Child Safety
Child Safety
Child Safety
Sandhya Krishnan
State Programme Manager,
Maharashtra
What is Child poor governance. Across contexts,
children face systemic protection
Protection? threats that arise at family, commu-
nity, and societal levels.
Introduction:
Impact of child vulnerability and
All children can be vulnerable by marginalization can be short term
virtue of their young age and evolv-or long term depending on the ex-
ing capacities.They can be ‘open to’tent, nature and severity, and oth-
harm, injury, violence, and abuse. er factors. The damage can also be
Due to different circumstances permanent. The impact can be on
and/or factors children can also be the physical, emotional, social, psy-
chological and mental health and
vulnerable to adverse influences
well being of the child.
and ‘at risk’ behavior. Marginaliza-
tion further exacerbates vulnera- The State and society has the
bility. In development settings like crucial responsibility and legal
India, the burden of risk and vul-
obligation to reach out to chil-
nerability falls disproportionately
on children. Risks include family
separation, displacement, attack,
sexual exploitation and abuse, traf-
ficking, disability, HIV and AIDS, and
child labour, among many others.
Children’s exposure to multiple,
accumulating risks, shatters chil-
dren’s rights, impedes children’s
healthy development and well-be-
ing, and causes enormous suffering.
Children are also vulnerable due
to chronic poverty and inability to
meet basic needs together with
structures of social exclusion and
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dren to ensure that every child ers, child labourers etc. are more
is able to access resources, grow vulnerable than others and need
up in safety, and amidst caring special attention.
and nurturing adults.
Child Protection is relevant for all
Child Protection is: settings-home, school, neighbour-
hood, community, and institutional/
Any measure or initiative that ad-
residential care.
dresses or prevents children from
situations of violence, abuse, ne- A Child is safe and protected
glect and exploitation. It refers to when
protecting children from or against
• A child is loved, cared for and
any perceived or real danger/risk.
looked after: Healthy emotional
It helps to reduce their vulnera-
bonds with parents and strong re-
bility in harmful situations. It also
lationships can have a lifelong im-
means protecting children against
pact on a child’s safety. Child safety
social, psychological and emotional
is ensured to large extent when a
insecurity and distress.
child can speak to parents without
Child Protection must ensure that having any inhibitions or doubts
no child falls out of the social secu- and when a child is accepted and
rity and safety net and those who respected by his/her parents and
do, receive necessary care and family.
protection to be brought back into
• A child is nurtured when a child
the safety net. gets required food and nourish-
While protection is a right of every ment, health facilities and edu-
child, some children like street cation, when a child gets healthy
children, children with disabilities, and peaceful environment, when a
children of commercial sex work- child gets opportunities for his/her
growth and development.
• Safety measures in terms of phys-
ical safety of the child are in place.
For e.g. fire safety measures are
established, electrical cables and
wires and plug points are covered,
School windows have lockable grills, hav-
2
ing compound walls and security ity, religion or in any other form.
guards for big structures like soci-
3. A child is physically abused. OR
eties and schools, safety measures
witnesses physical abuse and vio-
are in place in elevators, drainage
lence.
gutters are covered/closed, wells
and bore wells are covered etc. 4. A child is mentally tortured,
Additionally human supervision harassed. OR when child lives
and monitoring is ensured. in a situation which is stress-
• A child is not abused physically, ful. OR witnesses mental tor-
ture-abuse-harassment.
emotionally and sexually.
• When a child knows how to 5. A child experiences OR wit-
protect himself or herself. When nesses substance abuse.
parents or society build a child’s 6. A child experiences OR wit-
confidence by providing expo- nesses verbal abuse.
sure, knowledge and information
about personal safety. When a 7. A child is sexually abused. OR
child knows whom and where to witnesses sexual abuse.
approach in case of emergencies 8. A child is exploited or cheated.
related to their safety.
