This document provides an introduction to child protection for DTM enumerators working in Turkey and Antalya. It defines a child according to the UN Convention as anyone under 18 years old. Emergencies and unsafe migration can increase risks to children such as abuse, neglect, exploitation, family separation, and violence. Child protection aims to prevent and respond to these risks. The document outlines key child protection concepts and risks faced by children in emergency settings. It emphasizes the importance of DTM staff avoiding harming children through informed and ethical data collection. Examples of child protection programs in Turkey include family tracing, alternative care, psychosocial support, and case management for vulnerable migrant children.
This document outlines DepEd's child protection policy against bullying and child abuse. It defines prohibited acts such as child abuse, discrimination, exploitation, violence against children, and bullying. Child abuse includes physical, emotional, and sexual abuse as well as neglect. Bullying refers to willful aggressive behavior directed at a vulnerable victim. The policy establishes responsibilities for schools and divisions to prevent and respond to incidents, including forming Child Protection Committees, conducting investigations, and imposing disciplinary actions and suspensions. It stresses protecting children's rights and welfare in all matters.
This document outlines policies and procedures regarding child protection for DepEd schools. It defines various forms of child abuse, discrimination, exploitation, violence, and bullying. It establishes Child Protection Committees for schools and outlines their composition and responsibilities. The duties and responsibilities of schools, school personnel, and students are also defined. The objective is to prevent all forms of harm against children.
Filipino Values Month is celebrated annually in November to promote Filipino values such as love of God and country, family ties, respect for elders, perseverance, and tolerance. Schools hold activities like banner making, speeches, and competitions to celebrate. Filipino values are principles that many Filipinos consider important, which are taught from a young age and reflect the country's history and culture. This year, the Schools Division of Batangas will focus Filipino Values Month celebrations on classroom-based activities aligned with monthly focus values to ensure participation and meet learning objectives.
This document outlines an action plan by Pigsag-an Elementary School to implement effective child protection policies. It includes objectives to ensure child protection policies and procedures are established, that all stakeholders are aware of the policy, and that children's rights are respected. The plan consists of preparation activities like drafting the policy, consulting pupils on bullying, and informing the community. Implementation includes launching the policy at a Parents-Teachers Association Assembly. Monitoring will track bullying cases over time through anecdotal records to evaluate the effectiveness of the child protection efforts.
Dumantay Elementary School in Batangas City, Philippines held a virtual kick-off ceremony for Brigada Eskwela 2021. Brigada Eskwela is an annual program led by the Department of Education to prepare schools for the opening of the academic year. The virtual ceremony included messages from the school head, district supervisor, and barangay captain expressing support. It also featured presentations on the Brigada Eskwela theme and programs. The ceremony aimed to discuss preparations for the 2021-2022 school year and support parents in the enrollment process amidst the ongoing COVID-19 pandemic.
Program for investiture 2016 tagalog versionDaniel Bragais
Boy Scout of the Philippines Investiture ceremony is conducted in order to officially dedicates its new member in scouting organization all around the world. This Script or Spiel is in Tagalog or Filipino so that it can easily be understood by Pinoy or People of the Philippine Republic.
This document outlines a school-based action plan on values formation at Tupsan National High School for 2023. The plan has three phases. Phase 1 involves orienting teachers, catechists, and student leaders on values formation through various training activities from August to September 2023. Phase 2 includes crafting a student handbook, scheduling religion teaching, and holding recollection activities for parents and students from September to October 2023 to disseminate values. Phase 3 provides for ongoing evaluation and monitoring of the plan throughout the year. The overall goals are to intensify values formation of learners, reform student behavior, and minimize incidents of misbehavior through integrating values in all subject areas.
This document outlines the DepEd's child protection policy, which aims to protect children from various forms of abuse and exploitation. It defines different types of child abuse and establishes guidelines for their prevention. These include peer abuse, child abuse, discrimination against children, child exploitation, violence against children, and corporal punishment. The policy also mandates the establishment of child protection committees and adoption of preventive and remedial measures. It is grounded in the Philippine Constitution and Presidential Decree No. 603, which further reinforce children's rights and welfare.
