ACS Athens Child Protection Protocol Handbook

Child Safeguarding and Protection Handbook Guidelines and Protocol for Fostering a Safe School Environment for Children and Youth

ACS Athens works diligently to provide a place of belonging, trust and care for all its students.

Staff members are committed to educating students and the community about child safety and responsible personal and social behaviors. Child abuse and neglect are violations of children’s human rights and are obstacles to the child’s education as well as to their physical, emotional and spiritual development.

Whenever ACS Athens staff members have reasonable cause to believe that a child is suffering, or is at significant risk of suffering abuse or neglect, they must report the suspected incidents of child abuse or neglect to appropriate school personnel. Authorized personnel, within the parameters of best educational practices, school regulations and local law, will follow up on all referrals. Below is a detailed handbook of the American Community Schools of Athens (ACS Athens) Safeguarding and Child Protection Protocol.

Table of Contents SECTION 1 1. What is Safeguarding?

2. What is Child Protection?

SECTION 2 1. Definitions of Different Types of Abuse 2. Myths and Facts about Child Abuse 3. Risk Factors for Child abuse 4. Impact of child abuse 5. Child Protection Protocols in ACS Athens 6. PREVENTION: How does ACS Athens promote a culture of Safeguarding?

7. Reporting and Training Requirements 8. References APPENDICES I.

SAFETY PRINCIPLES FOR EMPLOYEE CANDIDATES (HUMAN RESOURCES DEPT).

II. III.

PHYSICAL EXAMINATION IN CHILD ABUSE CASES LOCAL LAWS RELATED TO CHILD SAFEGUARDING AND PROTECTION (Greek LawArticle 23 of law 3500/2006)

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SECTION 1

1. What is Safeguarding ?

The phrases ``child protection” and “safeguarding” are often used interchangeably, but the words have distinct meanings. According to, Inspecting safeguarding in early years, education and skills, (Ofsted, 2019), safeguarding is not just about protecting children from deliberate harm, rather, it includes a wide range of issues relating to student’s welfare, health and safety. There is a very distinctive and significant aspect that safeguarding has, that is the fact that its agenda main thrust is preventive (Munro & Parton, 2007:9).

Taking this into consideration, “safeguarding” is widely used in the international bibliography as an umbrella term that includes many aspects which have as a common ground the prevention in terms of procedures that ensure a multi-faced safety within the school settings. Safeguarding is most successful when all aspects are integrated together.

Three key elements include: a clear safeguarding ethos, a policy that sets out clear expectations and processes, and high-quality training that ensures staff know what to do and do it consistently across the school. Other key aspects of safeguarding are:

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Ethos

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Policy

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Continuing Professional Development (CPD)

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Safer Recruitment

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Safer Perimeter

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Community

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Beyond Community

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Risk

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Curriculum 3

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Partnership

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Transition Planning

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Monitoring and Evaluation

At ACS Athens safeguarding is a very important component of our institution and its manifestation includes indicatively, apart from the above mentioned general lines, the existence of a school wide crisis management team, the crisis management handbook, continuous training for faculty and staff, General Data Protection Regulations (GDPR), accreditation (MSA Sustaining Excellence protocol), emergency procedures handbook, health and safety guidelines handbook, etc.

What is Child Protection Child protection, globally, is a well-used terminology that refers specifically to the protection of children from violence, exploitation, abuse, and neglect. Article 19 of the UN Convention on the Rights of the Child provides for the protection of children in and out of the home. UNICEF (2008) defines a “child protection system” as: the set of laws, policies, regulations and services needed across all social sectors – especially social welfare, education, health, security and justice – to support prevention and response to protectionrelated risks. These systems are part of social protection, and extend beyond it. At the level of prevention, their aim includes supporting and strengthening families to reduce social exclusion, and to lower the risk of separation, violence and exploitation. Responsibilities are often spread across government agencies, with services delivered by local authorities, non-State providers, and community groups, making coordination between sectors and levels, including routine referral systems etc.., a necessary component of effective child protection systems.

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The term “child protection” should not be confused with the term “Child Protective Services” (CPS), which is used mostly in the States to describe the agency who is responsible for providing child protection.

It is clear that child protection is mostly referring to vulnerable children and aims on specific actions or protocols which are to be followed when needed. Thus, child Protection and promoting the welfare of children is defined for the purposes of this handbook as:

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Protecting children from maltreatment.

