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

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Examples of codes of conduct or ethics or practice standards are listed in Handout 13: Ethical frameworks. Guidance for developing a code of conduct can be found at www.kids.nsw.gov.au . 4. Note that in most countries in the world, including Australia, the overarching framework for decision making about children and young people is the United Nations Convention on the Rights of the Child. A summary of the provisions of the Convention is provided in Handout 13: Ethical frameworks. 5. Use PowerPoint 6.1: Ethical practice with children and young people to outline some useful steps to consider when facing ethical dilemmas. This framework is adapted from ‘A Framework for Thinking Ethically’ Issues in Ethics, V. 1, N. 2 (Winter 1988 last revised May 2009). Note: Even where priority is given to the safety, welfare and wellbeing of the child or young person, it may still be difficult to decide between different options especially where there is no really good option, and where the ramifications of a decision may continue for a long time. It is important to have good information. It is unwise to assume that because people have a different perspective or role, that their information is not valuable. The first option you think of may not be the only one. Be aware that once you form a view it is easy to be biased when further information becomes available. Consider what different audiences would think of your options. Sometimes it can be helpful to think about how an audience of local people would think. If your view is different to others think about why they see the situation differently to you. Always seek the input of your supervisor in these situations. 6. 3 Ethical dilemmas 1. Use Handout 14: Ethical dilemmas working with children and young people. Divide participants into groups based on their work role, and allocate a relevant case study for discussion. Mia: Early childhood centre, family work, housing Hugh: Counselling, family work, health service Tenneh: Education, family work Anka: Education, Out-of-home care, family work Kara: Education, counselling, youth work, Out-of-home care Grant: Youth work, residential services Keep Them Safe CHCCHILD401A – Facilitator’s Manual © The NSW Technical and Further Education Commission (TAFE NSW – Industry Skills Unit, Meadowbank, 2010) 46
Emma: Any role 2. The focus is identifying the nature of the ethical dilemma and a process for addressing it, not necessarily on resolving the dilemma. Ask them to feedback key points from the discussion. 3. Key points to highlight include: Maintaining a focus on the child or young person. Recognising that there may not be a way of resolving competing issues so that everyone’s needs are met. We have to accept our limited capacity to control outcomes for children and young people. Generally we have to work through the child’s environment and family, in spite of what we may believe are their limitations. Our feelings may not be the best manual to an ethical outcome. An ethical decision may not be one that is supported by all the stakeholders. Parents in particular may find it difficult if prioritising the child or young person means you cannot support their viewpoint. It may be uncomfortable in your workplace if you challenge other people about their practice. You can still seek to work with people who disagree with you in a respectful way, especially as this is likely to give a better outcome for the child or young person. Ethical practice may require that you report unethical behaviour of others, including colleagues. While this may have a legal component (see Grant – Handout 14: Ethical dilemmas working with children and young people where reporting will be an obligation under the Ombudsman Act for some staff, but not for those whose employers are not designated agencies), you may still face ethical dilemmas because of the impact of reporting on the individual’s career. Emma, in Handout 14: Ethical dilemmas working with children and young people provides another example of challenges in making reports involving colleagues. Because ethical dilemmas are an inevitable part of working with children and young people it is important to use opportunities such as individual supervision to reflect on personal judgments and perceptions of culture, parenting, gender and sexuality, and to consider how these may shape ethical aspects of decision making. Keep Them Safe CHCCHILD401A – Facilitator’s Manual © The NSW Technical and Further Education Commission (TAFE NSW – Industry Skills Unit, Meadowbank, 2010) 47
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 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: Section 6: Ethical practice 6.1 Eth
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 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
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
Page 89 and 90: Slide 12 Slide 13 Slide 14 Guiding
Page 91 and 92: Slide 18 Slide 19 Slide 20 Exchange
Page 93 and 94: Slide 24 Slide 25 Slide 26 Informat
Page 95 and 96: Slide 30 Slide 31 Slide 32 Child pr
Page 97 and 98:
Slide 36 Slide 37 Slide 38 Neglect
Page 99 and 100:
Slide 42 Slide 43 Slide 44 Domestic
Page 101 and 102:
Slide 48 Slide 49 Slide 50 Neglect
Page 103 and 104:
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
Page 121 and 122:
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
Page 133 and 134:
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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