CHCPRT001 Short Questions (1)

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CHCPRT001 Identify and respond to children and young people at risk Short Questions Apex Training Institute Physical address: 1374 Logan Road, Mt Gravatt, QLD 4122 Mailing address: PO Box 6803, Upper Mount Gravatt, QLD 4122 Tel: 07-3420 5861 Email: supportteam@apex.edu.au

Cover Page Student Name: Virpal Kaur Student ID: 77937 Phone Number: ___________________ Organisation Name: ___________________ Supervisor Name: ___________________ Supervisor Contact: ___________________ Assessor Name: ___________________ Assessor Contact Details: ___________________ For Office Use Only Reference No. APEX/QMS/TA/CHCPRT001/SQ Version 001 Effective Date January 2022

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I NTRODUCTION This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence. CHCPRT001 Identify and respond to children and young people at risk Elements 1. Implement work practices which support the protection of children and young people 2. Report indications of possible risk of harm 3. Apply ethical and nurturing practices in work with children and young people How students participate in assessment You are required to read and follow the instructions below. Additional instructions may be provided via Apex Learning Management System (LMS), the Student Handbook or other supporting documentation. Assessment conditions Assessment responses must demonstrate a capable understanding and consistent application of knowledge. 1. You MUST provide responses to all questions at a Satisfactory level 2. You MUST use the referenced learning materials to guide responses 3. You can complete the assessment in a classroom setting or self-study environment Authenticity requirements You must genuinely attempt to answer each question appropriately to demonstrate your acquired knowledge. Intentionally or unintentionally presenting answers to assessment questions that are another individuals’ work, or the work of a team as your own is considered plagiarism and may result in exclusion from the unit. You should refer to the Student Handbook for the Assessment Escalation and Plagiarism policies and procedures. Assessment instructions CHC30121 Certificate III in Early Childhood Education and Care Page 4 of 35

You are required to read the instructions, the question and the referenced learning materials to appropriately answer each question. Attempting assessment tasks You are required to answer the questions below via the Apex LMS. You are required to select the correct answers to every question. Your assessment will typically be reviewed and assessed by a qualified assessor within 7-14 days. Assessment outcomes The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. If you are assessed as ‘Not Yet Satisfactory’ the assessor will provide you with feedback regarding what needs to be re-attempted, and the resubmission process. Reasonable adjustment You can apply for reasonable adjustment to this assessment activity. Please contact supportteam@apex.edu.au to request any reasonable adjustment. Accessing, saving and/ or printing required readings You are required to access learning materials throughout the assessment process. These resources provide key information to help you provide appropriate responses to each question. You are directed to these learning materials via the list below and at the start of each question. You may choose to save these files electronically or print them. Student appeals You have the right to appeal an unfavourable decision or finding during assessment. Refer to the Student Handbook for the Appeals Against Assessment Grades Policy and Procedure . CHC30121 Certificate III in Early Childhood Education and Care Page 5 of 35

Question 5 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 9 (pp. 337-339) To provide trauma informed care, educators need to have an understanding of how trauma affects children's lives. a. Referring to Figure 9.5 ‘Common behavioural problems in children with trauma’, list three behavioural problems a child with trauma might display. Three behavioural problems a child with trauma might display are:  Difficulties with regulation  Developmental delays  Anxiety, fear b. List three possible symptoms of trauma in babies and young children. Three possible symptoms of trauma in babies and young children are:  Regression and loss of recently acquired skills  Disturbance to sleep and feeding  Clinginess, indiscriminate attachment  Fussiness, difficulty in soothing, hyperactivity, withdrawal and lack of responsiveness c. List two examples of ways educators can support children with trauma. Educators can help children with trauma by concentrating on the skills and capacities that are lacking includes self-soothing, verbal communication and helping to organise feeling states. Educators can help children develop self-control and social skills, as well as a greater understanding of their emotions and how they affect their behaviour. CHC30121 Certificate III in Early Childhood Education and Care Page 6 of 35

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L EGISLATION The following assessment questions require you to demonstrate knowledge of statutory and policy requirements relating to job role and obligations as stated in relevant codes of practice, licensing, accreditation registration to professional bodies, service agreements. Question 6 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 9 (page 325) The list of Mandatory Reporters varies from state to state and can include doctors, teachers and disability workers. What legal requirements do Mandatory Reporters have in relation to mandatory reporting? When there are reasonable reasons to assume that a child is at risk (or significantly at risk), mandatory reporting is the legal requirement to report abuse and/or neglect. Those who are required by child protection legislation to disclose their concerns to the appropriate state or territorial body must do so. Question 7 CHC30121 Certificate III in Early Childhood Education and Care Page 7 of 35

Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 9 (pp. 326-328) State the name of the child protection legislation and the pre-employment screening for your state/territory. State/Territory Legislation Name of pre-employment screening Australian Capital Territory (ACT) Children and Young People Act 2008 (ACT) Working with Vulnerable People New South Wales (NSW) Children and Young Persons (Care and Protection) Act 1998 (NSW) Working with Children Check South Australia (S.A.) Children's Protection Act 1993 (SA) Employers and responsible authorities are required to obtain criminal history checks for those engaging in child- related occupations. Victoria (VIC) Children, Youth and Families Act 2005 (Vic.) Working with Children Check Northern Territory (NT) Care and Protection of Children Act 2007 (NT) Working with Children Tasmania (TAS) Children, Young Persons and their Families Act 1997 (Tas.) Registration to work with vulnerable people Queensland (QLD) Child Protection Act 1999 (Qld) Blue card screening system CHC30121 Certificate III in Early Childhood Education and Care Page 8 of 35

Western Australia (WA) Children and Community Services Act 2004 (WA) Working with Children Check Question 8 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 9 (page 329) Element 2.2.3 of The National Quality Standard (NQS) relates to child protection. What must Management, educators and staff be aware of? Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect. Question 9 Reading Regulation 84 Awareness of Child Protection Law . Education and Care Services National Regulations https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/chap4/part4.2/ div1/reg84 [Or visit the Education and Care Services National Regulations home page https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/full , and use the left hand menu to navigate to Regulation 84] In relation to Regulation 84, what must the approved provider of an education and care service advise the nominated supervisors and staff members in relation to child protection? CHC30121 Certificate III in Early Childhood Education and Care Page 9 of 35

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The approved provider of an education and care service must ensure that nominated supervisors and staff members who work with children are informed of: (a) the current child protection law's existence and application. (b) any obligations they may have under that law. Question 10 Reading Regulation 157 Access for parents . Education and Care Services National Regulations. https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/chap4/part4.6/ reg157 [Or visit the Education and Care Services National Regulations home page https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/full , and use the left hand menu to navigate to Regulation 157] There are three circumstances when an educator is NOT required to allow a parent to enter the children’s service. List all three of these circumstances. The approved provider, nominated supervisor, or family day care educator is not required to allow a parent to enter the education and care service premises if (a) allowing the parent's entry would- (i)endanger the children and staff of the education and care service; or (ii) conflict with the provider's, supervisor's, or educator's legal obligations; or (b) the provider, supervisor, or family day care instructor has a reasonable belief that allowing the parent access would violate a court order. Question 11 CHC30121 Certificate III in Early Childhood Education and Care Page 10 of 35

Reading Regulation 160 Child enrolment records to be kept by approved provider and family day care educator. Education and Care Services National Regulations. https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/chap4/part4.7/ div1/subDiv1/reg160 [Or visit the Education and Care Services National Regulations home page https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/full , and use the left hand menu to navigate to Regulation 160] Regulation 160 sets out the details that must be kept on each child’s enrolment record. List two specific details that must be kept by the service in relation to court orders.  Any court orders, parenting orders, or parenting plans related to powers, duties, responsibilities, or authorities of any individual in respect to the child or access to the child that have been delivered to the approved provider.  Any other court orders relating to the child's residency or contact with a parent or other person that have been delivered to the approved caregiver. Question 12 Reading Child Protection Policy . Blue Bay Early Learning Centre You must refer to this policy to answer the following questions. a. To whom are staff required to report if they feel a child is at risk of significant harm?  Inform director  Follow service policy  Contact Child Safety First  Contact Police CHC30121 Certificate III in Early Childhood Education and Care Page 11 of 35

b. What do you need to do if a mistake is made when documenting the suspected risk of harm of a child? If mistakes are made simply cross them out and initial documents facts only that describes exactly what the child says. c. How should you document and record anything said to you by the child?  Write down all pertinent information as quickly as you can, being careful to include the time, date, and location of the revelation. 'Word for word' exactly what transpired, including everything stated and any actions that were taken.  Assure the child or person that disclosing the information was the correct thing to do, but that they must alert a person who can help keep the child safe.  Don't probe farther than necessary to determine the necessity to report the issue because doing so could result in upset, confusion, and obstruction of any subsequent inquiries. d. How is the term ‘ reasonable grounds’ defined? Reasonable grounds refer 2to the requirement of having an unbiased reason to believe that a child or young person may be in danger of suffering serious injury, based on:  firsthand accounts of the child, adolescent, or family.  what the minor, adolescent, parent, or another individual has revealed. CHC30121 Certificate III in Early Childhood Education and Care Page 12 of 35

