Course Title: Identify and respond to children and young people at risk

Part B: Course Detail

Teaching Period: Term1 2014

Course Code: HWSS6006C

Course Title: Identify and respond to children and young people at risk

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4323 - Certificate IV in Justice

Course Contact: Irene Pagliarella, Program Manager

Course Contact Phone: +61 3 9925 4581

Course Contact Email: irene.pagliarella@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Lauren Weaver
Ph. 9925 4622
E: lauren.weaver@rmit.edu.au

Nominal Hours: 30

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

N/A

Course Description

In this course you will develop the skills and knowledge required to address duty of care requirements, working within an ethical framework and applying relevant legislation, policies and procedures in responding to children and young people.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCCHILD401B Identify and respond to children and young people at risk

Element:

1. Implement work practices which support the protection of children and young people

Performance Criteria:

1.1 Identify children and young people at risk of harm by observing signs and symptoms, asking non-invasive questions, being aware of protective issues and using child protection procedures where appropriate

1.2 Respond to disclosure, information or signs and symptoms in accordance with accepted standards, techniques, and legislative obligations

1.3 Comply with lawful instructions, regulations and duty of care in all work activities

1.4 Routinely employ child focused work practices to uphold the rights of children and young peoples to participate in decision-making where it is age appropriate

1.5 Employ communication and information gathering techniques with children and young people in accordance with current recognised good practice

1.6 Ensure decisions and actions taken are within own level of responsibility, work role and legislative requirements

1.7 Maintain own knowledge and skills as required to work effectively and participate in practice supervision processes

1.8 Maintain confidentiality as appropriate

1.9 Provide an appropriate response as determined by organisation procedures, legal and work role obligations

Element:

2. Report indications of possible risk of harm

Performance Criteria:

2.1 Accurately record relevant specific and general circumstances surrounding risk of harm in accordance with organisation procedures, ethics and legal requirements

2.2 Promptly report risk of harm indicators accordance with statutory and organisation procedures

2.3 Work collaboratively with relevant agencies to ensure maximum effectiveness of report

Element:

3. Apply ethical and nurturing practices in work with children and young people

Performance Criteria:

3.1 Protect the rights of children and young people in the provision of services

3.2 Identify and seek supervision support for issues of ethical concern in practice with children and young people

3.3 Develop ethical and nurturing practices in accordance with professional boundaries when working with children and young people

3.4 Recognise indicators for potential ethical concerns when working with children and young people

3.5 Respond to unethical behaviour of others by reporting to the appropriate person


Learning Outcomes


On completion of the course, you will have provided evidence to:
• Provide an appropriate response to indications of risk of harm
• Comply with regulations, legislation and duty of care responsibilities
• Employ child-focused work practices to uphold the rights of children and young people
• Maintain confidentiality
• Provide appropriate responses in the protection of children and young people
• Read and interpret the procedures for reporting children at risk in line with organisational expectations and legislative requirements.
• Provide required reports and records, including effective use of relevant information technology in line with work health and safety (WHS) guidelines


Details of Learning Activities

You will participate in a variety of learning activities. They include the following:
In class activities:
• Role plays
• Interviews
• Observations
• Demonstrations
• Lectures
• Presentations
• Class discussions
• Group work
• Oral and written questioning

Out of class activities:
• Readings
• Case studies
• Role plays
• Observations
• Self quiz/knowledge-based tests/questionnaires
• Audio/visual presentations


Teaching Schedule

 Week One: Introduction to course and expected outcomes
Course guides and assessment criteria issued and discussed

Week Two: Legislation underpinning children and young people at risk

Week Three: Principles of human rights when working with children and young people at risk (Child focused work practices)

Week Four: Child protection procedures
Employment roles and responsibilities including – ‘Working with Children Check’
Case studies reviews and class discussion on appropriate response

Formative Assessment (1) Legislative requirements

Week Five: Disclosure of information, process of reporting children and young persons at risk
Legislative obligations