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Preventing impairment of children’s health or development.

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Ensuring that children grow up in circumstances consistent with the provision of safe and effective care.

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Taking action to enable all children to have the best outcomes.

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Supporting vulnerable children.

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Safe care, at home, in school and in the community.

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Taking action.

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SECTION 2

Definitions of Different Types of Abuse Child abuse is any action by another person—adult or child—that causes significant harm to a child. It can be physical, sexual or emotional, but can just as often be about a lack of love, care and attention (NSPCC, 2018).

According to the World Health Organization, child abuse constitutes, “all forms of physical and/or emotional ill-treatment, sexual abuse, neglect or negligent treatment or commercial or other exploitation, resulting in actual or potential harm to the child’s health, survival, development or dignity in the context of a relationship of responsibility, trust or power.”

All staff employed at ACS Athens must report a suspected incidence of child abuse or neglect to the K-12 Counseling Coordinator whenever the staff member has reasonable cause to believe that a child has suffered or is at risk of suffering abuse or neglect. Any type of the below mentioned abusive behaviors can cause a wide range of physical and psychological symptoms and it can be assessed if needed.

I.

Physical Abuse

Any intentional act causing injury or trauma to a child that is inflicted by a parent, caregiver, or other person who has responsibility for the child by way of bodily contact.

Any non accidental physical injury to the child can include, but it is not limited to: Striking; kicking; burning; choking; pinching; slapping; shaking; biting; yanking/pulling; throwing things; suffocating; trafficking; forcing a child to run or exercise as punishment; withholding sleep, food, or medication; poisoning; exposing the child to substance abuse

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Some Warning signs of physical abuse:

● Frequent injuries or unexplained bruises, welts, or cuts. ● Is hyper vigilant and “on alert,” as if waiting for something bad to happen. ● Injuries appear to have a pattern such as marks from a hand or belt. ● Shies away from touch, flinches at sudden movements, or seems afraid to go home. ● Wears inappropriate clothing to cover up injuries, such as long-sleeved shirts on hot days.

● Talks about being injured or creates fanciful explanations for their injuries.

II.

Sexual Abuse

Any action that pressures or coerces someone to do something sexual that they don’t want to do. Sexual abuse can happen in person or online. There are 2 main kinds, contact and non contact: 1. Contact: the abuser makes physical contact with the child. This includes, but is not limited to: ○ Sexual touching of any part of a child’s body, whether clothed or not. ○ Using an object to rape or penetrate a child. ○ Forcing a child to take part in sexual activities. ○ Making a child undress or touch someone else or themselves.

2. Non-contact: a child is abused without being touched by the abuser. This includes but is not limited to: ○ Exposing or flashing (of body parts, of sexual material etc). ○ Showing pornography. ○ Exposing a child to sexual acts.

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○ Provoking them to masturbate. ○ Making, viewing, or distributing child abuse images or videos. ○ Forcing a child to take part in sexual activities online or on the phone. ○ Addressing them in a sexually explicit manner. ○ Sex trafficking.

Some Warning signs of sexual abuse in children:

● Has trouble walking or sitting ● Displays knowledge of sexual acts inappropriate for their age, or even seductive behavior ● Makes strong efforts to avoid a specific person, without an obvious reason ● Doesn’t want to change clothes in front of others or participate in physical activities ● An STD or pregnancy, especially under the age of 14 ● Runs away from home III. Emotional Abuse Emotional abuse is the 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 insofar as they meet the needs of another person; age or developmentally inappropriate expectations being imposed on children; causing children frequently to feel frightened; or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of ill-treatment of a child, though it may also occur independently or on its own.

Forms of emotional abuse

● Rejecting: The caregiver refuses to acknowledge the child’s worth and the legitimacy of the child’s needs.

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● Isolating: The adult cuts the child off from normal social experiences, prevents the child from forming friendships, and makes the child believe that he or she is alone in the world.

● Terrorizing: The adult creates a climate of fear, bullies and frightens the child, and makes the child believe that the world is capricious and hostile.

● Ignoring: The adult deprives the child of essential stimulation and responsiveness. ● Corrupting: The adult encourages the child to engage in destructive and antisocial behavior, reinforces deviance, and impairs a child’s ability to behave in socially appropriate ways.

