Chapter I

RATIONALE

Violence Against Women is one of the challenges the world is facing

nowadays. Around the world, at least one out of three women has been beaten,
coerced into sex, or otherwise abused in her lifetime1. Thus, not only has violence
against women grown into epidemic proportion but has also turned into the most
pervasive human rights violation. Most studies on violence against women
indicate that the perpetrators are mostly men and women are at greatest risk of
violence from men they know. Women and girls are the most frequent victims of
violence within the family and between intimate partners

In response to this issue, the Republic Act 9262 or Anti-Violence Against

Women and Their Children Act of 2004 mandates the DSWD to develop and
provide rehabilitative counseling and treatment of offenders towards constructive
ways of coping with anger and emotional outburst and reforming their ways.

Domestic Violence is the most common form of violence against women 2.

Domestic violence is the willful intimidation, physical assault, battery, sexual

assault, and/or other abusive behavior as part of a systematic pattern of power
and control perpetrated by one intimate partner against another
3. Domestic violence is an extremely complex phenomenon that has its roots in

the interaction of many factors biological, social, cultural, economic and political.
It is one of the most serious problems in the society today that results to injury,
sexual exploitation, impaired social functioning and danger to the life of the
victim/s.

The 2013 National Demographic and Health Survey (NDHS) revealed that
one in five women aged 15-49 has experienced physical violence since age 15. It
is alarming to note that pregnant women are among those women aged 15 – 49
years who experienced physical violence. The large increase in the percentage
of women who experienced physical violence during their pregnancy can be
observed among the youngest age group, 15 – 19 years. As may be observed,
there were teeners who already got pregnant, and at the same time experienced
physical violence during their pregnancy.

1
http://www.amnestyusa.org/our-work/issues/women-s-rights/violence-against-women/violence-against-
women-information
2
http://www.un.org/en/women/endviolence/pdf/VAW.pdf
3
http://ncadv.org/learn-more/what-is-domestic-violence

1
 According to Philippine Commission on Women, in 2013 the number of VAW
cases reported to the Philippine National Police (PNP) increases by 49.4 percent
from 2012 report. The increase caused the trend to go upward again after it
decreases in 2011. The 2013 report is so far the highest number of reported VAW
cases since 1997. Across a nine-year period from 2004 to 2013, average
violations of RA 9262 ranked first at 57 percent among the different VAW
categories since its implementation in 2004. Physical injury is now the second
most prevalent case across the nine-year period, accounting for 19.7 percent of
all reported VAW cases nationwide.

In 2015, a total of 253,091 women in especially difficult circumstances who

were victims of violence, physical and sexual abuse, exploitation, illegal
recruitment, human trafficking and armed conflict were given assistance by the
Department of Social Welfare and Development.

Efforts on the elimination of violence against women specifically on domestic

violence has been driven by and focused mainly on women as the victims.
However, for a holistic and comprehensive approach in addressing the issue, men
as part of the problem should also be provided with counseling services. This will
enable them to open up and express their feelings, fears and anxieties which will
contribute to their rehabilitation and restore their normal social functioning.
Creating a “non-threatening” environment for men has become the core principle
in building a space for men means regarding men not only as perpetrators who
should be blamed, but also as victims of patriarchy. This space helps men change
their mind frame and behavior, thereby making them potential allies in eradicating
domestic violence. (Hasyim)4

The Community Based Rehabilitation Program for Perpetrators of Domestic

Violence was conceptualized and pilot tested in 2003 and 2007, respectively. The
final evaluation of the program held last August 2010 in Cagayan de Oro led to
the enhancement of the concept paper in view of the assessment of the
implementers that the models used in rehabilitating the perpetrators are clinical in
nature. Further, the service was also recommended to focus on counseling
services in view of the provision of section 41 of RA9262, thus the service was
entitled “Counseling Services for Rehabilitation of Perpetrators of Domestic
Violence (CSRPDV)”.

