Chapter II

THEORETICAL FRAMEWORK

This chapter presents the review of related literature, the conceptual

framework, and research hypothesis.

Review of the Related Literature

Child Protection Policy

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).
Moreover, the term “child protection” is very broad and can encompass
a wide range of issues. Custody and support, child abuse and neglect,
violence against children, child prostitution, child pornography, sex tourism,
child labour, and trafficking in children are just some of the issues that arise
when discussing child protection. Civil society organizations and government
agencies are actively working around the world to address many of these
problems and to better provide broad protections for children (Lactaotao,
2015). Furthermore, child protection policy also demonstrates an
organization’s commitment to children and ensures public confidence in its
safe practices. Do schools have child protection policy in placed? The kind of
policy that has clearly defined requirements to keep children and staff safe,
with clear ways of identifying concerns, with appropriate procedures should a
concern arise, guidelines for reporting and recording concerns, recruitment
guidelines including screening and vetting procedures for both paid and
unpaid staff, safe working practices and agreed staff behaviours and child
protection training for all adults working with children? This question is a
universal problem because people sometimes lacks the initiative to do the
task. Who will be the one to do the job in educating the child to know on how
to protect themselves for abuse? Child protection is a growing area of work

6
within the development and emergency context, abuse, neglect, exploitation
and violence represents 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, 2010 ). Horwitz (2006) found that child protection workers, in
trying to reduce the number of negative workplace experiences to which they
are exposed, report avoiding face-to-face client interactions.

Regehr (2004) found that workers who feel they do not have the
resources or support to face adverse client situations report increased
symptoms of depression, avoidance, traumatic stress, and burnout.

Anderson (2000), study of coping strategies and burnout among

veteran child protection workers showed that nearly two-thirds of workers
sampled scored on the high range for emotional exhaustion. In his study,
Anderson set out to examine the relationship between veteran child protection
workers use of coping strategies and their levels of emotional exhaustion,
depersonalization, and sense of reduced personal accomplishment. The study
confirmed that neither the use of active nor avoidant coping strategies saved
these workers from some form of emotional exhaustion. However, when
workers indicated that they were using active coping strategies like focused
problem solving and use of social supports more often, they reported reduced
feelings. 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"

7
these situations are constructive and some coping strategies are unproductive
and negatively affect good practice Horwitz (2006).
The study of Perez (2006), “Protection of children against
abuse, exploitation and discrimination pursuant to Republic Act No. 7610”
strongly support and are consistent with the formulated concept on the legal
framework that all children need protection and entitled to the same rights
regardless of child’s or parent’s or legal guardian’s race, class, sex, language,
religion, political, or other opinion, ethnic or social origin, property, disability,
birth or other status. In which, each child must respect and give proper
guidance by their parents or the persons who are taking care of them.
According to Ferguson (2004) argues that research needs to
provide the smells of the practice in order to add to knowledge about how the
work of a child protection is carried out the homes and forums where families,
children and social workers meet. In which, in his study it attempts to provide
the smells of practice through the voice of the social workers who participated
the research. He further argues that the accounts of the practice experience
of those working in child protection provide a focus for knowledge about child
protection practice and its organization.
On the other hand, Horwitz (2006) in effort to protect oneself against
trauma, the most effective strategy is to minimize one’s exposure. He found
out that child protection works in trying to reduce the number of negative
workplace experiences to which they are exposed, avoiding face to face client
interactions. In the same vein, Regehr (2004), found out that workers who
feel they do not have resources or support to face adverse client situations
report, which increased symptoms of depression, avoidance, traumatic stress,
and burnout. Pursuant to the 1987 Constitution, 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
development. (Article XV, Section 3 [2]).
The Constitution further provides that all educational institution shall
inculcate patriotism and nationalism, foster love of humanity, respect for
human rights, appreciation of the role of national heroes in the historical
development of the country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, develop moral character and personal

8
discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge and promote vocational efficiency. (Article XIV,
Section 3 [2]). According to Malipot (2018) states that DepEd
divulged one of the major challenges in addressing abuse and violence
against children, particularly in schools, is the “reporting” of these cases to the
proper authorities for action. DepEd policy guidelines have listed down the
specific acts that constitute child abuse and violence which public and private
schools can use in addressing this silent but very real social problem. The
guidelines aim to protect the child from all forms of violence that may be
inflicted by adults, person of authority as well as their fellow students,
including bullying. One of the duties of DepEd is to develop information,
education, reporting system, exercise of disciplinary action and
recommendation to address and prevent all forms of child abuse. Under the
CPP, all public and private elementary and secondary schools shall also”
build the capabilities of school personnel, students and parents to understand
and deal with child abuse by conducting trainings and seminars on positive
peer relationship and enhancement of social and emotional competence”. To
achieve this, teachers are encourage the “use of training modules which
include positive and non-violent discipline in the classroom, anger and stress
management and gender sensitivity” while schools are expected to likewise
“employ means which will enhance the skills and pedagogy in integrating and
teaching children’s rights in the classroom.

