REPUBLIC OF THE PHILIPPINES

NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND TECHNOLOGY

OLD SAGAY, SAGAY CITY, NEGROS OCCIDENTAL
(034)722-4169/www.nonescost.edu.com

COLLEGE OF
CRIMINAL JUSTICE
EDUCATION
COURSE MODULE IN

THERAPEUTIC
MODALITIES
1st Semester; A.Y. 2021 – 2022
COURSE FACILITATOR: DESLEY B. MORALES-SAGARIO, MSCJ
FB/MESSENGER: Desley Bacornay Morales-Sagario
Email: desmoralessagario0530@gmail.com
Phone No: 0931-789-9459

MODULE
1
VISION
SUN-NEGROS: A glocally recognized university offering distinctively – niched academic programs

engaged in dynamic quality instruction, research and extension by 2025.

MISSION

To produce glocally viable graduates through innovative learning and research environment and to

contribute to nation – building by providing education, training, research and resource creation

opportunities in various technical and disciplinal areas.

GOAL

UPGRADEd instruction, research, extension and governance for glocal recognition.

INSTITUTIONAL OUTCOMES

1. Demonstrate logical thinking, critical judgment and independent decision-making on any

confronting situations
2. Demonstrate necessary knowledge, skills and desirable attitudes expected of one’s
educational level and field of discipline
3. Exhibit necessary knowledge, skills and desirable attitudes in research
4. Exhibit proactive and collaborative attributes in diverse fields
5. Manifest abilities and willingness to work well with others either in the practice of one’s
profession or community involvement without compromising legal and ethical responsibilities
and accountabilities.

PROGRAM LEARNING OUTCOMES

CHED BS Criminology Program Outcomes:

The program shall produce a graduate who can:

a. Engage in lifelong learning and understand the need to keep abreast with the
developments in the field of practice;
b. communicate effectively;
c. work effectively and independently in multi-disciplinary and multicultural teams (PQF level
6 descriptor);
d. practice professional, social and ethical attitudes, values and responsibilities;
e. appreciate and value “Filipino historical and cultural heritage” and uphold constitutional
and statutory guarantees.
f. conduct criminological research and further studies
g. ensure public safety and order maintenance
h. prevent, suppress and control crime
i. enforce laws, rules and regulations
j. protect lives and properties
k. acquire knowledge in criminal law, jurisprudence and procedures
l. apply knowledge essential to the conduct of criminological research on crimes, crime
causation, victims, and offenders to include deviant behavior;
m. apply knowledge, skills essential to the practice of crime detection and investigation and
fields of criminalistics;
n. apply knowledge, skills in criminal law, evidence and procedure;
o. apply knowledge, skills in law enforcement administration;
 p. apply knowledge, skills in handling offenders’ welfare and development for their re-
integration to the community.

NONESCOST BS Criminology Program Outcomes:

The program shall produce a graduate who can:
1. Virtuous, well-informed and skillful graduates in all aspects of criminology and criminal
justice.

Warm greetings!

Welcome to the second semester of School Year 2021-2022! Welcome to the College of
Criminal Justice Education and welcome to NONESCOST!

Despite of all the happenings around us, there is still so much to be thankful for and one of
these is the opportunity to continue learning.

You are right now browsing your course module in CA 2, Non-Institutional Correction. As you
read on, you will have an overview of the course, the content, requirements and other related
information regarding the course. The module is made up of 3 lessons. Each lesson has
seven parts:

INTRODUCTION- Overview of the lesson

LEARNING OUTCOMES- Lesson objectives for you to ponder on

MOTIVATION- Fuels you to go on

PRESENTATION- A smooth transition to the lesson

TEACHING POINTS- Collection of ideas that you must discover

LEARNING ACTIVITIES – To measure your learnings in the lesson where you wandered

ASSESSMENT – To test your understanding in the lesson you discovered

Please read your modules and learn the concepts by heart. It would help you prepare to be
effective and efficient professional in your respective fields. You can explore more of the
concepts by reading the references and the supplementary readings.
 I encourage you to get in touch with me in case you may encounter problems while studying
your modules. Keep a constant and open communication. Use your real names in your FB
accounts or messenger so I can recognize you based on the list of officially enrolled students
in the course. I would be very glad to assist you in your journey. Furthermore, I would also
suggest that you build a workgroup among your classmates. Participate actively in our
discussion board or online discussion if possible and submit your outputs/requirements on
time. You may submit them online through email and messenger. You can also submit hard
copies. Place them in short size bond paper inside a short plastic envelop with your names
and submit them in designated pick-up areas.

I hope that you will find this course interesting and fun. I hope to know more of your
experiences, insights, challenges and difficulties in learning as we go along this course. I am
very positive that we will successfully meet the objectives of the course.

May you continue to find inspiration to become a great professional. Keep safe and God
bless!

