{"id":16354,"date":"2025-03-20T10:24:36","date_gmt":"2025-03-19T23:24:36","guid":{"rendered":"https:\/\/www.centresupport.com.au\/cert-iii-students\/?page_id=16354"},"modified":"2025-03-20T18:47:38","modified_gmt":"2025-03-20T07:47:38","slug":"chcprt001","status":"publish","type":"page","link":"https:\/\/www.centresupport.com.au\/cert-iii-students\/child-protection\/chcprt001\/","title":{"rendered":"CHCPRT001 Identify and respond to  children and young people at risk"},"content":{"rendered":"<p>[vc_row][vc_column][vc_cta h2=&#8221;Important&#8221; h4=&#8221;Child abuse and neglect can be a difficult topic to learn. 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Briefly explain the term \\u2018Child focus\\u2019.\",\"key\":\"2_briefly_explain_the_term_child_focus_1742436486027\",\"label_pos\":\"above\",\"required\":false,\"default\":\"\",\"placeholder\":\"\",\"container_class\":\"\",\"element_class\":\"\",\"input_limit\":\"\",\"input_limit_type\":\"characters\",\"input_limit_msg\":\"Character(s) left\",\"manual_key\":false,\"admin_label\":\"\",\"help_text\":\"\",\"textarea_rte\":\"\",\"disable_rte_mobile\":\"\",\"textarea_media\":\"\",\"wrap_styles_border\":\"\",\"wrap_styles_width\":\"\",\"wrap_styles_margin\":\"\",\"wrap_styles_padding\":\"\",\"wrap_styles_float\":\"\",\"wrap_styles_show_advanced_css\":0,\"label_styles_border\":\"\",\"label_styles_width\":\"\",\"label_styles_font-size\":\"\",\"label_styles_margin\":\"\",\"label_styles_padding\":\"\",\"label_styles_float\":\"\",\"label_styles_show_advanced_css\":0,\"element_styles_border\":\"\",\"element_styles_width\":\"\",\"element_styles_font-size\":\"\",\"element_styles_margin\":\"\",\"element_styles_padding\":\"\",\"element_styles_float\":\"\",\"element_styles_show_advanced_css\":0,\"cellcid\":\"c4607\",\"value\":\"\",\"drawerDisabled\":false,\"id\":1450,\"beforeField\":\"\",\"afterField\":\"\",\"parentType\":\"textarea\",\"element_templates\":[\"textarea\",\"input\"],\"old_classname\":\"\",\"wrap_template\":\"wrap\"},{\"objectType\":\"Field\",\"objectDomain\":\"fields\",\"editActive\":false,\"order\":5,\"idAttribute\":\"id\",\"type\":\"textarea\",\"label\":\"3. 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A caregiver (parent or educator) of a child may demonstrate a combination of behaviours and characteristics that causes you to feel concern and is placing the child \\u2018at high risk\\u2019. 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What is meant by the term \\u2018trauma-informed care\\u2019 in the context of an education and care service? List the \\u20184 Rs\\u2019.\",\"key\":\"8_what_is_meant_by_the_term_trauma-informed_care_in_the_context_of_an_education_and_care_service_list_the_4_rs_1742437925277\",\"label_pos\":\"above\",\"required\":false,\"default\":\"\",\"placeholder\":\"\",\"container_class\":\"\",\"element_class\":\"\",\"input_limit\":\"\",\"input_limit_type\":\"characters\",\"input_limit_msg\":\"Character(s) left\",\"manual_key\":false,\"admin_label\":\"\",\"help_text\":\"\",\"textarea_rte\":\"\",\"disable_rte_mobile\":\"\",\"textarea_media\":\"\",\"wrap_styles_border\":\"\",\"wrap_styles_width\":\"\",\"wrap_styles_margin\":\"\",\"wrap_styles_padding\":\"\",\"wrap_styles_float\":\"\",\"wrap_styles_show_advanced_css\":0,\"label_styles_border\":\"\",\"label_styles_width\":\"\",\"label_styles_font-size\":\"\",\"label_styles_margin\":\"\",\"label_styles_padding\":\"\",\"label_styles_float\":\"\",\"label_styles_show_advanced_css\":0,\"element_styles_border\":\"\",\"element_styles_width\":\"\",\"element_styles_font-size\":\"\",\"element_styles_margin\":\"\",\"element_styles_padding\":\"\",\"element_styles_float\":\"\",\"element_styles_show_advanced_css\":0,\"cellcid\":\"c4643\",\"value\":\"\",\"drawerDisabled\":false,\"desc_text\":\"<p><br><\\\/p>\",\"id\":1462,\"beforeField\":\"\",\"afterField\":\"\",\"parentType\":\"textarea\",\"element_templates\":[\"textarea\",\"input\"],\"old_classname\":\"\",\"wrap_template\":\"wrap\"},{\"objectType\":\"Field\",\"objectDomain\":\"fields\",\"editActive\":false,\"order\":15,\"idAttribute\":\"id\",\"type\":\"save\",\"label\":\"Save\",\"processing_label\":\"Processing\",\"container_class\":\"\",\"element_class\":\"\",\"key\":\"save_1742436412919\",\"admin_label\":\"\",\"wrap_styles_show_advanced_css\":0,\"label_styles_show_advanced_css\":0,\"element_styles_show_advanced_css\":0,\"cellcid\":\"c4646\",\"id\":1456,\"beforeField\":\"\",\"afterField\":\"\",\"value\":\"\",\"label_pos\":\"above\",\"parentType\":\"textbox\",\"element_templates\":[\"hidden\"],\"old_classname\":\"\",\"wrap_template\":\"wrap-no-label\"},{\"objectType\":\"Field\",\"objectDomain\":\"fields\",\"editActive\":false,\"order\":1,\"idAttribute\":\"id\",\"type\":\"textarea\",\"label\":\"1. Name three ways that you may form \\u2018Suspicion on reasonable grounds\\u2019 that a child is being abused and\\\/or neglected.\",\"key\":\"1_name_three_ways_that_you_may_form_suspicion_on_reasonable_grounds_that_a_child_is_being_abused_and_or_neglected_1742457143390\",\"label_pos\":\"above\",\"required\":false,\"default\":\"1. 2. 3.\",\"placeholder\":\"\",\"container_class\":\"\",\"element_class\":\"\",\"input_limit\":\"\",\"input_limit_type\":\"characters\",\"input_limit_msg\":\"Character(s) left\",\"manual_key\":false,\"admin_label\":\"\",\"help_text\":\"\",\"textarea_rte\":\"\",\"disable_rte_mobile\":\"\",\"textarea_media\":\"\",\"wrap_styles_border\":\"\",\"wrap_styles_width\":\"\",\"wrap_styles_margin\":\"\",\"wrap_styles_padding\":\"\",\"wrap_styles_float\":\"\",\"wrap_styles_show_advanced_css\":0,\"label_styles_border\":\"\",\"label_styles_width\":\"\",\"label_styles_font-size\":\"\",\"label_styles_margin\":\"\",\"label_styles_padding\":\"\",\"label_styles_float\":\"\",\"label_styles_show_advanced_css\":0,\"element_styles_border\":\"\",\"element_styles_width\":\"\",\"element_styles_font-size\":\"\",\"element_styles_margin\":\"\",\"element_styles_padding\":\"\",\"element_styles_float\":\"\",\"element_styles_show_advanced_css\":0,\"cellcid\":\"c4652\",\"value\":\"1. 2. 3.\",\"drawerDisabled\":false,\"id\":1467,\"beforeField\":\"\",\"afterField\":\"\",\"parentType\":\"textarea\",\"element_templates\":[\"textarea\",\"input\"],\"old_classname\":\"\",\"wrap_template\":\"wrap\"},{\"objectType\":\"Field\",\"objectDomain\":\"fields\",\"editActive\":false,\"order\":2,\"idAttribute\":\"id\",\"type\":\"textarea\",\"label\":\"2. If a child tells you about abuse or neglect, how should you respond? List four actions.\",\"key\":\"2_if_a_child_tells_you_about_abuse_or_neglect_how_should_you_respond_list_four_actions_1742457263418\",\"label_pos\":\"above\",\"required\":false,\"default\":\"Action 1: Action 2: Action 3: Action 4:\",\"placeholder\":\"\",\"container_class\":\"\",\"element_class\":\"\",\"input_limit\":\"\",\"input_limit_type\":\"characters\",\"input_limit_msg\":\"Character(s) left\",\"manual_key\":false,\"admin_label\":\"\",\"help_text\":\"\",\"textarea_rte\":\"\",\"disable_rte_mobile\":\"\",\"textarea_media\":\"\",\"wrap_styles_border\":\"\",\"wrap_styles_width\":\"\",\"wrap_styles_margin\":\"\",\"wrap_styles_padding\":\"\",\"wrap_styles_float\":\"\",\"wrap_styles_show_advanced_css\":0,\"label_styles_border\":\"\",\"label_styles_width\":\"\",\"label_styles_font-size\":\"\",\"label_styles_margin\":\"\",\"label_styles_padding\":\"\",\"label_styles_float\":\"\",\"label_styles_show_advanced_css\":0,\"element_styles_border\":\"\",\"element_styles_width\":\"\",\"element_styles_font-size\":\"\",\"element_styles_margin\":\"\",\"element_styles_padding\":\"\",\"element_styles_float\":\"\",\"element_styles_show_advanced_css\":0,\"cellcid\":\"c4655\",\"value\":\"Action 1: Action 2: Action 3: Action 4:\",\"drawerDisabled\":false,\"id\":1468,\"beforeField\":\"\",\"afterField\":\"\",\"parentType\":\"textarea\",\"element_templates\":[\"textarea\",\"input\"],\"old_classname\":\"\",\"wrap_template\":\"wrap\"},{\"objectType\":\"Field\",\"objectDomain\":\"fields\",\"editActive\":false,\"order\":3,\"idAttribute\":\"id\",\"type\":\"textarea\",\"label\":\"3. Describe the term \\u2018mandatory reporting\\u2019\",\"key\":\"3_describe_the_term_mandatory_reporting_1742457337682\",\"label_pos\":\"above\",\"required\":false,\"default\":\"\",\"placeholder\":\"\",\"container_class\":\"\",\"element_class\":\"\",\"input_limit\":\"\",\"input_limit_type\":\"characters\",\"input_limit_msg\":\"Character(s) left\",\"manual_key\":false,\"admin_label\":\"\",\"help_text\":\"\",\"textarea_rte\":\"\",\"disable_rte_mobile\":\"\",\"textarea_media\":\"\",\"wrap_styles_border\":\"\",\"wrap_styles_width\":\"\",\"wrap_styles_margin\":\"\",\"wrap_styles_padding\":\"\",\"wrap_styles_float\":\"\",\"wrap_styles_show_advanced_css\":0,\"label_styles_border\":\"\",\"label_styles_width\":\"\",\"label_styles_font-size\":\"\",\"label_styles_margin\":\"\",\"label_styles_padding\":\"\",\"label_styles_float\":\"\",\"label_styles_show_advanced_css\":0,\"element_styles_border\":\"\",\"element_styles_width\":\"\",\"element_styles_font-size\":\"\",\"element_styles_margin\":\"\",\"element_styles_padding\":\"\",\"element_styles_float\":\"\",\"element_styles_show_advanced_css\":0,\"cellcid\":\"c4658\",\"value\":\"\",\"drawerDisabled\":false,\"id\":1469,\"beforeField\":\"\",\"afterField\":\"\",\"parentType\":\"textarea\",\"element_templates\":[\"textarea\",\"input\"],\"old_classname\":\"\",\"wrap_template\":\"wrap\"},{\"objectType\":\"Field\",\"objectDomain\":\"fields\",\"editActive\":false,\"order\":4,\"idAttribute\":\"id\",\"type\":\"textarea\",\"label\":\"4. As a mandatory reporter you must report children at risk of harm to the Child Abuse Reporting Line in your state or territory. What are 3 other ways you could support a child who is at risk of abuse or neglect?\",\"key\":\"4_as_a_mandatory_reporter_you_must_report_children_at_risk_of_harm_to_the_child_abuse_reporting_line_in_your_state_or_territory_what_are_3_other_ways_you_could_support_a_child_who_is_at_risk_of_abuse_or_neglect_1742457365746\",\"label_pos\":\"above\",\"required\":false,\"default\":\"1. 2. 3.\",\"placeholder\":\"\",\"container_class\":\"\",\"element_class\":\"\",\"input_limit\":\"\",\"input_limit_type\":\"characters\",\"input_limit_msg\":\"Character(s) left\",\"manual_key\":false,\"admin_label\":\"\",\"help_text\":\"\",\"textarea_rte\":\"\",\"disable_rte_mobile\":\"\",\"textarea_media\":\"\",\"wrap_styles_border\":\"\",\"wrap_styles_width\":\"\",\"wrap_styles_margin\":\"\",\"wrap_styles_padding\":\"\",\"wrap_styles_float\":\"\",\"wrap_styles_show_advanced_css\":0,\"label_styles_border\":\"\",\"label_styles_width\":\"\",\"label_styles_font-size\":\"\",\"label_styles_margin\":\"\",\"label_styles_padding\":\"\",\"label_styles_float\":\"\",\"label_styles_show_advanced_css\":0,\"element_styles_border\":\"\",\"element_styles_width\":\"\",\"element_styles_font-size\":\"\",\"element_styles_margin\":\"\",\"element_styles_padding\":\"\",\"element_styles_float\":\"\",\"element_styles_show_advanced_css\":0,\"cellcid\":\"c4661\",\"value\":\"1. 2. 3.\",\"drawerDisabled\":false,\"id\":1470,\"beforeField\":\"\",\"afterField\":\"\",\"parentType\":\"textarea\",\"element_templates\":[\"textarea\",\"input\"],\"old_classname\":\"\",\"wrap_template\":\"wrap\"},{\"objectType\":\"Field\",\"objectDomain\":\"fields\",\"editActive\":false,\"order\":5,\"idAttribute\":\"id\",\"type\":\"html\",\"label\":\"5. The following statements are either true or false. Please indicate by ticking the columns.\",\"default\":\"5. The following statements are either true or false. Please indicate by ticking the columns{field:i_declare_that_1742436008696}.\",\"container_class\":\"\",\"element_class\":\"\",\"admin_label\":\"\",\"key\":\"5_the_following_statements_are_either_true_or_false_please_indicate_by_ticking_the_columns_1742457635069\",\"wrap_styles_border\":\"\",\"wrap_styles_width\":\"\",\"wrap_styles_margin\":\"\",\"wrap_styles_padding\":\"\",\"wrap_styles_float\":\"\",\"wrap_styles_show_advanced_css\":0,\"label_styles_border\":\"\",\"label_styles_width\":\"\",\"label_styles_font-size\":\"\",\"label_styles_margin\":\"\",\"label_styles_padding\":\"\",\"label_styles_float\":\"\",\"label_styles_show_advanced_css\":0,\"element_styles_border\":\"\",\"element_styles_width\":\"\",\"element_styles_font-size\":\"\",\"element_styles_margin\":\"\",\"element_styles_padding\":\"\",\"element_styles_float\":\"\",\"element_styles_show_advanced_css\":0,\"cellcid\":\"c4664\",\"drawerDisabled\":false,\"id\":1471,\"beforeField\":\"\",\"afterField\":\"\",\"value\":\"5. The following statements are either true or false. Please indicate by ticking the columns{field:i_declare_that_1742436008696}.\",\"label_pos\":\"above\",\"parentType\":\"html\",\"element_templates\":[\"html\",\"input\"],\"old_classname\":\"\",\"wrap_template\":\"wrap\"},{\"objectType\":\"Field\",\"objectDomain\":\"fields\",\"editActive\":false,\"order\":6,\"idAttribute\":\"id\",\"type\":\"listcheckbox\",\"label\":\"a) Under the law, you must have your Manager\\\/ Nominated Supervisors approval before you are able to report your suspicions\",\"key\":\"a_under_the_law_you_must_have_your_manager_nominated_supervisors_approval_before_you_are_able_to_report_your_suspicions_1742457505056\",\"label_pos\":\"above\",\"required\":false,\"options\":[{\"errors\":[],\"max_options\":0,\"label\":\"True\",\"value\":\"true\",\"calc\":\"\",\"selected\":0,\"order\":0,\"settingModel\":{\"settings\":false,\"hide_merge_tags\":false,\"error\":false,\"name\":\"options\",\"type\":\"option-repeater\",\"label\":\"Options <a href=\\\"#\\\" class=\\\"nf-add-new\\\">Add New<\\\/a> <a href=\\\"#\\\" class=\\\"extra nf-open-import-tooltip\\\"><i class=\\\"fa fa-sign-in\\\" aria-hidden=\\\"true\\\"><\\\/i> Import<\\\/a>\",\"width\":\"full\",\"group\":\"\",\"value\":[{\"label\":\"One\",\"value\":\"one\",\"calc\":\"\",\"selected\":0,\"order\":0},{\"label\":\"Two\",\"value\":\"two\",\"calc\":\"\",\"selected\":0,\"order\":1},{\"label\":\"Three\",\"value\":\"three\",\"calc\":\"\",\"selected\":0,\"order\":2}],\"columns\":{\"label\":{\"header\":\"Label\",\"default\":\"\"},\"value\":{\"header\":\"Value\",\"default\":\"\"},\"calc\":{\"header\":\"Calc Value\",\"default\":\"\"},\"selected\":{\"header\":\"<span class=\\\"dashicons dashicons-yes\\\"><\\\/span>\",\"default\":0}}}},{\"errors\":[],\"max_options\":0,\"label\":\"False \",\"value\":\"false\",\"calc\":\"\",\"selected\":0,\"order\":1,\"settingModel\":{\"settings\":false,\"hide_merge_tags\":false,\"error\":false,\"name\":\"options\",\"type\":\"option-repeater\",\"label\":\"Options <a href=\\\"#\\\" class=\\\"nf-add-new\\\">Add New<\\\/a> <a href=\\\"#\\\" class=\\\"extra nf-open-import-tooltip\\\"><i class=\\\"fa fa-sign-in\\\" aria-hidden=\\\"true\\\"><\\\/i> Import<\\\/a>\",\"width\":\"full\",\"group\":\"\",\"value\":[{\"label\":\"One\",\"value\":\"one\",\"calc\":\"\",\"selected\":0,\"order\":0},{\"label\":\"Two\",\"value\":\"two\",\"calc\":\"\",\"selected\":0,\"order\":1},{\"label\":\"Three\",\"value\":\"three\",\"calc\":\"\",\"selected\":0,\"order\":2}],\"columns\":{\"label\":{\"header\":\"Label\",\"default\":\"\"},\"value\":{\"header\":\"Value\",\"default\":\"\"},\"calc\":{\"header\":\"Calc