Child Protection Policy Manual
Section 1 Introduction to the child protection policy
pg. 4
Section 2 Rules and responsibility 2.1
Responsibility of JSS Int Academy
pg. 6
2.2
Child Protection Designated Person
pg. 7
2.3
Selection and recruiting
pg. 9
2.4
Child protection training
pg. 9
Section 3 Contents 3.1
Bullying
pg. 10
3.1.1 How to combat bullying
pg. 16
3.1.2 Coaches and bullying
pg. 19
3.2
pg. 20
Various kinds of abuse
Section 4 Team and environments 4.1
Conduct of the coach
pg. 23
4.2
Dress rules
pg. 25
4.3
Safety management of the environments
pg. 26
4.3.1 Location
pg. 26
Section 5 Operating protocols of intervention 5.1
Procedures to follow in the event of suspected abuse
pg. 30
5.1.1 In case of a specific episode of abuse
pg. 30
5.1.2 In case of suspected abuse
pg. 30
5.1.3 In case of an episode against a team member
pg. 31
5.1.4 All episodes of sexual abuse
pg. 31
5.1.5 Abuses other than sexual
pg. 32
5.1.6 Accusations of abuse aimed at a minor
pg. 32
5.2
Guidelines for child protection
pg. 33
5.3
Guidelines for the protection of the collaborators
pg. 35
5.3.1 Equal opportunity
pg. 36
5.4
Policy against harassment of the staff
pg. 37
5.5
Procedure for reporting harassment of the staff
pg. 38
5.5.1 Examples of serious and very serious conduct
pg. 41
Section 6 Information about the activities of the enrolled
pg. 44
For the use of Juventus Soccer Schools for the Safety and Protection of all the Children. The aim of this manual is to provide a professional guide to all the personnel involved in the activity both in the spring and the summer session. Section 1 Introduction to the Child Protection Policy In these years of research and practical application, the Juventus Soccer Schools Centro Studi has developed a method - the JSS MODEL - for teaching soccer during the various stages of a child’s life, from the early years to the phase of physical maturity. The objective is to create an EDUCATIONAL PROJECT having innovative characteristics and teaching methods which, starting from the sport as a creative game, involves young people in a process of total personal growth in a serene, safe and trustworthy environment
Children and their growth are the focus of attention at JSS. This is why there is an area of research and training within the Centro Studi that specifically deals with child protection and the ethical - behavioral standards that the team must meet. The point of departure for the need to formalize this area is the fact that the soccer coach, like all operators who interact with children, finds himself in front of children every day for which he has maximum responsibility, a responsibility he must be keenly aware of. Families and the very law itself on Child Protection not only demand utmost awareness, but especially the application of behavioral norms consistent with the values that are asked to be represented, respect, fairness and good behavior. In daily practice, you often feel most prepared for what you know most about as a soccer coach. However, there is an entire sphere that is often ignored by simply relying on your common sense, common sense that is crucial so that all the rest can be done in the best possible way:
Respect for the psychophysical integrity of the child Respecting the psychophysical integrity of the child means taking care of his complete mental and physical being; it means ensuring that he does not lack anything from a physical and mental standpoint. If there is a child, we must never be the reason for his needing anything. This is the true premise we need to start from. If we do not pay the strictest attention to this point, all of the rest of the work will become meaningless. The aim of all those working in Juventus Soccer Schools is to encourage a process of growth of the child as a whole in a healthy, peaceful, secure and reliable environment, by giving him maximum autonomy. Making our children autonomous means regarding them as people who need to acquire independence to become able to take care of them and to move in the world in a critical and mature way. You must never overstep the boundaries of the role you have been called on to fill: being a coach does not mean distancing yourself from the kids, creating tension on the field, nor does it mean being their parents either. If the child shows signs of any unease that you think extends beyond the training and his presence on the field, you must involve the person who has full responsibility and those who have the appropriate skills to intervene. The training activities of Juventus University originate with the aim of making all those who come from other situations aware of the importance and delicacy of the discipline and of the rigor in practicing the profession in environments that foresee the presence of children, as well as conveying the principles and values that are essential for the diffusion of "real" sport, for which Juventus Soccer Schools demands that you work with: Respect, loyalty, good behavior and fairness To that end, JSS has created a series of procedures, step by step, that are a guide and reference point for child protection, which contain the information and methods for managing, but above all preventing unpleasant surprises from cropping up.
This behavioral policy contains useful, step by step information for dealing with the world of children, and suggestions for the correct and peaceful management of young athletes
Section 2 Rules and responsibility For years, Juventus Soccer Schools has been involved in carrying out soccer activities for children. The organization of the activities is taken care of by collaborating companies, which provide staff that is in contact with the participants under the age of 18 and is not part of the JSS team. Therefore, Juventus Soccer Schools undertakes to ensure that all those who come and work in their projects observe the values and principles that are required for proper interaction with the child. 2.1
Responsibility of JSS International Academy
Since the children will not always be under the direct responsibility of JSS Coaches, the Management of JSS is committed to ensuring that the Manager of the hosting company JSS International Academy nominates and assigns a designated person to be in charge of the Child Protection Policy who will hold meetings before the activities with the children start in order to train the collaborators of the company. Those employees will thus be asked to become familiar with the original text of the Policy, complete the self-certification where it is stated that they have read the CPP, have perfect knowledge of all of its contents and apply its codes and rules during the period of activity with JSS. All of this is so that the JSS International Academy, responsible for the CPP information for all the team, provides the necessary tools for standardizing the rules outlined in the following sections and puts into place all the necessary measures to prevent cases of unfair conduct regarding the children, its own staff, the personnel organizing the JSS activity and the users, regardless of any characteristic that could be used as a discriminatory tool. Everything must be carried out in all the areas of the activity, both in the presence of JSS personnel, and during the moments when the children will be supervised by personnel that are not part of JSS. JSS also undertakes to provide constant clarifications about the Policy on the Treaty, even during the activity by means of the JSS Head Coach.
