Cpms Ra10821 Training Manual Final NCPWG

Version 1.
0
This Training Manual was produced as part of the Strengthening Child-Centered Disaster
Risk Reduction and Emergency Response. The publication was made possible through the
funding of German Foreign Federal Office.
Copyright © Save the Children December 2018

All rights reserved. Any part of this publication may be reproduced without fee of prior
permission from the publisher solely for awareness-raising purposes, but not for sale.
For commercial and other purposes, prior written permission from the publisher must be
obtained and a fee may be incurred.
Published by:
Save the Children Philippines
Midland Building
1040 EDSA Magallanes Village
1232 Makati City, Philippines
Training Manual on
Republic Act 10821 and the Child
Protection Minimum Standards
in Humanitarian Action
Version 1.0
Child Protection Minimum Standard and RA 10821 Training Manual
FOREWORD
This training handbook is part of the movement to strengthen coordination and response
during humanitarian crises at all levels. Together, we envision that children are protected
– that they are provided the avenues to fulfill their rights even in the face of disasters and
emergencies.
While we laudably have existing child-friendly systems and mechanisms in place, we recognize
the need to further improve the mainstreaming of humanitarian endeavors. To address this,
the Council for the Welfare of Children (CWC), through the Technical Working Group (TWG) of
the National Child Protection Working Group (NCPWG), assiduously developed this handbook
to engage a community of experts knowledgeable on child protection in emergencies.
This shall enable and empower them to undertake capacity building initiatives, and in turn,
equipping others with skills and knowledge to handle preparedness, mitigation and response
in addressing child protection needs.
This manual is primarily guided by existing policies and guidelines on child protection in
emergencies (CPiE), namely the Child Protection Minimum Standards in Humanitarian Action
(CPMS) and the landmark legislation, Republic Act 10821 (Children’s Emergency Relief and
Protection Act). By combining both, this trainer’s guide provides an overview of the plausible
risks that children may face such as violence, separation from families, and association or
involvement in armed groups. It also includes a brief introduction to child-friendly spaces, case
management, mental health and psychosocial support, and data gathering and monitoring.
It is our hope that this be utilized as a tool for child protection practitioners and service
providers to increase their knowledge, confidence and overall capacity to improve the quality
of child protection programming in emergency preparedness and response.
MARY MITZI “MITCH” CAJAYON-UY

Executive Director
Council for the Welfare of Children
MESSAGES
Lotta sylwander
Representative
Since the signing into law of the Republic Act 10821, The Children’s Emergency Relief
and Protection Act last May 18, 2016, government departments and governing councils
have acted to immediately realize the protection of children in emergencies. Protecting
children during emergencies is the mandate of the law.
This : Training Design on Republic Act 10821 and the Child Protection Minimum Standards
in Humanitarian Action is a clear direct response to the mandate of RA 10821. The manual
will ensure that a standard approach to prepare emergency responders, which is essential
towards protection of children before, during, and after disasters and emergencies.
With the support of Federal Foreign Office of Germany, Save the Children-Philippines
congratulates the Philippine government for enhancing the child protection training
program, and particularly, the Council for the Welfare of Children (CWC) and the National
Child Protection Working Group (NCPWG) for their commitment to protecting all children
in emergencies.
EDWARD OLNEY
Country Director
Save the Children
MESSAGES
I wish to congratulate the National Child Protection Working Group (NCPWG) on the development
of this publication.
For 36 years, CFSI has worked to protect and promote the welfare of children and youth, particularly
those in exceptionally difficult circumstances and in need of special attention. This manual is
indeed a suitable guide and inspiration for organizations and agencies that are committed to
the same goal – the protection of children’s rights, most especially during times of crises and
emergencies, not only in the Philippines but anywhere in the world.
To our readers, I am pleased to present to you the NCPWG’s training manual on child protection.
It is my hope that you will use this manual to train other staff members and/or partners so as to
strengthen the Child Protection Network across the country, and ensure that the rights of children
are upheld.
Steven Muncy
Executive Director
Community and Family Services
International
ChildFund Philippines
PO Box 13225 Ortigas Center F. Ortigas Jr. Road
1605 Pasig City - PHILIPPINES
T: 63 26311575 to 78
F: 63 2631 2813 www.ChildFund.org
Member of ChildFund Alliance
CHILDFUND PHILIPPINES proudly expresses our recognition to the members of the

National Child Protection Working Group (NCPWG) led by CWC in the production and
publication of this Training Manual on Republic Act 10821 and the Child Protection
Minimum Standards in Humanitarian Action. This marks another milestone in the
commitment and mandate of the NCPWG in ensuring that child centered initiatives
are prioritized in emergency response.
This is very much aligned to ChildFund’s own Global Destination 2020 strategy,
which supports the strengthening of Child Protections systems and mechanisms
in the Philippines, as embodied in the new law on Child Protection in Emergency.
As member of the NCPWG, we will fully support and join forces in the continuing
technical capacity building of all CPiE advocates, implementers, and trainers at the
national, regional, and local levels. This, of course, is meant to uphold the ‘No harm
to children’ principle and assure accountability in emergency response.
Together we build a safe space for all Filipino children.
Sincerely,
FEDERICO LUIS DIAZ-ABERTINI

Country Director ChildFund Philippines
MESSAGES
Plan International
Philippines
4/F Bloomingdale Building,
205 Salcedo Street, Legaspi Village
Makati City, 1229 Philippines
Plan International Philippines is together with the National Child Protection Working Group
(NCPWG) in its aim to promote and protect the rights of children and youth. For nearly sixty years,
Plan International has been working towards this same objective in the Philippines. We strive
for a just world, working together with children, young people, our supporters, and partners to
advance children’s rights and equality for girls. Our goal is for girls, boys, and young people living
in difficult situations to realize their rights in resilient, peaceful, and inclusive communities.” As a
member of the NCPWG, we are proud to be in partnership with the strong network of organizations
and persons with values aligned with our own.
We are pleased to be working with and support the NCPWG and the development of the Training
Manual on R.A. 10821 and Minimum Standards on Child Protection for Humanitarian Actors. It
is another milestone achievement of the working group in pursuit of its commitment to improve
the quality of child protection programming during emergencies. The collaborative effort of the
network resulted in a design that will enable NGOs, child protection practitioners, and service
providers to be better and more fully equipped in the implementation of quality programmes
working to protect children in the aftermath of an emergency.
Plan International Philippines recognizes the importance of partnership, especially in efforts to

protect children and young people before, during, and after a crisis. We work to mobilize and
strengthen the capacities of children, families, and communities; as well as, influence and support
government authorities, local civil society, and humanitarian service providers to ensure a safe
environment for all affected girls and boys.
We believe that child protection is everybody’s business - so together, let us commit ourselves to
put forward our best efforts to ensure children feel safe and protected at all times.
Dennis O’ Brien
Country Director
Plan International Philippines
As a child-focused development and humanitarian organization, World Vision is

dedicated to working with children, families, and their communities to create a protective
environment that cares for and supports all children, especially during emergency
contexts. Keeping children safe at all times is at the heart of our ministry as part of our
commitment in bringing fullness of life for every child.
When Super Typhoon Haiyan hit central Philippines in 2013, World Vision is among the
first responders to reach the area. To date, almost 1.6 million Filipino people have been
reached in various relief, recovery, and rehabilitation efforts; including psychosocial
support, education, and health interventions to children. World Vision continues to serve
as catalyst in building resilience, fostering partnerships, and strengthening local and
national mechanisms to provide well-coordinated child protection interventions during
emergencies.
With the passage of Republic Act No. 10821 Children’s Emergency Relief and Protection
Act, World Vision lauds the government in legislating a comprehensive plan to strengthen
the protection of children in times of disasters. The signing of this Children in Emergencies
law is a boost for World Vision to pursue our advocacy for child-focused disaster risk
reduction and inclusive child protection in emergencies.
World Vision salutes the Philippine government, particularly, the Council for the Welfare
of Children in leading the development of the Minimum Standard for Child Protection in
Humanitarian Action and RA 10821 Training Package. We also congratulate the National
Child Protection Working Group (NCPWG), especially the NCPWG Technical Working
Group, which World Vision takes great delight to be a part of, in crafting this Training
Package.
It is our hope and prayer that we continue our endeavor to provide a better and safer
world for children. It takes all of us to protect every child!
ROMMEL V. FUERTE
National Director
World Vision
Table of Contents
a. Foreword 5
b. Messages of Support 6
c. Introduction 14
MODULE 1: POLICIES, FRAMEWORKS, AND

CONCEPTS
SESSION GUIDE: WELCOME AMENITIES 19
Session 1: Rights of the Child 21
Session 2: Introduction to Republic Act 10821 and 26

Overview of the Comprehensive Emergency
Program for Children (CEPC)
Session 3: Common Understanding of Child Protection in 28

Emergencies (CPiE)
Session 4: Common Understanding of the Child Protection 33

Minimum Standards (CPMS)
Session 5: Common Understanding of Child Protection

35
Systems Strengthening Child Protection
System in the Philippines
Session 6: Humanitarian Coordination

46
MODULE 2: CHILD PROTECTION NEEDS IN

EMERGENCIES
Session 7: Children Associated with Armed Forces or 50

Armed Groups
Session 8: Protecting Excluded Children 53

Session 9: Sexual Violence, Physical Violence, and Other
57
Harmful Practices, Gender-Based Violence (GBV)
Session 10: Child Labor 60
MODULE 3: CHILD PROTECTION STRATEGIES
Session 11: Family Tracing and Reunification (FTR) 65
Session 12: Psychosocial Support 68
Session 13: Child-Friendly Spaces 72
Session 14: Case Management 76
MODULE 4: MAINSTREAMING CHILD PROTECTION

Session 15: Information Management 81
Session 16: Mainstreaming CP in Other Sectors 86
MODULE 5: DEMO TEACHING

End of Training: Reflection, Action Planning, Closing Ritual 93
ANNEX 94
DIRECTORY 128
Introduction:
Child Protection
Minimum Standards
and RA 10821 Training
Manual
In 2007, the Philippines adopted the humanitarian cluster approach with the issuance of National
Disaster Coordinating Council (NDCC) Circular No. 05, s. 2007 (Institutionalization of the Cluster
Approach in the Philippine Disaster Management System). Among these thematic structures is the
Protection Cluster led by the Department of Social Welfare and Development (DSWD).
Under the Protection Cluster, the National and Regional Child Protection Working Group were formally
organized in 2009 following Typhoon Ondoy (International Name: Ketsana). With the enactment of
Republic Act 10821 in 2016, the NCPWG and RCPWGs are mandated to ensure that child-centered
initiatives are prioritized in disaster response.
In line with this overall goal, the National Child Protection Working Group (NCPWG) in the Philippines
implemented several capacity building efforts for duty bearers, organizations, and institutions
working along child protection at all administrative levels.
To harmonize these capacity building efforts and ensure its consistency with Republic Act 10821
and the global Child Protection Minimum Standards in Humanitarian Action alternatively called
Child Protection Minimum Standards (CPMS), this training manual was developed by the NCPWG to
capacitate and equip the individual members and teams of both the NCPWG and the 17 RCPWGs with
adequate knowledge and skills to handle preparedness, mitigation and response in addressing child
protection needs in times of emergency.
What are the objectives of this training?

This training generally aims to capacitate and equip emergency responders and other service
providers with adequate knowledge and skills to handle preparedness, mitigation, and response in
addressing child protection needs in times of emergency.
Specifically, this training program has the following objectives:
1. Orient emergency responders with the salient provisions of Republic Act 10821 and the global
Child Protection in Humanitarian Action, and demonstrate its relevance to their initiatives before,
during, and after an emergency.
2. Mainstream Child Protection in other humanitarian sectors, ensuring that child protection
considerations inform all aspects of humanitarian action and minimize risks to children, in
compliance with the “do no harm” principle.
Who are the target recipients of this training?

This training is designed for emergency responders including but not limited to service providers
and technical specialists from government institutions, civil society organizations, and international
agencies. Participants to this training may include service providers from the sectors of social work,
protection, education, health, peace and order, and other relevant disciplines.
Participants trained by the NCPWG at

National the trainer’s training (ToT) level are
expected to develop trainers in their
level respective administrative regions.
Regional trainers are then expected to

REGIONAL guide provincial level trainers for the
Orientation for Emergency Responders
level (OER).
OER participants can then provide

provincial direct orientation to service providers
level in the provinces, cities, municipalities,
and barangay levels.
MUNICIPAL
& Barangay
levelS
Participants trained by the NCPWG at the trainer’s training (ToT) level are expected to develop trainers
in their respective administrative regions (see table 1). Second level regional trainers are then expected
to guide provincial level trainers for the Orientation for Emergency Responders (OER), as shown in table
2. OFR participants can then provide direct orientation to emergency responders in the provinces, cities,
municipalities, and barangay levels.
What are the modules included in this training?

Consistent with the salient provisions of Republic Act 10821 and the global Minimum Standards for
Child Protection in Humanitarian Action (CPMS), this training has five modules and 16 sessions. The
five modules are (a) policies, frameworks and concepts on child protection in emergencies, (b) child
protection needs in emergencies, (c) child protection strategies, (d) mainstreaming child protection, and
(e) demo teaching.
The first module on policies, frameworks and concepts on child protection in emergencies, consist of six
sessions.
These are:
(1) Rights of a Child

(2) Introduction to Republic Act 10821 and Comprehensive Emergency Program for Children
(3) Introduction to Child Protection in Emergencies (CPiE)
(4) Overview of the Child Protection Minimum Standards (CPMS)
(5) Child Protection Systems Strengthening Child Protection System in the Philippines
(6) Humanitarian Coordination
These are considered as the foundational sessions, compulsory for all participants at ToT level. Only
the first session may be dropped if the Training Needs Assessment shows an advanced degree of
understanding on the Rights of a Child.
The second module, child protection needs in emergencies, has four sessions namely:
(7) Children Associated with Armed Forces or Armed Groups
(8) Protecting Excluded Children
(9) Sexual and Gender-Based Violence, Physical Violence and Other Harmful Practices
(10) Child Labor
These are considered core sessions and include the group of standards that represent the core critical
issues in child protection in emergencies. Session 8 is the compulsory component from this module,
while sessions 7, 9, and 10 will be added in the training design based on the local context and results of
the Training Needs Assessment. It is suggested that at least two of these sessions (sessions 7, 9 or 10),
would be included in the training design, along with session 8.
The third module focuses on Child Protection Strategies. The standards in this module include the key
strategies to respond to the child protection needs. This module consist of four sessions:
(11) Family Tracing and Reunification

(12) Psychosocial Support
(13) Child-Friendly Spaces
(14) Case Management
It is suggested that at least three of the four sessions would be included in the training design, based on
the local context and results of the Training Needs Assessment.
The fourth module is dedicated to Mainstreaming Child Protection in other humanitarian sectors. This
module discusses how child protection and other humanitarian sectors can work together to ensure
children are protected in all humanitarian interventions. It has two sessions:
(15) Informational Management

(16) Mainstreaming CP in other sectors
These sessions provide guidance for service providers in linking other sectoral humanitarian initiatives
Table 1: Design for ToT

Day Modules Sessions Considerations
Day 1 Opening/Introduction 2 hours
(Starts at Module 1 Session 2 (60 Minutes)
10 AM) Session 3 (60 Minutes)
Session 4 (60 Minutes)
Day 2 Module 1 Session 5
Session 6
Module 2 Session 8
Sessions 7,9,10 (at most 2)
Day 3 Module 3 Sessions 11,12,13,14 (at most 2)
Module 4 Session 15, 16
Action Planning
Day 4 Module 5 Demo teaching (3 hours)
2 hours
Closing activities
and child protection. It also provide key actions to consider to ensure that sectoral emergency response
programmes are assessable and beneficial to children.
The last module is on Demo Teaching. This component is compulsory for the trainer’s training (ToT) level,
as participants are expected to conduct the orientation for other future trainers and resource persons. This
module is optional for the training design for Orientation for Emergency Responders (OER). Facilitators
can proceed with Action Planning.
What is the recommended training design for the roll-out?

