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Child Protection Practices at TIS

澳門國際學校「兒童保護」政策措施

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Goals of this Session 會議內容

The International School Of Macao 在澳門國際學校

  • Our Goals for Child Protection 我們對兒童保護的目標
  • Our Child Protection Policy, Programmes and Practices我們的兒童保護政策、計劃和實踐
  • Identifying the Key People and Roles within the School確定校園中關鍵人物和角色
  • Your Role as Parents 作為父母該如何做
  • ZONE of Regulation Program in ECE (20 mins)

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  • Our goal is to build and maintain a proactive environment that protects children by either preventing child abuse before it occurs or by ensuring its earliest possible detection, intervention and reporting.

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  • 學校的目標是建立和維持一個積極的校園環境，預防或儘早發現兒童虐待事件，透過介入及報告事件來保護兒童。

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TIS CHILD PROTECTION STATEMENT

澳門國際學校「兒童保護」政策聲明

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  • Our strategy is to ensure that all TIS school personnel, understand the issues of child abuse and neglect; know how to recognize its signs and symptoms; are familiar with reporting procedures

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  • 學校策略是確保所有學校人員均了解及正視兒童虐待及忽視問題；知道如何識別其苗頭和症狀，並熟悉報告程序

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  • Ultimately, if child abuse is suspected, observed, or disclosed to any member of the TIS community, that person will have the knowledge, information, and resources necessary to ensure that the child is safe, that the situation is communicated promptly and effectively, and that the suspicion or incident is reported to the persons.

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  • 校園內若發生任何疑似、發現或向校區內任何人舉報事件，報告人將掌握確保兒童安全的知識、信息以及資源，以便及時有效地報告情況，並將疑似事件報告給有關當局。

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TIS Child Protection Team 澳門國際學校兒童保護團隊

Recognizing, responding to, and reporting allegations and suspicions of child abuse and neglect. 確定、回應及報告兒童虐待和忽視的懷疑及指控。

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Head of Student Services ; Two Principals; Head of School

學生服務主管、兩位校長、學校負責人

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Programs within the school 校內課程

PANTs program _Kindergarten to 2 PANTS PROGRAM

幼稚園至小學二年級：

Moral and Civics Program：Grade 1-6 Units on Keeping Safe, Cyber Safety, Tech usage, reporting and telling.

道德和公民教學計畫：小學一至六年級學生會學習自我保護、網絡安全、網路使用法、如何向工作人員報告及講述疑似事件。

Teacher Advisory Program 7-12

初中一至高中三年級學生：Teacher Advisory Program

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Role as Parents in the TIS Community

家長在校園中的角色

Be aware of what is appropriate behavior and what is not… in the home, the extended family and the community

Always be vigilant - not only for your child but all children within the community.

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無論身處在家、家族或社區中，均時刻界定適當的行為。

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時刻保持警惕 - 不僅對您的孩子而是對社區內的所有孩子。

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Role as Parents in the TIS Community

家長在校園中的角色

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Always report- Don’t ignore...if something doesn't look right or feel right please report.

Teach your child safe practices - online, at home and in the community.

Be a upstander rather than a bystander.

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積極舉告 - 莫要忽視。舉報任何看起來或感覺不正確的事。

指導孩子網絡、在家以及社區裡的安全措施。

勇於挺身而出，不當旁觀者。

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What We Will Be Teaching at TIS

在TIS, 我們會教導的事

Concept 1 概念1

The right to be safe 安全的權利

Feelings , What is Safe, Early Warning Signs (physiological)

感受, 甚麼是安全, 預警跡象 (生理上)

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Concept 2 概念2

Relationships needs and wants, trust networks and relationship circles, fair and unfair

關係, 需要與想要, 相任網絡及人際關係圈, 公平與不公

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Relationship Circles

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Definitions of Feeling Safe and Unsafe

感與安全或不安全的定義

Scary but fun (riding a bike)

可怕但有趣 (如騎自行車)

Scary, Not fun but safe (Injections)

可怕, 沒趣但安全 (打針)

Scary, Not fun and not safe (being lost or alone)

可怕, 沒趣且不安全 (走失或孤獨一人)

Feels like (sick in the stomach)

感覺像 (胃部不適)

Looks like (scary face)

看起來像 (可怕的臉)

Sounds Like (people yelling)

聽起來像 (人們在尖叫)

Thinks Like ( I need to get away) 想起來像 (我想離開)