Course Outline in CA 103 – Therapeutic Modalities

Course
CA 103
Number
Course Title Therapeutic Modalities
The course covers the review on laws on human rights, different forms of human rights
Course
violation, government programs for the welfare of the victims, treatment models, and the
Description developmental aspects of therapeutic modalities.
No. of Units 3 units
Pre-requisites CA 2
Course 1. Conduct Criminological research on crimes, crime causation and modes of therapies
Intended for criminals;
2. Internalize the concepts of Human rights and victim welfare;
Learning 3. Demonstrate competence and broad understanding in correctional therapeutic
Outcomes modalities promoting public safety and crimi nal justice;
4. Ensure offender’s welfare and development through therapeutic modalities for their
re-integration to the community;
5. Collaborate the different therapeutic modalities effectively and independently to all
types of person deprived of liberty;
6. Engage in lifelong learning and devising therapeutic modalities for all types of
 person deprived of liberty;
7. Apply professional, social, and ethical standards in the practice correcting criminals.

MODULE 1
LESSON 1
A. Crime causation and modes of therapies for criminals
B. Criminological Research
LESSON 2
A. Laws on Human Rights
B. Treatment vs. Punishment
LESSON 3
A. Governmental Programs for the Victims

MODULE 2
Content
LESSON 1
Coverage
A. Different Therapeutic/ Treatment Models
LESSON 2
A. Victim’s Reparation and Emotional Recovery Programs

MODULE 3
LESSON 1
A. Behavioral Management
B. Emotional and Psychological
LESSON 2
A. Intellectual and Spiritual
B. Vocational and Survival
SUPPLEMENTARY READINGS:
1. Republic Act No. 7309
REFERENCES:
TEXTBOOK:
T1. Foronda, Mercedes A.(2014) Correctional Administration 1 : Non
Institutional Based Corrections
T2. Padua, Janette B. (2013) Parole Rules, Probation Law and
Executive Clemency (Non-Institution-Based Corrections)
T3. Guevara, Ricardo (et al) (2013) Comprehensive Penology :
Institutional and Non-Institutional Corrections
T4. Tancangco, Danilo (et al) (2013) Philippine Correctional
Administration
T5. Alarid, Leanne Fiftal (2013), Community-Based Corrections 9th
Ed

OTHER REFERENCES:
R1 – Copy of VMGO
ONLINE REFERENCES:
References OR1. http://www.blackwell-synergy.com/doi/abs/10.1111/j.1745-
9125.1992.tb01112.x
OR2. .http://www.google.com.ph/search?
hl=tl&q=notes+on+penology&meta=
OR3. http://samples.jbpub.com/9781449639402/39402_Cripe3e_CH02.pdf
OR4. http://www.oxfordbibliographies.com/view/document/obo-
9780195396607/obo-9780195396607-0189.xml
OR5.

https://www.unodc.org/pdf/criminal_justice/UN_Standard_Minimum_Rules_for
_the_Treatment_of_Prisoners.pdf
OR6.

https://www.unodc.org/documents/middleeastandnorthafrica/Publications/Spe
cialized_Module_2.pdf
OR7. http://www.chanrobles.com/legal3dojbucor.html
OR8. http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.216.5944&rep=rep1&type=pdf

1. Active class participation (online discussion board, FB Closed group

account)
Course
2. Submit all activities required
Requirements
3. Quizzes
4. Final Output
 Prepared by: Desley B. Morales-Sagario, MSCJ
Reviewed and Approved by:

Subject Area Coordinator: DESLEY B. MORALES-SAGARIO, MSCJ

Dean, CCJE : ANGELO P. ALOB, Ph.D.

GAD Director : MARY ANN T. ARCEŇO, LPT, Ph.D.

CIMD, Chairperson : MA. JANET S. GEROSO, LPT, Ph.D.

QA Director : DONNA FE V. TOLEDO, LPT, Ed. D.

VP- Academic Affairs :SAMSON M. LAUSA, Ph. D.

Declaration of Copyright Protection

This course module is an official document of Northern Negros State College of

Science and Technology under its Learning Continuity Plan on Flexible Teaching-

Learning modalities.

Quotations from, contractions, reproductions, and uploading of all or any part of

this module is not authorized without the permission from the faculty-author and from

the NONESCOST.

This module shall be used for instructional purposes only.

MODULE 1
 LESSO
N
CRIME CAUSATION AND MODES OF
1 THERAPIES FOR CRIMINALS

8
HOURS

 Crime causation is a daunting and complex field. For centuries, philosophers have pondered the meaning of the
concept of cause as it pertains to human behavior. Increasingly, research suggests that individuals are unaware
of the causes of other people's behaviors as well as the causes of much of their own conduct.

At the end of this lesson, you are expected to:

3. Defend their analysis
as the class and facilitator
challenge their findings and
observation.
1. Identify different crime causation and their
theories
2. Enumerate different kind of therapies for
criminals

ACTIVITY #1:
Enumerate the three major sociological theories of crime and delinquency. Describe several important
theories of crime which mostly represent elaborations of the three theories. (15 points)

SOCIOLOGICAL
IMPORTANT THEORIES OF CRIME
THEORIES
1.
2.
3.