JSS International Academy, organizer of the event, therefore undertakes:
To read the Child Protection Policy and to apply it during the event (Attachment 1).
To appoint a person to be in charge of the CPP called Child Protection Designated Person (Attachment 2).
To select a team that guarantees that the youths will be managed correctly.
To train that team.
2.2
Child Protection designated person
The organizer will communicate to the JSS management the name of the “Designated Person of the Activity” ,i.e. he/she who will have the responsibility, for the specific activity, of seeing to it that its collaborators carry out the norms for Child Protection. The designated person will have to perform the following tasks:
Ensure that the entire staff has been informed of the Child Protection Policy, that the Policy has been explained and that each coach is suitable for working with children.
Ensure that each member of the staff has read the Juventus Soccer Schools Child Protection Policy.
See to it that each collaborator signs the document that states he has read this Policy and undertakes to abide by the instructions contained in it (Attachment 3).
Be a support for every member of the Team as to any doubts about the correct use of this fundamental tool.
Contact the parents of the children who find themselves the victims or the supporters of some of the behaviors described in this Manual.
Keep an eye on the activities of the collaborators and staff as regards Child Protection.
Collaborate and have discussions with the JSS Head Coach about any doubts or clarifications concerning the proper use of the CPP.
JSS International International - Child Protection Policy Manual
Juventus Soccer Schools Child Protection Policy Child protection policy and procedures
Designated Person of the Child Protection Policy
………………………………………………………………………………………………
Inform and train the coaches Show them the Child Protection Policy Have them sign the document that they have read the Policy
Be an example of how to correctly apply the Child Protection Policy
Be the person of reference for the parents and the contact in case of need.
Collaborate with the JSS Head Coach and discuss the correct application of the Child Protection Policy
2.3
Selection and recruiting
The organizer of the activity must use a previously recruited and selected team so that JSS is assured of having a high standard of quality and a team trained properly to manage the youths throughout the duration of the activity. Therefore, this requires the:
Presentation of references
Licenses and/or federal recognition for teaching soccer and/or free time activities
Mandatory attendance in the Child Protection Policy training course
Having a criminal
record does not necessarily preclude the possibility of
collaborating with JSS. This will depend on the nature of the position, the circumstances and the type of crime. 2.4
Child Protection training
Each staff member involved in the activity must attend a mandatory training course "CHILD PROTECTION - POLICIES AND PROCEDURES" held before the activity by the Head of the Activity. During the course, the latter must give a detailed explanation of the contents of the Child Protection Policy to all the employees engaged in the activity. It is advisable that all the members of the team become familiar with the document in question to ensure that that the learning is as complete and detailed as possible, and not based only on a vocal explanation. At the end of this course, each collaborator of JSS International Academy must sign the document stating they have read the Policy, accept its contents and undertake to apply them.
3. Bullying will never be tolerated by Juventus Soccer Schools!
The objectives of Juventus Soccer Schools are:
To create an environment in which the children feel free to express themselves without the presence of any cases of bullying;
To see to it that the children who attend JSS activities feel free and secure;
To promote the principle according to which each member of JSS activities is always certain to be free from bullying and any form of intimidation;
To see to it that every case and form of bullying is condemned with effectiveness, rigor and timeliness;
To see to it that all the coaches who work at JSS receive basic knowledge of the policy, and are informed about the signs of any kind of bullying that might arise within their groups.
3.1
Bullying
Bullying is defined as repeated oppression, psychological or physical, of a less powerful person by a more powerful person or group of people. More specifically, bullying behavior is a kind of action that deliberately aims to hurt or damage.
Often it is persistent, sometimes lasting for weeks, months or even
years and it is difficult for the victims to defend themselves. At the basis of most of the behaviors is an abuse of power and a desire to intimidate and dominate.
Certain common prejudices and clichĂŠs make it even more difficult to determine exactly what bullying is: - bullying is basically just a prank: on the contrary, bullying is anything but a joke, even though bullies often hide behind this justification to avoid punishment; - bullying is part of growing up, and is a normal phase that serves to strengthen the individual.
In reality, bullying is not a physiological phenomenon connected
with growth and does not serve to strengthen the individual at all, but rather creates uneasiness and suffering for the person who undergoes it as well as the one who practices it. - those who suffer bullying should learn to defend themselves;
- bullying is a phenomenon typical of poorer, more degraded areas, and is more widespread in large cities, in the larger schools and more numerous classes. These beliefs are not reflected in reality. In fact, bullying is just as common in the more affluent socio-economic areas, as it is in smaller schools with less numerous classes.
Attention! This phenomenon does not include the so-called quasi-aggressive behaviors that often take place among kids of the same age; the turbulent games and struggles particularly common among boys; or playful teasing. There is a symmetrical relationship IN these behaviors, or rather the subjects involved have equal power and strength and alternate the roles of predicator/prevaricator. Nevertheless, even though these practices are not identified as forms of bullying, JSS believes they have no place in their activities either. The subjects involved in the phenomenon of bullying are children and adolescents aged 7-8 and 14-16.
The distinctive characteristics of bullying are:
Intentionality: Bullying acts are intentional. The bully acts with intent and the precise aim of dominating another person, of offending him and causing him harm or discomfort.
Persistence over time: bullying behaviors are persistent over time. Even though a single serious fact may be considered a form of bullying, usually the episodes are repeated over time and occur fairly frequently.
·
Asymmetry of the relationship: the relationship between the bully and the victim is of the asymmetric type, which means there is an inequality of strength and power. One of the two always abuses the power and the other always suffers, without managing to defend himself.