Level of Implementation
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 too directly, or symbolically, act out their thoughts, feelings and

9
experiences. Play is used because of its responsiveness to the child’s unique
and varied developmental needs (Bratton et al, 2005).

Ferguson (2004), argues that research needs to provide the ‘smells of

practice’ in order to add to knowledge about how the work of child protection
is carried out in the homes and forums where families, children and social
workers meet. In which in his study, it attempt to provide the ‘smells of
practice’ through the voices of the social workers who participated in this
research. He further argues that the accounts of the practice experiences of
those working in child protection provide a focus for knowing about child
protection practice and its theorization.
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. According to 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.
With this, 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

10
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.

Furthermore, 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 Counsellors/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 report to the Regional
Office; Monitor and evaluate the implementation and enforcement by public
and private schools of this Department Order and such other related laws and
regulations relative to abuse, exploitation, violence and discrimination of
children; exercise disciplinary jurisdiction, where appropriate, pursuant to the
Revised Rules of Procedure of the Department of Education in Administrative
Cases and other existing laws, rules and regulations; give recommendations
to the Regional Office and devise measures to address and prohibit abuse,

11
exploitation, violence and discrimination, and bullying or peer abuse of
children, consistent with this Department Order; utilize resources, coordinate
with appropriate offices and other agency or instrumentality for such
assistance as it may require in the performance of its functions; encourage
and support activities and campaigns initiated by stakeholders; and perform
such other functions, as may be assigned by the Secretary or the Regional
Director. Rivera (2012), found out in her study that the
implementation of Integrated School Health and Nutrition Program (ISHNP) in
the Schools Division of Tarlac Province was very satisfactory in its
administration personnel, and strategies while adequate in its financial
resource and facilities. Lack of updated knowledge of the program
implementers and inadequate support from local officials to the
implementation were the problems of the different integrated school. In which,
a proposed action plan to address these problems was developed to improve
the implementation. The study conducted by
Cuyugan (2009), which focused on the “Program Implementation of Work
Education in the Don Bosco Schools of the Philippines North Province”
reveals that upon implementing work education program, problems
encountered dealt mostly on class disruption, time allotment and lack of
facilities. The inadequacy of time allotted to work education in a week results
to lack of hours needed to cover the topics in a school year. The study of
Rivera (2012) and Cuyugan (2009) are both similar to the present study
because the study focused on the implementation of programs in the school in
order to have a quality education that is free from any harm and a school that
is conducive for learning. The difference lies on the kinds of program being
implemented in the school.
San Antonio (2006), conducted the research entitled “Participatory
School Administrator, Leadership and Management (PSALM): Its Impact on
the Creation of Better Philippine Public Secondary Schools.” On the basis of
significant findings and conclusions presented in the preceding section it
appears imperative that PSALM implementation be considered favourably in
pursuing effects for better public schools in the Philippines.
Furthermore, Quitalig (2010), from his study, concluded that
instructional leadership of public schools can be defined as those action that

12
school head takes or delegates to herd, to promote the growth in the student
learning. In practice, this means that the principal encourages educational
achievement by ranking institutional quality the top priority of the school and
bring that vision in realization. The role of the instructional leader differs from
the traditional school administrators in a number of meaningful ways whereas
a conventional school heads, the majority of his/her time dealing with strictly
administrative duties. This study is similar to the present study because both
were concerned in the leadership, administration and management of
programs being implemented in the school by the administrators or school
heads down to the class room teachers. The difference lies on the subject of
the study and the program itself.

Classroom discipline

Chazan (2002), claims that play is a universal language of

communication and human emotions are the primary data generated from
play activity. Play allows for the expression of feelings that may have severe
consequences in the everyday world. Chazan (2002) states that:

Play is first and foremost playful. Play occupies a realm outside of everyday
events. It has to do with imaginings and trial action. Anything is possible, and
no consequences need intrude. Outcome is open-ended and up for grabs.
Play can be infinite or finite, depending on the whim of player(s); play is
active, not static. It emerges as part of the movements of actions and ideas
across space and time. Play activity is of crucial importance to children of all
ages. It provides a context for social relationship and spontaneous learning. It
can follow sets of rules private or shared. Play activity is characteristic of
living and life. It provides a medium for the growth of a sense of self-
competence and confidence in the surrounding world.
This is also reflected in ways violation of the
rights of children with disabilities is settled within community structures.
Families that are ashamed of having a child with disabilities and do not see
how this child will support the family in future, show little persistence to find
justice for their children. When families try to fight for justice on behalf of their
child the often face more resistance from society (Boersma, 2008).
Moreover, conflict resolution education involves: helping

13
children identify a problem, expressing their feelings while controlling
behaviour, generating and arriving at possible solutions to a conflict, and
fostering the development of listening skills (Priest, 2007).
The explicit teaching lf conflict resolution
strategies, along with modelling and guidance from the teacher, can be
powerful resource for young children who are learning how to effectively
express their thoughts and feeling. Conflict resolution education empowers
students to solve their own problems, as opposed to relying on others, and
this is a valuable skill that can apply to every aspect of life (Heydenberk,
2007). 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. On
the other hand, Santos (2013), found out that the problems met by the
teachers mostly based in the attitude of the pupils to schooling, were not
checked which caused to exert much effort in managing the classroom
behaviour problems and the proposed behavioural management program can
be used to the elementary pupils on how to enhance inappropriate behaviour.

