Child Protection General Information
Child Protection Resources
The Office of Overseas Schools, in partnership with four additional international education groups, founded the International Task Force on Child Protection in 2015. The Task Force worked with volunteers in international schools and other international agencies to gather best practices and agreed upon Child Protection standards that would help schools institute operational policies and practices for the selection, employment, and training of educators.
- Education Portal – The International Centre for Missing and Exploited Children (ICMEC) and the International Task Force on Child Protection created this resource to help you develop child protection policies, train staff and volunteers, educate children and youth, respond to suspicion or an accusation of abuse, and understand your role as school counselor or child protection designate. The Office of Overseas Schools is a founding member of the Task Force. The Education Portal is made possible through a grant from the Overseas Schools Advisory Council.
- Child Protection Handbook – Created by The Association of International Schools in Africa , this handbook sets forth steps faculty, staff, students, volunteers, contractors, and consultants can take to minimize the threat of child abuse in schools and to respond promptly and effectively should abuse be observed, suspected, or disclosed. Here you will also find:
- Child Protection Certificates – created by the Educational Collaborative for International Schools (ECIS), these certificates are designed for three distinct audiences, support staff, teachers and leaders, and governors and owners. They will enable your school to meet compliance standards for accreditation or inspection.
- Self Protection Standard and Benchmarks from the CDC National Health Standards
Safety and Security
The Emergency Management Handbook was first published by the Central and Eastern European Association (CEESA) in 1998 through a grant from the Overseas Schools Advisory Council (OSAC). Its most recent redesign was completed in 2013.
Social Emotional Learning
Overseas Schools Advisory Council (OSAC) partnered with the Collaborative for Academic, Social, and Emotional Learning (CASEL) to promote the use of Social Emotional Learning in assisted schools around the world. CASEL has presented seminars to assisted schools on the benefits and methods of effective implementation of social-emotional learning (SEL) and will continue to do so.
Child Mental Health Resources
Davis, P., Headley, K., Bazemore, T., Cervo, J., Sickinger, P., Winfham, M., & Rehfuss, M. (2010). Evaluating impact of transition seminars on missionary kids’ depression, anxiety, stress, and well-being. Journal of Psychology and Theology, 38, 186-194.
Dixon, P., & Hayden, M. (2008). “On the move”: Primary age children in transition. Cambridge Journal of Education, 38, 483-496.
Gilbert, K. R. (2008). Loss and grief between and among cultures: The experience of third culture kids. Illness, crisis and loss, 16, 93-109.
Lyttle, A. D., Baker, G. G., Cornwell, T. L. (2011). Adept through adaptation: Third culture individuals’ interpersonal sensitivity. International Journal of Intercultural Relations, 35, 686-694.
Inman, A., Ngoubene-Atioky, A., Ladany, N., & Mack, T. (2009). School counselors in international schools: Critical issues and challenges. International Journal of Advanced Counselling, 31, 80-99.
Nathanson, J. Z., & Marcenko, M. (1995). Young adolescents’ adjustment to the experience of relocating overseas. International Journal of Intercultural Relations, 19, 413-424.
Schuarzberg, C., & Parenteau, S. (2004). The impact of moves on international school students: A transition study in Argentina. International School Journal, 24, 33-40.