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Child Protection

SAFEGUARDING & CHILD PROTECTION POLICY

All school employees are required to report any and all suspected cases of child abuse immediately to the  Head of School. Child abuse incidents are to be reported immediately from the time that one becomes aware  of a child abuse situation. Applicable U.A.E. laws will be followed.

Child abuse and neglect, particularly sexual abuse, are among the world’s most serious concerns, with millions  of cases reported to various children’s protective service organizations each year. It is estimated globally that  150 million girls and 73 million boys under the age of 18 have experienced forced sexual intercourse or other  forms of sexual violence involving physical contact (International Center for Assault Prevention). Yet, it is  also estimated that much abuse is underreported either because the victims are afraid to tell anyone what has  happened, or the adults who observe or suspect the abuse are unsure of what to do. 

Dunecrest American School has a moral as well as legal duty to safeguard the welfare of our students, as well  as those children using our facilities or involved with our programs and activities. The Child Protection Policy  sets forth the steps our faculty, staff, students, volunteers, contractors, and consultants are required to take to  minimize the threat of child abuse in our school and to respond promptly and effectively should abuse be  observed, suspected, or disclosed. 

Our goal is to build and maintain a proactive environment that protects children by either preventing child  abuse before it occurs or by ensuring its earliest possible detection, intervention and reporting. Our strategy  is to ensure that all school personnel, from professional faculty and staff, employees and contractual  personnel, to student teachers, interns, volunteers, classroom assistants, students and parents understand the  issues of child abuse and neglect; know how to recognize its signs and symptoms; are familiar with national,  international and local reporting procedures; and know the responsibilities of mandated reporters, including  how, when, and to whom to make a report. Our Policy strives to have procedures, and training in place so  that if child abuse is suspected, observed, or disclosed to any member of the school community, that person  will have the knowledge, information, and resources necessary to ensure that the child is safe, that the  situation is communicated promptly and effectively, and that the suspicion or incident is reported to the  appropriate authorities. 

Mandatory requirements at Dunecrest American School

All staff (academic and support) at Dunecrest American School must receive Child  Protection/Safeguarding training each year and the school must keep a record of all training dates. 

•The Head of School and the school counselors act as the school’s Child Protection Officers and must  hold level-3 child protection certification from a recognized provider. 

•All staff must be aware of the names of the school’s Child Protection Officers.

COMMONLY HELD MYTHS VS THE REALITIES ABOUT CHILD ABUSE AND NEGLECT


Myth: Child abuse is carried out by strangers. 
Fact: Research indicates that 90% of abuse is from domestic causes and is committed by individuals known  to the child. International school communities tend to have families that move often and are separated from  their extended families in their home-of-record. When abuse is within the family, the transient life-style  then increases the risk to international school students who tend not to have access to outside resources, and  therefore cannot get help.

Myth: Learning about child protection is harmful to your children. 
Fact: Research indicates that developmentally appropriate education makes children more confident and able  to react to dangerous situations. Teaching using a specific population context increases protective behavior.  


Myth: Abuse education is sex education. 
Fact: Research-based programs prepare students to develop the skills and attitudes to keep themselves safe  from perpetrators, and behaviors that include bullying, harassment and other forms of exploitation. 


Myth: Abuse is a matter of culture; physical or sexual abuse falls within the norms of some cultures and is  acceptable. 
Fact: The reality is that there is no excuse for child abuse. No culture supports harming children. 


Myth: Child abuse is a result of poverty and happens in low socioeconomic circumstances.
Fact: Research indicates that child abuse occurs in all racial, ethnic, socio-economic, and cultural sectors of  society. A common characteristic of an abusive family is isolation, such as that commonly found in our  international school families who move often or are separated from their extended families at home.

Following are some of the characteristics/attributes of international school communities that should be taken  into account when considering the context for our Child Protection Policy.