Facilitators may tailor the training design depending on the intended level: (1) Training of Trainers (ToT) or
(2) Orientation for Emergency Responders (OER). As discussed above, some sessions would be included
in the training design based on the local context and results of the Training Needs Assessment.
The ToT will run all five modules. It is designed for a minimum of three to four days, targeting participants
with the following qualifications:
Have at least 1 year experience as Child Protection focal person

Knowledgeable on Child Rights
Willing to be a trainer for the region
With signed approval from their immediate superior
Meanwhile, the Orientation for Emergency Responders can be completed in two days. This level is
intended for field-level service providers from government institutions, civil society organizations, and
international agencies. Participants to this training may include service providers from the sectors of
social work, protection, education, health, peace and order, and other relevant disciplines. The OER will
include modules 1 to 4. Below is the suggested training design:
Table 2: Design for OER
Day Modules Sessions Considerations

Day 1 1 hour
Opening/Introduction
Module 1
Module 2
Sessions 7,9,10 Just one
Day 2 Module 3 Just two
Sessions 11,12,13,14
Module 4
Session 15, 16
Action Planning
Closing activities
Alternatively, trained resource persons may choose to use relevant session guides as reference in
designing their chosen topic for presentation or sharing in relevant meetings and forums.
18 MODULE 1 | POLICIES, FRAMEWORKS, AND CONCEPTS
MODULE 1
POLICIES, FRAMEWORKS,
AND CONCEPTS
Child Protection Minimum Standard and RA 10821 Training Manual 19
SESSION GUIDE | WELCOME AMENITIES
INTRODUCTIONS, OBJECTIVES
AND EXPECTATIONS
Duration: 45 minutes
Objectives:
At the end of the session, participants will be able to:
1. Introduce themselves and know their co-participants and training team; and,
2. Understand training objectives and level expectations and house rules.
Methodology/Steps:

A. Getting to Know You (15 minutes)
1. Ice Breakers/Energizers
B. Setting Expectations and Presentation of Training Objectives (30 minutes)
Materials Needed:
A.Getting to Know You
1. Assorted colored metacards
2. Sound system
3. LCD
B. Setting Expectations and Presentation of Training Objectives

1. Assorted colored metacards
2. Pentel pens
3. Flip charts
Process
A. Getting to Know You (GTKY)
Names and participants.Give everyone 2 minutes to pair up and get to know their partner’s
name, what they do in their organization/agency, find out something that the other finds
interesting about him/her(e.g., hobbies, aspirations, first job, favorite color, nicknames, if
they were an animal what they would like to be), and their expectations for the training.
Then, give each pair another 2 minutes to introduce themselves using the information
from their discussion, and to talk about their expectations.
Icebreakers/energizers: Ask the participants to group themselves according to: age, birthday,
length of employment, etc.. Set a time limit for the teams to strategize and organize themselves.
The first to complete correctly will get points. Provide simple group prizes.
B. Setting Expectations and Presentation of Training Objectives

(30 minutes)
1. Write down the participants’ expectations as the pairs share these during the introductions.
Categorize their responses using the following: topics/content; participants, facilitators/
resource persons; logistics (supplies, food, venue and accommodation). Summarize the
expectations and refer to these when you present the objectives of the training. If there are
expectations that cannot be covered by training, you can point these out and explain why
these will not be covered; or if possible, how you can try to meet those expectations as well.
2. For the House Rules, ask the participants for inputs and list all these down on a manila or
flipchart paper, which should be posted on a prominent place in the room.
3. Summarize the agreements and issues (if any) raised during the session.
Key Message
1) Objective of the training
At the end of the training, the participants would have:

a) An appreciation of the concepts related to Child Protection in Emergencies (CPiE), and of the
Child Protection Minimum Standards in Humanitarian Action (CPMS) as bases for providing
child-sensitive humanitarian interventions ;
b) Recognized the importance of strengthening Child Protection Systems to ensure the
sustained protection of children in all contexts;
c) Identified ways of mainstreaming Child Protection in all aspects and phased of the
humanitarian response; and
d) Articulated the salient features of Republic Act No. 10821 and identified specific Standards
that need to be highlighted in our CPIE responses.
2) House Rules
References
MODULE 1 | OPTIONAL SESSION 1
RIGHTS OF THE CHILD

Objectives:
1. Articulate what children’s rights are and how these relate to humanitarian
responses; and
2. Define their roles as duty-bearers of children’s rights.
Methodology/Steps:
A. Input/Discussion
B. Game “The Power Walk”
C. Plenary discussion/Processing
Materials Needed:
5. Metacards
1. Laptop, LCD Projector
a) The Identities need to be written in
a) Slide show of the “Power Walk”
assorted colored metacards in bold
b) Printed Copies of the Power Walk or big letters.
identities
6. Scissors
2. Copies of the Section 1 Handout 1 -
7. Space to line up participants, who can
Power Walk Identities for each of the
then take up to 25 paces forward (try
participants
going outside for some fresh air if the
3. Markers room is too small)
4. Masking tape
Process
1. Start the session by conducting the activity called the “Power Walk”.
2. Secretly assign an identity to each of the participants by handing out pieces of paper that
define particular identities. Give them a few minutes to think about the realities of the lives of
the persons whose identity they are acting out. How do these persons spend their day and with
whom? How do they cope with problems? From what do they derive pleasure? Participants
should not reveal their identities until the end of the exercise.
3. Identities for 20 participants might include the following:

a. 10 children who have a mix of attributes reflecting combinations of age, gender, disability,
ethnicity, family environment (or absence of), method of living, etc. Include in the range, children
who are relatively better off to children who experience multiple disadvantages.
b. Five people with decision-making responsibilities that affect children’s lives. These can
include identities from the participants’ work environment: head of their agency in country,
relief coordinator, head of a local NGO, village leader, mayor, army officer, and other elected
persons.
c. Five people who have contact with children, as a parent, caregiver, or as a professional, (e.g.,
teacher, social worker, policewoman (WCPD) or agency fieldworker).
4. Ensure that all statements relate to a holistic range of rights and cover economic, social,
cultural, civil and political areas. Several should relate to the identities’ access to systems of
protection, access to information and to opportunities to participate in decisions. There should
also be statements relating to access to food, shelter, clothing, health services and education.
5. Organize the participants into a line and read the statements aloud to them. Each time a
participant (in character with their given identity) can agree with a statement they take a step
forward.
6. At the end of the statements, participants will be spread out. Some will have answered “Yes” to
many of the questions, others may have been able to answer “Yes” to very few.
7. Part of the strength of this exercise comes from the physical separation of people, as well as
the insights of each participant through having, albeit briefly, lived the life of another person.
8. In the plenary, questioning can draw out a range of information that can include:
a. Asking participants to share feelings of disempowerment, frustration, even anger; or
alternatively, feelings of comfort or guilt.
i. What did it feel like as the questions were being asked?
ii. How do you feel about the result of the exercise?
b. Asking participants to identify the characteristics of those at the front or those at the
back, followed by revealing the actual identities, can provide an opportunity to consider
risk factors.
c. Asking participants if they thought that they should be able to answer yes to the questions
can provide an opening to ask if participants think the questions (none, some, all) relate
to the Rights of the Child. How confident are they that these are questions about Rights
of the Child? Would their identities know these were rights which should be claimed?
d. Asking how confident they were about their responses to questions can provide an
opening to discuss where participants get their knowledge about the reality of people’s
lives and can lead to discussion on the risks of stereotyping. Suggestions as to good
programming practice around participation can be provided by asking: How can false
stereotyping be avoided?
9. Provide the input on the Rights of the Child, making sure that the key points raised during the
Power Walk discussion is related to the lecture.
10. In the discussion of the UNCRC Principles, make sure that you are asking the participants
for examples from their own work; and what they think could be the implications of these in
their work including in the emergency context.
Key Message
(1) Human Rights
a) Human rights are universal legal guarantees that protect individuals and groups against actions
and omissions that affect their freedoms and human dignity. These are also standards by which
each human being is to be treated.
b) Human rights are:

i. Universal - Applied equally and without discrimination to everyone wherever they are,
regardless of age, sex, ethnicity, economic status or political belief.
ii. Indivisible, Interrelated and Interdependent - All human rights have equal importance for
life and dignity. No one right is more important than the other, and must be addressed
simultaneously.
iii. Inalienable - Cannot be removed from us. No one can have his or her human rights taken
away. All people are born with the same human rights.
(2) Children’s Rights
a) Children have human rights. Because human rights are universal, children have rights and these
rights are embodied in the UN Convention on the Rights of the Child (UNCRC).
b) The UNCRC is a comprehensive instrument which sets out rights that define universal principles
and norms for children.
c) It provides children with fundamental human rights and freedoms as well as takes into account
their need for special assistance and protection due to their vulnerabilities.
d) A child is anyone below the age of 18 under the UN Convention on the Rights of the Child. In
Republic Act 7610, “Children” is defined as “persons below eighteen (18) years of age or those
over but are unable to fully take care of themselves or protect themselves from abuse, neglect,
cruelty, exploitation or discrimination because of a physical or mental disability or condition”
e) The UNCRC represents a significant departure from the traditional view of the child in international
law. Children are seen not as mere recipients of welfare, but as rights bearers and as having a
vital role in the promotion and protection of their own rights.
f) It is the first international human rights treaty to include civil, political, economic, social and
cultural rights in a single comprehensive document; and it is also the most widely ratified
international human rights instrument (193).
(3) Principles of the UNCRC
a) Non-Discrimination and Inclusion

No child should be oppressed or marginalized because of age, sex, race, religion, language,
abilities or economic status. The Philippines, as a State Party, should ensure that ALL children
must have access to or benefit from programs and services; and that groups of children who
are often marginalized should be prioritized (e.g., girl children, Muslim children, IP children,
children with disabilities, out of school, street children).
b) Best Interest of the Child

In all decision-making that affects the life of a child, his or her best interest should be the
primary and utmost concern. To determine the child’s best interest, the following must be
considered: the child’s situation; the opinion of parents, and of expert professionals; existing
laws and policies including International Human Rights Agreements; the child’s perspective
or opinion; and short and long-term effects of the decision on the child.
c) Survival and Development

All the child’s basic needs should be met; his or her holistic development should be the focus
– right to develop physically, emotionally, socially, mentally/intellectually and spiritually. It
must be ensured that there is enough, appropriate and quality programs and services that
can be accessed by children and their families.
d) Participation
Children have the right to participate in decision-making that affects their lives. It is also their
right to receive correct, appropriate and sufficient information, form or join groups, express
their own opinions, and be listened to.
References
(1) UN Convention of the Rights of the Child
MODULE 1 | SESSION 2
Introduction to Republic
Act 10821 and Overview
of the Comprehensive
Emergency Program for
Children (CEPC)
Objectives
1. Articulate and familiarize on the salient features of Republic Act No.
10821
Methodology/Steps
A. Video: Republic Act 10821
B. Interactive Discussion on Salient Features of RA 10821
Materials Needed
1 .Metacards
2. Manila paper
3. Masking tape
4. Markers
5. Video: Republic Act 10821
Process
A. Video: Republic Act 10821
B. Interactive Discussion/Game
a) Ask each group to list down on metacards all the provisions that they think
should be in Republic Act 10821.
b) Each group shall present their inputs with the facilitator guiding them on
the salient features of the law
Note: The PowerPoint on Republic Act 10821 can be used as reference

(Salient Features of the Law: Slides 16-26)
The session should answer the following questions:

- What is RA 10821 all about?
- What are the salient features of the law?
- What is the role of the local government?
- What is CEPC?
- Who are involved in the CEPC?
- What are the components of the CEPC?
i. Evacuation Centers
ii. Transitional Shelters for Orphaned, Separated, and Unaccompanied Children
iii. Delivery of Basic Necessities and Services
iv. Safety and Security of Affected Children
v. Health, Medical and Nutrition Service
vi. Prompt Resumption of Educational Services for Children
vii. Child-Friendly Spaces
viii. Children’s Rights
Key Message
1. RA No. 10821 or the Children’s Emergency Relief and Protection Act, is the ground-
breaking legal framework for child protection in the context of emergencies.
2. The law articulates the protection of children, unborn children, and dependent children
“before, during, and after disasters and other emergency situations.”
3. RA No. 10821 calls for the design of the Comprehensive Emergency Program for Children
(CEPC) to serve as a strategic framework to protect children and new mothers from
violence, abuse, neglect, and exploitation in disasters and other emergency situations
4. CEPC emphasizes collaborative approach to disaster response involving various

government agencies and NGO stakeholders as the principal providers of services to
address the needs of vulnerable groups.
5. DSWD is the lead agency in formulating and implementing the CEPC.
6. Other players: PNP; AFP; NDRRMC (composed of the DOH, DILG, DepEd, DND, and OCD),
NHA, DPWH, CWC, LGUs.
References
(1) Comprehensive Emergency Program for Children Handbook (For finalization)
(2) Comprehensive Emergency Program for Children Manual of Operations (Development on-going)
(3) Republic Act No. 10821 or the Children’s Emergency Relief and Protection Act
Common Understanding
of Child Protection in
Emergencies (CPiE)
Objectives
1. Articulate the basic concepts related to Child Protection in Emergencies;
2. Identify the impact of emergency situations on the protection of children; and
3. Identify key child protection issues in the context of emergencies.
Methodology/Steps
1. Collage making
2. Brief lecture
3. Video showing (Samira) and processing
Materials Needed
1. Laptop 6. Scissors
2. LCD projector 7. Sheets of flipchart paper/
manila paper
3. Audio jack (good sound
system) 8. Markers
4. Old newspapers and 9. Masking tape
magazines 10. Samira video
5. Glue
Process
1.Divide the participants into small groups and ask them to come up with a collage to illustrate
how they understand the following situations regarding child protection in emergencies:
(a) child protection issues and concerns during an emergency in the Philippines; and
(b) What humanitarian actors do to respond to these issues and concerns. (20 minutes)
2. Have each group present in plenary note down how the groups understand child protection
particularly in the context of emergencies based on the report, and make sure that these will be
referred to or if there are misconceptions addressed in the lecture. (5 minutes)
3. Follow this up with a brief lecture on CPiE using the PowerPoint presentation. (15 minutes)
a. Slide 13: Facilitator asks for types of emergencies that affect children in this country
b. Slide 13: Show diagram from CCCs
4. Show the Samira video to sum up the discussion. (10 minutes)
5. Ask the participants for a brief reflection on the video and for questions. (5 minutes)
6. Briefly go over the session objectives, and thank the group for listening and for their
cooperation and attention during the session.
Key Message
1. Child Protection is the prevention of and response to abuse, neglect, exploitation and
violence against children. It is not about the protection of all children’s rights but refers instead
to a subset of these rights.
2. A crisis or emergency is broadly defined as a threatening condition that requires urgent

action. Emergencies can be man-made such as conflict or civil unrest; they can result from
natural hazards, such as floods and earthquakes; or they can be a combination of both.
3. Emergencies often have devastating effects on children’s lives – individual, within the family,
and within the community.
4. Abuse is the deliberate act of ill treatment that can harm or is likely to cause harm to a
child’s safety, well-being, dignity and development. It includes all forms of physical, sexual,
psychological or emotional ill treatment. Examples are: physical abuse, emotional or
psychological abuse, and sexual abuse.
a. Physical abuse involves the use of violent physical force so as to cause actual or likely
physical injury or suffering (e.g. hitting, shaking, burning, female genital mutilation, torture.)
b. Emotional or psychological abuse includes humiliating and degrading treatment such
as bad name calling, constant criticism, belittling, persistent shaming, solitary confinement
and isolation
c. Sexual abuse includes all forms of sexual violence including incest, early and forced
marriage, rape, involvement in pornography, and sexual slavery. Child sexual abuse may also
include indecent touching or exposure, using sexually explicit language towards a child and
showing children pornographic material.
5. Neglect is deliberately, or through carelessness or negligence, failing to provide for, or secure

for a child, their rights to physical safety and development. It is sometimes called the “passive”
form of abuse in that it relates to the failure to carry out some key aspect of the care and
protection of children resulting in significant impairment of the child’s health or development
including a failure to thrive emotionally and socially.
6. Child exploitation refers to the use of children for someone else’s advantage, gratification,
or profit often resulting in unjust, cruel, and harmful treatment of the child. These activities are
to the detriment of the child’s physical or mental health, education, moral, or socio-emotional
development. Its two main forms are sexual exploitation and economic exploitation.
a. Sexual exploitation is the abuse of a position of vulnerability, differential power, or
trust for sexual purposes. This includes profiting monetarily, socially or politically from
the exploitation of another as well as personal sexual gratification. Examples are: child
prostitution, trafficking of children for sexual abuse and exploitation, child pornography, and
sexual slavery.
b. Economic exploitation is the use of the child in work or other activities for the benefit
of others. This includes but is not limited to child labor. It implies the idea of a certain gain
or profit through the distribution and consumption of goods and services. The examples
are: child domestic work, child soldiers and the recruitment and involvement of children in
armed conflict, child bondage, the use of children for criminal activities, including the sale
and distribution of narcotics, the involvement of children in any harmful or hazardous work.
7. Violence is defined as “all forms of physical, mental violence, injury and abuse, neglect or
negligent treatment, maltreatment or exploitation, including sexual abuse” based on Article
19 of the UNCRC and the UN Study on Violence against Children (2006). The Study has also
drawn from the definition used by WHO in the World Report on Violence and Health (2002): “the
intentional use of physical force or power, threatened or actual, against a child, by an individual
or group, that either results in or has a high likelihood of resulting in actual or potential harm to
the child’s health, survival, development or dignity.”
8. “An emergency response is triggered by a sudden natural or manmade disasters or by

contextual analysis that demonstrates a substantial decline in children’s well-being that calls
for extraordinary action”
a. Conflict and / or natural disaster
b. Rapid onset or slow onset or chronic
9. Child protection is a special concern in an emergency situation. Whether internally

displaced or a refugee, whether as a result of war, civil unrest or natural disaster, whether in
an urban or rural setting, a child’s vulnerability to violence and abuse during a crisis is high.
The principal protection issues for children in emergencies are physical violence or abuse,
sexual and gender-based violence, psychosocial distress, HIV/AIDS, recruitment, family separation,
exploitation, and rejection and discrimination. Some of these issues we will discuss in the coming
days.
10. Why is Child Protection a special concern in emergency context?
Effects on the individual child

a. Continuous exposure to danger which may result in loss of life and limb, abuse, exploitation, and
neglect
b. Basic needs of children may not be met and their development can be hindered
c. The normal routine of life and relationships can be disrupted due to displacement, deaths,
separation, and the need to focus on survival needs rather than other activities that encourage the
socialization of children
d. Children also suffer from psychological disturbances, feelings of fears, anxiety, mistrust, and
sadness that have long lasting effects
Effects on the child in the family

a. Parents may not be able to protect their children from danger
b. Separation of family members can occur due to flight, kidnapping, death, or economic necessity
c. Domestic violence increases as does violent crime in the community
d. Parents may be unable to provide proper guidance to their children, since situations force them to
concentrate only on meeting basic needs
• Heads of families may feel helpless as they cannot provide their dependents with basic necessities
or men may feel frustrated when they cannot provide for their families or see a role reversal with
their wives taking on the role of breadwinner.
• This could lead to tensions within the family and subsequently an increase in domestic violence.
Effects on the child in the community

a. Facilities such as schools and health centers are damaged or destroyed or do not function.
b. Social roles and relationships are changed.
c. Community members face problems in meeting their basic needs and often tension and conflict
spill over into violence as a result.
d. Community values tend to change and traditions become distorted or changed, leading to further
social problems.
e. Hundreds of thousands of children may suffer the unintended consequences of sanctions imposed
upon governments or rebel groups, through the loss of access to adequate food, health care,
education, and basic social services.
11. Child protection is life-saving, but undervalued

