Marist Brothers International School
Child Protection and
Safeguarding Policy and Procedures
Policy Number: 018
Our Mission Statement:
We educate students in a nurturing community where relationships and meaningful connections are valued and celebrated. Our students gain knowledge, communicate effectively, develop exceptional character, and become responsible citizens of a global society. We inquire into the world around us through rigorous academic programs that aim to prepare students for life’s opportunities.
Our Vision Statement:
School Core Values
Excellence: Make excellence and quality a part of each day and seek continuous improvement in all that we do.
Partnerships: Build sustainable and meaningful relationships, embrace diversity, and connect with the community.
Innovation: Seek innovative and creative approaches to problem-solving.
Care: Be a person of good character who is responsible, respectful, reflective, and acts to make the world a better place.
School Motto
Motivate: Learning is a life-long journey
Believe: Together we can change the world
Inspire: Follow our lead as we pursue our dreams
Succeed: From Japan to the rest of the world
Commitment Statement
This policy is designed to supplement the Social Emotional Learning component of our school curriculum. All children have the right to attend a school in which their safety is of the highest priority. Marist Brothers International School has set high standards for student safety, and all employees/volunteers, through the policy, will be informed of their collective responsibilities and necessary actions.
Shawn Hutchinson
Head of School
Commitment Statement
Commitment Statement
Contents
Section 1: Introduction
1.1: Background and rationale
1.2: Terminology
1.3: Scope of the Policy
1.4: Roles and responsibilities
Section 2: School Safeguarding Strategies
2.1: Prevention
2.1.1: Safe hiring practices
2.1.2: Education and training
2.1.3: Risk assessment and management
2.2: Identification
2.2.1: Reporting
2.2.2: Responding
2.3: Management
2.3.1: Guiding principles
2.3.2: Intervention
2.3.3: Follow-up support plans
2.3.4: Documentation
2.4: Process Evaluation
Section 3: Appendices
Appendix 1:
UN convention on the rights of the child
Appendix 2:
Types of abuse and their possible indicators 13,14
Appendix 3:
Japanese Child Abuse Prevention Act. (Excerpt) 13
Appendix 4:
School Code of Conduct
Appendix 5:
Risk assessment evaluation form for school trips
Appendix 6:
Safeguarding concern reporting form
Appendix 7:
MBIS Abuse reporting process
Appendix 8:
Safeguarding Documentation Form
Appendix 9:
Local/international/online resources
Appendix 10:
References
Section 1: Introduction
1.1: Background and rationale
All children have the right to education in a safe and secure environment free of violence. Violence of any form against children, regardless of the nature or severity, is harmful, and has a serious and long lasting impact on their health, development and school performance. 1 However, violence against children remains a common issue globally. 2 It is important to remember that it can occur regardless of their culture, class, education, income or ethnic origin. It often happens in places designed for their care and protection such as in schools, online, and within the home by people that the children trust such as their family members, school staff members, or peers.1
A 2014 United Nations International Children’s Emergency Fund (UNICEF) analysis estimated that 6 in 10 children aged 2-14 (almost 1 billion worldwide) had experienced regular physical punishment by caregivers in the past month. Even higher proportions (about 7 in 10) experienced psychological aggression, such as being yelled at or called names. 3 Abuse between peers such as bullying is experienced by close to 130 million students aged 13 to 15 worldwide.4
Children nowadays have been brought up with technology and most use it intuitively. Worldwide, 1 in 3 internet users is under the age of 18 years, and adolescents’ use of the Internet for social networking has become the main part in shaping their identities and peer relationships.5
Although growing up online offers limitless opportunities, a child’s online presence provides new avenues for direct, unsupervised contact with harmful materials such as violent content, cyberbullying and predators who may groom children for sexual purposes. Protecting children online, while at the same time allowing them to connect to the world and to express themselves, is a major challenge of our time. 5
The protection of children from all forms of violence is a fundamental right enshrined in the United Nations Convention on the Rights of the Child (Appendix 1). In 2015, all United Nations (UN) member states adopted the Sustainable Development Goals (SDGs) to create a world where no one is left behind. Three goals in the SDGs speak to the issue of violence against children. Goal 16 aims to end all forms of violence against children and gives renewed impetus towards the realization of the right of every child to live free from fear, neglect, abuse and exploitation.1
Marist Brothers International School (MBIS) is committed to the safety and well-being of all children. As a school that prioritizes strength and growth through community, we must ensure that all students thrive within a safe, positive, and caring learning environment. In accordance with the United Nations Convention on the Rights of the Child (Articles 19 and 34), the Japan Council of International Schools (JCIS) acknowledges the duty of care to safeguard and promote the welfare of children. We are committed to promoting support for human rights, gender equality and non-discrimination against vulnerable groups, and ensuring safeguarding practice reflecting statutory responsibilities, government guidance, and compliance with best practice and accrediting body requirements.
