CHCPRT001

Identify and respond to children

and young people at risk
Learner Workbook
 Table of Contents

Instructions to Learner.....................................................................................................................2
Assessment instructions................................................................................................................2
Assessment – CHCPRT001 - Identify and respond to children and young people at risk...............5
Activities...........................................................................................................................................6
Activity 1A......................................................................................................................................6
Activity 1B......................................................................................................................................6
Activity 1C......................................................................................................................................8
Activity 1D.....................................................................................................................................9
Activity 1E....................................................................................................................................10
Activity 2A....................................................................................................................................11
Activity 2B....................................................................................................................................12
Activity 3A....................................................................................................................................13
Activity 3B....................................................................................................................................14
Activity 3C....................................................................................................................................15
Activity 3D...................................................................................................................................16
Activity checklist – for assessor....................................................................................................17
Summative Assessments................................................................................................................18
Section A: Skills Activity...............................................................................................................19
Activity checklist – for assessor....................................................................................................20
Section B: Knowledge Activity (Q & A).........................................................................................21
Summative Assessments: Section B checklist..............................................................................22
Section C: Performance Activity...................................................................................................23
Summative Assessments: Section C checklist..............................................................................24
Competency record to be completed by assessor...........................................................................25

CHCPRT001 Learner workbook Version 1.1 Page 1 of 30

Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task is
not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.

Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 Your assessment tasks are well presented, well referenced and word processed

 Your assessment tasks include your full legal name on each and every page.

Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.

Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:

 Presenting any work by another individual as one's own unintentionally

 Handing in assessments markedly similar to or copied from another learner

 Presenting the work of another individual or group as their own work

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  Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.

Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as
such, both parties are subject to disciplinary action.

For further details about Academic Misconduct Policies and Procedures, please visit website at
https://aibtglobal.edu.au/support/student-forms/academic-policies/

Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).

Once the learner has Satisfactorily completed all the tasks for this unit including vocational
placement and/or simulation tasks the learner will be awarded “Competent” (C) or “Not yet
Competent” (NYC) for the relevant unit of competency.

For further details about Assessment Policy and Procedure, please visit at
https://storage.googleapis.com/aibtglobal/2020/05/358bc8d7-assessment-policy-and-procedures-
v.1.0-may-2020.pdf

Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.

Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or details
about aspects of your employer and workplace, you are responsible for obtaining necessary consents
and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying
us with such information.

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 Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.

Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.

Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.

An explanation of observations and demonstrations:

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise.

Your trainer/assessor will inform you about the tasks required to be done. The
observation/demonstration will cover one of the unit’s elements.

The observation/demonstration will take place either in the simulated training

environment.
Your trainer/assessor will ensure you are provided with the correct equipment
and/or materials to complete the task. They will also inform you of how long you
have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

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Candidate Details

Assessment – CHCPRT001 - Identify and respond to children and young

people at risk

Please complete the following activities and hand in to your

trainer/assessor for marking.

This forms part of your assessment for CHCPRT001 - Identify and

respond to children and young people at risk

Student Full Name: _________________________________

Student Number: __________________________________

Email:

Declaration

I declare that no part of this assessment has been copied from another
person’s work with the exception of where I have listed or referenced
documents or work and that no part of this assessment has been written for
me by another person. I also understand the assessment instructions and
requirements and consent to being assessed.

Signed: Date:

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Activities
Activity 1A
Estimated Time 40 Minutes
Objective To provide you with an opportunity to identify children and young people at
risk of abuse or neglect by observing signs and symptoms, asking open and
non-leading questions, being aware of protective issues and using child
protection procedures where appropriate.
1. What is the definition of child abuse?
Ans.:- Child Abuse can be defined as harming (whether physically,
emotionally, or sexually), ill-treatment, abuse, neglect or deprivation of any
child. Some protection issues tend to go undetected such as neglect, sexual
abuse or emotional abuse which can be just as damaging, if not more, as
physical abuse.