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e. Refer to the heading: ‘Responding to allegations of child abuse against employees, students, visitors or management’ and provide two examples of reportable conduct that an employer would need to report to the Office of Children’s Guardian.  Any sexual offence or misconduct that is committed against, with, or while a minor is present.  Any abuse, neglect, or maltreatment of a child. C HILDREN ’ S R IGHTS These questions require you to demonstrate your knowledge of routinely employing child-focused work practices to uphold the rights of the child and encourage them to participate in age-appropriate decision-making. Question 13 Reading A Parent’s Guide to talking to children about safety. (2015) Child Wise https://www.aifs.com.au/static/media/uploads/childwise_parentsguide.pdf [Or visit Google www.google.com and type ‘childwise talking to children about safety’ into the search tool.] It’s important that we uphold children’s rights and provide them with opportunities for age- appropriate decision making. Discussing protective behaviours with young children is an age- appropriate way to do this. CHC30121 Certificate III in Early Childhood Education and Care Page 13 of 35

a. List the four levels of the Safety Continuum (found on page 4). The four levels of the Safety Continuum are:  Safe  Fun to feel sacred  Risking on purpose  Unsafe b. List four of the early warning signs children can use to help them to identify when they feel unsafe (page 6). Early warning signs are:  Butterflies in tummy  Jelly legs  Sweaty hands  Goosebumps  Heart racing c. What is an age-appropriate conversation you could have with a 3-5-year-old? (page 7) Teach about private body areas, early warning signs, and how to say no to someone who makes you feel uncomfortable by touching you. A PPLY K NOWLEDGE : I NDICATORS The following assessment questions require you to demonstrate your knowledge of indicators of the different types and dynamics of abuse as they may apply to age, gender, disability, culture and sexuality. Question 14 CHC30121 Certificate III in Early Childhood Education and Care Page 14 of 35

Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 9 (pp. 323-324, 331-335, 340-343) Read the scenario and answer the questions below. Imogen Imogen (4 months) attends the service four days a week. She has been absent for two weeks. Imogen’s mother, Tayla (17 years) is a single, unemployed parent living on welfare payments. Tayla has no family support. Tayla tells the educator that Imogen has been crying a lot and she ‘can’t shut her up’ . On her first morning back, educator Jade changes Imogen’s nappy and notices signs of severe nappy rash – red patches, spots and blisters on her bottom. Imogen scrunched her face and cried as if in pain when Jade gently wiped her bottom with a soft cloth and water to clean the area. At rest time, Imogen cried and wiggled when placed on her back. She settled quickly when being held and rocked in Jade’s arms. a. List the type/s of abuse (physical/neglect/sexual etc.) that are evident in this scenario. The type of the abuse in this scenario is neglect. b. Using examples from the scenario, list two factors that indicate Imogen might be at risk of harm. This might include details on the family structure (single family, blended family), cultural background and any risk factors (e.g. parenting skills, age, alcohol or other drug issues, unemployment).  Tayla (17 years old) is a single parent who relies on government handouts.  No family to help her. Imogen might be neglected. CHC30121 Certificate III in Early Childhood Education and Care Page 15 of 35