The MBIS Safeguarding Policy codifies our school’s commitment to protect all children from all forms of abuse. It serves to support and protect our students, utilizing both preventative measures and a systematic approach to assessing and responding to potential cases of abuse.
1.2: Terminology
- Child: In this policy a child is anyone under the age of 18 or anyone enrolled at MBIS.
- Stakeholder: An individual or group that is personally and/or professionally committed to ending violence against children, and invested in the children’s health, safety, and wellbeing. This may include, but not limited to the school board members and administrators, faculty, staff members, outside vendors, caregivers and guardians, local authority, and community members.
- Safeguarding: actions that a school can take to prevent, identify and respond to the harm and abuse of students.
- Child abuse: Child abuse is any form of physical, emotional and/or sexual mistreatment or lack of care that causes injury or emotional damage to a child or youth. Children may experience multiple forms of abuse simultaneously. The misuse of power and/or a breach of trust are part of all types of child abuse. (Appendix 2)
- Child maltreatment: Child abuse and neglect, includes all forms of physical and emotional ill-treatment, sexual abuse, neglect, and exploitation that results in actual or potential harm to the child’s health, development or dignity in context of a relationship of responsibility, trust or power.6
- Peer on peer abuse: Any form of physical, sexual, emotional and financial abuse, and coercive control, exercised between children, and within children’s relationships (both intimate and non-intimate), friendships, and wider peer associations, including bullying.7
- Bullying: Intentional and aggressive behavior occurring repeatedly against a victim where there is a real or perceived power imbalance, and where the victim feels vulnerable and powerless to defend himself or herself.8
- Violent discipline: Child discipline method that relies on physical (corporal) punishment and/or psychological aggression.9
- Corporal punishment: Any punishment in which physical force is used and intended to cause some degree of pain or discomfort, however light.10
1.3: Scope of the Policy
MBIS does not tolerate any form of abuse. This policy is developed to provide effective procedures and practices to prevent, identify, and appropriately respond when an adult-to-child or a peer-on-peer abuse is suspected. We have chosen to adopt a wider interpretation of our safeguarding responsibilities rather than limiting it to children. The school’s child protection responsibility applies to all students, current or former, regardless of age. All members of the MBIS community including, but not limited to, students and their families, employees, volunteers, visitors, board members, outside vendors and subcontractors, are bound by this policy and are expected to make an utmost effort to identify and report any suspected abuse, prioritizing the safety of the students before anything else.
1.4: Roles and responsibilities
- The school…
- Recognizes an organizational obligation to try for early detection and to notify the local authority of any possible child abuse cases.
- Provides proper and frequent child safeguarding training opportunities to the employees, external contractors and volunteers.
- Ensures to follow safeguarding best practices during hiring and when responding to safeguarding cases in line with the Council of International Schools (CIS) and JCIS guidelines, and Japanese law (Appendix 3).
- Responds compassionately to support alleged victims while avoiding stigma, blame and minimization of the violence, or prioritization of the reputation of perpetrators or institutions over the well-being of the students.3
- Safeguarding Task Force…
- Includes Head of School, Deputy Head of School, Head of Lower School, Whole School Counselor (Safeguarding Lead), School Medical Officer. The Task Force may include the Board of Directors, legal representatives, and local authorities depending on the nature of the allegation.
- Undertakes detailed training and workshop annually regarding child safeguarding, child protection, online safety, and school security. Training will include roles and responsibilities of individual members of the Safeguarding Task Force, as these are more extensive than other employees, as well as scenarios and examples.
- Assembles meetings when there is a report of possible safeguarding cases and perform an internal review of the allegation where there is reasonable cause, and determine further action.
- Annually reviews and revises the Safeguarding Policy based on any updated local and international guidelines as appropriate.
- Quarterly reviews the school’s response to past safeguarding cases to ensure the effectiveness of the school’s efforts to safeguard the students.
- The Head of School ensures that the School Safeguarding Policy is available and understood by all stakeholders.
- The Whole School Counselor will abide by the ethical responsibilities outlined in the American School Counselor Association’s (ASCA) Ethical Standards for School Counselors (adapted to reflect an international school setting).
- Safeguarding Lead…
- Is appointed by the Safeguarding Task Force.
- Acts as the point person for any safeguarding cases, and coordinates action with the Head of School.
- Reviews the Task Force action with the Head of School after each incident and makes modifications for the future.
- Communicates and coordinates efforts with local authorities.