2. What are the different types of child abuse?

Ans.:- There are 4 types of child abuse:

1. Physical.
2. Sexual.
3. Emotional.
4. Neglect.

3. How should you communicate with a child?

Ans.:-
1. Set aside time for talking and listening to each other.
2. Turn off phones, computers and televisions when you and
your child are communicating.
3. Talk about everyday things as you go through your day.
4. Be open to talking about all kinds of feelings, including anger,
joy, frustration, fear and anxiety.

4. What should you do if you suspect a child or young person is

being abused or neglected?
Ans.:-

1. Talk to the child. Most children who're being abused find

it very difficult to talk about.
2. Keep a diary.
3. Talk to their teacher or health visitor.
4. Speak to other people.

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Activity 1B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to respond to disclosure, information or
signs and symptoms in accordance with state legislative responsibilities and
the service policies and procedures.
1. How should you manage a disclosure of abuse or neglect?
Ans.:-
 Give the child or young person your full attention.
 Maintain a calm appearance.
 Don't be afraid of saying the "wrong" thing.
 Reassure the child or young person it is right to tell.

2. What is mandatory reporting?

Ans.:-
Mandatory reporting means the legal requirement that certain people
are mandated to report suspected allegations of child abuse or neglect
to the relevant law enforcement or child protection agency.

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Activity 1C
Estimated Time 25 Minutes
Objective To provide you with an opportunity to routinely employ child-focused work
practices to uphold the rights of the child and encourage them to participate
in age-appropriate decision-making.
1. Give some examples of child-focused work practice.
Examples of child focused work practices are:
Ans.:-
Ensure their immediate safety.
To help them develop to their highest potential.
To uphold their humanrights.
A child- centred belief that every child has a right to a safe
passage through childhood and the right to grow in an environment free
from harm.

2. What legal rights do children have?

Ans.:-
All children have the right to life. Governments should ensure that children
survive and develop healthily. All children have the right to a legally
registered name, and nationality. They have the right to know and, as far as
possible, to be cared for, by their parents.

3. List some ways you can encourage decision-making in children.

Ans.:-
Five Ways To Improve Children's Decision-Making Skills
Encourage young people to use decision-making steps.
Give children the chance to practise making choices.
Encourage children to set goals.
Ask questions which promote astute decisions.

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Activity 1D
Estimated Time 20 Minutes
Objective To provide you with an opportunity to employ communication and
information-gathering techniques with children and young people in
accordance with current recognised good practice.
1. What are the principles for communicating with children?
Ans. :-
Communication for children should be positive and strengths-based:
"Regardless of country or situation, it means developing communication
that invites children to imagine or be transported to seeing things they have
not previously experienced; that excites children about possibilities of what
they can do today

2. List some tips for communicating with information-gathering with

children.
Here are some ideas:
Set aside time for talking and listening to each other.
Turn off phones, computers and televisions when you and
your child are communicating.
Talk about everyday things as you go through your day.
Be open to talking about all kinds of feelings, including anger,
joy, frustration, fear and anxiety.

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Activity 1E
Estimated Time 25 Minutes
Objective To provide you with an opportunity to ensure decisions and actions taken are
within own level of responsibility, work role, state legislation and service
policies and procedures.
1. What are you roles and responsibilities for caring for children at your
workplace?
Ans.:-
1) Work with staff members to ensure the smooth operation
of the day to day running of the centre in accordance to
your centre's policies and procedures (which you must be
familiar with).
2) Contribute to and assist in the development and/or
evaluation of the programme (it doesn't matter what
qualification you have, it's important for all staff to share
their thoughts and ideas on the programme).
3) Assist staff in the daily routine of appropriate early
childhood education and experiences.
4) Supervise and engage in the activities of a group of
children during the day that you are responsible for.
5) Positively interact with all children, nurturing their
confidence and self esteem giving each child individual
attention and comfort throughout the day.

2. What is the National Quality Framework?

Ans.:-
The National Quality Framework (NQF) is a plan that all Australian
governments have agreed to. The NQF aims to raise quality in early
childhood education and care services. It also aims to support services in
continually improving what they do.

3. What are the policies and procedures at your workplace?

Ans.:-
Workplace policies are sets of rules put in place that cover
employee/employer behaviours and attitudes. They are an important factor
in a well-run business. Understanding workplace policies is key for
employees. It allows a business to run smoothly and gives information
about employee rights.