● Verbally Assaulting: The adult humiliates the child with repeated name-calling, harsh threats, and sarcasm that continually “beat down” the child’s self-esteem.

● Overpressuring: The adult imposes extreme pressure upon the child to behave and achieve in ways that are far beyond the child’s capabilities.

Some Behavioral Indicators

● Depression ● Withdrawal ● Low self-esteem ● Anxiety ● Fear ● Aggression/ passivity ● Emotional instability ● Sleep disturbances ● Somatic complaints with no medical basis ● Inappropriate behavior for age or development ● Suicidal ideations or attempts ● Extreme dependence ● Academic regression ● Trust issues

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Effects of Emotional Abuse on Children

The consequences of child emotional abuse can be devastating and long-lasting, and include: increased risk for a lifelong pattern of depression, estrangement, anxiety, low self-esteem, inappropriate or troubled relationships, or a lack of empathy. During their childhood, victims may experience a delay in their developmental progress. Research also indicates that emotional abuse may be a stronger predictor of psychological, emotional, and behavioral impairments and trauma than accompanying physical abuse.

IV. Verbal Abuse

Verbal assault (belittling, screaming, threats, blaming, sarcasm), unpredictable responses, continual negative moods, constant family discord, and chronically communicating conflicting messages are examples of ways parents may subject their children to emotional abuse.

Verbal abuse tends to get worse over time, and can have long-term mental and physical effects on the victim. However, verbal abuse is often not taken as seriously as physical abuse, because an abuser may act like a completely different person in public than he or she is at home. Further, it may be difficult or even impossible to prove that someone is being verbally abused.

Children who suffer verbal abuse from their parents are more likely to develop psychological issues that last their entire lives. The repeated improper and excessive use of language to humiliate someone, or to undermine someone’s dignity.

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Forms of verbal abuse

The following are examples of verbal abuse, that are the most common in many relationship types:

● Insulting comments about a particular gender, career, religion, etc. to which the victim may belong

● Insulting comments about the victim’s ideas, behaviors, and/or beliefs ● Insulting comments about people, places or things that are dear to the victim ● Talking down to the victim, or treating the victim as though he or she is “stupid” ● Arguing that the victim is “too sensitive” if the victim tells the abuser that his or her remarks or actions are demeaning or abusive

Effects of Verbal Abuse on Children

Children are especially sensitive to verbal abuse. Typically, the more verbal abuse a child suffers, the more problems the child is likely to develop as a result. It does not matter how old the child is when the abuse occurs for it to have a damaging and lasting effect, nor does the economic status of the family or the gender of the child matter.

Parents who repeatedly tell a child that he is “stupid,” “worthless,” “useless,” or other such insults end up raising a child who believes these things are true. As a result, the child is more likely to suffer from issues related to substance abuse, physical aggression, and generally acting out. Many of these children may eventually end up in legal trouble.

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V. Neglect

"Neglect is frequently defined as the failure of a parent or other person with responsibility for the child to provide needed food, clothing, shelter, medical care, or supervision to the degree that the child's health, safety, and well-being are threatened with harm." 1

Types of Neglect

● Physical: Abandoning the child or refusing to accept custody; not providing for basic needs like nutrition, hygiene, or appropriate clothing ● Medical: Delaying or denying recommended health care for the child ● Inadequate supervision: Leaving the child unsupervised (depending on length of time and child’s age/maturity), not protecting the child from safety hazards, not providing adequate caregivers, or engaging in harmful behavior ● Emotional: Isolating the child, not providing affection or emotional support, or exposing the child to domestic violence or substance use ● Educational: Failing to enroll the child in school or homeschool, ignoring special education needs, or permitting chronic absenteeism from school (Glaser, 2002).

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Retrieved from https://portal.ct.gov/DCF/1-DCF/Child-Abuse-and-Neglect-Definitions

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2. Myths and Facts about Child Abuse and Neglect Myth: It’s only abuse if it’s violent.

Fact: Physical abuse is just one type of child abuse. Child neglect, sexual and emotional abuse can inflict just as much damage, and since they’re not always as obvious, others are less likely to intervene.

Myth: Only bad people abuse their children.

Fact: Not all abusive parents or guardians intentionally harm their children. Many have been victims of abuse themselves and don’t know any other way to parent. Others may be struggling with mental health issues or substance abuse problems.