- Coordinates and ensures that the safeguarding training has been completed by all employees including full-time employees, part-time employees, substitute teachers, volunteers, and outside contractors that are directly involved with the daily school operation.
- Participates in JCIS sponsored child safeguarding related professional development opportunities and other continuing education workshops in child protection in addition to detailed training mentioned above.
- Stays up to date with local and international professional developments in child protection and safeguarding and promotes best practice in child safeguarding in school.
- Annually reviews and interprets the guidelines of UN, World Health Organization (WHO), CIS, International Centre for Missing & Exploited Children (ICMEC), Ministry of Education, Culture, Sports, Science and Technology (MEXT), and Ministry of Health, Labor and Welfare (MHLW) for any updates and shares the information with the members of the Task Force.
- Organizes and facilitates safeguarding related presentations and community learning sessions.
- Employees and Volunteers…
- Model good behavior.
- Sign and abide by the “MBIS School Code of Conduct”.
- Only use official school email to correspond with students and will not connect with students or post students’
photos on personal social media accounts without prior parental or administrative approval. - Only use the adult toilets while on campus within reason.
- Undertake introductory safeguarding training upon employment, and at minimum a refresher course annually
thereafter. All employees will complete the annual training by September 15th. - Continue to ensure digital literacy is incorporated into the curriculum to promote the knowledge, skills and
strategies necessary for the students to thrive in the digital world while staying safe online ie. blocking content, using privacy settings, avoiding the posting of identifying images and names (i.e, school uniform, school building, full name), choosing appropriate images to share, critically analyzing content and sources. - Ensure a safe online environment while performing school activities (i.e, using waiting rooms when conducting Zoom lessons and only admit students whose name is displayed correctly.)
- Students…
- Sign and abide by the information contained in the “Student Technology Usage Policy”.
- Sign and abide by the “Student Technology Access Agreement”.
- Abide by age requirement guidelines set forth by online platforms.
- Avoid revealing personal information online (Full name, where they go to school, etc).
- Use privacy settings and avoid accepting friend requests from strangers on social media platforms.
- Use school email or other official platforms such as Google Classroom when communicating with school employees and volunteers.
- Do not engage in harmful challenges.
- Consider the lasting impact of information before posting online.
- Use their correct name and always have cameras on (where possible) during school activities conducted
remotely. - Report dangerous contacts, harmful content and unacceptable behaviors through the available channels.
- Guardians and families…
- Understand the different types of child abuse and the school Safeguarding Policy, and provide a safe and positive environment for children, without the use of violent discipline.
- Understand the school’s duty to report any suspected child abuse to the authorities and cooperate with
investigation when requested. - Abide by the school’s visiting policy. Sign in and out at the school office when arriving at and departing from
the school and have a specific purpose for being on campus. - Always wear a school tag while on school property.
- Do not take any photos without prior permission from the administration.
- Do not ask students for their personal information.
- Only use the adult toilets while on campus.
- Outside Contractors and Guests..
- Sign in and out at the school office when arriving at and departing from the school.
- Always wear a school tag while on school property.
- Do not take any photos without prior permission from the administration.
- Do not ask students for their personal information.
- Only use the adult toilets while on campus.
- Local Agencies
- Municipality: Provide consultation, investigation and guidance when a possible child safeguarding case is reported.
- Child guidance center (This comprises professionals such as a child welfare officer, child psychotherapist,
medical doctors and part-time or full-time lawyers):- Provide professional consultation and legally enforceable investigation.
- Provide assessment and decision on measures, take temporary protective custody and admit the child to a foster home or an institution.
- Protect children’s safety and provide care for the child.
- Support the whole family toward family reintegration, provide public assistance depending on each family’s needs, and support the independence of the child who can not rely on their family.
- Embassies or Local Employers
- When a child of foreign national origin becomes the subject of a child safeguarding case, has required immediate protection, or is made subject to care proceedings, the embassies of the relevant foreign authority and employers should be informed.
Section 2: School Safeguarding Strategies
2.1: Prevention
2.1.1: Safe hiring practices
- The MBIS Administration team will undertake safe recruitment best practices with specific attention to child safeguarding when hiring any employees regardless of their capacity as full or part time.
- All job postings at MBIS will state the school’s commitment to safeguarding, and screening procedures will be included in the hiring process.
- Specific safeguarding related questions will be asked during interviews and reference checks.
- Background checks are a mandatory part of the hiring process. The availability of such checks may be limited by the privacy laws of individual countries or states but will typically include Credential checks; Multiple reference checks; Criminal history checks; Sex offender registry checks.
- MBIS reserves the right to conduct retroactive background checks at any time after employment. False or misrepresented
information provided by employees may result in contract termination.