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c. Using examples from the scenario, list the indicators of abuse. Describe what the educator saw and what the educator heard that you would document. (This may include injuries; location, colour, shape and size, changes in behaviour and conversations with or about the child). When Jade changes Imogen's diaper, she sees evidence of severe nappy rash on her bottom, including red patches, blotches, and blisters. When Jade carefully wiped her bottom with a soft cloth and water to clean the area, Imogen twisted her face and wailed as if in pain. Question 15 Read the scenario and answer questions below. Faidh Faidh (3 years) was diagnosed with Autism Spectrum Disorder at age 2.5 years. He has limited language and sleeps for only 2-3 hours a night. His mother, Wafa, is struggling to cope as she has three other children (13 months, 5 years and 7 years). Wafa’s husband does not help with Faidh, as he says childcare is ‘women’s work’. Wafa’s parents tell her that Faidh should be placed in a children’s home as he brings shame to the family. Today Faidh presents with purple bruising on his face, the back of his legs and his wrists. When asked about the bruises, Wafa tells the educator that Faidh hurt himself when jumping off the bunk bed. a. List the type/s of abuse (physical/neglect/sexual/etc.) that are evident in this scenario. The type of abuse in this scenario is neglect. b. Using examples from the scenario, list two factors that indicate Faidh might be at risk of harm. This might include details on the family structure (single family, blended family), cultural background and any risk factors (e.g. parenting skills, age, alcohol or other drug issues, unemployment). CHC30121 Certificate III in Early Childhood Education and Care Page 16 of 35

 Blended family  Faidh’s father doesn’t help his mother.  parenting skills c. Using examples from the scenario, list the indicators of abuse. Describe what the educator saw and what the educator heard that you would document. (This may include injuries; location, colour, shape, and size, changes in behaviour and conversations with or about the child). Purple bruising can be seen on Faidh's face, back of his legs, and wrists. When the educator inquiries about the bruises, Wafa explains that Faidh wounded himself by jumping off the bunk bed. Question 16 Read the scenario and answer the questions below. George George (4 years 7 months) is normally a happy, outgoing child. Educator Ella notices that since returning from his holiday George has been withdrawn and cries easily. Ella organises a time to talk with his father Luke about his change in behaviour. Luke says, ‘George said he didn’t like being at his cousin’s house because they were mean to him. My wife and I haven’t been able to get any further information from George. We’re also concerned about him.’ The next day Ella is sitting with George sharing some books about families. George tells her that in the night time his cousin Matt (15 years) ‘kept pulling my pyjama pants down and tried to touch my doodle’ and he didn’t like it. Ella responded, ‘Oh that sounds very scary George. Did you tell your mum or dad?’ George replies, ‘No ‘cause Matt said I would get into trouble for telling fibs.’ CHC30121 Certificate III in Early Childhood Education and Care Page 17 of 35

a. List the type/s of abuse (physical/emotional/behavioural/etc.) that are evident in this scenario. The type of abuse in this scenario is sexual. b. Using examples from the scenario, list the indicators of abuse. Describe what the educator saw and what the educator heard that you would document. (This may include injuries; location, colour, shape, and size, changes in behaviour and conversations with or about the child). George tells her that his cousin Matt (15 years) 'started pulling my pyjama bottoms down and trying to touch my doodling' in the middle of the night, which he didn't enjoy. R ESPONDING TO DISCLOSURE These questions require you to demonstrate your knowledge of responding to disclosure, information or signs and symptoms in accordance with state legislative responsibilities and the service policies and procedures. Question 17 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 9 (page 342) Figure 9.6 ‘Steps to take if a child discloses abuse’ Disclosures of abuse can be an extremely stressful situation for both the educator and child. Read the scenario and answers the questions below to support your knowledge on how to respond if a child discloses abuse. Patrick Educator Helen is sitting with Patrick (5 years) looking at the service photo album. They come to a CHC30121 Certificate III in Early Childhood Education and Care Page 18 of 35

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set of photos showing the last family BBQ. Helen: Oh look Patrick, there’s you and your dad. I bet you’ll be glad when daddy gets back from his work trip. Patrick: No, I don’t want my daddy to come home. Helen: Oh, why not? Patrick (in a quiet voice): Because he frightens me. Helen: Can you tell me how he frightens you? Patrick: He gets in my bed and makes me touch his penis. Helen: Thank you for telling me Patrick. It must be really frightening for you... Daddy is a very naughty man. I promise I’ll make sure he doesn’t ever do that to you again! I will tell him not to do that ever again. a. What did Helen say when responding to Patrick’s disclosure of abuse that was inappropriate? Helen provides comfort to Patrick. She said I promise I'll make sure he never does anything like that to you again! I'm going to tell him not to do that again. b. Provide a reason from Figure 9.6 ‘Steps to take if a child discloses abuse’ as to why Helen’s response would be considered inappropriate. Helen should not talk to Patrick’s father directly about the abuse. She should report to her supervisor of the disclosed information to take appropriate action. c. Provide a more appropriate response from Figure 9.6 that Helen could have used to support Patrick. (what steps would you have taken)? CHC30121 Certificate III in Early Childhood Education and Care Page 19 of 35