Value\",\"default\":\"\"},\"selected\":{\"header\":\"<span class=\\\"dashicons 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Unless required in a Court of Law, a Mandatory Notifier\\u2019s identity is kept confidential\",\"key\":\"b_unless_required_in_a_court_of_law_a_mandatory_notifier_s_identity_is_kept_confidential_1751276090036\",\"label_pos\":\"above\",\"required\":false,\"options\":[{\"errors\":[],\"max_options\":0,\"label\":\"True\",\"value\":\"true\",\"calc\":\"\",\"selected\":0,\"order\":0,\"settingModel\":{\"settings\":false,\"hide_merge_tags\":false,\"error\":false,\"name\":\"options\",\"type\":\"option-repeater\",\"label\":\"Options <a href=\\\"#\\\" class=\\\"nf-add-new\\\">Add New<\\\/a> <a href=\\\"#\\\" class=\\\"extra nf-open-import-tooltip\\\"><i class=\\\"fa fa-sign-in\\\" aria-hidden=\\\"true\\\"><\\\/i> Import<\\\/a>\",\"width\":\"full\",\"group\":\"\",\"value\":[{\"label\":\"One\",\"value\":\"one\",\"calc\":\"\",\"selected\":0,\"order\":0},{\"label\":\"Two\",\"value\":\"two\",\"calc\":\"\",\"selected\":0,\"order\":1},{\"label\":\"Three\",\"value\":\"three\",\"calc\":\"\",\"selected\":0,\"order\":2}],\"columns\":{\"label\":{\"header\":\"Label\",\"default\":\"\"},\"value\":{\"header\":\"Value\",\"default\":\"\"},\"calc\":{\"header\":\"Calc Value\",\"default\":\"\"},\"selected\":{\"header\":\"<span class=\\\"dashicons dashicons-yes\\\"><\\\/span>\",\"default\":0}}}},{\"errors\":[],\"max_options\":0,\"label\":\"False \",\"value\":\"false\",\"calc\":\"\",\"selected\":0,\"order\":1,\"settingModel\":{\"settings\":false,\"hide_merge_tags\":false,\"error\":false,\"name\":\"options\",\"type\":\"option-repeater\",\"label\":\"Options <a href=\\\"#\\\" class=\\\"nf-add-new\\\">Add New<\\\/a> <a href=\\\"#\\\" class=\\\"extra nf-open-import-tooltip\\\"><i class=\\\"fa fa-sign-in\\\" aria-hidden=\\\"true\\\"><\\\/i> Import<\\\/a>\",\"width\":\"full\",\"group\":\"\",\"value\":[{\"label\":\"One\",\"value\":\"one\",\"calc\":\"\",\"selected\":0,\"order\":0},{\"label\":\"Two\",\"value\":\"two\",\"calc\":\"\",\"selected\":0,\"order\":1},{\"label\":\"Three\",\"value\":\"three\",\"calc\":\"\",\"selected\":0,\"order\":2}],\"columns\":{\"label\":{\"header\":\"Label\",\"default\":\"\"},\"value\":{\"header\":\"Value\",\"default\":\"\"},\"calc\":{\"header\":\"Calc Value\",\"default\":\"\"},\"selected\":{\"header\":\"<span class=\\\"dashicons 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You have to prove that abuse has occurred\",\"key\":\"d_you_have_to_prove_that_abuse_has_occurred_1742457583273\",\"label_pos\":\"above\",\"required\":false,\"options\":[{\"errors\":[],\"max_options\":0,\"label\":\"True\",\"value\":\"true\",\"calc\":\"\",\"selected\":0,\"order\":0,\"settingModel\":{\"settings\":false,\"hide_merge_tags\":false,\"error\":false,\"name\":\"options\",\"type\":\"option-repeater\",\"label\":\"Options <a href=\\\"#\\\" class=\\\"nf-add-new\\\">Add New<\\\/a> <a href=\\\"#\\\" class=\\\"extra nf-open-import-tooltip\\\"><i class=\\\"fa fa-sign-in\\\" aria-hidden=\\\"true\\\"><\\\/i> Import<\\\/a>\",\"width\":\"full\",\"group\":\"\",\"value\":[{\"label\":\"One\",\"value\":\"one\",\"calc\":\"\",\"selected\":0,\"order\":0},{\"label\":\"Two\",\"value\":\"two\",\"calc\":\"\",\"selected\":0,\"order\":1},{\"label\":\"Three\",\"value\":\"three\",\"calc\":\"\",\"selected\":0,\"order\":2}],\"columns\":{\"label\":{\"header\":\"Label\",\"default\":\"\"},\"value\":{\"header\":\"Value\",\"default\":\"\"},\"calc\":{\"header\":\"Calc Value\",\"default\":\"\"},\"selected\":{\"header\":\"<span class=\\\"dashicons dashicons-yes\\\"><\\\/span>\",\"default\":0}}}},{\"errors\":[],\"max_options\":0,\"label\":\"False \",\"value\":\"false\",\"calc\":\"\",\"selected\":0,\"order\":1,\"settingModel\":{\"settings\":false,\"hide_merge_tags\":false,\"error\":false,\"name\":\"options\",\"type\":\"option-repeater\",\"label\":\"Options <a href=\\\"#\\\" class=\\\"nf-add-new\\\">Add New<\\\/a> <a href=\\\"#\\\" class=\\\"extra nf-open-import-tooltip\\\"><i class=\\\"fa fa-sign-in\\\" aria-hidden=\\\"true\\\"><\\\/i> Import<\\\/a>\",\"width\":\"full\",\"group\":\"\",\"value\":[{\"label\":\"One\",\"value\":\"one\",\"calc\":\"\",\"selected\":0,\"order\":0},{\"label\":\"Two\",\"value\":\"two\",\"calc\":\"\",\"selected\":0,\"order\":1},{\"label\":\"Three\",\"value\":\"three\",\"calc\":\"\",\"selected\":0,\"order\":2}],\"columns\":{\"label\":{\"header\":\"Label\",\"default\":\"\"},\"value\":{\"header\":\"Value\",\"default\":\"\"},\"calc\":{\"header\":\"Calc Value\",\"default\":\"\"},\"selected\":{\"header\":\"<span class=\\\"dashicons dashicons-yes\\\"><\\\/span>\",\"default\":0}}}}],\"container_class\":\"\",\"element_class\":\"\",\"admin_label\":\"\",\"help_text\":\"\",\"wrap_styles_border\":\"\",\"wrap_styles_width\":\"\",\"wrap_styles_margin\":\"\",\"wrap_styles_padding\":\"\",\"wrap_styles_float\":\"\",\"wrap_styles_show_advanced_css\":0,\"label_styles_border\":\"\",\"label_styles_width\":\"\",\"label_styles_font-size\":\"\",\"label_styles_margin\":\"\",\"label_styles_padding\":\"\",\"label_styles_float\":\"\",\"label_styles_show_advanced_css\":0,\"element_styles_border\":\"\",\"element_styles_width\":\"\",\"element_styles_font-size\":\"\",\"element_styles_margin\":\"\",\"element_styles_padding\":\"\",\"element_styles_float\":\"\",\"element_styles_show_advanced_css\":0,\"list_item_row_styles_border\":\"\",\"list_item_row_styles_height\":\"\",\"list_item_row_styles_width\":\"\",\"list_item_row_styles_font-size\":\"\",\"list_item_row_styles_margin\":\"\",\"list_item_row_styles_padding\":\"\",\"list_item_row_styles_float\":\"\",\"list_item_row_styles_show_advanced_css\":0,\"list_item_label_styles_border\":\"\",\"list_item_label_styles_height\":\"\",\"list_item_label_styles_width\":\"\",\"list_item_label_styles_font-size\":\"\",\"list_item_label_styles_margin\":\"\",\"list_item_label_styles_padding\":\"\",\"list_item_label_styles_float\":\"\",\"list_item_label_styles_show_advanced_css\":0,\"list_item_element_styles_border\":\"\",\"list_item_element_styles_height\":\"\",\"list_item_element_styles_width\":\"\",\"list_item_element_styles_font-size\":\"\",\"list_item_element_styles_margin\":\"\",\"list_item_element_styles_padding\":\"\",\"list_item_element_styles_float\":\"\",\"list_item_element_styles_show_advanced_css\":0,\"cellcid\":\"c4676\",\"drawerDisabled\":false,\"id\":1475,\"beforeField\":\"\",\"afterField\":\"\",\"value\":\"\",\"parentType\":\"list\",\"element_templates\":[\"listcheckbox\",\"input\"],\"old_classname\":\"list-checkbox\",\"wrap_template\":\"wrap\"},{\"objectType\":\"Field\",\"objectDomain\":\"fields\",\"editActive\":false,\"order\":10,\"idAttribute\":\"id\",\"type\":\"textarea\",\"label\":\"6. List 3 sources how you could find information for reporting children at risk in your state\\\/territory?\",\"key\":\"6_list_3_sources_how_you_could_find_information_for_reporting_children_at_risk_in_your_state_territory_1742457401922\",\"label_pos\":\"above\",\"required\":false,\"default\":\"1. 2. 3.\",\"placeholder\":\"\",\"container_class\":\"\",\"element_class\":\"\",\"input_limit\":\"\",\"input_limit_type\":\"characters\",\"input_limit_msg\":\"Character(s) left\",\"manual_key\":false,\"admin_label\":\"\",\"help_text\":\"\",\"textarea_rte\":\"\",\"disable_rte_mobile\":\"\",\"textarea_media\":\"\",\"wrap_styles_border\":\"\",\"wrap_styles_width\":\"\",\"wrap_styles_margin\":\"\",\"wrap_styles_padding\":\"\",\"wrap_styles_float\":\"\",\"wrap_styles_show_advanced_css\":0,\"label_styles_border\":\"\",\"label_styles_width\":\"\",\"label_styles_font-size\":\"\",\"label_styles_margin\":\"\",\"label_styles_padding\":\"\",\"label_styles_float\":\"\",\"label_styles_show_advanced_css\":0,\"element_styles_border\":\"\",\"element_styles_width\":\"\",\"element_styles_font-size\":\"\",\"element_styles_margin\":\"\",\"element_styles_padding\":\"\",\"element_styles_float\":\"\",\"element_styles_show_advanced_css\":0,\"cellcid\":\"c4679\",\"value\":\"1. 2. 3.\",\"drawerDisabled\":false,\"id\":1476,\"beforeField\":\"\",\"afterField\":\"\",\"parentType\":\"textarea\",\"element_templates\":[\"textarea\",\"input\"],\"old_classname\":\"\",\"wrap_template\":\"wrap\"},{\"objectType\":\"Field\",\"objectDomain\":\"fields\",\"editActive\":false,\"order\":999,\"idAttribute\":\"id\",\"type\":\"save\",\"label\":\"Save\",\"processing_label\":\"Processing\",\"container_class\":\"\",\"element_class\":\"\",\"key\":\"save_1742457643081\",\"admin_label\":\"\",\"wrap_styles_show_advanced_css\":0,\"label_styles_show_advanced_css\":0,\"element_styles_show_advanced_css\":0,\"cellcid\":\"c4682\",\"id\":1477,\"beforeField\":\"\",\"afterField\":\"\",\"value\":\"\",\"label_pos\":\"above\",\"parentType\":\"textbox\",\"element_templates\":[\"hidden\"],\"old_classname\":\"\",\"wrap_template\":\"wrap-no-label\"},{\"objectType\":\"Field\",\"objectDomain\":\"fields\",\"editActive\":false,\"order\":1,\"idAttribute\":\"id\",\"type\":\"html\",\"label\":\"HTML\",\"default\":\"In this section you are required to go to the ChildStory Reporter website and use the NSW Online Mandatory Reporter Guide. 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The boys\\u2019 parents are well known in the community for their support and various volunteer roles. This means they attend many evening functions and are therefore absent from home. The boys are very close to Mum\\u2019s bother Ryan. Ryan lives in the granny flat out the back so he is able to mind the boys when their parents are out. On Monday, Joel comes in with a brand-new toy bike. You show interest in the new bike and ask Joel who gave it to him. Joel replies saying, \\u201cRyan gave it to me after our special time last night\\u201d. \\u201cOh, that sounds interesting. What special things did you do?\\u201d you ask Joel. \\u201cI\\u2019m not meant to tell anyone what happened or Ryan will take my bike back! I didn\\u2019t like it, it hurt a little down there (pointing to his pants) but I do like my new bike. 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All sources of information (where relevant) have been appropriately referenced. I consent to my work being submitted to and stored by third-party academic integrity monitoring software, including AI detectors. I understand that if any issues are identified regarding the authenticity of my work, I may be orally re-assessed or required to complete additional assessment tasks. 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'' : '' }}} {{{ part.title }}}<\/a>\n\t\t<\/li>\n\t\t<# } ); #>\n\t<\/ul>\n<\/script>\n\n<script id=\"tmpl-nf-mp-progress-bar\" type=\"text\/template\">\n    <div class=\"nf-progress-container\">\n        <div class=\"nf-progress\" style=\"width: {{{ data.percent }}}%;\"><\/div>\n    <\/div>\n<\/script>        <script id=\"nf-tmpl-cell\" type=\"text\/template\">\n            <nf-fields><\/nf-fields>\n        <\/script>\n\n        <script id=\"nf-tmpl-row\" type=\"text\/template\">\n            <nf-cells><\/nf-cells>\n        <\/script>\n\n        [\/vc_tta_section][vc_tta_section title=&#8221;Introduction&#8221; tab_id=&#8221;1742425584117-7ff3fc77-60ee&#8221;][vc_column_text]<\/p>\n<h1>Section 1: Introduction<\/h1>\n<h3><strong>Program Title: CHCPRT001: Identify and respond to children and young people at risk<\/strong><\/h3>\n<ul>\n<li>The attitudes and values participants have and the impact of these when considering whether behaviour is abusive and\/or neglectful<\/li>\n<li>The definitions and context for what constitutes abuse and neglect of children<\/li>\n<li>A child-focused approach and the impact of this when considering the abuse and neglect of children<\/li>\n<li>The legislative context in Australia for reporting abuse and neglect including the responsibilities and ethical obligations of individuals<\/li>\n<li>The importance of collaborative practices in responding to the abuse and neglect of children<\/li>\n<\/ul>\n<h3><strong>Learning Objectives<\/strong><\/h3>\n<p>By satisfactorily completing this topic it is expected that you will be able to:<\/p>\n<ul>\n<li>Identify children and young people at risk of abuse or neglect by observing indicators, asking open and non-leading questions, being aware of protective issues and using child protection policy and procedures where appropriate<\/li>\n<li>Respond to disclosure and indicators of abuse, neglect, or harm, in accordance with state legislative responsibilities and the service policies and procedures<\/li>\n<li>Routinely employ child-focused work practices to uphold the rights of the child and encourage them to participate in age-appropriate decision making<\/li>\n<li>Employ communication and information gathering techniques with children and young people in accordance with current recognised practice<\/li>\n<li>Ensure decisions and actions taken are within own level of responsibility, work role, state legislation and service policies and procedures<\/li>\n<li>Understand the role of trauma and trauma-informed care in early childhood education and care- no covered and no questions added<\/li>\n<\/ul>\n<h3><strong>Entry Competencies\/Pre-Requisites<\/strong><\/h3>\n<p>There are no entry level competencies or pre-requisites for the training as part of the Australian Quality Training Framework. Individual agencies can determine as part of their overall training plan whether this work-specific training is required as a pre- requisite. Unit\/s of competency covered in this Program: \u00a0CHCPRT001 \u2013 Identify and respond to children and young people at risk. Qualification\/s relevant to this unit: This unit comes from the Community Services Training Package (CHC21) and is nominally judged to be at the Australian Qualification Framework Level 4. It applies to a broad range of occupations involved in delivering services to children including community services, health, policing, juvenile justice, recreation, family services, education, religious services and mental health. This unit may form an elective from a wide range of qualifications within the Community Services Training Package. Check with your Trainer for further information.<\/p>\n<h3><strong>Assessment Strategy<\/strong><\/h3>\n<p>The assessment is designed to confirm participants\u2019 understanding of the knowledge and practices that support child-safe environments and the reporting of abuse and neglect. The three assessments consist of a series of:<\/p>\n<ul>\n<li>short written answers<\/li>\n<li>true and false questions<\/li>\n<li>Using the Keep Them Safe website<\/li>\n<\/ul>\n<p>The assessment strategy has been designed to meet the requirements of the Australian Quality Training Framework is linked to elements from the unit of competency; CHCPRT001 Identify and respond to children and young people at risk.