Module Four

How we can fulfill our roles and

responsibilities as Child Protection
Specialists
This module is the culmination of the progressive build up of knowledge and
skills that are essential in the discharge of the CPS’ roles and responsibilities.
It provides a good working knowledge and orientation on the Protocol for
Case Management of Child Victims of Abuse, Neglect, and Exploitation and
specifically the Flowchart on Management of Child Abuse Cases to illustrate
Module
the different stages of a case.
Overview
Given this background and synthesizing the learnings from the child
and
protection policy framework and the relevant laws and policies on child Rationale
protection, the CPS are led to a process of locating their role as technical
adviser and resource in handling child protection cases referred by schools in
their Division. A practical guide in discharging their roles and responsibilities
vis-a-vis the school will be presented as well.
By the end of the module, the participants will be able to:

 Learn the fundamental concepts of case management and its

purpose/use

 Have a working knowledge of the process in handling serious and

Module
complex cases of child abuse and violence in schools and the national
protocol in handling child abuse, neglect, and exploitation cases
Objectives

 Analyse cases using the child protection laws, DepEd policies, and
algorithm on child protection, as discussed during the training to
sharpen their analysis of these laws and policies and locate their role
vis-a-vis the Child Protection Committee

SESSION 1: An Overview of Case Management and the Protocol for Case Management of
Children Caught in Situations of Abuse and Exploitation

By the end of the session, the participants will be able to:

 Define case management and other related concepts that will be

introduced in the module;
 Explain its importance, purpose, and use in the school setting; Session 1
and Objectives
 Gain a working knowledge of the process of handling serious
and complex child abuse cases in schools and the National
Protocol for Case Management of Child Victims of Abuse,
Neglect, and Exploitation
 Case Management: Definition, Purpose, Importance and Use

 Guide for Child Protection Specialists in Handling Cases of Child

Abuse and Violence
Content of
 The National Protocol for Case Management of Children Caught in Session 1
Situations of Abuse and Exploitation

Duration: 4 hours
Methodologies: Structured learning exercise, lecture discussion
 Process and
Activity 1. Case Management: Definition, Purpose, Importance, and Use Methodology
Session 1
Facilitate a structured learning exercise, Case Management in Focus: How Activity 1
well do I know this topic? In this activity, the resource person will try to
gauge the participants’ appreciation about case management and enhance Structured
their understanding about the topic. Learning
Exercise
Read a set of 11 statements regarding the subject matter. Lecture-
discussion
Case Management in Focus:
How well do I know this topic?

1. Addressing abuse cases happening in school is not only

DepEd’s concern but also that of other agencies.
2. Case management is a multidisciplinary approach in
assisting victims of violence and exploitation.
3. Case management can be done by any school personnel.
4. A case is handled by only one case manager.
5. It is not necessary to help the victim of abuse to heal and
recover. A child can recover on his/her own.
6. Case management is a one-time activity just to enable the
victim to calm himself/herself.
7. The school is expected to investigate what happened to
the child to determine the real cause of the problem.
8. It is the principal who should handle cases of abuse and
violence in the school.
9. The Division Office is tasked to directly network with
school agencies to facilitate the provision of assistance to
the victim.
10. In case management, the case manager handling the case
can just decide on the courses of action that should be
taken to help the victim.
11. The assistance given in case management consists of
service provision and service coordination.

Ask the participants to indicate their agreement or disagreement and the

reason/s for their choice. Use a scoring system to acknowledge the
participant who will give the best answer. The one with the highest point will
be declared the winner.

Highlight the important points that came out of the discussion and add other
significant aspects that did not surface but which they should also know about
the topic.

Conduct a lecture discussion highlighting the main points below on case

management. (Refer to powerpoint presentation: Case Management)
Key Concepts in Case Management

Several authors attempted to define case management. They are all in

agreement that it is a process of helping individuals who have problems
get the proper assistance and care that they need.

 Woodside and McClam (2003) adopted the meaning of Weil and Karls
(1985, p.2) which is a set of logical steps and a process of interaction
within a service network which assures that a client receives needed
services in a supportive, effective, efficient, and cost-effective manner.