Helen should talk to the supervisor about the disclosed information so that immediate action can be taken. D OCUMENTATION The following questions require you to demonstrate your knowledge of: ● accurately record relevant specific and general circumstances surrounding risk of harm in accordance with state legislation, service policies and procedures and ethics ● promptly record and report risk-of-harm indicators, including the circumstances surrounding the risk of harm according to service policies and procedures ● ensure writing in reports is non-judgmental. Question 18 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 9 (pp. 331-346) ● Figure 9.6 ‘Steps to take if a child discloses abuse’ ● Figure 9.7 ‘Document template’ Read the scenario and answer the related questions. Maru (Part A) Maru (4.8 years) is large for his age – he is tall and carries extra weight. Maru can be quite bossy with the other children and will use his size to intimidate others. He finds it difficult to share and if he wants something another child is using, he simply takes it without asking. Maru is one of four children - he has two older brothers (7 years and 9 years), and a younger sister (18 months). The family also includes his Samoan parents - father, Lagi, mother, Tali, and CHC30121 Certificate III in Early Childhood Education and Care Page 20 of 35

Lagi’s two younger brothers (aged in their early twenties). Maru loves to play football with his brothers which often results in bruises of various colours on his shins and knees. Today educator Dong notices that Maru also has elongated purple bruises on the back of his legs, as well as what looks like finger print bruising on his front lower right arm. Dong asks Maru about his bruises. ‘I can see some bruises on the back of your legs and on your arm Maru. How did you get them?’ Maru replies, ‘My dad hit me with the strap because I was naughty!’ Maru does not appear to be distressed by his punishment. He is very ‘matter of fact’ about it and does not appear to be fearful of his father. Dong is shocked. Mum and dad appear very loving and caring. Lagi often helps out on working bees. Dong has seen him with the children and would say that he is firm but kind. Dong thinks back about Maru’s behaviour of the last few days. He now thinks about how Maru isn’t playing with his friends as much and is often found hiding outside by himself. He knows that this is not typical of Maru. Dong is worried that if he reports the situation, the Department will be very heavy handed and cause the family unnecessary distress. After all, Dong reasons, Maru can be very difficult and demanding. Maybe Lagi just lost his temper on this one occasion and it won’t happen again. Dong wonders if he should just have a quiet word with Lagi. a. Using the information from the Maru scenario, complete the blue sections of the form to document indicators of abuse. Risk of Harm Report Date: 02/02/202X Time: 10:30 a.m. Description of the visible injury Maru has elongated purple bruises on the back of his legs as well as what looks like fingerprint bruising on his front lower right arm. Location of visible injury/injuries: CHC30121 Certificate III in Early Childhood Education and Care Page 21 of 35

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Mark location(s) with an X, or provide description of location below: Maru has some bruises on the back of the legs and on the arm. Any explanation of the injury given by the child, young person, carer or parent: The injuiry was given by his father. Maru’s father hit him with the strap because he was naughty. Observations of the child person’s behaviour: Maru no longer plays with his companions and is frequently found alone outside. Direct or indirect comments made by the child or young person that may indicate abuse has occurred: Maru told his educator that his father hit him with the strap because he was naughty. It is the physical abuse. Uncharacteristic behaviours of the child or young person (noticeable changes): Maru no longer plays with his companions and is frequently found alone outside. CHC30121 Certificate III in Early Childhood Education and Care Page 22 of 35

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b. With reference to Figure 9.6 ‘Steps to take if a child discloses abuse’, explain why it would not be appropriate for Dong to ‘have a quiet word with Lagi’. Dong is concerned that if he reports the situation to the Department, the Department would be overbearing and cause the family additional distress. Dong points out that Maru may be challenging and demanding. c. Who could Dong speak to in relation to his ethical issue of whether or not he should report his conversation with Maru? Lagi has only lost his temper once, and it will not happen again. Dong considers having a private conversation with Lagi. R ISK INDICATORS AND REPORTING PROCEDURES The following questions require you to demonstrate your knowledge of reporting indications of possible risk of harm. Question 19 Reading Mandatory Reporters: What to report and when. NSW Government Department of Communities & Justice. https://www.facs.nsw.gov.au/families/Protecting-kids/mandatory-reporters/what- when-to-report?merge_chapters=true [Or visit the Department of Communities & Justice website www.facs.nsw.gov.au and enter ‘Mandatory Reporters What to report’ into the search tool] CHC30121 Certificate III in Early Childhood Education and Care Page 23 of 35

