USEV CHILD PROTECTION POLICY
Overview
Child abuse and neglect are concerns throughout the world and are violations of a child's human rights. Students’ grow and learn optimally when they are secure, safe and comfortable in their school environment. We endeavor to provide a safe and intentionally inviting environment where students are respected and valued. It is the school’s responsibility to safeguard and promote the welfare of the students and to serve as a safe-haven for students when in need.
In accordance with the United Nations Convention on the Rights of the Child, in which Turkey is a signatory, and the Council of İnternational Schools Child Protection standards, the USEV foundation is committed to ensuring the safety and welfare of students in all USEV schools through the development and implementation of a comprehensive Child Protection Policy. Our Child Protection Policy applies to all USEV school employees, and third-party contracted workers.
The term “Child Protection Policy” share henceforth be referred to in its abbreviated form as the CPP for brevity.
1. PURPOSE AND FOCUS
1.1 An effective whole-school child protection policy is one which provides clear direction to employees and others about expected behavior when dealing with child protection issues. An effective policy also makes explicit the school’s commitment to the development of good practice and sound procedures. This ensures that child
Protection concerns, referrals and monitoring may be handled sensitively, professionally and in ways which support the needs of the child.
2. INTRODUCTION
2.1 USEV schools take seriously its responsibility to protect and safeguard the welfare of children and young people in its care as outlined in the Council of İnternational Schools Child Protection Standards.
2.2 The USEV Child Protection Policy takes into consideration two axis of intervention:
➢ Preventive: to reduce the likelihood of a student being harmed or abused
➢ Responsive: taking action to make sure that where concerns are raised or situations of suspected harm or abuse are identified, appropriate action is taken to ensure the student is assisted and to prevent similar situations occurring again.
2.3 This policy applies to all pupils and staff to USEV schools.
2.4 The School recognizes it is an agent of referral and not of investigation.
3. SCHOOL POLICY
3.1 We recognize that for our students, a positive self-image/esteem, confidence, supportive friends and clear lines of communication with a trusted adult helps to prevent abuse. Our school will therefore:
3.1.1 Establish and maintain an environment where pupils feel safe and secure and are encouraged to talk, and are listened to.
3.1.2 Ensure that pupils know that there are adults within the school who they can approach if they are worried or are in difficulty.
3.1.3. Include in the curriculum activities and opportunities that equip pupils with the knowledge and skills they need to stay safe from abuse.
3.1.4 Include in the curriculum material which will help pupils develop realistic attitudes to the responsibilities of adult life, particularly with regard to childcare and parenting skills.
3.1.5 Ensure that wherever possible every effort will be made to establish effective working relationships with parents, colleagues from partner USEV schools, local authorities.
4. THE SIX STAGES OF CHILD PROTECTION POLICY FRAMEWORK IMPLEMENTATION
4.1 Stage One: Introducing the Concept of Child Protection: developing an awareness within the school community regarding the facts and myths of child abuse, the implications and impact of child abuse on the victim and school community and answers to why we need to create a healthy community in which to nurture human development.
4.2 Stage Two: Building the Foundation: establish core safe-guarding principles, key individuals and organizations, communication networks, and an in-house team to develop the organizational structure for the implementation of policy and procedures.
4.3 Stage Three: İmplementation of policies through development of procedures within the organizational structure of the school.
4.4 Stage Four: Training and communicating policies and procedures for all members of the school community at the appropriate level.
4.5 Stage Five: Preparation for managing procedures - scenarios that identify obstacles and areas requiring additional (re)training or revisions.
4.6 Stage Six: Regular monitoring and cyclical review and update to ensure the framework does what it is intended to do.
5. CORE SAFEGUARDING PRINCIPLES
5.1. Students who are and feel safe make more successful learners.
5.2. All services provided by USEV schools adhere to the principles of partnership, participation, protection, honesty and confidentiality.
5.3. USEV schools will be responsible for the development, implementation and maintenance of a comprehensive Child Protection Policy, procedures, and protocols aligned with the core safeguarding principles of the policy.
5.4 USEV schools will collaborate with one another for mutual support of effective implementation; will establish networks with local, country, and regional authorities and organizations for consultative purposes
5.5 USEV schools will develop procedures and programs to educate all staff, students and parents; will be transparent and honest without compromising confidentiality to more effectively communicate all aspects of the CPP.
5.6 Representatives of the whole-school community of students, faculty/staff, parents, and governing body members will familiar with the CCP and be involved in policy development and review as needed.
5.7 Schools are to identify and establish working relationships with local authorities and professionals, government and international agencies as appropriate to insure appropriate expertise is available to provide consultation and assistance in the event of a serious CPP matter.
5.8 Turkey’s laws, regulations, protocols and procedures regarding all child abuse or neglect matters are to be followed.
5.9 Each school’s administration is responsible for the effective on-site development, implementation and maintenance of the CPP.
5.10 Policies will be reviewed annually unless situations arise that require an earlier review and potential revision.
5.11 The school leadership is responsible for setting the appropriate tone for the school community to embrace the CPP and related procedures in support of a healthy school/learning community.