Crime causation

 is a daunting and complex field. For centuries, philosophers have pondered the meaning of the concept
of cause as it pertains to human behavior. Increasingly, research suggests that individuals are unaware of the
causes of other people's behaviors as well as the causes of much of their own conduct.
Modern crime causation models favor an interdisciplinary lense that recognizes how different fields
complement, rather than contrast with, one another. This approach acknowledges that no single theory can
explain all the many types of criminality nor the legal and moral issues that accompany them.
The entries that follow highlight this disciplinary interaction among theories within five different fields: biology,
sociology, psychology, economics, and politics. Biological theories of crime focus on the physiological,
biochemical, neurological, and genetic factors that influence criminal behavior. However, such theories also
stress the complex link between a person's biology and the broad span of social or environmental factors
that sociological theories examine. For example, the three major sociological theories of crime and delinquency
 —strain, social learning, and control—all explain crime in terms of social environmental factors, such as the
family, school, peer group, workplace, community, and society. However, sociologists also recognize the
significance of biological, psychological, and related theories of crime as well as the importance of individual
traits such as intelligence, impulsivity, and irritability. These theories and traits help explain how individuals
respond to their social environment. Similarly, psychological theories study in particular two types of crime
factors that look at individuals in the context of their social environment: (1) family influences, such as broken
homes, poor child-rearing methods, and criminal parents; and (2) individual influences, such as intelligence,
personality (e.g., impulsivity), and cognitive processes (e.g., thinking, reasoning, and decision-making). A more
comprehensive psychological theory of crime highlights the importance of motivational, inhibiting,
decisionmaking, and learning processes, as well as the need to incorporate biological, individual, family, peer,
school, and neighborhood factors.
 On the surface, economic theories of crime appear to be relatively unusual. Predicated on a model of rational
behavior, they attempt to explain a behavior (crime) that is largely considered irrational. The standard economic
model of crime proposes that individuals choose between criminal behavior and legal behavior on the basis of a
number of factors, including the expected gains from crime relative to earnings from legal work and the risk of
being caught and convicted. While an economic model of crime may not explicitly profess a mutidisciplinary
approach, such an approach can be implied in the broad selection of variables that economists study (e.g., sex,
age, intelligence, income, education, peer-group effects).

CRIME CAUSATION: IN HISTORICAL OVERVIEW

 ARISTOTLE. Offers a philosophical standpoint on crime causation who stated that the crime is poverty related
describing poverty as a mother of all revolutions and crimes.

 Antique Philosophy (4th century) Aristotle was a Greek philosopher during the Classical period in Ancient
Greece, the founder of the Lyceum and the Peripatetic school of philosophy and Aristotelian tradition. Along
with his teacher Plato, he has been called the "Father of Western Philosophy".  

CRIME CAUSATION: IN HISTORICAL OVERVIEW

 MEDIEVAL PHILOSOPHY. According to Francis Bacon, criminality will depend on social situations. He
describe his standpoint in this sentence: “Opportunity makes a thief.” Bacon pointed out that human behavior
will depend on situations.

MEDIEVAL PHILOSOPHY
 FRENCH RENAISSANCE PHILOSOPHY. The famous encyclopedists Voltaire and Rousseau introduce the
concept of free will. Crime is the same as hedonistic behavior and failure to fulfill the social contract obligations.
 VOLTAIRE- was a French Enlightenment writer, historian and philosopher famous for his wit, his criticism of
Christianity, especially the Roman Catholic Church, and his advocacy of freedom of religion, freedom of
speech, and separation of church and state.
 ROUSSEAU- was a Genevan philosopher, writer and composer. His political philosophy influenced the
progress of the Enlightenment throughout Europe, as well as aspects of the French Revolution and the
development of modern political, economic and educational thought.

CHAPTER II
TRADITIONAL EXPLANATION OF CRIME CAUSATION
 Bringing back the thoughts during the 16th and 17th century, people are thought of being possessed by demons
or evil spirits when they commit crimes and deviant behavior. Their belief influences the way they treat the
wrong doer, hence they are into the practice of exorcism and banishment.
DEMONOLOGICAL THEORY
 This is the earliest theory explaining crime and criminal behavior. It theorized that people believed that evil
spirits or demons entered human body to commit sins like demons, windigo were used for people who had
turned criminals.
SPIRITUAL VS. NATURAL EXPLANATION
 Spiritual explanations. For crime is primarily attached into religious beliefs and superstitions and there is a
strong adherence with the divine intervention.
 Natural explanations. For crime were rooted in people’s ideas about the nature of reality in the physical world
based on observations of nature but were not scientific.

CHAPTER III
 CLASSICAL THEORY. This theory posits that human behavior as rational and assumes that people have the
ability to choose right from wrong.
PRINCIPLES UNDERLYING THIS THEORY
 Viewed human behavior as essentially rational in nature;
 Felt that people had the ability to choose right from wrong;
 Believed that the major element governing a person’s choice of action was the basic human desires to obtain
pleasure and avoid pain.

ACTIVITY #2:

INSTRUCTION: Write your answers legibly. DEFINITIONS are not allowed. (20 points.)
1. Explain crime in your own words.
2. Give the Distinction between Classical and Positivist theory.
3. Sight an example of theory in classical and Positivist. And explain what have you understand on that
theory.
4. What is Social Theory is all about?
5. Explain Theory in your own words.