● MBIS employees will undertake mandatory safeguarding training. This training is to include but is not limited to: Understanding different forms of abuse; Identifying and understanding indicators of abuse; Best practices when interacting with potential victims of abuse; Understanding the steps required when reporting abuse; Familiarization with Japanese law. - The Administration will ensure that all staff have access to, and have completed, mandatory training before September 15th of each school year.
- All MBIS employees will be required to sign the staff code of conduct upon employment, and records will be kept in the employee files (Appendix 4).
2.1.2: Education and training
- MBIS will ensure that all employees, outside vendors, and volunteers with direct contact with students have an opportunity to receive an initial induction training for all employees before the set due date.
- MBIS will ensure that all employees, volunteers and outside agency employees that interact with students (janitorial staff, school bus drivers and attendants, external sports coaches, etc.) will complete the appropriate training mentioned above.
- Outside vendors and guests who do not interact with students are not required to sign the agreement form, but must agree and adhere to the school visitor guidelines upon checking in.
- Student learning
- MBIS will provide ongoing opportunities, throughout the whole-school curriculum, for students to develop skills and knowledge relevant to personal and interpersonal well-being.
- Adult-to-child and peer-on-peer sexual abuse will be incorporated into the health class curriculum.
- Students will be provided with multiple opportunities to learn about the types of abuse, and how to report incidents of abuse.
- Online safety/digital citizenship training (technology usage policy, technology access agreement, age-appropriate discussions about safe and positive use of social media, age limit and liability to social media platforms, how to report inappropriate or harmful online content) will be incorporated into the curriculum from an early age, and before they start to engage with social media platforms.
- Social emotional learning programs will be examined and enhanced.
2.1.3: Risk Assessment and Management
2.2: Identification
2.2.1: Reporting
- Safeguarding concerns
- MBIS employees will be aware of the types of abuse and the common signs of abuse victims (Appendix 2).
- All MBIS employees are required to report any concerns or a disclosure of child abuse promptly even if there is no concrete evidence. A report must be made to the School Safeguarding Task Force promptly using C-POMS.
- Some examples of reportable concerns are
- A child is seen to have multiple bruises on his/her body.
- A student discloses to a teacher that he/she was sexually assaulted by a family member at a younger age
- An employee was witnessed contacting students by an unauthorized means of communication.
- A teacher notices that a student is wearing the same clothes for multiple days and appears unhygienic.
- An employee overhears a student talking about their parents being out of town for multiple days and he/she is staying at home by themselves.
- A teacher was seen being alone with a student out of sight from others.
- When a student discloses to an MBIS employee that he/she is being abused, the employee is expected to
respond appropriately. Some examples of appropriate and inappropriate responses are below12.
Do:
- Stay calm and show no signs of shock;
- Listen attentively, and respond with empathy in a non-judgmental and open way;
- Convey belief, not blame on the student;
- Only ask age-appropriate and open ended-questions wherever possible;
- Use a drawing or a doll if necessary;
- Let the student know that the disclosure is taken seriously;
- Remain supportive, and reassuring;
- Validate the student’s feelings;
- Inform them that sometimes it is necessary to tell trained professionals so that they can help the student properly;
- Give the student some expectations as to what you will do next (report to the Task Force) and why;
- Allow the student control when feasible;
- Consider the child’s language needs and whether support in another language is necessary;
- Reassure the student that he/she has done the right thing by coming forward;
- Be aware that sometimes a victim may deny the fact that they have made a disclosure at a later time;
- Take notes in the students own words and make a record as soon as possible following the disclosure;
- File a report to the Safeguarding Task Force as soon as possible especially if the student’s safety is at risk; and
- Be aware of the surroundings and who is around you
while making a report, and maintain confidentiality.
Do Not
- Ask the student to wait until another person can be present to witness the disclosure;
- View images or recordings of the student (instead, ask for a brief description and secure the device as a possible evidence for law enforcement);
- Interrogate the student, ask leading, yes/no, or unnecessary questions, or provide language for the student;
- Take notes during the disclosure
- Speculate what the student meant to say or editorialize the statement when filing a report;
- Make promises that you may not be able to honor (such as promising you won’t tell anyone or that this will never happen again); or
- Suggest that the student may be blamed in any way for what happened.
- MBIS Employees are required to report cases of concern to the administration (as soon as possible and within 24-hours) via CPOMS). Failure to report abuse may result in disciplinary action.
- The reporters must provide any available supportive documents.
- Reports must be made in good faith, based on reasonable grounds for concern.
- The reporter is protected by Japanese law from the crime of unlawful disclosure of confidential information, as long as the intent was to protect the child.
- Reports made will be considered confidential, and should not be shared with other employees or community members. The information will only be shared on a “need to know” basis.
