learning experiences.

2. Responsibilities and Duties:

 Influence on Practice: Clearly defined responsibilities and duties outline educators' roles and
expectations, guiding their daily practices and interactions with children, families, and
colleagues.
 Supporting Statement: If the job specification emphasizes the responsibility of creating a
safe and inclusive environment, educators may prioritize implementing strategies to ensure
all children feel valued and supported, fostering a sense of belonging within the setting.

Question 20: Explain National Quality Standard 2.3.4 and how it relates to the moral and ethical
obligations of all early childhood educators to report suspected risk of harm, regardless of the
nature and relationship with the child’s family? (50-100 words)
Reference: The Guide to the National Quality Standard http://files.acecqa.gov.au/files/National-
Quality-Framework-Resources-Kit/NQF-Resource-03-Guide-to-NQS.pdf

Answer:

National Quality Standard (NQS) 2.3.4 states that "Management, educators and staff are aware of
their roles and responsibilities to identify and respond to every child at risk of abuse or neglect." This

12
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

standard emphasizes the moral and ethical obligation of all early childhood educators to report
suspected risk of harm, regardless of their relationship with the child's family. It underscores the
importance of prioritizing child safety and well-being above all else, ensuring that any concerns
about potential harm are addressed promptly and appropriately, in accordance with legal and
regulatory requirements.

Question 21: Identify the correct response:

For each situation, indicate the response by circling or highlighting that is child-focused according
to disclosure, duty of care responsibilities, ethical considerations, state legislative and regulatory
frameworks, organizational standards and policies and practices.

Answer:

Situation Response 1 Response 2

1. It is the third day in a row Ask the parent Ask Natalie and be aware of
and you are noticing that organisational policies and use
Natalie comes up with child protection procedures
different physical injuries. where appropriate.
2. Sam is very upset and told Remain calm, listen without Ask leading questions e.g.
you that he was sexually judging, nod and reassure, and When this happened?
abused by his uncle. provide comfort to the child.
Accurately record relevant
specific information and report
the incident. Ensure writing is
non-judgemental.
3. Jerica told you that her Remain calm, listen without Reassure and promise the
mother constantly yells at her judging, nod and reassure, and child that everything will be
and sometimes do not give her provide comfort to the child. okay, and you will fix it.
food to eat. Use child protection
procedures where
appropriate.
4. You are getting late for a Politely tell the child to discuss Give the child your full
morning activity and a child is the matter some other time. attention and do not hurry the
asking you to listen to him child.
about how his parents are
getting frustrated on him.
5. You found that Sam was Confront the Uncle; do not just Report the incident according
telling you the truth regarding leave it to the investigating to the organisational policies
his sexual exploitation by his authorities and use child protection
Uncle. procedures where
appropriate. Work
collaboratively with relevant
agencies to ensure maximum
effectiveness of report.
6. You found Mehak is trying You have a number of other Remain calm, reassure the
to avoid telling you children to look after so you child it is okay to talk and
discuss the matter.

13
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
 CHCPRT001 - Identify and Respond to Children and Young People at Risk

Question 22: List any four (4) internal or external influences that may affect persons values when
protecting the safety and wellbeing of children and young people.

Answer:

Certainly, here are four internal or external influences that may affect a person's values when
protecting the safety and wellbeing of children and young people:

1. Cultural Background: Cultural norms and values can significantly influence how individuals
perceive and prioritize child safety and wellbeing. For instance, cultures that prioritize
collectivism may emphasize community involvement in child-rearing, while individualistic
cultures may emphasize personal responsibility.
2. Religious Beliefs: Religious beliefs and teachings can shape attitudes towards child safety
and wellbeing. Different religions may have specific guidelines or moral principles regarding
the care and protection of children, influencing individuals' values and behaviours in this
regard.
3. Personal Experiences: Past experiences, including one's own childhood experiences or
experiences working with children, can profoundly impact values related to child safety and
wellbeing. Positive or negative experiences may shape beliefs about effective strategies for
protecting children and young people.
4. Media and Social Influences: Media portrayals and societal discourse can shape perceptions
of child safety and influence individuals' values and behaviours. News stories, social media
trends, and cultural representations of child safety issues can raise awareness, shape
attitudes, and influence individuals' actions in safeguarding children and young people.

These influences can vary greatly between individuals and communities, contributing to a diverse
range of perspectives on child safety and wellbeing.