ACTIVITY #3
INSTRUCTION: Read the following statement below. Write GOOD if the statement is False, and Bad if the
statement is True in the space provided. (2 points)
6. _________ Broken Families, Poor Parenting, Low quality Educational Experiences, delinquent’s peer
relations, poverty, lack of equal economic opportunity and inadequate socialization are the social
conditions responsible for criminality.
7. __________ Crime is high and diverse Cost.
8. ___________Motivation alone cannot cause crime to occur.
9. ____________According to Francis Bacon, criminality will depend on social situations. He described
his standpoints in this sentence “Motive makes a thief”.
10. ____________Spiritual explanation for crime is primarily attached into religious beliefs and
superstitions and there is strong adherence with divine intervention.
11. ____________A group of sexual offenders whose conduct is characterized less by the absence of the
sentiment of pity than by a low level of moral energy and deficient moral perception is called Lascivious
Criminal.
12. ___________The man in whom altruism is wholly lacking and whose sentiments of both pity and probity
are absent, and such a criminal will steal or kill as the occasion arises is called burglars.
13. ___________Physical, Anthropological, social are the causes of crime according to the book of Enrico
Ferri.
14. ____________Cesare Lombroso had observed the varieties of human bodies and came up with his
theory called Somatotype theory.
15. __________ One who constitutes he majority of lawbreakers and is the product of family and social
milieu more than an abnormal personal physiomental conditions is called Occasional Criminal.

Instruction: Make a criminological research titled “How Social Control Theory is Influenced by Social
Disorganization Theory.”
Any source of quote or essay should also be cited. Your very private thoughts are very essential,
though you must not be scared of adding more original content to your paper. The indicator will be cautious with
related concepts and results that are available in the field of study &  you will not be asked to come up with a
list, explain and read everything about it. You can also enhance your individual idea of the source. It will make
the composition of the paper easier and more relevant to people marking it. Kindly follow the formatting below:
1. Use long size bond paper in making your research. Size of the font is 10 Times New Roman.
2. There should be Introduction, Body of your research and your conclusion.
 LESSO
N
THE GLOBAL ECONOMY AND
2 MARKET INTEGRATION
6
HOURS

 This module seeks to discuss the different basic rights inherent to all human beings from birth until death.
These rights include the right to life and liberty, personal security, freedom from torture, freedom from
discrimination and freedom from arbitrary arrest, among others.

Learning objectives

At the end of this module, you are expected t

a. Define different kinds of laws that protects the rights of prisoners

b. Observe respect and non-discriminatory language and taking into account the different situations, needs and
attributes of women, men and others, in order to make sure behaviours, mindsets or programmes respect
human rights of all persons.
c. Conclude on a written form assessment or written journal the understanding of human rights.

ACTIVITY #1:
Instruction: Make your own slogan showing the advantage/s and disadvantage/s of Human Rights.
Drawing must be:
 On a long size bond paper;
 Must not include words or national flag/s;
 Name and section should be written on the upper left hand side of the paper.

Presentation will be graded based on the parameters of the scoring matrix below.
Originality 10
Presentation 5
Creativity 8
Total 23

 We assert that human and peoples’ rights are our fundamental, inherent and inalienable rights to life,
dignity and development. We recognize that these rights are universal, interdepedent and indivisible are
essential to fulfill and satisfy our civil, political, economic, social, cultural, spiritual and environmental
needs. They are what make us human.
INDIVIDUALS, SOCIETY AND THE STATE

1. We have the natural right to life and liberty and are equal in dignity. Equal concern and respect for these
basic rights should be guaranteed, protected and upheld by the State.

2. The State has the duty to safeguard and assure the dignity of its peoples as individuals and as members of
communities and ensure their capacity for self-development. The State should formulate policies, enact laws and
provide mechanisms that are in conformity with universal human rights standards.

3. The State has the obligation to provide the highest standard of living for its citizens by eradicating
social, economic, political, cultural, ethnic and gender inequalities. In the determination and implementation of
laws and policies, the government must always respect and consider the concerns of women, children and
youth, persons with disabilities, the mentally challenged, older persons, indigenous and Moro peoples, the urban
and rural poor, farmers and fisher folk, workers - local and overseas, public or private, whether formally
employed or not, displaced families and communities and other vulnerable sectors, with the view to ensuring
their empowerment.

4. The diversity and plurality of the Philippines must be safeguarded through respect and tolerance. The State
must respect and promote harmony and understanding between and among individuals, communities and
peoples. It must uphold non-discrimination among peoples regardless of age, race, ethnicity, religion, gender,
physical ability, sexual orientation, social beliefs and political convictions. Cultural traditions and institutionalized
power shall not serve as justification for any form of violence, abuse, neglect, or deprivation of human and
peoples’ rights.

CIVIL
RIGHTS

5. We have the right to life, liberty, security and property. We have the right to a transparent, credible,
competent and impartial justice system, free from influence and corruption, where wrongs are redressed and
justice is dispensed fairly, speedily and equitably. We must have equal access to the courts and adequate legal
assistance. We must be treated equally before the law regardless of our political, social and economic status.

