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Child Abuse Prevention Activity

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Child abuse is a serious issue that requires our attention as a society, and education is key in preventing it. To help spread awareness and provide information on how to recognize and prevent child abuse, this professional and educative presentation with activities could be a valuable tool. Through printable exercises and informative materials, participants can learn about the different forms of abuse, how to identify warning signs, and steps to take if abuse is suspected. By raising awareness and providing tools for prevention, we can work towards a safer and healthier community for all children.

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Child protection, every child has the right to live free from violence, exploitation and abuse..

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Children experience insidious forms of violence, exploitation and abuse. It happens in every country, and in the places children should be most protected – their homes, schools and communities. Violence against children can be physical, emotional or sexual. And in many cases, children suffer at the hands of the people they trust.

Children in humanitarian settings are especially vulnerable. During armed conflict, natural disasters and other emergencies, children may be forced to flee their homes, some torn from their families and exposed to exploitation and abuse along the way. They risk injury and death. They may be recruited by armed groups. Especially for girls and women, the threat of gender-based violence soars.

Harmful cultural practices pose another grave risk in various parts of the world. Hundreds of millions of girls have been subjected to child marriage and female genital mutilation – even though both are internationally recognized human rights violations.

No matter the circumstance, every child has the right to be protected from violence. Child protection systems connect children to vital social services and fair justice systems – starting at birth. They provide care to the most vulnerable, including children uprooted by conflict or disaster; victims of child labour or trafficking; and those who live with disabilities or in alternative care. Protecting children means protecting their physical and psychosocial needs to safeguard their futures. 

UNICEF works in more than 150 countries to protect children from violence, exploitation and abuse. We partner with governments, businesses, civil society organizations and communities to prevent all forms of violence against children and to support survivors. Our efforts strengthen child protection systems to help children access vital social services, from birth through adolescence.

During a humanitarian crisis, we provide leadership and coordination for all actors involved in the response. Our programming focuses on protecting children from explosive weapons and remnants of war; reunifying separated children with their families; releasing and reintegrating children associated with armed groups; preventing and addressing gender-based violence; and safeguarding children from sexual exploitation and abuse. We also work with United Nations partners to monitor and report grave violations of children’s rights in armed conflict.

Alongside communities, we accelerate the elimination of harmful practices, such as child marriage and female genital mutilation.

We also support governments with policy, legislation and regulatory frameworks that give more children access to social services and justice.

Throughout all we do, we listen to young people to ensure their needs drive our work.

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Child Protection Policy INSET

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Abuse-a violation of an individual's human and civil rights by any other person or persons. It can take the form of physical, psychological, financial or sexual abuse, neglect or negligent treatment or commercial or other exploitation, resulting in actual or potential harm to the health, survival, development or dignity of a child, young person or vulnerable adult. Abuse can be a single act or repeated acts and can be unintentional or deliberate. Abuse often involves criminal acts. Discriminatory abuse-abuse motivated by a vulnerable person's age, race, nationality, sex, sexual orientation, disability, or other personal characteristic. Financial or material abuse-including theft, fraud, exploitation, pressure in connection with wills, property or inheritance or financial transactions, or the misuse or misappropriation of property, possessions or benefits. Neglect-the persistent failure to meet a vulnerable person's basic physical and/or psychological needs, likely to result in the serious impairment of his/her health or development. Examples include failure to provide adequate food, clothing and shelter, failure to protect them from physical or psychological harm or danger; failure to ensure adequate supervision (including the use of inadequate care-givers); or failure to ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a vulnerable person's basic emotional needs. Physical abuse-includes hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm, misuse of medication, restraint, or inappropriate sanctions. Psychological abuse-includes emotional abuse, threats of harm or abandonment, deprivation of contact, humiliation, blaming, controlling, intimidation, coercion, harassment, verbal abuse, isolation or withdrawal from services or supportive networks. Examples include not giving a vulnerable person opportunities to express their views, deliberately silencing them or 'making fun' of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on a vulnerable person, which may include interactions that are beyond a vulnerable person's developmental capability. It may involve serious bullying (including cyber bullying), or the exploitation or corruption of a vulnerable person. Sexual abuse-involves forcing, enticing or coercing someone to take part in sexual activities, whether or not the vulnerable person is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving a vulnerable person in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse can be carried out by adults or other children. Child-VSO regards a child as anyone under the age of 18 years, irrespective of the age of majority in the country in which the child lives or in their home country. It is widely recognised that children are generally more vulnerable to abuse and exploitation due to factors such as age, gender, social and economic status, developmental stage, and dependence on others. Vulnerable person/people-for the purposes of this policy this is an umbrella term which covers children, young people and vulnerable adults.