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Activity 2A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to accurately record relevant specific and
general circumstances surrounding risk of harm in accordance with state
legislation, service policies and procedures, and ethics, and promptly record
and report risk-of-harm indicators, including the circumstances surrounding
the risk of harm according to service policies and procedures.
1. What details should be recorded when reporting child abuse?
Ans.:-
The child's or young person's name, age and address. Indicators of harm –
the reason for believing that the injury or behaviour is the result of abuse
or neglect. Reason for reporting – the reason why the call is being made
now.

2. Explain what risk of harm indicators are and give some examples of what
you should look out for.
Ans.:-
1) Social or geographic isolation of the child, young person or family,
including lack of access to extended family.
2) Previous abuse or neglect of a brother or sister.
3) Family history of violence including domestic violence.

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Activity 2B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to promptly record and report risk-of-
harm indicators, including the circumstances surrounding the risk of harm
according to service policies and procedures, and ensure writing in reports is
non-judgmental.
1. How can you ensure a report is effective and non-judgemental?
Ans.:-
To be non-judgemental in your report, you'd be avoiding using emotive,
accusing language and instead stating the facts that you see. It is key to be
prepared and to remind yourself to be non-judgemental, as we are not there to
criticise, judge, or share our personal opinions about their behaviours. By
staying non-judgemental, they are more likely to feel comfortable about
discussing their issues and to continue the conversation.
2. Why should you work collaboratively with the relevant agencies?
Ans.:-
Working collaboratively with other agencies reduces avoidable stress on
clients through receiving conflicting information or having to re-tell their
stories across services. Research into inter-agency collaboration may assist
your organisation in setting up collaborative practices.

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Activity 3A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to protect the rights of children and
young people in the provision of services.
1. What are the core principles in the Convention on the Rights of the Child
(CRC)?
Ans.:-
Primary education must be free. Secondary education must be available
to every child. Education should develop your personality and talents to
the maximum extent. It should encourage the child's respect for human
rights as well as respect for their parents, their own and other cultures
and the environment. The four core principles of the Convention
are: non-discrimination. devotion to the best interests of the child. the
right to life, survival and development.

2. What are children’s rights specifically in early years settings?

Ans.:-
The right to be heard.
Freedom from violence, abuse and neglect.
The opportunity to thrive.
Engaged citizenship.
Choose Your Own Statistics.
Action and accountability.

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Activity 3B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify and seek supervision support
for issues of ethical concern in practice with children and young people.
1. Give some examples of ethical concerns you should report when working
in a childcare setting.
Ans.:-
8 Ethical Practices to Consider in Your Childcare Job
Dress appropriately. Some centres will provide you with a
uniform.
Less chat. When your around a whole bunch of women, there's
bound to be a lot of chatter.
No profanity. It's pretty simple.
Don't take it personally.
Smile.
Work efficiently.
Common sense.
Health & safety.

2. What does a supervisor’s role entail?

Ans.:-
Supervision means overseeing the subordinates at work at the factory
level. The supervisor is a part of the management team and he holds the
designation of first line managers. As a Planner - A supervisor has to plan
the daily work schedules in the factory.

3. Why is it important to seek support from your supervisor if you notice any
issues of ethical concern?
Ans.:-
Support provided by supervisors and peers can cushion the stress
responses people might otherwise experience when their jobs are
demanding and they feel they do not have control over those demands.
One of a supervisor's most important responsibilities is managing a team.
Often, supervisors create and oversee their team's workflow, or the tasks
required to complete a job. Supervisors must define goals, communicate
objectives and monitor team performance.

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Activity 3C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to employ ethical and nurturing practices
and observe professional boundaries when working with children and young
people.
1. What does ethical practice mean?
Ans.:-
Ethical practice is the application of ethical values in organisational
behaviour. It applies in all aspects of organisational conduct, including
corporate governance, employment practices, sales techniques,
stakeholder relations, accounting practices, and issues of product and
corporate responsibility. The branch of philosophy dealing with values
pertaining to human conduct, considering the rightness and wrongness of
actions and the goodness or badness.