6. We have a right to the security and privacy of our persons and our homes. The State shall respect and uphold
our right to the privacy of communication, information, private transactions and affairs. The State shall ensure
our freedom of movement and liberty of abode.

7. The requirements of due process of law shall be observed before, during and after trial. The accused is
presumed innocent until proven guilty and shall enjoy the right against self-incrimination, the right to an
independent and competent counsel preferably of his or her own choice, and the right to be informed of such
rights.

8. Detainees and prisoners have the right to humane conditions of detention with adequate food,
space and ventilation, rest and recreation, sanitary and health services, and skills training. They have the right
to communicate with counsel, family and friends and be visited by them. The right to practice their religious
beliefs and to express themselves shall likewise not be denied. The State must provide separate detention
facilities for women and children in conflict with the law. Detainees and prisoners shall be given the opportunity
for correction and rehabilitation towards their reintegration into society.

9. No person shall be subjected to arrests, searches, seizures and detention without due process of law. No
suspect, detainee or prisoner shall be subjected to torture, force, violence, intimidation, harassment or
threats. No accused shall be subjected to trial by publicity. Neither shall cruel, inhuman or degrading
punishment or treatment or incommunicado or solitary confinement be imposed.

10. We have the right against involuntary disappearances. The State shall protect its citizens from all forms of
systematic and massive extrajudicial and summary killings. The State shall take responsibility for all the acts of
its State agents and give information and assistance to the families of the disappeared.

POLITICAL
RIGHTS

11. We have the right to live in a democracy and are entitled to enjoy its benefits. The right to meaningful
representation, participation and decision-making about individual and community concerns shall be recognized
and maintained. The protection of life, liberty and property, the upliftment of economic conditions and the
promotion of the general welfare are essential prerequisites of a truly democratic society.

12. Public office is a public trust. Transparency, accountability, integrity and competence are minimum
standards of good governance. It is the State’s duty to eliminate graft and corruption at all levels of the
bureaucracy. Towards this end, our right to information on matters involving public interest shall be safeguarded.
13. We have the right to determine, participate, intervene and take action in all matters that directly and
indirectly affect our welfare. The freedoms of speech, press, association and peaceful assembly shall at all times
be recognized and protected by the State.

14. The State shall provide equal access to opportunities for public service to all competent and qualified
citizens. The State must equitably diffuse political power and prohibit political dynasties in accordance with
democratic principles.

15. Sovereignty resides in the people. We reserve the right to defy a tyrannical, oppressive and corrupt regime
by means consistent with general principles of human rights.

SOCIAL AND CULTURAL

RIGHTS

16. We have the right to enjoy the highest standard of health. The State shall ensure that its citizens
shall be adequately nourished and free from hunger. The State has the obligation to establish a responsive
social housing program and protect the people from unjust evictions from their homes. Protection and
assistance shall be accorded marginalized families and vulnerable sectors of society.

17. We have the right to a free, accessible, relevant, nationalistic, quality, gender and culturally sensitive
education, responsive to our needs, which advances the culture of human rights.

18. The State must establish a responsive social welfare system that contributes to the continuous improvement
of its people and their lives. All public utilities should be accessible and affordable to meet the peoples’ basic
necessities.

19. Children and youth have rights to special care, education, health, and protection against all forms of abuse,
discrimination, exploitation, corruption, and conditions affecting their moral development. The best interest of the
child shall always take precedence in State policies and laws.

20. Women are partners of men in nation building. They have equal rights in civil, political, social, and cultural
aspects of life. The State shall protect and defend them from discrimination, exploitation, trafficking, assault,
battery and other forms of abuse and violence.

21. Men and women have reproductive rights. The State shall recognize the rights of all couples and individuals
to decide freely and responsibly the number, spacing and timing of their children and to have the information
and means to do so, and the right to attain the highest standard of sexual and reproductive health. The State
shall also recognize the rights of couples in making decisions regarding reproduction free of discrimination,
coercion and violence, as expressed in human rights documents.
22. The indigenous and Moro peoples have the right to equality with all other peoples and against all forms of
discrimination. They have the right to existence as distinct peoples free from assimilation as well as the right to
resist development aggression, which threatens their survival as a community. Thus, the State shall assist and
support them in the protection and preservation of their culture, language, tradition and belief. They have an
inherent right to their ancestral domain, which must be given urgent immediate attention and protection by
the State and should be respected and defended by all.

23. The State shall accord special protection to persons with disabilities. They have the right to enjoyment of
equal opportunity as well as appropriate and accessible social services, education, employment, rehabilitation
and social security.

24. Older persons shall be given preferential treatment by the State. They shall be given priority in
terms of accessible social security and health.

ECONOMIC
RIGHTS

25. We have the right to a nationalistic and independent economic policy protected from foreign domination and
intrusion. We have the right to a self-reliant economy based on national industrialization. We have the right to
resist all forms of oppressive and unreasonable trade liberalization, to oppose a subservient debt management
strategy, and to repudiate all foreign debts that do not benefit the people. The State shall develop efficient and
effective debt management strategies that will benefit the people and shall give preferential treatment to local
capital.