Elaborating further, they identified the basic elements: responsibility,

continuity and accountability (p. 35). Responsibility means
knowing the duties assigned, formulating an assessment of the client’s
situation, and coming up with a suggested plan of service provision
and service coordination to help the client. (p. 5)

For case management to be effective, the needed assistance must

have continuity or must be available to the client as long as he/she
needs it. Accountability in case management refers to enabling the
client to help herself or himself and take responsibility.

 Case management is a process for assessing the client’s total

situation and addressing the needs and problems found in that
assessment (Summers, 2009, p. 39).

 It is a process or method of service delivery and a set of roles

assumed by service providers (Frankel and Gelman, 2004, p. 3)

o The rights-based perspective is a framework used in

assisting children that ensures their protection and assures
that they have dignity and are respected as boys and girls. It
includes gender sensitivity.

o A multi-disciplinary approach is a method that takes into

consideration the need for various helping professionals like
doctors, social workers, police, lawyers, and other duty-bearers
to address the complex cases of violence cohesively.

o In the school setting, a client refers to a student whose rights

to child protection may have been violated and in need of
assistance.

Purpose, Importance and Use

The purpose of case management is to assist individuals with problems to

enable them to get the care and services that they need so that
ultimately, their well-being will be improved.

It is important because it systematizes the delivery of services to the

clients by arranging for and sequencing needed services of different
sorts by various providers on behalf of the client or the client’s family (Frankel
and Gelman, 2004, p4).
 Process and
Activity 2. Guide for Child Protection Specialists in Handling Cases of Methodology
Abuse and Violence in Schools
Session 1
Using the reference material provided below, present and discuss each step Activity 2
of the case management process by drawing the participants’ attention to Lecture-
each suggested action. The activity aims to illustrate how the CPS may discussion
operationalize his/her roles and responsibilities as technical resource and
support to schools in managing child protection cases.

Facilitate a discussion on the suggested guide, with a DepEd resource person

to clarify the issues and concerns regarding administrative and technical
matters that may arise.

Guide for Child Protection Specialists in

Handling Cases of Abuse and Violence in Schools

Guided by the case management framework and learning from the previous
lectures on the protocols outlined in the various DepEd issuances on child
protection, the following is a step-by-step guide for Child Protection
Specialists in handling child protection cases in schools:

1. From the receipt of the report, the CPS records all pertinent
information related to the case. He/she reviews the Intake Sheet
accomplished by the school to check if it has been properly filled-up
and contains accurate and relevant information related to the case.

2. Using this preliminary information, the CPS shall assess the nature of
the case. It is essential for the CPS to consider the context
surrounding the incident. This may involve the child’s social history,
how the child understands the situation presented, and the factors that
led to the incident that transpired. By analyzing the context, the CPS
can identify what further risks the child may face outside of the
presented situation. The immediate protection needs of the child or
children involved shall be first taken into consideration.

3. From the initial assessment, the CPS recalls and reviews the
appropriate DepEd policy and protocol that is applicable to the case.

If the case is simple and needs only in-school-management, the CPS

shall take note of the actions and interventions provided by the school,
as well as the timeline and school personnel involved.

In bullying cases for example, there are immediate steps to be taken

once a report or complaint is received by the school head. The
offender should be stopped and separated from the victim. In some
cases, child offender is removed from the site or school. The victim’s
immediate safety needs shall be addressed and the offender is
brought to the Guidance Counselor or designated Guidance Teacher
for counselling.

Interventions for both the child offender and victim shall be identified
 and designated by the CPC. The offender goes through counselling
or, in some cases, suspension, as recommended by the school head
after considering the nature, gravity or severity, and frequency of
bullying incidents. Appropriate services shall also be given to the child
victim, such as counselling or medical services.

4. If the case is complex, the CPS shall use the knowledge in

implementing rules and procedures embodied in relevant child
protection laws and DepEd protocols. The CPS reviews the
information gathered by the school, its compliance with the pre-
existing reporting protocols, as well as the fulfilment of reportorial
requirements for case referral to Local Social Welfare and
Development Office (LSWDO) or DSWD Regional Office (Crisis
Intervention Units and in some cases where they exist, the Child
Protection Units).