2. What are the core values that underpin a code of ethics?

Ans.:-
Social justice. Dignity and worth of the person. Importance of human
relationships. Integrity. Ethical Principles. The following broad ethical
principles are based on social work's core values of service, social justice,
dignity and worth of the person, importance of human relationships,
integrity, and competence.

3. List at least two examples that would be violating professional

boundaries.
Ans.:-
Violations of professional boundaries include getting involved in a
patient's personal affairs, buying or selling personal items, and assuming
dual relationships that include friendship, romance, or sexual
involvement with a patient or a family member.
Going out of one's way to accommodate a patient with a more convenient
appointment, disclosing personal information to comfort a patient, or
volunteering to do tasks outside the caregiver's job description, such as
washing dishes or doing laundry.

4. How can you maintain professional boundaries with children?

Ans.:-
No slang or swear words. Not being too 'familiar' with individuals. - keeping
people's privacy. -use 'professional' language. Clear professional
boundaries allow safe connections between childcare workers and the
people with whom they interact. Childcare workers need to consider
their relationships with children, parents/carers and professionals, and
have a clear understanding of the responsibilities and requirements of
their role.

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Activity 3D
Estimated Time 20 Minutes
Objective To provide you with an opportunity to recognise and report indicators for
potential ethical concerns when working with children and young people.
1. List at least two examples of unethical conduct in the workplace.
Ans.:-
5 Most Common Unethical Behaviors.
Misuse of company time. Whether it is covering for someone
who shows up late or altering a timesheet, misusing company time tops
the list.
Abusive Behavior.
Employee Theft.
Lying to employees.
Violating Company Internet Policies.

2. Why is important to report any ethical concerns you notice?

Ans.:-
Why is ethical behavior in the workplace important? It is important to
understand that ethical behavior in the workplace can stimulate positive
employee behaviors that lead to organizational growth, just as unethical
behavior in the workplace can inspire damaging headlines that lead to
organizational demise.

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Activity checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature

Assessor’s signature

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Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge, and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.

Skills, knowledge, and performance may be termed as:

 Skills – skill requirements, required skills, essential skills, foundation skills

 Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence

 Performance – evidence requirements, critical aspects of assessment, performance

evidence.

Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.

Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.

Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.

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 Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.

Where applicable, a signed observation by either an approved third party or the assessor will need
to be included in these activities as proof of completion.

This activity will enable you to demonstrate the following skills:

The Foundation Skills describe those required skills (language, literacy, numeracy and employment
skills) that are essential to performance.

Reading skills:
 In order to read and understand forms and to make accurate reports.

Writing skills:
 In order to record details of children and young people at risk and to make reports using
handwritten skills and computer skills.

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Answer the activity in as much detail as possible, considering your organisational requirements.

1. Working with a colleague, imagine that you are going to report an incident of abuse of a child
or young person. Ask them to provide details of the abuse by asking them appropriate
questions and also asking them to provide notes.
Responding to disclosures
1. Show you care, help them open up: Give your full attention to the child or young
person and keep your body language open and encouraging.
2. Take your time, slow down: Respect pauses and don't interrupt the child – let them
go at their own pace.
Early childhood carers and educators are uniquely placed to observe and report any concerns
about children who are (or are at risk of experiencing) physical and sexual abuse, and will now be
considered 'mandatory reporters' along with professionals including teachers, doctors, nurses,
police officers and other.
As a public policy, mandatory reporting aims to protect children from child abuse and
neglect. Mathews and Bross (2008) argue that a society without a mandatory reporting
system will be far less able to protect children and assist families, as many cases of child
abuse and neglect will remain hidden.

Demonstrate that you can read and understand the notes accurately and write this up into a
detailed report, making sure you have all the information required for the investigation.
Investigative report includes everything from the nature of the complaint, the investigative scope,
the investigator's role and methodology, a full recitation of the evidence gathered, and a detailed
analysis supporting the findings. Investigative writing is writing that is meant to defend a thesis
while exploring various areas of a topic. Investigative writing sets out to investigate a topic
and report the findings to the reader. It is an extremely versatile form of writing that can
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span all kinds of topics and genres. Reports are divided into sections with headings and
subheadings. Reports are written to present facts about a situation, project, or process and
will define and analyse the issue at hand. Ultimately, the goal of a report is to relay
observations to a specific audience in a clear and concise style.