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Child Protection Policy

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Presentation on theme: "Child Protection Policy"— Presentation transcript:

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At-risk children's 'broken' NSW government protection system is harming them, advocates say

After more than 20 years as a child protection case worker, Betina Huber reached her breaking point last year.

"Seeing the children's pain and suffering on a day-to-day basis it got to a point where I thought 'I can't do it anymore'," she said.

After a period of leave, Ms Huber resigned in February.

She had worked for the New South Wales government's Department of Communities and Justice (DCJ), overseeing the care of children removed from family homes for their own welfare.

Ms Huber said that while it could be difficult to hear and see what was happening to children in their own homes, she felt the welfare system was also "abusive" to them.

The NSW government last week revealed that more than 400 children in NSW were being put in hotels, motels, and caravan parks, supervised by a rotating roster of staff in "high-cost emergency care" arrangements.

"If you could just imagine what it would be like for your three or your five-year-old to be looked after by constantly changing adults you have no relationship with," Ms Huber said.

"Their behaviour changes after a couple of months. They start acting out. They're scared and distressed, and it's just awful."

The government is conducting an "urgent" six-month review to find solutions and alternatives to the current emergency care arrangements.

The case of Ray

In 2022, six-year-old Ray was removed from his parents and taken into care for the second time in his life.

He was placed with a third-party agency, which in turn placed him into emergency care arrangements where he lived in a serviced apartment with a roster of workers.

In a decision handed down last month, NSW Children's Magistrate Nicole Ford said Ray — who was given a pseudonym by the court — had a "particularly distressing experience".

"On my analysis of the evidence, he has had in excess of 100 adults acting as caregiver to him," Magistrate Ford said.

After a period of being separated, the agency placed Ray and his three siblings in one household in October 2023, where more than 10 people provided care to them.

Magistrate Ford said there was "nothing appropriate" about the arrangement, but rather that it was "damaging and causing harm".

DCJ retains legal responsibility for children in care in NSW, even after they are placed with an agency.

Magistrate Ford said that, while in care, Ray had his appendix removed "infested by worms", lost weight, and had dental work left untreated.

"I am troubled on so many aspects about the children's circumstances," she said.

"[I] have formed the view the [DCJ] secretary has not only failed to protect the children from harm but has caused harm to the children."

Vulnerable children overlooked

While the welfare of children who are in the care of the state is of concern, evidence suggests there are many more vulnerable children who are not being seen at all.

Figures from DCJ show that last year, 113,688 children in NSW were considered at risk of significant harm.

Less than a quarter of them were seen by a DCJ case worker.

The district encompassing Northern NSW, Mid North Coast, and New England performed the worst, with only 15 per cent of at-risk children being seen.

"It means that the parents are not getting the help, and it means the children are not getting the help," Ms Huber said.

"And it means that it's more likely they will be removed and end up in the dysfunctional out-of-home care system. It just is devastating to see."

Source:  DCJ Caseworker Public Dashboard

Vacancies and burnout

Some 11 per cent of DCJ case worker positions were vacant in October-December last year.

The Public Service Association said the vacancy rate was as high as 25 per cent in northern NSW, with reports of burnout and a high staff turnover.

It is campaigning for an extra 500 case workers to be employed.

Union delegate Nin Bennett said that would also help caseworkers engage in more early intervention work, to help the children who are slipping through the cracks.