This document summarizes the events of a closing program for a Brigada Eskwela event at the Molave Vocational Technical School. It includes presentations from school and local officials, testimonies from stakeholders, and a commitment to collaborative efforts between the school, local government, and community partners to support educational reforms and the implementation of the K-12 program. The event recognizes the contributions of volunteers, partners, and officials who worked together through their "Bayanihan spirit" to prepare the school for the upcoming school year.
Anti bullying Act 2013 & DO no. 40 s. 2012iteach 2learn
This document outlines policies and procedures for schools to address bullying. It defines bullying as repeated harmful acts by students that cause physical or emotional harm. Schools must adopt anti-bullying policies, educate students and parents, and form Child Protection Committees to handle bullying incidents. When bullying occurs, schools must intervene immediately, investigate, determine appropriate interventions, and potentially discipline bullies or refer extreme cases outside the school. The goal is to promote a safe learning environment free from bullying.
This document outlines a child protection project model that aims to strengthen the protective environment for children and empower children themselves. It does this through prevention, protection, and response activities, as well as coordination between sectors and integrated responses. The project model was developed based on lessons from community-based child protection and vulnerable children advocacy projects globally. It provides guidance for developing locally appropriate interventions based on an analysis of root causes of child protection issues and gaps in the existing system. The overall goal is to improve child well-being and fulfill their rights to protection from abuse, neglect, exploitation and other forms of violence.
The document summarizes the minutes of a virtual Learning Action Cell session conducted by the English Department of Cabantian National High School. It discusses the following key points:
1. The session was held virtually on Google Meet on October 25, 2021 and focused on discussing the significance of the PHI-IRI reading assessment and how it can help identify struggling readers and inform teacher instruction.
2. The presenter, Jocel P. Algabre, emphasized how PHI-IRI can assess students' reading levels and comprehension. She also discussed the different components of PHI-IRI including the group screening test and individually administered reading passages.
3. The department head, Dr. Dahl
This document outlines DepEd Order No. 40, s.2012, which establishes the Child Protection Policy to prevent abuse of children in schools. It defines key terms like child abuse, bullying and cyberbullying. The policy prohibits corporal punishment and other harmful acts. It also requires schools to set up Child Protection Committees to handle cases, conduct investigations, and refer victims to authorities. Statistics on reported bullying and abuse cases from 2012-2013 are provided. The duties of schools to ensure child safety and the procedures for addressing violations by teachers are described.
This document provides the script for a welcome and send-off program. It introduces the emcee and outlines the various parts of the program, including an opening prayer, the singing of the national anthem, messages from the outgoing and incoming school heads, and from local officials. It also includes expressions of gratitude and closing remarks. The program is meant to welcome a new school head and send off the outgoing head, marking both an ending and new beginning for the school.
The document discusses the National Drug Education Program (NDEP) in the Philippines. It provides background on laws and policies related to NDEP, including Republic Act 9165 which mandates DepEd to support NDEP. The objectives of NDEP are to prevent drug abuse among students and strengthen parent/community participation. It has five components: (1) curriculum and instruction, (2) co-curricular activities, (3) staff development, (4) parent education and community outreach, and (5) monitoring, research and evaluation. NDEP is managed by coordinators at different government education levels and staff in DepEd.
Safeguarding Children - Tallis CPD 2015Jon Nicholls
The document provides guidance on various safeguarding policies and procedures for staff at a school. It discusses how to handle student referrals and disclosures of abuse, outlines the different types of abuse, and provides contacts for the designated safeguarding leads. New areas that staff must be aware of include child sexual exploitation, female genital mutilation, preventing radicalization, and promoting fundamental British values.
A PRESENTATION ON CHILD ABUSE, DELIVERED TO PUPIL OF UNILAG STAFF SCHOOL.pdfAngelina Johnson
This presentation discusses child abuse and children's rights. It defines various types of child abuse including physical, sexual, emotional abuse and neglect. Risk factors for abuse are outlined. The health consequences of abuse are severe and can include death. The family physician plays an important role in protecting children through suspecting, inspecting, collecting evidence of, and reporting suspected abuse while respecting the child and family. Physical indicators of abuse discovered by doctors include suspicious bruises, burns, fractures and injuries to the head or face.
