Child Protection Policy

CHILD PROTECTION
POLICY
CHERYL Z. ALLAS
Guidance Counselor III
DO NO. 40. S. 2012
Violence, Physical, Verbal and Sexual Abuse
Inflicted by Teachers & Other School Personnel
 3 out of 10 children in Grades 1-3 and almost 5 out of 10

from high school experienced physical violence (such as
pinching and hitting) committed by teachers;
 4 out of 10 children in Grades 1-3 and 7 out of 10 in higher
grade levels experienced verbal abuse by their teachers;
 36.53 % of children in Grades 4-6 and 42. 88% of high
school students experienced verbal sexual violence in school
and 11.95% of children in Grades 4-6 and 17.60% of high
school students have experienced inappropriate touching.
3
Violence, Physical, Verbal and Sexual Abuse
Among Children (i.e. Bullying, etc.)
 73.58% of children in Grades 4-6 and 78.36% in high

school in urban areas suffered verbal abuse violence
from their peers;
 30.17% of children in Grades 4-6 and 37.57% in high
school in rural areas experienced physical abuse or
violence committed by their peers;
 26.74% of children in Grades 4-6 and 43. 71% in high
school in urban areas experienced verbal sexual abuse
committed by their peers and 9.65% of Grades 4-6 and
17.71% of high school students experienced
inappropriate touching.
4
DEPED’s RESPONSE
5
DepEd Efforts to
Protect Children
Child Protection Guidelines on

Policy CAR & CICL
Anti-Bullying Child Protection Protection of Children

Act Committee in Armed Conflict
Legal Bases
Legal Bases
Coverage
 Children who are enrolled in the basic
education system;
 School Personnel
 School Head
 Teaching or Non-Teaching
personnel
 School Visitor or Guest

 Media
 Suppliers or Bidders
 Parents and Guardians, etc.
PROHIBITED ACTS
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5) Unreasonable deprivation of the child’s basic
needs for survival;
6) Failure to immediately give medical

treatment to an injured child resulting in
serious impairment of the child’s growth and
development and permanent incapacity or
death.
 Child Exploitation
 Refers to the use of children for

someone else’s advantage, gratification or
profit resulting in unjust, cruel and
harmful treatment of the child.
Violence against children
committed in schools
17
Corporal Punishment
18
DUTIES AND RESPONSIBILITIES OF
SCHOOLS
19
CHILD PROTECTION COMMITTEE
20
Functions of CPC’s
21
PREVENTIVE MEASURES:
Capacity Building of School Officials,
Personnel, Parents & Students
22
PROCEDURE: Protective & Remedial
Measures to Address Bullying and Other Acts
of Abuse by a Pupil, Student or Learner
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24
25
Assessment & Referral of Victims to the Local
Social Welfare and Development Office
(LSWDO)
26
Reporting and Monitoring System
27
PROTECTION?
THE NEED FOR BUILDING A CARING AND

PROTECTIVE ENVIRONMENT FOR CHILDREN
Brainstorming Session
What is our understanding of child protection?
In all the combined efforts of government, NGO’s, families and

communities in child protection, what do you think is lacking or
missing?
EXISTING APPROACHES TO THE
CARE AND PROTECTION OF
CHILDREN
Charity Approach Needs Approach
Rights – Based
Approach
-Focus on input not outcome - Focus on input not -Focus on process and
outcome outcome
-Emphasizes increasing - Emphasizes meeting needs -Emphasizes realizing rights
charity
-Recognizes moral -Recognizes needs as valid - Recognizes individual and
responsibility of rich claims group rights as claims
towards poor toward legal and moral duty-
bearer
-Individuals are seen as -Individuals are objects of -Individuals and groups are
victims development interventions empowered to claim their
rights
-Individuals deserve -Individuals deserve -Individuals are entitled to
assistance assistance assistance
-Focuses on manifestations -Focus on immediate causes -Focuses on structural causes
of problems of problems and their manifestations.
RIGHTS – BASED APPROACH
The reciprocal relationship between rights
holder and duty bearer
Duty Bearer
Accountability
Fulfills Claims rights

responsibility from
towards
Right Holder
participation
RIGHTS – BASED APPROACH
SITUATION analysis
Understanding the current situation in the area
 Identifying key factors influencing the situation
 Problems and their causes, needs interests ,capacities and
constraints of different stakeholders
CAUSALITY analysis
Specify the major consequences of the problem
 Identify the key root, underlying and immediate causes and
manifestations
ROLE PATTERN analysis
Confirms the exact individuals or groups of people who have claims
concerning the problem
Link the roles of rights holders and duty bearers
Who are the right holders?
What are the obligations of duty bearers?
 CAPACITY GAP analysis
 Identify obstacles that the right holders have in claiming their rights as well as the duty
bearer’s capacity gaps in meeting their obligations
 Individuals, institutional and societal capacities
 IDENTIFICATION OF STRATEGIES AND ACTIONS

