Identify and respond to children and young people at risk - NSW ...

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Section Two: Roles and responsibilities (suggested time 75 minutes) Overview Identify participants’ roles in service delivery to children, young persons and their families/carers and describe features of professional relationships maintaining appropriate boundaries. Content Roles and responsibilities Maintaining professional boundaries Risk and protective factors Duty of care Access and equity PowerPoints PowerPoint 2.1: What contact do you have with children and young people through your work? PowerPoint 2.2: Working with children, young people and their families PowerPoint 2.3: Risk and protective factors PowerPoint 2.4: Professional boundaries PowerPoint 2.5: Maintaining professional boundaries PowerPoint 2.6: Diversity in NSW: statistics Participant’s Manual Handout 3: What contact do you have with children and young people through your work? Handout 4: Risk and protective factors in children and families Handout 5: Maintaining professional boundaries Handout 6: Duty of care when working with children, young people and families Keep Them Safe CHCCHILD401A – Facilitator’s Manual © The NSW Technical and Further Education Commission (TAFE NSW – Industry Skills Unit, Meadowbank, 2010) 14
Section 2: Roles and responsibilities 2.1 Identifying roles and responsibilities 1. Show PowerPoint 2.1: What contact do you have with children and young people through your work? This is reproduced as Handout 3: What contact do you have with children and young people through your work? .This handout contains the following five questions: Which of these children and young people might you see in your day to day work either now or in the future? What role would you play in delivering services to them or to their families? If this child or young person was at risk how might you become aware of this? If you only work with adults, how might you become aware of possible safety issues for their children? What is the scope of your role in addressing concerns about the safety, welfare and wellbeing of children and young people? Note that the children in the pictures are models and no inference is intended that the children or young people in these pictures need care or protection intervention. 2. Divide participants into small groups, ensuring distribution of participants from different workplaces/professions across the groups, and ask them to discuss the handout. After 10 minutes ask them to come back to the large group, and share points that stood out from their discussion. 3. Show PowerPoint 2.2 Working with children, young people and their families: Every family has difficulties from time to time, but most families are able to meet the needs of their children through their own resources and those of their community. While this unit focuses attention on one end of the continuum of experience of children and young people, it is important to remember that most children and young people will grow having predominantly positive life experiences, and that even where families have difficulties this does not necessarily mean their children will be abused or neglected. Note the role of participants not only in identifying and responding to risk of significant harm, but in prevention and early intervention. This may involve ongoing monitoring of safety, case planning, case management, counselling and/or provision of other services including practical support. Consider the contributions participants make to promoting resilience, especially where children, young people and their families have experienced difficult life circumstances and/or limited opportunities. Participants have an important opportunity to engage with children and young people and identify concerns or unmet needs Keep Them Safe CHCCHILD401A – Facilitator’s Manual © The NSW Technical and Further Education Commission (TAFE NSW – Industry Skills Unit, Meadowbank, 2010) 15
Page 1 and 2: CHCCHILD401A Identify and respond t
Page 3 and 4: Acknowledgments This manual has bee
Page 5 and 6: Contents Summary of training sessio
Page 7 and 8: Summary of training sessions and su
Page 9 and 10: Information for the facilitator Fac
Page 11 and 12: Section 1: Introduction 1.1 Welcome
Page 13: 1.4 Assessment (where relevant) 1.
Page 17 and 18: For example, a child might have a d
Page 19 and 20: Ask: ‘What factors do you need to
Page 21 and 22: Note that religious diversity may a
Page 23 and 24: Section 3: NSW Children and Young P
Page 25 and 26: ange of strategies with the aim of
Page 27 and 28: PowerPoint: 3.8 Mandatory reporters
Page 29 and 30: Note there are circumstances where
Page 31 and 32: the intention of the legislation. I
Page 33 and 34: Section 4: Child safe workplaces 4.
Page 35 and 36: Check), information from a risk ass
Page 37 and 38: Keep Them Safe CHCCHILD401A - Facil
Page 39 and 40: Section 5: Nurturing practices Faci
Page 41 and 42: conduct that is established to be a
Page 43 and 44: Highlight the duty of care to predi
Page 45 and 46: Section 6: Ethical practice 6.1 Eth
Page 47 and 48: Emma: Any role 2. The focus is iden
Page 49 and 50: Section 7: Identifying risk of sign
Page 51 and 52: 7.2 Reporting risk of significant h
Page 53 and 54: Ask ‘What factors might be contri
Page 55 and 56: Ask participants to give an example
Page 57 and 58: Some research suggests that some ch
Page 59 and 60: Ask: ‘How might you become aware
Page 61 and 62: - Women often need ongoing support
Page 63 and 64: Keep Them Safe CHCCHILD401A - Facil
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Section 8: Making reports of risk o
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Discuss the importance of determini
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usiness is not working with familie
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Keep Them Safe CHCCHILD401A - Facil
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Section 9: Working with children, y
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If there are waiting times or asses
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Section 10: Working collaboratively
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Joshua’s school Mariah’s schoo
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Session 11: Keeping children safe i
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Increased risk could relate to conf
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Appendices Appendix 1 - PowerPoint
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Slide 6 Slide 7 Slide 8 Risk and pr
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Slide 12 Slide 13 Slide 14 Guiding
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Slide 18 Slide 19 Slide 20 Exchange
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Slide 24 Slide 25 Slide 26 Informat
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Slide 30 Slide 31 Slide 32 Child pr
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Slide 36 Slide 37 Slide 38 Neglect
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Slide 42 Slide 43 Slide 44 Domestic
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Slide 48 Slide 49 Slide 50 Neglect
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Slide 54 Slide 55 Slide 56 Document
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Slide 60 Slide 61 Slide 62 Making e
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Appendix 2 - Mapping of CHCCHILD1C
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CHCCHILD401A CHCCHILD1C Performance
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CHCCHILD401A CHCCHILD1C Recording
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CHCCHILD401A CHCCHILD1C instruction
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CHCCHILD401A CHCCHILD1C and human r
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Appendix 3 - Assessment tasks Asses
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Activity One: Responding to child d
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Case Scenario One, Part A - Jessica
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Case Scenario Two Part A - Honesto
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Case Scenario Three, Part A - Cryst
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Activity Two: Reporting responsibil
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Case Scenario Two, Part B - Honesto
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Activity Three: Organisational requ
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Appendix 4 - Mapping of assessment
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CHCCHILD401A Assessment Tasks Resp
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CHCCHILD401A Assessment Tasks Appl
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References and websites Australian
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Common acronyms AbSec Aboriginal Ch
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© TAFE NSW 2010
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