This document provides a summary of a child protection and safeguarding training session. The training covers:
- Confidentiality and respect policies for participants
- Learning aims around raising awareness of child protection signs and procedures
- Statutory guidance on safeguarding children
- Roles and responsibilities of the designated safeguarding lead and deputy
- Procedures for reporting concerns about a child's welfare
- Definitions and indicators of different types of child abuse and neglect
This document provides information and resources for a safeguarding children training, including learning outcomes around protecting children and knowing where to seek advice. It lists national and local support organizations for issues related to abuse, addiction, LGBT support, and more. The document also covers legislation, guidance, and policies around safeguarding children and defines different types of abuse and neglect.
The document provides an overview of safeguarding policies and procedures for staff working with children, including recognizing and responding to different types of child abuse. It defines physical, emotional, and sexual abuse as well as neglect. It outlines signs that may indicate abuse and what steps staff should take if they have concerns about a child, such as recording the information and reporting it immediately to the designated safeguarding officer. The document also discusses legal responsibilities, maintaining appropriate staff conduct, and online safety policies.
2016 08 04 CPD on DV and Child Abuse - FinalAzan Marwah
This document provides an overview of child abuse and domestic violence issues relevant to family lawyers. It defines various types of child abuse, including physical, sexual, emotional/psychological abuse and neglect. It discusses prevalence rates of abuse, health consequences, children's rights, and the legislative framework around child protection. Key aspects of the child protection system are outlined, including definitions of abuse, reporting procedures, investigations, risk assessments, welfare planning, and data privacy issues. Civil and criminal liability issues are also addressed.
Role of community and media in child protectionNilendra Kumar
This presentation is an attempt to discuss the significant role that the community and media can play to curb child abuse and enhance child protection.
This document discusses children's rights and an event held by students at The Winchester School in Jebel Ali to raise awareness about children's rights. It provides information on the UN Convention on the Rights of the Child, which established specific rights for children, as well as examples of rights violations children still face around the world. The event included activities where students memorized and discussed children's rights, ranked their importance, and considered responsibilities that come with ensuring each right. The goal was to support children whose rights are being neglected and give them the lives they deserve.
This document discusses children's rights and an event held at The Winchester School in Jebel Ali to promote awareness of children's rights. The event brought together students of different faiths and beliefs to discuss issues related to children's rights. It describes the United Nations Convention on the Rights of the Child, which established that children have specific rights like the right to an education, healthcare, and protection from abuse. The event included activities where students learned and discussed children's rights, as well as situations where rights are violated around the world. The goal was to help students understand and support children's rights.
The document discusses legislation and policies relating to safeguarding children. It covers:
- Learning outcomes around key legislation, policies, procedures, and the importance of teaching children about consent and whistleblowing.
- Key acts and policies including Working Together to Safeguard Children, the Children's Act, and Early Years Foundation Stage.
- Types of abuse, signs and symptoms, case studies, and how abuse can impact development.
- Actions to take if abuse is suspected including recording concerns factually and reporting immediately to the designated safeguarding lead.
- The roles of support agencies like social services, the common assessment framework, and team around the child approach.
The document discusses legislation and policies relating to safeguarding children. It covers:
- Learning outcomes around key legislation, policies, procedures, and the importance of teaching children about consent and whistleblowing.
- Key acts and policies including Working Together to Safeguard Children, the Children's Act, and Early Years Foundation Stage.
- Types of abuse, signs and symptoms, case studies, and how abuse can impact development.
- Actions to take if abuse is suspected including recording concerns factually and reporting immediately to the designated safeguarding lead.
- The roles of support agencies like social services, the common assessment framework, and team around the child approach.
