Written+Assessment+Part+B+v1

2. Match each principle of ethical decision-making to its descriptor.

I. What is the issue? Look at all the information you have, including who is involved, the setting,
and any verbal or non-verbal communication shared around the incident. Identify
II. Thinking about the perspectives of others involved and identifying who is responsible or who
might be affected by the decision, along with any barriers such as conflict of interests. Consider
III. Utilizing documents such as the United Nations Convention on the Rights of the Child, code of
conduct and policies/procedures to gain further information. Where necessary, conduct
research to support possible solutions. Refer
IV. Gaining advice and support from a trusted colleague or supervisor regarding possible solutions.
Discuss
V. Implementing the solution that was decided on. Act
VI. Examining how the decision-making process went, and viewing this from different perspectives.
Reflect

Stimulus for Questions 3 to 5

Please answer questions as an employee working with children/young people as a mandatory reporter.

You are required to use the provided Identify and report children/young people at risk policy to assist in

answering policy-related questions throughout each Part of your assignment.

The provided policy is from a national organization, and will instruct the reader to access state/territory

specific information. You are required to read and interpret information in line with the legislation
provided

by your relevant state/territory Child Protection Agency.

Alison recently began working with you, and she is now someone you consider a friend. Alison
is the support worker for Jedda (13 years old) who has an acquired brain injury?
Today you have observed Alison:
· raising her voice at Jedda, telling her she doesn’t have a say in the experiences
provided, and that she can’t play for the rest of the day
Identify Consider Re ect Act Discuss Refer
2
· talking about Jedda, within her hearing, to other staff
· speaking with judgement about Jedda and her parents while in the staff room.
You notice that Jedda has begun to keep her head down and will not make eye contact with
Alison anymore. She used to speak to Alison (her vocabulary is limited), however she will now
mostly limit her communication to nodding and shaking her head.

3. 1 point
Use the Documenting Concerns Form [Appendix 1] to answer the following:

Formally document your concerns using the information provided about Jedda and Alison. You will need
to add certain details to the scenario to ensure that you are able to document all required information.
Your document must:

 be written in accordance with the provided policy

 be written in a detailed, objective manner
 include Jedda’s full name and date of birth
 include your concern for Jedda
 include details of Alison’s behavior of concern.

Please complete the Documenting Concerns Form and upload

Documenting Concerns Form

Child/Young Person’s Full Name: Jedda Smith
Date of Birth: 05/06/2011
Date of Concern: 01/10/2024
Person Reporting Concern (Your Name): Allison Bayer
Role/Position: Childcare Worker / Support Worker
Details of Concern:
Observed Behavior of Concern:
Over the past few days, I have noticed changes in Jedda’s behavior, particularly today. Jedda, a 13-
year-old with an acquired brain injury, has started to avoid eye contact with her support worker,
Alison. Previously, Jedda would verbally communicate with Alison, albeit with a limited vocabulary,
but now limits communication to nodding and shaking her head. Today, Alison raised her voice at
Jedda, telling her that she doesn’t have a say in the experiences provided and that she cannot play for
the rest of the day. Alison has also spoken about Jedda within her hearing range, making comments
to other staff about her and her family with visible judgment. These interactions appear to have
affected Jedda’s confidence, as she has become increasingly withdrawn. Alison’s approach to Jedda
lacks empathy and understanding of her needs, and this shift in Jedda’s behavior is concerning.
Specific Incidents:
1. Raised Voice and Restriction: Alison told Jedda she could not play for the rest of the
day and raised her voice at her, stating that Jedda doesn’t have a say in the activities
provided.
2. Inappropriate Conversation: Alison discussed Jedda’s situation and family in a
judgmental tone with other staff members in the staff room, within earshot of Jedda.
3. Impact on Jedda: Jedda has begun to keep her head down, avoids eye contact with
Alison, and now communicates almost exclusively with non-verbal gestures such as
nodding and shaking her head.
2. Your Concern for Jedda:
I am concerned that Alison’s behavior may be negatively impacting Jedda’s emotional well-
being. Jedda’s withdrawal and reduced communication are signs of distress, potentially
caused by Alison’s raised voice, dismissive attitude, and judgmental comments. Jedda’s
emotional safety and self-esteem seem to be compromised by the way she is being treated,
and her ability to communicate and engage in daily activities is diminishing.
3. Action Taken:
As per the Identify and Report Children/Young People at Risk Policy, I am documenting
 these observations and raising my concerns with the relevant supervisor and child protection
officer. I believe it is important to intervene to ensure that Jedda’s emotional and
psychological needs are met and that any further harm is prevented. Further action will
follow the guidance outlined in our child protection policy.
4. Recommendations or Next Steps:
I recommend that a meeting be held with Alison to address her approach toward Jedda, with
a focus on providing her with additional training on handling children with disabilities,
particularly in how to foster positive communication and support emotional well-being.
Additionally, I suggest immediate steps to check on Jedda’s emotional state and provide her
with reassurance and support, potentially through assigning another worker or involving a
child psychologist if necessary.