<\/p>\n<h3><strong>Key Messages<\/strong><\/h3>\n<ul>\n<li>Anger commonly arises in groups when the issue of child abuse is<\/li>\n<li>It is common and understandable that people experience a range of emotions including anger when a group comes together to discuss the issues of<\/li>\n<li>Anger can happen however it is inappropriate to project anger on to other members of the Be aware of this.<\/li>\n<li>If discussing cases from workplace, ensure use of other names to respect client information, and also out of respect for other<\/li>\n<li><strong>1 in 3 people have encountered abuse \u2013 either of themselves or of someone they know \u2013 and it is important to remember this in group <\/strong><\/li>\n<li>Participants may have been exposed to some form of child abuse or neglect and therefore may disclose this during the course of this For this reason, it is important that the group agrees to confidentiality concerning personal issues discussed at any point during this training.<\/li>\n<li>This training looks at Child-Safe Environments from a number of levels:\n<ul>\n<li>Individual \u2013 personal perspectives, values and attitudes, and reasons we may discount our views at times<\/li>\n<li>The responsibilities of organisations we are a part of<\/li>\n<li>The broad perspective of community responsibility to children \u2013 works through to the individual\u2019s legal responsibility to children and personal response within the broad<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3><strong>Safety<\/strong><strong> Statements<\/strong><\/h3>\n<ul>\n<li>Ensure personal stories and experiences add to the learning Respect the confidential nature of these personal stories.<\/li>\n<li>Be responsible for your own emotional health and reactions, in particular<\/li>\n<li>Acknowledge that we come to training not just as workers, but as parents and we were all once children<\/li>\n<li>Recognise the value of hearing all points of view \u2013 and agreeing to<\/li>\n<li>The focus of this training is not on the perpetrators of abuse and neglect, but on children and it is vital to maintain a child<\/li>\n<\/ul>\n<h3><strong>Key Messages<\/strong><\/h3>\n<ul>\n<li>Anger commonly arises in groups when the issue of child abuse is<\/li>\n<li>It is common and understandable that people experience a range of emotions including anger when a group comes together to discuss the issues of<\/li>\n<li>Anger can happen however it is inappropriate to project anger on to other members of the Be aware of this.<\/li>\n<li>If discussing cases from workplace, ensure use of other names to respect client information, and also out of respect for other<\/li>\n<li><strong>1 in 3 people have encountered abuse \u2013 either of themselves or of someone they know \u2013 and it is important to remember this in group <\/strong><\/li>\n<li>Participants may have been exposed to some form of child abuse or neglect and therefore may disclose this during the course of this For this reason, it is important that the group agrees to confidentiality concerning personal issues discussed at any point during this training.<\/li>\n<li>This training looks at Child-Safe Environments from a number of levels:\n<ul>\n<li>Individual \u2013 personal perspectives, values and attitudes, and reasons we may discount our views at times<\/li>\n<li>The responsibilities of organisations we are a part of<\/li>\n<li>The broad perspective of community responsibility to children \u2013 works through to the individual\u2019s legal responsibility to children and personal response within the broad<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3><strong>Aims<\/strong> <strong>of the Program<\/strong><\/h3>\n<ul>\n<li>Be aware of how values, attitudes and experiences impact on our understanding of child abuse and neglect, and how we respond to these<\/li>\n<li>Recognise the importance of maintaining a child focus and perspective when considering the possibility of child abuse and<\/li>\n<li>Be able to identify a range of indicators concerning child abuse and<\/li>\n<li>Understand the concept of Child-Safe Environments, the shared responsibility for caring for all children and recognising and supporting those who are<\/li>\n<li>Fully understand the legal responsibility to notify disclosure or suspicion on reasonable<\/li>\n<\/ul>\n<p>Knowledge of the key principles of reporting to the Child Protection Hotline 132 111 (24 hours\/7 days) or e-reporting<\/p>\n<h3><strong>Why are we here? Rationale for the Program.<\/strong><\/h3>\n<p>Child abuse happens every day in our community and the effects of child abuse can be deep and long lasting. Children have rights.<\/p>\n<p>The Children and Young Persons (Care and Protection) Act 1998 <u>requires<\/u> <u>certain individuals<\/u> <u>to report <\/u>suspicion of child abuse and\/or neglect.<\/p>\n<p>The protection of children requires a holistic approach and is a whole of community responsibility.<\/p>\n<h3><strong>National<\/strong><strong> Framework for Protecting Australia\u2019s Children<\/strong><\/h3>\n<p>In line with Australia\u2019s obligations to the UN Convention on the Rights of the Child, the framework is underpinned by the following:<\/p>\n<ul>\n<li>All children have a right to grow up in an environment free from neglect and<\/li>\n<li>Children and families have a right to participate in decisions affecting them.<\/li>\n<li>Improving the safety and well-being of children is primarily the responsibility of their families, who should be supported by their communities and<\/li>\n<li>Children\u2019s rights are upheld by systems and<\/li>\n<\/ul>\n<p><a href=\"http:\/\/www.ohchr.org\/\">www.ohchr.org<\/a><\/p>\n<p>https:\/\/www.ohchr.org\/en\/instruments-mechanisms\/instruments\/convention-rights-child<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Child Safe and Child Protection Policy &amp; Procedures&#8221; tab_id=&#8221;1742429519924-0ff9d2a0-e112&#8243;][vc_column_text]Under the National Regulations (s 168), children\u2019s services must have policies and procedures in relation to providing a child safe environment, including the promotion of a culture of child safety and well-being and the safe use of online environments. They must also have policies and procedures for dealing with complaints, including how they provide a child focused complaint handling system and manage a complaint that alleges a child is exhibiting harmful sexual behaviours.<\/p>\n<p>&nbsp;<\/p>\n<p>Child protection and child safe policies and procedures must include, for example:<\/p>\n<ul>\n<li>A Statement of Commitment to Child Safety<\/li>\n<li>Practices and principles for keeping children safe, both in the physical and online environment<\/li>\n<li>Code of Conduct which includes practices protecting children from harm<\/li>\n<li>Recruitment, Selection and Training Procedures to ensure and promote children\u2019s safety<\/li>\n<li>Procedures for managing incidents, disclosures and suspicions of harm, abuse and neglect<\/li>\n<li>Procedures for reporting and documenting incidents, disclosures and suspicions of Harm, Abuse and Neglect<\/li>\n<li>Procedures for managing breaches of policies and procedures<\/li>\n<li>Risk Management plans and processes<\/li>\n<li>Communication strategies to ensure families, employees, volunteers and children are aware of child safe policies and procedures.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>The policies must require all employees who believe on reasonable grounds (see above) that a child has been harmed, or is at risk of significant harm, to report abuse and neglect to Child Protection in line with documented reporting procedure.<\/p>\n<p>&nbsp;<\/p>\n<p>The policies must also ensure there are training and governance practices that ensure all employees understand the current child protection law, the indicators of harm, abuse and neglect, their role and responsibilities to keep children safe, and can confidently take the required action. These practices will include regular training in child protection, and ensuring all employees and visitors have clear\/not prohibited Working with Children Checks (unless exempt under the law.)[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Trauma-informed Care&#8221; tab_id=&#8221;1742423817097-471e65ff-1a52&#8243;][vc_column_text]Individual trauma results from an event, series of events or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual&#8217;s functioning and mental, physical, social, emotional or spiritual wellbeing. This includes trauma resulting from harm, abuse and neglect, or the risk of harm, abuse and neglect.<\/p>\n<p><em>\u00a0<\/em><\/p>\n<p>Traumatic events experienced early in life can be extremely damaging to the developing brain. Research suggests exposure to adverse, potentially traumatic events in childhood is not uncommon. A 2015 study found childhood trauma affected an estimated five million Australian adults. Multiple studies have reported negative effects associated with experiencing trauma across all parts of life. Mental ill-health, physical illness, social and relational difficulties, and poor academic and employment outcomes have all been linked to previous traumatic experiences.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>It&#8217;s been proposed that trauma-informed care requires implementation of the following four key assumptions (the four &#8220;R&#8221;s):<\/strong><\/p>\n<ul>\n<li><em><strong>Realisation<\/strong> &#8211; <\/em>at all levels of organisation or system about trauma and its impacts on individuals, families and communities<\/li>\n<li><strong><em>Recognition<\/em><\/strong> &#8211; of the signs of trauma<\/li>\n<li><strong><em>Response <\/em><\/strong>&#8211; program, organisation or system responds by applying the principles of a trauma-informed approach (see below)<\/li>\n<li><strong><em>Resist <\/em><\/strong>re-traumatisation &#8211; of staff and children.<\/li>\n<\/ul>\n<p><em>Source: <\/em><a href=\"https:\/\/aifs.gov.au\/resources\/policy-and-practice-papers\/trauma-informed-care-childfamily-welfare-services#:~:text=Trauma%2Dinformed%20care%20is%20a,service%20needs%20and%20service%20usage.\">Trauma-informed care in child\/family welfare services<\/a>: AIFS February 2016<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/professionals.childhood.org.au\/prosody\/2015\/04\/trauma-informed-care\/\"><em>9 Principles of Trauma Informed Care<\/em><\/a> suggested by the Australian Childhood Foundation are:<\/p>\n<ol>\n<li>Trauma significantly alters baseline physiological arousal levels in children.<\/li>\n<\/ol>\n<p>Children are likely to benefit from environments of care which pay attention to their mood, focus on adjusting their sensory stimulation to help them stay physically present feel safe to connect with others, and engage predictable strategies from carers that reduce reactivity and minimise volatile responses.<\/p>\n<ol start=\"2\">\n<li>Trauma reduces cortical capacity to regulate subcortical activation in children.<\/li>\n<\/ol>\n<p>Carers may benefit from understanding that traumatised children are likely to find it difficult to utilise reasoning and logic to modify their behaviour or reactions.<\/p>\n<ol start=\"3\">\n<li>Trauma disrupts memory functioning in children.<\/li>\n<\/ol>\n<p>Children are likely to benefit from strategies which support stressed memory systems, including the introduction of visual and mnemonic cues to prompt short term memory rehearsal and recall, repetition of episodic and narrative structures and the establishment of routines to structure behavioural rehearsal. In addition, children\u2019s ability to generalise learning from one setting to another is also hampered by memory difficulties.<\/p>\n<ol start=\"4\">\n<li>Trauma disconnects children from relational resources that can mitigate its effects.<br \/>\nTraumatised children require opportunities to experience attachment relationships which offer consistency, nurture and predictability.<\/li>\n<li>Trauma restricts the attentional capacity of children.<br \/>\nChildren may benefit from care environments which enable them to engage in experiences which redirect their attention away from past trauma-oriented activation to the here and now.<\/li>\n<li>Trauma based behaviour is functional at the time in which it develops as a response to threat.<br \/>\nCarers can be supported to understand the purpose and meaning of trauma-based behaviour in children, helping to shift their interpretations away from blame to greater acknowledgement of the ongoing impact of children\u2019s abuse experiences.<\/li>\n<li>Trauma limits children\u2019s response flexibility and adaptability to change.<br \/>\nTraumatised children may get \u2018stuck\u2019 due to constant trauma triggers, and so enact patterns of defensive behaviour that make sense in the light of their initial trauma(s) but may not seem obvious to those around them. It is important for carers to understand, that while in these triggered states, children have little capacity to reshape their responses without the intentional resourcing of adults in their immediate care environment.<\/li>\n<li>Trauma undermines identity formation in children.<br \/>\nChildren are likely to benefit from reinforcement by carers and others for examples of qualities that denote positive sense of self and resource personal agency.<\/li>\n<li>Trauma diminishes social skills and isolates children from peers.<br \/>\nChildren with trauma backgrounds need support to engage positively with peers in social situations.<\/li>\n<\/ol>\n<p><em><strong>Keep \u2018the 4 R\u2019s\u2019 and the\u2019 9 Principles\u2019 in mind while reading the rest of the information in this Booklet.<\/strong><\/em>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Child-Safe Environments&#8221; tab_id=&#8221;1742423855822-a8e2c46a-66ea&#8221;][vc_column_text]<\/p>\n<h3><strong>Overview: <\/strong><\/h3>\n<p>Under the Education and Care Services National Regulations, an approved provider must ensure that policies and procedures are in place for providing a child safe environment (regulation 168) and take reasonable steps to ensure those policies and procedures are followed (regulation 170).<\/p>\n<p>Child-Safe Environments focuses on the view of \u2018shared responsibility\u2019 for the care and protection of the child\/young person. It is an unrealistic expectation that one agency can assist all children\/young people. It is about all parties involved and relies on inter- agency collaboration.<\/p>\n<h3><strong>Developing Child Safe practices and policies <\/strong><\/h3>\n<p>All children have the right to experience quality education and care in a safe and healthy environment, be it physical, emotional or social. Your policy should provide a clear set of guidelines to ensure:<\/p>\n<ul>\n<li>the promotion of a culture of child safety and wellbeing within the service<\/li>\n<li>children at the service are provided with a safe environment at all times, which extends to online environments<\/li>\n<li>approved providers, nominated supervisors, educators and other staff at a service meet their legislative obligations to prevent harm and hazard towards children<\/li>\n<li>there is timely and effective identification of, and response to, children who may be at risk of or who are experiencing abuse or neglect.