This document discusses children's rights and an event held at The Winchester School in Jebel Ali to promote awareness of children's rights. The event brought together students of different faiths and beliefs to discuss issues related to children's rights. It describes the United Nations Convention on the Rights of the Child, which established that children have specific rights like the right to an education, healthcare, and protection from abuse. The event included activities where students learned and discussed children's rights, as well as situations where rights are violated around the world. The goal was to help support children whose rights are being neglected.
The document discusses child abuse and children's rights. It defines various forms of child abuse, including physical abuse, sexual abuse, emotional abuse, and neglect. It provides definitions of child abuse from different organizations and discusses risk factors. It also outlines children's rights such as access to education, health services, and protection from exploitation. The document emphasizes the importance of protecting children's rights and welfare.
The document discusses child abuse and child labour. It defines child abuse as any act that harms a child physically, emotionally, or sexually. Child labour deprives children of their childhood and education. Statistics show millions of children experience abuse and labour in India. The government and NGOs have initiatives to prevent these issues and protect children's rights, while social workers play an important role in supporting vulnerable children and families. Overall the document aims to raise awareness about the serious problems of child abuse and labour.
The document discusses child abuse and child labour. It defines child abuse as any act that harms a child physically, emotionally, or sexually. Child labour deprives children of their childhood and education. Statistics show a rise in reported child abuse cases in India. The government has enacted laws like POCSO and initiatives like Childline to protect children. However, poverty, lack of access to education, and social issues continue driving child labour. Addressing its root causes, creating awareness, and supporting vulnerable families are suggested to prevent abuse and labour. Social workers play a key role through counseling, monitoring, and ensuring children's well-being and rights.
This document defines child abuse and outlines the different types. It states that child abuse includes physical, emotional, sexual, and neglect. Abuse can occur within the family, community, or institutional settings. The document also discusses factors that can increase the risk of abuse, such as a child's developmental needs, a caregiver's capacity to meet those needs, and environmental factors. The four main types of abuse are defined as physical, emotional, sexual, and neglect.
The document discusses key principles of child protection including defining child protection, types of child abuse, vulnerability, and best interests of the child. It emphasizes creating a protective environment for children through preventing abuse, realizing children's rights, and restoring hope for abuse survivors. Vulnerability is described as a state where rights are at risk and can fluctuate over time based on protective or risk factors. Best interests of the child requires considering children's rights, welfare, development and protection in all decisions affecting them. Confidentiality guidelines include only sharing identities of involved parties with those who need to know, keeping anonymous records, and ensuring safety and consent when discussing cases.
Safeguarding Children: The Children Protection Policy at SchoolsA
Kids are amazing, aren’t they? Their happiness, anger, or even the bullying gives us a message, a warning. In this short piece, we’ll try to navigate some of the key principles of safeguarding children. The aim of this article is to introduce you to the children protection policy at schools in the UK.
Let’s start with the definitions first, and we can take a tour into the policy statements and sensitive issues later on.
The document provides guidance on safeguarding for a training. It begins by outlining basic rules for respecting others and maintaining confidentiality during discussions. It then defines safeguarding as protecting people from harm, including preventing exploitation and abuse. The document stresses everyone's responsibility for safeguarding and outlines reporting structures, with senior leadership responsible for oversight and managers and staff responsible for implementation.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
3. Learning objectives
• Work together using a common definition of “child”.
• Explain different ways in which emergencies and
migration can undermine the protection of children.
• Define Child Protection in Emergency (CPiE).
• In your context, articulate the impact of emergencies
and/or migration on child protection.
CHILD PROTECTION AND DTM
4. Who is a Child?
• Childhood is understood in different ways around the world. For
example, some cultures define adulthood not by age, but by the
onset of puberty.
• How is childhood defined in your culture? Is it only age, or
also social roles?
• How can this be different in other cultures?
• UN Convention on the rights of the child defines a child as: “Every
person below the age of 18 years unless under the law applicable
to the child, majority is attained earlier”
CHILD PROTECTION AND DTM
5. Child Rights
Right to leisure, play & culture
Right to health care
Freedom of religion
Freedom of expression
Social security
Right to information
Freedom of association
Opinion
Registration, name,
nationality
Survival & development
Preservation of identity
Parental guidance
Right to live with their
parents
Right to Education
…
CHILD PROTECTION AND DTM
6. “The prevention and response to abuse, neglect,
exploitation and violence against children” – Child
Protection Area of Responsibility
“
What is Child Protection?
