CHCPRT001: Identify And Respond To Children And Young People At Risk Assessment Answers

In this course, you will learn about what it means to identify and respond to children at risk. You’ll be able to see the varying types of assessment we have for that purpose such as CHCPRT001 – Identify and Respond To Children And Young People At Risk-like chcprt001 Scenarios, Educators Responses To Risk Of Harm, etc.

With these assessments in hand, you can make some informed decisions on how best they should take care of their student ins what some would call “at-risk” situations.

You’ll learn about the following topics in this course:  Identify and Respond to Children & Young People at Risk, The importance of confidentiality, Identifying children & young people at risk which includes those with Special Needs.

1. Implement work practices that support the protection of children and young people

The National Child Protection Working Group is a partnership of Australian Government departments and agencies, child protection experts, and community representatives. They have developed practical work practices for people who work with children to support the protection of children.

These practices come from other places and are good for you. They teach people how to have respectful relationships, how to not blame the person who did something wrong, and what to do if someone says they were hurt.

The practices also talk about different ages and stages in life, what behaviors might mean there is an increased risk of being sexually exploited (such as grooming behavior), and how to report abuse safely.

Identifying risks for people who are vulnerable, like children with disabilities, Indigenous children, or migrant and refugee children. Responding to disclosures about harm or abuse by a child or young person.

Understanding behaviors that indicate risk of harm or abuse at different ages (from babies through to adolescence). Being alert for signs that identify an increased risk of sexual exploitation (such as grooming behavior).

1.2 Respond to disclosure, information, or signs, and symptoms in accordance with state legislative responsibilities and the service policies and procedures

It is important to remember that disclosure of your status is a personal decision and it is best to only disclose this information if you are in control, knowledgeable about the topic, and willing to speak with the public.

Service policies often include confidentiality clauses that can be breached by conducting themselves as HIV positive. State laws may also prevent some forms of employment or discrimination from taking place. In no cases should disclosure of HIV status be done without first conferring with counselors who know your individual situation.

HR staff will typically make the necessary notifications for workplace safety reasons (ie “hand washing” before returning to work, avoiding working near food products).

1.3 Routinely employ child-focused work practices to uphold the rights of the child and encourage them to participate in age-appropriate decision-making

Child-focused work practices can either be inclusive, which involve upholding the rights of the child and encouraging them to participate in age-appropriate decision-making, or exclusive, where children are always removed from hazardous tasks.

When determining a child’s suitability for working with certain materials it is important to assess their cognitive skills and visual acuity. Allowing children to actively participate in decisions about what they should do on the job has been shown to improve both academic achievement levels as well as behavior at home.

Inclusive work practices carry many benefits for all members of society though they come with a responsibility that employers must take on when interviewing young candidates by assessing their social skills and maturity levels.

1.4 Employ communication and information-gathering techniques with children and young people in accordance with current recognized good practice

There are six communication and information-gathering techniques necessary for working with children and young people. They are as follows:

Active listening – This is a technique that relies on paraphrasing what the person has said to confirm the accurate understanding of the message. This can be done by repeating back to them what they have said, or word for word.

It may also include reflecting back on their emotions such as sorrow, anger, or happiness. You may also reflect back on their actions if they are talking about something that you have seen them do before.

This is a technique that requires sensitivity because it may feel like we’re judging the person because we don’t want to share opinions or just be generally agreeing with them when there isn’t agreement in reality.

Clarifying questions – These are general conversation starters that are open-ended so they can draw information from the person we’re talking to. They may be followed up with further clarification or probing questions.

1.5 Ensure decisions and actions taken are within own level of responsibility, work role, state legislation, and service policies and procedures

“It depends on the person’s position and responsibility.”

The degree of involvement in situations or decisions is not always clear-cut. Generally speaking, when people are involved to a certain degree, they have responsibility for achieving results.

Setting aside typical job descriptions under the three categories below as guidelines, it would be difficult to say with absolute certainty that any given individual does or does not have some level of responsibility in various circumstances.

Work role includes what employees’ actual duties are (being a cashier, bagger at the grocery store). State legislation means which laws apply and what responsibilities may exist according to those laws. Service policies and procedures might include how different service providers might be managed differently according to their own specific set of rules that govern how they operate.

Thus, while it may be difficult to define exactly what “own level of responsibility” is in a given situation, it is generally more than just having a job title or being present at the scene.

2. Report indications of a possible risk of harm

A recent report by the Australian Institute of Family Studies has found that children with a single parent are at risk for harm. The study reveals that there were more than 2,000 substantiated cases of abuse or neglect in families where one parent was responsible for raising the child.

This is likely because these parents lack sufficient time and resources to provide adequate care. Please read on to learn more about this important issue and how it impacts Australian students today.

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

Information typically includes specifics about the type and frequency of risk in order to inform an adequate analysis, as well as general information about the risks of harm, which must be articulated clearly according to state legislation. It’s also important to mention that services come with a certain level of risk.

The term “service” is broadly defined for purposes of this blog post but should generally include things like warranties or guarantees; “goods” being a specific designation.

Generally, when people request a service they are requesting something tangible with some longevity, whereas goods are often not having an extended duration on the market shelf before consumption occurs.

