Why-Child-Protection.pptx-CAA-LCPPT.pptxJune-30-pm.pptx

1Why-Child-Protection

1. NATIONAL LEARNING CAMP: Ensuring Learning Readiness through Psychological First Aid Session: 5 CARMENCITA A. AGUAS, RGC Senior Education Program Specialist Bureau of Learning Delivery- Teaching and Learning Division

2. CONTEXT SPECIFIC GUIDELINES FOR THE EFFECTIVE IMPLEMENTATION OF THE NATIONAL LEARNING CAMP AND OTHER ACTIVITIES FOR THE 2022-2023 END-OF-SCHOOL YEAR (EOSY) BREAK Fun and Engagement Component   23. Mental health and psychosocial support activities may also be conducted to enhance the well-being of both learners and teachers, addressing their mental health and psychosocial needs

3. BRAINSTORMING SESSION What is our understanding of child protection? In all the combined efforts of government, NGOs, FBOs other CSOs and families and communities in child protection, what do you think is lacking or missing?

4. 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

5. FAILURE OF INDIVIDUALS 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 councils for the protection of children, particularly the BCPCs; Inadequate services and resources for child protection – relatively weak social welfare system; Inadequate child protection database and weak monitoring system

6. FAILURE OF INDIVIDUALS 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., 4Ps or CCT) have yet to effectively address the growing numbers of poor and vulnerable families

7. Attitudes & behavior that lead to AVEND Inadequate services & resources for children Capacity gaps of service providers Non-functional child protection structure & systems Children’s inadequate knowledge and life skills Failure of families to care for and protect children Weak law enforcement Children exposed to abuse, violence and exploitation

8. A FRAMEWORK FOR UNDERSTANDING CHILD PROTECTION ISSUES Failure of Systems Failure of Individuals Failure of Society Absence of protective and caring environment

9. DEPED EFFORTS TO PROTECT CHILDREN Child Protection Policy Child Protection Committee Anti-Bullying Act Guidelines on CAR and CICL Protection of Children in Situations of Armed Conflict

10. DEPED ORDER NO. 40, 2012 (Child Protection Policy) The DepEd shall ensure that schools are a safe place for the education of children. The best interest of the child shall be the paramount consideration in all decisions and actions involving children. This is a zero-tolerance policy for any act of child abuse, exploitation, violence, discrimination, bullying and other related offenses.

11. DEPED ORDER NO. 40, 2012 (Child Protection Policy) All public & private elementary and secondary schools shall establish a Child Protection Committee (CPC). School Head/ Administrator Guidance Counselor/ Teacher Teacher Representative Parent Representative Student Representative Barangay Representative

12. WHO IS A CHILD? Any person below eighteen (18) years of age of those over but are unable to fully take care of or protect themselves because of physical or mental disability or condition. Pupils or students who may be eighteen (18) years of age or older but are in school.

13. EXISTING APPROACHES TO THE CARE AND PROTECTION OF CHILDREN CHARITY APPROACH Emphasizes increasing charity Recognizes moral responsibility of rich towards poor Individuals as seen as victims Individuals deserve assistance Focuses on manifestations of problems

14. EXISTING APPROACHES TO THE CARE AND PROTECTION OF CHILDREN Emphasize meeting needs Recognizes needs as valid claims Individuals are objects of development interventions Individuals deserve assistance Focuses on immediate causes of problems NEEDS APPROACH

15. EXISTING APPROACHES TO THE CARE AND PROTECTION OF CHILDREN RIGHTS-BASED APPROACH Focuses on process and outcome Emphasizes realizing rights Recognizes individual and group rights as claims toward legal and moral duty bearers Individuals and groups are empowered to claim their rights Individuals are entitled to assistance Focuses on structural causes and their manifestations

16. RIGHTS-BASED APPROACH The reciprocal relationship between rights holders and duty bearers. DEPED ORDER NO. 40, 2012 (Child Protection Policy)

17. CONTEXT ANALYSIS Situation analysis Causality analysis Role-Pattern analysis Capacity gap analysis Focus in results Focus on the most disadvantaged

18. THE CHALLENGE Build a caring and protective environment for children From a culture of abuse, exploitation and violence; To a culture of care and protection

19. ‹#› CHILD-FRIENDLY SCHOOLS How do we make the school a caring and protective environment for children? What are already being done to create a caring and protective environment for children in all the 60,000 schools nationwide? What more should be done to strengthen, expand, and sustain this initiative?

20. CARING AND PROTECTIVE ENVIRONMENT FOR CHILDREN: KEY ELEMENTS

21. CARING AND PROTECTIVE ENVIRONMENT FOR CHILDREN: KEY ELEMENTS

22. Change of values, attitudes, behavior Services and resources for children Competent service providers & caregivers Responsive child protection structures & systems Children’s live skills & effective participation Loving, caring and protective families Effective enforcement of laws Children free from abuse, violence and exploitation

23. ‹#› Learning Feedback Science Teacher: Mr. Amador Cruz Time: 9:15 – 10:00

24. ‹#› Learning Feedback

25. ‹#› Learner’s Participation Feedback Date: July 24- August 11, 2023 Teacher: Mr. Amador Cruz

26. ‹#› Psychological first aid video

27. ‹#›

28. ‹#› Psychological first aid is based on the principle of ‘do no harm’.

29. ‹#› SEVEN THEMES:

30. ‹#› schools businesses shopping center airports and train stations memorial services community center Where is PFA delivered? evacuation center recovery center hospitals humanitarian assistance center homes

31. ‹#› calm people reduce distress make people feel safe and secure identify and assist with current needs establish human connection facilitate people’s social support Goals of PFA

32. ‹#› help people understand the disaster and its context help people identify own strengths and abilities to cope foster belief in people’s ability to cope give hope Goals of PFA

33. ‹#› Exposure to traumatic events can have a major impact on our emotions, behaviors, cognitive functioning, and physical well-being. People experience a range of reactions. It is common for them to report being more fearful, withdrawing from friends and family, feeling easily distracted or even frustrated by memory lapses, or failing to complete simple tasks. What are the core competencies required to deliver psychological first aid?

34. ‹#› NOT debriefing NOT obtaining details of traumatic experiences and losses NOT treating NOT labeling or diagnosing NOT counseling NOT something that only professionals can do NOT something that everybody who has been affected by an emergency will need. What Psychological First Aid isn’t?

35. ‹#› http://traumacenter.wpengine.com/wp-content/uploads/2015/06/Practicing-Self-Care-After-Traumatic-Events.pdf Reference