Myth: Abuse doesn’t happen in “good” families.

Fact: Abuse and neglect doesn’t only happen in poor families or bad neighborhoods. These behaviors cross all racial, economic, and cultural lines. Sometimes, families who seem to have it all from the outside are hiding a different story behind closed doors.

Myth: Most child abusers are strangers.

Fact: While abuse by strangers does happen, most abusers are family members or others close to the family.

Myth: Abused children always grow up to be abusers.

Fact: It is true that abused children are more likely to repeat the cycle as adults, unconsciously repeating what they experienced as children. On the other hand, many adult survivors of child abuse have a strong motivation

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to protect their children against what they went through and become excellent parents.

Risk factors for child abuse While abuse and neglect occurs in all types of families, children are at a much greater risk in certain situations.

Domestic violence. Even if the abused parent does their best to protect their children, domestic violence is still extremely damaging, to children of all ages. Getting out is the best way to help your children and to prevent further trauma to children of all ages.

Alcohol and drug abuse. Parents who are drunk or high may be unable to care for their children, make good parenting decisions, or control often-dangerous impulses. Substance abuse can also lead to physical abuse.

Untreated mental illness. Parents who are suffering from depression, an anxiety disorder, bipolar disorder, or another mental illness may have trouble taking care of themselves, much less their children. A mentally ill or traumatized parent may be distant and withdrawn from their children, or quick to anger without understanding why.

Treatment for the caregiver means better care for the children.

Lack of parenting skills. Some caregivers never learned the skills necessary for good parenting. Teen parents, for example, might have unrealistic expectations about how much care babies and small children need. Parents who were themselves victims of child abuse may only know how to raise their children the way they were raised. Parenting classes, therapy, and caregiver support groups are great resources for learning better parenting skills.

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Stress and lack of support. Parenting can be a very time-intensive, stressful job, especially if you’re raising children without support from family and friends, or you’re dealing with relationship problems or financial difficulties. Caring for a child with a disability, special needs, or difficult behaviors is also a challenge. It’s important to get the support you need, so you are emotionally and physically able to support your child.

Impact of child abuse

The impact of child abuse can persist for a lifetime after the abuse has been committed. Some victims of abuse are resilient and thus manage to function and survive. Research has established the relationship between long-term child abuse and life-time health and wellbeing, especially if the children do not get appropriate support to help them cope with the trauma.

The most important point to consider is that children often are exposed to multiple forms of abuse and suffer a myriad of symptoms. Furthermore, all forms of abuse have the potential for long-term impact on the victims, and can affect the victim's ability to function through adulthood. Abuse challenges the self-value, self-esteem, and sense of worth of its victims, rendering them hopeless, helpless and unable to live a complete life.

Potential impact on the victims includes:

● Poor educational achievement. ● Inability to complete responsibilities. ● Inability to live according to plan/ability. ● Inability to care for self. ● Inability to coexist, cooperate or work with others. ● Lack of self-confidence, prone to addiction. ● Inability to express love / or accept love. ● Inability to lead family, constant health problems. ● Prone to mental health problems.

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● Low self-esteem, depression and anxiety. ● Post-traumatic stress disorder (PTSD). ● Attachment difficulties. ● Eating disorders. ● Poor peer relations, self-injurious behaviour (e.g., suicide attempts).

Child Protection Protocols in ACS Athens

A) Direct Observation 1. Teacher tells the Counselor/Administrator (Principal) 2. Counselor does an intake with student/collect data.

3. Counselor alerts Nurse and Nurse sees student to perform physical (body check).

Completes form.

4. Child Study Team (CST) meets to discuss case (Principal, Counseling Coordinator, Counselor, School Psychologist, OLP Coordinator, OLP Specialist) 5. Principal alerts the President of the school.

6. School lawyers are alerted on a case by case basis.

7. Counselor informs the student of an upcoming parent meeting and alerts him/her what will be shared with parents.

8. Counselor schedules parent meeting with Principal/School Psychologist to share observations and data. Parents are alerted of Greek Law (Article 23 of law 3500/2006) and what next steps are if there’s another incident. School gives parents recommendations for parent skills and interventions.

9. Follow up summary letter is sent to parents 1-2 days after the parent meeting with school personnel.

10. Second offense: Schedule meeting with President and Authorities.

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B) Student Initiated

1. Student tells the teacher/school personnel.

2. Teacher/School personnel alerts Counselor/Administrator (Principal) 3. Counselor does an intake with student/collect data.