26. We have the right to equal access to employment opportunities and professional advancement. The labor
force is the lifeblood of the country and all workers have the right to just compensation, dignified and humane
working environment, job security, the right to form and join unions and organizations, to bargain collectively, to
go on strike and to actively participate in political life. Discrimination in the work place, sexual harassment,
slavery, exploitation, and child labor shall not be tolerated. Moreover, overseas workers have the right to enjoy
the basic rights accorded to workers in their respective host countries, consistent with international labor laws or
standards.

27. Land, as a limited resource, bears a social function. The right to own land should be limited to Filipinos and
shall be guided by the principle of stewardship and subject to the demands of the common good. Peasants shall
have the right to own the land they till through a genuine agrarian reform program including support
services. Landowners shall also be protected from land grabbers through effective legal and administrative
measures.

28. Fisher folk have the right of access to fishing grounds, to protection from foreign incursions and local large-
scale/commercial fishing business, to genuine aquatic reforms and to the preservation and protection of
communal fishing grounds.

29. We have the preferential right to the judicious cultivation, utilization, and preservation of our natural
resources which will ensure an ecological balance that can support and sustain the total physical and economic
well-being of every person, family and community.

30. The marginalized and vulnerable sectors shall have preferential access/control to credit and micro-
finance, and the right to skills and livelihood training, which shall contribute to the constant improvement of their
lives.
COLLECTIVE
RIGHTS

31. We have the right to self-determination. This right provides us with the freedom to develop ourselves as
peoples, preserve our culture and retain our national identity. Our peoples shall not be coerced into
assimilation, nor shall force evacuation, dislocation and displacement resulting from development aggression
and other State policies should be allowed. We have the right to resist any form of political, economic, social or
cultural domination by resorting to any legitimate means.

32. We have the right to a clean, safe and sustainable environment that supports an equitable quality
of life. Ecological balance must be preserved in the pursuit of national development because the capacity of our
resources to continue supporting our daily needs is limited. Collectively, we have the intergenerational
responsibility to protect, conserve and develop our natural environment for the enjoyment of present and future
generations of Filipinos.

33. We have the right to a social order, which is conducive to peace and development. It is the duty of the State
to undertake a comprehensive peace process that reflects the sentiments, values and principles important to
all peoples of the Philippines. Therefore, it shall not be defined by the State alone, nor the different contending
groups only, but by all peoples of the Philippines as one community. The promotion and protection of our rights
must be geared towards international understanding, solidarity among peoples and nations, and friendship
among all racial, ethnic or religious groups.

WHAT KINDS OF HUMAN RIGHTS EXIST?

Human rights are inherent to all humans, regardless of their nationality, race, gender, religion, language, or
sexual orientation. The concept of human rights may not be new, but it’s gone through significant changes over
time. In the past, only the rights of privileged groups of people were respected. In 1948, the newly-formed United
Nations General Assembly adopted the Universal Declaration of Human Rights (UDHR). This codified the
necessity of human rights for all. International law, national constitutions, and other conventions support and
expand on the UDHR. What kinds of human rights exist?

THEORETICAL CATEGORIZATIONS

Some theories help us understand where the concept of current-day human rights comes from. “
Natural rights” are a very old philosophical concept. Related to natural law, natural rights refer to rights that are
universal and inalienable. They are not related to any government or culture. By being human, a person is
entitled to their natural rights. That’s where we get the concept of universal human rights. Another example of
human rights categorization is the distinction between positive rights and negative rights. The state must
provide access to positive rights, like food, housing, education, and healthcare. Negative rights refer to the
freedom from certain things, like slavery, torture, and suppression. It’s the state’s role to ensure these violations
do not occur. In the “three generations” framework of human rights law, which has most impacted Europe,
negative rights are first generation, while positive rights are part of the second and third generations.
ECONOMIC, SOCIAL, AND CULTURAL RIGHTS

The UDHR and other documents lay out five kinds of human rights: economic, social, cultural, civil, and
political. Economic, social, and cultural rights include the right to work, the right to food and water, the right to
housing, and the right to education. Documents like the International Covenant on Economic, Social, and
Cultural Rights, which was established in 1976, protect these rights. Conventions like the Convention on the
Rights of the Child safeguard the economic, social, and cultural rights of specific groups. As with all types of
human rights, the state’s responsibility is to protect, promote, and implement economic, social, and cultural
rights. Specific examples in this category include:

 The right to work in a safe environment for a fair wage

 The right to access medical care, including mental health care
 The right to accessible education
 The right to adequate food, clothing, and housing
 The right to affordable sanitation and clean water
 The right to take part in cultural life
 The right to enjoy the benefits of scientific progress
 The right to social security
 CIVIL AND POLITICAL RIGHTS

Civil and political rights include articles from the first part of the Universal Declaration of Human Rights.
They state that people must be allowed to participate freely in civil and political life without facing repression or
discrimination. While economic, social, and cultural rights are framed as rights a person is entitled to, most civil
and political rights are about protection from certain things, like torture and slavery. Documents like the
International Covenant on Civil and Political Rights and its two Optional Protocols outline rights such as:

 The right to life, which is violated by actions like death by torture, neglect, and use of force
 The right to freedom of expression, which is violated by restricting access to ideas and limiting press
freedom
 The right to privacy, which is violated by intruding on a person’s sexual life or personal data
 The right to asylum, which is violated by deporting someone to a country where their lives are at risk
 The right to a fair trial and due process, which is violated by a court that’s not impartial and excessive delays
 The right to freedom of religion, which is violated when someone is punished for following their beliefs or
forced to adopt another religion
 The right to freedom from discrimination, which is violated when traits like race, gender, religion, etc are
used as justification for actions like being fired from a job.

