Justice and Community Safety Child safe Code of Conduct - Law Assignment Help

Assignment Task:

Task:

Section 1 – Assessment Task Overview and Description
This is an individual assessment task and is to be completed outside of class hours. You are required to read the scenario and conduct research to answer the questions in a report format.
Your report must be well written, structured, and referenced as described in the Diploma of Justice home page CANVAS shell.
Your report is to total 1500 words +/- 100 words. This requires concise writing and you must satisfactorily answer each part of all the questions.
Scenario:
You are a Youth Justice Worker for Youth Justice (Custodial) Services in Parkville. This is a division of the Department of Justice and Community Services Safety that provides secure facilities and support for young people aged between 10 and 18, and 18 to 21-year-old females who have been sentenced to a senior youth training centre order by an adult court.
Young people in these facilities often have a background of complex disadvantages, which can include:
Homelessness
Family violence
A lack of family support
Mental illness
Intellectual disability
Substance abuse
Lack of education
Low socioeconomic status, and;
Previous involvement of the child protection system.
A key focus of the role of a Youth Justice Worker is to supervise young people fairly and consistently with interventions that address criminogenic needs, encouraging pro-social behaviours delivered appropriately to reflect the cognitive abilities and diversity of young people while addressing consequences for inappropriate behaviour and maintaining security.
You are annoyed at a co-worker’s open hostility, harshness, and lack of support towards the youth in the unit you are working in particularly when you and she are working alone. This behaviour includes shouting at the youth, talking about them within their hearing range to other staff members, and gossiping about them in the staff room.
You have previously raised your concerns with this co-worker. She has been dismissive and abrupt. However, her tone and demeanour changes when the supervisor comes into the unit. Her behaviour has escalated. She is now using an inappropriate label of ‘sociopath’ when referring to certain youths from a culturally and linguistically diverse backgrounds in the unit. You confront her again. She responds that you are making a big deal out of nothing and lodges a complaint against you for bullying her.
Question 1
Briefly explain 2 real and 2 potential ethical problem/s within the above scenario in the context of each of the following:
Justice and Community Safety ‘Child Safe Code of Conduct’
Cultural safety and inclusion for children and young people in Youth Justice
Victorian Charter of Human Rights and Responsibilities Act 2006

• Question 2
• Explain the fundamental ethical principles that should be followed in this scenario in the context of each of the following
• Justice
• Respect for the person; and
• Responsible care
• Question 3
• Explain the decision-making process you would follow to form a judgment of unethical conduct in the above scenario.
• Question 4
• In Youth Justice before escalating a matter explain who you would discuss:
• Your concerns related to the treatment of the youths and the lack of respect for diversity, and;
• The problem-solving process.
• Question 5
• In terms of your rights to put your case forward and be heard, and the right to know the outcomes/recommendations of an investigation against you.
• From a justice perspective explain the procedures that should be followed for:
• Natural justice
• Procedural fairness
• Question 6
• Explain why the Equal Opportunity Act 2010 is relevant to you as an employee at a Youth Justice Centre.
• Question 7
• Explain the protocol for reporting unethical conduct concerns in the Youth Justice environment.
• Question 8
• Outline 2 strategies and 2 referrals you recommend for preventing future unethical conduct in a Youth Justice Centre.
   

Resources:
Justice and Community Safety ‘Child safe Code of Conduct’ (2019) retrieved on 23/03/20 from:
https://www.justice.vic.gov.au/about-the-department/child-safe-code-of-conductJustice and Community Safety ‘Child Safe Policy – Interacting with children’ (2019) retrieved on 23/03/20 from: https://www.justice.vic.gov.au/about-the-department/child-safe-policy-interacting-with-childrenJustice and Community Safety ‘Human rights legislation’ (2020) retrieved on 23/03/20 from:
https://www.justice.vic.gov.au/justice-system/laws-and-regulation/human-rights-legislationParliament of Victoria, ‘Youth Justice in Victoria,’ Research Papers (2019) retrieved on 23/03/20 from:
https://www.parliament.vic.gov.au/publications/research-papers/download/36-research-papers/13806-youth-justice-in-victoriaAustralian Children’s Commissioners and Guardians ‘Human rights standards in youth detention facilities in Australia: the use of restraint, disciplinary regimes and other specified practices’ (2016) retrieved on 23/03/20 from: https://www.childcomm.tas.gov.au/wp-content/uploads/2016/10/report-accg-human-rights-the-use-of-restraint-disciplinary-regimes-and-other-specified-practices.pdfVictorian Public Sector Commission ‘Ethics in the Workplace’ (2018) retrieved on 23/03/20 from:

• https://vpsc.vic.gov.au/ethics-behaviours-culture/public-sector-values/ethics-in-the-workplace/Markula Center for Applied Ethics, ‘A framework for Ethical Decision Making) (2015) retrieved on 23/03/20 from: https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/Youth Justice Review and Strategy ‘Meeting needs and reducing offending Executive Summary July 2017’ retrieved on 23/03/20 from: https://s3.ap-southeast-2.amazonaws.com/hdp.au.prod.app.vic-engage.files/3615/2411/8802/Youth_Justice_Review_and_Strategy_meeting_needs_and_reducing_offending_an_executive_summary.pdfOffice of Police Integrity ‘A guide to building workplace integrity, indicators and practice,’ (2009) retrieved on 23/03/20 from: https://www.ibac.vic.gov.au/docs/default-source/guidelines/opi-guidelines/a-guide-to-building-workplace-integrity---dec-09.pdf?sfvrsn=52536175_6Section 2 – Assessment Task Submission Information
• Submission Details Due date: as per Unit Outline