"It would mean that the visits with the children become meaningful, we can actually do the work that we're employed to do, and we can actually work towards better outcomes," she said.

"Without that, I think people are going to continue to let go and walk away, which only means that those outcomes don't change for children."

NSW Families and Communities Minister Kate Washington said she recognised the need to support case workers.

"There is a very real consequence for the caseworker vacancies that are in the system at the moment on children and young people who are risk of significant harm, so we are working as hard as we can to ensure that the vacancies in the system are filled," she said.

"We need to attract more caseworkers and retain the caseworkers in the system, and to do that we must make sure they feel valued, because they have not felt valued for years."

But Ms Huber also called for an overhaul of the "onerous" paperwork and processes.

"It becomes really stressful when you wait for approval for a financial plan or a placement, and you just don't hear back from senior management."

Frustrated carers relinquishing  children

The NSW government says one solution to the damaging emergency care arrangements is to recruit more foster carers.

But it is struggling to retain the ones it already has.

Courtney, whose real name has been withheld for privacy, has taken about 10 children into her home as a foster carer over the past decade.

"Generally, you'll get a phone call and children will arrive within an hour or a few hours. It's very quick," she said.

"They usually come with a small file or a piece of paper, if you're lucky, just taking little snippets about their needs or perhaps a plan, if they've been in care previously … and then the rest is up to you to try and work it out."

Courtney has provided emergency, respite, short-term, and long-term care.

But unless it is a long-term placement, carers are often unable to access funding or plans for specialists such as paediatricians and speech therapists.

Courtney said short-term placements could last a year.

"The frustration of not being able to get our kids the best, in a faster time frame, and watch them struggle and set them up badly, it's hard. It's hard work."

She said it had forced some foster carers to give up.

"I do know of families who had to say goodbye to little ones because they were not supported enough," Courtney said.

"They had to relinquish care to make a point that the child needs more than what is being given."

Courtney added her voice to the chorus of calls for an overhaul of the child protection.

"People at the top don't change anything," she said.

"I don't think they truly know how broken it is, and how our children and families are just suffering, and it's not getting any better, at all."

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Children in danger as NSW child protection reaches crisis point, striking caseworkers say

Public-sector workers call for pay rise, 500 additional staff and the de-privatising of out-of-home care

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New South Wales child protection workers have warned that some of the state’s most vulnerable children are being neglected or put at risk of being removed from their families because resourcing problems in the sector have reached crisis point.

More than 2,000 public-sector child protection workers across the state plan to strike for part of the day on Wednesday as they call on the government to give them a pay rise, hire 500 additional staff and de-privatise out-of-home care.

Failures in the system include an explosion in the number of children in out-of-home care being forced to stay in motels and a court finding that the government had failed an Aboriginal boy in foster care whose appendix became infested with worms.

The government’s own data show that only 25,899 – less than a quarter – of the 113,668 children who were reported to the NSW Department of Communities and Justice as being at risk of significant harm in 2023 were seen by a case worker.

The government has conceded that the response rates are indicative of staff shortages. There were 256 unfilled case worker positions across the state as of December.

Wednesday’s strikes follow similar action in Wollongong and the northern rivers, where workers say they have had no office for four months after the shuttering of the Ballina centre due to mould.

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A northern rivers case worker, who requested anonymity to speak about the situation, said staff had been “leaving in droves” and there were only two case workers in Ballina available to respond to new risk-of-harm reports.

“We are tied to the computer so much,” they said. “It’s a struggle to get out to see children. We’re treated like numbers. We started buying our own stationery recently because even that has not been organised.”

The privatisation of the state’s out-of-home care system coupled with staff attrition problems meant workers couldn’t keep up with “unrealistic” pressures to meet their targets.

“It’s appalling the state the department is in,” the worker said. “We need children in out-of-home care to be in safe hands.”

Nin Bennett, a child protection worker in Newcastle, said working conditions had deteriorated in the past two years and her colleagues were struggling with unsustainable caseloads of between 12 and 19 children.

“Each day I feel more and more deflated … I guess the easiest way to explain it is I leave visits not feeling as though I’m not actually helping [the children] or making a difference,” said Bennett, speaking as a union delegate.

