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Dear Colleagues,

Happy Christmas to all!!

Now a days the safety and security of children across the Nation are threatened by different issues of safety, including child abuse and neglect. Dealing with them effectively is not the sole responsibility of any single individual or entity, but rather is a shared society concern. Safety of children in school’s premises is as important as delivery of quality of education. Security and safety must become a way of thinking and DNA in schools. A greater sense of this can be achieved when stakeholders make it a priority item on their development agenda.

But as a whole as providers of quality education we have a crucial role in preventing, identifying, reporting the child safety and security issues including abuse.

While we facilitate children’s learning, children cannot learn effectively if their attention or energy is diverted by the conflicts inherent in being maltreated. As a staff we have a unique opportunity to advocate for children, as well as provide programs and services that can help children. It is important to realize that a positive relationship with children definitely will enhance the confidence levels among children.

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Additionally, as adults in constant contact with children, staff must be aware of issues surrounding physical contact with a child—what is considered appropriate versus inappropriate in everyday classroom activities.

Staff need not be afraid of “normal” touching, as it is another positive gesture or affirmation that they can give. It is important to realize, however, that what is considered “normal” varies between individuals and is affected by such factors as personal experience and cultural background. Touching is always a concern if it is done in secrecy or isolation from others.

Children needs to be informed about what is appropriate and inappropriate touching. “Good touch” usually refers to hugs, encouraging pats, and other positive gestures.” “Bad touch” usually refers to hitting, punching, biting, and other acts that hurt. “Confusing touch” refers to contact that may not feel quite right to children.

All staff also should be aware that any method of discipline, whether it is time-outs, corporal punishment, or exclusion from activities, can have an unintended impact on children. It is important to try to understand what motivates the child’s actions to determine appropriate discipline and encourage good behavior

Some of the more common areas that prevention activities address or strengthen are:

  • Life skills training
  • Socialization skills
  • Problem solving skills
  • Preparation for parenthood
  • Self-protection training

Intangible life skills are those needed for developing and maintaining positive personal and professional relationships, such as:

  • Conflict Management Skills
  • Peer mediation skills
  • Communication skills
  • Problem-solving skills
  • Parenting skills

C. Choudary Yendluri
Vice President - Commercial, Legal & Corporate Affairs
People Combine Group