The assessment task must be submitted via Canvas with a completed assessment cover sheet that can be downloaded from the Diploma of Justice home page
Summary of Evidence to be Submitted

•  A well written, referenced, report in the Diploma of Justice format
•  All sections of all questions answered
•  The length of the report i.e., the correct number of words
•  Demonstrated research skills
•  Two real and two potential ethical problems in the scenario in the context of:

Child Safe Code of Conduct
Cultural safety and inclusion for children and young people in Youth Justice, and;
The Victorian Charter of Human Rights and Responsibilities Act, 2006, and;
Knowledge of the fundamental ethical principles in the context of:
Justice
Respect for the person, and
Responsible care

•  Knowledge of the decision-making process to form a judgment of unethical conduct, and
• Who to discuss the unethical problems, and;
• The problem-solving process with
•  Knowledge of the concepts of natural justice. procedural fairness and the Equal Opportunity Act 2010
•  Knowledge of the protocols for reporting unethical conduct
•  Knowledge of two strategies and two referrals for preventing future unethical conduct in the Youth Justice environment

The task will be assessed as satisfactory when all the required evidence listed has been satisfactorily demonstrated.
* If applicable, for graded units, the task must be satisfactorily completed before marks will be allocated. Refer to your unit outline for more information.
Section 3 – Assessment Task Criteria and Outcome
All items/criteria must be demonstrated satisfactorily to achieve this task. The items/criteria for this activity will be assessed as S – Satisfactory or US – Unsatisfactory.
Items/criteria
1. A clear explanation of 2 real and 2 potential ethical problems within the scenario in the context of:
Justice and Community Safety ‘Child Safe Code of Conduct’
Cultural safety and inclusion for children and young people in Youth Justice
Victorian Charter of Human Rights and Responsibilities Act 2006
2. A clear explanation of fundamental ethical principles that should be followed in the context of:
Justice
Respect for the person; and
Responsible care
3. A clear explanation of the decision-making process that you would follow to form a judgment of unethical conduct in the scenario
4. A clear explanation of who in Youth Justice you would discuss your concerns with before escalating the matter, related to:
The treatment of the youths and the lack of respect for diversity
The problem-solving process
5. A clear explanation from a justice perspective of the procedures to follow for:
Natural justice
Procedural fairness
In terms of your rights to put your case forward and be heard and the right to know the outcomes/recommendations of an investigation against you.
6 A clear explanation as to why the Equal Opportunity Act is important to you
7 A clear explanation of the protocol for reporting unethical conduct concerns in the Youth Justice environment
8. A clear outline of 2 strategies and 2 referral you recommend for preventing future unethical conduct in a Youth Justice Centre

Section 4 – General Assessment Information

• Decision Making Rules Each activity in the assessment task must be satisfactorily completed for the task to be assessed as satisfactory.
• Every task must be satisfactorily completed to be assessed as competent in the unit.
• * For graded units, competence must be demonstrated before a mark can be given.
• Plagiarism There are serious penalties for plagiarism that may include repeating a new assessment task or being withdrawn for the unit/course.
• Students must ensure that all assessments are their own work (or group work and clearly noted as such).
• Refer to https://www.swinburne.edu.au/current-students/manage-course/exams-results-assessment/plagiarism-academic-integrity/plagiarism-misconduct/
• Reasonable Adjustment Students may request reasonable adjustment for assessment tasks.
• Reasonable adjustment usually involves varying:
• the processes for conducting the assessment (e.g.: allowing additional time, varying the venue)
• the evidence gathering techniques (e.g.: oral rather than written questioning, use of a scribe, modifications to equipment)
• However, the evidence collected must allow the student to demonstrate all requirements of the unit.
• If you have any other issue that may impact your ability to undertake the assessment, please discuss with your teacher.
• Re-submission(where tasks are not satisfactorily completed) Assessment tasks that are not satisfactory can be resubmitted up until the end of the unit as scheduled on the Unit Outline. The timing on this may depend on the equipment required for this assessment task.
• Resubmissions received after the scheduled unit end date may not be accepted unless approved by the teacher prior to the end date.
• Note: Assessment tasks submitted for the first time after the unit end date as scheduled in the Unit Outline will not be assessed and the student should re-enroll into the unit.
• Special consideration Students may apply for Special Consideration where personal circumstances have adversely affected their task result or ability to undertake an assessment. A Special Consideration form can be completed prior to, but no later than 3 days after, the date of assessment and submitted to the relevant Manager.
• Work Health & Safety Activities may require the use of equipment or participation in group exercises. If the teacher identifies any unsafe activity or potentially dangerous situations, the teacher can stop the assessment at any time.

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