The service review and evaluation workshop in October 2012 revealed that
the simplified approaches to counseling easily extracts the feelings of perpetrators
thus, lead to identification of problems and provision of appropriate intervention.
Further, it revealed that perpetrators were able to control their abusive behavior
and build positive relationship with their partners. The success of the service
implementation was achieved through the positive response and cooperation of
the LGUs.

4
Nur Hasyim. Men Can Be Allies: Men’s Involvement in Ending Domestic Violence in Mumbai
2
 It is in this light that this manual is developed to guide social workers and/or
implementers in the institutionalization of the CSRPDV in the LGUs to address
the issue on domestic violence in partnership with men by rehabilitating them to
recognize that domestic violence is not acceptable, learn positive ways of coping
and in resolving conflicts and responsible members of their family and the society.

This manual of operations is divided into six (6) Chapters covering the
rationale, philosophical bases, legal bases, service description, operational
guidelines and Counseling the Perpetrators and their Families. Further, there are
annexes which are useful tools in understanding the behavior and dynamics of
perpetrators.

3
 Chapter II

PHILOSOPHICAL BASES

The Philippine Constitution and Social Work profession is one in upholding the
human rights and dignity of every human person. Likewise, social work believes that
every human person is unique and has its own capacity to change. Both philosophical
and enabling legislation of the land conform to the following.

1. Patriarchal society was the main cause of the violence committed against
women.

2. Violence occurs as a result of the normative role expectations associated

with each gender, along with the unequal power relationships between the
two genders, within the context of a specific society. (Violence Against
Women and Girls, Bloom 2008 August 5, 2013)

3. Both victims and perpetrators of domestic violence are victims of cultural

and socio-economic situation of society;

4. While the safety of the victims is paramount to all interventions for domestic
violence, this alone cannot totally stop the cycle of violence in the society;

5. Violence can be prevented and abusive behaviors can be reduced among

perpetrators by providing them appropriate psycho-social-emotional
interventions;

6. Rehabilitation holds the perpetrators accountable and responsible for their

actions but is not a substitute for sanctions;

7. The importance of community involvement and initiative in responding to

the prevention of domestic violence is recognized.

8. Thus, society has the obligation to facilitate the rehabilitation and

restoration of the victim-survivor and perpetrators normal social
functioning.

4
 Chapter III

LEGAL BASES

1. 1987 Constitution of the Philippines - Article III of the Bill of Rights values the
dignity of every human person and guarantees full respect for human rights.

2. RA 7610: Special Protection Act on Children Against Abuse, Exploitation

and Discrimination of 1992 - Defines children in each sector who are under
especially difficult circumstances and guarantees policies that will ensure their
protection.

3. RA 8369: Family Courts Act of 1997- establishes family court in every

region to attend to domestic cases and ensure protective services to all family
members. Mandates the court to subject perpetrators of violence specifically if
minors, for rehabilitation and counseling.

4. RA 8551: Reform and Reorganization Act of 1998 - An act mandating the

Philippine National Police (PNP) to establish the Women and Children Protection
Desks in all police stations nationwide. Mandated PNP to submit immediately to
DSWD minors who committed violence for appropriate intervention.

5. RA 8505- Rape Victim Assistance and Protection Act of 1998– an act that
requires the establishment of a women’s desk in every police precinct throughout
the country to provide a police woman to conduct investigation of complaints of
women rape victims.

6. RA 9262 or Violence Against Women and Children’s Act of 2004, Section 41

- mandates DSWD to provide rehabilitative counseling and treatment of offenders
towards learning constructive ways of coping with anger and emotional outburst
and reforming their ways.

7. RA 9710-An Act providing for the Magna Carta of Women of 2009– The State
shall take steps to review and, when necessary, amend and/or repeal existing
laws that are discriminatory to women within three (3) years from the effectivity of
this Act.

5
8. Executive Order 209: The Family Code of the Philippines of 1987- affirms the
salient role of the family in nation building and recognizes the need for support in
maintaining harmony. Recognizes the right of every member of the family such
as children, parents and elderly.

