WWW.THESES.XLIBX.INFO
FREE ELECTRONIC LIBRARY - Theses, dissertations, documentation
 
<< HOME
CONTACTS



Pages:     | 1 || 3 | 4 |   ...   | 7 |

«Last Revised Rugby Ontario 4/14/2011 RUGBY ONTARIO – CHILD PROTECTION POLICY PROCEDURES MANUAL Table of Contents Introduction Pg 3 Section #1 – ...»

-- [ Page 2 ] --

Children may be in need of protection where their basic needs are not being met in a manner appropriate to their age and stage of development, and they will be at risk through avoidable acts of commission or omission on the part of their parent(s), sibling(s) or other relative(s), or a foster parent/guardian (i.e. a person, while not a parent, who has actual custody of the child).

This includes placing a child at risk through something a person has done to them, or something a person is failing to do for them. For those working in the field of child care and protection the definition of child abuse is reduced further into categories of abuse, namely;

–  –  –

These categories are not mutually exclusive. A child experiencing physical abuse is undoubtedly experiencing emotional abuse as well.

Indentifying Child Abuse Although the physical and behavioural signs listed may be symptomatic of abuse, they may not always be an indicator and, conversely, children experiencing abuse may not demonstrate any of these signs. Child abuse is often difficult to recognize.

–  –  –

Emotional Abuse Emotional abuse may be defined as a failure to provide for a child’s basic emotional needs such as to have a severe effect on the behaviour and development of the child.

This includes persistent patters of demeaning or threatening a child. It may be intentional or not, and can be invisible or gradual.

This could include making a child feel worthless or unloved, inadequate or not valued;

inappropriate expectations being imposed on children for their age or stage of development; the corruption or exploitation of a child, or causing them frequently to feel frightened or in danger; persistent exposure to domestic abuse; failing to provide a child with love, care and affection.

Emotional abuse in rugby may also occur if children are subjected to constant criticism, name-calling, sarcasm, or bullying. Examples of emotional abuse in a sports

environment may include (but not limited to):

• Persistent failure to show any respect to a child; This can consist of continually ignoring a child, giving the ‘silent treatment’, swearing at a child, etc;

• Constantly blaming or humiliating a child by telling them they are stupid or ‘slow’, sometimes accompanied by persistent and demeaning correction;

• Continually being aggressive towards a child by making them feel frightened, withholding of praise or using praise/affection as a control device;

• Acting in a way which is detrimental to the child’s uniqueness and self-esteem;

Signs which may raise concerns about emotional abuse include:

• low self-esteem

• significant decline in concentration

• running away

• indiscriminate friendliness and neediness

• extremes of passivity or aggression

• self-harm or mutilation

–  –  –

Physical Abuse Defined as an actual or attempted physical injury to a child, including the administration of toxic substances, where there is knowledge or reasonable suspicion, that the injury was knowingly inflicted or not prevented. It involves deliberately using force against a child in such a way that the child is either injured or is at risk of being injured.

Physical abuse includes deliberately hitting, shaking, throwing or otherwise harming a child. Physical injury may also occur where someone knowingly fails to take action to protect a child from physical harm. Most children sustain accidental cuts and bruises throughout childhood. These are likely to occur in parts of the body like elbows, shins and knees. An important indicator of physical abuse is where the bruises or injuries are unexplained or the explanation does not fit the injury, or the injury appears on parts of the body where accidental injuries are unlikely [e.g. on the cheeks or thighs].

The age of the child must also be considered. It is possible that some physical injuries may have occurred for other reasons [e.g. skin disorders, bone diseases]. Examples of

physical abuse in a sports environment may include (but not limited to):

–  –  –

Signs which may raise concerns about physical abuse include:

• refusal to discuss injuries

• aggression towards others

• improbable excuses given to explain injuries

• fear of parents being approached for an explanation

• running away

• untreated injuries

• excessive physical punishment

• avoiding activities due to injuries or possibility of injuries being discovered

• unexplained injuries, particularly if recurrent

–  –  –

Neglect Neglect is a form of abuse manifested through ignoring or discrediting emotional and or physical needs. Neglect occurs where a child’s essential needs are not met and this is likely to cause impairment to the physical or emotional health and development of a child. Such needs include food and water, clothing, cleanliness, shelter and warmth Physical neglect can also comprise the poor practice of inadequate supervision.