5. Support services that a child requires may extend beyond the realm of
the school or the Department. Such is the case when the CPS shall
utilize the network of government and non-government agencies to
provide the appropriate and essential interventions and services in
instances of complex and serious child protection cases.

The CPS shall advise the schools in the referral of cases to the
following service providers: the barangay, law enforcement agencies -
Philippine National Police (PNP) and National Bureau of Investigation
(NBI), LSWDO, Women and Children Protection Units (WCPU) in
hospitals, non-government organizations, and other relevant agencies.
The Protocol for Case Management of Child Victims of Abuse,
Neglect, and Exploitation highlights the roles of various government
agencies in reporting, responding, and management of child
protection cases, as mandated by R.A. 7610 or the Special Protection
of Children Against Abuse, Exploitation, and Discrimination Act.

It is the role of the school, through the school head, to collaborate with
the aforementioned agencies within the referral pathway and ensure
that the proper services are being given to the child.

6. The CPS shall also document, monitor, and follow-up actions

that have been mutually agreed by the concerned parties and
referring institutions.

The aim of the monitoring is to:

 Provide support and guidance to the child and their carers on how
to develop and maintain a healthy and protective relationship;
 Ensure that the child and his/her family are accessing services and
community resources in line with the needs of the child;
 Monitor and mitigate further risk of abuse, neglect, or exploitation;
 Ensure that the service providers to whom the child has been
referred to are providing assistance in a safe, collaborative
 environment; and
 Obtain information regarding tracing and contact arrangements.

7. To make the CPS’ advisory role more effective, he/she should

also ensure that timely and complete information on resources
and services for affected children is available for the school’s
easy access and retrieval.

He/she is encouraged to prepare and regularly update a

directory of government and non-government agencies where
services and various forms of assistance may be accessed by
affected children. The document should detail all relevant
information about these institutions - name, location, mandate of
the organization, contact information, types of services offered
and guidelines for accessing these services. If feasible, the
information contained in this directory should be stored in an
easily accessible and retrieval format by the school.
 Process and
Activity 3. Protocol for Management of Child Abuse and Exploitation Methodology
Cases
Session 1
Activity 3
Present the powerpoint discussing the essential features of the National
Protocol for Case Management of Child Victims of Abuse, Neglect,
Lecture-
Discrimination, and Exploitation. In the discussion, the following salient points discussion
should be emphasized:

(Refer to powerpoint presentation: Highlights of the Protocol for Case

Management of Child Victims of Abuse, Neglect and Exploitation)

1. The Committee for the Special Protection of Children (CSPC), was

created through Executive Order No. 275 (s. 1995), as a commitment
of the Philippine government to protect and ensure the well-being of
children. The Committee is mandated to act indirectly as the
coordinating body for the implementation of R.A. 7610 and is
responsible for the assessment, implementation, and monitoring of the
State’s policy to defend the rights of children to access proper care,
health, and nutrition, and to provide special protection from all forms of
neglect, abuse, cruelty, exploitation, discrimination, and other
conditions prejudicial to their development. This was later amended by
Executive Order No. 53, s. 2011, which reinforced its directive. The
CSPC issued the Protocol for Case Management of Child Victims
of Abuse, Neglect, and Exploitation for the guidance of all
concerned government and non-government agencies, as well as
other key stakeholders.

2. The Protocol is a set of standards that ensures the protection of the

rights of child victims of abuse, neglect, and exploitation, while
highlighting the roles and responsibilities of government agencies and
their partners. It starts from reporting or referral of a child abuse case
and sees through until its termination, while ensuring that the child or
children involved are handled in the most appropriate and child-
friendly manner.

3. The CSPC developed a Flowchart on Management of Child Abuse

Cases to illustrate the different stages of a case. Using this as a
guide, the Protocol shows how the different government agencies and
their partners can work independently and in coordination with each
other. The Protocol also provides guidelines to be observed when
assisting a child victim.