5.12 USEV will develop and employ policies, programs and procedures to create awareness, prevention, intervention, and restitution, as needed, to insure the safety and welfare of USEV students, faculty and staff, and families.
5.13 All students, regardless of age, gender, ability, culture, race, language, religion or sexual identity, have equal rights to protection.
5.14 All relevant information will be made available to the school community and confidentiality maintained as required to protect individuals who may be involved in child abuse and neglect matters.
5.15 The school is a referent only in all matters pertaining to disclosure and accusations. Once a disclosure or accusation is deemed sufficient to follow-up the school will refer the matter to local legal and governmental agencies for investigation.
6. ROLES AND RESPONSIBILITIES
All adults working with or on behalf of children have a responsibility to protect them. There are, however, key people/groups within schools and in conjunction with the partnered professionals and the local professionals/authorities who have specific responsibilities under child protection procedure.
6.1 It is the role of the Principal and the School Governing Body to insure that the CPP policy is actively implemented and that the school follows recruitment processes as outlined in the recruitment policy.
6.2 It is the responsibility of the school administrative team to support and monitor the Child Protection Team’s implementation and to insure that all procedures are followed within the school relative to appropriate and timely referrals and reporting of potential child abuse cases.
6.3 The Child Protection Team assumes leadership and responsibility for implementation of the CPP to insure all school employees are trained and aware of the school’s internal procedures and to offer support and guidance to the school administration in all matters pertaining to the CPP.
6.4 The Child Protection Officer serves as the chair of the Child Protection Team to ensure that all of the child protection procedures are followed within the school.
6.5. In the event the Child Protection Officer/school principal is not available, the vice principal shall act in the officer’s absence.
7. PROCEDURES
7.1 It is imperative to remember that the school serves as an agent of referral and not of investigation when addressing potential child abuse concerns. Staff are kept informed about child protection responsibilities and procedures through induction, briefings and awareness training. The Child Protection Officer will ensure all staff are aware of the school’s policy and reporting procedures.
7.2 A statement in the school handbook will inform parents and careers about our school’s duties and responsibilities under child protection procedures. Parents can obtain a copy of the school child protection policy on request.
7.3 Any member of staff or visitor to the school who receives a disclosure of abuse, an allegation or suspects that abuse may have occurred must report it immediately to the Child Protection Officer or in their absence, the school principal. In the absence of either of the above, the matter should be brought to the attention of the most senior member of school administration. The Child Protection Officer will immediately refer cases of suspected abuse or allegations to the senior school administrators.
STEPS TO BE FOLLOWED IN CASE OF SUSPICION
STEP 1: The person who witnesses the suspicious situation / the person who has knowledge about the suspicious situation (school employee, teacher, student, visitor, etc.) gives a written report to the Principal and the Guidance Teacher of the related level within 24 hours. The Incident Report Form is completed. In the absence of the Child Protection Officer / School Principal, the matter is brought to the attention of the Vice Principal.
STEP 2: The physical and emotional signs are evaluated to determine whether the event is a valid suspicion. If there is any doubt, the Principal shall convene the Child Protection Committee.
STEP 3: The Child Protection Committee shall address the matter immediately by meeting in cases of suspicion, allegation or disclosure of abuse / neglect, which violates the Child Protection Policy. A written action plan containing the steps to be followed on the subject is prepared and a report is kept. Some of the steps to be followed are;
• Informing the family (by meeting and / or e-mail / letter)
• Supporting students and families (Expert support may be recommended.)
• Obtaining legal advice on the case
• Notification of the situation to SEV Foundation
• Notification of the situation to the Public Prosecutor's Office
• Ensuring that the employee is suspended for an indefinite period of time or indefinitely, if the suspect is a school employee.
STEP 4: All documents of child protection reports are kept in a confidential file by the child protection officer. These records may be shared with the relevant institutions within the legal framework.
STEP 5: Follow up the relevant case.
8. TRAINING AND SUPPORT
8.1 All faculty and staff who work with children will undertake appropriate child protection awareness training to effectively protect students. An overview of the Child Protection Core Principles will be reviewed annually with comprehensive workshop training occurring on a three-year rotation basis for all school employees who work with and/or in a school environment. All school employees and contracted workers should have access and guidance regarding the boundaries of appropriate behavior and conduct.
8.2 The Child Protection Officer will receive training provided by an accredited NGO organization at two year intervals in order to maintain a high level of awareness, knowledge and skills required to effectively serve in this capacity.
8.3 All volunteers and guests who work with students at the school will be made aware of the CPP and how they can contribute to maintaining a safe and healthy learning environment.
8.4 Administrators responsible for recruitment and hiring of school employees will receive training necessary to effectively implement established procedures outlined in the CPP.
8.5 All newly hired school employees will be required to participate in the Child Protection workshop and to sign the Child Protection Code of Conduct form.
8.6 The Head of School is responsible for identifying and maintaining effective relationships with local authorities and resources to assist with the implementation of the CPP and procedures.
8.7 Parents and students will be provided with a brief overview of the CPP and their respective roles in support of a healthy and safe learning environment and school culture on an annual basis.
