CHCPRT001 Identify and respond to children and young people at risk

Assessment overview

The objective of this assessment is to assess your skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.

Assessment event number

2 of 3

Instructions for this assessment

This is a project-based assessment that assesses your knowledge and performance of the unit.

This assessment is in two parts:

• Part 1: Scenarios

• Part 2: Risk of Significant Harm (RoSH) Report

• Part 3: Short answer questions

And is supported by:

• Part 4: Assessment checklist

• Assessment feedback

• Appendix 1 - Risk of Significant Harm (RoSH) Report

Note: This assessment may contain links to external resources. If a link does not work, copy and paste the URL directly into your browser.

Submission instructions

On completion of this assessment, you are required to submit it to your Teacher/Assessor for marking. Where possible, submission and upload of all required assessment files should be via the TAFE NSW online learning platform.

It is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE and complete the assessment declaration when submitting the assessment.

What do I need to do to achieve a satisfactory result?

To achieve a satisfactory result for this assessment, you must answer all the questions correctly.

If a resit is required to achieve a satisfactory result, it will be conducted at an agreed time after a suitable revision period.

What do I need to provide?

TAFE NSW student account username and password. If you do not know your username and password, contact your campus or service centre on 131601.

Computer or other device with word processing software and internet access

Writing materials, if required

What the Teacher/Assessor will provide

Access to this assessment and learning resources, including the student workbook and any supporting documents or links.

Due date

Time allowed

Location

Refer to training plan

6.5 hours (indicative only)

Assessment is to be completed out of class.

Assessment feedback, review or appeals

In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days of the formal notification of the result of the assessment.

If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher/Assessor or Head Teacher. If they are unavailable, contact the Student Administration Officer.

Contact your Head Teacher/Assessor for the assessment appeals procedures at your college/campus.

Scenario 1: Early childhood (0-6 years)

It is the start of lunch in the toddler room and there are ten 2-3-year olds with two educators. Everyone has just started to eat their spaghetti bolognaise. Mark has been toilet training in the last few weeks and suddenly begins to cry. Safa, one of the educator's notices that Mark has had a toileting accident and a puddle is starting to form under his chair. Safa announces to the other educator, Mark has wet their pants, again, what a cry baby, maybe Mark needs to go back in nappies like the babies. The other educator Wendy says, Well Mark can just sit in it and think about what they have done as I am enjoying my lunch.

Mark continues to cry throughout lunch and doesnt eat any of his spaghetti as lunch continues for the educator and the other children. At the end of lunch, Mark is extremely upset and Safa says, I suppose I better clean this baby up. Safa stands Mark in the middle of the room and removes all the wet clothing. She uses wipes to wipe Mark down and redresses Mark in front of everyone. Sally then directs Mark to lay on his bed. In the afternoon Wendy posts on the services app for all parents to read. The children enjoyed their spaghetti today for lunch except, for Mark who wet their pants. Marks Mum calls the centre in the afternoon disgusted by the comment and makes an official complaint.

Scenario 2: School based (5-12 years)

It is the start of term 1 and the kindergarten class is eating their lunch indoors. Everyone has just started to eat. Mark suddenly begins to cry. Safa, another School Learning and Support Officer notices that Mark has had a toileting accident and a puddle is starting to form under his chair. She announces to the teacher, Mark has wet their pants, again, what a cry baby, maybe Mark needs to go back to preschool. The class teacher says, Well he can just sit in it and think about what he has done as I am enjoying my lunch.

Mark continues to cry throughout lunch and doesnt eat any of his lunch. At the end of lunch Mark is extremely upset and Safa says, I suppose I better clean this baby up. Safa directs Mark to the bathroom with a change of clothes. Marks Mum calls the school in the afternoon disgusted by the comment and makes an official complaint.

Scenario 1: Early childhood (0-6 years)

Blake is an educator in the Preschool Room. Blakes friend George has a child that attends the centre. George drops off their daughter Yasmeen in a rush. During lunch break Blake receives a text from George. George informs Blake that there are antibiotics in Yasmeen's bag. George asks Blake to give Yasmeen 5mls at lunch time. Blake texts back and says, I cant give Yasmeen the medication without a completed medication form. George replies just this once and I will fill the form out this afternoon. Blake returns from the lunch break and calls Yasmeen over to where their backpack is kept. Blake takes the medication out and gives her 5mls and then puts the medication back in Yasmeens bag. When George arrives in the afternoon, Blake tells George I gave it to Yasmeen but just keep this between you and me.

