CHCPRT001 Identify and respond to children and young people at risk - A1

1100

Assessment 1 Written Questions - Underpinning Knowledge Assessment
Student Details
Student First Name
Student Last Name
Trainer Name
Select Qualification: (Tick)
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
MARKING SHEET - UNDERPINNING KNOWLEDGE
CHCPRT001 Identify and respond to children and young people at risk
Questions S NS Comments and Feedback
Task 1, Q1
Task 1, Q2
Task 1, Q3
Task 1, Q4a
Task 1, Q4b
Task 1, Q4c
Task 1, Q5
Task 2, Q1a
Task 2, Q1b
Task 2, Q1c
Task 2, Q1d
Task 2, Q2a
Task 2, Q2b
Task 2, Q2c
Task 3, Q1
Task 3, Q2a
Task 3, Q2b
Task 3, Q3a
Task 3, Q3b
Task 3, Q3c
Task 3, Q3d
Task 3, Q3e
Assessment Sign-Off:
Result: (tick one)
Satisfactory Mark is 22/22
Satisfactory Not Satisfactory
Trainer Signature:
Date assessed:
Student Signature:
Date assessed:
Mark Transferred to Unit Summary Results: Yes / No
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Assessment 1 Written Questions - Underpinning Knowledge Assessment
CHCPRT001 Identify and respond to children and young people
at risk
Unit Description
This unit describes the skills and knowledge required to support and protect children and young people who
are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care
responsibility.
Application of the Unit
This unit applies to workers in a range of job roles providing services to children and young people including in
community services and health contexts.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,
Australian/New Zealand standards and industry codes of practice.
Notes to the assessor - UNDERPINNING KNOWLEDGE
1. The student has been issued the Learning Manual for this unit as a Pre-Course Reading Task.
2. Assessment 1 Written Questions - Underpinning Knowledge Assessment is given to the students in
class. You will need to schedule the due date and time.
3. This open book task will be completed in the student's own time.
4. Students must answer the questions and their completed answers to be submitted in class.
 Notes, textbooks and computers may be used.
 The Student must complete his / her own work without assistance from other persons:
 On the day of the class, the assessor will provide support to students to ensure all
questions are completed and take steps / make arrangements to ensure Students do not
share their work and / or answers. This will include the completion of a Justice Act
Declaration or a Statutory Declaration or similar that states you have completed the work
without assistance.
5. The Student’s answers for this unit of competency are to be assessed according to the CHC
Community Services Training Package
6. The Student’s answers must align with AQF level 3 according to the Australian Qualification
Framework 2013.
7. Assessors should complete the marking guide as soon as possible after the work has been
submitted on the day of the class. Feedback on answers are given in class at the end of the first
day of training.
8. The marking guide box provides the opportunity for assessors to detail and explain why aspects of
the Student's work may have been assessed as not yet satisfactory.
9. When assessing the Student's material, use 'S' for Satisfactory and 'NYS' for Not Yet Satisfactory in
the columns provided. Add comments as appropriate.
10. All aspects of this assessment must be assessed as satisfactory in order for the Student to achieve
a satisfactory result for this assessment. Assessors are encouraged to provide feedback and
coaching if required with a view to assisting the Student to achieve competency.
11. Complete the assessment sign off sheet with the Student.
12. Return the completed assessment, all supporting documents and material, and assessment sign off
sheet to the RTO as soon as possible after the completion of the assessment.
This document was modified by VET Assist for AOT based on materials from Smallprint, Eduworks and other reference
texts.
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Assessment 1 Written Questions - Underpinning Knowledge Assessment
CHCPRT001 Identify and respond to children and young people at risk
Instructions to the Student:
1. Read all of the questions for this unit of competency.
2. There are 22 questions in this assessment
3. This open book task will be completed in the student's own time.
4. Read the required readings and research and access the resources required for this assessment
listed below
5. Answer all of the requirements of the questions. Keep in mind you are studying a Nationally
Recognised Diploma unit of competency.