9. Executive Order #123 / 221 mandates the Department of Social Welfare and
Development to care, protect and rehabilitate the physically, mentally
handicapped and socially disabled constituents for effective social functioning and
arrest the further deterioration of the socially disabling or dehumanizing conditions
of the disadvantaged segment of the population.

10. Presidential Memorandum signed February 5, 1997 - directing all concerned

officials of national units for a call to Action Against Domestic Violence.

6
 Chapter IV

SERVICE DESCRIPTION

The Counseling Services for Rehabilitation of Perpetrators of Domestic

Violence (CSRPDV) is a social work intervention which utilizes a simplified
counseling model designed specifically for the male perpetrators of domestic
violence. It consists of a series of counseling sessions which aims to change the
perpetrator’s abusive behavior geared towards healing which aims to stop the
cycle of violence.

The LGU social worker shall implement the counseling services using the
learning from the following instructional sections:

Section 1: The PDV CLIENT (Perpetrator of Domestic Violence) talks about the
risk factors for intimate partner violence (IPV). It also describes the profile of
the perpetrator of domestic violence (PDV).

Section 2: BAGA (Bayanihan ng Awa at Gawa ni Apo)

This session deals with the person of the helper and provides the participants with
basic helping skills using the structure of CIA: catharsis (abot puso), insight,
(abot tanaw) and action (abot kamay). Insight incorporates the use REBT of Albert
Ellis to help the PDV address the self-defeating and unhelpful thoughts which trigger
their anger and fuel their abusive behaviors. Action integrates the concept of choice
and an intervention based on William Glasser’s Reality Therapy with the intention
of helping the PDV to identify and take responsibility for their heart’s desires for
himself and for his family.

Section 3: PERSONAL AND FAMILY RESILIENCE deal with family factors and
interventions based on Murray Bowen’s Family Systems Theory. It also moves
into understanding family resilience.

Section 4: ACTIVATING AND NURTURING FAMILY RESILIENCE suggests the

use of Solution Focused Therapy (SFT) of Steve de Shazer and Insoo Kim Berg
to activate the resilience of the families of domestic violence.

To nurture the resilience of the families, this section proposes the practice of Virginia
Satir’s model of open and direct communication among family members with the use
of the S-model of temperature reading. Furthermore, it suggests the use of the Star
of Resilience activity to encourage the growth of resilience among the FDV.

Section 5: SELF-CARE recommends the practice Mindfulness for their mental,

physical and spiritual self-care so that they can carry out their help to the FDV
continuously. This section offers some exercises for the practice of mindfulness.

7
 The rehabilitated perpetrators and men of good standing in the community
shall be mobilized to work collaboratively with the selected community leaders as
support group in the process of rehabilitation. The LGU social worker shall take the
role of being the case manager of the perpetrator while a separate social worker shall
handle the case of the victim-survivor of domestic violence.

Considering that perpetrators differ in their nature and dynamics, they will be
dealt with depending on the assessment of the social worker. Results of the said
assessment will be the basis for employing counseling sessions using three levels of
target beneficiaries:

CORE CONCEPTS

(1) Perpetrator

The following approaches will be used as interventions to deal

with the dysfunctional behaviours of the PDV:

• Listening Skills
• Rational Emotive Behavior Therapy (REBT)
• Reality Therapy
• Star of Resiliency Model

(2) Family

The family will take a big role in the rehabilitation process, while
taking into account the safety of the victims. The family is the basic
therapeutic environment for the perpetrators. The following approaches
will be used as interventions to restore the family relationship with the
rehabilitated PDV:
• Solution Focused Therapy
• Family communication with the use of Satir’s Temperature Reading
activity.

(3) Community

The service recognizes the important contributions of the

community in shaping one’s behavior. Thus, critical interventions i.e.
consciousness raising activities, passage of local ordinances against
domestic violence, restriction of sale of liquors etc., to modify the
environment will also be conducted.