a. Expertise, preparation, preventative measures, and well-designed child protection responses
help communities reduce risks to children and provide a sense of normalcy as quickly as
possible.
b. Protecting children in emergencies saves lives and reduces lifelong negative impact on
children’s well-being, development and future productivity.
c. Yet, next to education, CP is least-funded area of humanitarian response. Most child protection
projects receive half of the funding required.
Investing in child protection is part of “building back better.” If children are protected, they can
contribute to helping their communities recover from the ill effects of the emergency and become
contributing members of their communities.
‘Too Little, Too Late’: A study on child protection funding in emergencies, commissioned by the
CPWG and carried out by Save the Children. It looks at the overall global trend in funding for child
protection in emergencies worldwide in the period 2007-2009.
References
(1) Introduction to Child Protection in Emergencies: An Interagency Modular Training Package.
(2) Save the Children. (2007). Child Protection in Emergencies: Priorities, Principles and Practices.
Common Understanding
of the Child Protection
Minimum Standards (CPMS)
Duration: 1 hour and 30 minutes
Objectives
1. Understand the Child Protection Minimum Standards; and
2. Apply the standards in every emergency response.
Methodology/Steps
A. Discussion / Brainstorming
B. Sharing of experiences
C. CPMS - Puzzle or the CPMS Human BINGO
Materials Needed
1. Laptop
2. LCD projector
3. Metacards
4. Glue
5. Flip chart paper
6. Markers
7. Masking tapes
8. Prizes for the 3 winners of the Human BINGO
Process
1. Briefly discuss the history of the Child Protection Minimum Standards in Humanitarian Action
(CPMS), its development process, objectives, structure and foundation, intended users and how these
can be used with the help of the PowerPoint presentation. It would be helpful if this can be done using
storytelling.
2. Make the discussions as participatory as possible especially with participants who are already
familiar with the standards.
3. After the discussion, distribute the Human BINGO cards to each of the participants with the following
instructions:
a. They need the support of their co-participants to answer each block/box of their Human BINGO –
either vertically or horizontally
b. The participant who answered need to sign the corresponding block/box of the human BINGO Card
that he/she answered.
c. The first one who completes boxes in a straight line either vertically or horizontally will shout
“BINGO” and have his/her bingo card checked by the Facilitator of the session.
d. A guide or an answer key need to be prepared before the game.
e. Prepare for a least 3 prizes for the 3 winners.
4. Review the session objectives and thank the group for listening and their cooperation and attention
during the session.
5. Session Evaluation: summary points will be reviewed by the participants.
Key Message
1. Child Protection Minimum Standards ensures a Quality Child Protection Response.
2. The CPMS references and builds directly on existing guidelines such as inter-agency guidelines
on child-friendly spaces, mental health and psychosocial support, unaccompanied and separated
children, working with CAAFAG, etc.
3. The CPMS also draws from the best practices and the wealth of experiences in CPiE responses
globally.
4. CPMS Objectives:
a. Establish common principles among those working in child protection;
b. Improve the quality of child protection programming and its impact for children;
c. Improve accountability within child protection work;
d. Provide a synthesis of good practice and learning to date;
e. Enable better advocacy and communication on child protection risks, needs and responses.
Reference
(1) Child Protection in Emergencies Professional Development Programme – Common Understanding of CPMS
(2) Global CPWG. (2013). Child Protection Minimum Standards in Humanitarian Action. Retrieved from: http://
cpwg.net/wp-content/uploads/sites/2/2014/03/CP-Minimum-Standards-English-2013.pdf
Common Understanding of
Child Protection Systems
Strengthening Child
Protection System in the
Philippines
Objectives
1. Name the key components of a Child Protection System;
2. Examine the gaps and challenges encountered in community-based
mechanisms; and,
3. Draft a strategy to strengthen Child Protection Systems in humanitarian
action.
Methodology/Steps
A. Discussion
1. Story Telling: Maria (to be localized) (10 minutes)
Note: If the training will be conducted in ARMM or any Moro area, the names
Rashmia or Umaya can be used.
2. Processing of the story
B. Brief Lecture (5-10 minutes)
C. Group Work (10-15 minutes)
1. Examining current child protection programming
2. Plenary reporting
Materials Needed
1. Laptop 7. Masking tape
2. PowerPoint presentation 8. Handout – Referral System [one
3. LCD projector copy per person]
4. Manila paper 9. Template – Group Activity
(Components of the Child
5. Metacards
Protection System) [one copy per
6. Markers person]
Process
A. Discussion
A.1. StoryTelling: Maria (localized version of Shwe Mi) (5-10 minutes)
Note: This story represents the elements of systems building at various stages
with an emphasis on prevention.
Slide 2 and Slide 3: This session shall discuss Principle 5: Strengthen

Child Protection Systems and Standard 16: Community-Based Mechanisms.
Slide 4: Maria lived in Tacloban

with her family. When
Typhoon Haiyan hit, her
father lost his job and began
drinking alcohol and dealing
with drugs. Her father’s lack
of employment opportunities
and alcoholism have led to
anger and frustration, which
he takes out on his wife and
children including Maria.
Because of this, Maria has
incurred bruises, became
more withdrawn, and not
performed well in school.
Although her teachers have
noticed this change in her
behavior, they did not say
anything.
To help her family, Maria started working in a local store and starts skipping school. Eventually,
Maria no longer attended school or work at the local store. It was found that she went to Manila
in search of better opportunities. She became part of a group of street children, begging for food
and alms until she met Sister Malou who offered to help her find a job. “Sister Malou” brought her
to Cebu where she was asked to do sexual acts while being filmed. After a few months, she was
then brought to Angeles City, Pampanga where she was forced to sleep with men for money – even
when she had her menstrual period or was running a fever. By the time she was rescued from the
“casa” (a term used to refer to a brothel), she had serviced more than 1,500 clients with about 8 to
15 customers a night. When she was found, she had no paperwork and was HIV positive. Although
she lived for a few years in a shelter for women and children, she died at an early age due to HIV-
related complications.
To emphasize:
Maria was HIV positive when she was found. She lived for another 4 years in a shelter for women
and children. When her family were located, the original problem began when Maria’s father lost
his job and began drinking alcohol regularly. Her family thought she was going to get school
assistance, but once she left, they only heard from her one more time. When asked why she
remained in the casa despite the abuse she experienced, she said, “Kasi may pagkain. Hindi ako
magugutom.” She died at the age of 13 due to HIV-related complications.
A.2. Processing of the Story
Slide 5: At every point of the story, who is responsible? Who and where are the duty bearers?
Slide 6: Key Questions to Ponder On / Guide Questions:

a. Who could have stopped Maria from getting into her situation?
b. At which point is it best to start programming – at the start or at the end of the story?
c. What could this programming look like?
B. Slides 7 to 17: Brief Lecture (15-20 minutes)
Slide 7: The case of Maria illustrates the many risks faced by children. She was a street child.
She is also an unaccompanied and physically abused child, without birth registration, whose
family’s financial situation led her to work to support her family and in desperation, and was
sexually abused and exploited.
We cannot isolate the issues faced by children because this will lead to fragmented provision
of support and services to the child. Thus, there have been efforts to move from focusing on
a single issue to pursuing child protection holistically by developing and building an effective
mechanism that works to recognize, prevent, respond to and mitigate all the risks and violence
that affect children in a comprehensive manner. This is what we call the Systems Approach to
Child Protection in Emergencies.
Slide 8: What is a Child Protection System?

A Child Protection System is a coordinated series of functions and actions undertaken by a
range of duty bearers at all levels, family, community, provincial, national, and international that
combine to prevent, respond to, and mitigate the multiple child protection risks children face.
It seeks to address the full spectrum of risk factors in the lives of all children and their families.
It is framed within a rights-based approach; this entails the relationship between the duty
bearers (these include governments, institutions, NGOs, etc.) and the right holders, which in this
case are the children.
Thus, child protection programming is two-fold: it should develop the capacities of duty-
bearers, at all levels, to meet their obligations to respect, protect and fulfil rights; and develop
the capacities of rights-holders to claim their rights (emphasizing as well the participatory role
children play to prevent risks that make them more vulnerable)
And, finally, the Child Protection System is grounded in humanitarian principles such as non-
discrimination and do no harm or to prevent and mitigate any negative impact of its actions on
children.
It is important to note: a Child Protection System is different from a child protection
mechanism. The child protection mechanism is only part/component of the whole system. One
example of a child protection mechanism is the Local Council for the Protection of Children or
the LCPC.
Slide 9: A Child Protection System is comprised of a collection of inter-related, multi-sectoral,

and multi-level components that include:
1. Coordination - Effective and quality prevention, response and monitoring of child protection
requires coordination of relevant services and actors, both within the child protection sector
itself and with other sectors like health, social welfare, education, and justice.
2. Knowledge and Data - Understanding the magnitude, characteristics, and trends of child
protection problems is a crucial first step in developing effective and appropriate Child
Protection Systems.
3. Legal and Policy Framework - Action on child protection needs a clear foundation in national
legislation, as well as accompanying policies and guidance that support its implementation.
This also includes international conventions and treatises which must be followed in
emergency situations
(1) Local Preventive and Responsive Services

Preventive Services
The chief risk factors that increase the likelihood of harm to children from abuse, neglect,
exploitation, and violence cover both immediate and root causes.
They include poverty, discrimination, conflict, gender, poor parenting, parental death or chronic
illness, family separation, unsafe physical environment, and local cultural beliefs and practices.
Prevention strategies aim to address these risk factors by providing various kinds of support
to reduce the risks from these factors and to strengthen the resilience of children, families and
communities. They include:
i. Birth registration
ii. Awareness raising with children and adults on child protection and child rights
iii. Children’s clubs and committees
iv. Social protection measures including cash transfers
v. Parenting programs
vi. Maternal and child health services
vii. Formal and non-formal education
viii. Mental health services
ix. Disaster Risk Reduction [DRR] initiatives
Response Services
Child protection responses aim to improve the impact of child protection failures and to support
recovery and/or reintegration. They can be run by a range of providers including local or national
government, NGOs, the private sector, and community-based groups.
Assessment, investigation, and referral can all be important elements in a child protection
response, which may also include removal, placement, and reintegration. Response services
vary significantly depending upon the nature of the protection failure and include:
i. Child help lines
ii. Placement services for children who are unable to live at home
iii. Emergency shelters

iv. Reintegration services
v. Family tracing and reunification services
vi. DDR programs
vii. Removal from hazardous or the worst forms of labor
viii. Treatment services
ix. Legal action
x. Child-friendly spaces
(2) Capacities - These include both human and financial resources. A Child Protection
System needs a skilled and stable child protection workforce, in sufficient numbers, well-
managed, and deployed effectively around children’s rights to protection. The ability to
listen carefully to children and to work in child-friendly ways are particularly important
skill areas. It also includes adequate funding to support agreed priorities and address
the building or strengthening of Child Protection Systems.
(3) Effective Regulation, Standards, Monitoring, and Oversight - A Child Protection System
– especially one including a range of service providers from the state, private sector and
NGOs – needs an explicit framework of regulation and oversight to ensure that children’s
best interests are protected. (Note: There is abundant evidence that unregulated child
protection programs and services, operating without effective oversight of their delivery
against clear minimum standards, can create significant risks for children’s safety and
well-being.)
(4) Child Participation - Children’s own experiences and views need to be at the heart of
a Child Protection System. They need to be heard in both individual cases (e.g. care
proceedings, judicial hearings, and DDR processes) and in the development of laws,
policies, services, and other programs at national and sub-national/local levels.
(5) Aware and Supportive Public - The protection of children is not the sole responsibility
of child protection and other professionals working with children. It requires the
involvement and support of the wider public, which can play an active part in preventing
child protection problems and identifying ‘at risk’ children. This often requires awareness
raising campaigns to make the general public more alert to child protection issues,
to challenge social norms that condone harmful practices, and to promote a better
understanding of children’s development needs.
Slide 10: In emergency contexts, components may be weakened, ineffective and/or limited (low
quality and capacity). In some instances, the needed services and processes/components may
be also non-existent (elaborate using previous slide if there’s time).
In recognition of the fact that it is during these instances where these components must be
present especially during disasters and emergencies, there is a need to apply CPMS Principle
5: Strengthening of Child Protection Systems. This organizing principle refers actions taken to
improve the functioning, coordination, integration and, ultimately, effectiveness of components
and their interaction to ultimately protect children in emergencies.
The key aim of strengthening is to build back better; this emphasizes the need to reinforce
and strengthen the pre-existing system. Where very little existed, the aim should be to look for
ways to begin to further develop a sustainable Child Protection System to be better prepared to
respond to and mitigate child protection risks in the future.
In doing so, stakeholders must capitalize current resources and avoid creating a parallel, temporary
system for the length of the emergency wherever possible because of the risk of undermining
existing structures.
Note: The early recovery and post-emergency phase can be an excellent time to support
reform of social systems and an opportunity for convergence between the work of the
emergency response and development actors where systems-building can be a shared
goal.
Slide 11: A strengthened Child Protection System may mean:

1. Additional capacities are provided
2. There is an improvement in the quality of processes and services
3. These services may have an expanded reach
4. Mechanisms are more coordinated
5. There is improvement in the functioning of mechanisms
Slide 12-13: As mentioned earlier, child protection mechanisms are part of the system. Apart
from the Local Council for the Protection of Children (LCPCs), there are also community-based
child protection mechanisms or community-based child protection groups or networks. These
community-based child protection mechanisms serves as an avenue to protect children from
abuse, exploitation, and neglect (CPMS Standard 16).
Slide 14: How do these community-based child protection mechanisms fit in?
Community-based child protection groups and initiatives have an important role to play in both
emergency and development settings. Their ability to monitor protection violations, to assess
children’s protection needs, and to mobilize scarce community resources can make a real
difference to children’s lives at the ‘grassroots’ level.
Active community involvement in the protection of children is an important part of any national
Child Protection System, as is the ability of the system to build upon existing ‘assets’ and positive
practices at the community level. Their role becomes even more important where government
is unable or unwilling to provide the resources or coordination even to support a minimum
‘package’ of child protection services at the local level. Wherever possible, such groups should be
integrated into the national Child Protection System – with the aim of supporting, not controlling
them. Care needs to be taken though not to ‘overload’ such groups with responsibilities for
which they have neither the resources nor the training to fulfill.
Note: Community-based child protection mechanism: a network or group of individuals

at community level who work in a coordinated manner towards child protection goals.
Such mechanisms can be indigenous or externally initiated and supported. They may be
more formal or informal in their structure and functioning
Slide 15-17: One of the components of the Child Protection System are the local, preventive, and
responsive services. A referral system is a part of this component. It aims to have a coordinated
community response to victims of violence. (It is important to note that this referral system is
not only present during emergencies). The slides are example of the referral system used for
VAWC cases during disasters and emergencies (Slide 16 was used during the Bohol Earthquake).
Notice that this system shows the different elements of the referral system – the victim-
survivors of violence can be referred to different individuals such as the police, social workers,
health officers, lawyers, teachers, and community groups (such as faith based organizations,
non-government organizations).
C. Slide 18-20: Group Work (30-40 minutes)
Slide 18: Let’s go back to the story of Maria. Now that we have been introduced to the different
components of the Child Protection System, how should have that system worked to provide
protection to Maria?
To answer this question, we will have a group activity.
C.1. Examining Current Child Protection Programming

a. Each group is assigned one component
b. Each group is to evaluate how that component should have worked to ensure the protection
of Maria based on the indicators/guide questions provided.
C.2. Plenary Reporting

a. Each group will have 2 minutes to present their outputs to the plenary.
b. Facilitator will synthesize the output of the groups and point other possible gaps/challenges
and opportunities that were not mentioned by the reporter (see also C.3.)
c. Review the session objectives and thank the group for listening and their cooperation and
attention during the session.
C.3. Relate the Plenary Reports to:

Optional Slide 20: How do we strengthen our Child Protection System/build back better?
a. Link and coordinate with others working on child protection and related issues. Each actor
will have different strengths and opportunities in relation to strengthening the overall system.
The goal is to generate interest in, and commitment to, this shared goal.
b. Ensure and systematize representative participation of community (including children) in
planning and evaluations.
c. Identify and build on existing capacities and structures. Avoid the creation of parallel
structures, such as agency-based staff that replace or bypass government- or community-
employed social workers.
d. During the response, build the capacity of national- and state-level authorities as well as civil
society. In some contexts it may be more effective and appropriate to channel support to the
more informal parts of the Child Protection System, such as families and community-based
child protection mechanisms (Emphasis: work on the strengths and capabilities of all the
actors working at all levels)
e. Prioritize local ownership of child protection interventions. By ownership, this would mean
the community members’ sense that child protection initiatives within the system are ‘ours’
and that they have the power and the responsibility to support vulnerable children. This is
a key component of community-driven action (it generates this kind of thinking: This is our
way of supporting our children; which then imbibe a sense of collective responsibility to
motivate individuals to work together to yield benefits for children).
f. Engage early on with development actors and processes to plan the transition to post-
emergency phase, if appropriate. This phase may see significant investments, newly
established national agendas, or other opportunities to extend and intensify efforts to
strengthen the Child Protection System.
End the activity with the Rings of Responsibility (Slides 21-23) and Slide 24
Slide 21-24: Children cannot achieve their rights and fully develop if aspects in environment are
endangering them. This can be as big as not having a law on physical abuse, to traditional
practices of disciplining a child, to having a referral mechanism or system in place when a
child gets lost.
Safeguarding children is everyone’s responsibility. There are various levels of protection

around children of which there are people responsible. Each ring reinforces one another.
i. Slide 21: The child has an active role in his or her environment. He/she is better protected
if he/she is equipped with positive factors. For example, a child is at a greater risk of abuse
if they are unaware of signs or threats of abuses. Another example is if a child becomes
separated from his/her family but is aware of support services or individuals he/she can turn
to, then he/she is better protected than a child who does not have this information nor knows
how to get it.
They are at the center of this ring because they have a right to participate not only in decisions
that affect them but in the entire system – contributing in his or her own as well as others’
protection.
ii. Slide 21: The family has, based on the UN Convention on the Rights of the Child, a primary
responsibility to provide care and protect a child. They are, after all, the basic unit of society.
Family members have the responsibility to provide the best environment for meeting a child’s
needs (food, love, care, shelter, etc.)
iii. Slide 22: The community also has protective factors for a child. Religious leaders or elders
can encourage strong morals and/or provide a sense of purpose to families and individuals
building up trust and faith and good relations between one another within the community.
iv. Slide 22: Institutions are made up of all the organizations and services within a community,
for example schools, churches, police, local community-based NGOs, social welfare services,
and other groups within civil society. Institutions provide a protective service to communities,
families and children. They are often within one community or support several communities/
villages. Where a community cannot provide protection to the family and child, organizations
are there to counter these gaps.
Community-based organizations might offer counselling support to children and families
affected by abuse/violence. School provides education. Police can offer physical protection.
v. Slide 23: At the national level, the government is responsible for making laws and policies
and ensuring that services and programs exist within communities.
vi. Slide 23: The international community is a supportive level. International organizations
can assist national and local structures through funding and building the capacity of duty
bearers and improve the delivery of services. Non-government organizations are not there to
take the place of existing government-provided services but to strengthen and empower the
government and its partners to better protect their own people. They are not to take the place
of the community or family nor act on their behalf; rather, they support existing structures.
Hence, it is the primary responsibility of the state to ensure that the Child Protection System
is sustainable and effective.
It is important to remember that the family and community come before institutional support
and that institutions and national rings come before the international ring.
Key Message
1. In the humanitarian context, the systems and mechanisms that normally protect children may
have been weakened or ineffective.
2. All people have rights – they are right holders. As right holders, people have the right to claim
their own rights – participate/take part in demanding their rights.
3. Governments, institutions and individuals have responsibilities (or duties, obligations) that
correspond to these rights – they are duty bearers. Duty bearers are accountable for rights.
4. The relationship between duty bearer and right holder is the most important part of a rights-
based approach.
5. However, the response phase may provide an opportunity to develop and strengthen national and
Child Protection Systems including community-based systems. We can rebuild and strengthen
elements of the prior or potential system.
6. Child Protection Systems components:

• Coordination
• Knowledge and Data
• Legal and Policy Framework
• Local Preventive and Responsive System
• Capacities: Adequate resources and committed workforce
• Child Participation
• Standards Regulations Monitoring and Oversight
• Aware and Supporting Public
7. A Child Protection System is different from a child protection mechanism. The child protection
mechanism is only part/component of the whole system. One example of a child protection
mechanism is the Local Council for the Protection of Children or the LCPC.
8. To strengthen the Child Protection System, stakeholders must capitalize current resources and
avoid creating a parallel, temporary system for the length of the emergency wherever possible
because of the risk of undermining existing structures.
9. Strengthening Child Protection Systems (CPMS Principle 5)

• Identify and build on existing capacities and structures.
• Build the capacity of national and state-level authorities and civil society during the
response.
• Ensureand systematize representative participation of the community, including the
meaningful participation of children in analyses, planning and evaluations.
• Link and coordinate with others working on child protection and related issues.
• Prioritize local ownership of child protection interventions wherever possible.
• Engage early on with development actors and processes to plan the transition to the
post-emergency phase, if appropriate.
References
(1) ChildFund. (2011). A Handbook on Planning Children and Youth’s Protection Through the Area Strategic
Planning Process. Retrieved from: https://www.unicef.org/adolescence/cypguide/files/Handbook_on_
Planning_Children_and_Youth-Participation.pdf
(3) Philippine Commission on Women. n.d. Guidelines in the Establishment and Management of a Referral
System on Violence Against Women at the Local Government Unit Level. Retrieved from: http://pcw.gov.ph/
sites/default/files/documents/resources/vaw-referral-system.pdf
(4) Story of Shwe Mi. Retrieved from: docslide.net/documents/function-3-planning-and-strategy-development-
(5) Scourge of Child Prostitution. Retrieved from: http://www.ipsnews.net/1997/10/philippines-children-

scourge-of-child-prostitution/
(6) Save the Children. A Rough Guide to Child Protection Systems. Retrieved from: https://resourcecentre.
savethechildren.net/sites/default/files/documents/5103.pdf
(7) Save the Children. (2010). Strengthening National Child Protection Systems in Emergencies through
Community-Based Mechanisms: A Discussion Paper. Retrieved from: http://www.unicefinemergencies.com/
downloads/eresource/docs/2.6%20Child%20Protection/Strengthening_National_CPS_low_res_1.pdf
(8) UN HCR. (2010). Protecting Children of Concern through a Systems Approach. Retrieved from: https://www.
unicef.org/protection/UNHCR_Protecting_Children_of_Concern_through_a_Systems_Approach_Dec_1.pdf
(9) UNICEF. (2015). Child Protection Toolkit. Retrieved from: https://www.unicef.org/pacificislands/Child_

protection_toolkit.pdf
HUMANITARIAN COORDINATION
Objectives
1. Understand coordination in humanitarian settings
2. Know ‘who’s who’ in emergencies; and
3. Understand the role of the global and in country CPWG
Methodology/Steps
A. Group activity on the coordination mingle
B. Lecture discussion on the international and domestic legal bases and mechanisms
for humanitarian coordination
C. Group activity/ Simulation: First CPWG Coordination Meeting
Materials Needed
1. LCD
2. PowerPoint presentation
3. Craft paper
4. Markers
5. Crayons
Process
A. Introduce the session using slides 1 and 2. Share the

session objectives on slide 3.
B. Group Activity: Coordination Mingle.

1. On slide 4, introduce the activity.
2. Let the participants walk around in the room for a little while (10 seconds), say “stop” and
ask them to raise their right hand, and thereafter, find a person with their right hand to say hi
to, and to answer the questions: 1) What comes to mind when thinking about coordination
in humanitarian settings. 2) Why do we have CP coordination groups? 3) What are your
experiences with coordination
3. At each of the exercise, remind the participants to take note of the responses they shared
and the responses they gathered, and share them at appropriate segments in the following
lecture discussion.
C. Lecture discussion on the international and domestic legal

bases and mechanisms for humanitarian coordination
1. Discuss the aims of coordination on slide 5. Ask participants to share responses from the
coordination mingle.
2. Introduce the standard statement on slide 6. Ask participants to identify the key players
mentioned in the statement to lead into slide 7 on who’s who in emergencies. Discussion
guide is included in the notes page.
3. On slide 8, show the diagram for global humanitarian cluster system.
4. Stress that we will focus on protection cluster, as discussed in slide 9. Discussion guide is
included in the notes page.
5. Slides 10-11 provides an overview of the functions of the humanitarian coordination. Again,
ask participants to share responses from the coordination mingle.
6. Slides 12-13 shows screen shots of the CPWG.net website, to help local CPWGs in their
coordination work.
7. Slides 14-15 shows screen shots of the country-level NCPWG webpage, which is regularly
updated with policy documents for reference of sub-national CPWGs.
8. Slides 16-20 provides an overview of local legislations and policies supporting humanitarian
work in general, and CPWG cluster work specifically.
D. Group Activity: Simulation of First CPWG Coordination Meeting.
1. Slide 21 presents the third portion of the session.
2. Read the scenario: Two days after a strong typhoon, a CPWG meeting is being convened.
Participants to group according to agency.
3. To prepare for the meeting, check the CPMS Table and check the concerns your agency can
report on and share at the CPWG meeting.
4. Try to remember the issues you noted in your (imaginary or previous) agency rapid assessment
or the observations you noted given your difficulty going to the office after the emergency.
5. Write down these concerns on a manila paper and share in plenary.
6. If enough role cards are available for all agencies, use and distribute without the answer key.
Answer keys may be distributed after the exercise.
E. End the session by reiterating the key messages on slide 22
. Key Message
1. Coordination helps to make sure that child protection responses are prioritized, efficient,
predictable, and effective.
2. Coordination avoids partial responses or duplication. It allows the CPWG to agree on a shared
set of objectives and division of labor.
3. Cluster approach help create an inter-agency or multi-sectoral response that strengthens

the national or community-based Child Protection System in the long run.
References
(1) Standard 1 Coordination. Global CPWG. (2013). Child Protection Minimum Standards in Humanitarian
Action Retrieved from:
http://cpwg.net/wp-content/uploads/sites/2/2014/03/CP-Minimum-Standards-English-2013.pdf
MODULE 2
CHILD PROTECTION NEEDS

IN EMERGENCIES
50 MODULE 2 | CHILD PROTECTION NEEDS IN EMERGENCIES
CHILDREN ASSOCIATED WITH

ARMED FORCES OR ARMED
GROUPS (CAAFAG)
Objectives
1. Articulate the profile of Filipino children associated with armed forces
and groups; and,
2. Identify the international and local mechanisms to prevent and respond
to concerns of children associated with armed forces and groups.
Methodology/Steps
A. Group activity on the profile of Filipino children associated with armed
forces and groups
B. Lecture discussion of international and local mechanisms to prevent
and respond to concerns of children associated with armed forces and
groups
C. Group activity on identifying entry points to prevent and respond to
concerns of children associated with armed forces and groups
Materials Needed
1. LCD
3. Manila paper
4. Markers
5. Crayons
Process
A. Introduce the session using slides 1 and 2.
B. Group Activity: Profile of a CAAFAG.
1. On slide 3, introduce the activity. Form groups with 4-5 members.
2. Each group will draw how they perceive a child associated with armed
forces and groups.
3. After 10 minutes, each group will present their output. Each group should not mention
anymore the attributes already described by previous groups.
4. Slides 4-7 would provide a clarification on the profile of a child associated with armed
forces and groups. These are selected excerpts from the Assessment done by Transition
International, a group commissioned by UNICEF in 2016 to identify drivers of children’s
association with armed groups and entry points to prevent association.
5. Slide 8 provides the scale of conflict affected barangays in the country.
C. Lecture discussion of international and local mechanisms to prevent and

respond to concerns of children associated with armed forces and groups
1. Slide 9 starts the discussion on the legal and normative framework on CAAFAG, by citing the
relevant provisions from RA 7610, which also became one of the normative frameworks for
the drafting of RA 10821.
2. Slide 10 shows the current flowchart used by the government on Handling Children Involved
in Armed Conflict.
3. Slide 11 introduces the Monitoring and Reporting Mechanism (MRM), an international
undertaking to prevent and respond to grave child rights violations in situations of armed
conflict.
4. Slide 12 shows the magnitude of MRM implementation globally.
5. Slide 13 emphasizes that MRM monitors ALL parties to the conflict.
6. Slide 14 shows the parties being monitored in the Philippines.
7. Slides 15 to 20 discusses each of the six grave child rights violations.
8. Slide 21 presents the objectives of the Philippine government’s Monitoring, Reporting, and
Response System (MRRS), and slide 22 shows its membership.
D. Identifying entry points to prevent and respond to concerns of children

associated with armed forces and groups
1. Slide 23 presents the third portion of the session. Ask the participants to re-group based on
the profiling exercise.
2. Given the learnings they gathered from this session, ask each group to write down the
possible strategies that can be done at their province/ municipal level to prevent (column 1)
and respond (column 2) to concerns of children associated with armed forces and groups.
3. After 10 minutes, ask the groups to share their responses. Each group should not mention
anymore the responses reported already by previous groups. Process the group responses
using the next slides.
4. Slide 24 and 25 are selected excerpts from the assessment done by Transition International,
a group commissioned by UNICEF in 2016 to identify drivers of children’s association with
armed groups and entry points to prevent association.
5. Slide 26 and 27 are texts from the Standard 11 Guidance Notes. It includes Key Actions on
Preparedness and Response.
E. End the session by reiterating the key messages.

Key Message
1. Children may be involved in armed forces and groups in different capacities, and not only limited
to boys and performing combat roles. We have international and domestic laws protecting
children affected by armed conflict.
2. Service providers and community leaders should be aware of children who are particularly at risk
of being separated from their families, and of recruitment or re-recruitment (whether forced or
voluntary), and should undertake steps to promote their protection and development.
References
(1) Assessment of drivers of children’s association with armed groups and entry points to prevent association
(2016). Transition International, commissioned by UNICEF.
(2) Standard 11 Children associated with armed forces or armed groups. Global CPWG. (2013). Child
Protection Minimum Standards in Humanitarian Action. Retrieved from: http://cpwg.net/wp-content/
uploads/sites/2/2014/03/CP-Minimum-Standards-English-2013.pdf
PROTECTING EXCLUDED
CHILDREN
Objectives
1. Articulate the meaning of excluded children and why they need to be
protected;
2. Identify groups of excluded children in our context; and
3. Suggest ways of addressing the issue of exclusion in prevention, and
response interventions.
Methodology/Steps
A. The Bindi Game
B. Lecture/Discussion
Materials Needed
1. Small pieces of metacards in colors blue, yellow and red
2. Masking tape
3. Scissors
4. Print-out of instructions for each of the participants
6. LCD projector
Process
A. The Bindi Game (15 minutes)
1. Prior to the game, cut out small pieces of metacards or stickers (.5x.5 in) in the following
colors: blue, yellow, red in almost equal numbers.
2. Ask all the participants to stand still and close their eyes and be quiet until you give them
further instructions.
3. Using a masking tape, stick one piece of metacard on the forehead of each participant,
making sure that they are not seeing the paper’s color, and that you are getting almost an
equal number of individuals with blue, yellow, and red tags. Also make sure that none of the
participants are telling each other about the color of their tags.
4. Distribute a copy of the instructions to each of the participants, and ask them to read these
silently. Give them 1 minute to do this. The instructions are as follows:
Go around the room and greet people according to the following rules:
a. If someone has a blue tag – Siya ay isang taong importante sa iyo at hindi mo nakita
ng matagal. Masayang-masaya ka na nakita mo sya kaya’t babatiin mo sya na tuwang-
tuwa ka.
b. If someone has a yellow tag – Siya ay isang taong madalas mong makita. Maaari
mo siyang batiin pero hindi ka masyadong masaya na makita sya.
c. If someone has a red tag – Siya ay isang taong ayaw mong makita o batiin. Layuan
mo sya.
7. After reading the instructions, tell them to move around and mingle with the other participants
following the instructions given to them. Give them about 3-5 mins to do this or as long as
you think is needed for each of the participants to encounter each other.
8. After this, they can all go back to their seats and ask them how they felt about the exercise.
How did the reds, the yellows and blues felt? What insights do they have from doing the
game?
9. The game is meant to remind the participants of how it feels for certain groups of people to
be treated like outcasts or be excluded. Ask them to imagine how children who are excluded
may feel on a daily basis.
B. Brief Lecture and Discussion
1. The game will be followed by a lecture using a PowerPoint presentation, and a plenary
discussion after.
2. Cite as an example the discrimination of the Badjaos during the Zamboanga siege in
2013 (https://www.rappler.com/nation/55885-badjao-zamboanga-war-relocation) or the
discrimination of children with disabilities.
Key Message
1.Exclusion has been defined as the processes through which individuals or groups of children
are totally or partly marginalized from being able to play a full role in society.
2. It is commonly associated with stigmatized social status such as disability, being a member
of a group (such as a religious or ethnic minority) that is discriminated against, cultural
biases relating to issues such as gender, and economic exclusion.
3. Exclusion fundamentally affects the development of a child’s full potential by blocking his or
her access to rights, opportunities and resources.
4. Excluded children are more vulnerable to violence, abuse, exploitation and neglect.
5. Humanitarian crises and responses can make cycles of exclusion worse and create new
layers of exclusion, or can offer opportunities to change.
6. Standard 18: Protecting Excluded Children

All girls and boys in humanitarian settings have access to basic services and protection, and
the causes and means of exclusion of children are identified and addressed.
7. Commonly excluded children are: children with disabilities, child-headed households, LGBTI
(lesbians, gays, bisexual, transgender, intersex) children, children living and working on
the streets, children born as a result of rape, children from ethnic and religious minorities,
children affected by HIV, adolescent girls, children in the worst forms of child labor, children
without appropriate care, children born out of wedlock, and children living in residential care
of detention.
8. Children can experience exclusion in different areas of their lives. For example, CWDs may be
excluded from taking part in community life or from accessing education. Children in residential
care or detention may be excluded from community life and isolated from basic services and
resources. Children living and working on the streets may have their own social sphere but may be
excluded from mainstream society and access to basic services and resources.
9. Excluded children must be identified particularly in the desk reviews carried out as part of emergency
preparedness and in the child protection assessments when an emergency happens.
10. Excluded children must have access to humanitarian protection and assistance. Specific measures
may be needed to overcome barriers and to allow access like providing outreach services, advocacy
to ensure that children are included who lack identity documents or who are not represented by an
adult caregiver.
11. Promote the involvement of excluded children in the decisions that affect their lives is central to
including them in society and increasing their protection.
12. Inclusion should also be promoted in organization policy and practice. For example, policies and
procedures may include: affirmative action strategies, changes to the workplace for staff with
disabilities; putting grievance procedures into practice, raising awareness and training for staff on
discrimination, and setting up career-development opportunities for all staff.
References
Sexual Violence, Physical

Violence and Other Harmful
Practices, Gender-Based
Violence (GBV)
Objectives
1. Identify the issues of sexual violence, gender-based violence (GBV), physical
violence and other harmful practices (PVOHP) in emergencies and its impacts
on children, families, and the community;
2. Describe how these risks and concerns may change/be exacerbated in
different emergency settings and how they impact on children, families and
communities;
3. Understand how to prevent sexual violence, GBV, physical violence and
harmful practices against children; and
4. Understand how to respond to sexual violence, GBV physical violence and
harmful practices against children.
Methodology/Steps
A. Video: Unspeakable Crimes Against Children
B. Input discussion
C. Small group workshop – application: situational pictures with emoticons
D. Plenary reporting/Discussion
E. Intervention group workshop
F. Lecture
Materials Needed
1. Laptop 5. Cut Emoticons: SAD, ANGRY, HAPPY
and LOVE
2. LCD projector
6. Masking tape
3. Video: Unspeakable Crimes
Against Children 7. Glue
4. Photo copies/enlarged 8. Scissors
situational picture: Situation 1
and 2
Process
A. Group Work (5 minutes)
1. Divide the participants into three groups and ensure the equal representation of participants
from NGOs and GOs. Assign each group the topics on sexual violence, physical violence and
gender-based violence,
2. Ask them to provide definition based on their own understanding and list down examples.
3. Let every group discuss their outputs in plenary.
4. Provide additional inputs on the outputs of the group.
B. Brief Lecture:
(1) Sexual Abuse of Children and Commercial Sexual Exploitation on Children definition and
Sexual Violence of Children and its Manifestation.
C. Video Showing:
(1) “Unspeakable Crimes Against Children”
D. Group Workshop (20 minutes)

(1) Divide the participants to 4 groups. Each of the groups will receive 2 pictures with the
emoticons and masking tapes:
a) Situation 1 - The group will discuss and come up with a consensus what in the picture
makes them SAD and ANGRY.
They will paste their sad and angry emoticons on their agreed site/element of the
Situation #1.
b) Situation 2 - The group will discuss and come up with a consensus what in the picture
makes them HAPPY and what they LOVE.
(2) Plenary reporting of output (2 minutes per group)

(3) Discussion/Input (10–15 minutes)
• Protective and risk factors (vulnerabilities) of children to SGBV
• Consequence of sexual violence
• Responding to survivors of SGBV
E. Group Work - Intervention areas:
INTERVENTION AREAS PHASE OF EMERGENCY

Referral pathways & SOP Prevention, Response
Messaging / Awareness raising Prevention, Response
Child-friendly spaces Prevention, Response
Direct services for survivors of
Response
sexual violence
1. Task: Per intervention area: identify 3 to 5 core actions to integrate sexual violence against
children in emergencies
2. Plenary reporting of output (2 minutes per group)
F. Session Evaluation:
1. Practical Application – Situational Picture with the Emoticons
2. Quiz
3. Group Intervention Workshop Output
Key Message
1. The risk of Sexual Violence, GBV, PVOHP increases during emergencies, occurring in the
home, community and schools
2. Sexual Violence, GBV PVOHP affect children’s health, education, social and emotional
development, and overall psychosocial well-being—both in the short-term and into
adulthood.
3. Quality interventions reduce the prevalence of Sexual Violence, GBV PVOHP, and ensure
that all children at risk receive appropriate support
4. Child protection actors need to engage with other sectors to proactively identify cases of
Sexual Violence, GBV , PVOHP, and refer them to appropriate services
References
(1) Child Protection in Emergencies Professional Development Programme - Sexual Violence Presentation,
Save the Children
(2) Child Protection in Emergencies Professional Development Programme - Physical Violence and other
Harmful Practices Presentation, Save the Children
(3) Global CPWG. (2013). Child Protection Minimum Standards in Humanitarian Action. Retrieved from:
CHILD LABOR
Objectives
By the end of the session, the participants shall be able to:
1. Define child labor and the worst forms of child labor during emergency
contexts;
2.
Recognize child labor as an emerging child protection issue during
humanitarian crisis; and
3. Identify key actions and guidelines for future implementation CPMS Standard
12 in their context.
Methodology/Steps
A. Group work
B. Lecture
Materials Needed
1. LCD projector
2. Manila paper
3. Markers
4. Masking tape
Process
A. Group Work
1. As an introduction, the facilitator asks the participants to write down in
metacards existing situations of child labor in their communities. Have the
participants post their metacards. The facilitator shall identify common
themes and group the answers according to the worst forms of child labor.
The facilitator shall proceed in the lecture after processing the activity.
2. Ask the question: What do we see as current/potential causes of child labor?