Emotional neglect can consist of a lack of encouragement, praise, or direct listening to the child. It leaves no scars but can be emotionally devastating, leading to feelings of abandonment, confusion, low self-esteem and delayed emotional development.





A lack of appropriate care, including deprivation of access to health care, may result in persistent or severe exposure, through negligence, to circumstances which endanger the child.

As well as being the result of a deliberate act, neglect can also be caused through the omission or the failure to act or protect [e.g. the failure to obtain medical attention for a

child]. Examples of neglect in a sports snvironment may include (but not limited to):

• exposing a child to extreme weather conditions;

• failing to seek medical attention for injuries;

• exposing a child to risk of injury through the use of unsafe equipment;

• exposing a child to a hazardous environment without a proper risk assessment of the activity;

• failing to provide adequate water and water breaks; or

• failure to properly supervise activities

Signs which may raise concerns about physical neglect include:

• constant hunger/thirst;

• poor personal hygiene and/or poor state of clothing;

• constant tiredness;

• frequent lateness or unexplained non-attendance at practices or games;

• untreated medical problems

• low self-esteem

• poor peer relationships

• stealing

–  –  –

Sexual Abuse Sexual abuse of a child is an abuse of power and trust – it is manipulating or forcing a child to serve an adult for sexual purposes. A child may be deemed to have been sexually abused when any person(s), by design or neglect, exploits the child, directly or indirectly, in any activity intended to lead to the sexual arousal or other forms of gratification of that person or other person(s). This includes forcing or enticing a child to take part in sexual activities whether or not they are aware of or consent to what is happening. Sexual abuse may involve physical contact, and non-contact acts such as forcing children to look at, or be involved in, the production of pornographic material, to watch sexual activities or encouraging them to behave in sexually inappropriate manners.

The definition of sexual abuse holds whether or not there has been genital contact, and whether or not the child is said to have initiated, or consented to, the behaviour.

Sexual abuse involves a child in acts such as fondling (touching a child in a sexual way);

coercing/forcing the child to touch an adult; oral sex, inserting fingers, penis, or objects into the vagina or anus, exposing oneself, allowing a child to watch pornography, or involving a child in pornography or prostitution.

Boys and girls are sexually abused by males and females, including persons to whom they may for may not be related, and by other young people. This includes people from all walks of life within and outside the sports environment.

Some children may never be able to tell someone they have been sexually abused.

Changes in a child’s behaviour may be a sign something has happened. In some cases there may be no physical or behavioural signs to suggest that a child has been sexually abused.

In sport, coaching techniques which involve physical contact with children and youth, could potentially create situations where sexual abuse may go unnoticed. The authority of the coach over children and youth, if misused, may also lead to abusive situations developing. Examples of sexual abuse in a sports environment may include (but not

limited to):

• exposure to sexually explicit inappropriate language or jokes;

• showing a child pornographic material or using a child to produce such material;

• inappropriate touching; or

• sexual intercourse and/or sexual activity with a child as defined by law in Ontario.

–  –  –

• lack of trust in adults, or over familiarity with adults;

• fear of a particular adult, or fear of an adult with whom a close relationship would normally be expected;

• someone else expresses concerns about possible sexual abuse of a child;

• social isolation – being withdrawn or introverted, poor peer relationships;

• reluctance or refusal to participate in physical activity or to change clothes for games;

• displays of sexual knowledge beyond the child’s age;

• description by a child or youth, of what appears to be an act of a sexual nature involving him/her Bullying This Child Protection Policy does not prevent a person from taking immediate, informal, corrective action in response to behavior that, in their view, constitutes a minor incident of bullying or harassment involving children.

Less serious incidents of bullying and harassment may be handled by the club through the suggested good practice guidelines that are listed at the end of this section.

Serious, and/or repeated incidents of bullying or harassment should be reported to the RO, Child Protection Officer, and an Incident Report Form completed as soon as possible.

