Child Protection Policy, English

Guiding Principles

Whenever possible, all three guiding principles of visibility, accountability, and appropriate use and balance of power govern our behavior. When one principle is not possible to achieve because of circumstances outside the staff member’s control, the other two principles are of utmost importance.

The principles apply to relationships with students at any time, both on campus and off campus. Staff members are always bound by these principles.

Visibility

Scriptural basis

"But whoever lives by the truth comes into the light, so that it may be seen plainly that what they have done has been done in the sight of God." (John 3:21)

"Rather, we have renounced secret and shameful ways; we do not use deception, nor do we distort the word of God. On the contrary, by setting forth the truth plainly we commend ourselves to everyone’s conscience in the sight of God." (2 Cor 4:2)

Question: Is it possible for others to see me?

Possible examples

When meeting one to one with students, staff members should be situated in a way that visibility is possible and lighting is appropriate.

Staff members should choose appropriate areas of campus to meet with students where visibility is possible.

Accountability

Scriptural basis

"And let us consider how we may spur one another on toward love and good deeds, not giving up meeting together, as some are in the habit of doing, but encouraging one another—and all the more as you see the Day approaching." (Heb 10:24-25)

"Instead, speaking the truth in love, we will grow to become in every respect the mature body of him who is the head, that is, Christ." (Eph. 4:15)

Question: Do others know what I am doing?

Possible examples

Meetings with students should be during school hours (7:30 - 4:30) unless the staff member has specifically arranged for accountability. Exceptions may be made for public places when others are around.

Staff members should not meet students off campus. If staff members have outside responsibilities that make this a possibility (e.g. church or mission responsibilities), staff members should disclose the outside meetings or relationships to a supervisor.

Appropriate Use and Balance of Power

Scriptural basis

"But in your hearts revere Christ as Lord. Always be prepared to give an answer to everyone who asks you to give the reason for the hope that you have. But do this with gentleness and respect" (1 Peter 3:15)

"...Do not exasperate your children; instead, bring them up in the training and instruction of the Lord." (Eph 6:4)

Question: Do students feel safe in my presence?

Possible examples

Staff members should take care to use appropriate language, posture, and tone of voice in order to ensure that students feel safe and comfortable in their presence.

The nature of the conversation may determine the balance of power. Subject matter that is sensitive may require a different balance, i.e. another adult or another student.

Two staff members or one staff member and an approved second adult are the minimum requirement for off-campus school related trips or off-hours events with students. At least one of the adults must be a CAJ staff member, though both should have signed the “Code of Conduct”, read all appropriate child safety materials and received any appropriate training regarding safety policies.

Secondary Principles

1. Physical Contact

Touch will be in response to the need of the child, not the need of the adult. Acceptable physical contact should be:

• open, not secretive.
• age-appropriate.
• initiated by the child rather than the adult.
• with the child’s permission.
• respectful of a child’s resistance.

Actions that are unacceptable and may be considered abuse include, but are not limited to, the following:

• touching buttocks, chests, genital areas or thighs except to keep young children clean or healthy.
• any form of affection that is resisted or unwanted by the child.
• any behavior that could be interpreted as sexual in nature, including flirtatious or seductive looks.
• assisting the child with anything of a personal nature that children are able to do themselves, including dressing and bathing.

2. Discipline

Discipline should be used to teach and respectfully correct rather than punish. Actions that may be considered abuse include, but are not limited to:

• Physical Abuse: hitting, spanking, shaking, slapping, any behavior that assaults a child; pushing or restraining a child outside the goals of protecting them or others from danger or providing medical care.
• Verbal Abuse: degrading, ridiculing, yelling at a child or using other forms of hostile language.
• Sexual Abuse: inappropriate touching, exposing oneself, sexually inappropriate conversations.
• Psychological Abuse: shaming, humiliation, cruelty.
• Neglect: inappropriate isolation or withholding food, water or shelter.

3. Communication

All verbal, nonverbal, and digital communication with students, including e-mail, texts, and all forms of social media, will be guided by principles of professionalism and integrity and conducted with caution and discretion.

Appropriate behaviors include, but are not limited to, the following:

• praise and/or positive reinforcement with a pedagogical purpose when used consistently and equally for all children.
• e-mails using only the caj.ac.jp address.

Unacceptable behaviors include, but are not limited to, the following:

• profanity, sexual innuendo, or risqué jokes.
• private messaging via phone messaging, social media and/or online gaming communities, except in specific, approved situations, guided by our primary principles.
• yelling, threatening, ridiculing, shaming, humiliating or degrading comments.

4. Relationships

All relationships should be wholesome, above reproach and conducted in a way that honors God.

Adults should avoid favoring particular children to the exclusion of others, or excluding children in a derogatory or embarrassing way in the presence of others.

The following contact/relationships with a child/student are considered unacceptable:

• intimate contact/relationships
• romantic contact/relationships
• sexual contact/relationships
• inappropriate emotional contact/relationships
• relationships that could be perceived as exploitive

Administrators periodically and randomly inspect classrooms, offices, and other areas to verify compliance with these safeguards.

5. Exploitation

Using relationships with CAJ students or their families for personal profit or gain

• Exploitation is an inappropriate use of power or status
• Exploitation includes using children to make a profit
• Exploitation includes using children for one’s own benefit

Appendices

Find out about the following topics in the Child Protection Policy, Appendices

Mandated Reporting

Behaviors

Bullying

Harassment

Abuse

Self-harm or Suicidal Ideation

Behavior and Response Flow Chart

(inspiration and some content from Dalat International School, Child Protection and Safety Handbook)