As a society we are responsi-
• When a child has faith in the ble to ensure that every child in
structures, systems and people our family, locality, community,
who are responsible for providing region, state and nation is safe
protection to children. When such and feels safe.
structures and systems are set-up
and are functional. Child Protection Framework
A Child is unsafe when…… Child Protection framework con-
sists of various duty bearers such
1. A child is neglected, not loved
as departments of the govern-
or cared for, has no one to talk to.
ments, schools, civil society who all
Even the thought of being deprived
have roles to play to ensure that a
of love and care can make children
child is protected and in case re-
feel unsafe.
quired violator be brought to jus-
2. A child is discriminated in terms tice and care be provided to the
of gender, ability, intelligence, col- child. Child protection is more than
our, looks, language, race, national- treatment a preventive action. This
3
framework is not a single ministry • Police and Legal System: Police
or single government department Stations, Child Welfare Officer at
but it is interlinking functions of all Police Station, Railway Police, Cy-
ministries and sectors. Important ber Crime Branches, Special Ju-
Ministries and Government/ Non venile Police Unit. Ensuring road
Government departments respon- safety and vehicle safety on road
sible for child safety can be: by traffic police system.
• Ministry of Women and Child • Judicial System: Priority disposal
Welfare, Ministry of Social Justice of cases involving child safety and
and Empowerment: Including In- abuse. Sensitive handling of judicial
tegrated Child Protection Scheme procedures. Ensuring justice.
at National, State and District lev-
els; Juvenile Justice System includ- • Education System (including Mu-
ing structures like Child Welfare nicipal, Zilla Parishad,Aided, Private
Committees and Juvenile Justice and Tribal Residential Schools): En-
Boards, Special Juvenile Police Unit, suring child safety in each school.
Childline, Shelter Homes, Children Setting up structures and systems
Homes, Adoption Centers etc. for child protection at school lev-
(Information of these structures els.
and systems is given in the next • Health System: Ensuring child
chapter) safety in terms of priority treat-
ment, during treatment, during af-
ter care, reporting abuse if any and
networking with government and
non government organizations for
any support needed for child safe-
ty.
• Transport System: Ensuring child
safety measures and monitoring
child’s safety especially in the pub-
lic transport vehicles.
• Labour Departments: Ensuring
child safety and wellbeing in set-
tings where children are allowed
to work under Child labour laws,
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Ensuring rescue and rehabilitation • Civil Society: Such as social and
of children working in the prohib- religious groups, women self help
ited settings, Ensuring that owners groups, youth groups to serve as
and other responsible adults are watch dogs and to provide support
booked under the crimes. needed. These structures can also
play major role in creating aware-
• Telecommunication system: En- ness and public opinion for child
suring that child helplines, all police safety.
and emergency help lines are func-
tional. Reporting crimes if any. • NGO Networks: To provide any
support needed in terms of aware-
• Cyber Safety System: Ensuring ness creation, rehabilitation, coun-
that children are not victimized seling, treatment, legal aid, spon-
while using any cyber slights and sorship etc.
services. Ensuring that proper
guidelines and safeguards are in • Legislatures and Elected Rep-
place in terms of any matter/ma- resentatives: Making laws/policies
terial which is harmful to children. and ensuring proper enforcement
to safeguard children from any vio-
• Media: To create awareness and lence, abuse or neglect. Giving pri-
public opinion for child protection ority to children’s issues in terms
and safety. Also to ensure respon- of planning and budgeting.
sible reporting, follow-up.
Child protection framework has three major roles: a. Prevention b. Intervention c.
Rehabilitation. Each role is performed by various systems and stake holders and each
role has its own importance and relevance. These roles and responsibilities can be
summarized in the following table.
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Stake Holders Prevention Intervention Rehabilitation
Society/ Creating Safe places for Ensuring that legal and Providing re-
Elected rep- children Sensitizing people protection systems work quired support
about child protection, efficiently to rescue and to legal systems
resentatives/ safety help child in need. and families to
Legislatures/ help child.
Ensuring that laws, policies, Ensuring that child is
Financial structures and systems are not stigmatized and/or
Institutions/ created to protect children. discriminated.
Private Com- Ensuring safety measures in Ensuring that violators
panies relation to children are punished.
Ensuring that children will Reflecting on the causes
be protected on priority and developing preventive
basis in case of emergencies. guidelines.
Allocating adequate funds
for child protection to all
the departments and NGOs.
Government Implementing laws, Policies Ensuring that legal and Forming and
Establishing procedures and protection systems work executing long
protocols efficiently to rescue and term care plan
Creating awareness about help child in need. for child.
child protection Ensuring that violators Helping families
Creating structures for child are punished. to help child.
protection Reflecting on the causes Helping families
Establishing systems like and developing preventive in legal follow-up
police, child welfare systems, guidelines. if any.
children’s homes to provide In case required,
protection and care to providing for
children. institutional care.