What is getting worse? Explain that a humanitarian crisis is likely to impact
pre-existing levels of child labor, increasing its occurrence and the severity of
the work children do.
Discuss:
a. With the potential loss of livelihoods, breadwinners and access to education and in the
event of family separation and displacement, children become particularly vulnerable to
child labor and especially its worst forms.
b. An emergency situation may increase the overall incidence of child labor, give rise to new
forms of child labor, or move children who were already working to more dangerous and
harmful work (e.g., agricultural work in fields where mines are laid).
c. Definition of child labor and WFCL
d. Some of the worst forms of child labor, such as trafficking for exploitation and commercial
sexual exploitation, are major child rights violations. However, the majority of children
will be found in hazardous work, especially in agriculture
B. Discussion on Child Work, Child Labor and Worst Forms of

Child Labor
1. Ask the question: What mechanism is in place to prevent and respond to the evolving nature
of child labor in emergency contexts? Present slides 7-10.
2. Stress the following points:
a. Prioritize the worst forms of child labor, starting with those related to or made worse by
the emergency. Be sure to consider local forms of hazardous work, which may have been
defined by the government.
b. Understand, adapt, and strengthen existing systems and structures that can address
child labor during the emergency.
c. Eliminating child labor requires long-term commitment.
d. Integrate response and preparedness to humanitarian crisis into national child labor
policies and programmes.
e. Since there are many reasons why children work, an emergency requires a comprehensive
response that is integrated with child protection and other sectors.
Key Message
1. In emergency contexts, with the possible loss of livelihoods, breadwinners and access to
education, and when families are separated and displaced, children become particularly
vulnerable to child labor, especially the worst forms of child labor (WFCL). An emergency
may:
a. Increase the overall incidence of the WFCL
b. Trigger new WFCL
c. Result in working children taking on more dangerous work
d. Result in unsafe moves by children to search for work, which will put them at risk of
exploitative work situations
2. Child labor is work that is unacceptable because the children involved are too young and
should be in school, or because even though they have reached the minimum working age
(usually 15), the work they do is harmful to their emotional, developmental, or physical well-
being. Some work that children do need not necessarily be eliminated, but made safe.
3. Many child laborers are engaged in its worst forms, such as forced or bonded labor, in armed
conflict, trafficking for exploitation, sexual exploitation, illicit work or other work that is
hazardous because it is likely to harm their health, safety or morals. Child labor is a child’s
rights violation (UNCRC, Art.32). It is a cause of poverty and underdevelopment. Children
subjected to exploitation, with little or no basic education, are more likely to grow into illiterate
adults, and be physically and mentally stunted. Their chances of breaking out of the poverty
trap are limited.
4. Child labor is one of the significant child protection needs that arise during disaster situations.
CPMS Standard 12 states that Girls and boys are protected from the worst forms of child
labor, in particular those related to or made worse by the emergency.
5. Key Actions
a. Collect information on current WFCL situation (types, area, scale, causes)
b. Collect information on national and local policies and guidelines addressing elimination
of WFCL
c. Identify key stakeholders involved in addressing WFCL
d. Work with communities to identify and mitigate risks of trafficking
e. Include WFCL in assessments
f. Ensure that responses to the WFCL become part of humanitarian interventions, in
particular in areas of child protection, education, social protection and economic recovery
g. Make sure that WFCL monitoring and referral system is in place and included in existing
child protection referral systems;
h. Help children involved in, or at risk of becoming involved in, the WFCL to
i. Take advantage of learning opportunities;
j. Help children of working age who are involved in, or at risk of becoming involved in, the
WFCL (and their caregivers) to access adequate support to strengthen their livelihood or
economic circumstances
6. Prevention and response should be mainstreamed in all humanitarian interventions:

a. Rapid assessments questions
b. Communication and advocacy
c. Case-management system
d. Community-based child protection mechanism
e. Economic recovery
f. Education interventions
7. Support provided to children will depend on their situation:

a. Any child (under 18) found in forced or bonded labor, doing illicit work or being sexually
exploited should be removed immediately from the situation, given case management
and access to learning opportunities, and provided with support to help their financial
situation
b. A child under the minimum working age found doing hazardous work (long hours, work
with dangerous machinery, chemicals or heavy weights, etc.) should be removed and
given learning opportunities and/or have their financial situation addressed
c. A child above the minimum working age found in hazardous work should be separated
from the hazard, or have the risk reduced to an acceptable level, and may continue to be
employed in the workplace
d. Any child who is not in the WFCL but is at high risk of becoming so should be treated
in a similar way, with access to learning opportunities provided and/or their financial
situation addressed.
References
(1) Child Protection Global Cluster. CPMS Video Series - Facilitator’s Notes Standard 12 – Child Labor
64 MODULE 3 | CHILD PROTECTION STRATEGIES
MODULE 3
CHILD PROTECTION STRATEGIES

FAMILY TRACING AND

REUNIFICATION (FTR)
Objectives
1. Know the concepts of Family Tracing (FTR) and why/when this is
conducted;
2. Understand the roles and responsibilities of different actors in
implementing FTR; and
3. Gain basic skills and knowledge on how to do FTR.
Methodology/Steps
A. Input/Discussion
B. Practicum – Using the FTR Tool
Materials Needed
1. Laptop
2. LCD projector
3. Pictures of children in different emergencies
4. Prizes for the winning group
5. PRINTED: FTR Tool used in the Philippines for each of the participant
Process
A. Discussion/ Input (20 minutes)
B. Simulation:
1. The participants will be divided into 4 groups. Each group will be assign
with one child. Based on the picture of the child they assess her/his
needs; what are her/his risks based on the pictures.
2. One member of the group will do the voice-over for the child on the
picture to respond to the questions of the CP Officer/Social Worker.
C. Practicum – Using the FTR Tool

1. The groups will use the FTR Tool used in the Philippines.
2. The groups will use the FTR Tool used in the Philippines as they conduct the interview with the
child assigned to them
Alternative Activity:
A. Causes and Impact of Separation: Read out the next 2 questions that will also be
flashed on the screen. Give the groups at least 10 minutes to write down as many
answers as possible on the flip chart.
Causes of separation:
How do children become separated during emergencies?
Impact of separation:
What protection risks do separated children face?

B. Actions to Prevent Separation – Divide the participants into 4 or 5 groups depending
on the area where they come from:
TASK 1:
Write 5 messages for children to prevent or reduce further separation.
Task 2:
Write 5 messages for families and communities to prevent or reduce further separation.

D. Group workshop output will be reported to the plenary.

E. Synthesis from the facilitator. Provide tips/guidance on how to do it better or
from the good practices of our partners.
Key Message
1. What is FTR? This refers to the process where disaster response teams reunite families separated
by natural and human catastrophes by bringing together the child and family or previous care-
provider for the purpose of establishing or reestablishing long-term care (RA 10821)
a. Preventing family separation in communities and camps
b. Identification of unaccompanied and separated children, and families missing children
c. Documentation of all cases
d. Assessment of needs and referrals
e. Care placement and follow-up
f. Tracing families and children
g. Reunification of children and families
Process and examples of how this is done in emergencies “Yolanda”

FTR Tools (with particular focus on those used in the Philippines)
Referral pathway for FTR
Alternative Care in Emergencies
2. Causes of Separation: Involuntary Separations

a. Children are lost in the chaos of violence or an attack
b. Death of parents or caregivers
c. Children are away (school, hospital, etc.) when family has to flee
d. Abduction
e. Trafficking
f. Parents/caregivers are arrested or detained
Deliberate Separations:
a. Children are with extended family/neighbor/stranger for temporary safekeeping
b. Children are displaced without parents/caregivers (e.g. children go to IDP camp with
extended family while parents stay to rebuild/work)
c. Children are placed in orphanages or institutions by parents hoping for better services for
their children
d. Children decide to leave because of abuse, or for work, etc.
e. Children voluntary join armed forces or armed groups
f. Parents leave to another region or country for employment (migration)
g. Children are evacuated for medical reasons or others
h. Aid agencies provide aid in way that promotes family separation
3. Impact of Separation (What protection risks do separated children face?)

a. Abuse (physical, emotional, sexual)
b. Exploitation for child labor (economic, sexual)
c. Worst forms of child labor (e.g. recruitment into armed forces and groups)
d. Arbitrary detention
e. Trafficking
f. Psychosocial distress (children not knowing where parents are)
g. Discrimination and denial of access to food, shelter, housing, health services, and education
h. Becoming ill or injured, including infected with HIV/AIDS
i. Lack of family environment and consistent caregiver, without which their full development
is at serious risk of being disrupted or impeded
j. Referral Pathway for FTR
k. Alternative Care in Emergencies
References
(1) Child Protection in Emergencies Professional Development Programme – Family Tracing and Reunification
PSYCHOSOCIAL SUPPORT
Objectives
1. Define psychosocial well-being, psychosocial support and child resilience;
2. Identify risk and protective factors; and
3. Understand the Mental Health and Psychosocial Support (MHPSS) intervention pyramid.
Methodology/Steps
A. Group work
B. Lecture
Materials Needed
1. LCD projector
2. Manila paper
3. Markers
4. Masking tape
5. MHPSS Intervention Pyramid
6. Activity envelope (5)
Process
A. Group Work (Introductory Exercise: Concept
Definition)
1. Divide the participants into 5 groups. Give each group the activity envelope that
contains strips of paper with concepts and their definitions. In 15 minutes, the
group shall be able to match the definitions to the concepts/ terms.
2. The facilitator will provide the correct answers during the lecture-discussion.
B. Lecture (2 Parts: Concepts and the Resilience and

MHPSS Intervention Pyramid)
1. The facilitator shall present the PowerPoint slides and explain the concepts and
also provide examples.
a. Slides 4-8 emphasize key messages that Mental Health and Psychosocial
support (MHPSS) should be integrated into all humanitarian response. All
people affected by disasters, conflict should have access to appropriate
mental health and psychosocial support to restore day-to-day functioning
and recovery.
b. The facilitator proceeds with the discussion of CPMS Standard 10, definition of
psychosocial well-being; children’s reaction and what are risk and protective factors;
and children’s resilience.
2. Second part of the discussion would be the lecture on the Resilience and MHPSS Intervention
Pyramid.
a. The facilitator discusses the 4 layers of the pyramid; also answering the remaining
concepts in the group activity.
b. After the presentation, the participants shall be asked to write down in metacards,
MHPSS interventions that their agencies are doing or have seen being implemented in
emergency-affected areas, one per card and on each card include the following:
i. WHAT: Name of Intervention
ii. WHY: Objective
iii. WHO: Target Group
c. The facilitator will summarize group outputs and synthesize the session.
Key Message
1. Disasters and emergency situations, whether natural or human-induced, cause
significant psychological and social suffering to children and adults. The psychological and
social impacts of emergencies may be acute in the short-term, but they can also undermine
the long-term mental health and psychosocial well-being of the affected population. It is thus
imperative for caregivers and service-providers to provide adequate psycho-social support
in emergency contexts. CPMS Standard 10 notes that, “Girls’ and boys’ coping mechanisms
and resilience are strengthened and severely affected children are receiving appropriate
support.”
2. Mental Health and Psychosocial Support (MHPSS) should be integrated into all
humanitarian response. All people affected by disasters or conflict should have access to
appropriate mental health and psychosocial support to restore day-to-day functioning and
recovery.
3. Mental Health and Psychosocial Support (MHPSS) is any type of local or outside
support that aims to protect or promote psychosocial well-being and/or prevent or treat
mental disorder.
4. Mental health and psychosocial problems in emergencies are highly interconnected,

yet may be predominantly social or psychological in nature.
Significant problems of a predominantly social nature include:
a. Pre-existing (pre-emergency) social problems (e.g. belonging to a group that is
discriminated against or marginalized; political oppression);
b. Emergency-induced social problems (e.g. family separation; safety; stigma; disruption of
social networks; destruction of livelihoods, community structures, resources and trust;
involvement in sex work);
c. Humanitarian aid-induced social problems (e.g. overcrowding and lack of privacy in
camps; undermining of community structures or traditional support mechanisms; aid
dependency).
Problems of a predominantly psychological nature include:

a. Pre-existing problems (e.g. severe mental disorder; depression; alcohol abuse)
b. Emergency-induced problems (e.g. grief; non-pathological distress; alcohol and other
substance abuse; depression and anxiety disorders, including post-traumatic stress
disorder (PTSD)
c. Humanitarian aid-related problems (e.g. anxiety due to a lack of information about food
distribution).
5. In emergencies, not everyone has or develops significant psychological problems. Many

people show resilience, that is the ability to cope relatively well in situations of adversity.
How successful children are in addressing and coping with their situation depends on the
pattern of risks and protective factors in their social environments, and also on their internal
strengths and capabilities. Vulnerability arises when a child faces multiple risks and has few
protective factors, such as living with a caring parent, having supportive friends, and having
good skills for seeking help. Resilience arises when a child has more protective factors than
risk factors.
6. MHPSS Intervention Pyramid The guidelines call for MHPSS services and activities
to be implemented in a way that is coordinated, participatory, integrated, avoids harm and
builds resources and capacities, and to organizing a multi-layered system of complementary
support that meets the needs of different groups.
Layer 1: Basic services and security

The well-being of all people should be protected through the re-establishment of security,
adequate governance and services that address basic physical needs (food, shelter, water, basic
health care, control of communicable diseases). In most emergencies, specialists in sectors
such as food, health and shelter provide basic services. An MHPSS response to the need for
basic services and security may include: advocating that these services are put in place with
responsible actors; documenting their impact on mental health and psychosocial well-being;
and influencing humanitarian actors to deliver them in a way that promotes mental health and
psychosocial well-being
Layer 2: Community and family supports

This represents the emergency response for a smaller number of people who are able to
maintain their mental health and psychosocial well-being if they receive help in accessing
key community and family supports. In most emergencies, there are significant disruptions of
family and community networks due to loss, displacement, family separation, community fears,
and distrust. Moreover, even when family and community networks remain intact, people in
emergencies will benefit from help in accessing greater community and family supports.
Layer 3: Focused, non-specialized supports

These represent the supports necessary for the still smaller number of people who additionally
require more focused individual, family or group interventions by trained and supervised
workers (but who may not have had years of training in specialized care). For example, survivors
of gender-based violence might need a mixture of emotional and livelihood support from
community workers. This layer also includes psychological first aid (PFA) and basic mental
health care by primary health care workers.
Layer 4: Specialized services

The top layer of the pyramid represents the additional support required for the small percentage
of the population whose suffering, despite the supports already mentioned, is intolerable and
who may have significant difficulties in basic daily functioning. This assistance should include
psychological or psychiatric supports for people with severe mental disorders whenever their
needs exceed the capacities of existing primary/general health services. Such problems require
either (a) referral to specialized services if they exist, or (b) initiation of longer-term training and
supervision of primary/general health care providers. Although specialized services are needed
only for a small percentage of the population, in most large emergencies this group amounts to
thousands of individuals.
References
(1) Child Protection in Emergencies Professional Development Programme.
(3) Inter-Agency Standing Committee (IASC) (2007). IASC Guidelines on Mental Health and Psychosocial
Support in Emergency Settings. Geneva: IASC
CHILD-FRIENDLY SPACES
Objectives
1. Describe what is a Child-Friendly Space;
2. Understand the standards and guidelines of establishing CFS in
emergencies; and
3. Identify other strategies to provide psychosocial support to children.
Methodology/Steps
A. Group work
B. Roleplay
C. Lecture
Materials Needed
1. LCD projector
2. Manila paper
3. Markers
4. Masking tape
Process
1. Begin the session by presenting the objectives; relating the session
(Child-Friendly Spaces) as one of the approaches to provide
psychosocial support to children during emergency situations.
2. As an introductory exercise, divide the participants into 5 groups.
Each group will present a short skit (roleplay) showing What is a CFS,
Why do we need a CFS, Who comes to a CFS and Where do we find a
CFS. Each group will be given 5 minutes each to present their role-
plays.
3. Process the activity by asking the participants what they learned and
how they felt. Then, summarize the important key messages in the
roleplay.
4. Discuss the concept and standards of CFS in humanitarian context as
stated in the Child Protection Minimum Standard 17: “All children and
young people can go to community-supported child friendly spaces that provide structured
activities that are carried out in a safe, child-friendly, inclusive and stimulating environment”
and Section 4 of RA 10821 or the Children’s Emergency Relief and Protection Act: “The
concerned LGU shall set up child-friendly spaces in every city or municipality declared under
a state of calamity, as needed, based on the guidelines to be promulgated by the DSWD.”
5. Emphasize that Child-Friendly Space is just one of the holistic approaches to child protection in
emergencies. It functions to provide children protection from risk; promotion of psychosocial
well-being; and strengthening of community child protection capacities. Discuss what is a
CFS; why is CFS needed; and who comes to a CFS. Note that the session is only an overview
of CFS Guidelines; an in-depth discussion on CFS would be another training activity.
6. Talk about the Guidelines in implementing CFS:
a. Location
b. Duration
c. Volunteers and
d. Activities
7. Share copies of the Philippine Implementation Guidelines on Child-Friendly Space with the
groups.
8. After Slide 12, ask the participants to return to their small groups. Each group shall be given
10 minutes to list other strategies aside from CFS, that are being used during emergency
contexts that provide psychosocial support to children. The facilitator will synthesize the
activity, emphasizing that there are various strategies to provide psychosocial support to
children, and CFS is only one of them. LGUs, CSOs and stakeholders must make sure that
activities are culturally-sensitive, child-friendly, age-appropriate and aligns to CPMS and
CEPC.
9. End the session by showing examples of activities providing psychosocial support to
children: pictures, videos, CFS documentaries.
Key Message
1. What is a Child-Friendly Space?
Child-friendly spaces (CFS) are safe spaces where communities create nurturing environments
in which children can access free and structured play, recreation, leisure, and learning
activities. It provides children with a protected environment in which they can participate in
organized activities to play, socialize, learn, and express themselves as they rebuild their lives.
CFS provide support that restores a sense of normality and continuity to the children.
The objectives of putting-up a Child-Friendly Space are:

a. Support the resilience and well-being of children through community-organized,
structured activities conducted
b. Serve as a venue for identifying vulnerable and at-risk children, and facilitating their
referral for immediate response
c. Provide opportunities for children to play, learn, express themselves and be involved
d. Mobilize communities around the protection and well-being of children
A child-friendly space is both a protective environment and one that enables children’s healthy
physical, psychosocial, moral, and spiritual development. CFS give children the sense of safety,
structure, and continuity that provide support amidst overwhelming experiences especially
during calamity or crisis.
2. Why do we need a Child-Friendly Space?