 making strategic choices based on the large amount of evidence gathered throughout the
analysis process
 increasing responsibility , authority, resources and decision making and communication
capabilities of rights holders and duty bearers by taking into account basic / structural /
root causes of the identified problem
 PARTNERSHIP analysis
 identify key factors working with the same problem in the intervention area to find out what
their focus areas and strengths are
 synergies and partnership
 PROJECT DESIGN
 priority actions
 developing capacities of individuals as rights holders, while others will aim at developing
capacities of individuals as duty bearers
ABSENCE OF PROTECTIVE AND
CARING ENVIRONMENT
1. FAILURE OF INDIVIDUALS
- Children’s inadequate knowledge and life skills
- Lack of access of children to education, health
and other basic social services
– Lack of knowledge and skills on effective
parenting among parents
– Gaps in capacities of service providers and
caregivers
– Individual values, beliefs and attitudes that
lead or contribute to abuse, violence and
exploitation
2. FAILURE OF SYSTEMS
-Weak and inconsistent law enforcement
- Judicial process remains slow and lacks sensitivity to
psychosocial make-up of children
- Non- functional structures for child protection,
e.g. local council for the protection of children,
particularly the BCPC’s
-Inadequate services and resources for child protection
-relatively weak social welfare system
-inadequate child protection data base and weak
monitoring system
3. FAILURE OF SOCIETY
-Materialistic and consumerist culture and the
situation of socio economic insecurity are predisposing
factors for child abuse, violence, exploitation and
neglect.
-Inequitable distribution of resources and
opportunities has pushed children and their families to
situations of poverty, deprivation, marginalization and
disadvantage.
-Programs aimed at poverty reduction and social
equity promotion e.g. 4P’S
CIRCLE OF ABUSE, EXPLOITATION AND
VIOLENCE
THE CHALLENGE
From a culture of abuse,
exploitation and
violence…
…To a culture of
care and protection.
CARING and PROTECTIVE
ENVIRONMENT for CHILDREN :
KEY ELEMENTS
 The government, national and local , is truly
committed to child rights promotion and child
protection
 Laws are in place and consistently enforced
 Attitudes, customs and practices, including gender
discrimination, that facilitate or lead to abuse,
exploitation and violence are challenged and
changed.
 Child protection issues are openly discussed in the
mass media and among CSO’s. Responsible
reporting and coverage of cases of child abuse,
exploitation and violence is promoted.
CARING and PROTECTIVE
ENVIRONMENT for CHILDREN : KEY
ELEMENTS
Children are equipped with knowledge and life skills for their own
protection as well as participation in decisions that affect them.
 All those who interact with children – parents, teachers, social
workers, health workers law enforcers, prosecutors, judges, etc.
– know how to recognize and respond to abuse, exploitation and
violence.
 Preventive actions and early interventions as well as specialized
services for rescue, recovery, healing and reintegration are
available and accessible for all children without discrimination.
 Monitoring systems are designed to identify, count and track
children who are at risk and victims of abuse, violence and
exploitation.
CIRCLE OF CARE AND
PROTECTION
HOW DO WE MAKE THE SCHOOL A
CARING AND PROTECTIVE
ENVIRONMENT?
 CHILD – FRIENDLY SCHOOLS
WHAT MORE SHOULD BE DONE TO

STRENGTHEN, EXPAND AND SUSTAIN
THIS INITIATIVE?
“By giving high priority to the rights of children,

to their survival and to their protection and
development, we serve the best interest of all
humanity.”
A World Fit for Children Plus 5
LOCALIZATION and
CONTEXTUALIZATION
WHO IS RESPONSIBLE
TO LOCALIZE?
STAKEHOLDERS OF THE
SCHOOL
CHILD
PROTECTIO
N
COMMITTEE
STRATEGIC PROCESS
LET’S START!
VISION- Translate it to ADVOCACY
#flourish
Teachers
-facilitator
-nurturer
-competent
CODE OF CONDUCT
Is a set of BEHAVIORAL protocols
designed to prevent ACTUAL
and POTENTIAL harm

CODE OF CONDUCT
POTENTIAL RISKS

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CHILD PROTECTION

 3 out of 10 children in Grades 1-3 and almost 5 out of 10

 73.58% of children in Grades 4-6 and 78.36% in high

Child Protection Guidelines on

Anti-Bullying Child Protection Protection of Children

 School Visitor or Guest

6) Failure to immediately give medical

 Refers to the use of children for

THE NEED FOR BUILDING A CARING AND

In all the combined efforts of government, NGO’s, families and

Fulfills Claims rights

 IDENTIFICATION OF STRATEGIES AND ACTIONS

WHAT MORE SHOULD BE DONE TO

“By giving high priority to the rights of children,

Is a set of BEHAVIORAL protocols

designed to prevent ACTUAL

and POTENTIAL harm

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