<\/li>\n<\/ul>\n<h3><strong>Considerations for supervision<\/strong><\/h3>\n<p>Children of different ages and abilities will require different levels of supervision, privacy, and autonomy. Generally, the younger the children are, the greater the need for an adult to be close by to support and assist them. For young children, adequate supervision may involve children remaining near the adult who is supervising them. Supervision of infants and toddlers who are sleeping is ensured when educators can see and hear them. For older children, it is important to balance the need for close supervision with respect for their age and developing independence.<\/p>\n<h3><strong>Services for school age children may also need to consider:<\/strong><\/h3>\n<ul>\n<li>the location of children\u2019s toilets and how children will be supervised when visiting and returning from the toilets<\/li>\n<li>supervision during the transition between school and the outside school hours care (OSHC) service<\/li>\n<li>supervision of children\u2019s transportation to and from the OSHC service.<\/li>\n<\/ul>\n<p>Note that supervision is facilitated by the physical design and maintenance of the premises (regulation 115), the supervision practices of educators (section 165), and educator ratios (regulations 122-124).<\/p>\n<p>Also be mindful that the Providing a child safe environment policy and procedures are closely aligned with most of your policies, especially your Excursions policy and procedures, as children\u2019s health and safety are paramount \u2013 Sourced ACECQA- Policy Guidelines<\/p>\n<h3><em><strong>Key Messages<\/strong><\/em><\/h3>\n<p>Working with Children checks for all employees and volunteers<\/p>\n<p>Policies and Procedures on appropriate conduct of children and adults within organisation Voice of the Child \u2013 avenues for children to be heard safely; input into the service<\/p>\n<p><strong><em>Note:<\/em><\/strong><\/p>\n<ol>\n<li>Much can be done prior to making a notification on an individual and organisational level<\/li>\n<li>Interagency collaboration is crucial to successful outcomes with families<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p><strong>Interagency<\/strong> <strong>collaboration:<\/strong><\/p>\n<p>Reviews into Child Protection \u2013 particularly Robyn Layton QC report in 2004 (and also in Mulligan Inquiry) highlighted that <strong>in<\/strong> <strong>many child deaths <\/strong>multiple agencies had been involved with a family. All had snippets of information that concerned them, but \u00a0as no one talked to each other, no one understood the full magnitude of what was occurring in this home until the children were already dead. \u00a0So \u2013 it\u2019s crucial to ensure families are not falling through the gaps in service delivery.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><em>Early Intervention = Divert, Avert, Revert away from Statutory Response<\/em><\/strong><\/p>\n<p>Child-Safe Environments focuses on the view of \u2018shared responsibility\u2019 for the care and protection of the child\/young person. It is an unrealistic expectation that one agency can assist all children\/young people. It is about all parties involved and relies on inter- agency collaboration.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-16376\" src=\"https:\/\/www.centresupport.com.au\/cert-iii-students\/wp-content\/uploads\/sites\/21\/2025\/03\/Active-supervision-300x182.png\" alt=\"\" width=\"300\" height=\"182\" \/>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Indicators of Abuse or Neglect&#8221; tab_id=&#8221;1742423872318-83b2ff89-e312&#8243;][vc_column_text]<\/p>\n<h3><strong><em>Indicators of<\/em><\/strong> <strong><em>Abuse<\/em><\/strong><\/h3>\n<p>There are many indicators of harm, abuse and neglect of children, and harmful sexual behaviour in children. Behavioural or physical signs which assist in recognising harm to children are known as indicators. The following is a guide only. One indicator on its own may not imply abuse or neglect. However, a single indicator can be as important as the presence of several indicators. Each indicator needs to be considered in the context of other indicators and the child\u2019s circumstances. A child&#8217;s behaviour is likely to be affected if he\/she is under stress. There can be many causes of stress and it is important to find out specifically what is causing the stress. Abuse and neglect can be single incidents or ongoing, and may be intentional or unintentional.<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"729\">\n<h4><strong>General indicators of harm, abuse and neglect<\/strong><\/h4>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Marked delay between injury and seeking medical assistance<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 History of injury<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The child gives some indication that the injury did not occur as stated<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The child tells you someone has hurt him\/her<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The child tells you about someone he\/she knows who has been hurt<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Someone (relative, friend, acquaintance, sibling) tells you that the child may have been abused<\/td>\n<\/tr>\n<tr>\n<td width=\"729\">\n<h4><strong>Indicators of neglect in children<\/strong><\/h4>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Poor hygiene: matted hair, dirty skin or strong body odour<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Loss of \u2018skin bloom\u2019 and poor hair texture<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Untreated physical or medical problems<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Frequent illness and low-grade infections<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Persistently untreated head lice<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Hungry \u2013 scavenging, stealing or hoarding food<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Constantly tired and listless<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Delay in developmental milestones<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Low weight for age and\/or failure to thrive for no medical reason<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A flat and superficial way of relating<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Anxiety about being dropped or abandoned<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Self-comforting behaviour, e.g., rocking and\/or sucking<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Inadequate clothing in winter<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Frequent lateness to or absence from the service<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Child or young person states that no one is home to provide care<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Longing for adult affection<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Child or young person avoids going home<\/p>\n<h4><strong>Indicators of neglect in parents and caregivers<\/strong><\/h4>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Dirty unhygienic environment, e.g., house over-run with pets, faeces not cleaned up etc<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Nowhere for child or young person to sleep<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Unable or unwilling to provide adequate food and\/or clothing<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Leaving the child or young person inappropriately without supervision<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Abandoning the child or young person<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Unable to respond emotionally to the child or young person<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Depriving of or withholding physical contact or stimulation for prolonged periods<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Overwhelmed with other problems, e.g., substance abuse<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Showing no concern for the child or young person\u2019s wellbeing when it would be reasonably expected<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Family is isolated from relatives, other adults or social supports<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Greeting the child or young person with indifference<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 An extremely chaotic life<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Family home is very chaotic and unkempt<\/td>\n<\/tr>\n<tr>\n<td width=\"729\">\n<h4><strong>Indicators of physical abuse in children<\/strong><\/h4>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Facial, head and neck bruising<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Other bruising and marks which show the shape of the object used (e.g, a hand print, belt buckle) Multiple bruises or injuries<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Lacerations and welts<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Bite marks<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Dislocations<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Fractures of bones, especially in children under three years old<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Burns and scalds \u2013 a burn with a clear outline may be suspicious<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A large number of scars of different sizes or ages, or on different parts of the body<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Verbal disclosure by the child or young person<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explanation offered by the child or young person is not consistent with the injury<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Flinching when approached by adults<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Frozen watchfulness<\/p>\n<h4><strong>Indicators of physical abuse in parents<\/strong><\/h4>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Direct admissions by parents or caregivers that they have injured the child or young person<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Direct expressions by parents or caregivers that they may injure the child or young person<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Family history of violence, including previous harm to children and young people<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Repeated presentations of the child or young person to health or other services with injuries, swallowing of non-food substances or minor complaints<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Marked delay between injury and presentation for medical assistance<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Story of injury which is inconsistent with the physical findings<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 History of injury which is vague or variable<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Showing little concern about the welfare of a child or young person or the treatment and care of an injury<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Isolating a child or young person from contact with school, services etc in order to hide injuries or prevent disclosure.<\/td>\n<\/tr>\n<tr>\n<td width=\"729\">\n<h4><strong>Indicators of emotional abuse in children<\/strong><\/h4>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Over compliant, withdrawn, passive and\/or tearful<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Displaying age-inappropriate behaviours, e.g. overly adult (parenting other children) or overly infantile (thumb sucking, rocking, wetting or soiling)<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Lack expectations and trust in people<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Fearful of parent(s) and\/or caregiver(s)<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Indiscriminate attachment<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Disruptive or aggressive behaviour towards others<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Hyper-vigilance, particularly in pre-school children<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Exhibiting extreme attention seeking or risk-taking behaviour<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Withdrawn or seen as a \u2018loner\u2019 \u2013 difficulty relating to others<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Highly anxious<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Developmental delay<\/p>\n<h4><strong>Indicators of emotional abuse in parents and caregivers<\/strong><\/h4>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Excessive or unreasonable demands<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Unrealistic expectations of the child or young person<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Persistent hostility and severe verbal abuse<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Rejection, ridiculing and scape-goating<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Exposure to domestic violence<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Constant criticism, belittling, teasing and withholding of affection and praise<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Belief that a particular child or young person is intrinsically \u2018bad\u2019, \u2018naughty\u2019 or \u2018evil\u2019<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Using inappropriate social or physical isolation as punishment<\/td>\n<\/tr>\n<tr>\n<td width=\"729\">\n<h4><strong>Indicators of sexual abuse in children<\/strong><\/h4>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Direct or indirect disclosures<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describes sexual acts, e.g. \u2018he hurts my wee-wee\u2019<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sexually explicit behaviour, play or conversation inappropriate to the child or young person\u2019s age<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Self-destructive behaviour including eating disorders, substance misuse, self-mutilation and suicide attempts<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 An anxious unwillingness to remove clothes, e.g. for sporting events<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Persistent running away from home<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sudden and unexplained changes in mood or behaviour<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Regression in developmental achievements in younger children<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Unexplained accumulation of money and gifts<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pain, itching or