Child Abduction Prevention Online Portal

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Please Keep Me Safe Book PDF Download

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Please Keep Me Safe! The Bestselling Guide to Protecting Your Child From Predators, Bullying and Sexual Abuse.

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Video Section

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SECTION 1: Awareness and Boundary Setting

CONSIDERATIONS

  • Young children will not have the same capabilities as an adult to fight against an attacker
  • This demographic is very trusting and wants to help others
  • Children for the most part do not have access to self defence weapons
  • Children also may have received poor advice - e.g family code words
  • Taking away an attackers privacy is key. Children must understand the importance of making a distraction and a commotion. The louder the better.

Unfortunately, you cannot tell simply by looking at a stranger whether they are safe or unsafe. If you ask a child what a “bad” stranger looks like, they will give you a myriad of different answers: they smell funny, they are ugly, they look evil, or they wear a mask. Many child predators often succeed because they do not look a certain way that seems threatening to the child. Plus, if the predator starts a conversation with the child and is friendly, then the predator becomes someone who, in the child’s mind, is no longer a stranger


THE NUMBER ONE RULE: Adults Only Ask Other Adults For Help


VIDEO TIMELINE:

  • 00:12 Welcome
  • 00:39 What Is A Stranger?
  • 01:50 How A Stranger Makes You Feel Is Important
  • 04:00 Good Strangers
  • 06:05 What To Do If You Get Lost At The Shopping Centre
  • 07:00 Remember - Most Strangers Are Good Strangers










As parents, determining for our children what is safe and what is unsafe is very important. We teach our children to recognize certain scenarios which may decrease the potential safety of a situation.

Even more important, we can teach our children to listen to their feelings and remove themselves from any situation that may feel unsafe..


TIMELINE:

  • 00:03 Awareness
  • 01:43 Descriptions
  • 06:38 How To Practise Descriptions










While we often tell our children what the number is for calling the emergency number, we don’t necessarily go further than that to give them instructions on what to do once they have dialled the number.

Although there may be an adult available to make the call for them, they may also be in a position where they need to actually make the call themselves.

It’s vitally important that your child knows why, when, and how to make an emergency call.


NOTE: Different countries have different emergency numbers. In the US and Canada it’s 911. In Australia it’s 000, and in England it’s 999. In most of Europe it’s 112. In fact you can dial 112 from a mobile phone almost anywhere in the world.


TIMELINE:

  • 00:04 What Is An Emergency?
  • 01:57 Emergency Call
  • 03:48 When You Are Nervous
  • 04:43 Controlling Your Breathing
  • 05:43 Calling 000
  • 10:25 Practising Adrenalised Phone Calls










One of the ideas that we use to help children understand the concept of distance is the “four or more” rule. This means that the children should keep space of at least four steps away from a person that they don’t know. This can make it much harder for an adult to grab a child, and also allows the child time to assess what is happening if a stranger tries to move closer. Keep strangers in your “10 & 2” line of vision, unless you are actively fleeing.


TIMELINE:

  • 00:45 How Far?
  • 01:39 "Four Or More" Steps
  • 04:38 Four Steps Practice
  • 06:43 Four Steps And Run










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TIMELINE:

  • 00:10 Quiet Voice vs Loud Voice
  • 01:05 Taking Away The Predators Greatest Weapon - Privacy
  • 01:50 What To Say
  • 03:29 Strong Body Language
  • 05:11 Group Practice
  • 06:45 Tricky Strangers
  • 09:00 Tricky Stranger Practise
  • 12:29 Verbal Scenarios










SECTION 2: The Physical Components

Remember, they must do SOMETHING! Let them know that they have your permission to do everything they can to get away, even if it means hurting the other person. This could be the difference between making it home safely to their family or never being seen again.

Anchoring is simply attaching yourself in any way so that you can hold yourself in place. You may be anchoring to an immovable object or you may actually anchor to the predator.

This can be accomplished by wrapping your body around something to make it harder to be carried away. There are different types of anchors but they all have the same idea. Wrap tightly and draw attention to the situation. Not only does it look odd, but by yelling and causing a huge commotion you are taking away one of an abductor’s biggest strengths... Privacy!


TIMELINE:

  • 00:04 Anchor Analogy
  • 00:44 Leg Anchor Demonstration
  • 01:46 Leg Anchor Explanation
  • 03:04 Low Anchor Modification
  • 04:38 Utilising The Parents
  • 05:51 Practising On Your Own
  • 06:43 Coaching During A Live Class
  • 10:25 Already Expert At This (Sack Of Potatoes)
  • 13:24 Live Drilling and Coaching










The child cannot allow themselves to be taken to a secondary location. They must do everything they can to anchor themselves in place. There are many things they can do.

"But what if my child get hurt? They might break their arm if its trapped in a door!”

Wouldn’t you rather that does happen, where at least you can get medical attention for him? Much better than the alternative where he is in a stranger’s car that is speeding away and you have no idea where they are heading? .


TIMELINE:

  • 00:04 Intro
  • 00:19 Using The Hands And Feet
  • 00:38 Window Open Anchor Demonstration
  • 01:23 Window Open Anchor Explanation
  • 02:40 Window Open Anchor Practise
  • 05:50 Window Closed (Superman) Anchor Demonstration and Explanation
  • 07:40 Window Closed (Superman) Anchor Demonstration and Practise
  • 11:07 Steering Wheel Anchor Demonstration
  • 12:38 Steering Wheel Anchor Beeping - The Horn
  • 13:59 Steering Wheel Anchor Practise
  • 16:27 What If The Child Is Put In The Back Seat?
  • 17:16 Realistic Abduction Attempt
  • 18:21 Abduction Explanation Breakdown
  • 19:12 Vehicle Exit Explanation
  • 21:14 Vehicle Abduction Practice










































Section 3: Physical Roleplay Scenarios

Children must be able to put what they have learnt into practice. We use verbal and physical scenario's to help them make quick decisions which helps them experience an adrenal response.

By putting the children into physical and verbal scenario's, they get to experience the adrenal response and learn that it's not something to be scared of, but it can actually help them. It conditions the child to break out of the "freeze response" and take positive action.










It's important that parent's also keep mindful about how they are responding to their awareness. Having a family plan when you go the shops, what happens if your child can't find you? Do they know where to go? And why do we think that family passwords are not a great idea?


TIMELINE:

  • 00:01 Constant Refreshment
  • 02:00 Two Rules-

#1Never Allow Yourself To Be Tied Up

#2 Never Allow Yourself To Be Taken To A Secondary Location

  • 03:20 Don't Be A Soft Target
  • 03:50 Parent/Family Codewords
  • 05:04 You Must Keep Fighting
  • 05:50 What If There Is A Weapon?