4. Counselor alerts Nurse and Nurse sees student to perform physical (body check).

Completes form.

5. Child Study Team (CST) meets to discuss case (Principal, Counseling Coordinator, Counselor, School Psychologist, OLP Coordinator, OLP Specialist) 6. Principal alerts the President of the school.

7. School lawyers are alerted on a case by case basis.

8. Counselor informs the student of an upcoming parent meeting and alerts him/her what will be shared with parents.

9. Schedule parent meeting with Principal, Counselor/School Psychologist to share observations and data. Parents are alerted of Greek Law (Article 23 of law 3500/2006) and what next steps are if there’s another incident. School gives parents recommendations for parent skills and interventions.

10. Follow up summary letter is sent to parents 1-2 days after the parent meeting with school personnel.

11. Second offense: Schedule meeting with President and Authorities.

If a child talks to you about abuse it's important to: ● Listen carefully to what they're saying. ● Let them know they've done the right thing by telling you. ● Tell them it's not their fault. ● Say you'll take them seriously. ● Don't confront the alleged abuser. ● Explain what you'll do next-referral to the immediate supervisor/CST member what the child has told you as soon as possible.

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There are various presenting features that should raise suspicion for abuse. These include:

Physical abuse 1. Bruises in infants less than 6 months (infants not yet freely mobile), bruises situated away from bony prominences, and bruises with a unique shape (like the shape of an object) are highly suggestive of abuse.

2. Human bite marks.

3. Oral injuries (including frenulum tears, lip lacerations, tongue lacerations, fractures; especially in infants).

4. Limping (an indication of the possibility of a fracture).

5. Unexplained hair loss.

6. Retinal hemorrhages.

7. Unexplained loss of a tooth.

8. Unexplained bruising on the abdomen.

9. Altered consciousness (possibly indicating head injury).

10. Intentional burns (scalds from hot tap water, burns that resemble the shape of burning objects, cigarette burns).

Sexual abuse 1. Nonspecific symptoms (abdominal pain, fecal incontinence, constipation).

2. Genital bruising and/or bleeding.

3. Behavioral or personality changes.

4. Inappropriate behavior especially of the sexual nature (for example, an unusual interest in genitals of other children or even adults).

Emotional abuse and neglect 1. Poor hygiene.

2. Signs of malnutrition (child may refuse meals).

3. Children may appear withdrawn with inadequate social interaction.

4. Developmental milestone delays (such as speech and motor delays).

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6. PREVENTION: How does ACS Athens promote a culture of Safeguarding?

General safety Principles ● Prominent Safeguarding and Child Protection Statement on school’s website. ● Clear process for response towards abuse. ● Clear message should be given to incoming families and parents through Admissions process (include Safeguarding in Forms) ● Incorporate and Extend Safeguarding and Child Protection to Visitors (External Contractors, Interviewees, Parents, Shadow Teachers) ● Create Safeguarding and Child Protection emblem/symbol for school use ● Inform the central gate about visitation and scheduled appointment with specific personnel. Allow visitors to use only specific restrooms on the school campus.

Student-related safety Principles ● Prominent Safeguarding and Child Protection Handbook in links to Elementary, Middle and Academy ● Careful recruitment of new colleagues through HR processes ● Incorporate understanding of Safeguarding and Child Protection to students JK-12.

Showcase staying safe language. ● Monitor bathrooms (externally)

Personnel-related safety principles ● Open and frequent conversations regarding safeguarding and child protection among all levels of Administration/Faculty/Staff ● Professional Development opportunities for Administration/Faculty/Staff to broaden understanding of Safeguarding and Child Protection ● Comprehensive Recruiting and Hiring processes developed by the Human Resources (HR) department - APPENDIX I

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7. REPORTING and TRAINING Requirements

Reporting Requirements ACS Athens aims to ensure that all students are given a safe learning environment by maintaining appropriate practices and supervision in the school.

Reporting of suspected child abuse, whether it occurred in or out of school, is the responsibility of any employee who suspects that a student may have been abused. Self- reporting of abuse by students must always be reported to the Principal and a Counselor.

The school will investigate all reports and will take appropriate action to ensure the safety of the student in accordance with the Greek law.