Scenario 2: School based (5-12 years)

Mr. J is a very popular SLSO with the students. Mr. J often converses and jokes with the students during and between classes. It is common for Mr J. to greet female students and staff with a hug and male students and staff with a pat on the back. One student has complained to the administration that Mr. Js hugs or physical contact makes them uncomfortable. Mr. J has been advised by the principal to stop all physical contact with students and staff. He agrees to try, but he cant promise anything because that is the way Mr J. is and it isnt doing anything wrong. You see Mr J. hugging the student who has complained.

Early childhood child scenarios (0 6 years)

For the purposes of these child protection scenarios, you are employed by the simulated organisation Little.ly (long URL: www.littlely.eduworks.com.au).

Scenario 1: Early Childhood (0 6 years)

Mack (3 years) attends childcare five days per week. Mack has a 2-year-old brother, Adrian. Mack has no contact with their father however, Adrian, sees their father intermittently. Macks mother, Alice, lives with Alices current partner, Jian.

The family are also known to a number of community support agencies who regularly assist with food and clothing for the children.

Mack tends to assume a protective role with Adrian. Mack is very self-sufficient and often takes whatever food Mack can find in the house for them both. At childcare, Mack tends to be a loner. Mack finds it difficult to share and likes to spend time doing puzzles, drawing, playing with construction sets, and looking at books. Adrian also attends the centre and Mack insists on checking on Adrian several times a day.

It is 9:45 am and Mack and Adrian arrive at the centre with Jian. The children are wearing the same clothes they have worn for the previous two days. Adrians nappy is soaking, and his pants are wet. Adrian is bathed and changed and Kim (Adrians Educator) notes that he has quite severe nappy rash. It is a warm day and Mack is wearing a long-sleeved top and jeans. Mack is persuaded to remove their top and put on a T-shirt. Kim notices that Mack has bruises of different colours on both of his upper arms. He also has a purple-reddish bruise on his forehead.

Several of the staff later comment to the Director that the children would be better off without Alice and Jian. The Director acknowledges that the situation is very stressful and reminds the team that they must act in an ethical manner. It is not up to the team to judge the family, but only to advocate for the best interests of the children. The Director reminds staff not to discuss the incident with other parents.

Staff follow the Director's instruction but continue to discuss the incident amongst themselves without regard for their whereabouts or who is around when holding these discussions. One staff member continues to remark it would be so much easier if we only had to work with the children and didnt have to think about the parents. Many of the remaining staff laugh at this and agree.

Scenario 2: Early Childhood (0 6 years)

Alinta (4 years) has been in your childcare centre for the past 18 months and attends childcare five days a week. Over this time, you have noticed that the approaches to Alinta by Alintas Mother and Father are very different. Alintas Mother, Mayleen, is very calm and encouraging towards Alinta whilst the Father, Maliyan, is very stern and abrupt.

Maliyans expectations of what Alinta should be doing is well above Alintas age and developmental stages. Alinta is meeting the expected developmental milestones. Alinta actively engages in learning through play, however, Maliyan questions the type of activities Alinta engages in and tells Alinta to only undertake structured learning activities and demands staff provide these. Staff have tried to explain the value of the unstructured play experiences provided in the environment, but Alintas Father appears unsatisfied and continues to direct Alinta to certain experiences only.

When you have attempted to raise your concerns with Mayleen, who you find more approachable, Mayleen discloses that they lost a son, Shing, three years before Alinta was born. Shing was tragically killed walking home from school when a drunk driver whose car mounted the curb. Shing was at primary school and was deemed to be gifted and talented and in Mayleens view, Maliyan is wanting Alinta to be as academically able as Shing. Mayleen confides that she is concerned that Maliyan places too much pressure on Alinta because Maliyan is seeking to make Alinta into a surrogate for Shing.