Check over the report once you have finished making sure it is correct and you have included
all the relevant details and facts, leaving out any opinions or judgements. Then hand the report
over to the assessor for them to check through.

Throughout this activity, demonstrate that you have good reading and writing skills to read
forms, record details, and produce the report. Also, demonstrate that you have computer skills
by typing up the report as well.

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Activity checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature

Assessor’s signature

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Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

 Indicators of the different types and dynamics of abuse as they may apply to age, gender,
disability, culture and sexuality
 Child protection legislation in the relevant state or territory
 United nations convention on the rights of the child
 Impact of risk of harm
 Duty of care responsibilities
 Trauma-informed care
 Ethical considerations including:
o approaches that incorporate the conventions on the rights of the child, and human
rights
o obligations as defined by the job specification and employing organisation
o obligations as stated in relevant codes of practice, licensing, accreditation
registration to professional bodies, service agreements
o principles of ethical decision-making
 Overview of legal system and how it pertains to the job role, in particular:
o child protection system, including reporting protocols, responses to reporting and
interagency policies
o state/territory requirements and processes for notifying suspected abuse and
reporting process
o statutory and policy requirements relating to job role
 Organisation standards, policies, and procedures.

Answer each question in as much detail as possible, considering your organisational requirements
for each one.

1. What are the different types and dynamics of abuse?

The dynamics of abuse refers to the forces or motivations behind the act of abuse and the ways in
which indicators may be observed or determined at a later time. Witnessing violence between
one's parents or caretakers is the strongest risk factor of transmitting violent behavior from
one generation to the next. Media portrayals of relationships are often violent and highly
sexualized. Conflicts between partners are characterized by verbal and physical aggression.
Research conducted over the past 30 years has consistently demonstrated that being
victimized by an intimate partner increases one's risk for developing depression, PTSD,
substance abuse, and suicidality as well as a range of chronic health conditions.

2. Produce a table to show the child protection legislation in different states or territories.
The Children and Young Persons (Care and Protection) Act 1998 (the Care Act) establishes the
primary legislative framework for child protection in NSW. The Children and Young People Act
2014 embeds the rights of children and young people across the public sector by outlining
the roles and responsibilities of statutory, non-statutory and voluntary services in child

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protection. Legislation is a law or a set of laws that have been passed by Parliament. The
word is also used to describe the act of making a new law.

3. What is the purpose of the United Nations Convention on the Rights of the Child (CRC) and
what are the core principles?
The United Nations Convention on the Rights of the Child (commonly abbreviated as the CRC or
UNCRC) is an international human rights treaty which sets out the civil, political, economic, social,
health and cultural rights of children. The United Nations Convention on the Rights of the Child
(UNCRC) is a legally-binding international agreement setting out the civil, political, economic,
social and cultural rights of every child, regardless of their race, religion or abilities.

4. Explain what risk-of-harm indicators are and why it is important to report them.
Social or geographic isolation of the child, young person or family, including lack of access to
extended family. previous abuse or neglect of a brother or sister. family history of violence including
domestic violence. Significant harm is so serious that it may warrant a response by the
government, with or without the family's consent. 'Risk' of significant harm means the harm
hasn't happened yet but you are aware of an incident or incidents, or actions or inactions,
which are likely to result in significant harm in the future.

5. Explain what duty of care responsibilities are?

The principle of duty of care is that you have an obligation to avoid acts or omissions, which
could be reasonably foreseen to injure of harm other people. This means that you must
anticipate risks for your clients and take care to prevent them coming to harm. Duty of Care
is defined simply as a legal obligation to: always act in the best interest of individuals and
others. not act or fail to act in a way that results in harm. act within your competence and
not take on anything you do not believe you can safely do.