·
The difference in power between the bully and the victim essentially comes from the physical force: the bully is stronger than his average peer and stronger than the victim in particular, while the victim is weaker than the average peer, and especially weaker than the bully. Other factors are differences in age or gender (bullies are generally males, while the victims can be males or females without distinction). Bullying episodes often involve just one individual against another, but it is just as common for a group of 2 or 3 to gang up on a single victim. Therefore, in order to understand the phenomenon, you need to understand its relational nature: it is thus necessary to focus not only on the individual’s problems of behavior or temperament, but also and above all on the type of relationship that was created between the bully and the victim by understanding their relational dynamics. Episodes of bullying can be manifested in various ways, which can more or less explicit or less obvious. There are two main forms of bullying: direct and indirect.

Direct: consists of aggressive and bullying behaviors that are more visual and which can be acted out verbally and physically. Direct, physical bullying consists in hitting, kicking and punching, pushing, pinching, scratching, biting, hair pulling, taking things that belong to others or ruining them. Direct verbal bullying involves threatening, insulting, offending, teasing, expressing racist ideas, extorting money or material goods.

Indirect: is played out on the psychological level. It is less obvious and more difficult to identify, but that makes it no less harmful to the victim. Examples are: exclusion from the peer group, isolation, repeatedly making faces and vulgar gestures, spreading rumors and lies about the victim, ruining friendships. The individuals taking part in episodes of bulling can fall into three large categories: The bullies who start the abuse of power. The victims who undergo the bullying. The spectators, who do not actively participate in the bullying, but watch it.
Within these groups we can identify certain sub-categories. Regarding the bully, we can talk about the dominant bully or the subordinate bully, while the victim is defined as a subjugated/passive victim or a provoking victim. The spectators include those who support the bully, those who defend the victim, and the so-called silent majority.
ď‚•
Dominant bully: the bully is stronger than the average peer and stronger than the victim in particular. He has a strong need for power, supremacy and self-affirmation, and finds satisfaction in subjugating and
humiliating others. He has trouble abiding by rules. He shows little empathy, or the capacity for putting himself in the other person’s shoes and therefore cannot understand the victim’s state of mind and sufferance.
Subordinate or passive bullies: constitute the little group of two or three people who are the followers of the dominant bully. Even though they take no initiative the subordinate bullies reinforce the dominant bully’s behavior and follow his orders.
Subjugated/passive victim: is the classic victim we usually think of. It is a subject that is weaker than the average peer and the bully in particular; anxious and insecure; sensitive, prudent, tranquil, fragile and incapable of assertive behavior. Often this kind of person is alone, excluded from the group.
Provoking victim: it is a subject whose behavior provokes attacks from others. Unlike the passive victim, who puts up with the bullying without reacting, the provoking victim often counterattacks the aggressive actions of the other, sometimes by resorting to force. For this reason, this type of individually is called a bully-victim. The provoking victim is generally a male who is restless, hyperactive and impulsive. At times he has problems concentrating and is concerned about his physical safety.
Spectators: usually when we talk about bullying we only think about the involvement of the bullies and the victims. However, there is also a large majority of children and adolescents who actually watch the bullying or are at least aware of it. The behavior of these subjects, called spectators, can either favor or restrain the spread of the phenomenon. Since most cases episodes of bullying are not reported and the group does nothing to stop them, the term silent majority is used.
This silent majority is a very valuable resource to the coaches, and one that is vital to build on to reduce the reach of bullying. It is important that the victim feels that his companions are listening to him and that he recognizes among them people he can talk to when times are tough. At the same time, these people can let the bully know that his domineering behaviors are receiving general disapproval. The number and frequency of episodes of bullying seem to diminish as the child grows, in particular those bullying that resorts to the use of physical force. However, while the acts of bullying become less frequent, the seriousness of the episodes often increases: during adolescence, in fact, there is a rise in the level of the dangerousness and intensity of the actions carried out against the other. In the more extreme cases, thin even lead to deviant behaviors.
It is important to
emphasize those bullying produces long-lasting effects and entails evaluative risks for the bully as well as the victim. The bully develops relational methods that are inappropriate since they are characterized by strong aggressiveness and the need to dominate others. These behaviors can then become transversal to the various contexts of life because the subject will tend to repeat the same style of behavior in all situations. Consequently, it appears that the bully is at risk of repeating the antisocial and deviant behaviors of his adolescent years in the long run. In the immediate future the victim may
show signs of various disturbances at both the physical and
psychological level, and may no longer want to go to the places where he usually met his persecutor, places perceived as dangerous and therefore to avoid. The victim experiences a very deep suffering that often involves a depreciation of the personal identity. There may even be signs of an insecure and anxious personality much later on; in some cases this can even lead to episodes of depression.
Even though the consequences of bullying are different for the bully and for the victims, we should remember that both generally have problems in their relationships. Bullying can cause such serious effects that it is only fitting and proper for adults working in the field of education to reflect on the following: all adults who are points of reference for children and adolescents have the responsibility of becoming actively involved in this problem, each within his own role and educational assignment. The main risk is to underestimate the phenomenon, not giving due attention to these episodes: bullying is often the tip of an iceberg that hides a hidden world made of humiliations, derisions, exclusions, blackmail or physical abuses of power. Moreover, the failure of an adult to intervene can be seen by the children themselves as a form of approval for their behavior.
3.1.1
How To Combat Bullying
The first step is to know how to recognize it. In order to do this, you can refer to some behavioral indicators: Indicators of the possible victim:
Repeatedly teased in an oppressive way, offended, denigrated, humiliated, derided, subjugated, dominated, threatened, ridiculed.
Physically assaulted, hit, punched, kicked and pushed.
Has no friend in the group.
Have frequent mood swings: seems unhappy, sad and depressed and often manifests irritation and outbursts of anger.
Is fearful of going to the place of the incident.
Personal belongings are stolen, damaged or scattered about.
Seeks out the proximity of adults. Indicators of a possible bully:
Teases repeatedly and in an oppressive way.
Tells people off.
Intimidates.
Threatens.
Kicks, punches, push.
Damages things.