THE UNIVERSAL DECLARATION OF HUMAN RIGHTS (ABBREVIATED)

Article 1 Right to Equality

Article 2 Freedom from Discrimination
Article 3 Right to Life, Liberty, Personal Security
Article 4 Freedom from Slavery
Article 5 Freedom from Torture and Degrading Treatment
Article 6 Right to Recognition as a Person before the Law
Article 7 Right to Equality before the Law
Article 8 Right to Remedy by Competent Tribunal
Article 9 Freedom from Arbitrary Arrest and Exile
Article 10 Right to Fair Public Hearing
Article 11 Right to be Considered Innocent until Proven Guilty
Article 12 Freedom from Interference with Privacy, Family, Home and Correspondence
Article 13 Right to Free Movement in and out of the Country
Article 14 Right to Asylum in other Countries from Persecution
Article 15 Right to a Nationality and the Freedom to Change It
Article 16 Right to Marriage and Family
Article 17 Right to Own Property
Article 18 Freedom of Belief and Religion
Article 19 Freedom of Opinion and Information
Article 20 Right of Peaceful Assembly and Association
Article 21 Right to Participate in Government and in Free Elections

ACTIVITY #2:
Instruction: Make a poster showing our Human Rights and its importance.
Presentation will be graded based on the parameters of the scoring matrix below.
Content 5
Creativity 5
Presentation 10
Total 20

Instruction: Provide your personal opinion on a long bond paper to the following questions below. Answer
should be concise, substantial and linear to our lesson.

1. Why Human Rights are important?

2. Define Human Rights in your own understanding.
3. Enumerate and Define different kind/s of human rights that protects the rights of a prisoners.
4. Differentiate Economic Rights from Collective Rights.
 Consider the scoring matrix below:
Content 20 points
Accuracy and Completeness 15 points
Quality of Writing 10 points
Total 45 points

LESSON

3
3HOUR
GOVERNMENTAL PROGRAMS FOR
VICTIMS

 The Philippines takes pride in its unique and indigenous way of settling disputes and treating both
offenders and victims at the village ("barangay") level. The system is called "Katarungang
Pambarangay" (Village Justice System). When a complaint is reported or an unresolved conflict
or dispute from the barangay level is elevated to the jurisdiction of the police, the victim is
viewed as a complainant. If a criminal charge progresses up to the courts, the victim continues
to act in the role of prosecution witness in the case against the offender. This lesson concludes
that prospects for victim support in the Philippines are promising because of pending legislation
designed to further protect human rights in the areas of child abuse and specific harms suffered
by crime victims.

Learning objectives

At the end of this module, you are expected to:

a. Enumerate the different programs that the government provide for the victims;
b. Share their personal views regarding the topic.

ACTIVITY #1
Direction: Analyze the picture below and answer the following questions. (9 points)

1. What can you say about the picture?

2. What is the important role of Lupong Tagapamayapa?
3. Why we need Barangay Justice System?
  Under the Rules of Court, the victim may seek restitution for damages from the crime by filing a
civil suit against the offender. A victim/witness who believes himself/herself to be in danger
from an offender can apply for admission into the WITNESS PROTECTION, SECURITY, and
BENEFIT PROGRAM OF THE DEPARTMENT OF JUSTICE.
 A Board of Claims was created in 1992 under the Department of Justice to grant
COMPENSATION FOR VICTIMS of unjust imprisonment or detention and victims of violent
crimes. The law specifies the administrative procedure for filing the victim's claim through
the Board of Claims.
 The Commission on Human Rights exists under a constitutional mandate to act as an
independent office to protect and promote human rights. This commission provides financial
assistance to victims of human rights violations or their families, so as to help alleviate suffering
and sustain their basic needs within a specified period. Further, the Philippine Government has
enacted laws that protect the rights and address the needs of certain categories of victims,
notably children, women, and migrant Filipinos. This chapter also discusses Philippine civil
society's role in victims' support, as well as the challenges and prospects of victim support
schemes.


GOVERNMENTAL PROGRAMS FOR THE VICTIMS

1. WITNESS PROTECTION, SECURITY AND BENEFITS PROGRAM

It is a program established under Republic Act No. 6981, "The Witness Protection, Security and Benefit
Act", which seeks to encourage a person who has witnessed or has knowledge of the commission of a crime to
testify before a court or quasi-judicial body, or before an investigating authority, by protecting him from reprisals and
from economic dislocation.

Who can be admitted into the Program?