Question 23: Identify the correct statement as helpful, somewhat helpful or unhelpful:
For each statement, indicate the response by ticking in the correct field that is child-focused
according to disclosure, duty of care responsibilities, ethical considerations, state legislative and
regulatory frameworks, organizational standards and policies and practices.

Answer:

Statement Helpful Somewhat helpful Unhelpful

1. What were you doing with him in the first place? ✓
2. Why didn’t you tell me before? ✓
3. People who have had that experience often feel that way. ✓
4. Do you want to talk about it? ✓
5. I think you should report it to the police. ✓
6. How do you feel about it now? ✓

14
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
 CHCPRT001 - Identify and Respond to Children and Young People at Risk

7. That must have been terrible! ✓

8. What do your friends think? ✓
9. That would be really hard to prove in court. ✓
10. It sounds as though you might be afraid. ✓
11. You seem very distressed. ✓
12. That happened to a friend of mine. ✓
13. What would you like to happen now? ✓
14. Oh yes. I know how you feel. ✓
15. Are you worried about making trouble for others? ✓
16. It's often difficult to talk about these experiences. ✓
17. Is there any point in making a fuss about this? ✓
18. It's difficult when someone you trust hurts you. ✓
19. What do you need to help you feel safe now? ✓
20. Are you worried about getting someone in trouble? ✓

Case study scenario 1:

Question 1: What risk factors can you identify in this scenario? Mention any four (4) risk factors.

Answer:

In this scenario, there are several risk factors that can be identified:

1. Health Risks: Twinkle's severe asthma poses a significant health risk. If her preventative
medication is not administered regularly, it could lead to more frequent and severe asthma
episodes, potentially endangering her life.
2. Parental Capacity and Disability: Natalie's mild intellectual disability may affect her ability to
provide adequate care for Twinkle, especially in managing her medical condition. This could
lead to neglect or improper administration of medication.
3. Social Isolation: Natalie and Twinkle have no contact with family or friends in Melbourne
and no engagement with local family support services. Social isolation can exacerbate
existing challenges and limit access to support networks.
4. Emotional Well-being and Depression: Natalie's episodes of depression may impact her
ability to provide consistent care and support for Twinkle. It could also affect her judgment
and decision-making, potentially leading to neglect or emotional harm for Twinkle.
Additionally, Natalie's feeling of Twinkle being a "burden" raises concerns about the
emotional environment within the household and the potential for negative impacts on
Twinkle's self-esteem and well-being.

Question 2: What are the signs and symptoms of “neglect” according to the scenario? Mention any
two (2) signs.

Answer:

15
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

In the scenario described, signs and symptoms of neglect may include:

1. Inconsistent Administration of Medication: Natalie's inability to provide Twinkle with her

preventative asthma medication on a regular basis suggests neglect. Neglecting to
administer necessary medication can result in exacerbation of Twinkle's asthma symptoms
and potentially compromise her health and well-being.

2. Frequent Late Pick-ups from ECEC Centre: Natalie often coming late to pick up Twinkle from
the Early Childhood Education and Care (ECEC) centre is another sign of neglect. Consistent
tardiness in picking up a child from childcare can indicate a lack of attention to the child's
needs and well-being, potentially leading to feelings of insecurity and abandonment for the
child.

Question 3: How would you respond to disclosure, information and signs and symptoms you
observed and noticed according to the scenario? Mention any three (3) steps.

Answer:

Responding to the disclosure, information, and signs and symptoms observed in the scenario
requires a careful and empathetic approach. Here are three steps that could be taken:

1. Engage in Open Communication: Initiate a conversation with Natalie in a non-judgmental

and supportive manner. Express concern for both Natalie and Twinkle's well-being. Use
active listening techniques to understand Natalie's perspective and feelings without
interrupting or making assumptions.
2. Provide Information and Support: Offer Natalie information about asthma management,
including the importance of consistent preventative medication for Twinkle's health. Provide
resources and support services available in the community for individuals with disabilities
and families in need. This could include connecting Natalie with local family support services,
healthcare professionals, and community organizations that specialize in assisting families
with children who have medical needs.
3. Address Safety Concerns: If there are immediate safety concerns for Twinkle's well-being,
such as neglect or inadequate care, take appropriate steps to ensure her safety. This might
involve contacting child protection services or other relevant authorities to assess the
situation and provide assistance and support to Natalie and Twinkle. Collaborate with
professionals and agencies to develop a plan to address the family's needs and promote a
safe and nurturing environment for Twinkle.