Here are some guidelines that might be useful for coping with the complex phenomenon of bullying. The suggestions that follow are not intended to be a series of steps to be strictly applied. It will always be you, and consequently your Head of Activity, to decide which steps are most appropriate for dealing with the situation effectively. Nevertheless, we remind you that you must always intervene when you become aware of episodes of abuse:
1. be aware of the problem of bullying; 2. do not minimize the problem: make the child understand that you are taking what he says seriously, by creating a climate of active listening and trust;
3. encourage communication: avoid having a punitive and blameful attitude, but rather strengthen the dialogue and communication, by promoting the culture of listening;
4. extreme positions about the boy by one of the participants involved are not recommended: have a real vision of the problem, and avoid taking the side of the bully or the victim. Before intervening, understand the problem fully and the motivations that caused each participant to behave in a specific way;
5. be mindful of the emotional experience of the child: try to bring out the child’s emotions, fears and feelings about what happened;
6. urge the child to ask for help: make the child understand that it is important to ask for help from one of his adult references if he should find himself in the position of victim again.
Explain that this is not a sign of weakness, but a
courageous way to expose the bully and make him come out in the open;
7. if cases of bullying are suspected or identified, they must be handled sensibly. The coaches must talk to the kids that are suspected of having been victims of bullying and try to determine what problem there might be.
If the alleged
victim of the intimidation or full-blown acts of bullying confides in you, all details of the incident must be written down. (see the Observation Scheme).
8. a child who is intimidated or has been subjected to forms of bullying must be questioned in a sensible way. Two members of the staff must always be present when the child takes you into hi confidence. If the confession about the psychological or physical abuses is reliable, the Heads of JSS must in any case decide if the boy in question can continue his experience at JSS.
9. The parents must be informed in all circumstances. 10. The parents should be encouraged to inform the coaches if they suspect that their child is suffering from any kind of discrimination or bullying.
11. Ask the experts: if you realize you do not have adequate means for managing the situation, ask to meet with an export to discuss it.
Once a case of bullying has been identified, your reaction to the situation becomes very important. Here are some suggestions:
WHAT NOT TO DO
WHAT TO DO
Do not take a punitive stance
Positively behavior
reinforce
the
children’s
good
Punish the bully and/or overprotect the victim
Make the victim aware of his responsibilities and help the bully to change
"Label" the children or create negative Provide real opportunities for change expectations around a single individual Disapprove of the person
The disapproval should be aimed at the negative behavior
Humiliate, use sarcasm or threats
Make the most of good communication and clarity
3.1.2
Coaches and Bullying
Even adults can be guilty of bullying The coaches must be aware that it is important not to intimidate or strongly criticize the kids during the JSS training sessions or other activities. The Coaches must avoid:
Sarcasm and humiliation, so no playful teasing; Aggressiveness, rude language and inappropriate shouting; Using physical punishment.
JSS KIDS CAN HAVE FUN AND LEARN ONLY IN THE ABSENCE OF BULLYING
As a professional, the coach must be a model of fairness Competition is healthy, so the children who exaggerate in competition and in listening to the coach’s instructions must be encouraged and not penalized.
Criticism must always be constructive. The children may often misunderstand innocent teasing or a vague explanation.
3.2
Various kinds of abuse
Physical lesions The physical lesions caused to a child or young boy can often be brought about by another child. Physical abuse can involve blows, suffocation, shocks, pinches, tattoos, burns, kicks or other behaviors that can cause harm to the children. Sometimes strange symptoms or physical lesions may be the result of bad health rather than abuse. Only a doctor or a pediatric consultant can decide whether a lesion is accidental or not. It is not the responsibility of JSS to determine the cause of the lesions.
ď‚• Sexual abuse Sexual abuse is the consequence of using force or seduction to lead a boy to take part in sexual activities, whether he is aware of what is happening or not. The sexual activities should, as a consequence, result in physical contact, including acts of penetration or acts of non-penetration. Activities where there is no direct contact are also considered sexual abuses. These include such actions as encouraging children to take part in sexual practices or the production of pornographic material, watching pornographic films or encouraging children to assume deviant sexual behaviors. The key aspect is represented by the condition of the victim, who is unable to choose or to understand properly what is happening or what is being proposed. In the most obvious and violent cases, the person who suffers a sexual abuse is unable to act freely within a sexualized relationship, for example because of threats or the use of physical force.
ď‚• Physical violence Psychological violence consists in psychological mistreatment of a minor such as to cause severe and persistent consequences for his psychological development. It may be the result of certain concepts transmitted to the child such as futility, inadequacy or the idea of being useful only when the desires of third parties are met. It may involve certain age groups or consist in inappropriate expectations in terms of the development. It may also mean scaring or causing feelings of distress in the child, or taking advantage or corrupting the minor. Some levels of psychological violence consist in all types of child mistreatment, even though these are only isolated cases.
ď‚• Harassment (of a minor and of personnel) Harassment is any conduct related to disability, race, color, religion, nationality, origin, gender, sexual orientation, status, or any other personal characteristic, that is detrimental to the dignity of any individual or groups of individuals in the workplace. In some cases, such conduct is illegal. In most cases, one relies on common sense. We should keep in mind that each person has his own sensitivity in the face of such conduct. It is necessary that each person can be certain that their actions cannot be interpreted as harassment. Harassment may be intentional or unintentional. You must be sure that none of your actions can be interpreted as harassment.
Here is a list of some examples of harassing conduct:
-
Undesired physical contact, from mere touching to aggression.
-
Jokes that is detrimental to the dignity, mockery, vulgar language, gossip, defamation, and racist, sexist and fanatical songs.
-
Posters, photographs, written material, obscene gestures, flags or offensive emblems.
-
Pressures to obtain sexual favors or participation in social, political or religious groups.
-
Isolation, exclusion or lack of cooperation with colleagues.
-
Molestations.
-
Intimidations during meetings, in writing, by telephone, by e-mail or other electronic means.
Section 4 Team and environments 4.1
Conduct of the coach
The entire operative team must:
Create an amusing and stimulating environment.
Communicate with the kids and facilitate their integration.