Abuse Neglect
Exploitation Violence
Deliberate act of ill treatment
can harm or cause harm to a child’s safety,
well-being, dignity and development
All forms of physical, sexual, psychological
or emotional ill treatment
Deliberately (or through
carelessness or negligence)
failing to provide/secure child’s
rights to physical safety and
development
Use of children for someone else’s
advantage, gratification or profit
resulting in unjust, cruel and
harmful treatment
All forms of physical or mental
violence,
injury and abuse,
neglect or negligent treatment,
maltreatment or exploitation,
including sexual abuse
7. Exploitation
Emotional Abuse
Sexual Abuse
Quiz: Which type of child abuse is it?
Asking pupils to clean their teachers’ personal living
quarters for good grades.
Hitting a child that has misbehaved
Repeatedly shaming a child who is not
doing well in school
Giving a child alcohol or illegal drugs
Keeping a child isolated – away from social
interaction
Forcing a child to beg for money or sell small items
(like tissues) to people on the street.
Physical Abuse
Neglect
Leaving a small child at home alone all day
because his parents are at work.
Threatening to, or touching a child in a sexual
manner
Child Marriage
CHILD PROTECTION AND DTM
9. Risks faced by children in emergency
and unsafe-migration contexts
Abuse, neglect
Child labour
Sexual Violence
No access to services
Child recruitment
Family separation
No documentation
Detention
Smuggling, trafficking
No Psychosocial wellbeing
UXO/ERW…
…
CHILD PROTECTION AND DTM
11. Understanding Power
– Power Walk
1. You are assigned to a new role ! But don’t tell anyone who
you are yet.
2. Line up along the line. Everyone is in the same line.
3. Facilitator will read statements and if you think you can say
“yes” to the statement as your new role, move one step
forward.
12. In groups of 5, list how girls and boys of
different age groups may face different
risks
• Girls and boys 0-5 years
• Girls and boys 6-10 years
• Girls and boys 11-17 years
13. What is Child Protection in
Emergencies?
CHILD PROTECTION AND DTM
15. Quiz: Which Standard does each
of these risks fall under?
CHILD PROTECTION AND DTM
16. Key messages
• Definition of a child: every person below 18 years
• Children have rights and are entitled to protection
and assistance.
• CP is the prevention and response to abuse, neglect,
exploitation and violence against children.
• Emergencies and unsafe migration may exacerbate
child protection risks, present new risks and threats,
and undermine existing protection mechanisms.
• Emergencies affect people differently depending on
their age, sex, wealth, and other factors affecting
their vulnerability.
CHILD PROTECTION AND DTM
17. Part 2
DTM and Child Protection
CHILD PROTECTION AND DTM
18. DTM and CP
Learning objectives
• Become familiar with CP related questions and key
definitions
• Understand how to avoid doing harm to children
CHILD PROTECTION AND DTM
19. DTM and CP
Questions: Definitions Game
Terms
1. Child-headed household
2. Unaccompanied child
3. Traditional harmful
practices
4. Risks of VIOLENCE that can
lead to death or injury
5. Child Labour
6. Psychosocial Support
Definitions
A. Activities to help individuals and communities to heal the
psychological wounds and rebuild social structures after an
emergency or a critical event (includes counselling, child
friendly spaces, case management).
B. May include honour crimes, bride kidnapping, forced and
early marriage, stoning or flogging of females, selective sex-
abortions (female infanticide), acid attacks, denying wife
inheritance.
C.Children involved in type of harmful work that prevents
them from going to school and/or puts their health/safety
at risk.
D. A household with adults who are unable to be the
primary caretakers/livelihoods generators for the
household, and in which a child under the age of 18
assumes this responsibility.
E. Acts of physical force by a person (or group), intended to
hurt, damage, or kill another person (or group)
F. A child (under 18 years) who is living with no mother, no
father or any other adult relative members
20. DTM and CP
Do No Harm
Protection Principle #1 (of 4): Avoid exposing
people to harm as a result of your actions.