4. Due to the devolution of social services and accessibility to the

community, the local government unit’s social worker (referred to as
local social welfare and development officer or LSWDO social worker)
is often the case manager. As case manager, the social worker
coordinates the provision of needed services in cooperation with
partner agencies
 The Protocol

The Flowchart

It illustrates the different stages of a case.

Who is the case manager?

The local government unit’s social worker is

the case manager. As case manager, the
social worker coordinates the provision of
needed services with partner agencies.
 Activity 4. Flow Chart on the Management of Child Abuse and
Exploitation Cases

Briefly go through the Flowchart on the Management of Child Abuse Cases.

In the discussion of who may report and to whom may one report a case of
child abuse, highlight the fact that while any person may report, either orally
or in writing, teachers and administrators in public schools have the duty to
report all incidents of possible child abuse to official acceptors of reports, as
mandated in R.A. 7610. These are the barangay, PNP/NBI, DSWD or
LSWDO.

While any person may report a case of child Process and

abuse, either orally or in writing, teachers Methodology
and administrators in public schools have Session 1
the duty to report ALL INCIDENTS of Activity 4
possible child abuse to the barangay, the Lecture-
PNP/NBI or L/C/MSWDO discussion

When a report is received, the concerned agencies shall undertake actions

corresponding to their mandates, in cooperation with other agencies, to
effectively implement the R.A. 7610 and other child-related laws. The duly
authorized social worker, the assisting police officer, and/or barangay official,
if any, who shall take the child under protective custody shall be exempt from
any civil, criminal, and administrative liability.

Referral of Cases Outside the School System

Possible cases of violations of child protection laws will be dealt with in

accordance with the provisions of DepEd’s policy issuances.

If the case warrants a referral to the official acceptors of reports regarding

possible violations of R.A. 7610, the following points provided for in the
implementing rules of R.A. 7610 should be discussed to have a better
appreciation of the specific responsibilities of these agencies.

Reporting to the DSWD or LSWDO

Not later than forty-eight (48) hours after receipt of a report on a possible
incident of child abuse, the DSWD or LSWDO shall immediately proceed to
the home or establishment where the alleged child victim is found and
interview said child to determine the following:

 Whether an abuse was committed,

 The identity of the perpetrator, and
 The need of removing the child from his home or the establishment
where he/she may be found or placing him/her under protective
custody.
Whenever practicable, the DSWD or LSWDO shall conduct the interview
jointly with the police and/or a barangay official.

If the investigation discloses sexual abuse, serious physical injury, or

life-threatening neglect of the child, the duly authorized officer or social
worker shall immediately remove the child from his/her home or the
establishment where he/she was found and place him/her under
protective custody to ensure his/her safety. The school head, with the aid
of the Guidance Counselor or designated Guidance Teacher, and in
coordination with the DSWD or LSWDO, may also immediately remove the
victim, or in appropriate cases the offender, from the place of the incident, if
the victim is determined to be at risk.

The DSWD or LSWDO shall inform the police or other law enforcement
agency whenever a child victim is placed under protective custody. The
social worker shall refer the child who is placed under protective custody to a
government medical or health officer for a medical examination and, if
necessary, medical treatment. Thereafter, the social worker shall determine
the rehabilitation or treatment program which the child may require and to
gather data relevant to the filing of criminal charges against the abuser.

The DSWD or LSWDO shall file a petition for the involuntary

commitment of the child victim under the provisions of Presidential Decree
No. 603, as amended, if the investigation confirms the commission of
child abuse.

The DSWD or LSWDO shall ask the Court to suspend the parental
authority of the parent or lawful guardian who abused the child victim,
provided, that in cases of sexual abuse, the DSWD or LSWDO shall ask for
the permanent deprivation of parental authority of the offending parent or
lawful guardian.

The DSWD or LSWDO shall, in case of suspension or deprivation of

parental authority and if the child victim cannot be placed under the
care of a next of kin, ask the proper Court to transfer said authority over
the child victim to the DSWD or LSWDO or to the head of a duly
accredited children’s home, orphanage, or similar institution.