- If the concern pertains to one of the Safeguarding Task Force members, their family member or a close friend, the report should be made to a different member.
- The responsibility of the employee is to gather information and report to the Safeguarding Task Force, not to speculate on the accuracy of the information or to take any action against the alleged person.
2.2.2: Responding
- Responding to the report (Team assembly, protection, investigation, consultation, documentation)
- The reporting will take place according to the MBIS Abuse Reporting Process (Appendix 7)
- The initial report will be evaluated by the Safeguarding Task Force, who will then determine if further action is required while maintaining comprehensive documentation. If the report is involving a Task Force member or a family member/a close friend of the Task Force member, this member will be recused from the case.
- Safety of the concerned student will be assessed as soon as possible and within 24 hours.
- If the Safeguarding Task Force determines that no further action is required, they will still create a record of the report.
- If further action is deemed necessary, the Safeguarding Task Force will gather and assess the available evidence and file a report to the local authority.
- If the case involves an employee of the school, this employee will be put on a temporary leave until the investigation is concluded.
2.3: Management
2.3.1: Guiding principles
- Effective management of an allegation is guided by three duties:12
- The duty to children: to keep children safe and act in the best interests of victims and children. This takes precedence over all other duties.
- The duty to the alleged perpetrator: ensuring that their rights are upheld (including their employment and privacy rights) and that the principles of natural justice are followed.
- The duty to the law and mandatory reporting obligations: ensuring that local and international legal obligations are complied with; allegations are reported promptly to relevant external agencies; and that the school’s immediate actions protect, as far as possible, the integrity of any future criminal investigation.
2.3.2: Intervention
- Intervention steps may include, but are not limited to, the following actions: interviews with students; contact/meetings with guardians; referral to outside agencies or specialists; monitoring the students attendance and behavior at school.
- During and following the investigation process, care and support must be consistently provided to: the alleged victim(s); the alleged perpetrator(s); the reporting person.
- MBIS employees accused of abuse will immediately be removed from contact with students until the investigation is resolved. Termination of contract or disciplinary actions will follow the regulations outlined in the MBIS Rules of Employment. MBIS employees cleared of abuse will: receive a written statement, issued by the Head of School, a copy of which will be kept in their employee record; may still be subject to disciplinary action (e.g. in cases where abuse is not confirmed, but an instance of professional misconduct has occurred.)
- If appropriate, the Safeguarding Task Force will contact and liaise with external agencies (i.e., police, prefectural child welfare center.)
- The school is obliged to report a potential child abuse case to Japanese authorities (per Article 6, Child Abuse Protection Act), and cooperate with the investigation and intervention performed by the authority.
- If appropriate, the Head of School will inform the MBIS Board of Directors, providing updates as required.
2.3.3: Follow-up support plans
- The student will be monitored while the case is open for any changes in behavior or school attendance. Follow up interviews will be conducted with the student by the Safeguarding Task Force.
- If there is a further concern in the case, the Safeguarding Task Force will inform the authority, and continue to cooperate with the investigation and intervention.
- The investigation team will compile a case report once the investigation and follow-up actions are complete. The Safeguarding Task Force will store confidential, secure records of the reporting and investigation process.
- At the start of a new school year, The Safeguarding Task Force will review all active cases, and communicate it with appropriate staff members (i.e., new homeroom teacher).
- The Safeguarding Task Force will review activated cases to ensure the efficacy of the policies and procedure, and make appropriate revisions.
2.3.4: Documentation
- All safeguarding-related meetings and reports will be documented in detail and without delay. The documentation must include the following, and be stored in the safeguarding folder (Appendix 8).
- Date and time
- Names of the involved personnels
- Items discussed
- Plan
- These documents will be kept in the related student or staff folder, and kept confidential.
- These documents will only be shared with outside agencies or staff members as necessary in order to protect students’ safety (requested by the authorities, change in administration or homeroom teacher, student transferring to another school, etc) and with an approval from the Head of School.
- A clear log of with whom these documents are shared must be kept.
2.4: Process Evaluation
- In order to ensure that the policies and procedures are properly followed, and an appropriate response has taken place, the school Safeguarding Task Force will perform an annual review and audit of previous cases for its timeline, communication, documentation, and identify areas of improvement.
Section 3: Appendices
Appendix 1: UN convention on the rights of the child
Appendix 2: Types of abuse and their possible indicators 13,14
Types of abuse
Definition
Possible Indicators
身体的虐待
Assault the child in a manner that will cause or is likely to cause external injury on the body of the child.