Factors in the community that contribute or in one way or another

tolerate the proliferation of abusive behaviors will be reduced or totally
8
 eradicated. Community members will be educated and mobilized in
helping the perpetrators to increase their self-control and attain
adaptive behaviors.

Community institutions (schools, churches, law enforcers,

barangay leaders, health workers, etc.) will be tapped, educated and
challenged to respond to the issue of domestic violence particularly in
promoting a therapeutic environment for the perpetrators and the
family.

The service’s approach is restorative-strength based, rather than

retributive. It will not take away the perpetrator from the situation in the
community. Increasing one’s self control through the exercise of personal
choice for his behaviors and taking responsibility for them, is the central
theme of the service.

The goal of the service is to increase individual responsibility, allowing

the person to see what his problems are that cause anxiety and often violent
behaviors; what he really wanted to be, and what solution can be adopted in
order to manage his difficulties. Likewise, increasing awareness and
participation of community members in eradicating domestic violence is the
service’s ultimate goal.

To effectively undertake the tasks enumerated above, the service

implementers, Men’s Support Groups and other stakeholders will be accorded
with appropriate training. Likewise, close monitoring will be ensured to track
the progress of the service as planned and resolve problems that will occur
along the way.

OUTPUTS:

Individual level:

The perpetrators are the main actors of the service. Once rehabilitated
and trained, they shall be mobilized to facilitate the rehabilitation of other
members of the community.

Family Level:

One of the goals of the service is to have healed and reconciled

families. The target families shall be partners in mitigating occurrences of
violence in the community through education campaigns, implementation of
protective projects/services, and the like.

9
Community Level:

The service and its activities are expected to mobilize more Men’s
Support Groups in the community who are able to persuade perpetrators to
participate in the rehabilitation process. The community institutions shall
develop responsive and positive attitudes by implementing projects and
services that are pro-family and that promote violence-free homes.

1. Objectives

General:

The service generally aims to institutionalize counseling approaches

and other support services to facilitate the rehabilitation of perpetrators of
domestic violence

Specifically, it will operate to:

1. Provide a venue for the perpetrators to understand themselves and the

situations of their victims;
2. Develop perpetrators’ responsibility for their violent behaviors;
3. Provide perpetrators of domestic violence with access to counseling
and other support services to prevent them from re-committing an
offense;
4. Involve the family in the rehabilitation of perpetrators of domestic
violence;
5. Organize/mobilize volunteers as community support system that would
help the perpetrators transform their abusive behavior to a productive
one;
6. Enhance the capability of implementers in managing rehabilitation
services for perpetrators;
7. Develop an instructional guide to counseling to serve as ready
reference of the implementers in the rehabilitation of perpetrators.

2. Operational Definition of Terms

CSRPDV –Counseling Services for the Rehabilitation of Perpetrators of

Domestic Violence formerly known as Community Based Rehabilitation
Program for Perpetrators of Domestic Violence (CBRPPDV) refers to a
community based service that aims to rehabilitate perpetrators of violence

10
 and assist them improved their relationship in harmony with their families
and communities.

Domestic Violence – defined by the Philippine Plan of Action for Gender

and Development as the inflict of physical, verbal, psychological, sexual,
emotional and economic abuse of one’s spouse, live-in partner, parents
and relatives to a member of the family.

Men’s Support Groups – refers to group of individuals and other gender

advocates composed of men who voluntarily render their time, resources,
knowledge and skills without expecting any form of payment or
remuneration.

NFVPP – “National Family Violence Prevention Program”, which was

piloted in eight regions as the Department s’ response to Domestic
Violence.

Perpetrator of domestic violence (PDV) – refers to any person who

commits the offense against any member of his/her family whether habitual
or not.

Intimate Partner Violence (IPV) – a spouse who commits violence against

his/her intimate partner

Rehabilitation sessions – refers to the counseling sessions and other

productive activities with the domestic violence perpetrators and/or family
members to be conducted by the trained social workers

3. Components

3.1 Social Preparation

Part of the community entry is the service orientation of the Local

Government Unit through its Local Chief Executives and other groups in
the locality who may be involved in the implementation of the service. This
is a venue where they can be aware of the service goals and targets to
secure their commitments.