Goods may fall under warranty or guarantee policies but those do not always protect against all possible risks such as theft, damage by the owner (such as a dog eating its own bed), or use by a person not authorized to do so.

2.2 Promptly record and report risk-of-harm indicators, including the circumstances surrounding the risk of harm according to service policies and procedures

Promptly record and report risk-of-harm indicators, including the circumstances surrounding the risk of harm according to service policies and procedures.

Here are a few examples of information that should be reported as soon as possible:

1. a) If you were near someone who was visibly intoxicated and they fell down or were subjected to an assault;
2. b) If someone has been having widespread skin breakdowns on their face (rosacea);
3. c) If there is active self-mutilation within your employment site during work hours, or b) if a client has been persistent in verbal abuse against staff members or other students;
4. d) If a client has had strong suicidal ideations for some time and those thoughts have not improved.

2.3 Report all physical, emotional, or sexual abuse according to state legislation.

2.3 Ensure writing in reports is non-judgemental

To ensure writing in reports is non-judgemental, it’s important to be objective and not offer opinions. It also needs to provide overviews of the evidence that supports what is being said or make observations about the observed data.

To accomplish this, it’s important to first identify a topic sentence that frames an opinion or thought, followed by specific details supporting the statement. This structure follows the STAR approach to writing a book review, which is an excellent way of putting together a professional-level report.

2.4 Work collaboratively with relevant agencies to ensure maximum effectiveness of report

A collaborative effort is one in which two or more organizations, activities, authorities, individuals, groups, etc., join their resources and work together to accomplish mutual goals.

As agencies work collaboratively they are better able to ensure maximum effectiveness of a report without duplicating efforts. By pooling knowledge and expertise, the end result is often a valuable document that serves as an instrumental tool for informing important decisions when taken into consideration all of the stakeholder’s observations.

Some collaborative agencies you may already be familiar with include FEMA/HHS because they collaborate on pandemic response plans for emergencies like antibiotic shortages in order to find appropriate courses of action. Or WHO which consults with other members states worldwide (UNAIDS) to develop policies concerning global diseases.

3. Apply ethical and nurturing practices in work with children and young people

Nurturing and ethical practices in work with children and young people are an important consideration for all professionals, but especially those working specifically with these vulnerable groups.

This blog post aims to provide a brief overview of some key considerations that should be factored into practice when working with children and young people.

-Consider the developmental stage of the child or youth, their culture, language, and gender identity  -Be aware of your physical proximity to them.

Do not touch them without permission. Be mindful about where you place yourself in relation to theirs (e.g., sitting next to them instead of behind or opposite) -Ensure any interactions are reciprocal – give as well as take from the interaction: listen just as much as you speak. Avoid appearing to be “coaching” them (even if you are) -Be honest and transparent.

3.1 Protect the rights of children and young people in the provision of services

A child or young person’s needs and stage of development shape the nature of their relationship in relation to service providers. In order to have a clear understanding of this relationship, it is crucial that professionals identify the developmental stage a child is at.

This can be done by using tools such as the Child Development Checklist and taking into consideration other factors including where they live, financial status, etc., in order to best assess each individual case.

If required, children should have equal access to services from qualified staff who understand how they may need assistance with various tasks adults take for granted.

It is important for them to be given an opportunity to express themselves freely without feeling judged or intimidated by those around them.

3.2 Identify and seek supervision support for issues of ethical concern in practice with children and young people

This can mean different things to different people, but ethics are important to discuss with your supervisor or the person in charge. I recommend reading up on some information about ethical standards and then talking openly about what’s on your mind.

If you’re meaning something specific, please define it and give more context around how you believe that is happening. You don’t need to do it in a formal way.

3.3 Employ ethical and nurturing practices and observe professional boundaries when working with children and young people

Employment of Ethics and Nurturing Practices

Ethical practice in the field of therapy is based on an acknowledgment that it is not the therapist who will heal or repair the client’s wounds, but rather they are working to provide a healing environment and tools which enable the client to gain control over themselves.

As such, ethical therapists do not view themselves as experts at what makes a healthy person, able to tell clients what is best for them. Rather they listen attentively and with empathy while providing empathic attunement without imposing their own biases or agenda.

They maintain clear boundaries between work and personal lives to avoid any exploitation. Finally, when working with children and young people (which can include adults under age 18) ethical practice requires that therapists have developed a thorough knowledge of the developmental stage a child or young person is at, their culture, language, and gender identity.

3.4 Recognise and report indicators for potential ethical concerns when working with children and young people

Since the number of ethical concerns arising from activities with children and young people is high, a comprehensive screening process can be developed to recognize indicators that may lead to an ethical concern.

These indicators may include issues with colleagues; poor supervisory competence or non-compliance; lack of resources or low morale; bullying amongst staff or pupils and school covering up behavior.

Ideally, all policies relating to employment should be scrutinized in advance in light of their relevance for child protection work. Checklists will help employers carry out more extensive pre-employment checks at an early stage including means for regular monitoring and feedback (for example through CPD).

A “duty of care” might also govern such inquiries as an employer must have reasonable grounds for dismissing an employee who is suspected of being abusive in order to avoid legal action.

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