児童の身体に外傷が生じ、又は生じるおそれのある暴行を加えること。
may involve hitting (with hand or other item), punching, shaking, throwing, poisoning, biting, kicking, burning or scalding, drowning, suffocating, sustained physical activity or sustained physical restraint, or otherwise causing intentional physical harm to a child.
(手や物で)叩く、殴る、振る、投げる、毒を盛る、噛む、蹴る、やけどさせる、溺れさせる、窒息させ る、持続的な身体活動や持続的な身体拘束など、子どもに意図的な身体的危害を加えること。
Unexplained 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. ーInjury mark and scar in a particular shape (iron, wire, immersion 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
ー説明のつかないアザ、火傷、怪我、脱臼、切り傷や噛み傷ー怪我に対してのあり得ない言い 訳ー医師の診察を受けていない怪我ー通常転倒等では起こりにくい場所への怪我ー特定の形 をした怪我の後(アイロン、ワイヤー、浸漬の痕)ー繰り返す尿路系感染症や説明のつかない腹 痛ー怪我についての話の拒否ー身体的接触の離脱ー暑い季節でも手足を隠しているー帰宅す る事や保護者への連絡への恐怖ー大人に対しての警戒心や不信感ー自傷的な傾向ー他者に 対する暴力的な態度ー過度に受動的で従順な態度ー頻繁な家出
ネグレクト
Substantially reduce the amount of food for the child or abandon and neglect the child for a long time period in a manner that may interfere with normal development of the child mentally or physically, or leave a person living together other than the custodian to commit any act that is equivalent to those listed in the preceding two items or the following item, or otherwise materially fail to perform the duty of custody as a custodian.
児童の心身の正常な発達を妨げるような著しい減食又は長時間の放置、保護者以 外の同居人に よる前二号又は次号に掲げる行為と同様の行為の放置その他の保護者 としての監護を著しく怠る こと。
Persistent failure to meet a child’s basic physical, medical, social, or physiological needs, likely to result in serious impairment of the child’s health or development.
子どもの基本的な身体的、医療的、社会的、生理的ニーズを満たすことができず、子どもの健康や 発達に深刻な障害をもたらす可能性が高い状態が続いていること。
Medical or dental 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 — Frequent lateness or non-attendance at school — Low self-esteem — Poor social relationships — Compulsive stealing — Drug or alcohol abuse — Reluctance to return home
医療や歯科治療の必要性の放置ー監督の欠如ー頻繁な飢餓感ー不適切な服装ー衛生状態の 悪さー不十分な栄養状態ー疲労感や倦怠感ー自壊的行為ー極度の孤独感ー極度の愛情欲 求ー成長の遅れー 頻繁な遅刻や欠席ー自己評価の低さー社会的関係の希薄さー脅迫的な盗 みー飲酒や薬物の乱用ー帰宅への躊躇
精神的虐待
Use significantly violent language or take an extreme attitude of rejection against the child, use violence upon one’s spouse in a family in which the child is living together (attacks on the body of the spouse that threaten the spouse’s life or body, as well as the words and behaviors equivalent to said attacks which would have harmful effect on the spouse mentally or physically), or otherwise speak or behave in a manner that would be significantly traumatic to the child.
児童に対する著しい暴言又は著しく拒絶的な対応、児童が同居する家庭における 配偶者に対する 暴力であって生命又は身体に危害 を及ぼすもの及びこれに準ずる心身に有害な影響を及ぼす言 動をいう。その他の児童に著しい心理的外傷を与える言動を行うこと。
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 if they meet the needs of another person; age or developmentally inappropriate expectations being imposed on children; causing children frequently to feel frightened; the exploitation or corruption of child’s innocence. Some level of emotional abuse is involved in all types of ill-treatment of a child, though it may also occur alone.
子どもの感情的な発達に深刻な悪影響を及ぼすような、子どもに対する持続的な感情的虐待。子 どもに、自分は無価値で、愛されていなく、不十分であり、他人の要求をを満たすことができた場合 にのみ価値があると思わること、年齢や発達段階に対して不適切な期待を子どもに課すこと、子ど もに頻繁に恐怖を感じさせること、子どもの純真さを利用したり、堕落させたりすること。精神的な虐 待は、単独で発生することもありますが、すべての種類の子どもへの虐待に何らかの形で関わって います。
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
身体的、精神的、感情的な発達の遅れー強い不安感ー言葉の遅れや突然の言語障害ー新しい 環境への不安ー自己評価の低さー辛い状況での不適切な感情反応ー極端な受動性や攻撃 性ー飲酒や薬物の乱用ー頻繁な家出ー脅迫的な盗みー強迫観念や恐怖症ー突然の成績不振 や集中力の欠如ー注目を集めるための行動ー持続的な疲労感ー虚言癖
性的虐待
Engage in indecency against the child or cause the child to engage in indecency;
児童にわいせつな行為をすること又は児童をしてわいせつな行為をさせること。
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 or non-penetrative acts such as kissing, rubbing and touching inside or outside of clothing. They may include non-contact activities, such as voyeurism, involving children in the production or viewing of pornographic material, encouraging children to behave in sexually inappropriate ways, or performing sexual acts in their presence. In some counties this includes the grooming of children in preparation for abuse, including on the Internet.