bleeding in genital or anal area<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Bruising to buttocks, breasts, abdomen and thighs<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sexually transmitted infection<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Difficulty sleeping and nightmares<\/p>\n<h4><strong>Indicators of sexual abuse in parents, siblings, caregivers, relatives, strangers or acquaintances<\/strong><\/h4>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Exposing a child or young person to pornography or using a child or young person for pornographic purposes<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Intentional exposure of child or young person to sexual behaviour in others<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Previously committed or suspected of child sexual assaults<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Inappropriate curtailing or jealousy regarding age-appropriate development of independence from the family<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Coercing the child or young person to engage in sexual behaviour with other children<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Verbal threats of sexual abuse<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Exploitation or corruption of children or young people<\/td>\n<\/tr>\n<tr>\n<td width=\"729\">\n<h4><strong>Indicators of grooming in children<\/strong><\/h4>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Undue attention paid to a child by an adult- including gifts or special outings together<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Inappropriate touching such as tickling and back rubbing<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Inappropriate joke telling, sexual in nature<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Emotional or behavioural changes- including the abrupt onset of mood swings, secretive behaviour or<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Withdrawal<\/p>\n<h4><strong>Indictors of grooming in older children and teens<\/strong><\/h4>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Perpetrator allows or encourages rule breaking such as smoking, drinking, staying out late<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Perpetrator identifies with the adolescent and appears to be someone who &#8216;understands&#8217;<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Perpetrator communicates with adolescent outside normal role (i .e. coach or teacher).<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The effects of grooming can often be mistaken for normal &#8216;teenage&#8217; behaviour such as aggressive or secretive behaviour, unexplained gifts or money, a marked change in behaviour and increased permissiveness<\/td>\n<\/tr>\n<tr>\n<td width=\"729\">\n<h4><strong>Indicators<\/strong> <strong>of domestic violence in children<\/strong><\/h4>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Show aggressive behaviour<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop phobias &amp; insomnia<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Experience anxiety<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Show systems of depression<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Have diminished self esteem<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Demonstrate poor academic performance and problem solving skills<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Have reduced social competence skills including low levels of empathy<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Show emotional distress<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Have physical complaints<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><strong><em>If there is a suspicion:<\/em><\/strong><\/h3>\n<ul>\n<li>Remain alert to any warning signs or indicators (see list above)<\/li>\n<li>Pay close attention to changes in the child\u2019s behaviour, ideas, feelings and words<\/li>\n<li>Make written notes of observations in a non-judgemental and accurate manner, and manage in line with our <em>Privacy and Confidentiality Policy<\/em><\/li>\n<li>Record details of any conversation with other people (e.g., a parent who explains why a noticeable mark is on a child)<\/li>\n<li>Assure a child that they can come to talk when they need to, and listen to them and believe them when they do<\/li>\n<li>Document the suspicion as soon as possible so the details are accurately captured<\/li>\n<li>Not try to investigate or mediate the matter yourself<\/li>\n<li>Interviews should only be conducted by the nominated supervisor\/approved provider and under instruction from the Police or Child Protection Helpline. Interviews can be traumatising for a child so we must try to limit them<\/li>\n<li>Follow our <em>Procedure for making a report<\/em><\/li>\n<li>Ensure the management and storage of records complies with our <em>Privacy and Confidentiality Policy <\/em>and <em>Record Keeping and Retention Policy<\/em><\/li>\n<li>Wait for Police\/Child Protection Helpline advice before continuing with investigations<\/li>\n<li>Manage risks to children\/adults at our service such pending the outcome of any investigations, e.g.:\n<ul>\n<li>Stand down the subject of an allegation or conviction<\/li>\n<li>Restricting the subject\u2019s access to children or only allowing them to have supervised access<\/li>\n<li>Restricting their access to sensitive computer systems, files or facilities.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><em>Threshold for disclosures or suspicions of harm, abuse or neglect<\/em><\/p>\n<p>There may be circumstances where there is concern for a child\u2019s welfare, but it does not reach the threshold to be considered a disclosure or suspicion of harm, abuse or neglect.<\/p>\n<p>In these cases, and if the family consents, educators will connect families to external support services (see <em>Procedure for making a report<\/em> page 28<strong>)<\/strong><\/p>\n<p>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Values and Attitudes&#8221; tab_id=&#8221;1742424450369-b4dbc388-b708&#8243;][vc_column_text]<\/p>\n<h3><strong>Key Messages<\/strong><\/h3>\n<ul>\n<li>What they are, where they come from and how they may influence our belief of what is abusive to<\/li>\n<li>Participants need to be able to examine and understand their values and attitudes towards child abuse and neglect, in order to consider how these may impact on their decision-making process when determining if a child is at risk of<\/li>\n<li>To increase participants\u2019 understanding of the difference between an adult-focus as opposed to a child-focus, and the importance of maintaining a child-focus when making an initial assessment concerning the risk of harm to<\/li>\n<\/ul>\n<h2><strong>Child<\/strong> <strong>Focus<\/strong><\/h2>\n<ul>\n<li>If a person has a child focus they will start by asking what the effect is on the child\/ren now, in the short term and in the long term.<\/li>\n<li>When making a decision as to whether a situation is abusive or neglectful we need a strong child<\/li>\n<\/ul>\n<p>A child focus enables people to make a decision as to \u2018Is the situation child abuse or neglect?\u2019 more easily and should be their first thought process. The strategies for intervention need to take the adult focus into account as this is where the change needs to occur.<\/p>\n<h2><strong>Adult <\/strong><strong>Intent<\/strong><\/h2>\n<ul>\n<li>If an adult focus is maintained when trying to determine whether a situation is abusive for children there is a tendency to look for issues of<\/li>\n<\/ul>\n<p>For example, considering whether the carer meant to hurt the child, or to other issues such as poverty or unemployment. Whilst such issues are important when determining how to work with the family they do not help in identifying abuse.<\/p>\n<h3><em><strong>Example &#8211; Scenario 1:<\/strong><\/em><\/h3>\n<h4>Scenario 1: Lani<\/h4>\n<p>Lani arrived at childcare today very upset and showed the childcare worker welts on her arm. She said she had been naughty \u00a0\u00a0and Mummy had hit her with \u201cthe belt\u201d. She said she was frightened and Mummy didn\u2019t often get that mad. Lani\u2019s mother has a new baby at home and has suffered with depression in the past.<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"244\"><strong>Key Issues<\/strong><\/td>\n<td width=\"274\"><strong>Questions<\/strong><\/td>\n<td width=\"189\"><strong>Note<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"244\">1.\u00a0 Use of the belt.<\/p>\n<p>&nbsp;<\/p>\n<p>2.\u00a0 Double standards \u2013 will not tolerate violence against adults, but oscillate about violence directed toward children.<\/p>\n<p>&nbsp;<\/p>\n<p>3.\u00a0 Belief \u2013 parents have the right to discipline how they want and what happens in a family is private. Significant social change in recent times.<\/p>\n<p>&nbsp;<\/p>\n<p>4.\u00a0 Effect on the child. What do you think Lani is learning from this \u2013 short term and long term?<\/p>\n<p>&nbsp;<\/p>\n<p>5.\u00a0 Issue of emotional scarring and\/or damage. Cycle of abusive behaviour.<\/p>\n<p>&nbsp;<\/p>\n<p>6.\u00a0 Intent of adult verses effect on child.<\/p>\n<p>&nbsp;<\/p>\n<p>7.\u00a0 Dangers of hitting.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><em>FACT:<\/em><\/strong> Children do die from physical abuse and others suffer serious or permanent disability.<\/td>\n<td width=\"274\">Does it make a difference to you that a belt was used?<\/p>\n<p>&nbsp;<\/p>\n<p>If the mother had a dispute with a friend and as a result, physically assaulted the friend what would people recommend the friend do? Go to the police? Have the mother charged with assault?<\/p>\n<p>&nbsp;<\/p>\n<p>Do you think there has been a change in beliefs around how parents or caregivers discipline children, together with the belief that what happens in a family is private?<\/p>\n<p>&nbsp;<\/p>\n<p>What if Lani had moved and was hit elsewhere and suffered serious physical injury?<\/td>\n<td width=\"189\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Discounting Child Abuse&#8221; tab_id=&#8221;1742423817092-67bf5234-8f75&#8243;][vc_column_text]<\/p>\n<h3><strong>Discounting Child Abuse <\/strong><\/h3>\n<h3><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-16383 alignleft\" style=\"font-size: 1rem;font-weight: 400\" src=\"https:\/\/www.centresupport.com.au\/cert-iii-students\/wp-content\/uploads\/sites\/21\/2025\/03\/Lilly.jpg\" alt=\"\" width=\"218\" height=\"155\" \/><strong>Lily and Zaide<\/strong><\/h3>\n<p>18-month-old twins found in a family home dead from starvation.<\/p>\n<p>Their bodies were found in their cots by their 11-year-old sister in suburban Brisbane.<\/p>\n<p>They weighed 3.99kg (8.8lbs).<\/p>\n<p>Neighbours said one of the older siblings once arrived naked on the doorstep and asked to be taken in to live with them.<\/p>\n<h3><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-16382 alignleft\" src=\"https:\/\/www.centresupport.com.au\/cert-iii-students\/wp-content\/uploads\/sites\/21\/2025\/03\/Daniel.jpg\" alt=\"\" width=\"218\" height=\"123\" \/><strong>Daniel Valerio<\/strong><\/h3>\n<p>2 years old.<\/p>\n<p>Beaten and bruised to such an extent that his babysitter made him a child\u2019s version of a boxer\u2019s head-guard. Seen by 21 professionals in course of his life.<\/p>\n<p>Report made by an electrician visiting the home who rang police.<\/p>\n<h4>Key Messages<\/h4>\n<p>It is fact that children die as a result of abuse and neglect.<\/p>\n<p>In many cases these children do not live in isolation from their community. They are sighted frequently by neighbours, friends of the family, extended family, educational facilities and professional and social organisations<\/p>\n<p><strong>The Rule of Optimism <\/strong>refers to situations where mandated notifiers observe, witness or suspect children or young people are in abusive or neglectful environments and distract themselves by finding any positive, strength or possibility. Rather than actually observing in <u>a child focused <\/u>way, the distraction allows them to feel comfortable in not doing anything, or in concentrating on other elements of the situation rather than on the abuse or neglect for what it is. The end result of this is that children \u2018fall through the gaps\u2019 of the system and are \u2018missed\u2019 and don\u2019t receive service.<\/p>\n<p>In the case of Daniel Valerio there had been involvement with over 20 different professionals in his short lifetime however they had all allowed themselves to choose to become distracted with how happy he looked, how much he loved his Mum, etc. This meant that none of them took any or enough action to intervene in his life and that he sadly died at the hands of the parents\/caregivers. Victoria introduced a mandate to notify, as a result of Daniel\u2019s and other children\u2019s deaths, in 1993.<\/p>\n<p>In many coronial inquiries the rule of optimism has been viewed as a contributing factor in the deaths of children. Professionals and others have allowed themselves to find any positive, strength or possibility as a way of making them feel comfortable within themselves and justifying not taking action or intervening. The rule of optimism can be reflected in interagency collaboration when professionals choose to focus on other issues \u2013 the adult\u2019s intent, the surrounding circumstances of the child\u2019s life etc, rather than focusing on the child and what is happening for them. They therefore can justify in their own minds not notifying \u00a0\u00a0\u00a0and not doing more to intervene in the child\u2019s life. This can be used to justify not collaborating, not sharing information etc.<\/p>\n<h4><strong><em>Existence<\/em><\/strong><\/h4>\n<p><strong><em>I think there is no problem.<\/em><\/strong><\/p>\n<p>At this level one does not accept that child abuse or neglect exists.<\/p>\n<p>Statements that children lie about sexual abuse often reflect a refusal by the adult to accept that these problems exist.<\/p>\n<h4><strong><em>Significance<\/em><\/strong><\/h4>\n<p><strong><em>The <\/em><\/strong><strong><em>problem<\/em><\/strong> <strong><em>is<\/em><\/strong> <strong><em>not<\/em><\/strong><strong><em> very<\/em><\/strong><strong><em> serious.<\/em><\/strong><\/p>\n<p>At this level one accepts that child abuse and neglect exist, but refuses to accept that they are very serious problems. Statements about them only happening in certain \u2018types of families\u2019 etc are often attempts to discount the problem, to see it as something that affects a limited group of people and certainly not anyone in one\u2019s own circle.<\/p>\n<p>Statements about abuse and neglect being harmless to children also deny the significance of the problems. Refusing to see these problems as significant is another level of resistance that may be used to justify inaction.