You have noticed a change in Alinta when their father collects them. Alinta becomes more withdrawn and subdued. In observing Maliyan one day you are uncomfortable with Maliyan strapping Alinta into the car. In your view, Maliyan was overly disciplining Alinta for not completing their letter formation. Maliyan is yelling so loudly at Alinta that the other children in the centre are becoming visibly upset and are cowering behind the other educators. You now regret telling Maliyan in your feedback that Alinta found it very difficult to focus during todays learning activities and was easily distracted and playing around with a couple of the other girls.

The following day, Maliyan arrives to drop off Alinta. Maliyan seems very quiet and quickly clings to the main educators' leg. Maliyan leaves and the educator attempts to engage Alinta in one of their favourite activities. Alinta sits at the table but does not engage. Alinta continues to be withdrawn throughout the morning.

School based scenarios (5 12 years)

For the purposes of these child protection scenarios, you are employed by the simulated organisation Wetlands Central School (WCS) (Long URL: https://share.tafensw.edu.au/share/file/92d77258-406f-4e95-946c-459fd493fd7c/1/Wetlands.zip/Wetlands/index.html).

Scenario 1: School based (5-12 years)

Marlee is the mother of Lowanna, a 6 year old girl who attends your school. Marlee arrives to drop Lowanna off very distressed. Marlee says their partner Aalam has been very depressed and wont seek help. Aalam has been explosive and unpredictable lately often getting annoyed with Lowanna. Aalam became agitated when Marlee and Lowanna were getting in the car, accusing Marlee of wanting to leave Aalam. Aalam pushed Marlee to the ground and kicked Marlee several times. Finally, Marlee was able to get away and drove straight to the school. Marlee says they hopes Lowanna couldnt see from the car. As you talk to Marlee, you notice that Lowanna is clinging to their mother. Lowanna is crying quietly.

Scenario 2: School based (5-12 years)

Lenne is a 5 year old boy who attends the school you are employed at. Lenne has a good relationship with both the staff and their peers. Lenne is usually well behaved in class and likes to participate in most activities. After the last school holidays, Lenne has starting picking fights with their peers. Lenne has become aggressive towards a male staff member and fathers bringing their children to the school and has started swearing. Lenne keeps to themself. Lenne has started wearing jumpers and long pants even on warmer days and shows signs of being overheated. When encouraged to take of their jumper Lenne says that they were told they are not allowed to take it off. After further discussion and insistence due to the fact that Lenne is overheating, Lenne agrees to take it off revealing a mass of red welts and recent scarring. Lenne says, Dad told me not to take off my jumper, will I get into trouble now? I dont want Dad to hurt me again.

You overhear a group of staff discussing and talking about Lenne and making judgemental comments about the family. One of them said that the family are real low-lives and dont understand why people bother having children at all. The staff continued to discuss the incident among themselves with little regard for their whereabouts and that other children were around.

Part 1

Scenarios

1

Selected the correct scenario and identified one ethical concern from the scenario. Provided a short explanation as to why the ethical concern was selected.

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2

Selected the correct scenario and identified one ethical concern from the scenario. Provided a short explanation as to why the ethical concern was selected.

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Part 2

Risk of Significant Harm (RoSH) Report

1

Submitted two handwritten Risk of Significant Harm (ROSH) reports on the correct template (appendix 1).

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2

Submitted two copies of the completed final decision report from the online Mandatory Reporter Guide (MRG).

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3

Completed each report objectively and in a non-judgemental manner.

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4

Identified the risk of abuse or neglect by observing and documenting signs and symptoms.

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5

Demonstrated compliance with regulations, legislations and duty of care responsibilities and the service policies and procedures.

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6

Accurately recorded relevant specific and general circumstances surrounding risk of harm in accordance with state legislation, service policies and procedures and ethics.

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7

Demonstrated the ability to read and understand the RoSH form and make accurate reports.

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Part 3

Short answer questions

1

Identified three ways of adhering to the relevant Child Protection Policy and Procedure in Part 2.

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2

Identified one open and non-leading question that could have been asked of the child.

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3

Identified one strategy to work collaboratively with relevant agencies to ensure maximum effectiveness of report.

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4

Identified the ethical concern and provided a justification of why the behaviour is appropriate or inappropriate.

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5

Identified the correct line manager to report concerns.

