COURSE OVERVIEW:

Welcome to the Identify & Report Children & Young People at Risk course. This program has been developed to provide you with the essential knowledge, legal responsibilities, and ethical frameworks required to recognise, respond to, and report indicators of harm. Grounded in Australian child protection legislation and practice standards, the course supports participants in developing the confidence and competence to ensure the safety and wellbeing of children and young people in all contexts.

Understanding the concept of risk and the principles of child protection is central to safeguarding vulnerable children and young people. This course begins by exploring the meaning of risk, the importance of early identification, and the professional responsibility to act in accordance with duty of care obligations. It highlights how safeguarding involves collaboration, vigilance, and ethical decision-making to protect children from harm, neglect, and abuse.

Abuse and neglect can take many forms, each with distinct indicators and dynamics. This section provides a detailed overview of physical, emotional, psychological, sexual, parental, and pre-natal abuse. It helps participants identify observable signs, recognise behavioural changes, and understand the contextual factors that may mask or contribute to ongoing harm.

Protective and risk factors vary across different groups of children and young people. This section examines how factors such as age, gender, disability, culture, and sexuality influence vulnerability and resilience. It highlights the need for culturally safe and inclusive responses, particularly for children from Aboriginal, Torres Strait Islander, and culturally diverse backgrounds.

The United Nations Convention on the Rights of the Child (UNCRC) provides an international foundation for protecting children’s rights. This section outlines its four core principles—non-discrimination, best interests of the child, survival and development, and participation—and explores Australia’s obligations under the Convention. It demonstrates how these principles guide professional practice and decision-making in child protection contexts.

Exposure to harm has significant and lasting impacts on a child’s wellbeing. This section examines the physical, emotional, social, and cognitive consequences of abuse, neglect, and unsafe environments. It discusses how repeated trauma can affect developmental milestones, learning outcomes, and long-term resilience, reinforcing the urgency of early intervention and prevention.

Recognising children and young people at risk requires keen observation and professional judgement. This section identifies common behavioural, emotional, and physical indicators of risk, including the influence of family dynamics, socio-economic disadvantage, and environmental instability. It also highlights the particular vulnerabilities of children with disability, Aboriginal and Torres Strait Islander children, and those in out-of-home care.

Child-focused work practices are at the heart of effective intervention. This section emphasises placing the child’s safety and wellbeing at the centre of all actions, while respecting their voice, rights, and individuality. It explores ways to build trust and consistency in professional relationships, ensuring children feel heard and protected within a safe, supportive environment.

Engaging effectively with children and young people requires empathy, patience, and appropriate communication techniques. This section introduces key engagement skills such as establishing rapport, asking non-leading questions, and applying active listening. It explains how to adapt communication styles based on the child’s age, emotional state, and cultural background.

Duty of care and professional boundaries are essential elements of ethical child protection practice. This section outlines the legal obligation to act when risk is identified, the importance of maintaining professional boundaries, and the procedures for following mandatory reporting and confidentiality requirements. It reinforces that safeguarding children must always take precedence over personal or organisational hesitation.

Trauma has a profound effect on how children think, feel, and behave. This section explores the neurological and emotional impacts of trauma, helping practitioners recognise trauma-related behaviours such as withdrawal, aggression, or hypervigilance. It promotes the use of trauma-informed care approaches that prioritise safety, stability, and reassurance for children affected by adversity.

Ethical considerations underpin all aspects of child protection work. This section examines professional obligations related to human rights, organisational codes of conduct, and registration or licensing requirements. It discusses the principles of ethical decision-making, confidentiality, and informed consent, ensuring practitioners act with integrity and accountability in complex situations.

Understanding Australia’s legal system is essential for effective child protection practice. This section provides an overview of child protection legislation, interagency policies, and reporting protocols across States and Territories. It explains the processes for notifying authorities, statutory responses to risk, and the legal responsibilities attached to specific roles within the system.

Organisational policies and procedures provide the framework for consistent, lawful practice. This section outlines how to gather information, document observations, and report concerns accurately while upholding privacy and confidentiality. It stresses the importance of using clear communication channels and maintaining factual, detailed records that support investigation and intervention processes.

Identifying children and young people at risk requires vigilance and structured observation. This section guides professionals in recognising behavioural and environmental warning signs, collecting evidence responsibly, and maintaining accurate documentation. It emphasises communication strategies that align with organisational policies and privacy laws, ensuring that every concern is managed sensitively and professionally.

Reporting risk of harm is both a legal and ethical obligation. This section explains how to complete documentation accurately, use appropriate reporting channels, and escalate cases where immediate danger is identified. It also covers how to communicate with child protection authorities, maintain compliance with reporting standards, and retain records securely for accountability and review.

Ethical practice underpins all professional interactions with children and families. This final section reinforces the importance of upholding children’s rights, maintaining confidentiality, and demonstrating respect in all communications. It discusses how to apply organisational codes of conduct, recognise ethical concerns, and ensure decisions always prioritise the safety, dignity, and wellbeing of children and young people.

By the end of this course, you will have developed the knowledge, confidence, and professional competence to identify and report children and young people at risk. You will understand your legal obligations, apply ethical and trauma-informed principles, and contribute to a safe, accountable, and child-centred practice environment that upholds the rights and wellbeing of every child.

Each section is complemented with examples to illustrate the concepts and techniques discussed.