Question 4: What age-appropriate, decision-making step you have employed based upon the
above scenario? Mention any one (1) step.

Answer:

Based on the scenario provided, an age-appropriate decision-making step that could be employed is:

16
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
 CHCPRT001 - Identify and Respond to Children and Young People at Risk

1. Ensuring Twinkle's Well-being Through Advocacy: Recognizing Twinkle's needs and

vulnerability, advocate for her well-being by reaching out to relevant authorities or agencies,
such as child protection services or healthcare professionals, to ensure that she receives the
necessary support and care. This step involves taking proactive measures to safeguard
Twinkle's health and safety, considering her age and vulnerability in the decision-making
process.

Child at Risk Form

Reporter’s details
Reporter type: ECEC staff

Reporter’s name: Md Arafat Hossain

Position: ECEC worker

Agency name and address: (ECEC organization)

Alternate contact person details

Name:

Phone:

Email:

Subject child/young person details

Agency reference number

Family name

Given name/s

Is date of birth known?

No
Estimated age

Place of birth

Gender

ATSI status

Cultural background

Street address

Suburb

Contact number

Education facility or child care details:

Has disability No

17
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
 CHCPRT001 - Identify and Respond to Children and Young People at Risk

Primary language:
Interpreter required No
Add person
Household details
Provide details of the household of concern including which children and parents/caregivers/other relevant
persons reside in this household.
Household 1
Household members:
Suspected child in need of protection concerns:
Type of abuse
(tick as many as apply)
Physical Abuse
Examples of physical abuse include hitting, shaking, throwing, burning, biting, poisoning, drowning, using a
weapon to inflict punishment.
Neglect
Examples of neglect include providing unhygienic or unsafe housing, failing to seek medical treatment when
required, insufficient supervision, providing insufficient food, clothing or bedding. It can also include failing to
act protectively in response to another person’s actions (e.g. allowing a convicted child sex offender to have
unsupervised contact with the child).

When did the incident/s of significant harm or risk of significant harm concerns occur (if known)?

What have you noticed about the child/ren and/or young person’s appearance?
This section aims to identify any presenting behaviors or appearance concerns which may be linked to abuse.
Examples include: showing wariness and distrust, rocking, sucking or biting, bedwetting or soiling, demanding
or aggressive behavior, sleeping difficulties, withdrawing from normal activities, self-harming, suicidal thoughts
and attempts, having unexplained bruising, being vague about an injury, being overly obedient, being reluctant
or fearful to go home, creating stories, poems or artwork about abuse, begging, stealing, hoarding, having
matted hair, dirty skin, strong body odor, frequent illness, infections or sores and presenting as underweight or
malnourished.

What have you noticed about the child/ren and/or young person’s behavior?

Does the child/ren have a current physical injury or experienced a previous physical injury as a result of the
incident/s?
In this section provide as much detail as known around any injury for example location, size, color, if child is
experiencing pain. If known, also provide details regarding any explanations given in regard to the injury
No

Are there any factors which may be impacting negatively on parents/caregiver's functioning?
For example, domestic violence, alcohol/substance misuse, disability, mental health instability,
physical/intellectual disability.
Yes

Is the parent/caregiver aware of the incident/s involving significant harm or risk of significant harm?
Unknown

Are there any Family Law Court Orders in place?

Unknown

Are there any Domestic Violence Orders in place?

Unknown
18
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
 CHCPRT001 - Identify and Respond to Children and Young People at Risk

What is the nature of your ongoing professional role, if any, with the child/ren, young person/s and their
parents/cares, and the frequency, duration and type (if applicable)?

Have you referred or attempted to refer the family to a service?

No

What other services or supports are currently in place to support the child/ren, young person/s and their
parents/cares (If known)?

This can include family, friends, church, non-government organizations, government organizations who are
providing a service and/or supporting the family and/or children.
Additional Relevant Information (Not covered in above sections)?

Case study scenario 2:

Question 1: Why is it important to accurately record the incident for future reporting? Mention
any two (2) reasons.