Be punctual.
Have high standards of behavior, attitude and appearance.
Assist the head of the activity.
Be a good model.
Always take care of its physical appearance.
Encourage all the children with positive behaviors and without adopting uncontrolled expressions.
Use proper language.
Plan and prepare the training sessions.
Create activities on and off the playing field that are fun and engrossing, but at the same time demanding and stimulating.
Ensure that each child is an active participant.
Urge and encourage the children and make each one feel “special”.
Be enthusiastic about its own role.
Assess the level of difficulty of the activities.
Not promise awards, even material ones, without being certain to guarantee everyone the award promised.
Be responsible for the health and safety of the children.
Regarding this last point, the coaches and all the professionals of the soccer school are obliged to ensure that each location is safe, as described further on. Finally, here is a schematic summary of the fundamental behavioral rules that each coach must follow:
The coach MUST NEVER:
Take a shower with the students Work alone with the students in closed rooms
Touch the children, even during technical explanations
Show favoritism Smoke or drink alcohol in the
presence of the children, even when outdoors
Give his personal cell phone number to the children
Keep in touch by phone with the
participants at the end of the academy once they have returned home
The coach must ALWAYS:
Knock before entering the dressing rooms/bedrooms
Make sure there is at least 1
other person present when he is with the child (and never be alone)
Interrupt any quarrels with determination
4.2
Dress rules
The Head of the Policy must also see to it that the entire team observes the procedures for the upkeep of the JSS uniform and the rules that regulate its use. Listed below are the points to follow for the proper use of the JSS uniform:
Always wear the uniform during the JSS activities.
Take care of your uniform and make sure it is always kept clean and in good condition.
Always keep the t-shirt tucked into the shorts or into the pants of the sweat suit.
Wear the socks pulled up to the knees.
Wear underclothes that are appropriate for the activity on the field.
Never wear necklaces or bracelets or any object that might cause injury to the children during the training sessions.
Take care of your personal appearance.
These rules must be conveyed to the children, who must follow them scrupulously just as their coaches must do.
4.3
Safety management of the environments
4.3.1
Location
The designated person responsible Child Protection Policy will also have to verify, evaluate and find a remedy to the following safety norms which are listed in each area and then provide the report attachments. Ensure that in all of the Areas along the football field:
the condition of the building is adequate and poses no risks (unsafe walls or plaster, condition of the fixtures, presence of dangerous elements, holes…).
the access to the sports facility is free or check if there are any closing gates.
the parking area is open to the public (ex. if the children have to cross a street in order to be able to enter the sports centre).
the waiting area of the sports facility is safe and in good condition.
the general cleanness of the location is guaranteed by an appropriate number of trash bins. (Attachment n.4)
Dressing rooms
Check if the access to the locker rooms is limited only to the staff or is free.
Respect the common rules of hygiene and cleanness.
Prevent the use of electrical sockets.
Fix the benches and the hangers.
Remove tables and chairs and all potentially dangerous elements.
Ensure the proper use of the locker room:
-The coach must be constantly present in order to control the children’s behavior. -No pushing, running and throwing objects. -No standing on the benches. -Both coach and children are not allowed to use mobile phones. -Use the slippers when taking a shower, both for hygienic reasons and in order to avoid slipping. -Ensure that the children have easy access to the hairdryer (if the hairdryer has a wire, then the coach should manage its use (supervise)). -Follow all of the rules in the Child Protection Policy. -Check the presence and the effectiveness of the air conditioning system and its perfect functioning. -Ensure that the fixtures are not dangerous for the children, even when they are open. -Encourage the use of footwear that prevent sudden slipping and loss of balance on the wet floor. (Attachment n.5)
Corridors of communication Check and remove any dangerous elements along the necessary route to the football fields (holes, deposits of materials, ‌) (Attachment n.5) Playing field Ensure the proper state of preservation of the surface of the field and report the presence of holes, depressions, manholes, irrigation pipes, stones.
-
Make sure the benches are at a proper distance from the football field and that they are in good condition.
-
Ensure the goal areas are safe and in good condition (if they are moving they must be fixed properly).
-
Make sure the wall and the fence are at a prescribed distance from the perimeter of the soccer field (min. 1,5 meters) and ensure that they are in good condition with no protrusions or rusty parts (typically, the wires of the fence).
-
When possible, remove the flags from the field by preferring those that can be folded.
-
During training, use an area of the field that is far away from the dangerous elements (walls, doors that are not necessary, benches, ‌). Consider also the proximity of another group, in order to avoid getting hit by a ball or to avoid collisions between children.
-
If
other
dangerous
elements
are
found
on
the
field
(light
poles,
constructions), these will need to be padded in advance, depending on the distance from the playing area. (Attachment n.5)
Teaching materials Check the preservation state of teaching materials (barriers, cones, balls, arches, poles…) and remove those that are in bad shape.
-
Use materials that are right for the age of the children to be trained (little children should not have to deal with high barriers …). Provide the children with scrimmage vest that are right for their height.
-
Place the unused material in appropriate areas of the field and away from the playing area.
-
Teach the children to use the materials properly (to jump the barriers from the right side, not to use the rubber bands as catapults, …).
-
Make sure that in case stands are used for the removable poles on the synthetic fields, the pole is not missing unless when they are stored in the appropriate areas (under the benches, outside the field…).
-
Teach the children how to carry the materials properly when they are ready to leave the field: e.g. poles should have the tip facing the ground, obstacles should be carried folded and should not be rolled down the field, cones should be collected in the appropriate bin.
-
The material must be stored in an orderly manner in an appropriate area that is easily accessible so that it is not dangerous for the children to come or for those who stand in the waiting area.
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Ensure that a medicine box containing all of the necessary items for a sudden doctor intervention is always available on the field.
ATTENTION! This manual is not intended as a guide for assessing child abuse, but must be considered in the context of training for awareness about Child Protection at JSS.