This course is designed to align with the content outlined in the Nationally Recognised Unit of Competency CHCPRT025.

LEARNING OUTCOMES:

By the end of this course, you will be able to understand the following topics:

1. Introduction to Children and Young People at Risk

·       The Concept of Risk and Child Protection

·       The Importance of Safeguarding Children and Young People

·       Professional Responsibility and Ethical Duty of Care

2. Types, Indicators and Dynamics of Abuse

·       Physical

·       Emotional

·       Psychological

·       Sexual

·       Neglect

·       Parental

·       Pre-natal

3. Protective and Risk Factors that Apply to Different Groups

·       Age

·       Gender

·       Disability

·       Culture

·       Sexuality

4. Key Aspects of the United Nations Convention on the Rights of the Child

• Understanding the four core principles: non-discrimination, best interests of the child, right to survival and development, and participation.
• Recognising Australia’s obligations under the Convention to protect and promote children’s rights.
• Applying the Convention’s principles in professional practice to ensure decisions prioritise child wellbeing and safety.

5. Impact of Risk of Harm

• Identifying the short- and long-term physical, emotional, and social consequences of exposure to harm.
• Understanding how neglect, abuse, and unsafe environments affect developmental milestones and learning outcomes.
• Recognising the cumulative impact of repeated or ongoing harm on a child’s mental health and future resilience.

6. Characteristics of Children and Young People at Risk

• Recognising behavioural, emotional, and physical indicators that may signal abuse or neglect.
• Understanding the role of family dynamics, socio-economic disadvantage, and environmental factors in increasing risk.
• Identifying vulnerabilities among specific groups such as children with disability, Aboriginal and Torres Strait Islander children, or those in out-of-home care.

7. Characteristics of Child-Focused Work Practices

• Placing the child’s safety, wellbeing, and voice at the centre of all decisions and actions.
• Encouraging participation and empowerment of children in discussions about their care and support.
• Building trust, consistency, and transparency in professional interactions to foster safe relationships.

8. Engagement Techniques for Working with Children and Young People

·       Establishing rapport

·       Asking non-leading and open questions

·       Active listening techniques

9. Duty of Care, Professional Boundaries, and Responsibilities

• Understanding legal and ethical responsibilities to act when a child is suspected to be at risk.
• Maintaining professional boundaries while offering empathy and support to children and families.
• Following organisational policies, mandatory reporting requirements, and confidentiality obligations appropriately.

10. Impact of Trauma on Children and Young People

• Understanding how trauma affects brain development, behaviour, and emotional regulation.
• Recognising trauma-related responses such as withdrawal, aggression, or anxiety in children and adolescents.
• Applying trauma-informed care principles to provide safety, stability, and reassurance in all professional interactions.

11. Ethical Needs and Considerations

·       Approaches that incorporate the conventions on the rights of the child and human rights

·       Obligations as defined by the job specification and employing organisation

·       Obligations as stated in relevant codes of practice, licensing, accreditation registration to professional bodies and service agreements

·       Principles of ethical decision making

12. Overview Of Legal System and How It Pertains to the Job Role

·       Child protection system, including reporting protocols, responses to reporting and interagency policies

·       Child protection legislation in the relevant State or Territory

·       Commonwealth, State or Territory requirements and processes for notifying risk, suspected harm and reporting process

·       Statutory and policy requirements relating to job role

13. Organisational Policies and Procedures

·       Gathering information

·       Documentation

·       Reporting

·       Communication

·       Privacy and confidentiality

14. How to Identify Children and Young People at Risk

• Observe signs and indicators to identify children, families and young people at risk of domestic violence, abuse and neglect
• Collect information and document signs and indicators of abuse in accordance with legislative requirements and organisational policies and procedures
• Use communication and information gathering techniques with children and young people according to organisational policies and procedures
• Recognise environmental, social, and behavioural contexts that may increase risk or vulnerability
• Maintain accurate and confidential records of observations and actions taken

15. How to Report Indications of Possible Risk of Harm

• Ensure documentation in person’s record is completed accurately, in a detailed and factual manner, according to organisational policies and procedures for privacy and confidentiality
• Report risk of harm indicators using the relevant reporting mechanism in accordance with legislative requirements
• Follow organisational escalation procedures when immediate risk or danger is identified
• Communicate with appropriate child protection authorities or supervisors in a timely and professional manner
• Retain copies of reports and evidence in compliance with organisational and legal record-keeping standards

16. How to Apply Ethical Practices in Work with Children and Young People

• Recognise and uphold the rights of children and young people in the provision of services
• Employ ethical practices and observe professional boundaries when working with children and young people
• Recognise and report indicators for ethical concerns when working with children and young people
• Maintain respect, confidentiality and non-judgmental communication in all interactions
• Apply organisational codes of conduct and child-safe standards to guide professional behaviour

COURSE DURATION:

The typical duration of this course is approximately 3-4 hours to complete. Your enrolment is Valid for 12 Months. Start anytime and study at your own pace.

COURSE REQUIREMENTS:

You must have access to a computer or any mobile device with Adobe Acrobat Reader (free PDF Viewer) installed, to complete this course.

COURSE DELIVERY:

Purchase and download course content.

ASSESSMENT:

A simple 10-question true or false quiz with Unlimited Submission Attempts.

CERTIFICATION:

Upon course completion, you will receive a customised digital “Certificate of Completion”.