4. 1 point

As the employee working alongside Alison, answer the following questions:

a) Identify one (1) aspect of Jedda’s character that might increase the risk of abuse

b) Using the Child Safe Code of Conduct in the provided policy identify your concerns with Alison’s

behavior in relation to protecting Jedda

c) Identify one (1) Article in the United Nations Convention on the Rights of the Child that Alison’s

behavior does not align with.

a) Jedda’s acquired brain injury increases her risk of abuse because it affects her communication
abilities, making her more vulnerable. Her limited vocabulary and reliance on non-verbal
communication (nodding and shaking her head) might prevent her from expressing her
discomfort or reporting inappropriate behavior. Additionally, children with disabilities are
often at a higher risk of being mistreated due to their dependence on caregivers and difficulty
in asserting themselves.

b) Alison’s behavior breaches the Child Safe Code of Conduct by:

 Raising her voice and telling Jedda she "doesn't have a say" in the experiences provided. This
disempowers Jedda and creates an environment of intimidation and control, rather than care
and support.
 Speaking negatively about Jedda and her family in front of other staff and within Jedda’s
hearing. This is unprofessional, disrespectful, and emotionally harmful to Jedda, violating the
principles of promoting a safe, supportive, and inclusive environment.
These actions violate the Code of Conduct by failing to prioritize Jedda’s dignity, respect, and
emotional well-being, putting her at emotional and psychological risk.

c) Alison’s behavior does not align with Article 12 of the United Nations Convention on the
 Rights of the Child, which states that children have the right to express their views freely in all
matters affecting them, and those views should be given due weight. By telling Jedda she
doesn't have a say in her activities and by ignoring her right to participate in decisions about
her experiences, Alison is violating this fundamental right to be heard and to participate in
decisions that affect her life.

5. 1 point

Provide one (1) example of the possible impact of Alison’s behavior on Jedda.

Emotional withdrawal and decreased self-esteem. Since Alison raised her voice, dismissed Jedda's
input, and spoke negatively about her and her family, Jedda may feel disempowered, isolated, and
anxious. This could lead to her further withdrawing from social interactions, as evidenced by her
reluctance to make eye contact and her shift to non-verbal communication. Over time, this could
diminish her confidence, making it harder for her to engage in activities, express her needs, or trust
adults in caregiving roles.

6. 1 point

You have decided that you need to formally advise your supervisor of your concerns about

Alison’s actions. You’re having a difficult time re ecting on this as you have built a relationship with
Alison and are worried about betraying her by notifying your supervisor.

How do you stay focused on Jedda’s rights as a child rather than on your friendship with Alison?

To stay focused on Jedda’s rights as a child rather than on the friendship with Alison, I should remind
myself that my primary responsibility as a mandatory reporter is to protect the well-being and safety
of the child. Jedda’s rights, including her right to be treated with respect and to participate in
decisions that affect her (as per the United Nations Convention on the Rights of the Child), must take
precedence over personal relationships. By reflecting on the ethical principles of child protection and
my professional duty, I can reframe my actions as safeguarding Jedda's emotional and psychological
welfare rather than betraying Alison.

7. 1 point

Draft an email to your supervisor which outlines your concerns about Alison's behavior and concerns for
Jedda, then submit this draft as your response to this question.

Subject: Concerns Regarding Alison’s Behavior and Its Impact on Jedda

 Dear Sir/madam

I hope this email finds you well. I am writing to formally express some concerns regarding recent
interactions between Alison and Jedda that I have observed. Jedda, as you know, is a 13-year-old child
with an acquired brain injury, and I have noticed a concerning shift in her behavior in response to
Alison’s actions.

In recent days, I have observed the following:

a) Alison raised her voice at Jedda and told her that she “doesn’t have a say” in the activities
provided, effectively dismissing Jedda’s input.
b) She restricted Jedda from participating in play for the remainder of the day.
c) Additionally, Alison has made judgmental comments about Jedda and her family, both within
Jedda’s hearing range and while speaking to other staff members in the staff room.
d) Since these incidents, Jedda has begun avoiding eye contact with Alison and has significantly
reduced her verbal communication, now only nodding or shaking her head in response. I am
concerned that these interactions may be having a negative impact on Jedda’s emotional
well-being and confidence.

I understand the sensitivity of this matter, especially given my relationship with Alison, but I believe it
is important to address these concerns for Jedda’s sake. I am worried that Alison’s approach is not
aligned with the Child Safe Code of Conduct and could potentially harm Jedda’s sense of security and
self-worth.

I would appreciate the opportunity to discuss this further and explore how we can support both Jedda
and Alison moving forward.

Thank you for your time and attention to this matter.

Kind regards,
Allison Bayer
Childcare worker
[email protected]

8. 1 point

Please answer questions as an employee working with children/young people as a mandatory reporter.

You are required to use the provided Identify and report children/young people at risk policy to assist in

answering policy-related questions throughout each Part of your assignment.

The provided policy is from a national organization, and will instruct the reader to access state/territory
specific information. You are required to read and interpret information in line with the legislation
provided by your relevant state/territory Child Protection Agency.