a. Psychosocial Support aspects of CFS
Child-Friendly Spaces can give children time and space to:

i. Restore their normal flow of development
ii. Process and reduce harmful levels of accumulated stress from events
iii. Learn and share new positive coping strategies by socializing with other children and
adults in supportive environments with adult supervision
iv. Learn information about relevant personal safety
CFS can help children feel comfortable and secured. Children’s resiliency can be strengthened
when children are given opportunities to once again be children.
b. Protection Aspects of CFS

i. CFS brings together adults and children to build protective community networks and
mobilize communities to concentrate on the special needs of children in an emergency.
ii. CFS also serve as venues for identifying vulnerable and at-risk children, and facilitating
their referral for immediate response.
iii. CFS can serve as an entry point to helping to identify priority child protection risks in the
community and sharing child protection messages with communities, families, children
and authorities.
3. Who comes to a CFS?

a. Target beneficiaries of the CFS are all children affected by emergencies, particularly the most
vulnerable children.
b. CFSs provide an opportunity to support all children and to promote equality and inclusion.
c. It is essential to take steps to identify children most at risk and reach out to them without
singling them out distinctive needs of girls and boys of different age groups, ethnic
backgrounds, living situations, disability, etc. should also be met.
d. Diverse boys and girls of different age groups should be given fair ways of participating in
CFS.
e. CFSs are also intended for children with disabilities. It is important to make this point clear
when creating or running a CFS.
4. Guidelines in implementing CFS

a. Identify locations, resources (for materials and activities) and people who could take part in
running a CFS.
b. Train child protection staff, relevant government counterparts and community volunteers on
the guidelines on CFS.
c. Carry out an assessment together with the community to decide whether CFSs are needed,
safe and accessible to all children nearby, and contextually appropriate.
d. Map the existing facilities and infrastructure, including schools and community centers.
Before deciding to set up CFS structures, decide whether a structure is needed at all.
e. CFSs should be fun and should promote the right to play. To avoid overload, it is often useful
for CFSs to focus initially on basic play and recreation activities. Community involvement
should also be encouraged through activities such as toy making and inviting older mothers,
grandmothers and elders to the centre to teach songs and tell stories to young children.
f. Coordinate with formal schools to make sure that CFSs do not compete with them, but rather
complement them. As schools reopen, ensure that there are time slots for different age
groups of children.
g. The psychosocial well-being of parents is important for children’s care and protection. Parent
support group sessions can also be scheduled in CFSs.
5. Child-Friendly Spaces Activities

a. Children need the opportunity to use five types of play – creative, imaginative, physical,
communicative and manipulative. The activities that you choose will depend on local culture,
the nature of the emergency and the resources available and the needs of the children.
References
(2) Philippine National Child Protection Working Group (2014). Philippine National Implementation
Guidelines for Child-Friendly Spaces in Emergencies. Retrieved from: https://reliefweb.int/sites/
reliefweb.int/files/resources/cfs_in_emergencies.pdf
(3) Republic Act No. 10821 Children’s Emergency Relief and Protection Act.
(4) Save the Children (2008). Child-friendly Spaces in Emergencies – a Handbook for Save the Children
staff
(5) World Vision. Children in Emergencies Manual
CASE MANAGEMENT AND

JUSTICE FOR CHILDREN
Duration: 45 minutes (with Justice for Children)
Objectives
1. Differentiate Problem-Solving from Helping Process;
2. Appreciate the core values, principles, purpose and components of SW case
management;
3. Recognize the protocol for case management of child victims of abuse,
neglect and exploitation; and
4. Identify the role of camp manager on case management in EC.
Methodology/Steps
A. Case Analysis (Role Playing or Structured Learning Exercise [SLE])
1. Case Management Web
B. Brief Lecture (30 minutes)
Materials Needed
1. Laptop c. Survivor
2. LCD projector d. Barangay Captain
3. Flipcharts e. Doctor
4. Markers f. Local government unit (LGU)
5. Masking tape social worker
6. A ball of yarn g. Police (WCPD)
7. Narrative to be used as the h. Prosecutor
basis for the webbing process i. Volunteer legal association
8. Name tag stickers of (Women’s Legal Bureau)
metacards with the following j. DSWD Field Office Crisis
characters: Intervention Unit SW
a. Mother k. Barangay VAW DESK Officer
b. Close friend of the girl’s l. Center Social worker
mother
Process
A. Role Playing or SLE on Sample Cases (15 minutes)
Facilitator’s Instructions
1. Ask for volunteers and distribute the name tags to the appropriate number of people. Tell
them that they will be in the role of the person noted on their name tag.
2. Seat the volunteers in a circle, chairs fairly close together. Ask the remaining participants (as
observers; if applicable) to stand outside the circle so that they can easily see the activity.
3. Explain that the ball of yarn represents a 20-year old girl who was raped.
4. Standing outside the circle, give the ball to Mother and explain that the girl has told her
mother about the incident.
5. Instruct Mother to hold the end of the string firmly, do not let go, and throw the ball to the
person you tell her.
6. Tell the story below, of what happens to this girl. Each time an Actor is involved, the ball of
string is tossed across the circle to that Actor. Each Actor who receives the ball will wrap it
around a finger and then toss the ball to the next Actor as instructed.
Story:
• A 12-year old girl was raped and tells her mother.
• Mother takes her daughter to her close friend.
• The close friend said that they should call the attention of the Barangay
Captain.
• They went to the Barangay Captain. The Barangay Captain asked what
happened and referred them to the local government unit (LGU) social worker.
• The mother then took her daughter to the LGU social worker.
• The LGU social worker interviewed the girl and filled out an intake form. The
LGU social worker felt that the girl needs medical intervention so she said that
they should go to a doctor.
• The mother accompanied her daughter to the hospital.
• The doctor administered treatment and sends the girl back to the LGU social
worker.
• The LGU social worker provides psychosocial support. She found out that the
girl’s family wants to involve the police for security assistance.
• The LGU social worker contacted the police.
• The police met with the mother and her daughter (GBV victim-survivor). The
police was looking for the referral form from the LGU social worker.
• The mother and her daughter went back to the LGU social worker for the
referral form.
• The mother and her daughter went back to the police.
• The police (Women and Children’s Protection Desk) interviewed the girl/GBV
victim-survivor. The girl was referred back to the doctor/Women and Children
Protection Unit (WCPU) for medico-legal related examinations.
• The mother accompanied her daughter back to the doctor/WCPU.
• The doctor/WCPU conducted forensic examination; collected evidence and
prepared the medico-legal certificate and report.
• The doctor asked the mother and the girl to go back to the police.
• Both went back to the police.

• The mother/daughter decides to file a case.
• The police forwards report to the Prosecutor (Family Court in the Regional Trial Court).
• The Prosecutor advised them to get a lawyer.
• Since the mother has no money, she went to Women’s Legal Bureau for legal
representation.
• The mother asked the LGU social worker for financial assistance (for transportation,
meals, going back and forth to the court).
• The LGU social worker referred them to DSWD Field Office for financial assistance.
• The mother and her daughter went to DSWD Field Office.
• The DSWD Field Office asked for documents such as the Certificate of Indigency and
Referral Letter from the LGU social worker.
• So the mother and daughter went back to the Barangay Captain for the Certificate of
Indigency.
• The mother and daughter then went again to the LGU social worker to get the Referral
Letter.
• They returned to the DSWD Field Office. The mother of the survivor disclosed that they
are receiving death threats from the family of the perpetrator, therefore her daughter
needs to leave their community temporarily.
• So finally, the survivor was referred to a residential care facility for temporary shelter.
7. Stop the game when every Actor has taken part in at least 2 communication exchanges
regarding the case. There will be a large red web in the center of the circle, with each Actor
holding parts of the string.
8. Pause to look at the web. Ask some questions to generate discussion:
a. What do you see in the middle of this circle?
b. Was all of this helpful for the survivor? Traumatic?
c. Might a situation like this happen in your setting?
d. How many times did the girl have to repeat her story?
e. What did the victim-survivor get from the persons/agencies she went to?
f. How could we facilitate the victim-survivor’s access to services according to the four (4)
guiding principles (safety, confidentiality, respect, non-discrimination)?
g. Among all service providers, who is the most frequently visited for help?
9. Ask everyone to return to their seats. Actors should let go of the string and let it drop to
the floor. Leave the red stringy chaotic mass sitting on the floor for all to see during the
remainder of this session.
Processing of the Roleplaying

Guide Questions:
a. How does the victim-survivor feel about what she went through?
b. How does one describe the process and the web it produced?
c. Was the process gender-sensitive?
d. How can one improve the process?
B. Brief Lecture (30 minutes)

Case Management PowerPoint presentation
Key Message
1. In the humanitarian context, the systems and mechanisms that normally protect children
may have been weakened or ineffective.
2. All people have rights – they are right holders. As right holders, people have the right to claim
their own rights – participate/take part in demanding their rights.
3. Governments, institutions and individuals have responsibilities (or duties, obligations) that
correspond to these rights – they are duty bearers. Duty bearers are accountable for rights.
4. Right-based approach is one of the major consideration in the case management process.
5. Helping Process aimed at assisting people to regain equilibrium and to achieve growth in
coping capacities by developing new resources or employing untapped resources in ways
that reduce tension and achieve mastery of problems.
6. Social case management is an interactive process which the social worker and the client
and other significant persons in his/her life consciously work together to resolve a problem,
discomfort, anxiety or stress.
7. The purpose of case management is to help, restore, enhance, empower, modify or maintain
the social functioning of the individual so he/she can move beyond survival level, regain self-
dignity and worth, by enabling or providing him/her with opportunities and options that will
create conditions for change.
References
(1) Committee for the Special Protection of Children - Department of Justice. (2014). Protocol for Case
Management of Child Victims of Abuse, Neglect and Exploitation. Retrieved from: https://www.doj.gov.
ph/files/transparency_seal/2016-Jan/CPN-CSPC%20Protocol%2026Nov2014.pdf
(2) Department of Social Welfare and Development. (n.d.) Gender Responsive Case Management.
(4) Mendoza. (1981). Social Welfare and Social Work: An Introduction. Cebu City: Cornejo and Sons.
80 MODULE 4 | MAINSTREAMING CHILD PROTECTION
MODULE 4
Information Management
CASE MANAGEMENT AND

JUSTICE FOR CHILDREN
Objectives
1. Understand importance, frequency, and tools in data gathering, monitoring, and
reporting for children affected in humanitarian setting; and
2. Demonstrate accomplishment of 3/4/5 Ws, minutes of meeting, attendance,
and directory in humanitarian cluster system.
Methodology/Steps
Before proceeding with the session, connect or link to the previous modules, using
the standard on Information Management.
Activity Group work: Case Scenario Simulation

1. Divide the participants into 4 groups, provide group work their respective
case scenario.
a. Your group is composed of trained CP Focal attending meeting with CP
cluster
2. Each group is provided with the following CPWG IM tools to be reported during
the meeting:
a. Group 1: 3/4/5 Ws
b. Group 2: Minutes of Meeting (MOM)
c. Group 3: Attendance Sheet
d. Group 4: Directory
3. The group will be given time to review and be familiar with their respective
assigned tools and discuss how they are going to accomplish.
4. Present group output in an actual humanitarian CP sub-cluster meeting, 5-10
minutes per group.
5. Technical Input on the Ethical guidance notes, connect discussions on the
group simulation of IM tools.
6. Synthesis of the session
Materials Needed
1. Manila papers
2. Pentel pens
3. Crayons
4. Assorted metacards
Process
1. Group discussion
2. Role Play/simulation
3. Technical input on the assessment and reporting tools
Key Message
Standard 5 Information Management
Up-to-date information necessary for effective child protection programming

is collected, used, stored, and shared, with full respect to confidentiality and in
accordance to “do no harm” principle and the best interests of children.
Information management should be guided by the best interests of the child and
should follow the principles of ‘do no harm’ and “need to know”.
Ethical Considerations/Guidance Notes:

1. Coordination:
a. Formation of a Task Force (such as the Information Management Task Force
formed by OCHA in most emergency responses)
b. Incorporation of information management coordination within the overarching
child protection mechanism.
The coordination body can:

a. Lead the activities related to information management, and ensure linkages with
other information management processes (for example in other sectors).
b. Develop or cooperate with others to develop or adapt standardized tools and
procedures such as:
i. Standard registration forms;
ii. Standard training modules;
iii. Guidance on urgent action during assessments;
iv. Guidance on sharing assessment results; and
v. Guidance on how information needs of affected populations should be
addressed.
2. Avoiding Common Mistakes:

a. Not using existing case management systems
b. Gathering “good to know” data
c. Not knowing how the information will eventually be used
d. Gathering data in an uncoordinated manner
e. Gathering but not analyzing data
f. Use of complex indicators
g. Generalizing data that should not be generalized
h. Not considering local context when interpreting data
i. Of inappropriate data collection methods
j. Not triangulating information
k. Not explaining to those giving information why it is needed and how it will be used
l. Raising expectations during the collecting of information (making false promises)
m. Delayed use and of non-use of information
3. Security Precautions:
Ensuring the protection of highly-sensitive information through:
a. Restricting access
b. Holding information in a secure location with a limited number of named people given access
to non-transferable passwords
c. For paper records, they must be stored in a lockable cabinet or cupboard available exclusive
for its purpose.
Note: Defining whether to use electronic or paper files should be done depending on the
following:
d. Size of the case load,

e. Geographic location of the children
f. Resources available to set up an electronic database system, such as the Inter-Agency Child
Protection Information Management System (IA CP IMS).
4. Who Owns the Information:

Special attention needs to be paid to the following:
a. Working within existing structures
b. Building government capacity on information management in order to ensure long term
sustainability
c. Ensuring that existing practices are not undermined
d. Strengthening the Child Protection System
e. Data security
f. Data involving children associated with armed forces or armed groups (CAAFG) or survivors
of violations committed by government forces or their proxies
g. Involvement by the government and other bodies do not pose unintended harm to children
5. Information Sharing:
a) Stress importance of developing Information Sharing Protocols (or SOPs on information
sharing) between the different partners (including the government)
i. These protocols should guide how information is collected and stored and what the
basis for sharing all or part of the information on an individual child should be
6. Mandatory Reporting:
a) Familiarity with the local laws and standards applicable in the context and to adhere to these
where possible is important.
b) Where there are concerns that some actors may not be able to maintain confidentiality or
if reporting may put them or the child at risk, decisions should be made on a case-by-case
basis.
7. Data Confidentiality:
Information collected on any individual child, caregiver or community member must be treated
confidentially through:
a) Keeping number of those who have access to the information to a minimum
b) Providing appropriate reference codes which they can be identified without disclosing the
personal information unnecessarily.
i. The only function of reference codes is to connect personal information and other
information.
c) Sharing of information:
i. Any personal information that is passed on/shared electronically should be sent as a
separate attachment and be password protected.
ii. Sharing of information should be strictly on a need- to-know basis and done only if it is
in the best interests of the child.
iii. Only aggregated data must be shared, depending on its intended use.
8. Informed Consent
a) Voluntary agreement of an individual who has the capacity to give consent, and who exercises
free power of choice.
b) May be sought from a child or from the child’s caregiver, according to the age of the child and
their level of maturity.
c) As a guide, informed consent should be sought from the child when the child is deemed
mature enough to understand.
i. Usually 15-18 years old should be able to give oral or written consent.
ii. For younger children, decisions should be made on a case-by-case basis.
If the interviewer decides that the child cannot fully understand the content of the
informed consent, written informed consent should be sought from a parent or caregiver.
d) Efforts should be made to explain to the child, in simple language appropriate to the age, why
the information is being sought, what will it be used for, and how will it be shared.
References
MAINSTREAMING OF CHILD
PROTECTION IN OTHER
SECTORS
Objectives
1. Understand the concept of ‘child protection mainstreaming;
2.
Identify the importance and challenges of child protection
mainstreaming; and
3. Enhanced knowledge, capacity, and self-confidence to mainstream
child protection into other sectors.
Methodology/Steps
Group Work Exercises
A. Understanding Mainstreaming
B. Sharing of Child Protection Mainstreaming Experiences
C. Group Sharing/Plenary
D. Processing
Materials Needed
1. Printed copies of the four (4) sample IM tools
2. Metacards
3. Broad tip pentel pens (black and blue)
4. Manila papers
5. Post-its
6. Sound system
Process
A.Session 1: Understanding Mainstreaming and Its Importance
Note: Facilitator to connect the topic from the previous modules.
1. Activity:
Dyads discussion, this allows each participant to be able to share and speak her/his own
thoughts and experience, recognizing that each participant brings his/her rich experiences,
knowledge and skills using participatory process. (10 minutes)
2. Mechanics:
Ask the participants to find a partner to discuss and find a space where they can be relaxed
and comfortable.
Guide Question: What comes to your mind when you think of child protection mainstreaming?
Why is it important in humanitarian action?
Each will be given 5 minutes to share, agree on common understanding, and write in meta
cards to be posted in manila paper for plenary discussion.
3. Processing and Reflection in Plenary:

Take 10 minutes to go through the group’s output posted in the manila paper and determine
common words, statements, or description as responses to the guide questions. Acknowledge
using creative claps.
4. Input (10 minutes):

Presentation of slides on child protection mainstreaming and its importance. Connect to the
group’s output, as a process of acknowledging their present knowledge and understanding.
Be emphatic when their outputs are similar to the slide presentation.
B. Session 2: Mainstreaming CP With Other Sectors in

Humanitarian Clusters Using the CPMS
Economic recovery (standard 19), Education sector (standard 20), Health (Standard 21),
Nutrition (Standard 22), Wash (standard 23) Shelter (24), Camp Management (standard 25),
and Distribution (standard 26)
1. Activity: Roleplay (30 minutes)
2. Mechanics:
Ask the participants to group themselves in eight (8) teams. Distribute the 8 CPMS printed
in coupon bonds or ¼ size of manila paper. The composition per group will be dependent of
the total number of participants. Each team with their respective assigned standards will be
given time to read and understand as basis for their role play.
Case scenario for the role play (10 minutes per team):
Your team just completed your TOT and you are invited to attend cluster meetings as CP
Focal representatives. Your agenda is to present and discuss the following:
a) Identify the biggest or priority child protection risks in their sector/cluster (e.g. education,
nutrition)
b) Identify child protection opportunities/actions that you would like him/her to consider
c) Identify what support you could offer as child protection practitioner
3. Processing and Synthesis (10 minutes):