• Can you think of ways that we could accidentally do
harm to a child?
Remember:
Code of Conduct
Prevention of Sexual Exploitation
and Abuse (PSEA) by aid workers
21. What is the potential harm that could result from the following
actions?
• Interviewing a child without training
• Speaking/behaving in an unprofessional manner around
children
• Violating a child’s privacy (example: posting pictures of a
child on the internet without parental consent).
• Searching for (asking people) about protection incidents
that may have occurred
• Breaking confidentiality (telling someone without
permission) about a disclosed protection incident
• Sharing sensitive information with people outside of the
DTM
DTM and CP
Do No Harm
CHILD PROTECTION AND DTM
22. Interviewing Children
• DTM enumerators should not interview children unless
specifically told to do so by your DTM Coordinator.
• Why?
• Conflicting principles: Child Participation vs Do no harm
• Children in emergencies and unsafe migration contexts are already
experiencing stress. Without proper training, staff could increase
psychological distress
Exceptions:
- Registration of UASC
- FMS with unaccompanied children
DTM and CP
Do No Harm (Cont’)
Do not interview children under 14 years
CHILD PROTECTION AND DTM
23. Part 3
Examples of Child Protection
Programmes in Turkey that are
available to migrants
CHILD PROTECTION AND DTM
24. Child Protection Response
Programmes in Turkey
• Identification of unaccompanied and separated minors
• Family tracing & reunification
• Residential and alternative care
• Social and economic support
• Psychosocial support (including child friendly spaces)
• Case management/social workers for children
• Best interest determination – resettlement
• Social inclusion
Background: GBViE, Call to Action, IOM supported since 2014 to mainstream GBV in several sectors of assistance, including CCCM, shelter and DTM. Objective: Doing better a protection women and girls in emergencies. Global cooperation with the GBV AoR.
Facilitate a conversation on ‘Who is a child?’
Further probes: what are the main characteristics of a child? Are these characteristics the same across regions, countries and continents? What determines the way communities define a child? Is such definition only related to age or also to social roles that a person may have to take on?
4 guiding principles of the CRC:
Best interest
Non-discrimination
Participation
Right to life, survival and development
Geneva Declaration of the Rights of the Child of 1924
Declaration of the Rights of the Child 1959
UN Convention on the Rights of the Child 1990
Abuse: an illegal, improper, or harmful practice or maltreatment
Child abuse: a deliberate act of ill treatment /an omission that can harm/is likely to cause harm to a child’s safety, well-being, dignity and development.
Physical Abuse: Involves the use of violent physical force so as to cause actual or likely physical injury or suffering, e.g. Hitting, Shaking, Burning, Torture
Emotional Abuse: Includes humiliating and degrading treatment, e.g. Bad name calling, Constant criticism, Belittling, Persistent shaming, Solitary confinement, Isolation.
Sexual Abuse: Includes all forms of sexual violence, e.g.: Rape (by any perpetrator), Early and forced marriage, Sexual exploitation, Indecent touching and exposure, Using sexually explicit language towards a child , Showing children pornographic material.
Exploitation: child labour, one of the worst forms of which is sexual exploitation
Violence: All forms of physical or mental violence, injury and abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse
Is it Abuse?
Abuse rarely fits clearly into just one of the five categories. In deciding whether an action is abusive
look at the possibility that the action will cause harm not whether the intention was for the action to cause harm
To understand a situation more information may be needed.
Possible Perpetrators: adults are in a position of power over children (this includes relatives, teachers, leaders and agency staff).
QUIZ:
Hitting a child that has misbehaved
Leaving a small child at home alone all day because his parents are at work
Repeatedly shaming a child who is not doing well in school
Keeping a child isolated – away from social interaction
Asking pupils to clean their teachers’ personal living quarters for good grades
Giving a child alcohol or illegal drugs
Forcing a child to beg for money or sell small items (like tissues) to people on the street
Threatening to, or touching a child in a sexual manner
Child marriage
Your own attitudes and experiences can influence your assessments and you must be aware of this.