Characteristics/Attributes of International School Children:

■      Transience and mobility impacts development of identity and relationships (especially for  support in times of need);

■      Early maturity/sophistication vs. naiveté and immaturity in other areas;

■      Separation from extended families; working and traveling parents, and separation from long  term friendships/relationships results in attachment issues and thus support during times of  crisis or need may be minimal or non-existent;

■      Lost between multiple and sometimes conflicting cultures and value systems resulting in  confusion of behavioral expectations;

■      High expectations placed on students to achieve academically;

■      Access to maids and other daily helpers (drivers); and

■      Access to expensive international schools because companies pay tuition while they (and  their peers) in their home-of-record, previously attended public school.

■      Characteristics of international school families:

■       Isolation from extended family, previous community for support;

■      Power differential in marriage (who has the work permit) creates vulnerability;

■      Impact of absentee parents;

■      “Love-hate” relationship with host country for expatriates;

■      Lack of control over critical life decisions: company decides where, when, and how the  family moves. Lack of stability; and

■      Superficial/tourist relationship with the host country.

■      Characteristics of international school communities:

■      School takes on sole role as center of family life and often provides superficial relationships  that cannot meet mental health needs;

■      Power influence: family’s “position” in community can be an inhibitor for school to act; and

■       Sense of being “lost” in diversity of community can cause further isolation.

■      Cultural dynamics of international school communities:

■      Multiple norms rooted in different cultural traditions can cause confusion: religious values,  values of parenting, discipline, caregiving, sexuality, gender roles and responsibilities;

■      Impact of rapidly changing “pop culture” from developed nations;

■      Varying degrees of openness rooted in cultural traditions; and

■      Varying cultural attitudes toward gender issues and child development, different concepts  of developmental needs through childhood.

International school communities are vulnerable to abuse because the nature of abuse requires secrecy,  insularity, isolation and limited access to support resources, which are some characteristics of the  international community. International schools must respond to the reality that these characteristics are  exactly the characteristics that perpetrators will use to their advantage in abusing children.

DEFINITION OF TERMS 

Child protection concerns include suspected, alleged, self-disclosed, or witnessed abuse of a child by anyone  associated within or outside the school which must be investigated and followed by appropriate action. 

Child Abuse according to the World Health Organization, constitutes “all forms of physical and/or emotional  ill-treatment, sexual abuse, neglect or negligent treatment or commercial or other exploitation, resulting in  actual or potential harm to the child’s health, survival, development or dignity in the context of a relationship  of responsibility, trust or power.” A person may abuse a child by inflicting harm, or by failing to act to  prevent harm. Children may be abused in a family or in an institutional (e.g. school) or community setting;  children may be abused by individuals known to them, or more rarely, by a stranger. Often children may  experience multiple forms of abuse simultaneously, further complicating the problem. Most child abuse is  inflicted by someone the child knows, respects or trusts. 

Physical abuse may involve hitting, punching, shaking, throwing, poisoning, biting, burning or scalding,  drowning, suffocating or otherwise causing intentional physical harm to a child. These symptoms could also  indicate harm to self, such as, cutting and suicide ideation. 

SIGNS OF PHYSICAL ABUSE 

● Bruises, burns, sprains, dislocations, bites, cuts. 


● Improbable excuses given to explain injuries. 


● Injuries which have not received medical attention. 


● Injuries that occur to the body in places that are not normally exposed to falls, rough games etc

● Repeated urinary infections or unexplained stomach pains. 


● Refusal to discuss injuries. 


● Withdrawal from physical contact. 


● Arms and legs kept covered in hot weather. 


● Fear of returning home or of parents being contacted. 


● Showing wariness or distrust of adults. 


● Self-destructive tendencies. 


● Being aggressive towards others. 


● Being very passive and compliant. 


● Chronic running away. 