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Child and/or Young Persons Details:

Date

Child/young persons name

Date of birth Age

Address

Phone

Gender ? Male ? Female

Does the child/young person need an Interpreter: ? Yes ? No ? N/A

Record Language spoken at home

Does the child/young person have any disability? ? Yes ? No ? N/A

Record details of any disabilities

Does the child/young person attend school? ? Yes ? No ? N/A

Record name of school, address and phone number

Care arrangements/Legal Status

? Lives with Parent/s (no parental conditions) ? Lives with Parent/s (with conditions: (please specify)

? Under the care of the Minister (please specify)

? Other (please specify)

Parents/Carers/Significant Others Details

Person 1

Name

Date of Birth / Age

Relationship to child/young person

Address

Phone

Gender ? Male ? Female

Does the person need an Interpreter: ? Yes ? No ? N/A

Record Language spoken at home

Does the person have any disability? ? Yes ? No ? N/A

Record details of any disabilities

Person 2

Name

Date of Birth / Age

Relationship to child/young person

Address

Phone

Gender Male Female

Does the person need an Interpreter: ? Yes ? No ? N/A

Record Language spoken at home

Does the person have any disability? ? Yes ? No ? N/A

Record details of any disabilities

Person 3

Name

Date of Birth / Age

Relationship to child/young person

Address

Phone

Gender ? Male ? Female

Does the person need an Interpreter: ? Yes ? No ? N/A

Record Language spoken at home

Does the person have any disability? ? Yes ? No ? N/A

Record details of any disabilities

Person 4

Name

Date of Birth / Age

Relationship to child/young person

Address

Phone

Gender Male Female

Does the person need an Interpreter: ? Yes ? No ? N/A

Record Language spoken at home

Does the person have any disability? ? Yes ? No ? N/A

Record details of any disabilities

Risk of Significant Harm Information

Risk of Significant Harm Identified

Physical Abuse Neglect Sexual Abuse Psychological Harm Danger to Self or Others

Domestic and Family Violence Cumulative Harm Homelessness Other (please specify

Details of the Significant Harm

Additional comments

Reporter details

Name

Position

Phone

Email

Online Mandatory Reporter Guide (MRG) accessed

Yes No N/A

Recommended Response from MRG [Record Outcome from MRG]

Child and/or Young Persons Details:

Date

Child/young persons name

Date of birth Age

Address

Phone

Gender ? Male ? Female

Does the child/young person need an Interpreter: ? Yes ? No ? N/A

Record Language spoken at home

Does the child/young person have any disability? ? Yes ? No ? N/A

Record details of any disabilities

Does the child/young person attend school? ? Yes ? No ? N/A

Record name of school, address and phone number

Care arrangements/Legal Status

? Lives with Parent/s (no parental conditions) ? Lives with Parent/s (with conditions: (please specify)

? Under the care of the Minister (please specify)

? Other (please specify)

Parents/Carers/Significant Others Details

Person 1

Name

Date of Birth / Age

Relationship to child/young person

Address

Phone

Gender ? Male ? Female

Does the person need an Interpreter: ? Yes ? No ? N/A

Record Language spoken at home

Does the person have any disability? ? Yes ? No ? N/A

Record details of any disabilities

Person 2

Name

Date of Birth / Age

Relationship to child/young person

Address

Phone

Gender Male Female

Does the person need an Interpreter: Yes No N/A

Record Language spoken at home

Does the person have any disability? Yes No N/A

Record details of any disabilities

Person 3

Name

Date of Birth / Age

Relationship to child/young person

Address

Phone

Gender Male Female

Does the person need an Interpreter: Yes No N/A

Record Language spoken at home

Does the person have any disability? Yes No N/A

Record details of any disabilities

Person 4

Name

Date of Birth / Age

Relationship to child/young person

Address

Phone

Gender Male Female

Does the person need an Interpreter: ? Yes No N/A

Record Language spoken at home

Does the person have any disability? Yes No N/A

Record details of any disabilities

Risk of Significant Harm Information

Risk of Significant Harm Identified

Physical Abuse Neglect Sexual Abuse Psychological Harm Danger to Self or Others

Domestic and Family Violence Cumulative Harm Homelessness Other (please specify

Details of the Significant Harm

Additional comments

Reporter details

Name

Position

Phone

Email

Online Mandatory Reporter Guide (MRG) accessed

Yes No N/A

Recommended Response from MRG [Record Outcome from MRG]