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Concept 3 概念3

  • Recognising and reporting abuse anatomical, names of the body, safe and unsafe touching, using scenarios, secrets
  • 識別及報告被傷害的身體部位 (正確名稱), 安全及不安全的觸摸, 情景, 秘密

Concept 4 概念3

  • Protective strategies- problem solving strategies with an emphasis on telling, persistence
  • 保護策略- 強調講述及持久的解決問題的策略

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Recognizing Early Warning Signs

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Recognising Safe and Unsafe Secrets

辨識安全或不安全的秘密

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  • Tell if something makes you FEEL bad.
  • 如果有些事令你感到不適, 找人傾訴
  • Tell if you are Unsure.
  • 如果你覺得不確定, 找人傾訴
  • Only keep a secret if you are sure it does not harm yourself or others.
  • 只有在確定不會傷害到你自己或他人時, 才保守秘密

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KEEPING KIDS SAFE

TALK PANTS AND KEEP SAFE

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Pantosaurus Song and Video

SAY HELLO TO PANTOSAURUS

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ZONES OF REGULATION

A Curriculum Designed to Foster Self-Regulation & Emotional Control

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Objectives

Know the Zones Program

Understand that Zones starts with us

Reflect on your own Zone

Knowing to recognize the signs.

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SELF-REGULATION

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Anger management

Impulse control

Sensory regulation

Self-control

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Resiliency

Self-management

Impulse control

The ability to adjust the level of alertness AND direct how emotions are revealed behaviorally, in socially adaptive ways in order to achieve goals.

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Common Understandings about the Zones

No Zone is a Bad Zone

Every Zone has its time and place

We all move in and out of the 4 Zones many times a day

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GOALS OF THE ZONES CURRICULUM

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To teach the students

Identify their feelings and levels of alertness

Effective regulation tools in and out of Zones

When and how to use the tools

Problem solve positive solutions

Understand how their behaviours influence others’ thoughts and feelings

And ultimately...Independent Regulation!

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THINK ABOUT IT.....

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Stressed kids don’t listen and don’t learn. But, what about us?

We’ve all been there, STRESSED to the MAX!! What stresses do you see in your Life? Are you self aware and do you know your own triggers and how to regulate yourself?

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Which Parent Are You?

Regulated

Dysregulated

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Zones Tools for Self Regulation ….3 Types

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Using the TOOLs SENSORY REGULATION

  • Oral: chew gum, drink coffee or soda, nail bite, smoke cigarettes,
  • Movement: rock or swivel in a chair, cross legs and swing one leg, tip a chair back,
  • Temperature Variable, Light Touch, Deep touch fidget with small items (paperclip, pen cover, earring, necklace), petting dog/cat, get a massage,

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Lighting, Colors, Visual Distractions

  • draw blinds, wear sleep mask.

Noise Level, Background Distractions:

  • listen to music (jazz, classical), sing/hum to self, working in quiet/noisy room,

Give them what they need

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Thumbs together in the middle.

Trace the Lazy 8 starting at the star and making the figure 8.

As you cross over let your breath out

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Try this...

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BREATHE

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Identifying the Zones ( yours too)

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Caution Zone

Conversely, what are some of the possible triggers that we should recognize in our kids?

Morning

After School

Before bed

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Understanding the signs YELLOW ZONE

Are your muscles relaxed or tense

Is your breathing fast or slow

Is your heart rate beating fast or slow

Is your brain focused or cluttered

What do you need to do from the TOOLs

we have discussed?

CAUTION IS NEEDED!

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Understanding the signs RED ZONE

What does your face look like when you are feeling angry/ what sort of words come out of your mouth when you are feeling like this? Other signs? Flushed cheeks, mind racing, frown eyebrows together, lips together. Sweaty Palms? Headache see stars?

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EMPLOY CALM

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  • CALM regulated adults who recognize and know their own state have the greatest ability to manage their children’s emotional state.
  • Stop, Recognise your Emotions
  • Check your Zone be conscious of how you are feeling and prepare yourself to act accordingly.
  • If you feel agitated yourself walkway.and use the strategies to regulate yourself.

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TIPS FOR HANDLING AN UNEXPECTED RED ZONE

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  • Safety is first priority
  • Limit verbals
  • This is not a teachable moment
  • Validate feelings
  • Evoke some of the emotion in yourself
  • Give them time and space
  • Designated safe spot
  • Avoid power struggles
  • Teach all tools in a calm regulated state

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Thank you and Questions?