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CHCPRT001- Trainer and Assessor guide SAQs

20

Describe the meanings of the following terms, ‘neglect’ and ‘abuse’
Describe the different types and indicators of abuse.
Explain how abuse applies to age, gender, disability, culture and sexuality.
What are the requirements of Mandatory Reporting in your State?
In the child protection field, what does it mean when someone refers to the phrase “impact of risk of harm”?
Describe how you should respond to children when they make a disclosure of abuse to you. (Hint: this is the initial response when the child is still present)
What should you do after a disclosure has been made to you? Describe why you undertake each of the actions. (Hint: This is after you have spoken with the child).
What other agencies may be of assistance when you identify a child or young person at risk? What services can they offer? (e.g. Domestic Violence Support Services)
What are some different communication and information-gathering techniques that you can use with children and young people to maximise information exchange?
Discuss the United Nations Convention on the Rights of the Child, and how this relates to your work practices when caring for children.
Describe what your duty of care responsibilities are when looking after children and young people in your care.
What can you do to ensure that you incorporate the conventions of the rights of the child in your work practices? You should discuss areas such as child focused work practices and age-appropriate decision making and other examples in your response.
Describe human rights and ethical decision making as it applies to child protection. Provide examples pin your response.
Please explain what is meant by the term, ‘Trauma Informed Care.’
When making a written report of abuse, what should you include in your report?
How long after an incident or disclosure of abuse, should you complete the written report?
Why is it important to ensure that writing in reports is non-judgemental?
Provide some examples of unethical practices that may occur within an early childhood environment.
Describe what you should do if you observe any unethical behaviours. Discuss how your supervisor may be of assistance to you.
How can you manage a professional boundary with children under your care as part of your employment?

CHCPRT001- Learner Guide

12

1.1 – Identify children and young people at risk of abuse or neglect by observing signs and symptoms, asking open and non-leading questions, being aware of protective issues and using child protection procedures where appropriate
1.2 – Respond to disclosure, information or signs and symptoms in accordance with state legislative responsibilities and the service policies and procedures
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
1.4 – Employ communication and information-gathering techniques with children and young people in accordance with current recognised good practice
1.5 – Ensure decisions and actions taken are within own level of responsibility, work role, state legislation and service policies and procedures
2.1 – Accurately record relevant specific and general circumstances surrounding risk of harm in accordance with state legislation, service policies and procedures and ethics and 2.2 – Promptly record and report risk-of-harm indicators, including the circumstances surrounding the risk of harm according to service policies and procedures
2.3 – Ensure writing in reports is non-judgemental and 2.4 – Work collaboratively with relevant agencies to ensure maximum effectiveness of report
3.1 – Protect the rights of children and young people in the provision of services
3.2 – Identify and seek supervision support for issues of ethical concern in practice with children and young people
3.3 – Employ ethical and nurturing practices and observe professional boundaries when working with children and young people
3.4 – Recognise and report indicators for potential ethical concerns when working with children and young people
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