Buoyed up by the success the teachers’ and paramedics’ unions had in securing pay rises after the election of the Minns Labor government, the Public Sector Association is calling for a $10,000 raise for entry-level child protection workers.

Wednesday’s strike comes a month after the NSW children’s court handed down a judgment that found the government had “failed” a six-year-old Aboriginal boy and his three younger siblings during the six years they spent in its care.

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The boy, who had spent more than half of his life in out-of-home care, went through a revolving door of foster carers, including 26 households in one year. His appendix had to be removed after it became infested with worms.

The children’s magistrate found the government “not only failed to protect the children from harm but has caused harm to the children”.

The families minister, Kate Washington, has ordered an “urgent” review of NSW’s out-of-home care system including how taxpayer money is being spent by the private providers who are in charge of organising foster care and group homes.

The review was announced after NSW’s advocate for children and young people released a report about young people placed into emergency accommodation such as hotels after being removed from their families.

One young person said their experience made them feel like a “dog being moved from cage to cage”. There were 427 children in “high cost emergency arrangements” at the end of March, according to the government.

The government has said these arrangements can cost more than $2m a year for every child, whereas a child in foster care costs the state at most $74,000 a year.

Labor has blamed the Coalition for the state of child protection in NSW. Washington has acknowledged that the system is “broken”.

“A critical element of our reform will involve the attraction and retention of caseworkers,” she said on Tuesday.

The minister said caseworkers had gained a significant pay increase after the government scrapped the Coalition’s public-sector wages cap but she was in fresh discussions with their union.

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CONTEXTUALIZED CHILD PROTECTION POLICY

Oct 30, 2019

11.39k likes | 19.47k Views

Republic of the Philippines Department of Education Region XII Division of South Cotabato Polomolok East District Polo Elementary School. CONTEXTUALIZED CHILD PROTECTION POLICY.

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Republic of the Philippines Department of Education Region XII Division of South Cotabato Polomolok East District Polo Elementary School CONTEXTUALIZED CHILD PROTECTION POLICY

SCHOOL CHILD PROTECTION COMMITTEE SHIRLEY P. JAYME ELEMENTARY SCHOOL PRINCIPAL- 1 SCPC CHAIRMANJOYLYN ROSE P. RAMOSSCHOOL GUIDANCE COORDINATORSCPC VICE-CHAIRMANELNA P. REYESSCHOOL GAD COORDINATORSCPC MEMBER

ARISTON A. LEOBERAS JR. SGC PRESIDENT PUNONG BARANGAY SCPC MEMBER ELBERT B. DAMEREZ SGC VICE- PRESIDENT SCPC MEMBER EDELYN P. PUDADERA PTA PRESIDENT SCPC MEMBER RANI H. GERADA CHAIRMAN – COMMITTEE ON EDUCATION SCPC MEMBER

VISION: • We dream of Filipinos who passionately love their country and whose values and competencies enable them to realizetheir full potential and contribute meaningfully to building the nation. • As a learner – centered public institution, the Department of Education continuosly improves itself to better serve its stakeholders.

Mission: To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: -Students learn in a child-friendly, gender- sensitive, safe, and motivating environment -Teachers Facilitate learning and constantly nurture every learner.

-Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen • -Family community, and other stakeholders are actively engaged and share responsibility for developing life-long learners. • Core Values: • Maka-Dios, Maka-Tao, Makalikasan, Makabansa

STATEMENT POLICY • I. Every pupil should learn in a safe and motivating environment where: • a. Corporal punishment is not imposed as a form of discipline but instead giving trainings and control • b.administrators and teachers provide values and spiritual guidance and always inspire pupils

II. Polo Elementary School is committed to safeguard and promote the welfare of pupils and encourage stakeholders to: • a. Protect each pupil from any form of abuse from adult or another pupil. • b. Take step to prevent bullying, peer abuse, discrimination and another circumstances that affect their normal developmentof pupils • c. Act appropriately to every complain of abuse. • d. Support pupils who are victim of abuse in accordance with the policy. • e. Provide appropriate intervention, counselling and services to victim of abuse or violence. • f. Administrator and teachers should be sensitive with the signs of abuses among school children.

g. Ensure that everybody is aware of the Child Protection Policy of the school. h. Adopt and operate procedures in accordance with DepEd Child Protection Policy.