Justification for Child Marriage: Child Marriage is the marriage of anyone under the age of 18. Marriage is always a form of child abuse and it is a human rights issue, as recognized by the UN Human Rights Council. It is seen as forced because a child under 18 is seen as been unable to give full consent. CAN BE USED AS A COPING MECHANISM
Why is it abuse?
Sexual abuse: Forced to have sex
Physical abuse: Bodies not mature enough to carry/deliver children
Emotional abuse: Children facing child marriage are often pressured to do so by their families/communities
Neglect: Married girls rarely enrol in school
Exploitation: Pressuring/forcing marriage for dowries or to strengthen family ties
Child brides are more vulnerable to abuse – can’t get away.
Mental illness is more common in child brides due to their experience of physical or sexual violence and emotional abuse
Lack of education and empowerment also mean girls are less able to advocate for the well-being of their own children. The children of child brides have higher mortality rates, worse nutritional outcomes, and tend to be less educated.
The rings denote who is responsible for realizing children’s protection rights (duty-bearers, including
children themselves).
The ultimate responsibility for protection of citizens is with the Government of the country, however we all have a roll to play.
The international community bridge capacity gaps of duty-bearers to enhance their capacity to protect children.
Emergencies and Migration..
Vulnerabilities might increase during the journey due to lack of access to services, gaps in child protection systems and lack of coordination in the referral mechanisms;
Migrant children might travel alone, with unrelated adults or with family members; They might become unaccompanied and/or separated during the journey and/or after the arrival in the host country;
Migrant children are exposed to risk of violence, abuse and/or exploitation, immigration detention and trafficking, during all phases of the migratory route.
UASC: Unaccompanied and separated children
Optional – when there are enough space.
Read the facilitator’s note
30 minutes
https://www.youtube.com/watch?v=pEaNwDtQRwI
In plenary, ask participants to come up with examples of risks for each standard.
Standard 7 Dangers and injuries. Unintentional, from hazards such as: water (drowning), cars (traffic accidents), exposed wiring (electrocution), dangerous construction (cuts, broken bones), open pits, wild animals, fires, sharp objects etc.
Standard 8 Physical violence and other harmful practices: “Harmful practices” includes cultural traditional practices like female genital mutilation, female child marriage, adolescent boy circumcision etc.
Standard 11 Children Associated with armed groups: “Association” includes more than just soldiers. Also includes people cooking, cleaning etc.
Standard 12: Child labour: Defined as type of work that prevents children from going to school and/or puts their health or safety at risk. Examples: Sexual transactions, Farm work/herding animals, Factory work, Mining, Domestic labor, Transporting people or goods, Begging, Work associated with armed groups, Other harsh and dangerous labor
Standard 11: Children associated with armed groups
Standard 7: Dangers and injuries and/or Standard 12: Child labour
Standard 10: Psychological distress and mental disorders
Standard 13: Unaccompanied and separated children and Standard 7: Dangers and injuries (they are walking on the train track)
Can be modified based on the terms that appear in the forms.
Note: Child-headed household WITH ADULTS (so that the number is not double-counted with unaccompanied minors)
Discuss in plenary
4 Protection Principles:
Do no harm
Access to impartial assistance (based on need and without discrimination)
Protect people from psychological and physical harm arising from violence or coercion
Assist people to claim their rights, access available remedies and recover from effects of abuse
Examples of how we can do harm:
Violating a child’s privacy could lead to them being shamed/humiliated, targeted by Government or other groups wanting to punish them or expel them from a country etc).
Breaking confidentiality
shamed,
expelled from their family/community,
abused for disclosing an incident,
punished for breaking cultural norms (even if they are a survivor/victim, such as survivors of rape being accused of adultery).
It may also put YOU (the enumerator) at risk.
Sharing sensitive information (example: location of unaccompanied children, could result in human traffickers finding them. Locations of armed groups could result in IOM facing access issues)
Never interview children below 14 years.
Adapt this slide based on the process developed by country office. exceptions to local context/policy