6. You can use the Internet, books, magazines and other resources supplied by your trainer/assessor to
help you with your answers.. Be prepared to:
 View www.youtube.com
 Utilise search engines like www.google.com.au
 Research the resources and websites of organisations
 Karen Kearns, 2017, The Big Picture: 4th Edition. Cengage Learning
Australia
Chapter 1 Complying with regulatory frameworks
Chapter 4: ensuring children’s wellbeing, health and safety
o National Quality Framework for Early Childhood Education and Care,
http://acecqa.gov.au/national-quality-framework
o Guide to the National Quality Standard http://files.acecqa.gov.au/files/National-Quality-
Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf
o Approved Learning Framework relevant to your Service
o United Nations Convention on the Rights of the Child
o National Physical Activity Guidelines for Australians
http://www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-
act-guidelines
7. You must complete all your own work without assistance from other persons
8. All aspects of your underpinning knowledge assessment must be assessed as satisfactory in order to
achieve a satisfactory result for this assessment.
9. All questions and tasks must be correct to be assessed as satisfactory. If incorrect answers are
provided, your assessor will identify the gaps in your knowledge and understanding and make
arrangements for reassessment.
10. Complete the assessment sign off sheet with your assessor
Resources required for this assessment
 Learning resources
 The Internet
 It is expected that students have access to a regulated education and care service
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Assessment 1 Written Questions - Underpinning Knowledge Assessment
TASK 1 - Child Protection Legislation
Question 1
To complete this task refer to the following reading:
 Mandatory Reporting of Child Abuse and Neglect, Australian Institute of Family Studies (2013).
What is the name of the child protection legislation for each State /Territory?
State/Territory Legislation
ACT Children and Young People Act 2008
NSW Children and Young Persons (Care and Protection) Act 1998
SA Children's Protection Act 1993
VIC Children, Youth and Families Act 2005
NT Care and Protection of Children Act 2007
TAS Children, Young Persons and their Families Act 1997
QLD Child Protection Act 1999
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
Question 2 Child Protection Policy
To complete this task refer to the following reading:
 Pre-employment screening: Working With Children Checks and Police Checks, Australian Institute of
Family Studies (2013).
Investigate the requirements for pre-employment screening for potential employees in Children’s
Services in your State/Territory and indicate whether or not pre-employment screening is compulsory
for all employees in Early Childhood Services.
State/
Territory
Legislation Working with children
Employment Screening Program?
ACT Working with Vulnerable People
(Background Checking) Bill 2011 (will
begin 8 Nov 2012)
In the Australian Capital Territory, background check
needs that people engage in regulated services,
involving where these are rendered to children, should
be registered. In the Office of Regulatory Services,
Justice and Community Safety Directorate, a statutory
screening unit is responsible for registration
applications. Three kind of registrations are provided to
individuals including general registration, conditional
registration and role-based registration.
NSW Commission for Children and Young
People Act 1998 (NSW)
In New South Wales, people are responsible for their
own certification application and legally needed to
update their details of contact involving any address or
name alterations within 3 months. The employers who
are operating within child related sector are needed to
get themselves registered online with New South
Wales Office of Children's Guardian as well as needed
to subsequently conduct the verification of new paid
workforce clearance online. All the volunteers and
existing paid workers are required to have online
validated clearance. The parent volunteers who are
attending overnight camp of children are needed to
have working with children check and non-government
organizations are needed to render information related
to an assessment of weather an individual poses safety
risk to children in response to OCG request.
SA Children's Protection Act 1993 (SA) The system of South Australia is an employer driven
system needing employers as well as responsible
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Assessment 1 Written Questions - Underpinning Knowledge Assessment
authorities to acquire National Police Checks and
perform wider employment screening for those
individuals who are involved in volunteering/
occupations related to child.
VIC Working With Children Act 2005 (Vic.) In Victoria, individuals are needed to give application
for working with children check. It is valid for 5 years
and enable individual to involve in volunteering/
occupations and practical training related to child.