Weeks Six: Types and categories of orders pertaining to children and young persons at risk
Court jurisdictions and procedures

Week Seven: Duty of care for workers and significant stakeholders

Week Eight: The legal rights of children and young persons at risk

Week Nine: Formative Assessment (2) – Role play based on principles of duty of care

Week Ten: Reporting policies and procedures
Reporting and recording equity and access for children and young persons with special needs


Week Eleven: Identification of harm indicators according to statutory and organisational procedures

Week Twelve: Identification of internal and external stakeholders for referral and treatment

Formative assessment (3) Group role play on a triggers and indicators of harm

Week Thirteen Ethical decision making principles and professional boundaries when working with children and young people
Recognising indicators for potential ethical concerns
Respond to unethical behaviour of others by reporting

Formative assessment (4) – Role plays/ group activity on identifying and reporting unethical behaviour


Week Fourteen: Summative Assessment 1 – Investigative Report

Week Fifteen: Summative Assessment 2 Knowledge test based on observation

The teaching schedule outlined above is subject to change depending on your assimilation of knowledge and skills of the subject matter, and on changes to legislation as well as unforeseen circumstances

As a student you need to demonstrate both knowledge and practical skills relevant to the course content within the classroom environment. Engagement with educators and other students is critical to you maximising learning opportunities and achieving satisfactory results. Participation in classroom discussion and activities will allow educators to apply observational assessment during role-plays, exercises and assignments and provide you with feedback.


Learning Resources

Prescribed Texts


References

Copies of the following legislation/Acts are recommended:
• United Nations Convention on the Rights of the Child
• Children, Youth and Families Act (2005)
• Working with Children Act (2005)
• Children and Young Persons Act (2012)
• Family Law Act (2005)
• The Commission for Children and Young People Act (2012)
• The Charter of Human Rights and Responsibilities Act (2006)
• Best Interests Case Practice Model (DHS)
• Copy of Duty of Care
• Information Privacy Act (2000)

Suggested support resources are the following:
• National Framework for Protecting Australia’s Children 2009-2020 (Council of Australian Governments)
• Growing Up in Australia: The Longitudinal Study of Australian Children 2011–12 Annual Report
Helpful Websites:
• Australian Institute of Family Studies
• Department of Human Services
• Child Family Community Australia
• Department of Social Services
• Secretariat of National Aboriginal and Islander Child Care


Other Resources


Overview of Assessment

Assessments may incorporate a variety of methods including role plays, observations, lectures, tutorials, class discussion, reports, resource portfolio, group/individual training workshops, and audio-visual presentations.

 

Assessment

Assessment Type

Word limit or equivalent

Assessments (Formative)

On-line activities, in class questioning, and weekly case note recordings.

 8x 250 words per case note recordings = 2000 words

Assessment One

(Summative)

Written Exam

N/A

Assessment Two

(Summative)

Report on case studies.

1500 words

Assessment Three
(Summative)

Group Presentations N/A


Assessment Tasks

All assessment tasks are based on the requirements of the performance criteria, range statements and the assessment guidelines of the course.

Formative assessments 1 to 4 will consist of a knowledge test and scenario based role plays based on the performance criteria of the applicable elements. You will have the opportunity to receive feedback and make adjustments/improvements to the areas you are not competent in as a form of ongoing monitoring of your progress
 

Summative assessment 2 (graded) will constitute 50% of the total mark. This assessment comprises the submission of an investigative report based on a scenario that outlines breaches of the Children and Young Persons Act 2012. The report is to be directed to The Commission for Children and Young People.
 