9. CONFIDENTIALITY
How and when to maintain confidentiality, particularly as it pertains to the protection of students, is something that needs to be fully understood by all adults who work with students.
9.1. A school employee should never guarantee confidentiality to a pupil nor should they agree with a pupil to keep a secret, in the event of a potential child protection concern. The concern must be reported to the Child Protection Officer for further review and action as deemed necessary.
9.2. School employees will be informed of relevant information in respect of individual cases regarding child protection on a” need to know basis” only. Any information shared with a member of staff in this way must be held in confidence.
10. RECORDS AND MONITORING
Accurate records are essential to effective child protection practice.
10.1 Any school employee receiving a disclosure of abuse or noticing signs or indicators of abuse, must make an accurate record as soon as possible noting what was said or seen, putting the event in context, and giving the date, time location and subsequent action taken. All records will be dated and signed by the Child Protection Office and reporting person.
10.2 All documentation of child protection reports will be remaining in a confidential file maintained by the Child Protection Officer. Such records will be passed onto other agencies and/or institutions pending approval of the student’s parents or legal guardians.
10.3 Access to these confidential documents must be granted approval by the Principal.
11. OVERSIGHT OF CHILD PROTECTION CASES/SUPPORT PLANS:
11.1. It is the responsibility of the Child Protection Officer to ensure that the school is accurately represented regarding potential and/or pending child abuse cases or in the administration of a support plan. Documentation of meetings, those in attendance, date/time and a summary of discussions/action taken is required.
11.2. The Child Protection Officer is required to notify all relevant parties of the outcome of meeting sessions to ensure essential follow-up/support for the student and related parties.
12. USE OF THE SCHOOL PREMISES BY OTHER ORGANIZATIONS
12.1 Where services or activities are provided separately by another body, using the school premises, the School Governing Body will seek assurance that the body concerned has appropriate policies and procedures in place in regard to safeguarding children and child protection.
13. WHISTLEBLOWING
13.1. All school employees should be aware of their duty to raise concerns regarding the attitudes and/or actions of colleagues. If necessary, they should speak to the school’s designated “whistleblower.” Anonymity and confidentiality will be maintained in the event a school employee desires to share information pertinent to protecting students.
14. POLICY REVIEW
14.1. The School Administration is responsible for the annual review of the CPP and CPP Handbook and to ensure that the information and list of key contacts is kept up to date.
15. DEFINITIONS USED IN THE CHILD PROTECTION POLICY
Child: In line with the United Nations Convention on the Rights of the Child (UNCRC), 1989 and under the Turkish Republic definition, a child is defined as anyone who has not reached their 18th birthday.
Child Abuse: According to the World Health Organization, child abuse 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.
Child Protection: is a broad term used to describe philosophies, policies, standards, guidelines and procedures to protect children from both intentional and unintentional harm. 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 Protection Code of Conduct Statement: an annual statement all school employees sign signifying their commitment to honoring the Child Protection Policy.
Child Protection Officer: the designated coordinator of the school facilitating the Child Protection Team’s responsibility for the implementation of the Child Protection Policy; serves as the liaison between the Child Protection Team and School Administration.
Child Protection Team: a group of school professional whose are responsible for the implementation of the Child Protection Policy. The composition of the team should include the Child Protection officer, guidance counselor, member of the school administration, and teacher(s) as appropriate.
Emotional abuse: the persistent emotional ill treatment of a student so as to cause USEV ere and adverse effects on a student’s emotional development. It may involve: conveying to students 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 students; causing them frequently to feel frightened; or the exploitation or corruption of students. Some level of emotional abuse is involved in all types of ill-treatment of a child, though it may also occur alone.
Minor concern: a concern that does not warrant the potential involvement of legal authorities or significant action taken to protect a student’s physical and/or mental health.
Neglect: is the persistent failure to meet a student’s basic physical or physiological needs, likely to result in serious impairment of the student’s health or development.
Physical abuse: may involve hitting, punching, shaking, throwing, poisoning, biting, burning or scalding, drowning, suffocating or otherwise causing intentional physical harm to a student. (These symptoms could also indicate harm to self, such as, cutting and suicide ideation).
Reasonable Cause: just or legitimate grounds to assume the allegation of child abuse; follow the Disclosure Flow chart to initiate an investigation.
Serious concern: a concern that can potentially involve the legal authorities or have legal consequences; excessive abuse that is obvious and detrimental to the student’s physical and/or mental well-being.
Sexual abuse: involves forcing or enticing a student to take part in sexual activities, whether or not the student 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 students in the production or viewing of pornographic material or encouraging students to behave in sexually inappropriate ways. Students involved in commercial sex work are victims of sexual abuse, whether they perceive themselves as victims or not.
Staff: The term staff applies to all those working in an individual capacity with the USEV, irrespective of the type of contract used. This covers paid and unpaid staff and volunteers engaged on single, one- off, short or long term basis. It also covers consultants and Comensura contracted temporary personnel.
Staff applies equally to national and international personnel.
Sources:
- British Council Child Protection Handbook (Turkish edition)
- CIS Child Protection Standards
- International Task Force on Child Protection
- Child Protection Policy - Euro Child
- The United Nations Convention on the Rights of the Child