Child Protection Policy Thesis.pdf PDF

Preview

Summary

1 Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction “The best way to protect children is to empower them to protect themselves.” The above mentioned adage from UNICEF emphasizing that giving the proper information and teaching the child on how to protect themselves from different kinds or forms ...

Description

1

Chapter 1 THE PROBLEM AND ITS BACKGROUND

Introduction “The best way to protect children is to empower them to protect themselves.” The above mentioned adage from UNICEF emphasizing that giving the proper information and teaching the child on how to protect themselves from different kinds or forms of abuse will be the main key to eradicate, if not lessen it. The question right now is that who will be the one who will do the job in educating the child to know on how to protect themselves from abuses. This question is a universal problem because people sometimes lack initiative to do the task. All countries are not excuse with the problem of child abuse or molestation. Every day in the news, a lot of children were being abuse or hostage by their friends, relatives and sometimes even their parents in private and public places. Child Protection is a growing area of work within the development and emergency contexts. Abuse, neglect, exploitation and violence represent a global phenomenon affecting girls and boys in all settings (family, work situations, communities, education system, institutions etc), of all ages (0-18) and from any social background (Save the Children, CPI, Aug 2010). Article 19 of the United Nations Convention on the Rights of the Child (UNCRC) states: States

Parties

shall

take

all

appropriate

legislative,

administrative, social and educational measures to protect the child

2

from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the care of parent(s), legal guardian(s) or any other person who has the care of the child. The Child Protection Guidelines demonstrate Australia’s commitment to children’s rights and bring our policies and procedures in line with the requirements of the SCI Child Safeguarding Protocol. The Guidelines ensure that Save the Children as a Member takes all reasonable steps to make itself safe for children both as an organization and in the conduct of all aspects of its day to day operation of emergency, humanitarian, developmental, policy and campaigning work. In the Philippines, in order to eradicate if not lessen this problem, the government use the Department of Education (DepEd) in promoting a zero-tolerance policy for any act of child abuse, exploitation, violence, discrimination, bullying and other forms of abuse. In which its goals are to protect children from these forms of abuse and to develop children’s positive attitude and outlook in life, thus, enabling them to realize their worth in the world they live in. In Sec. 2 of the Republic Act 7610 also known as "Special Protection of Children Against Abuse, Exploitation and Discrimination Act" is the policy of the State to provide special protection to children from all forms of abuse, neglect, cruelty exploitation and discrimination and other conditions, prejudicial to their development; provide sanctions for their commission and carry out a program for prevention and deterrence of and crisis intervention in situations of child abuse, exploitation and discrimination. The State shall intervene on behalf of the child when the parent, guardian, teacher or person having care or custody of the child fails or is unable to protect the child

3

against abuse, exploitation and discrimination or when such acts against the child are committed by the said parent, guardian, teacher or person having care and custody of the same. It shall be the policy of the State to protect and rehabilitate children gravely threatened or endangered by circumstances which affect or will affect their survival and normal development and over which they have no control. In order to achieve this goal and objective of DepEd, D.O. No. 40, s. 2012 also known as Child Protection Policy (CPP) was created and being implemented in all schools in the Philippines. The policy aims to protect all school children from all forms of abuse or violence that may be inflicted by adults and their peers. All children and young people have the right to go about their daily lives without the fear of being threatened, assaulted or harassed. No one should underestimate the impact that all forms of abuse have on a person’s life. It can cause high levels of distress, affecting young people’s wellbeing, behavior, academic and social development right through into adulthood. School heads have an important role in the implementation of the policy in their respective schools. A lot of sacrifices and extra efforts should be given to the policy because as it was being implemented it became trending or talk of the town issue. For almost four years of teaching in the public school, the researcher observed that the teachers have different reactions about the new policy of the Department of Education and sometimes for them it is another burden or paper works only, as a result teachers will just do their work for compliance. This attitude is quite alarming, especially if it is all about the rights and protection of the child inside and outside the school premises.

4

In which in everyday scenario in the school, there are a lot of bullying incidents and abuses like calling names, punching each other and the most serious one is parents of a pupils will go to the school to confront the other pupils using bad words and sometimes they tend to punch the pupils who are involved in the incident. These are sometimes not being recorded done by the pupils, parents and teachers as well. With this matter it needs a serious action so that the pupil being bullied or abuse must boast his/her self confidence so that it will not be the reason for him/her to stop studying or to end his/her life. In view thereof, the researcher would like to assess the implementation of the Child Protection Policy to help the pupils achieve a good and quality education which is free from any kind of child abuse.