Ask group to give their respective reflections on their group performance. How did they feel?
What were the difficulties/challenges in demonstrating how to mainstream CP standards
with other sectors? If you are to do another meeting, how will your team do it better?
Summarize key learnings and reflections from the team, end with key messages in the PPT
slides.
Key Message
Session 1:
1. What is Mainstreaming?
a. Articulating the humanitarian and moral duty of all actors to protect all children
b. Building on synergies with other sectors to protect more children better
c. Working with other sectors to integrate relevant other-sector activities into child protection
programmes and promote programme convergence
2. Why do we mainstream?
a. To maximize the use of resources, and piggy back efforts across sectors;
b. To ensure the provision of basic services in a way that prevents protection problems and
risks to children;
c. To ensure that humanitarian activities and actors do not create protection problems or risks
for children;
d. To reach more children with protection and other-sector activities.
Session 2:
1. Everyone is responsible for children’s protection.
2. Child protection can be integrated into other sector to ensure that our activities don’t create
threats to children and to facilitate children’s access to protective environment and services.
3. An important part of addressing child protection in other sectors is to anticipate and prevent
unintended consequences our program activities might create.
References
(1) Applying Basic Child Protection Mainstreaming: Training Manual for Field Staff in Non-Protection
Sectors (by: ChildFund international, World Vision, IRC and Save the Children)
Additional Information
Standard 19: Economic Recovery and Child Protection
Child protection concerns are reflected in the assessment, design, monitoring, and evaluation of
economic recovery programs. Working-age boys and girls and their caregivers will have access to
adequate support to strengthen their livelihoods.
Economic recovery interventions should reach those households where child protection concerns
are most pressing and should maximize children’s chances to remain with their families, access
education, and avoid hazardous labor or other forms of exploitation.
Standard 20: Education and Child Protection

education programs. Boys and girls of all ages can access safe, high-quality, child-friendly, flexible,
relevant, and protective learning opportunities in a protective environment.
Quality education contributes to the safety and well-being of children before, during, and after
emergencies. It requires close collaboration between education and child protection actors on a
range of issues including child-friendly spaces and child protection prevention measures.
Standard 21: Health and Child Protection

health programs. Girls and boys have access to quality health services delivered in a protective way
that takes into account their age and developmental needs.
Health intervention is a central part of an overall approach to support services in response to major
child protection risks in emergencies. Health activities must reduce child protection risks, and
generally be carried out in a protective way.
Standard 22: Nutrition and Child Protection

Child protection concerns are reflected in the assessment, design, monitoring, and evaluation
of nutrition programs. Girls and boys of all ages and their caregivers, especially pregnant and
breastfeeding women and girls, have access to safe, adequate and appropriate nutrition services
and food.
Children are particularly vulnerable to all forms of under-nutrition in times of instability and crisis.
Risk-prevention measures should be included within nutrition activities.
Standard 23: Water, Sanitation and Hygiene (WASH) and Child

Protection
WASH programs. All girls and boys have access to appropriate WASH services that minimize the
risks of physical and sexual violence.
Child protection workers have an important role to play in making sure that child protection activities
contribute to and maintain safe and appropriate WASH practices for and by children. Similarly,
WASH workers should make sure that their interventions are carried out in a way that protects
children and their caregivers.
Standard 24: Shelter and Child Protection

shelter programs. All girls and boys and their caregivers have appropriate shelter provided that
meets basic needs, including protection and disability access, and which facilitate longer-term
solutions.
Shelter is a complex sector with many implications for child protection. Vulnerability for children
can increase during and after disasters, when children may be living with new, reduced or altered
family units, or alone.
Standard 25: Camp Management and Child Protection

camp management program. The safety and well-being of girls and boys of all ages living in camps
is safeguarded through camp management structures.
The aim of managing camps is to create the space needed to deliver protection and help effectively.
This affects child protection in several ways – for example, through the way the camp is physically
planned, the way support is distributed, or the way decisions are made that affect children’s lives.
Camp managers need to make sure children are not exposed to risks in the camps, and respond
when these are identified.
Standard 26: Distribution and Child Protection

Children access humanitarian assistance through efficient and well-planned distribution systems
that safeguard girls and boys from violence, exploitation, abuse and neglect.
Distribution of immediate, life-saving assistance is one of the most urgent actions to be taken
in an emergency response, and one that can significantly improve the safety and well-being of
children. The way in which food and other relief items are distributed has a significant effect on the
threats experienced by women and children. Any kind of distribution needs to incorporate a child
protection approach. It should be timely, comprehensive, and extremely well planned.
MODULE 5 | END OF TRAINING
DEMO TEACHING
End of Training
Reflection, Action
Planning, Closing Ritual
DURATION: 60 minutes
Objectives
1. Apply knowledge gained from the training by facilitating one of the sessions
2. Demonstrate their training facilitation skills and learn additional strategies to better
deliver the CPMS sessions.
Methodology/Steps
A. Small groups for demo teaching
B. Self-evaluation and group assessment after each presentation
Materials Needed
1. LCD
Process
A. Introduce the session by discussing the session
objectives.
B. Small groups for demo teaching
1. Form six groups. Each group will send a representative to draw lots. The
assigned topic will be indicated in the sheet of paper selected by the
representative.
2. Topics for demo teaching include:
a. Introduction to 10821
b. CPiE
c. CPMS
d. CFS
e. FTR
f. CP Systems
3. The groups will be given one hour to prepare their assigned session.
4. Make sure that the venue is big enough to allow three simultaneous group demonstrations
to take place. Ensure that there are two to three facilitators to oversee the demo teaching.
5. For the demo teaching:
• Group 1 will teach Group 2 and vice versa
C. Self-evaluation and group assessment
(“Sandwich” – say some good things about the presentation of the group and its members,
then followed by things they need to improve or enhance and end with more appreciation/
affirmation for the group)
• After each group presentation, ask the presenters to share their insights on how they
performed in the demo teaching.
• Ask the other group for their reflection and insights on the other team’s presentation.
• The facilitators will validate/ affirm the insights shared by the presenters and share
pointers on how to further improve the delivery, or provide additional options/ strategies
in managing the session.
D. End the session by reiterating the key messages.
Key Message
1. This training generally aims to capacitate and equip emergency responders and other
service providers with adequate knowledge and skills to handle preparedness, mitigation,
and response in addressing child protection needs in times of emergency.
2. As trained facilitators and CPMS trainers, we are expected to orient emergency responders
with the salient provisions of Republic Act 10821 and the global Child Protection Minimum
Standards in Humanitarian Action (CPMS), and demonstrate its relevance to their initiatives
before, during, and after an emergency.
3. As trained facilitators and CPMS trainers, we are expected to mainstream Child Protection in
other humanitarian sectors, ensuring that child protection considerations inform all aspects
of humanitarian action and minimize risks to children, in compliance with the “do no harm”
principle.
References
Annex
What is Standard 1 What does CPMS What is Standard 16 What is Standard 9 and What is a MINIMUM
and where to find it? stand for? and where to find it? where to find it? STANDARD
HUMAN BINGO
What are the

overarching What is Standard 10 What is Standard 5 What is the Structure What is Standard 9
principles of the and where to find it? and where to find it? of the CPMS Book? and where to find it?
CPMS?
What is Standard 20 What is Standard 8 What is Standard 16 How many standards What is Standard 5
and where to find it? and where to find it? and where to find it? are in the CPMS? and where to find it?
MODULE1 | SESSION 4 : Common Understanding of CPMS
Name 2 key
documents and What is Standard 21 What is Standard 18 What is Standard 10 Who will use the
/ or Companion and where to find it? and where to find it? and where to find it? CPMS?
Standard of CPMS?
95
96 ANNEX
MODULE 1 | SESSION 5: CHILD PROTECTION SYSTEM

STRENGTHENING THE CURRENT PHILIPPINE CHILD PROTECTION SYSTEM
Group Activity: Examining Current Child Protection System in the Philippines (in relation to
Maria’s Story)
Maria’s Story: Maria lived in Tacloban with her family. When Typhoon Haiyan hit, her father
lost his job and began drinking alcohol and dealing with drugs. Her father’s lack of employment
opportunities and alcoholism has led to anger and frustration which he takes out on Maria. Because
of this, Maria has incurred bruises, has become more withdrawn, and has not performed well in
school. Although her teachers have noticed this change in her behavior, they did not say anything.
To help her family, Maria started working in a local store and starts missing school. Eventually,
Maria no longer attended school nor does she work at the local store. It was found that she went to
Manila in search of better opportunities. She became a child of the street for months, begging for
food and alms until she met Sister Malou who offered to help her find a job. “Sister Malou” brought
her to Cebu where she was asked to do sexual acts while being filmed. After a few months, she was
then brought to Angeles City, Pampanga where she was forced her to sleep with men for money –
even when she had her menstrual period or was running a fever. By the time she was rescued from
the “Casa”, code/term for a brothel, she had serviced more than 1,500 clients with about 8 to 15
customers a night. When she was found, she had no paperwork and was HIV+. Although she lived
for a few years in a shelter for women and children, she died at an early age due to HIV-related
complications.
To emphasize:
Maria was HIV+ when she was found. She lived for another 4 years in a shelter for women and
children. When her family were located, the original problem began when Maria’s father lost his job
and began drinking alcohol regularly. Her family thought she was going to get school assistance,
but once she left, they only heard from her one more time. When asked why she remained in the
casa despite the abuse she experienced, she said, “kasi may pagkain. Hindi ako magugutom.” She
died at the age of 13 due to HIV-related complications.
Group Activity: Examining Current Child Protection System in the Philippines (in
relation to Maria’s Story)
INSTRUCTION: Evaluate how Maria could have been protected based on your assigned component.
You may use the indicators/guide questions to assist you in filling out the 3rd and 4th columns.
The 3rd column looks at the gaps the group has observed based on Maria’s story and the existing
programs the LGU has to ensure that the indicators/guide questions are addressed. Given the gaps,
the group is to determine the strategies that could have been done to protect Maria.
GROUP ASSIGNMENTS:
GROUP 1 – Component 1
98 ANNEX
100 ANNEX
102 ANNEX
104 ANNEX
MODULE 1 | SESSION 5: CHILD PROTECTION SYSTEMS

REFERRAL TEMPLATES
MINIMUM STANDARDS FOR CHILD PROTECTION
IN HUMANITARIAN ACTION
STANDARDS TO ENSURE STANDARDS TO DEVELOP STANDARDS TO MAINSTREAM
STANDARDS TO ADDRESS
A QUALITY CHILD PROTECTION ADEQUATE CHILD PROTECTION CHILD PROTECTION IN OTHER
CHILD PROTECTION NEEDS
RESPONSE STRATEGIES HUMANITARIAN SECTORS
Standard 19
Standard 1 Standard 7 Standard 15
Economic recovery
Coordination Dengue and injuries Case management
and child protection
Standard 8
Physical violence and other
Human resources Community-based mechanisms Education and child protection
harmful practices
Standard 3
Communication, advocacy
Sexual violence Child-friendly spaces Health and child protection
and media
Standard 10
Psychosocial distress
Programme cycle management Protecting excluded children Nutrition and child protection
and mental disorders
CHILD PROTECTION MINIMUM STANDARDS TABLE
Standard 11 Standard 23
Standard 5
Children associate with armed Water, sanitation, hygiene
Information management
forces or armed groups and child protection

Child protection monitoring Child labour Shelter and child protection
Stndard 13 Standard 25
Unaccompanied and Camp management
separated children and child protection
Standard 14 Standard 26
105
Justice for children Distribution and child protection

106 ANNEX
Module 1 | Session 6: Coordination

Role Card for DSWD
Answer Key for DSWD
108 ANNEX

Role Card for DILG

answer key for DILG
110 ANNEX
Role Card for PNP

answer key for PNP
112 ANNEX

Role Card for Local NGO

answer key for Local NGO
114 ANNEX
MODULE 2 | SESSION 8:protecting excluded children
BinDi game
Siya ay isang taong importante sa iyo at hindi mo

If someone has a blue tag –
nakita ng matagal. Masayang masaya ka na nakita mo sya kaya’t babatiin mo
sya na tuwang-tuwa ka.
If someone has a yellow tag – Siya ay isang taong madalas mong makita. Maaari
If someone has a red tag – Siya ay isang taong ayaw mong makita o batiin. Layuan
mo sya.
– Siya ay isang taong importante sa iyo at hindi mo

If someone has a blue tag
If someone has a red tag – Siya ay isang taong ayaw mong makita o batiin.
Layuan mo sya.
– Siya ay isang taong importante sa iyo at hindi mo

If someone has a blue tag
If someone has a red tag – Siya ay isang taong ayaw mong makita o batiin. Layuan
mo sya.
MODULE 2 | SESSION 9 : Sexual Violence
Situational Pictures
Situation 1
116 ANNEX
MODULE 2 | SESSION 9: Sexual Violence

Situational Pictures
Situation 2
MODULE 3 | SESSION 11: family tracing and reunification

messaging to avoid separation
118 ANNEX
Module 3 | Session 11: Family Tracing and Reunification

Pictures of Children in Different Emergencies
ELSA
RASHMIA
Module 3 | Session 11: Family Tracing and Reunification

Pictures of Children in Different Emergencies
REGINA
RUBEN
120 ANNEX
Module 4 | Session 15: Information Management

MEETING MINUTES TEMPLATE

Sample Meeting Minutes
122 ANNEX

Sample Meeting Minutes (continued)

Sample Meeting Minutes (continued)
124
ANNEX
Type of Organization: below Acronym -

are some examples that you Organization - Add a new organization each time ther is Type - Select the type of the Select the
can modify - Do not leave a row a new member/associate from a NEW organization organization acronym of the
empty organization
Donor Community And Family Services International International NGO CFSI

Government United Nations Children’s Fund UN Agency UNICEF
Individual Plan International International NGO PI
International NGO Department of Social Welfare and Development Government DSWD
Local NGO City Social Welfare and Development Government CSWD
Sample List of Organizations
Red Cross & Red Crescent

Movement Save the Children International NGO SC
UN Agency World Health Organization UN Agency WHO
United Nations Office for the Coordination of
University Humanitarian Affairs UN Agency UNOCHA
National Disaster Risk Reduction and Management
Religious Organization Council Government NDRRMC
Christian Aid Religious Organization CA
Handicap International International NGO HI
Department of Education Government DepEd


Sample 5Ws
126 ANNEX

Sample 5Ws
Technical Support Team (Education in Emergencies and Child Protection in Emergencies) -
Last Update: [10/07/2017]
Marawi Conflict - Contact List
Alternative Phone
# Organization Type of organisation Acronym Name Function Primary Phone No. Email Email2 Signature
No.
United Nations Children’s

1 UN Agency UNICEF Janet Polita Education Focal 0995-664-7772 jpolita@unicef.org
Fund

2 UN Agency UNICEF Joan Santos Education Focal josantos@unicef.org
Fund

3 UN Agency UNICEF Elaine Umali Education Focal aeumali@unicef.org
Fund
Community And Family

4 International NGO CFSI Farida Mangcaan PSEP Project Officer 0977-097-9099 fmangcaan@cfsi.ph
Services International
Community And Family

5 International NGO CFSI Melvin Diancin CFSI Education Focal 0995-761-1840 mdiancin@cfsi.ph
Services International
Community And Family Baironissah

6 International NGO CFSI CFSI Protection Focal bmamiscal@cfsi.ph
Services International Mamiscal
noraida.casan70@gmail.
7 Department of Education Government DepEd Noraida Casan Science Supervisor 0912-163-1310 com
8 Department of Education Government DepEd Raga Abdullah EPS-1 0915-361-7328

Contact List of the Technical Support Team
9 Department of Education Government DepEd Leamen Laut SWO-3 0916-553-1011 leamenlaut@gmail.com

10 Department of Education Government DepEd Janet Polita Education Focal 0995-664-7772
Baironissah
11 Department of Education Government DepEd CFSI Protection Focal
Mamiscal
127
RC/SCWC RC/SCWC ALTERNATE
RC/SCWC CWC REGIONAL ADDRESS AND CONTACT
REGION CHAIRPERSON/ FOCAL AND
FOCAL PERSON COORDINATORS NUMBERS
DIRECTOR TECHNICAL STAFF
128
I Dir. Marcelo Nicomedes J. Ms. Korina C. Ms. Faye Angeli A. Mr. Emmanuel Mapili DSWD Field Office I
Castillo Tinol (SWO II) Liwanag (RCWC epmapili@cwc.gov.ph San Fernando City, La Union
(RCWC) Technical Staff) 0915-613-1805 fo1@dswd.gov.ph
Email: mnjcastillo@dswd. rcwcregion1@gmail. childrenandyouth2015@gmail.com
gov.ph com landline: (072) 700-5064/ 888-
Landline: (072) 6878000 0908-3228870 2505/888-4180/ 888-3527
loc. 225/(072)8883527 0916-3485108 telefax: 888-2184 / 700-1410
Mobile: 0999-8849918 Date of Reporting: 11
DIRECTORY
Jan 2016
II OIC-Dir. Lucia Alan Ms. Minaflor C. Ms. Judi Jenin P. Lasam Ms. André R. Canilang DSWD Field Office II
(RSCWC) Bangayan (SWO (RSCWC Technical Staff) arcanilang@cwc.gov. Carig, Tuguegarao City, Cagayan
Email: lsalan@dswd.gov.ph II) judijeninlasam@ymail. ph e mail add: fo2@dswd.gov.ph/
Landline: (078)3040586 lm_1423@yahoo. com 0998-566-1846 lm_1423@yahoo.com/
Mobile: 0906-2508549 com 0917-129-4108 0917-548-5199 ampytobias@yahoo.com/
0926-681-6145 Date of Reporting: 01 landline: (078) 846-7532/846-7414
Mar 2016 telefax:( 078) 846-7043
III Dir. Gemma B. Gabuya Ms. Presentacion Ms. Clara Sinco Ms. Ma. Edna L. Estal DSWD Field Office III
(RSCWC) Pinaroc (SWO III) (RSCWC Technical Staff) melestal@cwc.gov.ph Gov’t Center, Maimpis
Email: ord.fo3@dswd.gov. girlietrinos@ crlvsinco@dswd.gov.ph 0998-560-7064 San Fernando, Pampanga
ph yahoo.com.ph 0905-891-6109 fo3@dswd.gov.ph
Landline: (045) 9612143/ 0917-507-1018 nicole_nikkie@yahoo.com
(02) 2467021 loc. 107 0932-853-0749 ord_fo3@dswd.gov.ph
Mobile: 09088190737 landline: (045) 961-2143/ 860-5630/
5629
telefax: (02) 246-7021 loc. 112 or 113
IV-A Dir. Leticia T. Diokno Ms. Liezl M. Ms. Florida F. Radam Mr. Jacob Maximin DSWD Field Office IV
(CALABARzON) (RSCWC) Alvarez (SWO III) (RSCWC Technical Staff) Thaddeus B. Taguinod Alabang, zapote Road
Email: ltdiokno@dswd.gov. lma626@yahoo. radamflorida14@gmail. jmtbtaguinod@cwc. Muntinlupa City
ph com com gov.ph fo4a@dswd.gov.ph
Landline: 807-7102 0926-891-7208 0916-553-7999 dswdfo4a_sec_childyouth@yahoo.com
Mobile: 0939-9058426 tel nos: (02) 807-4142 or 44/842-1524
telefax: 807-1518 / 807-7102 / 807-
4140/850-8380
IV-B Dir. Wilma D. Naviamos, Ms. Purificacion Ms. Erica Paywan Mr. Mac N. Joven DSWD Field Office IV
(MIMAROPA) CESO III R. Arriola (SWO (RSCWC Technical Staff) mcnjoven@cwc.gov. 1680 F.T. Benitez St.
(RSCWC) IV) erp.rscwc4b@gmail. ph Malate, Manila
Email: wdnaviamos@dswd. pupsarriola@ com 0917-763-9578 fo4b@dswd.gov.ph
gov.ph yahoo.com 0935-379-7922 oddswd4b@gmail.com
Landline: 336-8106 loc. 0919-850-2102 landline: (02) 526-6077 loc. 207/ 523-
109 Ms. Priscila Contreras 6077/524-2742
Mobile: 0919-9999466 (SWO II – Alternate telefax:(02) 523-9117/ 303-0533 /
Focal) 336-8106
precycabaysa@yahoo.
com
0919-752-6036
Ms. Pamela Bontigao