Bullying has become a significant issue for children and parents. Bullying may emerge as deliberately hurtful behaviour, usually repeated over a period of time, where it is difficult for those being bullied to defend themselves. For the purposes of this CPP, it can be defined as ‘repeated, systematic, and aggressive verbal, psychological or physical conduct by an individual or group against another child or youth’. It can take many forms including children being bullied by adults, and in some cases by members of their families. It can occur that the perpetrator may be a child or youth in the case of bullying. Bullying can be difficult to identify because it often happens away from others and those who are bullied often do not tell anyone. Although anyone can be the target of bullying, children that are typically shy, sensitive and perhaps anxious or insecure are often the victims. Sometimes they may be singled out for physical reasons – being overweight, physically small, having a disability or belonging to a different race, faith or culture.

–  –  –

• Physical: theft, hitting, kicking - in some cases, this might constitute an a criminal offense;

• Verbal: racist or homophobic taunts, threats, graffiti, gestures, spreading rumors, teasing, threats or name-calling, racist, religious, ethnic or cultural slurs or defamatory remarks;

• Emotional: tormenting, ridiculing, humiliating and ignoring a child, isolating a child during a group activity or discouraging social acceptance of a child’s teammates / peer group.

• Sexual: unwanted physical contact or abusive/suggestive comments

Signs which may raise concerns about bullying include changes such as:

• reduced concentration or becoming withdrawn;

• hesitation or reluctance to attend training sessions or games;

• often last one picked for a team or group activity for no apparent reason, or being picked on when they think your back is turned;

• reluctance to go to certain places or work with a certain individual;

• clothing or personal possessions go missing or get damaged;

• bruising or other injuries;

• ‘losing’ pocket money repeatedly;

• becoming nervous and withdrawn; or

• suddenly prone to lashing out at people, either physically or verbally, when normally quiet Guidelines for managing bullying and harassment regarding children The damage inflicted by bullying/harassment can frequently be underestimated. It can cause considerable distress to a child to the extent that it affects their health and development.

There are a number of good practices which can be followed in cases involving bullying of children and youth. Actions to help the victim(s) and prevent bullying/harassment

include:

• Take all allegations of bullying/harassment seriously and take action to ensure the victim(s) are safe. Speak with the victim and the bully separately.

–  –  –

Action towards the Bully/Harasser:

• Talk with the bully/harasser, explain the situation and try to get the bully to understand the consequences of their behaviour;

• Seek an apology from the bully/harasser to the victim(s);

• Inform the bully's/harasser’s parents/guardians;

• If appropriate, insist on the return of 'borrowed' items and that the bully compensates the victim;

• Impose sanctions as determined by the Child Protection Officer and/or Child Protection Disciplinary Panel;

• Encourage and support the bull/harassery to change behaviour; and



Pages:     | 1 || 3 | 4 |   ...   | 7 |


Similar works:

«Department of Democratization Circulation and Politicization of the Print Media in Kosovo March, 2010 TABLE OF CONTENTS 1. Introduction 2. Methodology 3. Findings From Focus Groups 4. Key Factors Behind Low Circulation A. Editorial Content B. Political Pressure C. Distribution and Sales 5. Conclusions and Recommendations 1. Introduction This report was researched by the “Kosovar Institute for Policy Research and Development (KIPRED)” as the implementing partner of the OSCE Mission in Kosovo...»

«PART II KEY POLICY ISSUES IN ENTREPRENEURSHIP AND SME DEVELOPMENT Part II of this report is structured in six thematic chapters. Each chapter starts with a summary of main findings from the local case study areas by the OECD. In the following paper, both theoretical and practical aspects of policy action are discussed in light of new policy approaches and options. References are made to good practice initiatives in East Germany and other regions in OECD member countries. A chapter concludes...»

«EPTD Discussion Paper No. 123 DAIRY DEVELOPMENT IN ETHIOPIA Mohamed A.M. Ahmed, Simeon Ehui, and Yemesrach Assefa Environment and Production Technology Division International Food Policy Research Institute 2033 K Street, NW Washington, DC 20006 U.S.A. October 2004 Copyright © 2004: International Food Policy Research Institute EPTD Discussion Papers contain preliminary material and research results are circulated prior to a full peer review in order to stimulate discussion and critical comment....»