NT Care and Protection of Children
Act 2007 (NT)
In Northern Territory, people need to file application for
Working with Children Check, called as Clearance
Notice or Ochre Card. It has 2 years’ validity and
applies to volunteers and employees in employment
settings related to child.
TAS No relevant/formal Act as of June 2012 In Tasmania, people who volunteer or work in children
care settings for other related factors are needed to
give application for working with vulnerable people
check. The validity for registration is 3 years or as
ascertained by registrar.
QLD Commission for Children and Young
People and Child Guardian Act 2000
(Qld)
In Queensland, people are needed to fill application for
working with children check, called as "Blue Card",
which enable people to involve in occupations or
volunteering related to child. The institutions providing
services related to child should also have procedures
and policies in place to determine and reduce harm risk
to children. Public Safety Business Agency monitor
these policies and procedures.
WA Working with Children (Criminal
Record Checking) Act 2004
(WA)
In Western Australia, people are needed to apply in
working with children check which has three years’
validity and entitles individuals to involve in
volunteering or occupations related to children.
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
Question 3
To complete this task refer to the following reading:
 Guide to the National Quality Standard (p. 80), ACECQA (2011).
What is the aim of National Quality Standard 2.3.4?
The main aim of national quality standard 2.3.4 is to ensure that each educator is aware of neglect/ abuse
signs and know the way to deal with this specific issue. It aims to aware the educators, staff members and
coordinators of their responsibilities and rules to respond to each child at risk of neglect or abuse.
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
Question 4a
To complete this task refer to the following reading:
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Assessment 1 Written Questions - Underpinning Knowledge Assessment
 Education and Care Services National Regulations, Ministerial Council for Education, Early Childhood
Development and Youth Affairs (2011).
 See p.104: Part 4.2 – Children’s Health and Safety. Division 1-Health, safety and wellbeing of children.
Regulation 84 Awareness of child protection law.
 See pp.165- 166: Part 4.6—Collaborative partnerships with families and communities. Division 1 –
Management of services. Regulation 157 Access for parents.
 See pp. 168- 169: Part 4.7—Leadership and service management. Division 1 – Management of
services. Regulation 160 Child enrolment records to be kept by approved provider and family day care
educator.
According to Regulation 84 Awareness of child protection law, what must the approved provider of an
education and care service advise the nominated supervisor and staff members in relation to child
protection?
As per the regulation 84 awareness of child protection law, the nominated staff members and supervisors
are advised of the significance of applying current Child Protection law as well as other responsibilities and
duties which they are compel to do under the legislation. They are advised of the existence and execution
of current law related to child protection and duties they have under the law.
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
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Assessment 1 Written Questions - Underpinning Knowledge Assessment
Question 4b
According to Regulation 157 Access for parents, there are 3 circumstances when an Educator is NOT required
to allow a parent to enter the Children’s Service. Complete the missing information:
 When permitting the parent’s entry would pose a risk …..
Risk to safety of educators, staff, children and anyone at the service.
 When permitting the parent’s entry would conflict with…..
Conflict with any duty of supervisor/ director or educator under the Regulation or law.
 When the provider, supervisor or family day care Educator is aware that the parent is ….
Parent is debarred by the order of court from having interaction with the child.
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
Question 4c
According to Regulation 160 Child enrolment records to be kept by approved provider and family day care
educator, what records must be kept in relation to court orders relating to a child? Complete the missing
information:
 Details of any court orders
Details of any court orders, parenting plans or pertaining orders rendered to the permitted provider
regarding responsibilities, authorities or duties of any individual in relation to the kid or access to the child
 Details of any other court orders
In relation to any other court orders related to child, details are rendered to the permitted provider relating
to the residence of children or contact of children with a parent and/ or other person.
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
Question 5
To complete this task refer to the following reading:
 Protective Practices for Staff in their Interactions with Children and Young People, Department for
Education and Child Development (2011).