Monitoring all systems and
structures.
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Important Indian Laws to safe- G. Pre-conception and Pre-Natal
guard Child Protection: Diagnostic Techniques (Regulation
A. Juvenile Justice (Care and Pro- and Prevention of Misuse) Act,
2004
tection of Children) Act 2000
H. Persons with Disabilities (Equal
B. Protection of Children from
Opportunities, Protection of
Sexual Offence Act (POCSO) 2012 Rights and Full Participation) Act
C. The Prohibition of Child Mar- 1995
iage Act, 2006 What is Child Abuse? How to
D. Child Labour (Prohibition and identify Abuse?
Regulation) Act 1986 Child Abuse can be defined as
harming (whether physically, emo-
E. The Right of Children to Free
tionally, or sexually), ill-treatment,
and Compulsory Education Act,
abuse, neglect or deprivation of
2009
any child.
F. Immoral Traffic (Prevention) Act It is not always easy to recognise
1986 that a child is being hurt or is at
risk, Some form of protection is-
sues are visible and obvious such
as a child begging on the street
or child labour or physical abuse
at home or substance abuse etc.
In such circumstances, a child may
or may not speak to you about the
abuse but since it is obvious, you
can immediately help the child.
Steps to follow for helping such
children are given in the following
pages.
Some protection issues tend to go
undetected such as neglect, sexual
abuse or emotional abuse which
can be just as damaging, if not
more, as physical abuse. Because of
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ignorance and dependency on the The effects of this form of abuse
abusers, children often are unable are not always immediate or vis-
to express that they are abused. ible. The long-lasting effects of
As adults, it is our responsibility emotional abuse may only become
to observe child behaviour and evident as a child becomes older
encourage them to speak up. Fol- and begins to show difficult or dis-
lowing are indicators (signs, symp- turbing behaviours or symptoms.
toms or clues) that when found,
Physical indicators in a child :
either on their own or in various
combinations, can point to pos- • Bed-wetting or bed soiling that
sible abuse, neglect or violence. has no medical cause
These indicators do not neces- • Frequent psychosomatic com-
sarily prove that a child has been plaints (eg. Headaches, nausea, ab-
harmed. They alert us to the pos- dominal pains)
sibility of abuse having occurred
and therefore that the concerned • Has not attained significant de-
child may require help or protec- velopmental milestones
tion. Sometimes these indicators
Indicators in a child’s behavior:
can result from life events that do
not involve abuse, such as divorce, • Suffers from severe developmen-
accidental injury, the arrival of a tal gaps
new sibling etc. • Severe symptoms of depression,
Emotional Abuse anxiety, withdrawal or aggression
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Sexual Abuse Physical indicators in a child :
Sexual abuse includes acts where • Torn, stained or bloody under-
an adult uses a child for a sexu- clothing
al purpose. While it may involve
a stranger, most sexual abuse is • Bruises, lacerations, redness,
perpetrated by someone the child swelling or bleeding in genital, vagi-
knows and trusts. It includes, any nal or anal area
touching for sexual purpose, fon- • Blood in urine or faeces
dling of breasts, buttocks, genitals,
oral sex, sexual intercourse, an • Unusual or excessive itching or
adult exposing themselves to the pain in the genital or anal area
child, or seeking to have a child • Difficulty in sitting and/or walk-
touch them for a sexual purpose. ing
It also includes voyeurism, photo-
• Signs of sexually transmitted dis-
graphing children inappropriately,
ease
involving the child in pornographic
activities or prostitution or using Indicators in a child’s behaviour:
the internet and phone to initiate • Age-inappropriate sexual play
sexual conversations with children. with toys, self, others
• Sophisticated or unusual sexual
knowledge
• Nightmares, sleeping problems
• Becoming withdrawn or very
clingy
• Becoming unusually secretive
• Sudden unexplained personality
changes, mood swings and seeming
insecure
• Regressing to younger behav-
iours, e.g. bedwetting
• Fear of certain places or per-
sons e.g. bedroom or bathroom,
friend-uncle
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• Eating disorders dren for free or take children on
overnight outings alone.