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a. Scroll down to heading “The Mandatory Reporters Guide” and complete the sentence. The MRG supports mandatory reporters in NSW to: The MRG supports mandatory reporters in NSW to:  determine whether a complaint to the Child Protection Helpline is required in the case of possible child or young person abuse or neglect; and  Alternative supports for vulnerable children, young people, and their families should be identified. b. The Department of Communities and Justice (DCJ) website includes a list of reasons which mean you must report current concerns about the safety, welfare and wellbeing of a child. List two of these reasons.  The child or young person's basic physical or psychological needs are not being satisfied (neglect)  The child's or young person's parents or caretakers have not made required medical arrangements (unwilling or unable to do so) Question 20 Website Welcome To The ChildStory Reporter Community : NSW Online Mandatory Reporter Guide https://reporter.childstory.nsw.gov.au/s CHC30121 Certificate III in Early Childhood Education and Care Page 24 of 35

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For this Question, you will be taking on the role of Dong from the Maru scenarios, and will make a report about your concerns. Student tip The MRG Reporter Guide website you will need to use for this question is a tool to help you decide whether a report needs to be made. The answers you give to the website will not be recorded. You do not need to put in your contact details or any details about a child’s name. You can practice using the Reporter Guide without worrying that you will be contacted. Follow these steps: Step 1 Go to the Mandatory Reporting Guide (MRG) website using the link above Step 2 Click on the ‘Start MRG’ link, which looks like this: Step 3 Choose one of the Decision Trees (types of abuse) Step 4 Answer the Yes/No questions Step 5 Use the information from the Decision Report page to answer the questions below a. What was the MRG Final Decision? If the child or young person is in immediate danger, phone 000 immediately. Immediate Report to the Child Protection Helpline Please create an eReport or phone 132 111 CHC30121 Certificate III in Early Childhood Education and Care Page 25 of 35

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b. The final decision includes summary of your MRG answers. You are advised to have these details when you call the Helpline. Include your summary in the space below. Main Concern: Physical Abuse  You are aware or reasonably suspicious of a current injury.  The child/young person or another person (including reporter) says the injury was not caused by the parent/carer or other adult household member AND/OR the injury was accidental OR the child/young person or another person (including reporter) says the injury was caused by the parent/carer or other adult household member AND the injury was accidental.  The injury is significant  The injury is suspicious.  The explanation for the injury is inconsistent.  There are no injuries of various ages. Question 21 Website Reporting child abuse and neglect: Information for service providers, Australian Institute of Family Studies https://aifs.gov.au/cfca/publications/cfca-resource-sheet/reporting-child-abuse- and-neglect CHC30121 Certificate III in Early Childhood Education and Care Page 26 of 35

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[Or visit the Australian Institute of Family Studies website https://aifs.gov.au/cfca/ and enter ‘Mandatory reporting abuse’ into the search tool] Visit the website above and scroll down to ‘Contact details for each state and territory’. Click on the link for your state, this will take you to the website detailing the name of the department. If you did need to make a report about a child at risk of harm, which department is the reporting authority for your state or territory? If a child in Queensland is being harmed or is at risk of being harmed or neglected, contact Child Safety Services and speak with someone about the concerns:  Contact the Regional Intake Service during regular business hours.  Contact the Child Safety After Hours Service Centre on 1800 177 135 after hours and on weekends. The service is available around the clock, seven days a week. S IMULATED W ORKPLACE T ASK To respect the rights of the child and to ensure privacy and confidentiality a simulated workplace task has been used to demonstrate performance for this unit. The following simulated workplace task requires you to demonstrate that you can apply your knowledge to: ● implement work practices which support the protection of children and young people ● report indications of possible risk of harm ● apply ethical and nurturing practices in work with children and young people. Question 22 CHC30121 Certificate III in Early Childhood Education and Care Page 27 of 35

