Contents

Before you begin iv

Topic 1 Supporting the protection of children and young people 1

1A Understanding children’s rights 3
1B Identifying signs and symptoms of abuse 9
1C Suspecting abuse 17
Summary 19
Learning checkpoint 1: Supporting the protection of children and young people 20

Topic 2 Reporting risk of harm 23

2A Reporting abuse 25
Summary 30
Learning checkpoint 2: Reporting risk of harm 31

Topic 3 Applying ethical and nurturing practices 33

3A Providing a safe environment 35
3B Applying a code of ethics  37
3C Maintaining professional boundaries  40
Summary 43
Learning checkpoint 3: Applying ethical and nurturing practices 44

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Topic 1 Supporting the
In this topic you will learn
about:
protection of children
1A Understanding and young people
children’s rights
To protect children, you must be aware of certain
1B Identifying signs and indicators of concern. You need to be able to
symptoms of abuse understand children’s rights and related legislation,
and consider how your work practices could be
1C Suspecting abuse improved to enable you to respond to harmful
situations in the most appropriate manner.

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 CHCPRT001 IDENTIFY AND RESPOND TO CHILDREN AND YOUNG PEOPLE AT RISK

The following table maps this topic to the National Quality Standard and both national
learning frameworks.
National Quality Standard
Quality Area 1: Educational program and practice
 Quality Area 2: Children’s health and safety
Quality Area 3: Physical environment
Quality Area 4: Staffing arrangements
Quality Area 5: Relationships with children
Quality Area 6: Collaborative partnerships with families and communities
Quality Area 7: Governance and leadership
Early Years Learning Framework My Time, Our Place
Principles
 Secure, respectful and reciprocal relationships
Partnerships
High expectations and equity
Respect for diversity
Ongoing learning and reflective practice
Practice
Holistic approaches Holistic approaches
Responsiveness to children Collaboration with children
Learning through play Learning through play
Intentional teaching Intentionality
Learning environments Environments
Cultural competence Cultural competence
Continuity of learning and transitions Continuity and transitions
Assessment for learning Evaluation for wellbeing and learning
Outcomes
Children have a strong sense of identity
Children are connected to and contribute to their world
 Children have a strong sense of wellbeing
Children are confident and involved learners
Children are effective communicators

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 CHCPRT001 IDENTIFY AND RESPOND TO CHILDREN AND YOUNG PEOPLE AT RISK

Action Examples

Understand that children’s capabilities XX Offer play opportunities that

differ and adjust plans accordingly. suit children’s level of physical
development, attention span and
skills.

Balance interactions with children by XX Schedule group stories and take

offering group activities and one-on-one time to read stories on a cushion
time. with a single child.

Include children in decision-making

Include children in decision-making where possible. This involves listening to children’s
views and allowing them to make choices regarding food, activities and routines. You
could ask them:
XX how much they would like to eat

XX which activities they would like to participate in

XX whether they would like to play alone or join in with a group.

You could also involve them in planning a special event such as an excursion or
cultural day, or an ongoing project such as a vegie patch or a mural.

Duty of care
Duty of care is the obligation to ensure that reasonable action is taken to minimise
the risk of harm to anyone likely to be affected by a person’s actions. This obligation
applies to employers, workers and all those they are educating and caring for.
If a child is injured while in the care of someone other than their parents or legal
guardians, that person can be held responsible. An individual or the organisation may
be sued for negligence.
Harm to a child may be:
XX physical, such as an injury
XX psychological

XX emotional or social

XX financial.

Steps to prove negligence:

1 The person or organisation owed a duty of care to the child.

The person or organisation responsible for the child did not provide the
2 degree of care that was reasonable in the situation.

3 The child suffered damage or harm.

There is a link between these three things (that is, that the breach of duty of
4 care caused the damage or harm).

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 Topic 1 Supporting the protection of children and young people

1B Identifying signs and symptoms

of abuse
Child abuse is physically and emotionally
damaging. The initial and long-term consequences
of abuse may affect the child, the family, your
organisation and the community as a whole. Early
identification and effective intervention can lessen
the long-term effects of abuse and promote
recovery.