• Outburst of anger
• Buy children expensive gifts or
• Self-harm (cutting, burning or give them money for no apparent
other harmful activities) reason.
Indicators in adult behaviour: • Frequently walk in on children/
• Insist on physical affection such teenagers in the bathroom.
as kissing, hugging or wrestling
even when the child clearly does • Treat a particular child as a fa-
not want it. vourite, making them feel ‘special’
compared with others in the fam-
• Are overly interested in the ily.
sexual development of a child or
teenager. • Pick on a particular child.
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protection in most of such cases. • Insists on hugging or kissing a
We can help both the children to child when the child does not want
rebuild their lives to rebuild their to
lives if we are alert to the early
• Tells you they do not want to be
warning signs that something is go-
alone with a child or becomes anx-
ing wrong. Indicators in the behav-
ious when a particular child comes
ior of abuser are:
to visit
• Seeks out the company of young-
er children and spends an unusual • Frequently uses aggressive or
amount of time in their company sexual language about adults or
children
• Takes younger children to ‘se-
cret’ places or hideaways or plays • Shows sexual material to young-
‘special’ games with them (e.g. doc- er children
tor and patient, removing clothing • Makes sexually abusive tele-
etc.) especially games unusual to phone calls
their age
• Shares alcohol or drugs with
younger children or teens
• Views child pornography on the
internet or elsewhere
• Exposes his or her genitals to
younger children
• Forces sex on another adoles-
cent or child
Exploitation:
Child exploitation is the act of
using child for profit labour sexu-
al gratification or for some other
personal or financial advantages.
A Child’s exploitation is visible in
the form of physical, emotional and
sometimes even in terms of sexual
abuse.
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What can I do? Step-3: Provide emergency support
such as medical aid, clothing, food
We often see children begging on and transportation to safe places.
the road or being physically abused Make sure that you handover this
in the community or sometimes child to responsible adults from
come across missing child or above mentioned list only.
street child who seems unwell. We Step-4: Help authorities with what-
have simple but an important role ever information and evidence you
to play in such situations. Always have as regards abuse of the child
put child first (give priority over to make sure that the abuser is
all other important work), do not punished. If possible give written
ignore the situation. Take following information.
steps to help child in need:
Caution: You need not be com-
If it’s an Emergency: plainant in the case if you do not
If it’s an emergency and you sus- want to. Do not hesitate to sup-
pect a child is at serious risk, or port because of the fear of time re-
a crime against a child has been quirement for the legal procedures
committed then POCSO says in case of sexual of-
fense it is mandatory reporting.
Step-1: Immediately contact par-
ents if child is not abused by par-
ents and if child can give informa-
tion of his/her parents,
Step-2: Contact any one of the
following agencies to provide re-
quired support to parents and
child: DCPU, SJPU, Childline, CPCs,
Police or CWC. You can also take
help from credible NGOs working
on Child Rights in your area.
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Step-5: Maintain privacy to ensure By lending a hand or a listening ear
that the name of the child is not at an early stage you may prevent
disclosed to media or public in any something more serious:
ways.
• Learn to recognize the signs
When it’s not an Emergency:
• Provide a listening ear
A lot of the time it may not be ob-
vious that a child is at risk, you may • Offer help
need to rely on a hunch or feeling • Give helpful information
uncomfortable about a situation.
Don’t wait until you are certain, al- • Explain that violence is not OK
ways put a child first. Taking action
to protect a child doesn’t always 2. Look for community systemic
mean extreme measures. There support for the family: If you feel
are lots of things you can do which that you cannot personally help,
may help to prevent abuse even you can contact Childline (1098) to
talk over your concerns confiden-
occurring or stop it very early.
tially with a trained social worker.
1. Do something personally to They will give you advice on what
help: It is not easy at any time to to do. There are also many other
get involved, especially when your organisations (annexure1) that
concerns are with family or friends. support children and families You
can contact any of them.
3. Contact CWC.: If a child needs
support and help in terms of res-
cue, rehabilitation, shelter, educa-
tion, counseling, legal aid, protec-
tion, transfer to place of residence
or safety; foster care then contact
DCPU or CWC or Child Welfare
officer at Police Station
When you are in authority position
where child protection is at stake,
it is your primary responsibility to
provide support needed and to re-
port authorities. In fact under Sec.
