What does an effective
crime reporting system do?
An effective crime reporting system encourages honest communication and reduces fear by providing anonymous as well as direct ways to report. Anonymous in this situation means that the name of the person who made the report is not known publicly. In some cases it could mean that the person submitting the report did not indicate their name, such as putting a report in a tip or suggestion box. Or it might mean that the adult receiving the report knows the name of the person reporting but does nor give that name to anyone else.
It educates young people, the school or neighbourhood about what to report, how to report, and very importantly, why to report.
When there is a success, it spreads the word so the community knows the system works and does it in a way that protects the identity of the person reporting
An effective reporting system coniders the needs of those who must do the reporting and supports their safety and security.
Upcoming COP Workshops
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Crime Prevention, Education and Safety (Online/Offline)
A parent is the best person to teach a child about personal safety.
Inculcate in your child effective personal safety skills, Smart Thinking and strong character.
Age and maturity matter. There is no perfect age when parents should begin teaching children about personal safety. A child’s ability to comprehend and practice safety skills is affected by age, educational, and developmental levels.
LISTEN to your children. Know your children’s daily activities and habits. Listen to what they like and what they don’t like. Encourage open communication. Let your children know they can talk to you about any situation. Reassure your children that their safety is your #1 concern.
TEACH your children. Set boundaries about places they may go, people they may see, and things they may do. Reinforce the importance of the “buddy system.” It’s OK to say NO – tell your children to trust their instincts.
Get INVOLVED Know where your children are at times. Your children should check in with you if there is a change in plans.
There is no substitute for your attention and supervision PRACTICE safety skills with your child. Rehearse safety skills so that they become second nature.
I KNOW my name, address, telephone number, and my parents' names.
I always CHECK FIRST with my parents or the person in charge. I tell them before I go anywhere or get into a car, even with someone I know.
I always CHECK FIRST with my parents or a trusted adult before I accept anything from anyone, even from someone I know.
I always TAKE A FRIEND with me when I go places or play outside.
I SAY NO if someone tries to touch me or treat me in a way that makes me feel scared, uncomfortable, or confused.
It's OK to SAY NO, and I KNOW that there will always be someone who can help me.
I KNOW that I can TELL my parents or a trusted adult if I feel scared, uncomfortable, or confused.
I am STRONG, SMART, and have the right to be SAFE.
Always TAKE A FRIEND when walking or riding your bike to and from school. Stay with a group while waiting at the bus stop. It's safer and more fun to be with your friends.
If anyone bothers you while going to or from school, get away from that person, and TELL a trusted adult like your parents or teacher.
If an adult approaches you for help or directions, remember grownups needing help should not ask children for help; they should ask other adults.
If someone you don't know or feel comfortable with offers you a ride, say NO .
If someone follows you, get away from him or her as quickly as you can. Always be sure to TELL your parents or a trusted adult what happened.
If someone tries to take you somewhere, quickly get away and yell, "This person is trying to take me away!" or "This person is not my father (mother)!"
If you want to change your plans after school, always CHECK FIRST with your parents. Never play in parks, malls, or video arcades by yourself.
If you go home alone after school, check to see that everything is okay before you go in. Once inside, call your parents to let them know that you are okay.
Trust your feelings. If someone makes you feel scared or uncomfortable, get away as fast as you can and TELL a trusted adult.
Understand children’s rights as human rights and create such awareness in the community as well.
Make children feel it is worthwhile attending your class.
Be open to learning.
Be a Friend, Philosopher and Guide to the child.
Make the classes interesting and informative. Avoid one-way communication and give opportunities to children to come up with their doubts and queries.
Learn to recognise and identify abuse, neglect, learning disorders and other not so visible disabilities.
Create a relationship where children can express their views, concerns, anguish, fear etc. Try to engage with children in informal discussions.
Be a good listener. Share and discuss various issues and problems which children are facing either in school or at home.
Encourage children’s participation in matters that affect their lives.
Build children’s capacities to participate effectively.
Organise meetings of children with school authorities.
Discuss child rights issues with the parents in the PTA meetings.
Say NO to corporal punishment. Use positive reinforcement techniques like dialogue and counselling to discipline children.
Say NO to discrimination. Take active steps to reach out to children from minority and other discriminated groups.
Stop negative stereotyping and discrimination against working children, street children, child victims of sexual abuse, trafficking, domestic violence or drug abuse and children in conflict with law, to name a few categories of those who need protection.
Stop use of child labour in your home and workplace.
Be democratic but not unstructured.
Ensure children are protected within the school as well as in the community, even if it requires calling the police and taking/facilitating legal action.
Encourage them to put forward their views before the adults and the community.
Involve children in organising events. Give them responsibilities and at the same time give them the required guidance.
Take children to nearby places for picnics and pleasure trips.
Engage children in discussions/debates/quiz and other recreational activities.
Encourage education and participation of girls through creative measures within the classroom.
Follow-up on girls who drop out or attend irregularly to ensure it does not continue.
All teachers can help in creating and strengthening a protective environment around children.
Your observations are important, as they alone will help you to assess the growth and progress of a child in your class. If you see a problem, your next step should be to explore what could be the possible reason.
Next question to yourself should be whether the child is under any pressures from family, relatives or friends.
Spend some time with the child privately, without being imposing, humiliating and creating an embarrassing situation for the child.
Help the child express her/his problem either through drawing and painting or by writing a story or simply talking to you or the school counsellor/social worker or to a friend in the class.
It is NOT OK to touch someone else's private body parts
It is NOT OK for someone to touch his or her own private body parts in front of you.
It is NOT OK for someone to ask you to touch his or her private body parts.
It is NOT OK for someone to take photos or videos of you with your clothes off.
It is NOT OK for someone to show you photos or videos of people without their clothes on.
If this happens or if you feel confused, uncomfortable or unsafe about any touch say 'NO' and get away. Remember, IT'S NEVER YOUR FAULT.
Never keep a secret about a touching problem. Tell a trusted adult and keep telling till you get the help you need.
Yes, both boys and girls are vulnerable to sexual abuse. However, with most available research on child sexual abuse focusing on the abuse of girls, statistics show that more number of girls are abused than boys. The research that exists on boys shows that boys tend to report differently, more readily choosing to deny their abuse or to act like they enjoyed it. This suggests that more boys are abused than we know. More research is needed for an accurate picture of the abuse of boys.