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

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Section 5: Nurturing practices (suggested time 45 minutes) Overview Identify nurturing practices that are consistent with professional boundaries and duty of care, and address the needs of children and young people to feel secure and receive comfort when distressed. PowerPoints PowerPoint 5:1 NSW Ombudsman: ‘Physical contact with children’ Participant’s Manual Handout 11: Nurturing practices Handout 12: Nurturing care case studies Participants may have different learning needs depending on their role and responsibilities. Keep Them Safe CHCCHILD401A – Facilitator’s Manual © The NSW Technical and Further Education Commission (TAFE NSW – Industry Skills Unit, Meadowbank, 2010) 38
Section 5: Nurturing practices Facilitator’s notes: This section refers to ‘children’ consistent with the NSW Ombudsman Act 1974 meaning persons under 18 years. Use the term ‘children and young people’ if this is more relevant for participants. 5.1 Nurturing care 1. Explain that the increased recognition of children’s vulnerability to abuse by those with positions of responsibility and control (e.g. teachers, care workers, ministers of religion, health workers, activity leaders) there has been: Heightened anxiety about worker vulnerability to accusations regarding physical contact with children in their care; Development of policies and procedures restricting touching or close contact between children and those working with them. Appropriate responses in relation to children with challenging behaviour. 2. Note that while it is important that practices with children are explicit in ensuring safety, and minimising risks associated with staff actions it is also important that we provide nurturing care that addresses children’s emotional needs especially when they are distressed or vulnerable. Use Handout 11: Nurturing practices to identify key features of nurturing practices such as Use of child focused communication Demonstrating awareness and sensitivity to children and young person's needs Including children and young people in participatory decision-making processes Making special allowances to meet needs of children and young people Taking time to engage children and young people in developmentally appropriate ways Ensuring the presence of children and people e.g. in assessments or at home visits Maintaining a child-focused approach in work with families and organisations. 3. Ask: ‘What are the benefits of providing nurturing care?’ Highlight: Keep Them Safe CHCCHILD401A – Facilitator’s Manual © The NSW Technical and Further Education Commission (TAFE NSW – Industry Skills Unit, Meadowbank, 2010) 39
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 and 14: 1.4 Assessment (where relevant) 1.
Page 15 and 16: Section 2: Roles and responsibiliti
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: Keep Them Safe CHCCHILD401A - Facil
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
Page 65 and 66: Section 8: Making reports of risk o
Page 67 and 68: Discuss the importance of determini
Page 69 and 70: usiness is not working with familie
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Page 73 and 74: Section 9: Working with children, y
Page 75 and 76: If there are waiting times or asses
Page 77 and 78: Section 10: Working collaboratively
Page 79 and 80: Joshua’s school Mariah’s schoo
Page 81 and 82: Session 11: Keeping children safe i
Page 83 and 84: Increased risk could relate to conf
Page 85 and 86: Appendices Appendix 1 - PowerPoint
Page 87 and 88: 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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