Emotional abuse is the persistent emotional ill treatment of a child so as to cause severe and adverse effects  on a child’s emotional development. It may involve: conveying to children that they are worthless or unloved;  that they are inadequate or valued only insofar as they meet the needs of another person; age or  developmentally inappropriate expectations being imposed on children; causing children frequently to feel  frightened; or the exploitation or corruption of children. Some level of emotional abuse is involved in all  types of ill-treatment of a child, though it may also occur alone. 

SIGNS OF EMOTIONAL ABUSE 

● Physical, mental and emotional development is delayed.

● Highly anxious.

● Showing delayed speech or sudden speech disorder.

● Fear of new situations.

● Low self-esteem.

● Inappropriate emotional responses to painful situations.

● Extremes of passivity or aggression.

● Drug or alcohol abuse.

● Chronic running away.

● Compulsive stealing.

● Obsessions or phobias.

● Sudden under-achievement or lack of concentration.

● Attention seeking behavior.

● Persistent tiredness. 


● Lying. 


Sexual abuse involves forcing or enticing a child to take part in sexual activities, whether or not the child is  aware of what is happening. The activities may involve physical contact, including penetrative (i.e. rape) or  non-penetrative acts. They may include non-contact activities, such as involving children in the production  or viewing of pornographic material or encouraging children to behave in sexually inappropriate ways.  Children involved in commercial sex work are victims of sexual abuse, whether they perceive themselves as  victims or not. 


SIGNS OF SEXUAL ABUSE 

● Pain or irritation to the genital area.

● Vaginal or penile discharge.

● Difficulty with urination.

● Infection, bleeding.

● STDs.

● Fear of people or places.

● Aggression.

● Regressive behaviors, bed wetting or stranger anxiety.

● Excessive masturbation.

● Sexually provocative.

● Stomach pains or discomfort walking or sitting.

● Being unusually quiet and withdrawn or unusually aggressive.

● Suffering from what seem physical ailments that can’t be explained medically.

● Showing fear or distrust of a particular adult.

● Mentioning receiving special attention from an adult or a new “secret” friendship with an adult or  young person.

● Refusal to continue with school or usual social activities.

● Age inappropriate sexualized behavior or language. 


Neglect is the persistent failure to meet a child’s basic physical or physiological needs, likely to result in  serious impairment of the child’s health or development. 

INDICATORS OF NEGLECT 

● Medical needs unattended. 


● Lack of supervision. 


● Consistent hunger. 


● Inappropriate dress. 


● Poor hygiene. 


● Inadequate nutrition. 


● Fatigue or listlessness. 


● Self-destructive. 


● Extreme loneliness. 


● Extreme need for affection. 


● Failure to grow. 


● Poor personal hygiene. 


● Frequent lateness or non-attendance at school. 


● Low self-esteem. 


● Poor social relationships. 


● Compulsive stealing. 


● Drug or alcohol abuse. 


The impact of child abuse can persist for a lifetime after the abuse has been committed. Some victims of abuse  are resilient and thus manage to function and survive. Much research has established the relationship  between long-term child abuse and lifetime health and well-being, especially if the children do not get  appropriate support to help them cope with the trauma. The most important point to consider is that children  often are exposed to multiple forms of abuse and suffer a myriad of symptoms. Furthermore, all forms of  abuse have the potential for long term impact on the victims and can affect the victim’s ability to function as  a human being. Abuse challenges the self-value, self-esteem, and sense of worth of its victims, rendering  them hopeless, helpless and unable to live a complete life. 


LONG TERM IMPACT OF CHILD ABUSE 

● Poor educational achievement.

● Inability to complete responsibilities.

● Inability to live according to plan/ability.

● Inability to care for self.

● Inability to coexist, cooperate or work with others.

● Lack of self-confidence, prone to addiction.

● Inability to express love/or accept love.

● Inability to lead a family, constant health problems.

● Prone to mental health problems.

● Low self-esteem, depression and anxiety.

● Post-traumatic stress disorder (PTSD).