What does the term ‘Duty of Care’ mean?
Duty of care is referred as a notion of common law that all the duties which staff is held responsible for
giving children with adequate and reasonable level of care and protection in opposition to foreseeable risk
as well as harm. It is a legal duty to take realistic care not to cause harm to another individual which could
be rationally foreseen. It is the requirement that an individual act towards and another people and the
public with caution, prudence, attention and watchfulness which a reasonable individual in the situations
would use.
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
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Assessment 1 Written Questions - Underpinning Knowledge Assessment
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Assessment 1 Written Questions - Underpinning Knowledge Assessment
TASK 2 Child Protection Policy
Question 1A
Match the terms to the child protection definition as outlined in the Policy.
Answer
H Reasonable
Grounds
a. This concept emphasises the need for parents,
families, community members and those who work to
regard the safety, welfare and wellbeing of children as
not being solely the role of the parent but the role of all
members of society.
D Parent b. A person under 16 years.
G Risk of Significant
Harm
c. An individual aged 16 years or above, but under the age of
18 years.
A Shared
Responsibility
d. Defined as a person having the parental responsibility for
the child or young person. Someone other than the
biological parent – such as persons exercising parental
responsibility within the kinship group of the child or young
person.
B Child e. Physical and/or psychological damage or injury experienced
by a child or young person as a consequence of one or
more of physical, psychological or sexual abuse, ill-
treatment or neglect. The current and future impact of the
harm needs to be considered in making the decision about
substantiation of harm.
E Harm f. Will assist mandatory reporters in NSW to determine
whether they should: Make a report to the Community
Services Helpline; Make a referral to a Regional intake
and Referral Service, or to other support agencies or
document and continue the relationship.
C Young Person g. Refers to a risk of harm that is sufficiently serious to
warrant a response by a statutory authority, irrespective of
a family's consent. The risk is not minor or trivial and is
likely to have a substantial and demonstrably adverse
impact on the child's or young person's safety, welfare or
wellbeing.
I Confidentiality h. Refers to the need to have an objective basis for
suspecting that a child or young person may be at risk of
significant harm, based on:
- First hand observations of the child, young person or
family.
- What the child, young person, parent or another person
has disclosed.
F NSW Mandatory
Reporter Guide
i. Details about and the identity of a child/family may only be
discussed with the family and the authorities involved with
the child/family. Where there is suspected/alleged abuse
Educators must not disclose or make use of the
information in a manner that breaches privacy legislation.
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
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Assessment 1 Written Questions - Underpinning Knowledge Assessment
Question 1B
The ‘Blue Bay Model Child Protection Policy’ outlines the conditions that must be present in order to
make a report of significant risk of harm. What are these conditions?
The conditions which must be present to make a report of significant risk of harm includes:
1. Physical abuse
2. Sexual abuse
3. Psychological harm
4. Neglect
 Food
 Medical care
 Education
 Supervision
 Physical care
 Mental health care
 Shelter/ Environment
5. Problematic sexual behaviour
6. Unborn child
7. Carer concerns
 parent / carer substance abuse
 parent / carer domestic violence
 parent / carer mental health
8. Relinquishing care
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
Question 1C
What are staff required to do if it is considered that the child is at immediate risk of harm?
If it is considered that child is at immediate risk of harm, then the staff is required to directly contact to the
police and the helpline.
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
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Assessment 1 Written Questions - Underpinning Knowledge Assessment
Question 1D
According to the policy what are the first two steps that staff must take when considering reporting a child at
significant risk of harm?
As per the policy, the steps that staff should take when considering reporting a child at significant risk of
harm includes –
1. Report their concerns to Room Supervisor or the Nominated Supervisor; and
2. Document their concerns.
Apart from this, they must utilize the New South Wales Mandatory Reporter Guide (MRG) to evaluate
whether their disquiets mitigate the verge of risk of significant harm.
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
Question 2A
With reference to the ‘Blue Bay Model Child Protection Policy’ what should Hilla do if she has some concerns
or suspects risk of significant harm?