Section 5 Operating protocols of intervention
5.1
Procedures to follow in the case of suspected abuse
If a case of abuse is reported, the Head of the Activity must be informed immediately. 5.1.1
In the case of a specific episode of abuse
If a specific episode or actual lesions can lead to an abuse, whether it is directly seen by the person responsible for the group, or whether the child tells what happened and everything falls within the cases previously described, the head of the CPP must be informed right away and the Report must be filled in (Attachment 4).
5.1.2
In the case of suspected abuse
Sometimes suspects might arise concerning abuses; however these are not discovered because there are no specific episodes or lesions. These abuses could then lead to further episodes which could be precise. Therefore, a period of observation and monitoring must be undertaken by the person in charge of the group, after consulting the head of the CPP. This might be essential in order to avoid the occurrence of further deviant episodes. In the case of serious doubt, the head of the CPP must be informed immediately and the Report must be filled in (see Attachment 4).
5.1.3
In the case of an episode against a team member
All incidents or allegations of sexual abuse involving a member of the Team must be reported immediately to the Head of CPP. Whether the person performing the action (subject) or the victim of such episode is a member of the Team, or whether one of these figures is the Head himself, the crime should be reported immediately to JSS International Academy In the case the harassment is committed by the head of the CPP, one of the two other persons responsible for JSS will contact JSS International Academy directly. This figure will nominate the person appointed for the investigation
5.1.4
All Episodes of Sexual Abuse
In all cases of sexual abuse, the Head of CPP must report the incident to JSS International Academy. This figure will intervene by reporting the episode to the competent authorities, social services and law enforcement.
The parent of the child or young person must be informed about the episode and how it was all dealt with. With regard to the assistance provided by law enforcement or social services, the designated person will inform the employee who will, from that day on, be discharged from his duties.
N.B. If the suspected member of the Team has other jobs that involve contact with children or young people, the employer should be informed prior consultation with the social services or law enforcement. In the case that the authorities should not continue the investigation, a member of the Team as part of JSS International Academy should be responsible for determining whether the suspected person can continue to work with his children.
5.1.5
Abuses other than sexual
There can also be other forms of abuse that are not sexual in nature. In this case, the head of the CPP will ask the advice of a Consultant from JSS International Academy, in order to determine whether or not there is a kind of abuse. JSS International Academy as Head of the Activity will need to follow one of the following procedures:
ď‚•
Notify the Social Services to provide the necessary checks.
ď‚•
Ask the competent Police Unit to determine whether the crime was committed or not.
5.1.6
Accusations of abuse aimed at a minor
If allegations of child abuse are addressed to another minor, it is important that the procedures for Child Protection are followed for both parties. In such a case, this must be reported immediately to the Head of the Activity. During the verification of these allegations, it is necessary that JSS International Academy assesses whether the accused minor should continue the activities, considering the risk that other minors may run.
5.2
Guidelines for child protection
If the collaborators of JSS International Academy find themselves in the presence of a case of harassment (abuse, bullying, stalking ‌), they should follow the following guidelines:
Observance of the relationships Always produce an accurate report of what has been observed and what has been said. This may include noting down both the time and date of a particular incident or when a particular problem was observed. If a child has said anything, then it must be reported verbatim. The written report could include a note regarding the extent of possible lesions. At the end of each session the lesions must be reported: each lesion addressed during a session must always be reported. This information will be used to draw up a report in case of a suspected abuse. Secrecy of the information The purpose of the confidentiality of information is to protect the young ones, thus ensuring privacy to both them and their families. JSS International Academy will ensure that those who committed abuses have no access to confidential information. The information (written or verbal) may be shared only to find out the origin of the problem. The written information must be stored in a safe place with the right to access the information reserved only to the Head of the Activity. The parents and the collaborators have no right to access the Child Protection Reports which must be kept secret, unless prescribed otherwise.
Listening and reassuring Children need to be listened to and they need their time and space to be able to talk about these experiences, even if they might choose the wrong moment to do so. They need to know that they are taken seriously and they need to be reassured that they have made the right choice to decide to talk about their problems. Appropriate questions It is important to know that interviewing children that have been abused is a delicate task that should be undertaken only by people who have specialized expertise such as social workers or police officers. Remember that children can ask to talk to someone else in a later stage. Try not to interrupt them and allow them to express themselves in their own way and with their own words and reassure them that they are taken seriously. Never make promises Be honest and realistic: one should never promise or say that something can be done if one is not able to do so. If you reveal some information you must let the child know the reason for it and to whom the information has been revealed. The other children will have a better understanding of what is happening.
Parent/tutor relationship It is advisable not to discuss the problem with the parents if you suspect a sexual abuse or think that by alerting the parent the child’s well-being might be compromised. Instead, you need to ask explanations from the parents if you notice a lesion for which you have suspects or you are worried about the behavior or the well-being of the child. A doubt could arise that the lesion is not accidental if the parents seem to be unaware of the lesion or do not say anything about it or are hostile. Tell the parents that they should be concerned. Tell them that children’s lesions must be investigated as children are vulnerable. Tell them that there is a procedure that must be followed and that is useful not only to provide support to the parents but also to protect the children.
5.3
Staff protection
All of the staff will attend a Training Program before starting to work. Any staff member who does not attend the above mentioned Training Program will not be able to start working. In any organization you have misunderstandings and dissatisfactions. It can happen that you might feel that you are unfairly treated. Anything that might annoy about the job – anything – can be clearly expressed and discussed, in order to overcome the difficulties. The problem will be addressed openly and fairly. According to the nature of the work and the problem at hand, everyone should feel free to call the attention of their direct superior. The worst way to deal with the dissatisfaction is to repress it. This aggravates the problem almost all the time and makes it more difficult to solve it at a later stage.