Summative assessment 2 (graded) will constitute 50% of the final grade. This assessment comprises short answer questions on relevant legislation pertaining to children and young persons at risk.
Comprehensive assessment outlines will be issued and discussed in class/and or through Blackboard in Week 1 of the course


Assessment Matrix

The assessments have been designed to cover all Learning Outcomes and will be graded in accordance with RMIT’s Mark Table which is as follows:

CHD=Competent with High Distinction
CDI=Competent with Distinction
CC=Competent with Credit
CAG=Competency Achieved - Graded
NYC=Not Yet Competent
DNS=Did not Submit for Assessment

Grades which apply to course delivered in accordance with competency-based assessment (not-graded)

CA=Competency Achieved
NYC=Not Yet Competent
DNS=Did Not Submit For Assessment

Other Information

All written work must adhere to the following criteria:
1. Written reports, research projects or essays are to demonstrate an understanding of the concepts and familiarity with the prescribed or negotiated topics
2. It is expected that all submitted work will be well written, with clear and consistent grammar, expression and punctuation. It must be well structured and cogently address the issues raised in the chosen topic in a logical, ordered and organised manner
3. The concepts must be well defined and demonstrate a critical analysis of the chosen topic
4. Written submissions must demonstrate appropriate preparation, reading and research
5. In-text references must follow the APA style of referencing. In addition, you must provide a bibliography with correct and comprehensive details in relation to texts, articles, research reports and other sources that you have used
6. Double or 1.5 spacing and a font size of 10-12 must be used in either Arial or Times Roman. Do not submit double paged assessments.

Extensions
In accordance with RMIT policy, you may apply for an extension where there have been unexpected or extenuating circumstances, e.g.
• Hospital admission, serious injury, severe asthma, severe anxiety or depression. This does not include minor illness such as a cold, period pain or hay fever.
• Loss or bereavement – e.g. death of a close family member, family/relationship breakdown.
• Hardship/trauma – e.g. victim of crime, sudden loss of income or employment, severe disruption to domestic arrangements.
You must keep a copy of their assessment until the graded submission has been returned or marks have been posted.

All email communications will be sent to your RMIT student email address.

Applying for an Extension
Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. An application for extension of time must be lodged with your tutor or the course coordinator as early as possible, and no later than one working day before the due date for submission.
You can apply for extension using the University’s Extension Application Form – http://mams.rmit.edu.au/seca86tti4g4z.pdf – or by emailing your course coordinator or tutor directly.
An extension of up to seven calendar days may be granted if good reason can be demonstrated. Include supporting evidence (such as medical certificates) with your application.
Extensions beyond seven calendar days cannot be granted by course coordinators, tutors or the School. To apply for an extension of time greater than seven calendar days you must lodge an application for Special Consideration.

Applying for Special Consideration
If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see: http://www.rmit.edu.au/students/specialconsideration

Penalties for Late Submission
If you have not been granted an extension or special consideration, late submission will be penalised as follows:
Assessment tasks submitted after the due date of submission shall receive a penalty of five per cent of the grades available for that assessment per day for each working day late.
No assessment task shall be accepted more than three weeks after the due date.

Assessment Appeals
If you believe your assessment result or final result is wrong please contact the course coordinator and provide the reason why you think your result is incorrect. Valid reasons for seeking a review of results include:
• You believe an error has occurred in the calculation of the grade; or,

• You believe the assessment did not comply with criteria published in the Course Guide; or,

• You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred).

• Full details of the procedure (including appeals procedure) can be located at this RMIT site: http://www.rmit.edu.au/policies/academic#assessment

Academic Integrity
Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.
If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website: http://www.rmit.edu.au/academicintegrity
The RMIT library provides tools to assist with your referencing http://www.rmit.edu.au/library/info-trek/referencing

Plagiarism and Collusion
Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.
Examples of plagiarism include:
• Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
• Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
• Piecing together text from one or more sources and adding only linking sentences;
• Copying or submitting whole or parts of computer files without acknowledging their source;
• Copying designs or works of art and submitting them as your original work;
• Copying a whole or any part of another student’s work; and
• Submitting work as your own that someone else has done for you.
• Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.
For further information, please see the RMIT Plagiarism Policy – http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 – and the RMIT Student Discipline Statute and Regulations - http://www.rmit.edu.au/browse;ID=11jgnnjgg70y

Plagiarism Software
The originality verification software Turnitin may be used in this course. For details, see: http://www.turnitin.com

Course Overview: Access Course Overview