Answer:

Accurately recording the incident of a child arriving with a broken arm, even if the explanation
provided seems plausible, is crucial for future reporting for the following reasons:

1. Documentation for Child Protection: Accurate recording of incidents provides a detailed

account of what occurred, including the nature of the injury, the circumstances surrounding
it, and any observations made by staff members. This documentation serves as crucial
evidence in case there are concerns about the child's safety or suspicions of abuse or neglect
in the future. Without accurate records, it may be difficult to assess patterns of behaviour or
identify potential risks to the child's well-being.
2. Legal and Ethical Obligations: Early childhood education and care (ECEC) centres have a
legal and ethical obligation to ensure the safety and well-being of all children in their care.
Accurate documentation of incidents, even if they seem isolated or accidental, demonstrates
the centre’s commitment to fulfilling these obligations. It also helps protect both the child
and the staff members involved by ensuring that appropriate steps are taken to address any
concerns or risks promptly and effectively.

Question 2: Why you decided not to report the incident? Mention any one (1) reason based upon
the scenario.

Answer:

19
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

Based on the scenario, one reason for deciding not to report the incident could be the lack of
concrete evidence or suspicion of intentional harm. While the child arrived with a broken arm and
the parent provided an explanation, without further evidence or indication of intentional harm, it
may be considered an isolated incident. Reporting such incidents without substantial reason could
potentially harm the relationship with the family and create unnecessary conflict.

Question 3: As an educator, what strategies would you implement straightaway based upon the
scenario. Mention any three (3) strategies.

Answer:

Based on the scenario described, there are several strategies you could implement as an educator to
address the situation:

1. Document and Monitor: As you've already begun, continue to thoroughly document the
incident according to your ECEC service's policies. Keep detailed records of the child's
behaviour, interactions, and any observations related to their well-being. Monitor the child
closely for any further signs of distress or injury.

2. Follow Up with the Family: Schedule a meeting with the Morris family to discuss the
incident in a non-confrontational and supportive manner. Express your concern for the
child's well-being and inquire further about the circumstances surrounding the injury. Offer
resources and support if needed, such as information on child safety or referrals to relevant
professionals.
3. Educate Staff and Raise Awareness: Use this incident as an opportunity to educate staff
members about the importance of following protocols and reporting any concerns regarding
child safety and welfare. Conduct training sessions or discussions on recognizing signs of
child abuse or neglect, and emphasize the responsibility of all staff members to ensure the
safety and well-being of the children in their care.

Question 4: As an educator, what moral dilemma you may experience based upon the above
scenario. Mention any one (1) dilemma.

Answer:

One moral dilemma that an educator may experience in this scenario is the conflict between loyalty
to the family and the duty to ensure the safety and well-being of the child. On one hand, there may
be a sense of loyalty and trust towards the Morris family, especially if they are well-respected within
the community. This loyalty may lead the educator to want to believe the family's explanation for
the child's injury and to avoid causing any distress or harm to the family by reporting the incident.

On the other hand, the educator has a professional and moral obligation to prioritize the safety and
welfare of the child above all else. This duty requires them to thoroughly investigate any incidents of
harm or potential harm to a child, regardless of the reputation or status of the family involved.
Failing to report the incident or to take appropriate action could put the child at risk of further harm
and could also undermine the trust and integrity of the early childhood education and care (ECEC)
centre.

20
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

Navigating this dilemma requires the educator to carefully balance their loyalty to the family with
their duty to protect the child, ensuring that they prioritize the child's safety and well-being above all
other considerations.

Case study scenario 3:

Question 1: What issues does this scenario raised for you. List any two (2) issues.

Answer:

1. Potential Child Physical Abuse: The reported injuries, raised welts across the back of
Jasmine's legs, suggest potential child physical abuse. This is a critical concern requiring
further assessment to ensure her safety and well-being.

2. Ineffective Discipline Strategy: The reported consequence for using the computer without
permission appears to be a form of corporal punishment. This method is generally
considered ineffective and potentially harmful. A more constructive approach to discipline is
needed.

Question 2: Will you report this incident to authorities? Answer yes and no, based upon the
mandatory reporting requirements and your duty of care responsibilities.

Answer:

Yes. Based on mandatory reporting requirements and duty of care, this incident should be reported
to the authorities.

Question 3: As an educator, what strategies would you implement straightaway based upon the
scenario. Mention any four (4) strategies.

Answer:

1. Establish a Safe and Confidential Space: Immediately create a safe and private environment
for Jasmine. Express your concern for her well-being and emphasize confidentiality. Assure
her that you are there to support her.
2. Active Listening and Validation: Actively listen to Jasmine's account without judgment. Use
empathetic language to validate her feelings. Clearly communicate that it's never
acceptable for someone to hit her.
3. Gather Information in a Non-Leading Manner: Employ open-ended questions to gain a
deeper understanding of the situation. This might include inquiring about the frequency of
similar incidents or her general sense of safety at home. Avoid leading questions that could
influence her responses.