If Hilla has some concerns or suspects risk of harm then she should require to document any concern
disclosure or observation made to them involving the date, reporters name and signature, time, details,
location and must report their concern to Room supervisor or the nominated supervisor.
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
Question 2B
Assume the role of Hilla and follow the ‘Blue Bay Model Child Protection Policy’ documentation requirements
and record her concerns about Poppy.
As per the documentation requirements in Blue Bay Child Protection Policy, the concerns of Hilla about
poppy is that poppy has what appearances like four finger print contusions on the back of upper thighs as
well as a single small circular bruise which is bluish in colour present on the front of each thigh. In this
case, she requires to -
1. Record all the details of injury.
2. She need to inform the supervised director about that, it is not her responsibility to make a
judgement about the parents of poppy.
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
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Assessment 1 Written Questions - Underpinning Knowledge Assessment
Question 2C
Using the information in the scenario complete the online NSW Government Mandatory Reporting Guide
process to determine if a report for suspected risk of significant harm is required.
To complete this online task, go to the Keep Them Safe Website, and follow the directions indicated below.
NSW Keep Them Safe: NSW Online Mandatory Reporting Guide
http://www.keepthemsafe.nsw.gov.au/
 Follow the link to the online mandatory reporting guide.
 Select the decision tree that most closely matches the concern(s) you have.
 Using the information from the scenario, complete the mandatory reporting guide.
 Generate the final decision report and print.
Question 2Ci
What was the final decision? Suggested answer for trainer:
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
Question 2Cii
What are you instructed to do next? Suggested answer for trainer:
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
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Assessment 1 Written Questions - Underpinning Knowledge Assessment
TASK 3 Child Abuse Indicators and Outcomes
To complete this task refer to the following readings:
 National Child Protection Clearinghouse: Effects of child abuse and neglect for children and
adolescents, Australian Institute of Family Studies (2010).
 What is Child Abuse and Neglect? Australian Institute of Family Studies (2012).
Question 1
Read each statement and identify whether it is True or False.
Statement True or False
a. There is no universal definition of child abuse and neglect. True
b. Behaviour that is considered abusive in one culture may be considered acceptable
in another.
False
c. To be considered abuse or maltreatment it must be proven that the parent acted
with intent.
False
d. Child physical abuse refers to the non-accidental use of physical force against a
child that results in harm to the child.
True
e. The definition of sexual abuse only includes the abuse of a child by an adult. False
f. In relation to sexual abuse, the age of consent laws are not applicable where an
adult is in a position of power or authority over a child.
True
Question 2a
To complete this task refer to the following reading:
 Guide to making a child protection report, Child Wellbeing and Child Protection: NSW Interagency
Guidelines (2009).
Match the type of abuse/maltreatment to the descriptor.
Ans
wer
Type of Abuse/
Maltreatment
Descriptor
B Physical Abuse a. Is any violent, threatening, coercive or controlling behaviour that occurs in
current or past family, domestic or intimate relationships. It includes not only
physical injury but direct or indirect threats, sexual assault, emotional and
psychological torment, economic control, damage to property, social isolation
and any behaviour which causes a person to live in fear.
D Psychological
Harm
/Emotional
Abuse
b. Occurs when a child suffers or is likely to suffer significant harm from an injury
inflicted by a person e.g. family member. The injury may be inflicted
intentionally or may be the inadvertent consequence of physical punishment or
physically aggressive treatment of a child. The injury may take the form of
bruises, cuts, burns or fractures.
E Sexual Abuse c. Is the failure to provide the child with the basic necessities of life such as food,
clothing, shelter, medical attention or supervision, to the extent that the child's
health and development is, or is likely to be, significantly harmed
A Domestic and
Family
Violence
d. Occurs when a person eg. family member repeatedly rejects the child or uses
threats to frighten the child. This may involve name calling, put downs or
continual coldness from the parent or caregiver, to the extent that it significantly
damages the child's physical, social, intellectual or emotional development.