5.3.1
Equal Opportunity
JSS International Academy is committed to providing equal opportunities and equal treatment for all employees, regardless of status or length of service. This principle applies regardless of race, color, sex, sexual orientation, origin, age, religion, marital status or disability - or any other factor that has nothing to do with the required capabilities. The principle will apply to every stage of the collaboration with JSS International Academy, including recruitment, interview, development and termination of the relationship. We expect that the staff will follow this policy to the letter. No violation or ignorance will be tolerated with regard to this matter.
Personal convictions
cannot be dictated, but it will not be tolerated that they are shared within the environment or with the colleagues. This is what we expect from our staff: that they adopt and follow the very basic moral values that support our policy – Fairness, Dignity and Respect for the individuals. If a member should have any reason to believe that an aspect of this policy has been violated, it is important that the matter is brought to the attention of his immediate superior. All complaints regarding discrimination will be verified and a procedure will be put into place aimed at a correct and quick resolution. Each claim will be treated with the strictest confidence. Those who use this procedure will be heard regularly and obtain answers.
5.4
Policy against harassment of the staff
Harassment can have a negative effect on the job, on the fulfillment of one’s duty, on the attendance, health and wellness of a member of the staff. Harassment can represent a reason for stress, be a traumatic experience and pose a risk to both health and safety. For these reasons, JSS International Academy strives to provide a fair and respectful environment to all of the staff. All of the staff of JSS International Academy, regardless of the status, is required to comply with the contents of this policy.
JSS International Academy is committed to provide a fair and respectful environment to all of the staff. We will not tolerate harassment in the workplace. The policy is established in order to enable all of the staff to know the action that will necessarily be taken, within the limits set by the regulations, when complaints are submitted for harassment.
All of the staff, regardless of qualifications or contract terms, has the responsibility to strictly adhere to the policy against harassment pursued by JSS International Academy.
All of the staff is responsible for doing everything possible in order to prevent the occurrence of harassment within the workplace and, whenever it should occur, take the appropriate actions.
All Heads of Activities are responsible for assuring that harassment complaints are dealt with promptly, with sensitivity and with absolute confidence.
Action will be taken against any staff member who is found committing acts of harassment.
ď‚•
There will be no repercussion by JSS International Academy against the staff member who submits a complaint for harassment, except for when it is proved that the complaint has been deliberately intended to be in bad faith.
5.5
Procedure for reporting harassment of the staff
For the highly sensitive nature of the harassment, the procedure should be as much flexible as possible in order to meet the needs of each individual. If a staff member believes he has been molested, the complaint should be made as soon as possible, in accordance with the following procedures. Harassed, the complaint must be made as soon as possible, follow the following procedures. Any staff member who submits a complaint for harassment may choose the level to submit it at: he can either start from an informal level or directly from a formal level. Informal procedure Where possible, a staff member who believes that he was the victim of harassment should, first of all, ask the Head of the Activity to fight the harassing conduct. If for any reason, this action is considered inappropriate, then you must:
1.
try an approach accompanied by a colleague, or
2.
try a written approach against the molester, or
3.
ask your own supervisor, or the direct supervisor of the molester, or a member of the department with greater responsibilities.
In cases where the harassment continues even after the complainant has filed an informal complaint, he must file a formal complaint. It is important that the facts are reported as soon as possible, in order to prevent the situation from getting any worse. If following the informal procedure, the harasser does not stop his behavior; it is advisable that the complainant keeps a diary of episodes of harassment, by noting down dates, times, places, names of possible witnesses and feelings felt at the time. Formal procedure The staff member, who believes he was subject to harassment, should report the alleged act to the Head of the Activity. Each issue will be treated with absolute confidentiality. A formal complaint must be submitted in written form and will then be shared with JSS International Academy. An individual interview will follow in which the complainant and alleged harasser will have the opportunity to provide their own evidences. Complete statements by each party will be collected regarding the nature of the harassment. If there are witnesses, both parties will be offered again a chance to prove what happened. Once again complete statements will be collected. During the interview, both parties will have the right to have their own representative colleague to support them. Each complaint will be addressed promptly, with sensitivity and with absolute confidence. The complainant will be informed about the progress of all stages. During the interview and the collection of statements, it may be necessary to suspend from service both the complainant and the harasser, until investigations are completed or action is taken.
The suspension during the investigation is to provide neutrality and protection to both parties involved. Alternatives to suspension may also include the separation of staff members who work closely together, or the temporary transfer of one of the two when appropriate. These measures, however, should not be a further detriment for the complainant. Following the procedure which involves the collection of statements, an investigation will be initiated regarding the alleged claim. If during the course of the investigations the truthfulness of the alleged harassment emerges or can be assumed, then the action begins. Since the harassment conduct is considered serious, the action taken by the Company may include expulsion and interruption of services. Disciplinary policy The purpose of the disciplinary policy is not punishment, but the improvement of the behavior or actions of staff members. The discipline is still an essential element in the management of the company's business and for the safety and welfare of staff. Similarly, it will be JSS International Academy responsibility to ensure that the action undertaken is considered on the basis of the seriousness of the behavior, and applied with justice, fairness and celerity. All
matters will
be examined
carefully (statements
of witnesses,
relevant
documents etc..) prior to formal action. In cases of serious behavior, the employee may be suspended during that period (usually no more than five working days).
Where the work, conduct or omission of a member of the group is such to justify the action, the Head of the Activity usually notifies the admonition to the member of the staff, as follows: 1.
Verbal Reference
In most cases, it is appropriate to start with a verbal
reference. The goal is to help the employee recognize his own responsibility and / or failure. 2.
Written Admonition If an employee commits a similar or subsequent
offence, if deficiencies persist in the behavior / gestures, or if the Head of the Activity believes that the offence is so serious to justify the omission of the verbal admonition, it is appropriate that the Head of the Activity sends a Written Admonition. The meeting must be recorded in writing. The verbalization must include any agreement or action plans aimed at resolving the issue or, in the case, to revise it. A copy of the admonition must be given to the employee and a copy shall be kept in its own personal file. 3.
Final admonition In the presence of more serious offences, the first
admonition may be the last one, or, in cases where previous admonitions have been ineffective, the final admonition will be sent.