21
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

4. Mandated Reporting Procedures: Following your institution's mandated reporting

protocols, file a report with the appropriate child protective services agency. This is a critical
step to ensure Jasmine's safety and potential intervention from the authorities.

Case study scenario 4:

Question 1: Is this information enough for you to form a belief? Answer yes or no for this question.

Answer:

No

Question 2: Who would you consult regarding this matter?

Answer:
With their Parents.

Question 3: What steps would you take according to the above-mentioned scenario? Mention any
two (2) steps.

Answer:
1. Ask questions: Find out more about the situation! Talk to people involved and gather details
to understand what's happening.
2. Come up with a plan: Based on what I learn, figure out how to address the situation. This
could involve fixing something, suggesting solutions, or proposing next steps.

Case study scenario 5:

Question 1: Is this information enough for you to form a belief? Answer yes or no for this question.

Answer:
Yes

Question 2: Who would you consult regarding this matter?

Answer:
I should call someone who helps children, like Child Protective Services.

22
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

Question 3: What steps would you take according to the above-mentioned scenario?
Mention any three (3) steps.

Answer:

1. Pick up the Phone: Give Child Protective Services (CPS) a ring. They're the experts at looking
out for kids, and they can check in on Sylevanna to make sure everything's okay.
2. Take Notes (for your memory): jot down things like how tired Sylevanna seems, the clothes
she wears, and anything she says about home. This helps CPS get a clearer picture.
3. Be a Light: Make the centre a happy place for Sylevanna. Play with her, offer her yummy
snacks and some rest time. Basically, show her that I care.

Project
Part-1

Policy template: Child Protection

Policy: Child Protection

Describe the processes that must be followed if you suspect a child is at risk of abuse or
neglect.
Record your observations
Follow appropriate organisational protocols
Consult notes and records
Consult with appropriate colleagues if necessary
Consult with other support agencies if necessary
Follow mandatory reporting guidelines and procedures

Name the state organisation to whom the notification/report is made.

Department of Communities Tasmania

What responsibility is there to inform the parent that a notification/report has been made?
No resposibilities to inform parents

How is information in relation to a notification/report recorded?

23
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

Information is recorded as per the service policy

Suggested to be in a secure locked draw/ file

Identify the legislation and sources referred to when developing the Child Protection Policy.
ACEQA Fact Sheets
National Quality Standards
Relevant State legislation
Child Protection Advocacy groups for State

Part-2

Template: Child Protection

Step-by-step Guide: Child Protection

Step 1: Responding to concerns

If your concerns relate to a child of immediate protection or you have formed a belief that
a child is at significant risk of harm* Go to step number 4
If you have significant concerns that a child and their family need a referral, go to step
number 3
In all other situation, Go to step 2

Step 2: Forming a belief on reasonable grounds

1. Assess Information: Evaluate all available information, including disclosures, observations,
and reports from other sources, to determine if there are reasonable grounds to believe
the child is at risk.
2. Consider Impact: Consider the potential impact of abuse or neglect on the child's safety,
well-being, and development.
3. Seek Guidance: Consult with the designated Child Protection Officer or relevant authority
within your organization for guidance and support.

24
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang
CHCPRT001 - Identify and Respond to Children and Young People at Risk

Step 3: Making a referral for child wellbeing

1. Assess Urgency: Determine the urgency of the situation. If the child is in immediate
danger, take immediate action to ensure their safety.
2. Inform Supervisor: Notify your supervisor or manager about your concerns and your
intention to make a referral to child protection.
3. Collaborate: Work with other professionals involved with the child to gather relevant
information and ensure a coordinated response.
4. Document Actions: Record all actions taken, discussions held, referrals made, and
outcomes according to organizational policies.

Step 4: Make a report to child protection

1. Gather Information: Collect all relevant information, including details of the concern,
supporting evidence, and any previous interventions.
2. Contact Child Protection: Reach out to the appropriate child protection agency or
department in your state or jurisdiction to make a report of suspected abuse or neglect.
3. Provide Information: Share all pertinent details with the child protection agency, including
observations, disclosures received, and actions taken thus far.
4. Follow-Up: Stay engaged with the child protection agency, offering any additional
information or support as requested, and cooperate fully with any investigations or
interventions initiated.

25
Student ID: 13745174
Unit ID: CHCDIV003
Course Code: CHC52015
Trainer: Alan Wang