What is abuse?
Abuse, neglect and maltreatment describe
situations where a child may need protection.
Child abuse can be defined as either an action or
inaction (failure to act) by an adult that endangers or impairs the child’s emotional or
physical health or development.
Children are the most vulnerable members of our community. They do not have the
power to stop abuse; therefore, they rely on others to help them. As an educator, you
have a responsibility to make sure children are safe and that their needs are met.

Indicators of harm
Knowing what signs to be aware of can help you identify children or young people who
may be at risk of harm. When monitoring children and young people during everyday
practice, you need to watch out for behaviours as well physical signs and symptoms.
You may notice behaviours that are uncharacteristic for a particular child or for
children of a particular age or developmental stage. These behaviours may be the only
signs you can identify.

Risk of harm indicators include:

XX a child appearing frightened of their parents or carers

XX a child acting in a way that is inappropriate for their age and development
XX a parent persistently avoiding child health services, or treatment of their child’s
illness or injury
XX a parent having unrealistic expectations of their child
XX complaints by the child or someone else that the child is often being criticised or
is not provided with emotional warmth
XX parents who are missing or appear drunk or affected by drugs.

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 Topic 1 Supporting the protection of children and young people

Emotional Emotional harm refers to a situation in which a child is repeatedly

harm rejected or threatened in a way that is frightening. This may include:
XX name calling
XX put downs
XX continual coldness.

Emotional harm may affect a child’s development. There are

similarities between emotional harm and neglect.
Emotional harm may have occurred if a child:
XX shows extremes in behaviour; for example, is overly compliant
or demanding, extremely passive or aggressive
XX acts inappropriately above or below their age or developmental
stage
XX is delayed in physical or emotional development
XX exhibits signs of depression, or talks about or attempts suicide
XX displays severe anxiety
XX shows signs of low self-esteem
XX finds it very difficult to learn
XX is constantly blamed, belittled or berated by their parent or
carer
XX has a parent or carer who is unconcerned about the child and
refuses to consider offers of help for any problem
XX is rejected by the parent or carer.

Identifying vulnerability to abuse

The following factors indicate that a child may be vulnerable to abuse.

Community and XX High crime rate

societal factors XX Poor access to social services
XX High poverty rate
XX High unemployment rate

Parental factors XX Having a history of physical or sexual abuse as a child

XX Being a teen parent
XX Being a single parent
XX Being emotionally immature
XX Having poor coping skills
XX Having low self-esteem
XX Having a history of substance abuse
XX Having a known history of abusing children
XX Lack of support, particularly from extended family
XX Experiencing domestic violence
XX Lack of parenting skills
XX Lack of preparation for the stress of a new baby
XX Experiencing depression or another mental illness

Child factors XX Born premature

XX Having a low birth weight
XX Having a disability (mental or physical)

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 Topic 1 Supporting the protection of children and young people

1C Suspecting abuse
Each child’s situation is unique and must be
managed independently. However, there are some
basic guidelines to follow that are effective and
suitable when you suspect abuse.
If you suspect that abuse may be occurring, it is
recommended that you:
XX make notes, develop records and collect
evidence
XX continue to observe the child (if an immediate
report isn’t necessary)
XX consult relevant colleagues (usually your
supervisor or a senior staff member)
XX develop action plans based on your organisational policies and procedures

XX talk to other agencies about assisting families

XX talk to the child

XX talk to the child’s parents (if they are not suspected of being involved in the abuse).

A child may also tell you about abuse or neglect. If this occurs, abide by the following
guidelines.

Guideline Description

1. Listen to and XX Show through your words and actions that you are
believe the child listening carefully, and encourage the child to talk
without pushing them.
XX Use reflective listening techniques.
XX Ask open, non-leading questions such as, ‘Can you
tell me how you are feeling today?’ or ‘Is something
bothering you, Tom? You don’t seem to be as happy as
you were yesterday’.

2. Be supportive XX Let the child know that they have done the right thing in
telling you and that they are not to blame for what has
happened.
XX Do not make any unrealistic promises like, ‘Everything’s
going to be okay’ or, ‘Daddy won’t go to jail’.