子どもの理解度にかかわらず、子どもに衣服の内外を問わず、キス、摩擦、接触などの侵入行為ま たは非侵入行為を含む身体的接触のような性的行為を強要したり、誘ったりすること。接触を伴わ ない行為としては、盗撮、ポルノ素材の制作や鑑賞に子どもを参加させること、子どもに性的に不 適切な行動をとるよう促すこと、子どもの目の前で性的行為を行うこと、インターネット上などで虐待 の準備をするために子どもたちをグルーミングすることも含む。
Pain or irritation to the genital area — Discharge from genitals — Difficulty with urination — Infection, bleeding — Sexually Transmitted Diseases — Fear of people or places — Aggression — Regressive behavior, bed wetting or stranger anxiety — Excessive masturbation/Sexually provocative behavior— Stomach pains or discomfort walking or sitting — Being unusually quiet and withdrawn or unusually aggressive — Sleep disruptions, nightmares — Attention deficits — 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
生殖器の痛みや炎症、感染症や出血ー性器からの分泌物-排尿の困難ー性病への感染ー人や 場所に対する恐怖感ー攻撃性ー退行行動、おねしょ、他人への不安ー過度の自慰行為/性的 挑発行為ー歩いたり座ったりするときの腹痛や不快感ーいつも以上に静かで内向的、または攻 撃的であることー睡眠障害、悪夢ー注意欠陥ー医学的には説明のつかない体調不良のようなも のー特定の大人に対しての恐怖心や不信感ー大人から特別な関心を受けたことや、大人や若 者との新しい「秘密の」友情についての言及ー学校や通常の社会活動の継続の拒否ー年齢に そぐわない性的な行動や言動
Appendix 3: Japanese Child Abuse Prevention Act. (Excerpt) 13
Article 3 Prohibition of Child Abuse
第三条 児童に対する虐待の禁止
No person shall abuse a child.
何人も、児童に対し、虐待をしてはならない。
Article 5 Early Detection, etc. of Child Abuse
第五条 児童虐待の早期発見等
- Teachers, officials and other staff workers of schools, child welfare institutions, hospitals and other bodies involved in child welfare in the course of their operations, and officials of child welfare institutions, medical practitioners, public health nurses, attorneys-at-law and other persons involved in child welfare in the course of their duties, shall endeavor to detect child abuse at an early stage, acknowledging that they are in the positions to detect child abuse easily.
学校、児童福祉施設、病院その他児童の福祉に業務上関係のある団体及び学校の教職員、児童福祉施設の職員、医師、保健 師、弁護士その他児童の福祉に職務上関係のある者は、児童虐待を発見しやすい立場にあることを自覚し、児童虐待の早期 発見に努めなければならない。 - A person prescribed in the preceding paragraph shall endeavor to cooperate with the precautions against child abuse and other measures for preventing child abuse, as well as the measures concerning protection of children who have suffered child abuse and support of their self-reliance, taken by the national and local governments.
前項に規定する者は、児童虐待の予防その他の児童虐待の防止並びに児童虐待を受けた児童の保護及び自立の支援に関す る国及び地方公共団体の施策に協力するよう努めなければならない。 - Schools and child welfare institutions shall endeavor to educate and enlighten children and custodians for the prevention of child abuse.
学校及び児童福祉施設は、児童及び保護者に対して、児童虐待の防止のための教育又は啓
発に努めなければならない。
Article 6 Notification of Child Abuse
第六条 児童虐待に係る通告
- A person who has detected a child who appears to have suffered child abuse shall promptly give notification to the municipality or the welfare office or child guidance center established by the prefecture, or to the municipality or such welfare office or child guidance center through a commissioned child welfare volunteer.
児童虐待を受けたと思われる児童を発見した者は、速やかに、これを市町村、都道府県の設置する福祉事務所若しくは児童相 談所又は児童委員を介して市町村、都道府県の設置する福祉事務所若しくは児童相談所に通告しなければならない。 - The notification given pursuant to the provision of the preceding paragraph shall be deemed to be a notification given pursuant to the provision of Article 25 of the Child Welfare Act (Act No. 164 of 1947), and the provisions of the same Act shall apply.