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Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 9 (pages 324 and 331) Figure 9.1 ‘Triggers or risk factors for abuse’ Figure 9.4 ‘Indicators of abuse and neglect’ Read the scenario and draw on the knowledge you have acquired from the text and readings in this unit to answer the questions below. Sam (Part A) Sam (4 years 3 months) attends childcare five days per week. Sam is the oldest of two children. He has a 3-year-old sister, Carla. Sam’s mother, Sarah, lives with her current partner, Mick. Mick works casually as a bartender and Sarah does not work. Often there is little or no food in the house. Sarah and Mick use illicit drugs and Sarah often comes in with bruises on her face or arms. She always has an explanation for these. Mick swears and yells at Sam, telling him to get lost and that he is stupid. The children have been in temporary care on various occasions and have infrequent contact with their grandparents. Educators have noticed that Sam has taken on a protector role with Carla and always makes sure she has food before taking some for himself. Sam can be aggressive, pushing in front of the other children when lining up to go in for lunch and yelling and pushing when another child joins his play. a. Using examples from the scenario, list two factors that indicate Sam might be at risk of harm. This might include details on the family structure (single family, blended family), cultural background and any risk factors (e.g. parenting skills, age, alcohol or other drug issues, unemployment).  Drug issues  Shortage of money  Parenting skills CHC30121 Certificate III in Early Childhood Education and Care Page 28 of 35

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b. List one behaviour/action being demonstrated by Sam that may indicate that he is a child at risk of harm. When the other children are lining up to go in for lunch, Sam becomes violent, pushing in front of them and yelling and pushing when another child joins his play. Question 23 Read the scenario and answer the question below. Sam (Part B) It is 9:45 a.m. and Sam and Carla arrive at the service with Sarah. Sarah has a black eye and says she fell down the stairs. Sam has dirt all over his face, his hair is matted and his clothes are dirty. At morning tea Sam eats everything placed in front of him and asks for two more servings. He tells educator Hamish he is, ‘ very, very hungry’ . Hamish: What did you have for breakfast Sam ? Sam: A biscuit. Hamish: Oh, what did you have for dinner last night? Sam: A biscuit and some Coke. At lunch Sam again asks for more servings, Hamish (educator) tells him there is no hot food left. He tells Sam he can have some fruit salad soon. Sam reacts by yelling at Hamish : ‘I want more food now!’ . Hamish explains again that he needs to wait. Sam then throws his fork on the ground and angrily swipes at his plate and the plate next to him. The plates go crashing to the floor, drinks are spilt, and Sam’s clothes get wet. When Hamish is helping Sam to change his clothes, he notices Sam has a purple-reddish elongated bruise on his back and circular red marks on his stomach about the size of a large orange. He also has purple-reddish bruising on his upper left arm - four distinct small circles on CHC30121 Certificate III in Early Childhood Education and Care Page 29 of 35

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the outer side of his arm and a larger darker circle on his inner arm which Hamish thinks may be finger-tip bruising. ‘ I saw you had bruises on your back and tummy Sam, and some on your arm. Can you tell me how they got there?’ Sam looks down and shakes his head, whispering, ‘ No ’. Hamish responds by saying ‘I am here if you do need to talk Sam. Would you like to come and have some fruit salad?’ a. Using examples from the scenario list three indicators of abuse (descriptions, explanations and observations). The type of abuse in this scenario is Physical abuse. Sam has a purple-reddish elongated bruise on his back, as well as round red marks the size of a huge orange on his stomach. His upper left arm likewise displays purple-reddish bruising, with four distinct little circles on the outside side and a larger darker circle on the inner side. b. Assuming the role of Hamish and with refence to the Sam scenarios (Parts A and B) complete the form below. Risk of Harm Report Date: 02/02/202X Time: 12.15 pm. Description of the visible injury: Bruises and red marks on Sam’s body Sam has a purple-reddish elongated bruise on his back, as well as round red marks the size of a huge orange on his stomach. His upper left arm likewise displays purple-reddish bruising, with four distinct little circles on the outside side and a larger darker circle on the inner side. Location of visible injury/injuries: CHC30121 Certificate III in Early Childhood Education and Care Page 30 of 35

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Mark location(s) with an X, or provide description of location below: Sam has bruise on his back and circular red marks on his stomach. Any explanation of the injury given by the child, young person, carer or parent: Sam doesn’t provide any reason behind his injuries so, it is difficult to tell that whether injuiry is given by child, young person, carer or parent. Observations of the child’s behaviour and general appearance: Sam has a purple-reddish elongated bruise on his back, as well as round red marks the size of a huge orange on his stomach. His upper left arm likewise displays purple-reddish bruising, with four distinct little circles on the outside side and a larger darker circle on the inner side. Direct or indirect comments made by the child or young person that may indicate abuse has occurred: Sam doesn’t provide any reason behind his injuries. Uncharacteristic or changes in behaviours of the child or young person (noticeable changes): Sam became aggressive and yells if his demand is not fulfilled at the same time. CHC30121 Certificate III in Early Childhood Education and Care Page 31 of 35

