Child Abuse as a Social Issue Spring 2021

Child Abuse as a Social Issue Spring 2021
Portfolio
Weight: 30%
Type of Collaboration: Individual
Due: Part I Sunday August 2021, 11:59pm and Part II Sunday August
2021, 11:59pm
Submission: PART I (Critical Reflection), Part II (Infographic) both submitted
through Turnitin on the vUWS site.
Format: Assessment 1 is a Portfolio of 2 separate items; Part I A 500-word
critical reflection Part II A visual piece of work, one Power Point slide,
infographic or similar (max 250 words)
Length: 750 words
Curriculum Mode: Portfolio
Part I Critical Reflection This assessment is related to Learning Outcome#1:
Identify and describe the ideologies in society that shape child abuse discourse
including social constructions of children and childhood.
Describe which value position of child welfare policy you most align yourself
within the context of alternative positions, (laissez-faire, state paternalism and
child protection,
defence of birth family and parent rights, children’s rights and child liberation)
and what personal knowledge, values and ideas have shaped your decision?
1. Read ”Value Frameworks underpinning child welfare decision making” from
Chapter 2, pp41-44 in the prescribed textbook (Fernandez, E. & Delfabbro, P.
2021. Child protection and the care continuum : theoretical, empirical and
practice insights, Milton Park, Abingdon, Oxon, New York, NY : Routledge)
2. Make sure you understand the four value positions suggested by Harding
(1991) – you may need to read beyond your text to understand the differences.

3. Reflect on your own broader knowledge and values that shape your ideas
about children, families, human rights and the safety of children. You might
want to use the critical reflection model to help you (What? So What? What
now?)
4. Write 500 words (+/- 10% leeway) that demonstrate that you have thought
about this topic CRITICALLY. – This is an individual reflection so you can include
a related personal experience to support your thinking if you want to
– You can write in first person or third person – You can use other peer-
reviewed references in addition to the prescribed textbook
– Use any author-date referencing system as long as you are consistent.
Part II Visual
This assessment is related to Learning Outcome#2” Critically analyse the child
protection system (policy, research and practice) including the roles of key
stakeholders; agencies, families, the State, the media and children themselves.
Design a one (1) page visual, either a PowerPoint slide, an infographic or
similar about the role of one of the key stakeholders listed below. Please note
the specific audience that is indicated in each topic i.e. design the information
to suit this audience by thinking about the appropriate language, visual appeal,
key information they need, etc. The maximum word count is 250 words (+/-
10% leeway), there is no minimum – your visual should use as many words as is
necessary for your audience.
1. Explain how the Children’s Court and Court Clinic works to a
parent/guardian (Chapter 7 Textbook)
2. Describe the role of the National Commissioner for Children and Young
People to an audience of primary school children
3. Explain what the Office of the NSW Advocate for Children and Young People
is, to an audience of young people aged 16-25yrs
4. Describe the CREATE organisation to a group of young people living in
OOHC aged 12-25yrs (Chapter 17 Textbook)

5. Profile the NSW Office of the Children’s Guardian to a group of social
workers
6. Summarise the National Care and Protection Practice Standards to a group
of social workers (Chapter 17 Textbook)
7. Outline the National Framework for Protecting Australia’s Children to an
audience of primary school children (Chapter 3 textbook)
8. Highlight key findings from the Royal Commission into Institutional
Responses to Child Sexual Abuse to young people in residential care (Chapter 5
textbook)
– Use any author-date referencing system as long as you are consistent.
– You only need a reference for statistics or quotes that you use, not pictures
or other images.
Put these on your visual at the bottom of the page in small font.
Resources:
Textbook: Fernandez, E. & Delfabbro, P. 2021. Child protection and the care
continuum : theoretical, empirical and practice insights, Milton Park, Abingdon,
Oxon, New York, NY : Routledge Critical Reflection Model: Fook, J. & Gardner,
F. (2007). Clarifying our approach to critical reflection. In Practising critical
reflection: A resource handbook (pp 12-21). Maidenhead: University Press.
Types of Infographics: There is a range of YouTube videos showing you how to
create different elements to in PowerPoint to design an infographic e.g.
inserting icons, infographic templates, etc Additional resources will be
provided on vUWS.
Marking Criteria:
CASI Assessment 1 Part I Reflection /15
Knowledge and Understanding (50%).
Fail. Value orientation/s are described incorrectly or superficially or copied
from another source, and/or no value orientation is described

Pass. Value orientation/s are described adequately, in their own words
showing correct and appropriate detail
Credit. Value orientation/s are described in detail, in the student’s own words,
in the context of other orientations
Distinction . Value orientation/s are described comprehensively, in the context
of other orientations and the student’s own position.
High Distinction All value orientation/s are extensively described in relation to
each other and the student’s own position.
Personal Reflection (30%)
Fail. Poor/no comment on personal experience/thinking provided as evidence
for the chosen value orientation.
Pass. Marginal comment on personal experience/thinking provided as
evidence for the chosen value orientation.
Credit. Adequate comment on personal experience/thinking provided as
evidence for the chosen value orientation.
Distinction . Accomplished comment on personal experience/thinking
provided as evidence for the chosen value orientation.
High Distinction. Sophisticated comment on personal experience/thinking
provided as evidence for the chosen value orientation.
Communication (20%)
Fail. Does not meet expectations in written communication – essay structure,
clarity and conciseness, referencing and required word count.
Credit. Meets minimum expectations in written communication – essay
structure, clarity and conciseness, referencing and required word count.
Credit. Meets expectations in written communication – essay structure, clarity
and conciseness, referencing and required word count.
Distinction . Exceeds expectations in written communication – essay structure,
clarity and conciseness, referencing and required word count.

High Distinction. Excels in written communication – essay structure, clarity and
conciseness, referencing and required word count. CASI
Assessment 1 Part II Infographic
Knowledge and Understanding (50%)
Fail. Displays information that is not accurate. Facts are random, no flow of
ideas. An incomplete or shallow understanding of the chosen topic.
Pass. Some information/data is accurate. Maybe some data is incorrectly
represented. There is some organisation of ideas. Displays basic understanding
and a relevant message about the chosen topic.
Credit. Information is mostly accurate with only a few minor errors. Ideas are
logical. Displays a solid understanding of the chosen topic.
Distinction. All Information is accurate, relevant, current and research-based.
Displays a strong and clear message.
High Distinction. All information is well researched, current and displays a
strong, clear original message.
Presentation (50%)
Fail. No visual creativity, or incomplete. Elements (language level, formality,
amount of words, chosen images, etc) do not cater to the needs of the given
audience.
Pass. Displays information but little visual appeal (use of colour, choice of
images, layout, etc) Some parts are appropriate for the chosen audience.
Credit. Visually interesting with at least two different components and some
use of colour. Appropriate for the given audience
Distinction. Visually interesting, many different components. Tailored for the
given audience (use of language, formality, layout, images, colour, etc)
High Distinction. Highly engaging visually and strongly tailored to the given
audience with a range of innovative components.