CHCPRT010 Work with children and young people with complex trauma and attachment issues and needs

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Melbourne High School *

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CHCPRT010

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Psychology

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May 7, 2024

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pdf

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Question 1.1 1.1.a The neighbour of a young person has reported that a young person was beaten by their stepfather when they did not comply with their rules. Identify four other appropriate sources of information about the child or young person and explain what information they might be able to provide. Submitted answer: Listed below are four ways to identify appropriate sources of information: 1. The child directly: they can provide the details according to how they experience since they know better then anyone else what happened to them 2. Family members: they can provide insight on the family dynamic, anything they have witness and how often they occur 3. School teachers: they can give information pertaining to the child's behaviours, and changes in the child, any information the child has disclose to them personally 4. Neighbour: the neighbor who witnessed the beating can give full details of the abuse they witnessed, and things things they heard, and anything other useful information 1.1.b You have collected information from a variety of sources about a child who has witnessed a severe act of domestic violence in their home. What should you do now? Submitted answer: Now that enough information has been collected you should organise the information and into a format that is easy to understand, contacts and witness testimonies/people directly involved in giving information of the young person. Secondly you should interpret and summarise the information. Give a hypothesis based on the information provided by about the young person. Lastly report to the relevant authorities in your state and contact them to ensure it's been received to be assessed. (Assessment objectives ...) Question 1.2

You are trying to gather information about the values of the cultural group to which a child or young person belongs. In particular, you want to gather information about the way families within a culture discipline their children. 1. Who might you gather information from? Provide three examples. 2. Make a list of three open questions that you might ask to gather information about discipline. Submitted answer: Three examples of where information can be gathered include the following; - cultural elders - parents or caregivers within the cultural group - cultural organisations Three questions to ask to gather information include the following; - "Could you share some insights into how discipline is typically approached within your cultural community? - How do parents ensure that children understand boundaries and rules?" - "In your culture, what are some common methods or strategies that parents use to guide their children's behavior and teach them important values?" (Assessment objectives ...) Question 1.3 Identify 10 pregnancy or birth issues that might impact on the development of a child or young person. Try to do this without referring back to the text. Submitted answer: Listed below are 10 pregnancy or birth issues that might impact on the development of a child or young person: - mothers education level - marital status of the mother - timing of prenatal care initiation - tobacco use during pregnancy - alcohol use during pregnancy - age of mother under 18 at delivery - medical history (eg, anemia, infections) - complications during labour and delivery

- premature birth - low birth weight Question 2.1 2.1.a You are working with a boy who has been sexually abused by a teacher at an overnight school camp. The boy is eight years old. How might this incident impact on the behaviour patterns of the boy? Submitted answer: Being sexually abused can impact the behaviour of the boy causing emotional distress or symptoms of ODD such as the following: - being easily angered, annoyed or irritated - frequent tantrums - arguing frequently and excessively with adults - refusal to obey rules - attempting to annoy, aggravate or upset others - poor self-esteem - blaming others for misfortunes, misdeeds, mistakes or misbehaviour - being uncooperative - defiance - hostility towards authority figures - seeking revenge for perceived mistreatment/injustice - mean and hateful talking when upset 2.1.b A child at preschool has been demonstrating behaviours for a couple of days, including being uncharacteristically non-compliant, angry and reluctant to socialise with their peers. After a few days their behaviour goes back to normal. Does this behaviour mean that the child is acting out as a result of a traumatic event? What should be done? Submitted answer: In this scenario since the child's behaviour returned to normal I would say he did not experience a traumatic event. Sometimes children display characteristics such as noncompliance, anger and reluctance to socialise because they found out they have a new sibling on the way, lack of sleep, changes in routine, moving house, feeling unwell or if a parent goes away for a couple of days. These various reasons can

cause a change in behaviour for a child, and since they don't how to regulate or express their emotions a change in behaviour can occur. However as the educator of that child it's best to monitor the behaviour, communicate with the child's parent or guardian what you have seen. And if the child displays any other unusual behaviours make any investigations that are necessary. (Assessment objectives ...) Question 2.2 2.2.a Identify whether these causes of delays are likely to have a transient or permanent impact on a child or young person’s development: • Not being nurtured by parents. • Having spina bifida. Submitted answer: a. This developmental delay is likely to have a long-term e ff ect on a child or young person's development. Inadequate support and nurture throughout crucial growth phases might result in long-term emotional, mental, and social di ﬃ culties. b. This developmental delay may have a lifelong e ff ect on a child's or young adult's development. A congenital disorder a ff ecting the spine, spina bifida can cause a range of physical and neurological disabilities that might last a lifetime. (New answer) a. Lack of nurture may have a transient impact on a person as it could lead to di ﬃ culties in forming relationships and attachments, social skills, or managing emotions. These impacts are likely to persist as the child grows up and doesn't receive the necessary support, which could further lead to emotional, cognitive and behavioural disorders. 2.2.b Identify the area of delay in these examples: • A child cannot express their ideas verbally. • A child cannot jump a skipping rope. • A child cannot learn how to solve problems. • A child cannot physically use a computer keyboard. • A child cannot work with peers without losing their temper. Submitted answer:

a. Language delay b. Gross motor skill delay c. Cognitive delay d. Fine motor skill delay e. Social/emotional delay (Assessment objectives ...) Question 2.3 What does the term normal variations in development mean? Submitted answer: The term "normal variations in development" describes the di ff erent ways in how children pick up skills and accomplish developmental milestones. Because of their surroundings and genetic makeup, children develop in di ff erent ways and di ff erent time frames. (Assessment objectives ...) Question 2.4 2.4.a What is attachment theory? Submitted answer: Attachment theory is a theory about children's emotional bonds with another person and how it impacts their development and later connections. It draws attention to how behaviour and emotions are influenced by secure or insecure attachments, as well as how early experiences mould these patterns. 2.4.b You are speaking with a young person who tells you that they want a relationship with their parent even though the parent often ignores them and has been violent towards them. What kind of behaviour might you expect to see from the young person? Submitted answer: You could expect to see the following behaviours: - confusion from not understanding why the abuse is occurring and how to prevent it - anxiety in not knowing what to expect

- fear and anger towards the threat or act of assault - shame, self-blame and guilt from holding themselves responsible for what happened to them in childhood and fro any repercussions that might have occured within the family - rage built up from the anger of being abused - frustration in feeling that the situation is unable to change - alienation from others by feeling di ff erent but not really understanding why (New answer) - smiling and displaying positivity - they may speak highly of their parents - they may talk about how they miss their parents - they may ask if they can reach out to their parents Question 3.1 3.1.a You are working with a child who becomes alarmed when people approach them from behind, shun away from people who come too close to them and who has seemingly unprovoked temper tantrums. How would you interpret this information? Submitted answer: The child's behaviours points to possible signs of trauma or emotional discomfort. A heightened sense of alertness and discomfort that may be connected to traumatic experiences in the past could be indicated by their heightened sensitivity to others approaching from behind and avoidance of close contact. The unprovoked temper tantrums may indicate emotional dysregulation or serve as a coping strategy for intense emotions. These actions might be the result of negative events that have upset the individual's feeling of trust and safety. 3.1.b You are talking to a young person who tells you that they like to paint pictures. They show you a piece of their work that depicts a large person with their hands around the neck of a smaller person. You think the person’s picture might be an indicator of abuse that they themselves have experienced but the young person has not said that this is the case. What would you do to ensure that you accurately

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