前項の規定による通告は、児童福祉法(昭和二十二年法律第百六十四号)第二十五条の規 定による通告とみなして、同法の 規定を適用する。 - The provisions concerning the crime of unlawful disclosure of confidential information set forth in the Penal Code (Act No. 45 of 1907) and the provisions in any other Act providing for confidentiality obligations shall not be construed to preclude a person from complying with the obligation of notification prescribed by paragraph (1).
刑法(明治四十年法律第四十五号)の秘密漏示罪の規定その他の守秘義務に関する法律の規定は、第一項の規定による通告 をする義務の遵守を妨げるものと解釈してはならない。
Appendix 4: School Code of Conduct
Appendix 5: Risk assessment evaluation form for school trips
There is no need to print and complete this form.
Appendix 6: Safeguarding concern reporting form
There is no need to print and complete this form. It is here for reference purposes only.
Appendix 7: MBIS Abuse reporting process
Appendix 8: Safeguarding Documentation Form
There is no need to print and complete this form. It is here for reference purposes only.
Appendix 9: Local/international/online resources
TELL life line
https://telljp.com/lifeline/
U.S. Embassy & Consulates in Japan Resources for Victims of Domestic Violence
https://jp.usembassy.gov/services/resources-for-victims-of-domestic-violence/
DV Hotline plus
https://soudanplus.jp/en/index.html
Get Help Now!
https://www.stopitnow.org/get-immediate-help
寄り添いホットライン
Help line for foreign languages
https://www.since2011.net/yorisoi/n2/
児童虐待防止協会 子どもの虐待ホットライン
https://www.apca.jp/hotline.html
厚生労働省 児童相談所虐待対応ダイヤル「189」について
https://www.mhlw.go.jp/stf/seisakunitsuite/bunya/kodomo/kodomo_kosodate/dial_189.html
兵庫県子ども家庭センター
https://web.pref.hyogo.lg.jp/kf22/hw30_000000001.html
ひょうご地域安全SOSキャッチ電話相談
https://www.hyogo-c.ed.jp/~nkobek-sn/pdf/jouhou/soskyati.pdf
Appendix 10: References
- United Nations Violence Against Children. https://sdgs.un.org/topics/violence-against-children
- WHO Global Status Report on Preventing Violence Against Children. 2020. https://www.unicef.org/media/70731/file/Global-status-report-on-preventing-violence-against-children-2020.pdf
- UNICEF Preventing and Responding to Violence Against Children and Adolescents: Theory of Change 2017. October 2017. https://www.unicef.org/media/83206/file/Violence-Against-Children-ToC.pdf
- UNICEF A Familiar Face: Violence in the Lives of Children and Adolescents. November 2017. https://data.unicef.org/resources/a-familiar-face/
- UNISEF Child Protection Advocacy Brief: Child Online Protection. https://www.unicef.org/media/96691/file/Online-Protection-Advocacy-Brief-2021.pdf
- WHO Child maltreatment (2020). https://www.who.int/news-room/fact-sheets/detail/child-maltreatment
- Farrer&Co. Peer-on-peer abuse toolkit. 2019. https://www.icmec.org/wp-content/uploads/2017/12/Peer-on-peer-abuse-toolkit.pdf
- Olweus, Dan, Bullying at school: What we know and what we can do (Understanding Children’s Worlds). Wiley – Blackwell, 1993.
- UNICEF, ‘Violent Discipline: Methodology’, 2016.https://data.unicef.org/topic/child-protection/violence/violent-discipline/
- UN The Right of the Child to Protection from Corporal Punishment and Other Cruel or Degrading Forms of Punishment, 2006. www.refworld.org/docid/460bc7772.html
- Ministry of Health, Labour and Welfare 児童虐待の防止等に関する法律(平成十二年法律第八十二号) https://www.mhlw.go.jp/bunya/kodomo/dv22/01.html
- International Task Force for Child Protection. Managing allegations of child abuse by educators and other adults:
Protocols for international schools. September 2018.
https://www.icmec.org/wp-content/uploads/2018/09/Protocol-Managing-Allegations-of-Child-Abuse-by-Educators-and-other-Adults.pdf - International Centre for Missing & Exploited Children. Definitions, signs and indicators of abuse. June 2020.
https://cdn.icmec.org/wp-content/uploads/2020/06/Forms-of-abuse-definitions-signs-and-indicators.pdf - Ministry of Health, Labor and Welfare. 子ども虐待対応の手引き第1章1;(2);(2). https://www.mhlw.go.jp/bunya/kodomo/dv12/01.html
- Japanese Law translation.児童虐待の防止等に関する法律 Act on the Prevention, etc. of Child Abuse. http://www.japaneselawtranslation.go.jp/law/detail/?id=2221&vm=04&re=02