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Question 24 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 9 (page 345) Reading Code of Ethics (2016) Early Childhood Australia http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA-COE- Brochure-web-2019.pdf [Or visit the ECA website www.earlychildhoodaustralia.org.au and enter ‘Code of Ethics brochure’ into the search tool] Sam (Part C) Mick arrives to pick up the children at 4:45 p.m. He rings the bell and when there is no immediate response he bangs on the door and yells out, ‘Open up. I’m here for my kids.’ Mick is obviously drunk or high on drugs. The director walks to the door and Mick starts swearing and kicking at the door. She attempts to talk to Mick through the intercom, but he becomes more aggressive. The director calls for lock down procedures to be implemented and then calls the Police. The Police arrive five minutes later. After a brief altercation, Mick is taken to the Police station. By now there are around a dozen parents who have witnessed the whole scene. As the parents file in to collect their children they are all talking about the incident and asking what happened. The director thanks the parents for waiting until the situation had been resolved and tells them that she can’t discuss the matter. She reassures the parents that all of the children are safe and CHC30121 Certificate III in Early Childhood Education and Care Page 32 of 35

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seem to be unaware of the incident. Several of the staff later comment to the director that the children, ‘would be better off without Mick or Sarah’. 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 to instead focus on acting in the best interests of the children. The director also reminds staff not to discuss the incident with other parents. On their break at morning tea several staff members are talking about the family. Dane, a younger educator, comments that the children would be so much better off away from their ‘druggie parents’. a. What did the director do to keep the children safe that upholds the ECA Code of ethics statement: In relation to children, I will…act in the best interests of all children ? Mick arrives to pick up his kids after drinking or taking drugs. The director does not allow him to pick the children and walks to the door and attempts to talk to Mick but he becomes more aggressive. The director calls for lock down procedures to be implemented and then calls the Police. b. What did the director say/do to the families that upholds the ECA Code of ethics statement: In relation to families, I will…respect families’ right to privacy and maintain confidentiality? As parents arrive to pick their children, they are all discussing the incident and inquiring about what happened. The director appreciates the parents for waiting until the incident was settled, but she is unable to comment further. c. What did the director say to the staff to uphold the ECA Code of ethics statement: In relation to colleagues, I will…encourage others to adopt and act in accordance with this Code and take action in the presence of unethical behaviours? CHC30121 Certificate III in Early Childhood Education and Care Page 33 of 35

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The director realises how tense the situation is and tells the crew that they must operate ethically. The team should not pass judgement on the family, but rather focus on acting in the best interests of the children. Staff members are also reminded not to discuss the incident with other parents, according to the director. d. Explain why Dane comments are unethical and inappropriate? Dane, a younger instructor, thinks the kids would be much better off without their "druggie parents." Dane has no right to comment on the family. It is unprofessional and unethical. All family concerns should be kept private and personal and should not be discussed with others. It is against company policy to disclose a child's or family's problems. e. Beth, a new educator at the service, is concerned about Dane’s comments she heard in the staff room. Who should Beth discuss her concerns with? Beth should discuss her concerns with the Director. Because the educator needs to understand why their behaviour is unethical and how to change it to be more ethical. Question 25 Reading A simplified version of the United Nations Convention on the Rights of the Child, UNICEF. https://www.unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf [Or visit Google www.google.com and enter ‘Simplified version Rights of the Child’ CHC30121 Certificate III in Early Childhood Education and Care Page 34 of 35

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into the search tool] a. In relation to the Sam (Part C) scenario, identify one Article of the Convention which is reflected when the director calls for lock down procedures to be implemented and then calls the Police. Article 19 Governments should ensure that children are properly cared for and protect them from violence, abuse and neglect by their parents, or anyone else who looks after them. b. In relation to the Sam (Part C) scenario, identify one Article of the Convention which is reflected when the director reminds educators of the need to respect the family’s right to privacy. Article 16 Children have the right to privacy. The law should protect them from attacks against their way of life, their good name, their family and their home. CHC30121 Certificate III in Early Childhood Education and Care Page 35 of 35

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CHCPRT001 Short Questions (1)

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