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21 Protection of Children from • Build public opinion for child
Sexual Offence Act (POCSO), if protection so that child protec-
you do not report sexual abuse of tion will get priority in planning
the child (which is known to you) and budgeting.
then you can also be booked under
How to prepare children for pro-
the law. tection?
To Prevent Child Abuse: • Teach the child his/her name,
• Create Safe places for children address and basic contact details:
in community, neighbourhood and The Child should also know basic
society: Safe places for children
landmarks of his/her home. This
are those where children feel
secure and protected. They are should be done for all the children
nurtured, looked after and cared irrespective of their age (excluding
for. children who are not yet ready to
talk) and ability. Special children
• Create Structures and Systems
where children can express their should be taught special ways to
feelings and emotions freely with- communicate his/her basic con-
out any inhibitions. tact details. For e.g. they can write,
can draw pictures, indicate their
• Create Structures and Systems
to ensure safety and to ensure
that children are supervised.
• Educate children about safety
measures. Provide information
about the emergency contact
numbers.
• Create awareness: About child
protection systems and networks.
Keep this information handy.
• Build network of concern
individuals and groups to help
children. Develop support systems
for children.
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location with the help of pictures/ blast, terrorist attacks, violent
sounds/gestures etc. fights, war etc.
• Give children information about • Teach Road Safety rules: How
safe places and people to seek help and from where to cross, who
from or to go to for help if needed. can support if lost, not to talk to
Make a list of safe people and plac- strangers, teach children not to eat
es in your locality. For e.g. grand- anything given by stranger. Talk to
parents, social workers, teachers, children about dangers of eating
child care centers etc. This can be food that is given by strangers.
termed as ‘Child’s Safety Net.’
• Teach internet Safety rules:
• Teach children dangers involved Which are safe sights, which are
in : Playing or experimenting with inappropriate and unsafe sights,
fire, Playing or experimenting with which information should be dis-
electric gadgets and power con- closed-to whom on net.
nections/wires, Playing in water,
• Teach travel Safety Rules: How
Playing on roads, Handling knifes
to board into buses, trains, taxis
or other harmful items, Teach elec-
etc. Not to talk to strangers, Not
tric appliance safety
to eat anything given by strangers,
• Teach basic safety rules in nat- who to contact in case needed.
ural or manmade calamities such
• Teach about good touch and bad
as earth quake, fire, floods, bomb
touch and that no one is allowed
to touch your body against your
will.
• Teach your child to say NO. If
anything makes him/her uncom-
fortable, he/she should not do it.
• Teach your child to shout for
help.
• At the appropriate age give sex
education.
• At the appropriate age give infor-
mation about ill-effects of smoking,
drugs, gutaka, tobacco etc.
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• Teach the child that he/she should
never keep secretes from parents,
never go anywhere with a stranger
without parents knowledge.
• Keep time for children and assure
them that they can talk about ANY-
THING and EVRYTHING with you.
• Give fundamental strategies such
as :
a. Run Away to Safe Places/People if
you find that there is risk
b. Shout for help and keep shouting
unless someone helps
c. Contact parents, emergency help-
line numbers, Childline (1098)
d. Contact Police
e. You can also teach basic self de-
fense to older children.
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ANNEXURE 1.A : Child Protection Systems at National and State Levels
Integrated Child Protection Scheme (ICPS): is a scheme of the GOI, bringing all
initiatives taken for child protection (CP) under one umbrella so far. Under the scheme
each State has established State Child Protection Society (SCPS) at State and District
Child Protection Units (DCPU) at District levels.
National and State Commissions for Protection of Child Rights: (NCPCR and
SCPCR): are established as per the provisions of the Commissions for Protection of
Child Rights Act, 2005, to protect, promote and defend child rights.
State Secretary, Women and Child Welfare and Commissioner Women and
Child Welfare Maharashtra State: Are overall responsible for ensuring smooth func-
tioning of all the structures and systems providing child protection at state level.
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VIOLENCE
IS NOT OK
RESPECT CHILDREN’S RIGHTS
DO learn about your rights. You have a right
to be protected againt:
. People hitting you and hurting your body
. People abusing you sexually
. People saying hurtful things to you
. People treating you badly because of your caste, colour, religion,
disability or for any other reason