«IMPORTATORI DAL 1928 La Società, fondata nel 1928 dal Barone Amerigo Sagna, fin dai suoi inizi si è specializzata nell’importazione e distribuzione di vini, liquori e distillati d’altissima qualità. Negli ultimi anni soprattutto, la filosofia che ha ispirato le scelte della Società è stata la ricerca dei vini e distillati più prestigiosi, al fine di presentarsi come un punto di riferimento per tutti coloro che aspirano al meglio. Questa politica rigorosa, che rifugge le mode...»

«VOL. XX, PART I No. 4 x PROCEEDINGS NOVEMBER 24, ~933 POLICY LIMITS I N CASUALTY INSURANCE PRESIDENTIAL ADDRESS~ P A U L DORW~-ILER Insurance, in theory, should either cover the whole risk or that portion of the risk involving the larger potential losses, even though their occurrence is less probable. The current practice in most lines of casualty insurance is somewhat in conflict with this theory. Generally, the standard coverage for third party insurance involving injury to persons is based...»

«Inter-Institutional Academic Agreements Policy Academic Policy Group 1. Purpose: At a time when the University is entering into an increasing number of inter-institutional academic agreements, it is important that the University has a clear statement as to what it expects to achieve by entering into such agreements. The purpose of this policy is to ensure that all future Inter-Institutional Academic Agreements (IAAs) support the strategic direction of Victoria University of Wellington, are...»

«ANALYSIS OF POLICY MANAGEMENT MODELSAND SPECIFICATION LANGUAGES Issam Aib, Nazim Agoulmine, Mauro Sergio Fonseca, Guy Pujolle LIP6 Computing Laboratory, University of Paris 6, France (name.sumame@lip6jr) Abstract: In this work, we will focus on the work undertaken in the specification of policies, the different notations developed, and how policies are deployed within a managed system. We will motivate, analyze, and classify all major existing policy notations through several criteria and try...»

«7. Making Policy and Winning Votes: Election promises and political strategies in the 2013 campaign Nicholas Reece This chapter examines the intersection of public policy and politics in the 2013 federal election campaign. More than any other point in the political cycle, election campaigns are a time in which candidates and political parties release a large amount of new policy in the hope that it will win them increased public support. The candidates and the parties also attack the policies...»

«ADA233 480 DlitDinmlent li Concept and Poli'cy Ed,~.~. Containment Concept and Policy No longer sold by GPO per telecon. 4/3/91 JK Containment Concept and Policy Based on a Symposium Cosponsored by the National Defense University and the Foreign Service Institute Edited by Terry L. Deibel John Lewis Gaddis IN TWO VOLUMES VOLUME ONE National Defense University Press Washington, DC I.wym, llm • [I l National Defense University Press Publications To increase general knowledge and inform...»

«Issue paper no. 140 Ambivalence and contradiction A review of the policy environment in Tanzania in relation to pastoralism A.Z. Mattee ERETO II NGORONGORO PASTORALIST PROJECT and M. Shem March 2006 NGORONGORO – TANZANIA Ambivalence and contradiction A review of the policy environment in Tanzania in relation to pastoralism A.Z. Mattee and M. Shem Issue Paper no. 140 About the authors Amon Z. Mattee was born in Tanzania and holds a B.Sc. in Agriculture (Hons) from the University of Dar es...»

«Policy: Curriculum As a school providing EYFS education for pupils the contents of this policy should be considered in this context. The curriculum at Brighton and Hove High School aims to give pupils a broad education to show them that learning is an enjoyable, challenging, rewarding and confidence building experience. The core subjects of English and mathematics are taught from years 7 to 11 and all pupils take GCSE examinations in these subjects. ICT / Computing is currently taught from...»

«Approved for Public Release; Distribution Unlimited Case #04-0985 MTR 0 4B00 000 17 MITR E TECHN IC AL R EPORT Confirmation Bias in Complex Analyses October 2004 Brant A. Cheikes† Mark J. Brown Paul E. Lehner Leonard Adelman‡ Sponsor: MITRE Sponsored Research Dept. No.: G062 Project No.: 51MSR114-A4 The views, opinions and/or findings contained in this report are those of Approved for public release; distribution unlimited. The MITRE Corporation and should not be construed as an official...»





 
<<  HOME   |    CONTACTS
2016 www.theses.xlibx.info - Theses, dissertations, documentation

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.