6. What is trauma-informed care?

Trauma-Informed Care (TIC) is an approach in the human service field that assumes that an
individual is more likely than not to have a history of trauma. Trauma-Informed
Care recognizes the presence of trauma symptoms and acknowledges the role trauma may
play in an individual's life- including service staff. Trauma-informed care acknowledges the
need to understand a patient's life experiences in order to deliver effective care and has the
potential to improve patient engagement, treatment adherence, health outcomes, and
provider and staff wellness.
CHCPRT001 Learner workbook Version 1.1 Page 23 of 30
 7. Explain what ethical and nurturing practices are.
Ethical practices - having moral principles, performing your job in the correct manner and trying to
do what is right. 2.Explain the term nurturing practices are - Nurturing practices is to support,
encourage, care and protect.
 Consider how professional principles and values inform your approach.
 Take responsibility for your actions.
 Act consistently with relevant regulation and law.
 Handle personal data and information in a professional manner.
 Demonstrate honesty in dealings with others.

8. How would you report a child protection concern?

If you are concerned about a child's safety or wellbeing or you want help to look after
your own child, you should contact Children's Services at Royal Borough of
Greenwich. Our priority is to help parents look after their children.
Talk to the child. Most children who're being abused find it very difficult to talk
about.
Keep a diary.
Talk to their teacher or health visitor.
Speak to other people.

9. What are your organisations standards, policies, and procedures for child protection?
Protecting children from maltreatment.
Preventing impairment of children's health or development.
Ensuring that children grow up in circumstances consistent with the provision
of safe and effective care.
Taking action to enable all children to have the best outcomes.

CHCPRT001 Learner workbook Version 1.1 Page 24 of 30

Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment

Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature

CHCPRT001 Learner workbook Version 1.1 Page 25 of 30

Assessor’s signature

Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance elements
for this unit.

Where applicable, a signed observation by either an approved third party or the assessor will need
to be included in these activities as proof of completion.

This activity will enable you to demonstrate the following performance evidence:

 Implemented work practices which support the protection of children and young people,
including:
o complying with regulations, legislations and duty of care responsibilities
o employing child-focused work practices to uphold the rights of children and young
people
o maintaining confidentiality
o providing appropriate responses in the protection of children and young people
 Read and interpreted the procedures for reporting children at risk in line with organisational
expectations and legislative requirements.

Answer the activity in as much detail as possible, considering your organisational requirements.

1. Complying with regulations, legislations and duty of care responsibilities, implement some
child-focused work practices to incorporate and uphold the rights of children and young
people.
Recognising children's development needs and critical time frames for intervention. Taking
children's needs into account in all interventions. Allowing children opportunity to participate in
decisions that affect them. Within the service in daily practice always listen to the child, really
listen document what the child says and show that you understand and let the child know that
you can help by supporting the child, showing respect, and approaching appropriate child
support agencies. Promotes the right of the child to choose.

2. Perform this activity with a colleague and imagine a child has disclosed an incident of abuse to
you and you need to report it.
Make some very brief notes at the time and write them up in detail as soon as possible. Do not
destroy your original notes in case they are required by Court. Record the date, time, place,
words used by the child and how the child appeared to you

Demonstrate that you can respond appropriately to the disclosure, ask appropriate questions
and provide appropriate responses to the children.
General guidance for responding to a disclosure from a child includes:
1. listen and be supportive, avoid questioning the child.
2. Don't stop a child who is freely recalling events, but don't push the child to tell
you more than he or she wishes.
3. Tell the child or young person that you will need to pass this on.

CHCPRT001 Learner workbook Version 1.1 Page 26 of 30

 Following the procedures for reporting children at risk at your workplace and legislative
requirements, report the abuse accurately to your supervisor or manager and the relevant
authorities. Demonstrate that you can maintain confidentiality by only reporting this matter to
the relevant persons and doing this discreetly.
Make a report to Child Protection if you believe on reasonable grounds that a child is in need
of protection from physical injury or sexual abuse. Make the report as soon as practicable
after forming your belief. Make a report each time you become aware of any further grounds
for your belief.

CHCPRT001 Learner workbook Version 1.1 Page 27 of 30

Summative Assessments: Section C checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment

Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature

CHCPRT001 Learner workbook Version 1.1 Page 28 of 30

Assessor’s signature

CHCPRT001 Learner workbook Version 1.1 Page 29 of 30