3. Don’t overreact XX Stay calm; this helps the child feel safe and may
encourage them to tell you more, especially if you
reassure them and refrain from talking negatively
about the abuser.

4. Record what the XX Use as many of the child’s actual words as possible
child says and describe any signs of abuse or neglect that you
observe.

An open and non-leading question is one that encourages and allows the person
answering the question to tell you their thoughts.

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 CHCPRT001 IDENTIFY AND RESPOND TO CHILDREN AND YOUNG PEOPLE AT RISK

Learning checkpoint 1
Supporting the protection of children
and young people
Part A
Read the case study, then answer the questions that follow.

Case study
Marcus is usually a happy and busy five-year-old who participates in a range of activities
and interacts with many different children in small groups. He has attended your service
for more than a year and you know him very well. Marcus’s mum is a single parent and
has recently started to go out socialising, often leaving Marcus with relatives and friends.
Today when Marcus arrives at your service he is crying. Marcus’s uncle smells of alcohol
and he doesn’t talk to you or any of the educators.
Marcus tells you that he stayed at his uncle’s house overnight while his mum went out. He
stops crying after his uncle leaves, but chooses to sit in the book corner alone and yells at
the other children to go away if they come near him.

1. What uncharacteristic behaviours or indicators does Marcus display that could be

linked with abuse?

2. Identify which form/s of abuse these uncharacteristic behaviours or indicators

could be linked to.

3. What open and non-leading questions could you ask Marcus to help determine if he
is being harmed?

4. What circumstances indicate that Marcus is vulnerable to abuse?

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Topic 2 Reporting risk of harm
In this topic you will learn Once you have identified situations in which harm may
about: be occurring, you need to record this information in an
2A Reporting abuse appropriate way. Your organisation will have procedures
relating to this, as will any agency you report to. The
relevant agency you report to will then assess the best
interests of the child and will decide whether to involve
you further.

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 CHCPRT001 IDENTIFY AND RESPOND TO CHILDREN AND YOUNG PEOPLE AT RISK

The following table maps this topic to the National Quality Standard and both national
learning frameworks.
National Quality Standard
Quality Area 1: Educational program and practice
 Quality Area 2: Children’s health and safety
Quality Area 3: Physical environment
Quality Area 4: Staffing arrangements
Quality Area 5: Relationships with children
Quality Area 6: Collaborative partnerships with families and communities
Quality Area 7: Governance and leadership
Early Years Learning Framework My Time, Our Place
Principles
 Secure, respectful and reciprocal relationships
Partnerships
High expectations and equity
Respect for diversity
Ongoing learning and reflective practice
Practice
Holistic approaches Holistic approaches
Responsiveness to children Collaboration with children
Learning through play Learning through play
Intentional teaching Intentionality
Learning environments Environments
Cultural competence Cultural competence
Continuity of learning and transitions Continuity and transitions
Assessment for learning Evaluation for wellbeing and learning
Outcomes
Children have a strong sense of identity
Children are connected to and contribute to their world
 Children have a strong sense of wellbeing
Children are confident and involved learners
Children are effective communicators

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Information Details Your example

to include in
a report

Reason for The reason why the report is

reporting being made

Risk of harm Assessment of immediate

danger to the child

Description Description of the injury or

behaviour that has been
observed

Child’s The current whereabouts of the

whereabouts child

Other services Your knowledge of other

services involved with the
family

Family Any other relevant information

information about the family

Cultural Any specific cultural or other

characteristics details that will help to care for
the child – for example, cultural
origins, interpreter or disability
needs

Summary
XX If you suspect a child is being harmed or is at risk of harm, it is essential to keep
accurate and objective records.
XX All instances of possible harm should be recorded.

XX Be prepared to report possible situations of harm as part of your advocacy role.

XX All educators have a duty to report harm if they identify it or have reasonable
grounds for concern.
XX Child protection agencies can provide support by giving you specific guidelines for
reporting child abuse.
XX All organisations must have policies and procedures in place to ensure that
children are protected and that reports meet legal and ethical guidelines.