Statement of the Problem The study aimed to assess the Implementation Child Protection Policy in Cluster III Tarlac East Schools at Tarlac City for the School Year 2014 - 2015. Specifically, this study aimed to answer the following questions: 1. How is the implementation of Child Protection Policy in terms of: 1.1. Preparation Phase; 1.2.Programs; 1.3. Monitoring; and 1.4. Evaluation? 2. What are the problems being encountered in the implementation of CPP in the school? 3. How do the respondents deal with the problems encountered?

5

4. What are the suggestions to enhance the implementation of the program? 5. What plan of action can be proposed from the findings of the study?

Significance of the Study This study provided information on the implementation of Child Protection Policy (CPP) in each school at Cluster III Tarlac. Hence, this study is deemed relevant to the following: This study may serve as a guide for School Administrators on proper implementation of CPP and help them in the innovation of the policy. Teachers were provided data or more developed strategy that they could use in giving proper discipline to the learners inside and outside the classroom. Teachers may have a positive outlook toward CPP because of the study. Learners may benefit the most in this study because the results of the study may help them to have a school that is free from any kinds of bullying and abuses in which they can build a good study habit. Learners can have a positive outlook with the importance of sharing their problems to others because of this study. This study could provide future researchers with additional information that support the importance of child protection policy and use it as method in teaching.

Scope and Delimitation of the Study This study was conducted to determine the different programs and problems being encountered of each school in cluster III in implementing the Child Protection Policy. From the results, the implications of the study to Educational Leadership were drawn. The subjects of this study were the teachers and school heads of all schools in

6

Cluster III Tarlac East, Tarlac City for the School Year 2014-2015. Since there are only nine schools in the cluster, complete enumeration sampling was used. A questionnaire was given to determine the different problems being encountered and the different programs being implemented in promoting CPP in the school. An interview was done after the respondents finished answering the questionnaire for some clarification. Definition of Terms The following terms are defined for clarification purposes: Advance. This is the level of implementation in which the school uses ongoing and systematic evaluation and planning to refine its processes and improve the CPP; there is an ongoing review and adaptation of evaluation and planning process; and there is a consistent and continuous commitment to improve the policy and educational effectiveness is a demonstrable priority in all planning structure and processes.

Beginning. This is the level of implementation in which planning found in only some classes in the school; there is preliminary investigative dialogue at the institution or with some departments about the process should be used for the CPP; there is recognition of existing practices and models in the policy; and there is an exploration of the policy in each subject area.

Bullying. This refers to any severe or repeated use by one or more students of a written, verbal or electronic expression, or physical act or gesture, or any combination thereof, directed at another student that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or damage to his property; creating

7

a hostile environment at school for other student; infringing on the rights of other student at school; or materially and substantially disrupting the education process or the orderly operation of the school.

Child Abuse. This refers to the maltreatment, whether habitual or not, of the child which includes any of the Psychological and physical abuse, neglect, cruelty, sexual abuse and emotional maltreatment; Any act by deeds or words which debases, degrades or demeans the intrinsic worth and dignity of a child as a human being; Unreasonable deprivation of his basic needs for survival, such as food and shelter; or Failure to immediately give medical treatment to an injured child resulting in serious impairment of his growth and development or in his permanent incapacity or death.

Child Protection Policy. A policy that protect the right of every children below 18 years of age from different forms of child abuse.

Children. This refers to a person 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.

Classroom Teachers. These are teachers who handle different kinds of subjects, either an adviser or floating teacher in the school.

8

Child Protection Policy Leader. It refers to a teacher in a school who is the leader in the child protection policy and in-charge of the different school activity concerning child protection.

Developing. This is the level in which the school has defined a planning process and assigned responsibility for implementing it; policy review is embedded in practice across the school using qualitative and quantitative data to improve policy effectiveness; planning processes reflect the participation of a broad constituent; and planning efforts are specifically linked to school mission and goals.

Emotional Abuse. This refers to when children are persistently or severely emotionally neglected or rejected, for example, by not being given enough love or attention, made to feel worthless, or being intimidated by threats or taunts.

Implementation. It is the carrying out, execution, or practice of a plan, a method, or any design for doing something. Implementation is the action that must follow any preliminary thinking in order for something to actually happen.

Plan of Action. It is a document that lists what steps must be taken in order to achieve a specific goal.

Physical Abuse. This refers to when children are hurt by ill-treatment, or deliberate or neglectful failure to prevent injury or harm.

Proficient. This is the level of implementation in which the school has a welldocumented, ongoing process for evaluating itself in all areas of operation, analyzing and

9

publishing the results and planning and implementing improvement; the school has documented assessment results and communicated matters of quality assurance to appropriate constituencies; and policy review processes are ongoing, systematic and used to assess and improve student learning and achievement.

Sexual Abuse. This refers to when children are encouraged or forced to observe or participate in any form of sexual activity.

School Head. This refers to the principal or head teacher of the school. It can be also the Officer-in-charge, Teacher-in-Charge if there is no principal or head teacher in the school.