Different places/authors

In the editorial by Torrevillas (2005), she says that children, by

virtue of poverty end up committing crimes. They should not however, be
limped with hardened adult criminals in dingy prison cells. While they are
awaiting court sentences, these minors should be house in specially-designed
detention centers, where they give opportunities for treatment, rehabilitation,
wholesome reunions with their families, and integration in their communities.
Tandoc (2005), reported that “Poverty is not an excuse to explicit your
children”. This was the assertion of a United Nations Children’s Funds
(UNICEF) official to parents as he expressed alarm over the seemingly
unchecked problem of child-trafficking in the Philippines. The Philippine
condition is anything but friendly to children, says (Esguerra, 2005).
Almost 30 out of 1000 Filipino infants
die before even turning one, while about 300, 000 babies survive birth but live

14
with intellectual impairment each year, according to the Department of Health.
If ever they survive their first year, they would have to content with another
alarming figure about 40 out of every 1000 infants die reaching the age of five,
health official said. In which those who live to get to school might not be lucky
enough to graduate from elementary. That is because seven out of 10 Grade
1 pupils do not reach the sixth grade. For this very reason, Department of
Education, tie up to different NGOs to solicit their supports in reaching out the
problems of each school. Among the prominent projects addressing the needs
of the youth are ABS-CBN’s Bantay Bata, the Philippine Business or Social
Progress’ efforts in education, and scholarship programs that are provided by
the individual companies and foundations (Erni, 2004).
Mania (2004), revealed an extreme
incidence of bullying where ninety-four of the respondents reported having
experienced being pushed by other pupils, 80% being frightened by other
students, 88% have stolen their things by other students, between 59-76%
experienced the following -“binastos, sobrang biro, hinipuan sa maseselang
parteng katawan, minura, sinuntok, pinahiya,insulting name calling, and
kinurot.” Below 53% of the students reported the following- hinalikan, sinakal,
kinagat, dinuraan and binugbog.” A research conducted by Mania (2004) is
very significant in the present study because it focused on one of the
problems that needs a solution in Child Protection Policy, which is bullying.

Conceptual Framework

This study is anchored on the concepts, theories, and views of the

authors about the child protection policy are very important and broad
discussion in implementing it in classroom discipline.
The findings of the study of Arnold and Maio-Taddeo (2007), on
“Professionals Protecting Children: Child Protection and Teacher Education in
Australia in 33 universities revealed that the long history of lack of specific
child protection content in teacher preparation programs appeared to be
continuing and that uncertainly about the most efficient and effective way to
address and delivers child protection content in teacher education prevailed.”

15
 Moreover, the studies of Chazan (2002) and Boersma (2008) are likely
similar to the present study because the child must have a friendly
environment not only with the school but also at home in which play time
should not be prohibit to the child as the CPP main goals is to secure and
protect each child in all aspect of life. Conflict resolution strategies can
provide children with a way to express their feelings and solve a conflict.

The studies similar to the present study were conducted by Priest

(2007) and Heydenberk (2007). In which they found out that conflict resolution
strategies can provide children with a way to express their feelings and solve
a conflict. The teacher will be a facilitator and the guide of the children to find
the best solution in the problems being encountered. The difference is that the
present study will used the different strategies to make use of CPP to solve
conflicts or problems met by the children but the previous study utilized the
result to empower the children to solve their own problem.

From the study of Ferguson (2004) on protection of the children against

abuses have relationship with the present study. Since it provide insights and
valuable guidelines in the preparation and completion of the study. The
researcher focused on how to protect the children which is very significant to
the study of the present researcher. In an effort to protect oneself against
trauma, the most effective strategy is to minimize ones exposure.
The study of Anderson (2000), Horwitz (2006) and Regehr et al. (2004)
on effective strategies on how to enhance the skills and performance of child
protection workers is similar to present study in terms of the different
problems being encountered in the implementation on Child Protection Policy
and in enhancing the policy using different strategies and it will serves as a
guide for the teachers in handling properly the different programs in the
school. 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),

16
describe social work as a professional and academic discipline committed to
the pursuit of social welfare and social change.
The study of Rivera (2012) and Cuyugan
(2009) are both similar to the present study because the study focused on the
implementation of programs in the school in order to have a quality education
that is free from any harm and a school that is conducive for learning. The
difference lies on the kinds of program being implemented in the school.

Research Paradigm

INDEPENDENT VARIABLE DEPENDENT VARIABLE

CHILD
PROTECTION CLASSROOM
PROGRAM DISCIPLINE

17
Fig. 1 Schematic Diagram Showing the Relationship of the Independent and
dependent Variables

18