The investigation report of the DSWD or LSWDO and/or of the police or

other law enforcement agency on the abuse of a child, together with the
results of the medical exam and other relevant evidence, shall be
immediately forwarded to the provincial or city prosecutor concerned
for the preparation and filing of the appropriate criminal charge against
the person who allegedly committed the abuse.

Reporting to the Barangay

The barangay, often the nearest place where a child victim or witness of child
abuse may run to and seek assistance, is supposed to designate a child-
and gender-sensitive barangay kagawad or tanod, preferably a female,
who shall be in charge of the barangay help desk. The latter shall
receive and monitor all child abuse cases and refer the child victim to
the proper agency for appropriate intervention.
Depending on specific circumstances, the barangay should contact the
DSWD or LSWDO within 24 hours and refer the case to the social
worker for validation of complaint and assessment. If the LSWDO is
unavailable and the case seemed to be high risk, the child shall be directly
endorsed to the punong barangay, a city/provincial crisis center, or a non-
government organization’s temporary shelter for an emergency overnight or
weekend placement. Thereafter, a report stating such endorsement to a crisis
center or temporary shelter shall be made by the barangay to LSWDO.

SESSION 2: Operationalizing the Role and Responsibilities of Child

Protection Specialists
By the end of the session, the participants will be able to:
 Demonstrate their understanding of the various child protection
laws, DepEd child protection policy and issuances, using Session 2
prepared cases illustrating various forms of abuse Objectives
 Prepare a re-entry plan operationalizing the learnings and
commitments of trained Child Protection Specialists
1. Fourteen (14) illustrative cases on child abuse and violence
2. Group reporting and discussion of child protection cases as
assigned
3. Re-entry plan to operationalize the learnings and commitments
Content of
of the Child Protection Specialists
Session 2
Duration: 5 hours
Methodologies: Group case analysis, reporting and plenary
discussion
Session 2
Activity 1. Group work on child protection cases Activity 1
Case
Group the participants based on certain agreed set of criteria and analysis by
distribute a case to each group. The purpose of the exercise is to group
sharpen the participants’ understanding and application of child
protection laws, DepEd child protection policy and related issuances,
roles of parties involved, and algorithm in managing situations
described in each case.

After a brief orientation on the case analysis process, review the guide
questions which should serve as overall guidance for the group work
on each case:

Guide Questions/Task:
 1. What key terms and concepts are relevant to understanding this
case?
2. What is the basic child protection law that you can invoke in this
case?
3. What applicable DepEd policies on child protection, as well as
prohibited acts, are being illustrated in this case?
4. How should you proceed in managing this case? Cite specific
roles and procedures that should be followed in managing this
case. Cite specific interventions indicated in DepEd’s policy
document, as well as the Protocol for Case Management of
Child Victims of Abuse, Neglect and Exploitation as applicable.
5. Fill up an intake sheet for your assigned case.

Sample harmful situations affecting children:

SET ONE

Case 1. A male English teacher regularly conducts oral reading

sessions which require students to stand and recite selected texts from
their textbooks. While standing, he comes close to his female students
and touches their arms and, subtly, their breasts as well. The girls are
disturbed and traumatized and refuse to participate in the oral reading
activity. However, the teacher insists continuing this class activity even
if the girls are visibly upset and tearful while reading. Those who
refuse to read in the manner prescribed by the teacher are given failing
marks.

Case 2. Half of the high school students in a rural area were observed
to be frequently absent, especially during the rice planting season. On
the days when they come to school, sometimes they “cut” classes and
leave the school premises. Many of the boys have wounds on their
hands and arms and have a hard time concentrating in class. The
students were often inattentive and fall asleep, especially in the
afternoon classes.

Case 3. In one physical education class where volleyball is taught, two

gay students are often made fun of due to their awkwardness in
serving the ball and their behavior during the game. Name calling and
imitation of movements of the gay students has become a regular
occurrence. The PE teacher interprets this “playful” behavior as normal
for students their age. In one particular game, the gay students,
unable to stand the teasing, threw stones at the other players. This
provocation spurred fighting among the volleyball team members, with
many of the boys ganging up against the gay students and severely
injuring them in the process.
Case 4. In a homeroom session, the class adviser called the attention
of her students regarding the increasing reports of losses in property of
both teachers and students while in school. She then advised the
class to be more vigilant in looking after their belongings.