INTRODUCTION • Polo Elementary School of Polomolok East District aims to commit each pupil success in • Learning with caring, responsive and safe environment that is free from discrimination, violence against children committed in schools, corporal punishments and bullying or peer abuse. Our institution works to ensure that all pupils have the opportunity in developing their fullest potentials. • The Department of Education ensures that our schools are conducive to the education of children. The best interest of the child shall be the paramount consideration in all decisions and actions involving children. Teachers are their substitute parents and are expected to discharge their functions and duties with this in mind. The agency also promulgates a zero tolerance policy for any act of child abuse, exploitation, violence, discrimination, bullying and other forms of abuse.

SCOPE AND LIMITATION • This CCPP is intended for the pupils, from Kindergarten up to grade six level included also the out of school-youth who are part of the community, teachers and other stakeholders of Polo Elementary School of Polomolk East District.

DEFINATION OF TERMS • Child abuse- is any form of physical, emotional or sexual mistreatment or lack of care that leads to injury or harm, it commonly occurs within a relationship of trust or responsibility and is an abuse of power or a breach of trust. Abuse can happen to a young person regardless of their age, gender, race or ability.

Emotional Abuse- the persistent emotional ill treatment of a young person, likely to cause severe and lasting adverse effects on the child’s emotional development. It may involve telling a young person they are useless, worthless, unloved, inadequate or valued in terms of only meeting the needs of another person. It may feature expectations of young people that are not appropriate to their age or development. It may cause a young person to be frightened or in danger by being constantly shouted at, threatened or taunted which may make the young person frightened or withdrawn.

Bullying- may come from another young person or an adult. Bullying is defined as deliberate hurtful behavior, usually repeated over a period of time, where it is difficult for those bullied to defend themselves. There are three main types of bullying. • It may be physical (e.g. Hitting, kicking, slapping), verbal (e.g. Racist or homophobic remarks, name calling, graffiti, threats, abusive text messages), emotional (e.g. Tormenting, ridiculing, humiliating, ignoring, isolating from the group), sexual (e.g. Unwanted physical contact or abusive comments).

Neglect- occurs when an adult fails to meet the person’s basic and/or psychological needs to an extent that is likely to result in serious impairment of the child’s health or development. For example, failing to provide adequate food, shelter, and clothing, failing to protect from physical harm or danger, or failing to ensure access to appropriate medical care or treatment.

ABUSES OCCURING IN THE INSTITUTION/ COMMUNITY • 1. Bullying • 2.Peer Abuse • 3.Verbal Abuse • 4.Emotional Abuse • 5.Child Labor • 6.Physical Abuse

SIGNS OF ABUSE • 1.Unexplained or suspicious injuries such as bruising, cuts or burns, particularly if situated on apart of the body not normally prone to such injuries. • 2.An injury for which an explanation seems inconsistent. • 3. The young person describes what appears to be an abusive act involving them. • 4. Another young person or adult expresses concern about the welfare of young person. • 5. Unexplained changes in young person’s behavior e.g. Becoming very upset, quiet, withdrawn or displaying sudden outburts of temper • 6. Distrust of adult’s particularly those whom a close relationship would normally be expected • 7. Difficulty in making friends

8. Being prevented from socializing with others. • 9. Displaying variations in eating patterns including over eating or loss of appetite • 10. Losing weight for no apparent reason • 11. Becoming increasingly dirty or unkept

SIGNS OF BULLYING INCLUDE: • 1. Behavioural changes such as reduced concentration and/or becoming withdrawn clingy, depressed, tearful, emotionally up and down, reluctance to go training or competitions • 2. An unexplained drop off in performance • 3. Physical signs such as stomach aches, headaches, difficulty in sleeping, bed wetting, scratching and bruising, damaged clothes. • 4.A shortage of money or frequents loss of possessions.