Provide one (1) example of how your approach/action aligns with the provided policy’s code of conduct

Reporting Alison’s behavior in accordance with the mandatory reporting requirements. The policy
 emphasizes the need for employees to act in the best interests of the child by promptly identifying
and reporting any concerns about a child’s well-being, even if it involves a colleague or friend. By
documenting my observations about Alison's inappropriate behavior and formally advising my
supervisor, I am fulfilling my obligation to protect Jedda’s rights and ensure her safety, as outlined in
the policy’s code of conduct. This approach ensures that Jedda's emotional and psychological welfare
is prioritized, as mandated by the policy and child protection legislation.

9. 1 point

You arrive home after emailing your supervisor of your concerns about Alison and Jedda. Your partner
notices you are not yourself and asks you what is happening.

How do you respond?

I have had a challenging day at work, and it's been a bit stressful. However, due to the nature of my
job and confidentiality requirements, I can't go into detail. Thank you for noticing and for your
support—I really appreciate it.

10. 1 point

While you are playing a game of snap with Jedda, her dad arrives to pick her up. He approaches you and

thanks you numerous times for being kind to Jedda. He tells you that she has been telling him that her

other teacher isn’t nice to her while she’s here. He offers to take you out to dinner to say thank you.

How do you respond

Thank you so much for your kind words. I'm glad to hear that Jedda feels comfortable with me.
However, as much as I appreciate the offer, it's part of my role to care for and support all the children
here. Your appreciation means a lot, but I must politely decline the dinner invitation to maintain
professional boundaries. If you have any concerns about Jedda’s experience, I encourage you to speak
with our supervisor to ensure she’s receiving the best possible care.

11. 1 point

Please answer questions as an employee working with children/young people as a mandatory reporter.

You are required to use the provided Identify and report children/young people at risk policy to assist in
answering policy-related questions throughout each Part of your assignment.

The provided policy is from a national organization, and will instruct the reader to access state/territory
specific information. You are required to read and interpret information in line with the legislation
provided by your relevant state/territory Child Protection Agency.

You are sitting at the drawing table with Luca (4 years), and he says, ‘Daddy, hurt Mummy’.
 a) Using the provided policy, give an example of how you will appropriately communicate with
Luca about his comment.
b) Provide one (1) example of an open-ended and non-leading question you can ask Luca to clarify
his statement. Your answer must align with the provided policy.
c) Explain the active listening techniques you will use when Luca answers your question

a. Following the Identify and report children/young people at risk policy, I would respond to
Luca's comment in a calm and supportive manner, without showing shock or overreacting. It
is important to acknowledge Luca’s statement without probing for unnecessary details. I
would say something like, "I'm sorry to hear that, Luca. That sounds upsetting." This approach
shows empathy while avoiding making assumptions or influencing Luca's words, keeping the
communication neutral as required by the policy.
b. To clarify Luca's comment in a non-leading way, I might ask: "Can you tell me more about
what happened?" This open-ended question allows Luca to share additional details without
feeling pressured or guided to respond in a certain way. It aligns with the policy by
encouraging the child to speak freely while avoiding any suggestion or assumption on my
part.
c.
I. Maintain eye contact and sit at his level to create a safe and comfortable space.
II. Use nodding or simple verbal acknowledgments like "I see" or "Okay" to show that I
am engaged and listening carefully without interrupting.
III. Keep my body language open and neutral, avoiding expressions of shock or concern,
to ensure that Luca feels comfortable sharing.
IV. Reflect back some of his words in a neutral way, such as "You said that Daddy hurt
Mummy," to show that I am listening carefully and to encourage him to continue if he
feels comfortable.

12. 1 point

You have recently begun working with Elaina (9 years). She has been placed into your organization to

provide respite for her mother to reduce the risk of harm to Elaina. You understand how important

reciprocal relationships are and have been encouraged to develop rapport with her.

a. Provide two (2) examples of how you aim to build a relationship with Elaina.
b. Provide two (2) examples of open-ended questions you can ask her, ensuring you are
not leading her to speak about her relationship and situation with her mother.
c. Provide two (2) examples of active listening techniques you will use

a.
I. Spending time engaging in activities she enjoys: I would ask Elaina about her interests
and offer opportunities to participate in activities like drawing, playing games, or
 reading together. By focusing on activities that she enjoys, I create a positive, relaxed
environment where she feels safe and supported.
II. Creating a consistent routine with her: By ensuring I am present and available at the
same times each day, I can build trust and consistency. Elaina will know she can rely
on me, which will help foster a sense of security and connection.
b.

I. "What’s your favorite thing to do after school or on weekends?"

II. "Can you tell me about something fun you did recently?"

c.

I. Paraphrasing or reflecting: I would rephrase what Elaina shares to show that I understand,
such as "So, you really enjoyed playing that game with your friends, right?" This demonstrates
active engagement and encourages further conversation.

II. Using non-verbal cues: I will maintain eye contact, nod, and use open body language to show
that I am attentively listening to what Elaina is saying. This helps her feel heard and valued,
reinforcing trust in our developing relationship.