 Any person who has knowledge of or information on the commission of a crime and has testified or is
testifying or is willing to testify.
 A witness in a congressional investigation, upon the recommendation of the legislative committee where his
testimony is needed and with the approval of the Senate President or the Speaker of the House
of
Representatives, as the case may be.
 A witness who participated in the commission of a crime and who desires to be a State witness.
 An accused who is discharged from an information or criminal complaint by the court in order that he may be
a State witness.

Who are disqualified for admission into the Program?

An applicant will not be admitted into the program if:
 the offense in which his testimony will be used is not a grave felony;
 his testimony cannot be substantially corroborated in its material points;

 he or any member of his family within the second degree of consanguinity or affinity has not been
threatened with death or bodily injury or there is no likelihood that he will be killed, forced,
intimidated, harassed or corrupted to prevent him from testifying or to testify falsely or evasively
because or on account of his testimony; and

 if the applicant is a law enforcement officer even if he will testify against other law enforcement
officers. The immediate members of the applicant may, however, be admitted into the program.
What benefits may a witness under the Program receive?

The benefits include the following:

 Security protection and escort services.
 Immunity from criminal prosecution and not to be subjected to any penalty or forfeiture for any
transaction, matter or thing concerning his compelled testimony or books, documents or writings
produced.
 Secure housing facility.
 Assistance in obtaining a means of livelihood.
 Reasonable traveling expenses and subsistence allowance while acting as a witness.
 Free medical treatment, hospitalization and medicine for any injury or illness incurred or suffered
while acting as a witness.
  Burial benefits of not less than Ten Thousand pesos (P10,000.00) if the witness is killed because
of his participation in the Program.
 Free education from primary to college level for the minor or dependent children of a witness
who dies or is permanently incapacitated.
 Non-removal or demotion in work because of absences due to his being a witness and payment of
full salary or wage while acting as witness.

2. VICTIMS COMPENSATION PROGRAM

Republic Act No. 7309 is the law creating the Board of Claims under the Department of Justice granting
compensation for victims of unjust imprisonment or detention and victims of violent crimes.

What is the rationale for the enactment of the law?

One of the more vexing problems in the area of justice and human rights is the implementation of the
constitutional provision against the deprivation of life, liberty and property without due process of law. Persons have
been accused and imprisoned for crimes they did not commit, only to be subsequently acquitted. Government and
society have become notably indifferent to victims of crimes and criminals. A judicial way of filing a claim for
compensation may be too long. Congress opted for an administrative procedure of filing the claims by creating the
Board of Claims.

Who may apply for compensation?

 A person who was unjustly accused convicted and imprisoned and subsequently released by virtue of
a judgment of acquittal;
 A person who was unjustly detained and released without being charged;
 A person who is a victim of arbitrary detention by the authorities as defined in the Revised Penal Code under
a final judgment of the court; or
 A person who is a victim of a violent crime which includes rape and offenses committed with malice which
resulted in death or serious physical and/or psychological injuries, permanent incapacity or disability,
insanity, abortion, serious trauma, or committed with torture, cruelty or barbarity.

3. REPUBLIC ACT NO. 10368

“An act providing for reparation and recognition of victims of human rights violation during the Marcos Regime,
documentation of said violations, appropriating funds therefor and for other purposes”

RIGHTS OF CRIME VICTIMS.--A crime victim has the following rights: (1)

The right to be reasonably protected from the accused.

(2) The right to reasonable, accurate, and timely notice of any public court proceeding, or any parole
proceeding, involving the crime or of any release or escape of the accused.
(3) The right not to be excluded from any such public court proceeding, unless the court, after receiving clear
and convincing evidence, determines that testimony by the victim would be materially altered if the victim heard
other testimony at that proceeding.
(4) The right to be reasonably heard at any public proceeding in the district court involving release, plea,
sentencing, or any parole proceeding.
(5) The reasonable right to confer with the attorney for the Government in the case.
(6) The right to full and timely restitution as provided in law.
(7) The right to proceedings free from unreasonable delay.
(8) The right to be treated with fairness and with respect for the victim's dignity and privacy.
(9) The right to be informed in a timely manner of any plea bargain or deferred prosecution agreement.
(10) The right to be informed of the rights under this section and the services described in section 503(c) of
the Victims' Rights and Restitution Act of 1990 (42 U.S.C. 10607(c)) and provided contact information for the Office
of the Victims' Rights Ombudsman of the Department of Justice.

Activity #2
INSTRUCTION: Write your answers legibly with at least 5 sentences and not more than 10 sentences for
each question. Answer should be of your personal perspective and understanding of the subject matter. (10
points.)
1. What is RA No 6981 all about?
2. What qualifies you for witness protection?
3. Who is eligible to become a witness?
4. What happens if a witness refuses to testify?
5. What are the rights and obligations of a witness?
ACTIVITY #3: Collage

Instruction: Create a collage that shows the importance of Lupong Tgapamayapa and how this become
an essential in our community. Do this in a long size bond paper with your name and section written in
the left upper part of the paper.
Presentation will be graded based on the parameters of the scoring matrix below.
Originality 10
Presentation 5
Creativity 8
Total 23