DUTIES AND RESPONSIBILITIES OF FACULTY AND STAFF • 1.Ensure the institution of effective child protection policies and procedures and monitor compliance thereof; • 2. Ensure that the school adopts a child protection policy, organized and convene Child Protection Committee ( CPC ) for the school • 3. Conduct the capacity building activities for the members of the CPC and Guidance Counselors/ Teachers; • 4.Ensure that the participatory and other rights of children are respected and upheld in all matters and procedures affecting their welfare; • 5. Coordinate with appropriate offices and other agency or instrumentality for appropriate assistance and intervention, as may be required in the performance of its functions. • 6. Keep a sufficient record of any significant complaint, conversation of event. • 7. To report any matters of concerns to the committee

FUNCTIONS OF SCHOOL CHILD PROTECTION COMMITTEE • 1. Initiate information dissemination programs and organize activities for the protection of children. • 2. Establish a system for identifying students who may be suffering from significant harm based on any physical, emotional or behavioral signs; • 3. Monitor the implementation of positive measure and effective procedures in providing the necessary support for the child and for those who care for the child; and • 4. Ensure that the children’s right to be heard are respected and upheld in all matters and procedures affecting their welfare.

Procedures T Teachers listens to the concerns and bystanders Verification of the Complaint Call the attention Of the concerns Guidance Coordinator listens to the teacher, concerns and bystanders If not resolved, seek the help of Guidance Coordinator If resolved, there must be written record of conversa tion

School Head listens to the Guidance Coordinator, teacher, concerns and bystanders If resolved, there Must be written record of conversation If not resolved, seek the help of the school Head CPC listens to the teacher, concerns and bystanders If not resolve, seek the help of the School Child Protection Committee If not resolved, seek the help of the school Head

If not resolved, seek the help of higher authorities If resolved, there must be written record of conversation Seek for the help of DSWD Seek for the help of the higher authorities in the DepEd

DSWD listens to the CPC, teacher, concerns & bystanders Higher Authorities in the DepEd listens to the CPC, teacher, concerns and & bystanders If resolved, there must be written record of conversation

Interventions • 1. Creation of board signages of the rights of every child based on Presidential Decree No. 603 for public awareness to be posted on different parts of the school/ barangay. • 2. Conduct seminar/ workshop on the rights of a child and responsible parenthood to all the parents of Polo Elementary School for their own welfare and awareness. • 3. Integrate small group sessions/ discussions on positive peer relationships among pupils in different subject areas. • 4. Call the attention of the Barangay Officials in maintaining safety and security for a peaceful community with the help of education sector. • 5. Provide activities promoting collaborative learning and teamwork like scouting for socialization and gaining friends.

7. Promote healthy competition in the class/ school to avoid misunderstandings and conflicts 8. Avoid making sexually suggestive comments to a young person, even in fun. 9. Prevent engaging in rough, physical or sexually provocative games, including horseplay or other activities in class/ school. 10. Avoid bringing/ holding sharp objects like barbeque sticks, small knives, nail cutter knives, etc. To prevent physical injuries/ abuse.

Reporting The case of abuse, violence, exploitation, discrimination, bullying or peer abuse and others will be reported using the form below (Annex “A”). School/Division/Region_________________________________ Period Covered_______________________________________ Person Submitting the Report_____________________________ Designation________________Date____________

Documentation In recording the incidents or complaints the intake sheet below will be utilized (Annex “B”).

Confidentiality • Every effort should be made to ensure that confidentiality is maintained for all concerned. Information should be handled and dessiminated on a need to know basis only. • This includes the following people: • The class adviser/ subject teacher • The Guidance Counsellor • The School Head • The School Child Protection Committee

The Parents of the Child • The person making tha allegation • Social Services • The alleged abuser ( and parents if the alleged abuser is a child) • Seek social services advice on how should approach the alleged abuser. • All information should be stored in a secure place with access to designated people, in line with data protection laws.

THANK YOU!!!

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