<\/p>\n<h4><strong><em>Solvability<\/em><\/strong><\/h4>\n<p><strong><em>There<\/em><\/strong> <strong><em>is<\/em><\/strong> <strong><em>nothing<\/em><\/strong> <strong><em>that<\/em><\/strong> <strong><em>can<\/em><\/strong> <strong><em>be done.<\/em><\/strong><\/p>\n<p>The significance of the problem is acknowledged, but is seen as too overwhelming to tackle. It is out of society\u2019s control. Believing there is no solution to a problem justifies the refusal to even attempt to find one. The problem ends up in the \u201ctoo hard basket\u201d.<\/p>\n<h3><strong><em>Self<\/em><\/strong><\/h3>\n<p><strong><em>I can\u2019t do anything \u2013 that\u2019s for the experts.<\/em><\/strong><\/p>\n<p>At this level one accepts that child abuse and neglect exist, that it is a significant problem and that it may be solved. However, the individual does not wish to be involved or is unable to see how one person can make a difference.<\/p>\n<p>Child protection is not seen as a personal responsibility but instead is that of governments and experts. This level resists personal investment.<\/p>\n<p>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Responding to the Child\/ren&#8221; tab_id=&#8221;1742425431808-8a0d050a-4dd1&#8243;][vc_column_text]<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"236\">\n<h3><strong>Child\u2019s<\/strong> <strong>Statement<\/strong><\/h3>\n<\/td>\n<td width=\"236\">\n<h3><strong>Leading<\/strong> <strong>Questions<\/strong><\/h3>\n<\/td>\n<td width=\"236\">\n<h3><strong>Non-leading<\/strong> <strong>Questions<\/strong><\/h3>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"236\">I don\u2019t want to work, my hand hurts.<\/td>\n<td width=\"236\">Is that a cigarette burn on your hand, did Mum or Dad burn you?<\/td>\n<td width=\"236\">Your hand looks sore, tell me more about it.<\/td>\n<\/tr>\n<tr>\n<td width=\"236\">I don\u2019t like going home, he hurts me.<\/td>\n<td width=\"236\">Is that your Mum\u2019s boyfriend? Does he ever kick or punch you?<\/td>\n<td width=\"236\">Tell me more about what you don\u2019t like.<\/td>\n<\/tr>\n<tr>\n<td width=\"236\">I feel scared, Mum is angry.<\/td>\n<td width=\"236\">Does your Mum hurt you or hit you when she gets angry?<\/td>\n<td width=\"236\">You said your Mum is angry, tell me more about that.<\/td>\n<\/tr>\n<tr>\n<td width=\"236\">I don\u2019t like what Uncle Rick does.<\/td>\n<td width=\"236\">Has your uncle touched you somewhere?<\/td>\n<td width=\"236\">Tell me more about what you don\u2019t like.<\/td>\n<\/tr>\n<tr>\n<td width=\"236\">I don\u2019t want to leave Mum, I feel scared for her.<\/td>\n<td width=\"236\">Is your Dad hitting your Mum again?<\/td>\n<td width=\"236\">Tell me more about being scared.<\/td>\n<\/tr>\n<tr>\n<td width=\"236\">I am hungry. I don\u2019t have any lunch.<\/td>\n<td width=\"236\">Have you eaten breakfast? Did you have any dinner last night?<\/td>\n<td width=\"236\">Tell me about what you have eaten.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Being involved in a situation where children disclose abuse, or where one suspects that children have been or are experiencing abuse, can be stressful.<\/p>\n<p>It is important that participants have the opportunity to consider the likely emotional effect that this will have on them as individuals, and how this may impact both on their responses and how the child\/ren may be feeling.<\/p>\n<p>Consider the different emotions that children may be feeling as they disclose, or are attempting to disclose, an incident of abuse or neglect. What would influence a child to disclose such an incident and what may stop a child from disclosing abuse and\/or neglect.<\/p>\n<p><strong><em>Disclosure<\/em><\/strong><\/p>\n<ul>\n<li>Safe environment<\/li>\n<li>Trust\/rapport<\/li>\n<li>Respect<\/li>\n<li>Understanding<\/li>\n<li>Not stopping the child\/ren<\/li>\n<li>Not judging the child\/ren<\/li>\n<li>Believing the child\/ren<\/li>\n<li>Listening<\/li>\n<li>Not displaying shock or disgust<\/li>\n<li>Reinforcing that abuse and\/or neglect is not the victims\u2019 fault<\/li>\n<li>Reinforcing that the child\/ren has\/have done the right thing by sharing the information<\/li>\n<\/ul>\n<p><strong><em>Blocking<\/em><\/strong> <strong><em>the<\/em><\/strong> <strong><em>Disclosure<\/em><\/strong><\/p>\n<ul>\n<li>Literally stopping the child (statements like \u201cI can\u2019t hear this\u201d, \u201cI am not the person to tell\u201d)<\/li>\n<li>Threatening to punish the perpetrator<\/li>\n<li>Interrogating the child<\/li>\n<\/ul>\n<p>The overriding criteria to all of this is that Mandated Notifiers must focus on the child\/ren in the first instance, remembering \u00a0that all action must be in the best interests of the child\/ren and that the safety of the child\/ren is the paramount consideration.<\/p>\n<p>To hear a disclosure by a child who has been physically or emotionally harmed can trigger strong emotional reactions and can evoke intense feelings. Feelings such as shock, revulsion, disbelief, anger, fear, protectiveness and sadness can be overwhelming.<\/p>\n<p>To express such feelings to a child who is disclosing abuse and while they are immersed in their own feelings of guilt, powerlessness, confusion and fear, may make the child hesitant to disclose any further details and reinforce their sense of helplessness.<\/p>\n<p>It is important to remain calm and avoid expressing strong feelings either verbally or non-verbally while the child discloses. Notifiers should be aware of their feelings, and control these while with the child.<\/p>\n<p>It is important to take children seriously when they disclose to avoid the possibility of subjecting them to further trauma.<\/p>\n<p>The Notifier\u2019s role in responding to the child\/ren who is\/are suspected of being abused is to provide emotional and practical support.<\/p>\n<p><strong>When<\/strong><strong> children disclose abuse, the following general principles apply:<\/strong><\/p>\n<ul>\n<li>They need to be taken seriously<\/li>\n<li>They have the right to support, help and protection<\/li>\n<li>During disclosure the child\/ren will be experiencing a<\/li>\n<\/ul>\n<p><strong><em>Approaching<\/em><\/strong> <strong><em>child\/ren<\/em><\/strong> <strong><em>who<\/em><\/strong> <strong><em>may<\/em><\/strong> <strong><em>be<\/em><\/strong><strong><em> being<\/em><\/strong> <strong><em>abused<\/em><\/strong><\/p>\n<p>The <strong><u>Ma<\/u><\/strong><strong><u>nd<\/u><\/strong><strong><u>at<\/u><\/strong><strong><u>ed<\/u><\/strong> <strong><u>Notifier\u2019s role is not to investigate <\/u><\/strong>or to prove that the abuse has occurred. Rather, they are simply required by law to report any suspicion on reasonable grounds that a child has been or is being abused. In establishing whether a suspicion is on reasonable grounds, talking with the child may be the immediate response.<\/p>\n<p>The child may be reluctant to talk with anyone initially, due to:<\/p>\n<ul>\n<li>Fear of being hurt by the abuser<\/li>\n<li>Belief that the abuser will go to jail<\/li>\n<li>Fear that something bad will happen to her\/him, such as being removed from home<\/li>\n<li>Loyalty to the abuser and family no matter how bad the situation may be<\/li>\n<li>Feelings that the abuse is deserved<\/li>\n<li>A belief that their situation is normal<\/li>\n<\/ul>\n<ol>\n<li>Avoid repeating questions as children may believe this means they have given you the wrong answer the first<\/li>\n<li>Where appropriate, ask children questions using their own terminology and language<\/li>\n<li>Avoid asking questions involving time as younger children have different perceptions of<\/li>\n<li>Do not follow every question with another question, instead comment or ask the child to elaborate on what they have<\/li>\n<li>Avoid asking the child \u201cdo you understand\u201d? Instead ask the child to repeat what you have said or<\/li>\n<li>When talking to children allow them to ask you questions and share whatever they like about themselves or their Children enjoy having a sense of control over what they will be doing or saying (Michelle Aldridge and Joanne Wood (1998) \u2018Interviewing Children, a Guide for Practitioners\u2019).<\/li>\n<li>Avoid interrupting the child<\/li>\n<li>Do not make promises you can\u2019t keep<\/li>\n<li>Don\u2019t doubt the child<\/li>\n<li>Don\u2019t tell them they are being silly<\/li>\n<li>Don\u2019t display shock or disgust<\/li>\n<li>Listen carefully<\/li>\n<li>Show empathy and understanding<\/li>\n<li>Reinforce that they have done the right thing in telling you<\/li>\n<li>Reinforce the abuse is not their fault<\/li>\n<\/ol>\n<h6>Leading Questions and Comments<\/h6>\n<p>Leading questions and comments are inappropriate when dealing with disclosures of abuse and\/or neglect by child\/ren. They often label the child\/ren\u2019s feelings, may threaten their sense of privacy or put words in their mouth. Often, responses are limited to \u201cyes\u201d or \u201cno\u201d.<\/p>\n<p>Another problem is that leading questions or comments tend to give direction to children, like providing a hint at how you expect them to respond.<\/p>\n<p>Leading questions or comments often include assumptions about what may have happened and so don\u2019t allow the child\/ren to describe what has taken place in their own words. This type of questioning or commenting is not helpful, as the court will consider the child\/ren\u2019s evidence to be tainted or spoiled.<\/p>\n<p>Research shows that children provide more accurate information when they are freely narrating, rather than being asked direct questions. If children avoid an issue, it may be necessary to try a different approach.<\/p>\n<p>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Child Protection Reporting Overview&#8221; tab_id=&#8221;1742425402679-a07dd268-7b4b&#8221;][vc_column_text]<\/p>\n<h1>Child Protection Reporting Abuse and Neglect Procedure<\/h1>\n<p>&nbsp;<\/p>\n<p>Maintain the privacy and confidentiality of the child and family, and of employees with unproven allegations against them, at all times.<\/p>\n<p>&nbsp;<\/p>\n<p>Document as soon as possible including:<\/p>\n<ul>\n<li>time, date and place of disclosure or suspicion<\/li>\n<li>own observations<\/li>\n<li>details of any conversations including quotes where relevant or possible<\/li>\n<li>details of disclosure or suspected abuse<\/li>\n<li>any actions taken<\/li>\n<li>date of report and signature<\/li>\n<\/ul>\n<p>A report will be made using the following procedure preferably on the same day there is a disclosure or suspicion of significant harm, and no later than 24 hours<\/p>\n<p>after the disclosure or suspicion.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-16391 size-medium\" src=\"https:\/\/www.centresupport.com.au\/cert-iii-students\/wp-content\/uploads\/sites\/21\/2025\/03\/MRG-300x250.png\" alt=\"\" width=\"300\" height=\"250\" srcset=\"https:\/\/www.centresupport.com.au\/cert-iii-students\/wp-content\/uploads\/sites\/21\/2025\/03\/MRG-300x250.png 300w, https:\/\/www.centresupport.com.au\/cert-iii-students\/wp-content\/uploads\/sites\/21\/2025\/03\/MRG.png 730w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<h3><strong>The Approved Provider, Nominated Supervisor, employees and volunteers will:<\/strong><\/h3>\n<ol>\n<li><strong>Consider whether disclosure or suspicion needs to be reported to Police<\/strong><\/li>\n<\/ol>\n<ul>\n<li>contact the police on 000 if there is an immediate danger to a child and intervene immediately if it is safe to do so<\/li>\n<li>contact the police where the child has been or may be the victim of a criminal offence (including where a child is at risk of significant harm outside the family)<\/li>\n<li>get clear guidance from Police about who will tell child\u2019s parents\/guardians about the disclosure and who can give ongoing support<\/li>\n<\/ul>\n<ol start=\"2\">\n<li><strong>Consider whether the disclosure or suspicion must be reported to Child Protection <\/strong><\/li>\n<\/ol>\n<ul>\n<li>use the online Mandatory Reporter Guide which is available on the ChildStory Reporter website to help make decisions about whether there is a risk of significant harm. The Guide covers physical abuse, neglect (supervision, physical shelter\/environment, food, medical care, mental health care, education), sexual abuse, problematic sexual behaviour, psychological harm, relinquishing care and carer concerns to do with substance abuse, mental health, and domestic violence).<\/li>\n<li>make a report by phone to the Child Protection hotline on 132 111 (available 24 hours\/7 days a week). eReporting is available for non-urgent notifications at ChildStory Reporter website<\/li>\n<li>make the report with the assistance or support of the Nominated Supervisor. If the Nominated Supervisor does not follow through and make the report, employees and volunteers will make the report<\/li>\n<li>get clear guidance from the person answering about who will tell child\u2019s parents\/guardians of the disclosure and who can give ongoing support<\/li>\n<\/ul>\n<ol start=\"3\">\n<li><strong>Consider whether referral is needed to family services or exchange of information required with other specified organisations\/people<\/strong><\/li>\n<\/ol>\n<ul>\n<li>exchange information with referral agencies or other allowable organisations\/people as outlined above heading \u2018Exchanging Information\u2019 in Child Protection Policy if you reasonably believe this may help other specified organisations\/people to ensure the safety, welfare or wellbeing of children.<\/li>\n<li>Contact details for family referral services are available in the resources section of the ChildStory Reporter website (Also <a href=\"https:\/\/www.serviceseeker.com.au\/\">Infoxchange Service Seeker<\/a> is an extensive health, welfare and community services directory.)\n<ul>\n<li>Where possible obtain family consent before making referrals. Advise families relevant information about the child and family will be provided, and they may provide feedback or complaints about the care they\u2019re receiving or the disclosure of information. Document discussions and outcomes with families, and keep them informed<\/li>\n<li>Ensure confidentiality of employees\u2019 personal information eg do not include in referrals<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ol start=\"4\">\n<li><strong>Consider whether you must notify ECEC Regulatory Authority and other Authorities<\/strong><\/li>\n<\/ol>\n<ul>\n<li>notify the Regulator within 24 hours through the online NQA ITS portal about any incident\/allegation, including any suspected or alleged incident, of child abuse that has occurred at the service. This includes any physical or sexual abuse that has occurred or is occurring while the child is at the service.