● Attachment difficulties.

● Eating disorders.

● Poor peer relations, self-injurious behavior (e.g., suicide attempts). 


In addition to knowing the signs of victimization, below are some early warning signs to look out for in  potential offenders.

SIGNS OF OFFENDERS (STUDENTS) 

● Unusual interest in sex, sexualizing inanimate objects and activities.

● Does not stop sexual misbehavior when told to stop.

● Uses force and coercion in social situations.

● Unusual intensity when discussing sex and sexuality.

● Socializes with children much younger.

● Gives gifts, requires secrecy in relationships. 


SIGNS OF OFFENDERS (ADULTS) 

● Has a “favorite” student or child.

● Attempts to find ways to be alone with children.

● Inappropriate language, jokes and discussions about and with students/children.

● Sexualized talk in the presence of students/children.

● Gives private gifts or has private chats on Facebook/internet.

Dunecrest American School is committed to the safety and protection of children. This Code of Conduct  applies to all faculty, staff, employees, volunteers and students who represent the school and who interact  with children or young people in both a direct and/or unsupervised capacity. 

Dunecrest American School’s teaching, support or administrative staff are prohibited at all times from  physically disciplining a child.

We should be aware of our own and other persons’ vulnerability, especially when working alone with  children and youth, and be particularly aware that we are responsible for maintaining physical, emotional,  and sexual boundaries in such interactions. We must avoid any covert or overt sexual behaviors with those  for whom we have responsibility. This includes seductive speech or gestures as well as physical contact that  exploits, abuses, or harasses. We are to provide safe environments for children and young people. We must  show prudent discretion before touching another person, especially children and young people, and be aware  of how physical touch will be perceived or received, and whether it would be an appropriate expression of  greeting, care, concern, or celebration. Physical contact with children can be misconstrued both by the  recipient and by those who observe it and should occur only when completely nonsexual and otherwise  appropriate, and never in private. 

We must intervene when there is evidence of, or there is reasonable cause to suspect, that children are being  abused in any way. Suspected abuse or neglect must be reported to the Head of School.

Communication with children is governed by the key safety concept of transparency. The following steps  will reduce the risk of private or otherwise inappropriate communication between parents, administration,  teachers, personnel, volunteers, and minors.

● Where possible, email exchanges between a minor and a person acting on behalf of the school are to  be made using a school email address.

● Electronic communication that takes place over a school network or platform may be subject to  periodic monitoring.

● Faculty, staff, and volunteers who use any form of online communications including social media  (Facebook, Twitter, etc.) and text messaging to communicate with minors may only do so for  activities involving school business.

It is obligatory for faculty, staff, and administrators to report incidents of physical or psychological violence,  aggression, harassment, and physical or sexual abuse immediately to the Head of School. The Students are  encouraged to report incidents for which they themselves or others may be the victims. Reporting by students  may be verbal or in writing and shared with any school employee, who, in turn, shall communicate this  information to a school counselor. The counselor shall gather information and provide written  documentation including the date, person or persons involved, and any additional relevant information. If  there is reasonable cause to believe child abuse has occurred, the counselor will report to the Head of School  who shall follow the steps noted in these guidelines, documenting all aspects of the investigation and resulting  actions. Such actions include, but are not limited to, one or more of the following:

● Conference with students involved;

● Parent notification;

● Meeting with parents;

● Meeting with others pertinent to the case, including the alleged perpetrator(s);

● Contacting school nurse;

● Psychological assessment;

● Mandatory counseling sessions;

● Reporting to child protection services in UAE;

● Legal action and prosecution by the authorities;

● Suspension or termination of employment (if a school employee).

GUIDELINES FOR RESPONDING TO A CHILD’S DISCLOSURE

● Do not let a child swear to secrecy before telling you something. You may need to report, which  the child will view as breaking your trust with them.

● If a child asks to speak with you try to find a neutral setting where you can have quiet and few  interruptions.