During one lunch break, while teachers went out for lunch (and
deliberately left some valuables inside the teachers’ room), a 16-year
old female student sneaked in and took mobile phones and other
personal items she found inside the room. Unaware that this was a
trap set up by concerned school authorities, the girl was immediately
prevented from leaving the school premises and was taken to the
principal for questioning.

Case 5. A group of high school boys and girls were often seen hanging
out in the school garden after school hours. While their behavior has
not really caused much concern, the school guard has been on the
alert for any disturbance the group might cause.

One day, the guard noticed that the group was unusually rowdy and
the area has a strange smell. Some of the students were seen to be
engaging in inappropriate sexual behavior. He approached the group
and was offered cigarettes and something that looks like a prohibited
drug. The guard resisted but was cajoled by the group to participate.
When he tried to assert his authority, the group quickly left the
premises while shouting offensive words directed towards him. Reports
confirmed that the group was indeed taking prohibited drugs within the
school compound.

Case 6. Ana is 12 years old and is living with her mother and her 15-
year-old brother. Her brother is in Grade 9 and goes to the same
school as her. Ana’s brother is a smoker and has a habit of watching
pornographic materials. Whenever her mother leaves for work, her
brother would sexually abuse her. He threatened her and said that if
Ana discloses to her mother, he will hit her. Ana is so afraid of her
brother, she did not tell anyone. The abuse occurred several times over
the course of one month.

Ana would easily get startled whenever someone knocks. Her

homeroom teacher also noticed that Ana’s behavior in school has
changed. One day, Ana’s teacher requested to talk to her to ask how
she is doing. She then told her teacher what happened to her.

Case 7. Marissa is a Grade 9 student who has incurred three

consecutive weeks of absence in school. According to her classmates,
this is because Marissa cannot stand living with her stepmother who is
maltreating her for being a “look-alike” of her mother.

One day, a classmate of Marissa approached her teacher, Mrs. X, to

inform the latter that Marissa is now involved with a gang composed of
young girls. This gang frequently goes to a house with many computers
installed inside and are paid to chat with foreigners online. According to
the classmate, Marissa already lives in the said house and she has lost
weight from smoking and drinking.

Upon hearing this, Mrs. X and the student went to the house so they
can talk to Marissa and convince her to come home.

Case 8. Dansoy is a 10 year-old, Grade 3 student. He is frequently

teased by his classmate, Erwin, because of his small size and dark
skin. His classmates know about the teasing and would sometimes join
in. One day, while they were on their way to the next class, Erwin
started to bother him again. Offended by his jokes, Dansoy wanted to
stand up against Erwin. He punched Erwin on the neck. Erwin fell down
and his head hit the pavement. A teacher saw the incident and called
the attention of the other adults in the area for help. It was eventually
found out that Erwin died because of the injury.

SET TWO

Case 1. Jun, a Grade 8 student, decided to come clean and disclosed

to his teacher that ten students, including himself, tried marijuana for
the first time. They were asked to do so by his classmate, Rico, who
sells marijuana in their area and now, in their school. They took drugs
inside the school premises, particularly at the back of their classroom,
during lunch break. While the disclosure was happening, Rico also
turned himself in to another teacher who accidentally saw him with his
stash of marijuana.

Case 2. A care-taker of a park went to the local high school to

complain to the school authorities of a scandalous act done by two
students. He showed to them a video of the two students engaging in
oral sex in an isolated part of the park, near the school. The video
showed that it was filmed from afar. The video was still in the
possession of the care-taker even after he complained about the
incident to the school authorities.

Case 3. A male Grade 3 student forced five of his classmates to enter

the comfort room with him during one lunch break when the teacher
was not around. Inside, he bullied the students into taking turns in
masturbating him. When he was not contented, he attempted to
engage in anal sex with one of them. The victims did not tell the
teacher until the following day. The bully was older than the five victims
and is supposed to be in Grade 5.