<\/li>\n<\/ul>\n<p><strong>Reportable conduct \u2013 employees and volunteers<\/strong><\/p>\n<p>Refer Fact Sheets from <a href=\"https:\/\/ocg.nsw.gov.au\/\">Office of Children\u2019s Guardian<\/a> for detailed information about Reportable Conduct Scheme. <a href=\"https:\/\/ocg.nsw.gov.au\/\">https:\/\/ocg.nsw.gov.au\/<\/a><\/p>\n<ul>\n<li><strong>Approved Provider notifies<\/strong> the Children\u2019s Guardian within 7 business days of receiving a report or becoming aware of reportable allegations\/convictions under the Reportable Conduct Scheme using the 7-day notification form available on the Office of the Children\u2019s Guardian website <a href=\"https:\/\/www.ocg.nsw.gov.au\/\">https:\/\/www.ocg.nsw.gov.au\/<\/a> <strong>and take action<\/strong> to protect children.<\/li>\n<li><strong>Investigate <\/strong>allegation of reportable conduct as soon as possible after completing investigation plan<\/li>\n<li><strong>Take action<\/strong> to protect children following investigation and provide report of findings and action taken to the Children\u2019s Guardian within 30 calendar days.<\/li>\n<\/ul>\n<p>[\/vc_column_text][\/vc_tta_section][\/vc_tta_tabs][\/vc_column][\/vc_row][vc_row][vc_column][vc_tta_accordion color=&#8221;sky&#8221; active_section=&#8221;1&#8243;][vc_tta_section title=&#8221;Click here for resources, definitions and child protection laws&#8221; tab_id=&#8221;1742428659296-e694c351-1302&#8243;][vc_single_image source=&#8221;featured_image&#8221;][\/vc_tta_section][vc_tta_section title=&#8221;Overview of resources&#8221; tab_id=&#8221;1742428112298-e5f96984-a652&#8243;][vc_column_text]<strong>Children and Young Persons (Care and Protection) Act 1998 (NSW)<\/strong><\/p>\n<p><strong>A child or young person is at risk of significant harm if<\/strong> concerns exist for the safety, welfare or well-being of the child or young person because of the presence, to a significant extent, of any one or more of the above circumstances. The significance can be a result of a single act or omission or an accumulation of acts and omissions. The Department of Communities and Justice gives the following guidance: <em>Significant harm means the concern is sufficiently serious to warrant a response by a statutory authority (such as NSW Police Force or Community Services) irrespective of a family\u2019s consent.\u00a0 What is significant is not minor or trivial and may reasonably be expected to produce a substantial and demonstrably adverse impact on the child or young person\u2019s safety, welfare or wellbeing, or in the case of an unborn child, after the child\u2019s birth.\u00a0The significance can result from a single act or omission or an accumulation of these (source: NSW Department of Communities and Justice)\u201d <\/em><\/p>\n<p><em>\u00a0<\/em><\/p>\n<p><strong>National<\/strong><strong> Framework for Protecting Australia\u2019s Children<\/strong><\/p>\n<p>In line with Australia\u2019s obligations to the UN Convention on the Rights of the Child, the framework is underpinned by the following:<\/p>\n<ul>\n<li>All children have a right to grow up in an environment free from neglect and abuse.<\/li>\n<li>Children and families have a right to participate in decisions affecting them.<\/li>\n<li>Improving the safety and well-being of children is primarily the responsibility of their families, who should be supported by their communities and<\/li>\n<li>Children\u2019s rights are upheld by systems and<\/li>\n<\/ul>\n<p><a href=\"https:\/\/www.ohchr.org\/en\/instruments-mechanisms\/instruments\/convention-rights-child\">https:\/\/www.ohchr.org\/en\/instruments-mechanisms\/instruments\/convention-rights-child<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>Other key components of the framework include:<\/p>\n<p>&nbsp;<\/p>\n<p><strong>National Laws and National Regulations: <\/strong>These outline specific legal requirements related to child protection, including child protection training, adequate supervision, appropriate discipline, protection from harm and hazards, and the notification of information to regulatory authorities. It also discusses various environmental aspects, such as maintaining a tobacco, drug, and alcohol-free environment, awareness of child protection laws, incident and injury records, supervision requirements, staff records, volunteer and student engagement, child-safe environment policies, and procedures for dealing with complaints and harmful sexual behaviors.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>National Quality Standards (NQS)<\/strong><\/p>\n<p>National Quality Standard (NQS) Element 2.2.3 &#8211; Child Protection: This emphasizes the awareness of roles and responsibilities among management, educators, and staff to identify and respond to children at risk of abuse or neglect.<\/p>\n<p>National Quality Standard (NQS) QA4 4.2.2 &#8211; Professional Standards: Professional standards guide practice, interactions, and relationships, ensuring a high level of competence and ethical conduct.<\/p>\n<p>National Quality Standard (NQS) QA5 &#8211; Positive Educator to Child Interactions: This focuses on building trusting relationships through responsive and meaningful interactions, maintaining the dignity and rights of every child, and supporting self-regulation in children.<\/p>\n<p>National Quality Standard (NQS) QA7 &#8211; Management Systems: This involves having systems in place to manage risk, clearly defined roles and responsibilities, continuous improvement processes, and ongoing development and evaluation of professionals.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Child Protection Policy and Procedures:<\/strong> The aim of the Child Protection policy is to protect children from harm, abuse, or neglect. This involves establishing a child-safe culture and environment, both online and physical. It also includes plans and procedures for identifying, managing, and responding to risks, as well as suspected or actual cases of harm. The policy provides guidance on reporting to relevant authorities. In particular, the <em>Child Protection Policy and Procedures <\/em>should be understood and used alongside our<em> Child Safe Policy,<\/em> which explains how your services operations, policies and procedures meet the <em>NSW Child Safe Standards.<\/em>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Definitions&#8221; tab_id=&#8221;1742428112309-c5eeda2b-226d&#8221;][vc_column_text]<em>\u201cComplaint\u201d<\/em> &#8211; expression of dissatisfaction made to or about an organisation, related to its products, services, staff or the handling of a complaint, where a response or resolution is explicitly or implicitly expected or legally required. Source: <u>ANZ Standard Guidelines for complaint management in organisations \u2013 AS\/NZS 10002:2014<\/u><\/p>\n<p><em>\u201cComplaints handling\u201d <\/em>&#8211; effective resolution of problem before it becomes worse; and providing a remedy. Source: <u>Commonwealth Ombudsman \u2013 Better practice complaint handling guide.<\/u><\/p>\n<p>\u2018Emotional abuse or psychological harm\u2019\u00a0\u2013 serious psychological harm can occur where the behaviour of their parent or caregiver damages the confidence and self-esteem of the child or young person, resulting in serious emotional disturbance or psychological trauma.\u00a0<u>Source: NSW Department of Communities and Justice<\/u><\/p>\n<p><em>\u201cExploitation of a child\u201d<\/em> &#8211; includes sexual abuse and any other forms of exploitation (such as using a child for financial gain, labour or personal advantage). It also includes involving a child as a participant or spectator in sexual acts.<u> Source: State\/territory based child protection legislation<\/u><\/p>\n<p><em>\u201cGrievance\u201d <\/em>&#8211; see \u201cComplaint\u201d definition<\/p>\n<p><em>\u201cGrooming\u201d<\/em> &#8211; generally refers to behaviour that makes it easier for a perpetrator to procure a child for sexual activity. For example, a perpetrator might build a relationship of trust with the child, and then seek to sexualise that relationship (for example, by encouraging romantic feelings or exposing the child to sexual concepts through pornography). Grooming is a subtle and gradual process used by perpetrators, who could be adults or children themselves. Note: grooming is a criminal offence in most states and territories. Source: <u>Recognising signs of child abuse \u2013 Australian Government\u2019s Royal Commission into Institutional Responses to Child Abuse<\/u><\/p>\n<p><em>\u201cHarm\u201d<\/em> &#8211; physical or mental injury; hurt. Source: <u>ACECQA Policy Guidelines: Emergency and Evacuation<\/u><\/p>\n<p><em>\u201cHarmful sexual behaviours\u201d &#8211; <\/em>a general term to describe behaviour in children under 18 years that fall across a spectrum of sexual behaviour problems, including those that are problematic to the child\u2019s own development, as well as those that are coercive, sexually aggressive and predatory towards others. The term \u2018harmful sexual behaviours\u2019 recognises the seriousness of these behaviours and the significant impact they have on victims, but is not contingent on the age or capacity of a child. Source: <u>Final Report \u2013 Royal Commission into Institutional Responses to Child Abuse<\/u><\/p>\n<p><em>\u201cHazard\u201d<\/em> &#8211; a danger or risk, even though often foreseeable. Source: <u>ACECQA Policy Guidelines: Emergency and Evacuation<\/u><\/p>\n<p><em>\u201cInvestigation\u201d &#8211; <\/em>A formal and systematic inquiry to establish facts about a complaint by collecting, documenting, examining and evaluating evidence. An investigation is not an end in itself. Throughout an investigation, the investigator should keep an open mind about the possible outcomes of the investigation, such as education, compliance action, or a decision not to pursue the matter. Source: <u>Guide to the NQF &#8211; Regulatory Authority Powers \u2013 Monitoring, compliance and enforcement<\/u><\/p>\n<p><em>\u201cMandatory reporters\u201d<\/em> &#8211; Mandatory reporters are required by law to report suspected child abuse and neglect to government authorities. Mandatory reporters are people who deliver the following services, wholly or partly, to children as part of their professional work or other paid employment, and those in management positions. <u>Source: Family &amp; Community Services (FACS) <\/u><\/p>\n<p><em>\u201cMandatory reporting\u201d<\/em> &#8211; the legislative requirement for selected classes of people to report suspected child abuse and neglect to government authorities. Source: <u>State\/territory based child protection legislation<\/u><\/p>\n<p><em>\u201cNeglect\u201d<\/em> &#8211; When a parent or caregiver cannot regularly give a child the basic things needed for his or her growth and development, such as food, clothing, shelter, medical and dental care, adequate supervision, and enough parenting and care.\u00a0<u>Source: NSW Department of Communities and Justice<\/u><\/p>\n<p><em>\u201cOnline grooming\u201d<\/em> occurs when adults make contact with children and adolescents online, with the intention of building a trusting relationship for the purpose of sexually abusing or exploiting them. Source: <u>Recognising signs of child abuse \u2013 Australian Government\u2019s Royal Commission into Institutional Responses to Child Abuse<\/u><\/p>\n<p><em>\u201cPersonal information\u201d<\/em> &#8211; information or an opinion about an identified individual, or an individual who is reasonably identifiable: (a) whether the information or opinion is true or not; and (b) whether the information or opinion is recorded in a material form or not. Source: <u>Privacy Act 1988 <\/u><\/p>\n<p><em>\u2018Physical abuse\u2019\u00a0<\/em>\u2013 a non-accidental injury or pattern of injuries to a child or young person caused by a parent, caregiver or any other person. It includes but is not limited to injuries which are caused by excessive discipline, severe beatings or shakings, cigarette burns, attempted strangulation and female genital mutilation. Injuries include bruising, lacerations or welts, burns, fractures or dislocation of joints. The application of any unreasonable physical force to a child is a crime in NSW. For example, hitting a child or young person around the head or neck, or using a stick, belt or other object to discipline or punish a child or young person (in a manner that is not trivial or negligible) may be considered a crime.\u00a0<u>Source: NSW Department of Communities and Justice<\/u><\/p>\n<p><em>\u201cReasonably believes\u201d<\/em> &#8211; believes on grounds that are reasonable in the circumstances. You have a \u201creasonable belief\u201d if a reasonable person in the same circumstances as you would believe something for the same reasons you believed it. See also \u201creasonable grounds\u201d. Source: <u>Schedule 3, Child Protection Act 1999 (Queensland)<\/u><\/p>\n<p><em>\u201cReasonable grounds\u201d<\/em> &#8211; suspect that a child may be at risk of significant harm based on your observations of the child or family; what has been reported to you about a child or family; or what can reasonably be inferred based on observation, professional training and\/or experience Source: <u>State\/territory based child protection legislation<\/u><\/p>\n<p><em>\u201cReasonably suspects\u201d<\/em> &#8211; suspects on grounds that are reasonable in the circumstances. Source: <u>Schedule 3, Child Protection Act 1999 (Queensland)<\/u><\/p>\n<p><em>\u201cReportable conduct\u201d<\/em> &#8211; certain organisations or entities have legal obligations under Reportable Conduct Schemes. Under these Schemes, certain organisations or entities are required to notify and investigate certain allegations (reportable allegations) of abuse involving a child, when the allegation is against someone they employ, engage or contract in circumstances outlined by the legislation. Source: <u>State\/territory based child protection legislation<\/u><\/p>\n<p><em>\u201cRisk of significant harm\u201d<\/em> &#8211; means circumstances that are causing concern for the safety, welfare or wellbeing of the child or young person to a significant extent which means the concern is sufficiently serious to warrant a response by a statutory authority irrespective of a family\u2019s consent. What is significant is not minor or trivial and may reasonably be expected to produce a substantial and demonstrably adverse impact on the child or young person\u2019s safety, welfare or wellbeing. The significance can result from a single act or omission or an accumulation of these. Source: <u>State\/territory based child protection legislation<\/u><\/p>\n<p><em>\u201cRisk\u201d<\/em> &#8211; exposure to the chance of injury or loss; a hazard or dangerous chance. Source: <u>ACECQA Policy Guidelines: Emergency and Evacuation<\/u><\/p>\n<p><em>\u201cRisk assessment\u201d <\/em>&#8211; assessing the risk means working out how likely it is that a hazard will harm someone and how serious the harm could be. Source: <u>ACECQA Risk assessment template: Excursions<\/u><\/p>\n<p><em>\u201cSexual abuse of a child\u201d<\/em> &#8211;\u00a0&#8216;when someone involves a child or young person in a sexual activity by using their power over them or taking advantage of their trust. Often children or young people are bribed or threatened physically and psychologically to make them participate in the activity. Sexual abuse is a crime.