ACS Athens endorses the Convention on the Rights of the Child and seeks to be a safe place for students who may be experiencing abuse or neglect in any aspect of their lives. In the case of a staff member reported as an alleged offender, ACS Athens will conduct a full investigation following the course of due process.

Training Requirements

Training on child safeguarding and protection is required annually for all school faculty and staff, volunteers, coaches, shadow teachers and anyone else who works with students. A good time for the initial training is the new faculty orientation days before school starts.

Follow-up training may be part of staff meetings or held in other settings throughout the year.

Training topics include: â—? Definitions of abuse, neglect, and bullying. â—? Possible indicators of abuse, neglect, and bullying.

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● Statistics of prevalence of abuse and neglect, as closely related to the school’s population and location as possible. ● Myths and facts about child abuse and neglect, especially as related to international school communities (see “Myths and Facts about Child Abuse and Neglect” in this handbook). ● Vulnerabilities of international school children (see “Context of the School Community” in this handbook). ● Preventative measures to safeguard children. ● Measures to avoid allegations against school community members. ● Procedures for handling disclosure. ● The roles and responsibilities of the administration, faculty, and staff to report and react to suspected, observed, or disclosed abuse. ● A timeline for response. ● Procedures for investigating the suspected, observed, or disclosed abuse. ● Possible actions that will address confirmed cases of abuse.

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8. References

Ofsted, (2019). Inspecting safeguarding in early years, education and skills settings: Inspecting safeguarding in early years, education and skills settings. UK: Crown.

Glaser, D. (2002). Emotional abuse and neglect (psychological maltreatment): a conceptual framework. Child Abuse & Neglect, 26, 697-714.

Munro, E., Parton, N. (2007) How far is England in the process of introducing a mandatory reporting system? Child abuse review, 16(1), 5-16.

Prevent Child Abuse America, (2020). Preventing Emotional Abuse. Retrieved 07/16/2020):https://preventchildabuse.org/resource/preventingemotional-abuse/ United Nations Economic and Social Council (2008). UNICEF Child Protection Strategy.

E/ICEF/2008/5/Rev.1, par. 12-13.

Videos relevant to Child Safety/Wellness https://www.youtube.com/watch?v=RdKPIK71SP8 https://www.youtube.com/watch?v=b2OcKQ_mbiQ https://www.youtube.com/watch?v=uJCWysVuxcs

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APPENDIX I

A. SAFETY PRINCIPLES FOR EMPLOYEE CANDIDATES (HR DEPARTMENT)

1. Recruiting and Hiring Principles ACS Athens hires people who are well-suited to work with children. The following recruiting and hiring protocols are in place to ensure: ● Candidates with a tendency toward child abuse are deterred from applying to ACS Athens. ● Candidates who have a criminal record, or about whom concerns have been raised regarding their suitability to work with children, are not offered a position. ● Successful candidates fully understand their responsibilities in safeguarding children while employed by ACS Athens. ● ACS Athens maintains appropriate records that might be required in a possible future investigation or inquiry. ● Government-issued background check certifications are required for all faculty and staff employed at each ACS Athens, including shadow teachers.

2. Employment Records

The following records are maintained for each employee: ● An ACS Athens application. ● Government-issued background check certifications (FBI clearance, criminal record report). ● Copies of educational certifications, university degrees, and other teacher certification documents. ● List of references and three recommendation letters.

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3. Recruitment and Hiring Process

ACS Athens Administrators are responsible for following procedures and maintaining records to ensure compliance in respect to the following for every employee.

a. The Application: ● ACS Athens candidates are required to provide personal information that is accurate and true. ● ACS Athens contacts references for feedback. ● ACS Athens candidates are required to give information about their personal conduct regarding: o Having an education license revoked. o Having been convicted of a felony or misdemeanor. o Having been discharged from a previous position. o Having been denied professional credentials. ● ACS Athens HR Office screens applications prior to offering the position to the candidate.

b. The Screening ● Job offers will be made conditionally upon: o Satisfactory references from at least two previous employers or teachers. o Public records screening. o Government-issued background check certificate from candidate’s passport country.

c. The Interview ● An ACS Athens Administrator holds a personal interview with each candidate.