Case 4. A female high school student went home late after doing a
project with her classmates. Outside her classmate’s house, a group of
five boys were hanging out. They were familiar to her since two of them
were from the same school. However, the other three do not go to
school. The boys volunteered to escort the girl out of the side street to
the highway. Unfortunately, the girl was taken by force and was gang-
raped. The boys threatened the girl to not tell anybody or else she will
be killed. Despite the threat, the girl managed to tell her mother. The
group of boys were also allegedly involved in a murder case of a
transgender in town.

Case 5. Lilia is a Grade 8 student and identifies herself as a lesbian.

She is active in online chatting. One day, she was dared by her friends
to “flash” (pull her shirt up and expose her breasts in front the
computer’s camera). She was persuaded by her friends and she gave
in. However, she did not realize that her action was recorded through
“print screen”. The photo was posted on social media and became
popular or “viral”. After, Lilia refused to go to class because of the
humiliation.

Case 6. In an overnight religious activity, one student decided to separate

himself from the group. He wanted to sleep in another place where he could
be alone. He suddenly woke up when he felt a man touching his genitals and
kissing him. He was startled and was unable to react, He did not tell anyone
about the incident until he went home. He identified the person as one of the
facilitators of the activity.

Case 7. A student was reprimanded for using his mobile phone inside the
classroom. The second time the student took out his mobile phone, his
teacher decided to confiscate it. It was returned to the student at the end of
the school day and in the presence of the student’s parent. However, after
returning the mobile phone, the teacher began to receive threatening text
messages from the student whose phone was confiscated. This student is a
member of a notorious gang.

Case 8. Roel is a 13-year old, Grade 5 student who lives in an urban poor
settlement in their area. He learned about gambling at an early age from his
neighbors. Eventually, Roel started to cut classes. He would sneak out of the
school with his classmates to play hantak (gambling using coins). Sometimes,
they would play just outside of the school gate to the consternation of their
teachers. One day, one of the teachers notified the barangay tanods, who
brought Roel to the barangay outpost located just a short distance from the
school. He was eventually released after being lectured about the evils of
gambling and warned him that if he engaged in gambling again, the tanods
would arrest and file a case against him. However, after several days, Roel
was caught by one of his teachers playing hantak again outside of the school.
 Activity 2. Culminating Group Reporting on the Cases

Integrative case presentation and discussion. Using the case studies

distributed and analyzed earlier, facilitate the presentation process. As
agreed by the body, two cases shall be discussed in plenary while the
remaining cases will be reported by each group.

The presentation of each case should at the minimum, show an

analysis of the following pertinent points to demonstrate the
participants’ understanding of subject matter taken up in previous Process and
Methodology
modules:
Session 2
Activity 2
 Pertinent child protection law, definition of key terms and concepts
Group
relevant to the case
 Applicable DepEd policy or policies and the procedures to be followed
presentation
in responding to the situation described in the case of cases
 Types of intervention, based on the guidelines in handling child abuse Plenary
cases in schools, and invoking as applicable, the Protocol for Case discussion
Management of Child Victims of Abuse, Neglect, and Exploitation. The
discussion should clearly show the roles exercised by child protection
committees as well as tasks that may expected of child protection
specialists.

Resource person/persons should be on hand to enrich the group’s case

analysis and clarify any issue arising from DepEd’s handling of each specific
situation. Challenges and suggested solutions should be summarized for
each case, to broaden the participants’ guidance in managing child abuse
cases brought to their attention.

Activity 3. Re-Entry Plan

Process and
End the session with a commitment from all participants that they will
Methodology
test the suggested Guide and report back on its practical application in Session 2
their specific settings. The participants will prepare a re-entry plan to Activity 3
capture their learnings and commitments from the training program. Re-Entry
They will be organized according to a certain criteria for grouping. (See Plan
reference material: Re-entry Plan for Child Protection Specialists)
Module Four References
Intake Sheet