● Do not lead the child in telling. Just listen, letting him/her explain in his/her own words.

● Don’t pressure a great amount of detail.

● Respond calmly and matter-of-factly. Even if the story that the child tells you is difficult to hear, it  is important not to register disgust or alarm.

● Do not make judgmental or disparaging comments about the abuser, it is often someone the child  loves or with whom he/she is close.

● Do not make promises to the child that things will get better.

● Do not confront the abuser.

● If the child does not want to go home, this should be considered an emergency. Report and handle  immediately by contacting your Head of School. Do not take the child home with you.

● Respect the child’s confidence. Limit the sharing of information.

● Explain to the child that you must tell someone else to get help.

● Try to let the child know that someone else will also need to talk with him/her and explain why. ● Empower the student by as much as possible allowing the child a part in the process.

ALLEGATIONS, AVOIDANCE, RECOMMENDATIONS

● The privacy of children in situations such as toileting, showering and changing clothes should be  respected. When it is necessary to supervise children in these situations, at least two adults should  be present and intrude only to the extent that the health and safety of the children require. Adult  volunteers should preserve their own privacy in these situations.

● Avoid touching areas that are normally covered by swimming suits; breasts, buttocks, and groin. ● Sexual jokes, comments of a sexual nature, kissing, sensual massages or sexual gestures are not  appropriate behavior for an adult staff member or volunteer.

● When volunteering to supervise overnight activities, adults will not share sleeping quarters with  children other than their own.

● Revealing personal information about one’s sex life by an adult volunteer or staff member is never  appropriate.

● It is the adult’s responsibility to set and respect boundaries. When a child attempts to involve an  adult in inappropriate behavior, the adult must reject the overture.

PREVENTION: RECRUITMENT AND SCREENING POLICY

Dunecrest American School reserves the right to conduct background screening checks and make this  explicitly clear to all employees and volunteers, at any time prior to or after employment or volunteer service  has begun. This process will periodically be reviewed.

The first and most effective means of preventing child abuse is screening out potential abusers before they  come to the school. All personnel, staff, teachers, volunteers, and other members of the community whose  potential employment or volunteer service involves direct contact with, and/or the potential for unmonitored  access to children (including any individuals who regularly provides transportation to children) will be given  thorough reference and background checks.

The Head of School along with the School’s Business Manager are responsible for initiating and evaluating  the applicants for positions that require background checks. The background check includes:

● A written application and a “statement of suitability” requiring a signature stating that the applicant  knows of no reason or prior circumstance that would preclude him/her from working safely with  minor children.

● That any previous criminal convictions have been declared on the application.

● A personal interview.

● Credential check depending on position being sought.

● Reference checks.

● Sex offender registry check where possible.

● A statement that all background screening accomplished by or on behalf of the organization will  comply with UAE requirements such as police checks on all employees for previous five years prior  to working at Dunecrest American School.

This policy serves notice to all employees that any misrepresentations, falsifications, or material omissions in  the information provided to the School during the application, interview and hiring process, whenever  discovered, may result in disqualification from, or termination of employment or volunteer service at  Dunecrest American School.

If a check indicates that the applicant has an adult criminal record that has not been declared on the  application, it must be reviewed by the school and placed into one of the following two categories:

CATEGORY ONE

● The member of staff will be immediately dismissed. 

CATEGORY TWO 

Before a determination can be made the school can review additional information and consider the relevance  of the criminal offense to:

● The nature of the employment or volunteer service being sought.

● The seriousness and specific circumstances of the offense.

● The age of the candidate at the time of the offense.

● The number of offenses.

● The length of time since the offense occurred.

● Whether the applicant has pending charges.

● Any relevant evidence of rehabilitation or lack thereof.

● Any other relevant information, including information submitted by the candidate.

Child Protection Reporting Procedure

Child Protection Reporting Procedure