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● Every Administrator is aware of the ACS Athens “Child Safeguarding and Protection Handbook”. ● Administrators are tasked with asking candidates about child safeguarding and protection experience.

d. The Contract Employees will be required to: 1. Sign a Non Disclosure Agreement with each new contract.

2. Undergo child safeguarding and protection training as part of their orientation, and any time the training is offered at the school.

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APPENDIX II

PHYSICAL EXAMINATION IN CHILD ABUSE CASES

The child will be escorted by the counselor to the Health Center. The physical examination should only be performed after thorough explanation and with the child’s permission. The school nurses will conduct a thorough full body physical examination on the child that is suspected to have suffered child abuse that consists of: 1. Medical history, including prior injuries, trauma, hospitalizations, medical illnesses, or congenital conditions 2. History of abuse toward the child, siblings, or parents 3. General assessment of alertness, eye opening, and responsiveness (in case of head injury) 4. Scalp examination (patchy hair loss caused by traumatic alopecia or severe malnutrition) 5. Skin examination for bruising, burns, bite marks, abrasions, lacerations, rope marks or gag or tether marks, injection marks or other dermatologic lesions. Note degree of healin in an abrasion. Multiple patterns of bruising suggestive of abuse: bruise in child younger than four months; bruise in torso, ear, and neck areas; ear bruising (suggests “boxing ears”); buttocks bruising; patterned bruises (hand, cord, belt, object); bruises at different stages of resolution; burn injuries 6. Skyward documentation of the history, physical examination and findings. A body diagram will be used in indicating the exact position of any lesions on the body surface.

7. In cases of suspected sexual abuse, inspection of the anogenital region through a variety of examining methods and techniques performed by a Doctor in a Hospital is required.

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APPENDIX III

LOCAL LAWS RELATED TO CHILD SAFEGUARDING AND PROTECTION

For further information on local laws related to Child Safeguarding, refer to the Greek regulations below (Greek Law (Article 23 of law 3500/2006)

Άρθρο 23 Υποχρεώσεις των εκπαιδευτικών 1. Εκπαιδευτικός της πρωτοβάθμιας ή δευτεροβάθμιας εκπαίδευσης ο οποίος, κατά την εκτέλεση του εκπαιδευτικού του έργου, με οποιονδήποτε τρόπο πληροφορείται ή διαπιστώνει ότι έχει διαπραχθεί σε βάρος μαθητή έγκλημα ενδοοικογενειακής βίας, ενημερώνει, χωρίς καθυστέρηση, τον διευθυντή της σχολικής μονάδας. Ο διευθυντής της σχολικής μονάδας ανακοινώνει, αμέσως, την αξιόποινη πράξη στον αρμόδιο εισαγγελέα, σύμφωνα με τις διατάξεις της παραγράφου 1 του άρθρου 37 του Κώδικα Ποινικής Δικονομίας, ή στην πλησιέστερη αστυνομική αρχή. Την ίδια υποχρέωση έχουν οι εκπαιδευτικοί και οι διευθυντές των ιδιωτικών σχολείων, καθώς και οι υπεύθυνοι των πάσης φύσεως Μονάδων Προσχολικής Αγωγής.

2. Κατά την προδικασία και τη διαδικασία στο ακροατήριο, ο διευθυντής της σχολικής μονάδας, ο οποίος ανακοίνωσε την αξιόποινη πράξη στις παραπάνω αρμόδιες αρχές, και ο εκπαιδευτικός, ο οποίος την πληροφορήθηκε ή τη διαπίστωσε, καλούνται να εξεταστούν ως μάρτυρες, μόνο αν η πληροφορία δεν αποδεικνύεται με οποιοδήποτε άλλο αποδεικτικό μέσο.

Article 23 Legal Responsibilities of Educators

1. Educators of primary or secondary education who are, in any way, informed or recognize signs of a crime involving domestic violence committed against a student, inform, without delay, the school principal. The school principal immediately reports the criminal act to the prosecutor according to the provisions of paragraph 1, Article 37 27

of the Code of Criminal Procedure or the nearest police authority. Educators and principals of private schools, as well as those in charge of all forms of Preschool Education Units, have the same responsibilities.

2. During the pre-trial and hearing proceedings, the school principal, who reported the criminal act to the aforementioned authorities, and the educator, who was informed or recognized the signs of it, shall be summoned to court as witnesses, only if the information is not proved by any other means of evidence.

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