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 Topic 3 Applying ethical and nurturing practices

3B Applying a code of ethics

A code of ethics is a written set of guidelines that
those in professional roles can use to protect the
rights of children and young people. Educators
can use guidelines to help them:
XX understand which behaviours by adults must
not be supported
XX maintain standards of practice

XX protect children who are powerless and

vulnerable
XX make decisions when faced with ethical
dilemmas.

Ethical dilemmas
An ethical dilemma is a situation in which there is a conflict with your moral
responsibilities. Usually there are two or more possible solutions, but it is not easy to
decide which way to go.

You may be faced with an ethical dilemma in the following

situations:

XX You believe there is something wrong in a situation.

XX Each choice of action has a negative or difficult consequence.
XX The issue is not resolved using legal guidelines.
XX The issue affects people, relationships and/or people’s rights.

The following ethical dilemmas are common in education and care services, and can
be major sources of stress:
XX A parent asks you to keep her child awake all day so he sleeps better at night. You
know the child gets really tired and grumpy after lunchtime and really needs a nap.
XX You hear your supervisor making hurtful remarks to children when parents are not
around.
Always seek supervisor support for any issues that you are unsure about.
The ethical dilemmas outlined above relate to the difficulty you would have in making
a decision out of two choices. In the first example, you may feel that it is in the best
interests of the child to have a nap after lunch, yet this is going against the mother’s
wishes. In the second example, you know that the comments are upsetting the
children and staff, but you don’t feel confident about confronting your supervisor.
A code of ethics does not provide the answers to ethical dilemmas, but it does provide
useful guidelines for appropriate behaviour. You may find that in many situations there
are no clear right or wrong answers.

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3C Maintaining professional
boundaries
You will get to know the children and parents who
visit your service, and develop close relationships
with them. When friendship, caring and affection
are involved, some educators find it difficult to
clarify and maintain professional boundaries.
As an educator, you must be clear about what is
appropriate in terms of:
XX how you share information
XX what information you share and receive

XX how you interact with others.

You must find a balance between becoming

over-involved and under-involved with children and their family members. This middle
ground, known as the zone of helpfulness, ensures your relationship is flexible and
exists within the expected boundaries.
The following table describes how to work in accordance with professional boundaries.

Information In relation to adults In relation to children

and actions

Self-disclosure Parents may wish to share If children share their

about personal their personal problems or personal problems and issues
problems or issues with you to enable you with you, they most likely want
to best support their child and you to help them solve the
issues
family. They may view you as situation or listen to them.
a responsible person they can
Children don’t need to
confide in.
know about your problems
You should keep your or personal details as this
personal problems and may cause them to become
issues to yourself. Never stressed or fearful. They may
enlist a family member of a even take responsibility for
child to become your support your feelings.
person. If you need someone
to talk to, approach your
supervisor, a trusted person
outside of your work, or
make an appointment with a
counselling service.

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Practice task 7
1. Read the following situations and identify whether these actions are within
professional boundaries, or if they are inappropriate and you need to stop them
from happening. Explain your responses.
a. A parent arrives in the morning and tells you that they have been made
redundant and they need to sell their car. You start to tell them how your dad
was made redundant last year and go on to reveal all the details of his situation
and how difficult it was.

b. A child is very physical in expressing their affection for others and at times uses
inappropriate actions to let others know that they care. Today you are reading a
story and the child comes to sit beside you. The child starts rubbing your arm,
then your back, and then starts rubbing your stomach.

c. A child tells you that they are worried about their brother as he was smoking
cigarettes yesterday. You tell the child that maybe it was just one time and that
when you were his age you did the same thing.

d. A child tells you that their parents are fighting a lot. You listen and ask about
how the child is feeling.

e. You get on well with a family in the service and one day they invite you to a
barbecue. You go, and over time you make close friends with the family and see
them on weekends and after work.
After some months you find out that one of the family members has told
another person some negative information about you. You have an argument
with this person and they start to tell other parents that you are an unfit
educator.

f. You walk into the nappy change area and a staff member is touching a child’s
genitals. She says to you, ‘He is different from my son’.

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