(SWO II – Secretariat)
pamelaobontigao@
Mobile: 0919-9999466 (SWO II – Alternate telefax:(02) 523-9117/ 303-0533 /
Focal) 336-8106
precycabaysa@yahoo.
com
0919-752-6036
Ms. Pamela Bontigao

(SWO II – Secretariat)
pamelaobontigao@
yahoo.com
pamelaobontigao@
gmail.com
0928-993-1363
V Dir. Arnel B. Garcia Ms. Maria Ms. Ana Marie B. Ms. Lee N. Aguila DSWD Field Office V
(RSCWC) Corazon Pitero Binamira (RSCWC menaguila@cwc.gov. Buraguis, Legaspi City
Email:abgarcia528@gmail. (SWO IV) Technical Staff) ph e mail add: fo5@dswd.gov.ph
com/abgarcia@dswd.gov. hpitero_50@ rscwc.dswdfo5@gmail. 0915-722-5993 landline: (052)481-0465
ph yahoo.com com fax: 820-1309 / 4805754 Fax
Landline:(052)4800607 0928-450-5824 0910-360-1408
0921-2882892 Feb 2016
VI Dir. Rebecca Geamala Ms. Rosalie M. Ms. Raji J. Alvarado Ms. Lee N. Aguila DSWD Field Office VI
(RSCWC) Lorque (RSCWC Technical Staff) menaguila@cwc.gov. Molo St., Iloilo City
Email: rpgeamala.fo6@ (SWO III) wajialvarado@yahoo. ph e mail add:
dswd.gov.ph/fo6.dswd. com 0915-722-5993 dswdciufosix@yahoo.com
gov.ph 0999-884-3017 fo6@dswd.gov.ph,
Landline: (033)336221 Date of Reporting: 01 landline: (033) 336-5425/ 336-5426/
Mobile: 0929-2298160 Mar 2016 336-5428/ 336-5430
fax: (033) 336-5428/3376221/3361291
ARDO: Ms. Delia V.
Bagolcol
VII Dir. Ma. Evelyn B. Macapobre, Ms. Grace Yana Ms. Maricel P. Madamba Mr. Mac N. Joven DSWD Field Office VII
CESO III (RCWC) (SWO IV) (RCWC Technical Staff) mcnjoven@cwc.gov. Gen Maxilom Ave., Cebu City
Email: mebmacapobre@ graceinteyana@ rcwcfo7@gmail.com ph fo7@dswd.gov.ph
dswd.gov. gmail.com 0932-951-0854 0917-763-9578 childrensectorfo7@gmail.com
0933-630-4851 Date of Reporting: July landline: (032) 232-9507/ 232-
2016 9505/233-8785
fax: (032) 231-2172/ 232-9505
VIII Dir. Restituto B. Macuto Ms. Yvonne S. Ms. Richelle M. Villamor Ms. Lee N. Aguila DSWD Field Office VIII
(RSCWC) Abonales (SWO (RSCWC Technical Staff) menaguila@cwc.gov. Magsaysay Blvd., Tacloban City
Email: resty38@yahoo.com IV) villamorrichelle22@ ph fo8@dswd.gov.ph
Landline:(053)3213322 cayoy_88@yahoo. gmail.com 0915-722-5993 landline: (053) 321-2035/321-
Mobile: 0995-2144598 com.ph 0920-697-5923 2040/3212524/ (053) 321-2040
0921-796-0430 Date of Reporting: 3 fax: (053) 321-1007/ 321-1651
Jan 17
Ms. Carol Gerilla (SWO

129
III – Alternate Focal)

0916-262-0561
0939-141-6410
RC/SCWC RC/SCWC ALTERNATE
130

REGION CHAIRPERSON/ FOCAL AND
DIRECTOR TECHNICAL STAFF
Ix Dir. Atty. Araceli F. Ms. Ma. Socorro Ms. Raquel T. Jumig Mr. Jacob Maximin DSWD Field Office IX
Solamillo, CESO II S. Macaso (PPD/ (RCWC Technical Staff) Thaddeus B. Taguinod Gen. Vicente Alvarez St.,
(RCWC) Sectoral Unit rjumig@gmail.com jmtbtaguinod@cwc. zamboanga City
Email: afsolamillo@dswd. Head) 0935-993-1089 gov.ph e mail add:
DIRECTORY
gov.ph Email: 0916-553-7999 fo9@dswd.gov.ph

RC/SCWC nenettemacaso@
RC/SCWC ALTERNATE
Date of Reporting: 16 landline: (062) 991-6056/ 991-1326/
REGION CHAIRPERSON/ gmail.comMobile: FOCAL AND
Feb 2016 991-6030
DIRECTOR 0920-9455700/ TECHNICAL STAFF fax: (062) 993- 0652/ 991-8346 / 992-
0905- 0015
IX Dir. Atty. Araceli F. 2697210
Ms. Ma. Socorro Ms.
Ms. Raquel Fabian
MarilynT. Jumig Mr. Jacob Maximin DSWD Field Office IX
Solamillo, CESO II S. Macaso (PPD/ (Alternate
(RCWC Technical
Focal) Staff) Thaddeus B. Taguinod Gen. Vicente Alvarez St.,
(RCWC) Sectoral Unit 0918-697-8880
rjumig@gmail.com jmtbtaguinod@cwc. Zamboanga City
Email: afsolamillo@dswd. Head) 0935-993-1089 gov.ph e mail add:
x gov.ph
Dir. Nestor B. Ramos Email:
Mr. zosimo G. Ms. Rhea Jane A. 0916-553-7999
Mr. Emmanuel Mapili fo9@dswd.gov.ph
DSWD Field Office X
(RCWC) nenettemacaso@
Butil (SWO IV) Date of Reporting:
Camanga (RCWC 16 epmapili@cwc.gov.ph landline:
Km.5 Upper(062) 991-6056/ 991-1326/
Canitoan
Email: nbramos@dswd. gmail.comMobile: Feb
Technical
2016 Staff) 0915-613-1805 991-6030
Cagayan de Oro City
gov.ph 0920-9455700/ jane.jaja46@gmail.com fax: (062)
e mail add:993- 0652/ 991-8346 / 992-
fo10@dswd.gov.ph
Landline: 0905- 0948-315-5167 0015
ppd.dswd10@gmail.com/
(088)8588134/8586333 2697210 Ms.
DateMarilyn
of Reporting:
Fabian11 delmar292004@yahoo.com
Mobile:0917-5280874 (Alternate
Feb 2016 Focal) landline: (088) 858-8134/8588956
0918-697-8880 Telefax: (088) 8588959/(8822)
Ms. Delia A. Maravillosa 726359/8586333
X Dir. Nestor B. Ramos Mr. Zosimo G. (SWO
Ms. Rhea
II) Jane A. Mr. Emmanuel Mapili DSWD Field Office X
(RCWC) Butil (SWO IV) 0927-795=1882
Camanga (RCWC epmapili@cwc.gov.ph Km.5 Upper Canitoan
Email: nbramos@dswd. delmar292004@yahoo.
Technical Staff) 0915-613-1805 Cagayan de Oro City
gov.ph com
jane.jaja46@gmail.com e mail add: fo10@dswd.gov.ph
xI Landline:
Dir. Mercedita P. Jabagat Ms. Dahlia S. 0948-315-5167
Mr. Renee Boy O. Ms. André R. Canilang ppd.dswd10@gmail.com/
DSWD Field Office XI
(088)8588134/8586333
(RSCWC) Padillo Date of Reporting: 11
Binondo arcanilang@cwc.gov. delmar292004@yahoo.com
R. Magsaysay Blvd., Davao City
Mobile:0917-5280874
Email: mpjabagat@dswd. (SWO IV) Feb 2016
(RCWC Technical Staff) ph landline:
e mail add:(088) 858-8134/8588956
fo11@dswd.gov.ph
gov.ph dspadillo.fo11@e- reneeboy.binondo@ 0998-566-1846 Telefax:
landline:(088)
(082)8588959/(8822)
227-8746
Landline: (082)227-1964 dswd.net Ms. Delia A. Maravillosa
gmail.com 0917-548-5199 726359/8586333
fax: (082) 226-2857/ 225-3461
loc 432 (SWO II)
0921-728-8966
Mobile: 0917-6244038 0927-795=1882
xII Dir. Bai zorahayda T. Taha Ms. Johanisa S. delmar292004@yahoo.
Mr. Sahabudin M. Kuli Mr. Emmanuel Mapili DSWD Field Office XII
(RCWC) Marohombsar com
(RCWC Technical Staff) epmapili@cwc.gov.ph Alunan Avenue, Koronadal City
XI Dir. Mercedita
Email: P. Jabagat
bzttaha.fo12@dswd. Ms. Dahlia S.
(TS II) Mr. Renee Boy O.
coolzlaham@yahoo. Ms. André R. Canilang
0915-613-1805 DSWD Field Office XI
fo12@dswd.gov.ph/
(RSCWC)
gov.ph Padillo
johanisa_ Binondo
com arcanilang@cwc.gov. R.
telMagsaysay Blvd., Davao
nos: (083) 228-3181/ City
228-
Email: mpjabagat@dswd.
Landline:(083)2283180to (SWO IV)
marsar@yahoo. (RCWC Technical Staff)
0975-257-0206 ph e mail add: fo11@dswd.gov.ph
3607/228-3180
gov.ph
81/(083) 3810396 dspadillo.fo11@e-
com reneeboy.binondo@
Date of Reporting: 14 0998-566-1846 landline:
fax: (083)(082) 227-8746
228-3180/2286080/8637
Landline: (082)227-1964
Mobile: 0917-7145921 dswd.net
0999-880-9741 gmail.com
March 0917-548-5199 fax: (082) 226-2857/ 225-3461
loc 432 0921-728-8966
CARAGA Mobile: 0917-6244038
OIC-Dir. Mita Chuchi G. Ms. Ana T. Ms. Eden Salem Mr. Jacob Maximin DSWD Field Office XIII
XII Dir. Bai Zorahayda T. Taha
Lim Ms. Johanisa S.
Semacio Mr. Sahabudin
(RCWC Technical Kuli
M. Staff) Mr. Emmanuel
Thaddeus Mapili
B. Taguinod DSWD Field
Capitol Office XII
Compound, Butuan City
(RCWC) Marohombsar
atsemacio.focrg@ (RCWC Technical Staff)
rcwc.caraga@gmail. epmapili@cwc.gov.ph
jmtbtaguinod@cwc. Alunan
e Avenue,
mail add: Koronadal City
dswdxiii@mozcom.com
bzttaha.fo12@dswd.
Email: mglim@dswd.gov.ph (TS II)
dswd.gov.ph coolzlaham@yahoo.
com 0915-613-1805
gov.ph fo12@dswd.gov.ph/
landline: (085) 342-5619/342-5620
gov.ph
Landline:(085)3425619 loc johanisa_ com
0930-141-0330 0916-553-7999 tel nos:
fax: (085)(083) 228-3181/ 228-
815-9173
Landline:(083)2283180to marsar@yahoo. 0975-257-0206 3607/228-3180
81/(083) 3810396 com Date of Reporting: 14 fax: (083) 228-3180/2286080/8637
Mobile: 0917-7145921 0999-880-9741 March
CARAGA OIC-Dir. Mita Chuchi G. Ms. Ana T. Ms. Eden Salem Mr. Jacob Maximin DSWD Field Office XIII
Lim Semacio (RCWC Technical Staff) Thaddeus B. Taguinod Capitol Compound, Butuan City
(RCWC) atsemacio.focrg@ rcwc.caraga@gmail. jmtbtaguinod@cwc. e mail add: dswdxiii@mozcom.com
Email: mglim@dswd.gov.ph dswd.gov.ph com gov.ph landline: (085) 342-5619/342-5620
Landline:(085)3425619 loc 0930-141-0330 0916-553-7999 fax: (085) 815-9173
126 Date of Reporting: 22
Mobile: 0915-8859304 Feb 2016
ARMM Sec. Haroun Alrashid A. Hja. Kay E. Ms. Asnaida D. De Mr. Mac N. Joven DSWD ARMM
Lucman, Jr. Lintongan (SWO Guzman (RSCWC mcnjoven@cwc.gov. Brgy. Semba, Datu Odin Sinsuat,
(RSCWC) IV) Technical Staff) ph Maguindanao
Regional Secretary kaylintongan@ dayoasnaida@yahoo. 0917-763-9578 landline: (064) 431-0303/431-
Email: dswdarmm.ors@ yahoo.com com.p 0323/431-0065
gmail.com 0917-622-3830 h fax: (064) 431-0064 / 431-0218
Landline:(064)5522796 0949-849-7184 0905-854-3697
Jan 2016
Asst. Secretary/
Chairperson Ms.Hadja
Pombaen Karon-Kader
Email: pombaen@yahoo.
com
Landline:(064)5522796
Mobile: 0928-5076046
0921-2890867
CAR Dir. Janet P. Armas Ms. Carmencita Ms. Ruby Lynn P. Huag Ms. André R. Canilang DSWD CAR
(RCWC) Chaluyen (RCWC Technical Staff) arcanilang@cwc.gov. No. 40 North Drive, Baguio City
Email: jparmas.car@dswd. clchaluyen@ rubylynn.palla@gmail. ph dswd-car@digitilone.com.ph
gov.ph gmail.com com 0998-566-1846 dswd.car@csi.bgo.com.ph
Landline:(074)4465961 0947-344-9449 0917-548-5199 dswdfocar@dswd.gov.ph
Mobile: 0927-6159998 landline: (074) 444-3262
OIC-ARD Edna S. Benitez telefax: (074) 442-7917/ 304-3949
Dir. Vincent Andrew Leyson Ms. Glenda M. Ms. Benilda G. Hadap Ms. Ma. Edna L. Estal DSWD NCR
NCR (RCWC) Derla (SWO IV) (RCWC Technical Staff) melestal@cwc.gov.ph 389 San Rafael cor. Legarda St. Manila
Email: tad_ncr@yahoo.com glenda_derla@ rcwc.dswdncr@gmail. 0998-560-7064 foncr@dswd.gov.ph
yahoo.com com landline: (02) 313-1432 / 7348639
0906-468-0287 0917-555-2142 (RD’s ofc)
Date of Reporting: 22 fax: (02) 488-3110/4883544/ 2761
Sept 2016

Cpms Ra10821 Training Manual Final NCPWG

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Version 1.

Copyright © Save the Children December 2018

MARY MITZI “MITCH” CAJAYON-UY

CHILDFUND PHILIPPINES proudly expresses our recognition to the members of the

Together we build a safe space for all Filipino children.

FEDERICO LUIS DIAZ-ABERTINI

Plan International Philippines recognizes the importance of partnership, especially in efforts to

As a child-focused development and humanitarian organization, World Vision is

MODULE 1: POLICIES, FRAMEWORKS, AND

Session 1: Rights of the Child 21

Session 2: Introduction to Republic Act 10821 and 26

Session 3: Common Understanding of Child Protection in 28

Session 4: Common Understanding of the Child Protection 33

Session 5: Common Understanding of Child Protection

Session 6: Humanitarian Coordination

MODULE 2: CHILD PROTECTION NEEDS IN

Session 7: Children Associated with Armed Forces or 50

Session 8: Protecting Excluded Children 53

Session 10: Child Labor 60

MODULE 3: CHILD PROTECTION STRATEGIES

Session 11: Family Tracing and Reunification (FTR) 65

Session 12: Psychosocial Support 68

Session 13: Child-Friendly Spaces 72

Session 14: Case Management 76

MODULE 4: MAINSTREAMING CHILD PROTECTION

Session 16: Mainstreaming CP in Other Sectors 86

MODULE 5: DEMO TEACHING

What are the objectives of this training?

Specifically, this training program has the following objectives:

Who are the target recipients of this training?

Participants trained by the NCPWG at

Regional trainers are then expected to

OER participants can then provide

What are the modules included in this training?

(1) Rights of a Child

(11) Family Tracing and Reunification

(15) Informational Management

Table 1: Design for ToT

What is the recommended training design for the roll-out?

Have at least 1 year experience as Child Protection focal person

Table 2: Design for OER

Day Modules Sessions Considerations

SESSION GUIDE | WELCOME AMENITIES

B. Setting Expectations and Presentation of Training Objectives

B. Setting Expectations and Presentation of Training Objectives

At the end of the training, the participants would have:

MODULE 1 | OPTIONAL SESSION 1

RIGHTS OF THE CHILD

3. Identities for 20 participants might include the following:

(1) Human Rights

b) Human rights are:

(2) Children’s Rights

(3) Principles of the UNCRC

a) Non-Discrimination and Inclusion

b) Best Interest of the Child

c) Survival and Development

Note: The PowerPoint on Republic Act 10821 can be used as reference

The session should answer the following questions:

4. CEPC emphasizes collaborative approach to disaster response involving various