C Neglect e. Occurs when a person uses power or authority over a child to involve the child
in sexual activity. Physical force is sometimes involved. Involves a wide range
of sexual activity, including exposure to child/adult pornography.
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Assessment 1 Written Questions - Underpinning Knowledge Assessment
Question 2b Match the type of abuse/maltreatment to the possible indicators.
Ans
wer
Type of Abuse/
Maltreatment
Possible Indicators
D Domestic
and Family
Violence
a. Some of the Indicators:
 injuries e.g. bruising on the face, head or neck, other bruising or marks
showing the shape of the object that caused it, lacerations and welts
 adult bite marks and scratches, bone fractures or dislocations, especially in
children under two years of age, burn marks or scalds
 explanation inconsistent with injury
 behaves aggressively and violently towards others, particularly younger
children
 wears clothing, inappropriate to the weather conditions, to conceal injuries
 direct or indirect disclosure of physical abuse
E Neglect b. Some of the Indicators:
 physical trauma e.g. to the genital region, including bruising, bleeding and
tearing; to breasts, buttocks, lower abdomen or thighs including bite/burn
marks
 sexually provocative, describes or re-enacts sexual acts with age
inappropriate knowledge
 risk taking behaviours, self-harm
 poor self esteem
 disturbed sleep and nightmares
 marked changes in behaviour, for example a confident talkative child
becoming suddenly introverted, or an introverted child becoming
aggressive or not wanting to be alone
 regresses in developmental achievements, child is excessively clingy or
begins soiling and wetting when these were not formerly a problem
 sexual themes in the child's artwork, stories or play
B Sexual Abuse c. Some of the Indicators:
 self-harms, attempts suicide
 feels worthless, low self-esteem, not confident, highly self-critical
 takes extreme risks, is markedly disruptive, is a bully, is aggressively
violent
 regresses in developmental achievements, child is excessively clingy or
begins soiling and wetting when these were not formerly a problem
 doesn’t value others or show empathy
 lacks trust in people
 lacks age appropriate interpersonal skills
 extreme attention seeking
 impaired parental or caregiver attachment
 displays rocking, sucking, head-banging behaviour
A Physical Abuse d. Some of the Indicators:
 weight issues: preterm and low birth weight baby, low weight for age
and/or fails to thrive and develop, eating disorder
 unexplained physical injuries, unusual fear of physical contact with adults
 aggressive or violent behaviour towards siblings, parents and peers
 regresses in developmental achievements, pre-school child is excessively
clingy or begins soiling and wetting when these were not formerly a
problem
 wears concealing clothing, in order to hide injuries
 directly or indirectly discloses violence in the home
 difficulties with sleeping
 over-protects mother or fears leaving mother at home, insecure
attachment to parents
 no or little emotion or fear when hurt or threatened
 unusual fear of physical contact with adults
 overly compliant, shy, withdrawn, passive and uncommunicative
 poor sleeping patterns, fear of dark, nightmares
 abusive or dismissive attitude to a parent who is a victim
 socially isolated, sadness and frequent crying
C Psychological
Harm/Emotio
nal Abuse
e. Some of the Indicators:
 low weight for age and/or fails to thrive and develop
 inappropriate provision of nutrition leading to, for example, excessive
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Assessment 1 Written Questions - Underpinning Knowledge Assessment
weight for age
 attains general developmental milestones late
 poor primary health care, untreated sores, serious nappy rash, significant
dental decay
 standard of hygiene and self-care is poor
 not adequately supervised for their age
 scavenges or steals food, focus is on basic survival
 longs for or indiscriminately seeks adult affection
 poor school attendance
 stays at the homes of friends and acquaintances for prolonged periods,
rather than at own home
 displays rocking, sucking, head-banging behaviour
 overly passive, emotionless
Question 3a
To complete this task refer to the following reading:
 National Child Protection Clearinghouse: Effects of child abuse and neglect for children and
adolescents, Australian Institute of Family Studies (2010).