5.5.1
Examples of serious and very serious conduct
Serious conduct:
Despicable attitudes and/or gestures. Repeated delays, or absenteeism. Failure to respond adequately to previous admonitions. Negligence
Very serious conduct In cases where serious behavior arises, JSS International Academy may request the immediate termination of the collaboration without previous admonitions. Below are listed examples of actions that can be interpreted as cases of serious conduct. Please note that this list is not complete.
Leaving or absence from work during working hours, without permission. Smoking, taking drugs or alcohol or being under the influence of drugs / alcohol during service.
Physical assaults. Inability to work for abuse of alcohol / narcotics or possession of alcohol or drugs during service.
Sexual harassment or offences. Racial, religious harassments or concerning age or bullying. Use of service hours at JSS International Academy to promote sales or products or services for personal gain, raising funds for external organizations or solicit other members of the staff for political or religious purposes.
Intentional or bad faith damage to ownership – company/colleagues/users. Theft against the company, colleagues, users. Breach of the principle of fidelity – disclosure of confidential information about the company.
Dishonesty that causes harm to society, to colleagues and users. Indecent behavior. Acts in bad faith. Refusal to follow the JSS Policy. Improper use or care of company assets.
Soliciting or accepting money, loans, credits, special discounts, travel, entertainment, favors or services from actual or potential suppliers or customers.
Serious insubordination – refusal to obey to an order. Behaviors against users / reports of the company or which cause the loss of business.
Any act which represents a risk for both health and safety of the employees or users.
Falsification of records, receipts or income. This is not an exhaustive list of circumstances which justify the immediate termination of the collaboration, but rather a guide for the staff regarding the types of behavior considered as cases of serious conduct by JSS. In the case of immediate termination of the collaboration, there is no provision for payment of the sum corresponding to the service rendered.
Section 6
6.1
Information concerning the activities of the children enrolled
In order to work best with JSS International Academy, and in order to be aware of all of the activities outside the playing field, while ensuring the perfect application of the contents listed in the previous sections, JSS asks to be informed on a daily basis about any extra program performed by the children enrolled, for the whole duration of the Academy. JSS International Academy is therefore committed to provide a detailed program of all of the activities, and information about who will follow and take care of the children, and who will be involved during the day (Attachment 5), particularly if the children were to participate in activities that leave free access to non-qualified personnel and who have no proper training. JSS International Academy is committed to informing JSS if the activities are not carried out. Therefore, JSS requires that it receives the daily programs of the activities from the JSS Head Coach that is present during the Academy.
JSS Child Protection Manual - Report 1
RECEPTION AND APPLICATION OF CHILD PROTECTION POLICY
Herewith
JSS International Academy declares:
1. to have received from JM the document entitled the Child Protection Policy. 2. to have looked over the document. 3. to apply the procedures and regulations contained in that document.
The manager of JSS International Academy, for acceptance
Place and date ……………………………………
Signature …………………………………………
JSS Child Protection Manual - Report 2
HEAD OF THE CHILD PROTECTION POLICY
As organizer of the JUVENTUS INTERNATIONAL INTERNATIONAL ACADEMY
JSS International Academy appoints as Head of the Child Protection Policy
Mr ……………………………………………………………………………………………………………………………………………………
Bor ………………………………………………………………………… on …………………………………………………………………
resident in ………………………………………………………………………………………………………………………………………
During the activity, the above-mentioned Head of the CPP must supervise all the members of the team to ensure that their behaviour is in keeping with the CPP. Moreover, he will be responsible for training the entire team. The training must take place before each member of the team takes on responsibility for the participants on the field.
The Head of the CPP, for acceptance
Place and date
Signature
JSS Child Protection Manual - Report 3
ACCEPTANCE OF THE CHILD PROTECTION POLICY
With this self-certification the undersigned.........................................................................................................
born in ……………………………………………………………………………………. on…………………………………………………
resident in ………………………………………………………………………………………………………………………………………
Declares to have read the Child Protection Policy, to be perfectly aware of all of its contents and to apply its codes and rules during all the proposed activities both on and off the playing field.
Place and date
Signature Coach Partner name
………………………………………………………………
………………………………………………………………
Place and date
Signature Head of C.P.P
………………………………………………………………
………………………………………………………………
Place and date
Signature Manager of JSS International Academy
………………………………………………………………
………………………………………………………………
JSS Child Protection Manual - Report 4
OBSERVATION SCHEME FOR DEVIANT BEHAVIOR
Compiled by:
.....................................................Role:.....................................................
Relation to the child involved: Date (week, day, time of the case, and time of recording it): Place where the case took place: Time it occurred: People involved: Adults of reference present: Detailed description of the scene/situation: ________________________________________________________________________________ Transcription of the scene as told by the child: ________________________________________________________________________________ Transcription of the scene as told by the other people present: ________________________________________________________________________________ ________________________________________________________________________________
Transcription of what was said by the adult present: ________________________________________________________________________________ ________________________________________________________________________________ Transcription of what was done there and then by the adult: ________________________________________________________________________________ ________________________________________________________________________________ Comments: ________________________________________________________________________________
Date, place
_____________________________
Signature
__________________________________
JSS Child Protection Manual - Report 5
INFORMATION ABOUT THE ACTIVITIES
Here with as organize of the JUVENTUS INTERNATIONAL INTERNATIONAL ACADEMY
JSS International Academy undertakes to:
-
Provide the JSS International Academy Director, on a daily basis, with the detailed program of the children’s activities.
-
Draw up and provide the JSS International Academy Director with the list of all the staff members who will be taking part in the activities off the playing field, including subjects, if any, that are not part of the selected Team.
-
Inform the JSS International Academy Director about any sudden changes in the program.
-
Inform the JSS International Academy Director if the planned activities are not carried out.
The Manager of JSS International Academy, for acceptance
Place and date
Signature
………………………………………………
………………………………………………