\u00a0<u>Source: NSW Department of Communities and Justice<\/u><\/p>\n<p><em>\u201cWell-being\u201d<\/em>&#8211; sound wellbeing results from the satisfaction of basic needs \u2013 the need for tenderness and affection; security and clarity; social recognition; to feel competent; physical needs and for meaning in life. It includes happiness and satisfaction, effective social functioning and the dispositions of optimism, openness, curiosity, and resilience. Source: <u>ACECQA Guide to the NQF<\/u><\/p>\n<p><em>\u201cWorking directly with children\u201d<\/em> &#8211; a person is working directly with children at a given time if at that time the person is: physically present with the children; and is directly engaged in providing education and care to the children. Source: <u>National Regulations<\/u><\/p>\n<p><em>\u201cWorking with children \/ Working with vulnerable people check (WWCC\/WWVP)\u201d<\/em> &#8211; a notice, certificate or other document granted to, or with respect to, a person under a working with children law to the effect that: the person has been assessed as suitable to work with children; or there has been no information that if the person worked with children; the person would pose a risk to the children; or the person is not prohibited from attempting to obtain, undertake or remain in child-related employment. Source: <u>National Law<\/u><\/p>\n<h1><u>\u00a0<\/u><\/h1>\n<p>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Child Protection Laws&#8221; tab_id=&#8221;1742428474685-582c4c36-4dd7&#8243;][vc_column_text]<strong>Education and Care Services National Law<\/strong><\/p>\n<p><strong>Section 162A <\/strong><\/p>\n<p><strong>\u00a0<\/strong>The approved provider of an education and care service must ensure that each nominated supervisor and each person in day-to-day charge of the service has successfully completed the child protection training (if any) required by or under the law of this jurisdiction, a Government protocol applying to the approved provider in this jurisdiction or otherwise required by this jurisdiction.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Education and Care Services National Regulations <\/strong><\/p>\n<p><strong>Regulation 84 Awareness of child protection law<\/strong><\/p>\n<p>The approved provider of an education and care service must ensure the nominated supervisor\/s, staff members, volunteers and students at the service who work with children are advised of<\/p>\n<ul>\n<li>the existence and application of the current child protection law; and<\/li>\n<li>any obligations that they may have under that<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Regulation 175 <\/strong><strong>Prescribed information to be notified to Regulatory Authority<\/strong><\/p>\n<p>An approved provider must notify the regulatory authority of:<\/p>\n<ul>\n<li>any incident where they reasonably believe that physical and\/or sexual abuse of a child has occurred or is occurring while the child is being educated and cared for by the service<\/li>\n<li>any allegation that sexual or physical abuse of a child has occurred or is occurring while the child is being educated and cared for by the service.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>National Quality Standard<\/strong><\/p>\n<p><strong>Element 2.2.3 Child Protection<\/strong> \u2013 Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Children and Young Persons (Care and Protection) Act 1998 (NSW)<\/strong><\/p>\n<p>Under the Act <strong>mandated reporters<\/strong> include people employed in children\u2019s services and people in management positions of these services. <strong>Mandated reported must make child protection reports if they suspect on reasonable grounds a child or young person is at risk of significant harm because:<\/strong><\/p>\n<ul>\n<li>the child\u2019s or young person\u2019s basic physical or psychological needs are not being met or are at risk of not being met<\/li>\n<li>the parents or other caregivers have not arranged and are unable or unwilling to arrange for the child or young person to receive necessary medical care<\/li>\n<li>the parents or other caregivers have not arranged and are unable or unwilling to arrange for a school age child to receive an education<\/li>\n<li>the child or young person has been, or is at risk of being, physically or sexually abused or ill-treated<\/li>\n<li>The child or young person is living in a household where there have been incidents of domestic violence and, as a consequence, they are at risk of serious physical or psychological harm<\/li>\n<li>the parent\u2019s or other caregiver\u2019s behaviour means the child or young person has suffered or is at risk of suffering serious psychological harm.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>A child or young person is at risk of significant harm if<\/strong> concerns exist for the safety, welfare or well-being of the child or young person because of the presence, to a significant extent, of any one or more of the above circumstances. The significance can be a result of a single act or omission or an accumulation of acts and omissions.<\/p>\n<p>The Department of Communities and Justice gives the following guidance: significant means serious enough to warrant a response by a statutory authority (e.g. Police or Community Services) irrespective of a family&#8217;s consent. What is significant is not minor or trivial and may reasonably be expected to produce a substantial and demonstrably adverse impact on the child or young person&#8217;s safety, welfare or wellbeing.<\/p>\n<p>&nbsp;<\/p>\n<p>Under the Act the identity of reporters is kept confidential (except in circumstances where the reporter gives consent to disclose their identity or a court\/other body compels the disclosure), and reports made in good faith do not breach professional conduct or constitute grounds for liability. Note, that NSW Police can access the identity of the reporter if it is needed to investigate a serious offence against a child or young person.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Reasonable grounds<\/strong> is not defined in the Act but generally refer to the need to have an objective basis for suspecting that a child may be at risk of abuse and neglect based on:<\/p>\n<ul>\n<li>First hand observation of the child or family<\/li>\n<li>What the child, parent or other person has disclosed<\/li>\n<li>What can reasonably be inferred based on observation, professional training and\/ or experience.<\/li>\n<\/ul>\n<p>The reporter is not required to prove that abuse has occurred.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Chapter 16A of the Act allows c<\/strong><strong>hildren\u2019s services to exchange information<\/strong> with specified organisations\/people they reasonably believe may help ensure the safety, welfare or wellbeing of a child or young person.<\/p>\n<p>Organisations include NSW Police, State government departments or public authorities, schools, public health organisations, private health facilities, nurses, doctors, midwives, psychologists, occupational therapists, speech pathologists and bodies like family referral services.<\/p>\n<p>&nbsp;<\/p>\n<p>Information sharing applies whether concerns of harm meet the mandatory reporting threshold of significant harm, and would only be declined if this may endanger a person\u2019s life or physical safety, prejudice an investigation, not be in the public interest etc. Consent is not necessary, but consent should be sought where possible from families (and children if old enough) unless this would further jeopardise a child or place another person at risk.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Child Protection (Working with Children) Act 2012<\/strong><\/p>\n<p>Employers have legal obligations concerning working with children. In NSW, anyone in child-related work who is 18 years or above must have a current Working with Children Check (WWCC). Services must have the systems in place to regularly check the currency and validity of WWCC for educators, volunteers, students and other staff. Services must also keep accurate records of all these checks.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Crimes Act<\/strong><\/p>\n<p>In NSW, criminal law offences exist in relation to not protecting and reporting child abuse (maximum penalty is 2 years\u2019 imprisonment):<\/p>\n<ul>\n<li><strong>Failure to protect<\/strong>a child from child abuse in which an adult with the power or responsibility to act, knows there is a serious risk of a child becoming a victim of abuse, and negligently fails to reduce or remove that risk (s43B of the Crimes Act)<\/li>\n<li><strong>Failure to report<\/strong>child abuse in which an adult knows, believes or reasonably ought to know that a child abuse offence has been committed against a child and, without reasonable excuse, does not report that offence to the police (s316A).<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Children\u2019s Guardian Act 2019 (NSW)<\/strong><\/p>\n<p>Part 4 of the Act includes a <strong>Reportable Conduct Scheme<\/strong>. Under the Reportable Conduct Scheme, entities such as childcare services, must report to the Office of the Children\u2019s Guardian any allegation that an employee (including volunteers and contractors) has engaged in, or been convicted of, inappropriate conduct &#8211; known as \u2018reportable conduct\u2019.<\/p>\n<p>&nbsp;<\/p>\n<p>Reportable conduct includes sexual offences, sexual misconduct, ill-treatment, neglect or assault of a child, an offence under s 43B (failure to protect) or s 316A (failure to report) of the Crimes Act 1900, and behaviour that causes significant emotional or psychological harm to a child committed by an employee, volunteer or contractor required to hold working with children checks. Approved Providers must notify the Children\u2019s Guardian within 7 business days of becoming aware of any reportable conduct whether or not the conduct occurred inside or outside the workplace, or occurred when the person was not an employee.<\/p>\n<p>&nbsp;<\/p>\n<p>Approved Providers must also:<\/p>\n<ul>\n<li>take action to protect children<\/li>\n<li>investigate allegation of reportable conduct<\/li>\n<li>provide a report of the outcome of the investigation, or an interim report, within 30 calendar days of allegation<\/li>\n<\/ul>\n<p>Any employee, volunteer or contractor who becomes aware of any Reportable Conduct must inform the Approved Provider (or the Children\u2019s Guardian if the matter involves the Approved Provider). Failure to make a report could be a reportable allegation of neglect against an employee and\/or a criminal offence under the Crimes Act in addition to misconduct for not following service policies and procedures.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/www.centresupport.com.au\/cert-iii-students\/wp-content\/uploads\/sites\/21\/2025\/03\/B_CSS_ChildSafeStandardsPoster.pdf\" target=\"_blank\" rel=\"noopener\">Click here: ChildSafe Standards Poster<\/a><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-16366 alignleft\" src=\"https:\/\/www.centresupport.com.au\/cert-iii-students\/wp-content\/uploads\/sites\/21\/2025\/03\/g_CSS_GuidetotheStandards.pdf-212x300.jpeg\" alt=\"\" width=\"212\" height=\"300\" srcset=\"https:\/\/www.centresupport.com.au\/cert-iii-students\/wp-content\/uploads\/sites\/21\/2025\/03\/g_CSS_GuidetotheStandards.pdf-212x300.jpeg 212w, https:\/\/www.centresupport.com.au\/cert-iii-students\/wp-content\/uploads\/sites\/21\/2025\/03\/g_CSS_GuidetotheStandards.pdf-724x1024.jpeg 724w, https:\/\/www.centresupport.com.au\/cert-iii-students\/wp-content\/uploads\/sites\/21\/2025\/03\/g_CSS_GuidetotheStandards.pdf-768x1086.jpeg 768w, https:\/\/www.centresupport.com.au\/cert-iii-students\/wp-content\/uploads\/sites\/21\/2025\/03\/g_CSS_GuidetotheStandards.pdf-1086x1536.jpeg 1086w, https:\/\/www.centresupport.com.au\/cert-iii-students\/wp-content\/uploads\/sites\/21\/2025\/03\/g_CSS_GuidetotheStandards.pdf.jpeg 1191w\" sizes=\"auto, (max-width: 212px) 100vw, 212px\" \/>Part 3A of the Act includes the NSW <strong>Child Safe Standards<\/strong>:<\/p>\n<ol>\n<li>Child safety is embedded in organisational leadership, governance and culture.<\/li>\n<li>Children participate in decisions affecting them and are taken seriously.<\/li>\n<li>Families and communities are informed and involved.<\/li>\n<li>Equity is upheld, and diverse needs are taken into account.<\/li>\n<li>People working with children are suitable and supported.<\/li>\n<li>Processes to respond to complaints of child abuse are child focused.<\/li>\n<li>Staff are equipped with the knowledge, skills and awareness to keep children safe through continual education and training.<\/li>\n<li>Physical and online environments minimise the opportunity for abuse to occur.<\/li>\n<li>Implementation of the Child Safe Standards is continuously reviewed and improved.<\/li>\n<li>Policies and procedures document how the organisation is child safe.<\/li>\n<\/ol>\n<p>[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>[vc_row][vc_column][vc_cta h2=&#8221;Important&#8221; h4=&#8221;Child abuse and neglect can be a difficult topic to learn. If you find the topic difficult at any time or experience strong emotions or feelings, please seek assistance from the following services.&#8221; color=&#8221;black&#8221; el_width=&#8221;xs&#8221; css=&#8221;.vc_custom_1742426373477{background-color: #edefef !important;}&#8221;] LIFELINE 13 11 14 KIDS HELPLINE (13\u201325-YEAR-OLDS) 1800 55 1800 BEYOND BLUE 1300 22 4636[\/vc_cta][\/vc_column][\/vc_row][vc_row][vc_column][vc_tta_tabs &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/www.centresupport.com.au\/cert-iii-students\/child-protection\/chcprt001\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;CHCPRT001 Identify and respond to  children and young people at risk&#8221;<\/span><\/a><\/p>\n","protected":false},"author":3757,"featured_media":0,"parent":16409,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"categories":[],"class_list":["post-16354","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v25.3.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>CHCPRT001 Identify and respond to children and young people at risk - Cert III Students<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.centresupport.com.au\/cert-iii-students\/child-protection\/chcprt001\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"CHCPRT001 Identify and respond to children and young people at risk - Cert III Students\" \/>\n<meta property=\"og:description\" content=\"[vc_row][vc_column][vc_cta h2=&#8221;Important&#8221; h4=&#8221;Child abuse and neglect can be a difficult topic to learn. 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