List the factors that may affect the impact of abuse and neglect on the child?
The factors which may affect the influence of neglect and abuse on child includes –
1. Frequency and duration of maltreatment
2. Co-occurrence of multiple forms of maltreatment
3. Age as well as developmental stage at which maltreatment occurred
4. Child or young individual’s perceptions of the abuse
5. Type of abuse and neglect
6. Severity of maltreatment
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
Question 3b
Explain the term ‘risk and protective factors’?
Risk factors:
Risk factors are referred as the characteristics at psychological, community, family, biological or cultural level
which precede and are related to high likelihood of adverse outcomes.
Protective factors:
Protective factors are referred as the characteristics related to lower possibility of adverse outcomes or which
reduce the impact of risk factor. This may be seen as optimistic countering events.
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
Question 3c
How is resilience defined?
Resilience is defined as the procedure of adapting well in face of tragedy, threat, trauma, adversity or significant
stress sources like relationship and family issues, workplace and financial stressors or serious health issues. It
is the ability of strained body to recover its shape and size after defamation caused.
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S NYS Assessor to indicate how this professional judgement was made:
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CHCPRT001 Identify and respond to children and young people at risk

Assessment 1 Written Questions - Underpinning Knowledge Assessment
Question 3d
What are the risk factors that may contribute to poor outcomes for children who have been abused or
neglected?
The risk factors which may contribute to poor outcomes for children who have been neglected or abuse
includes:
1. Socio-economic disadvantage,
2. social isolation
3. large families
4. living in dangerous neighbourhoods,
5. a caregiver with depression or drug or alcohol dependence
6. whether the child has a disability
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
Question 3e
Listed on the next page are the primary consequences of abuse and neglect that impact on young children.
Match these to two possible outcomes.
Ans
wer
Examples of primary
consequences of abuse and
neglect
Possible Outcomes
L Attachment problems:
Babies and toddlers are more
likely to experience insecure
or disorganised attachment
problems with their primary
caregiver.
a. Can be aggressive or hyperactive.
b. Can affect the developing brain and may interfere with
a child's capacity to integrate sensory, emotional and
cognitive information, which may lead to over-reactive
responses to subsequent stress.
c. Older children can perform at lower levels on
standardised tests and have lower educational
achievement.
d. Children exposed to sexual abuse or violent behaviour
are more likely to demonstrate inappropriate behaviour.
e. May find it difficult to trust others when in distress -
may lead to persistent experiences of anxiety or anger.
f. Develop anxiety disorders.
g. May have brain damage, spinal cord injuries, hearing
loss, speech difficulties and even death, as a result of
shaken baby syndrome.
h. Can develop post-traumatic stress disorder.
i. Infants can have seriously affected developmental
capacities, especially in the critical areas of speech
and language.
j. Can have major depression.
k. Can be more likely to suffer from physical ailments
such as allergies, arthritis, asthma, bronchitis, high blood
pressure, and ulcers.
l. Can have insecure attachments that can severely
affect a child's ability to communicate and interact with
others and form healthy relationships throughout their
life.
H Physical health
problems: Children who
are subjected to chronic
abuse and neglect may
experience physical and
health problems
B Trauma and psychological
problems: Children who are
subjected to chronic abuse
and neglect may result in
complex and chronic
psychological trauma.
I Learning and
developmental problems:
Children who are subjected
to chronic abuse and neglect
may have associated
learning difficulties/poor
academic achievement.
E Behavioural problems:
Children who are subjected
to chronic abuse and neglect
are more likely to develop
behaviour problems in
adolescence.
J Mental health problems:
Children who are subjected to
chronic abuse and neglect are
three times more likely to
exhibit a depressive disorder
than non-maltreated children.
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Assessment 1 Written Questions - Underpinning Knowledge Assessment
END OF ASSESSMENT
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CHCPRT001 Identify and respond to children and young people at risk