10

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature and studies that plays a great role in the improvement of the current study.

Related Literature

Child protection is well defined by the United Nations Convention on the Right of the Child, which states in the Principle 9 that “The Child shall be protected against all forms of neglect, cruelty and exploitation. He shall not be the subject in any form” (Alston & Brennan, 1991, p.2) Pre-qualifying social work education ought to equip students with the necessary skills to engage effectively with children. In light of numerous child care tragedies, evaluating social work education has become an area of major interest. Nonetheless, many core aspects of the curriculum remain under-researched and/or challenged, and knowledge is limited regarding how students develop and achieve professional expertise (Wilson and Kelly, 2010). In the therapeutic realm, play is used as the vehicle of communication between the child and the adult on the assumption that the child will use the play materials to directly, or symbolically, act out their thoughts, feelings and experiences. Play is used because of its responsiveness to the child’s unique and varied developmental needs (Bratton et al, 2005).

11

In addition, Signh (2004) suggested that interactive factors play a large role in teacher engagement with child protection including the different frames of references in the organizations involved with child protection may sometimes clash with each other and be a barrier. Britzman and Gilbert’s (2004), work suggests that it is important to reduce teacher disengagement in order to enhance teacher development to protect children. Furthermore, Singh (2004) draws on Britzman and Gilbert’s psychoanalytic work and suggest a reframing of child protection away from “risk retreat to “risk management” by better understanding the effect that knowledge of child abuse can have on teachers. Johnson and Yanca (2000), describe social work as a professional and academic discipline committed to the pursuit of social welfare and social change. Social work as a field includes research and practice to improve the quality of life and the development of the potential of each individual, group and community of a society. Social workers perform interventions through direct practice in helping the individual, organizations, community organizing, research, policy, and teaching. Taking responsibility in ways that will have decisive consequences for children and families evokes anxiety and conflict within workers. It would be remarkable if this were not the case given the pressures, crises, and interventions that can fundamentally affect the lives of children and families. It is these anxieties and conflicts that cause workers to “protect” themselves so they can survive within the emotionally charged environment. Not all of a workers ways of "surviving" these situations are constructive and some coping strategies are unproductive and negatively affect good practice (Horwitz, 2006).

12

In the 1987 Philippine Constitution, Article II, Section 13 clearly states the importance of the youth in the state as they should be involved in nation-building where they can inculcate qualities that would involve them in public and civic affair. In compliance with the protection of the people, Article III, Section I states that “No person shall be deprived of life, liberty, or poverty without due process of law, nor shall any person be denied the equal protection of the law. Republic Act No. 7610, “The Special Protection of Children Against Child Abuse,” directs the formulation of a comprehensive program for the protection of children against child prostitution and other sexual abuse, child trafficking, obscene publication and indecent shows and other acts of abuse and circumstances which endanger child survival and normal development” (1992). The special Committee for the Protection of Children headed by the Department of Social Welfare and Development has been tasked to initiate the preparation of the comprehensive program for the special protection of Filipino children. Art. XV. Sec. 3 (b). 1987 Philippine Constitution mandates that “the State shall defend the right of children to assistance, including proper care and nutrition, and special protection from all forms of neglect, abuse, cruelty, exploitation and other conditions prejudicial to their development…” same thing with Article XIV, Section 3, (b) states that “all educational institutions shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights…” in which Article 218, 220, 233 of the Family Code of the Philippines and PD 603 gives the school, its administrators and teachers, or the individual, entity or institution engaged in child care the special parental authority and responsibility over the minor child while under their supervision, instruction or custody.

13

DepEd Order No. 40 s. 2012 also known as DepEd Child Protection Policy states in section 11 that all public and private elementary and secondary schools shall build the capacities of school personnel, pupils, students and learners, parents and guardians to understand and deals with child abuse , exploitation, violence and discrimination cases, bullying and peer violence by conducting sessions, trainings and seminars on positive peer relationships and enhancement of social and emotional competence. They shall include training modules which include positive and non-violent discipline in classroom management, anger and stress management and gender sensitivity. They shall likewise employ means which enhance the skills and pedagogy in integrating and teaching children’s right in the classroom. In addition, Section 6 of DepEd Order No. 40 s. 2012 states that the Division Offices shall have the following duties and responsibilities: Conduct the information-dissemination activities and in-service training for teachers on the protection of children in school from abuse, violence, exploitation, discrimination, bullying or peer abuse and other related cases; undertake advocacy campaign and capability building activities; organize and conduct the capacity building activities for members

of

the

Child

Protection

Committee

and

Guidance

Counselors/Teachers; develop strategies to address the risk factors that contribute to the commission of acts of abuse, violence, exploitation, discrimination, and bullying; consolidates the reports on incidents and cases of all schools and submit a division re...