CHCPRT001 Child Protection Work Practices

1
Early Childhood Education and Care
2
CHCPRT001 Identify and respond to
children and young people at risk
Child protection work practices

Session 1
3
Unit details
• This unit describes the skills and knowledge required

to identify and work within the legal and ethical
frameworks that apply to an individual job role and to
support and protect children and young people who
are at risk of harm.
4
Learning outcomes:
• Promote child protection

• Recording possible harm
5
Child abuse is something done or not done by an adult that

endangers or impairs the child’s emotional or physical
health or development.
6
• It is essential that you connect indicators of vulnerability
with indicators of abuse to ensure your concern for a
child’s wellbeing is justified.
• Your knowledge of the indicators of abuse and the
backgrounds that may make a child vulnerable to abuse
can assist you to manage these situations as early as
possible.
7
• The initial effects and long-term consequences of abuse
impact on the child, the family, your service and the
community as a whole.
• Early identification can lessen the long-term effects of
abuse and promote recovery.
8
Abusers often use specific and/or common strategies to

keep the cycle of abuse continuing, including:
• intimidation – instilling fear through their actions
• use of adult privilege – being powerful and/or dominant
• using institutions – threatening punishment by jail,
juvenile institutions, religious organisations or relatives
9
• isolation – keeping the abused person away or at a
distance
• threats – of suicide, further punishment, abandonment,
harm to loved ones
• economic abuse – withholding money or essential items
• emotional abuse – debilitating self-esteem, using shame
• violence – physical abuse
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Ensure the child’s safety and wellbeing and to gather

information and facts.
This could include:
• make notes – record what you observe - date and sign
the entry
• continue to observe – record what you observe, and date
and sign each entry
11
• consult colleagues – get support and advice from your
colleagues and supervisors - compare notes and
brainstorm possible strategies
• develop action plans based on procedures – familiarise
yourself with your employer’s procedures and processes
about what to do
12
• talk to other agencies about helping the family –
collaborate with or engage family support services,
community health services, local government services,
regional Department of Human Services/Child
Protection contacts and Disability Services - you may
want to call a case conference for professionals to
discuss their concerns
13
• talk to the child – do this with respect for the child’s or
young person’s need for privacy and confidentiality
• talk to the parent or parents – if you believe it will not
jeopardise the safety of the child or young person
14
This abuse can be triggered by;

• Vulnerable adults
• Unclear expectations of children
• Relationship difficulties
• Social and/or cultural factors
15
Identifying abuse
When you feel something is wrong consider:
• The context of what you already know about the child
and family
• Any sudden unexplained changes
• Is there a group of indicators
• Specific injuries
16
• Child abuse can be a single incident or a chronic pattern

of behavior over time. Hitting, shaking, and sexual
activity such as fondling a child are all examples of
abusive behaviors.
• Neglect refers to a consistent pattern of behavior that
involves a failure to provide for a child's basic needs.
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Types of abuse
• physical (hit, pushed, chocked, kicked, tied down,
burned)
• emotional (name calling, put downs, continual coldness)
• neglect (basic necessities are not provided by the legal
guardian or parent)
• living with domestic violence
• sexual abuse (child involved in sexual activity)
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Signs of abuse
Neglect
Indicators include;
• Poor hygiene
• Scavenging for food
• Extreme craving for adult attention
• Excessive anxiety
• Unexplained development issues
• General appearance of neglect
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Physical abuse
• Facial, head and neck bruising
• Lacerations and welts
• Inconsistent explanations
• Handprint/ buckle welts
• Indicators of head injuries
• Fractures of bones
20
Sexual abuse
• Child verbalizes act
• Direct disclosure
• Age inappropriate behavior
• Regression in development
• Bleeding from vagina or anus
• Regressive behavior
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Psychological harm
• Inability to value others
• Inability to trust
• Feelings of worthlessness
• Extreme attention seeking
• Taking extreme risks
• Lack of interpersonal skills
22
Cycle of abuse
• Children who are abused often become abusers
themselves.
• It is now suggested that one third of abuse victims
become abusers.
23
Impacts of abuse
• Physical health problems
• Learning problems
• Psychological problems
• Youth suicide
• Crime
• Homelessness
• Unemployment
• Drug abuse
24
Educators need to be:

• Be aware and alert to indicators of harm
• Accurately and objectively record
• Report concerns to supervisor
• Ask questions without confusing
• Report to authorities via supervisor
• Be approachable
• Support the child if they ask for help
25
It is a legal requirement to report suspected cases of child

abuse.
Persons who are mandated to report include:
• Health care workers
• Teachers
• Educators
• Law enforcement workers
26
Child protection systems

• In Australia, state and territory governments are
responsible for the administration and operation of child
protection services.
• Such services intervene to protect children where
parents or others are unable or unwilling to do so.
27
The main functions of child protection to:
• investigate matters where it is alleged that a child is at
risk of harm
• refer children and families to services that assist in
providing the ongoing safety and wellbeing of children
• take matters before the Children's Court if the child's
safety cannot be ensured within the family
28
• supervise children on legal orders granted by the
Children's Court
• provide and fund accommodation services, specialist
support services, and adoption and permanent care to
children and adolescents in need
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If you were concerned that a child was being abused what

should you do?
For concerns that are life threatening, ring Victoria Police
000.
For concerns about the immediate safety of a child within
their family unit, call the Child Protection Crisis Line -
131 278 - toll free for all Victoria (24 hours, 7 days a
week).
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• Statewide CASA Crisis Line after business hours
weekdays, weekends and public holidays –
• Tel: (03) 9344 2210 or Rural Free Call: 1800 806 292.
Domestic Violence and Incest Resource Centre - Tel:
(03) 9486 9866
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If it is not an emergency, but you are concerned that a child

may be harmed from abuse by their parents or educators,
then you can discuss your concerns with a regional
Child Protection Worker during office hours.
32
Record possible risk of harm
Children’s needs are a priority:

• support children in decision making according to their
age
• develop routines and timetables which respond to the
children’s needs
• develop policies which meet the children and their
families needs
• communicate with children and their families about their
needs an ongoing basis
33
Show respect for children, families:
• consult children about play activities, meals, room
organising, interests
• listen effectively to children and give them time to
express their feelings and ideas
• provide opportunities to interact with children in groups
and individually
• have realistic expectations from children according to
their age and developmental stage
34
Applying duty of care
• Follow regulation, legislation, policies, procedures
• Provide appropriate supervision
• Ensure a health and safety environment
• Work within your job description roles and
responsibilities
• Do not prescribe medication and administer medication
according to policies, procedures
• Do not put diagnostic
35
Negligence occurs when:

1. The person in your duty of care is harmed or injured
2. You did not take adequate care needed in that situation
3. You owned duty of care to that person
There is a link between these 3 things.
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• Children rely on others to help them and as an Educator,
you have a responsibility to make sure children in your
care are safe and that their needs are met.
• Your role when dealing with abuse or a suspected abuse
situation involves monitoring the child and providing a
support base for the family.
37
You can be:

• An active listener, knowledge holder, resource provider
• Be aware and alert to indicators of harm
• Accurately and objectively record observations
• Report concerns to the Director
• Discuss your observations with the Diploma Educator
• Be available and approachable for the parent
• Support the child if they ask for help
38
Accurately record circumstances surrounding risk of harm
Methods of recording harm:
• Anecdotal records – writing down what have been
observed
• Incidental records – noting down information received
from others
• Diagrams – record where physical marks have found
39
• Diaries, journals – record what you have noticed over a
period of time
• Records of questioning – records of conversations with
the child
40
How to make a report?

• Contact Child Protection Office and provide The Child
Protection worker with relevant information:
• Details – the child’s or young person’s name, age and
address
• Indicators of harm – the reason for believing that the
injury or behaviour is the result of abuse or neglect
41
• Reason for reporting – the reason why the call is being
made now
• Safety assessment – assessment of immediate danger to
the child or children. For example, information may be
sought on the whereabouts of the alleged abuser or
abusers
42
• Description – description of the injury or behaviour
observed
• Child’s whereabouts – the current whereabouts of the
child or young person
• Other services – your knowledge of other services
involved with the family
• Family information – any other information about the
family
• Cultural characteristics – Aboriginality, interpreter or
disability needs
43
Work collaboratively with agencies

Your ongoing role;
• Acting as a support person for the child or young person
during interviews
• Attending a case conference
• Participating in case planning meetings
• Continuing to monitor the child’s or young person’s
behaviour in relation to ongoing harm
44
• Providing written reports for case planning meetings or
court proceedings
• Helping families’ make the changes required to keep
children safe
45
When you make a report you may be asked to provide the

following information:
• the child’s name or description of the child
• the name and/or description of the suspected abuser,
including the relationship to the child, if known
• what you observed and any immediate concerns you
have for the child’s safety
46
• any knowledge you have of suspected or known past
abuse
• any other witness/es
• your relationship to the child
47
Reporting could include:

• Make notes – record what you observe. Date and sign
the entry.
• Continue to observe – record what you observe, and date
and sign each entry.
• Consult colleagues – get support and advice from your
colleagues and supervisors. Compare notes and
brainstorm possible strategies.
48
• Develop action plans based on procedures – familiarise
yourself with your employer’s procedures and processes
about what to do.
• Talk to other agencies about helping the family –
collaborate with or engage family support services,
community health services, local government services,
regional Department of Human Services/Child
Protection contacts and Disability Services.
49
• Talk to the child – do this with respect for the child’s or
young person’s need for privacy and confidentiality
• Talk to the parent or parents – if you believe it will not
jeopardise the safety of the child or young person
50
• The initial effects and long-term consequences of abuse
impact on the child, the family, your service and the
community as a whole.
• Early identification can lessen the long-term effects of
abuse and promote recovery.
51
• Effective prevention and early intervention
• Making organizations child safe
• Supporting families, supporting children
• Individual responsibility
52

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1

Early Childhood Education and Care

Child protection work practices

• This unit describes the skills and knowledge required

• Promote child protection

Child abuse is something done or not done by an adult that

Abusers often use specific and/or common strategies to

Ensure the child’s safety and wellbeing and to gather

This abuse can be triggered by;

• Child abuse can be a single incident or a chronic pattern

Educators need to be:

It is a legal requirement to report suspected cases of child

Child protection systems

If you were concerned that a child was being abused what

If it is not an emergency, but you are concerned that a child

Children’s needs are a priority:

Negligence occurs when:

You can be:

How to make a report?

Work collaboratively with agencies

When you make a report you may be asked to provide the

Reporting could include:

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