The output of the orientation should be commitments of the LGUs

and stakeholders to support the service through budget appropriation by
virtue of the issuance of Board Resolution and inclusion of service in the
Annual Investment Plan and their Annual Work Program to sustain the
implementation of the service.

11
A. Establishment of the Baseline Data

The Local Government Units shall establish the baseline

data of perpetrators. The following concerns may also be
considered in the implementation of the service:

a. Incidence of domestic violence cases

b. Presence of Men’s Support Groups (MSGs)
c. Willingness of the barangay leaders to undertake the service
supported by a Memorandum of Agreement (MOA) and/or
Memorandum of Understanding (MOU) to ensure their full
support and commitment in sustaining the service
d. Support from the LGU where the service will be implemented
and willingness to undertake the service through the
M/C/SWDOs as partner implementers

B. Identification of Beneficiaries

The baseline data of perpetrators from the C/MSWDO,

Barangay Violence Against Women and Children’s (VAWC) Desk,
Women’s and Children’s Desk of the Philippine National Police,
walked-in clients and referred clients shall be assessed by the case
manager.

1. Intake and Assessment of Potential Beneficiaries

The service coordinator shall undertake the intake while

the assessment shall be done by the case manager including
the formulation of the perpetrator’s rehabilitation plan. The case
manager together with the members of Men’s Support Groups
may conduct home visits and collateral interview to validate the
given information. The perpetrator’s circumstances shall be the
basis of the case manager on the kind of counseling session to
be provided to the perpetrator.

There are cases that require coordination with varied

disciplines. The talents, perspectives, knowledge and
experiences of these service providers are directed towards the
common concern of helping the perpetrator. A case conference
with other professionals may be called to discuss and validate
their findings and agree on collaborative measures to assist the
perpetrator. As the case manager of the perpetrator, the main
responsibility rest on the social worker.

12
 2. Signing of Service Availment through Contract Participation

The service requires all perpetrators of domestic violence

to get into an agreement and commits himself that he is willing
to avail of the rehabilitation services which include the series of
counseling sessions to be conducted by the case manager.
(Attached Appendix C)

3.2 Capability Building

Appropriate capability building activities shall be undertaken by

the DSWD Regional Focal Person to enable the LGU implementers
and Men Support Group (MSG) to effectively perform their tasks. The
following training activities, among others shall be conducted:

1. Training of Implementers and Men’s Support Group (MSG) on

Anger Management and Basic Counseling Skills

Managing the behavior of perpetrators shall be the major

element of this training service. Specifically, it will develop skills in
counseling perpetrators with irrational thinking.

2. Training of implementers on the Management of the Counseling

Services for the Rehabilitation of Perpetrators of Domestic
Violence

This training program aims at developing/enhancing the KAS

of the implementers in managing the rehabilitation service. It
discusses the rehabilitation service’s framework, processes and
procedures. After the training program, the implementers are
expected to demonstrate the KAS they have gained to sustain the
rehabilitation process.

3.3 Delivery of Rehabilitation Services

Counseling approaches that shall be employed by the case

manager using an instructional guide on the rehabilitation of
perpetrators of domestic violence which include the following sections:
The PDV Client, Bayanihan ng Awa at Gawa ni Apo, Enhancing
Personal and Family Resilience, Activating and Nurturing Family
Resilience, and Self-Care.

13
3.3.1 Community Based Rehabilitation Services

The service shall deliver the following menu of rehabilitation

intervention:

(1) Counseling Services

The perpetrators and their respective families shall be

accorded with a minimum of ten (10) and a maximum of sixteen (16)
counseling sessions using the instructional guide to counseling that
shall enable them to resolve family issues between and among its
members in order for them to become responsive and in harmony
with each other.

For cases that require intervention other than counseling and

provision of support services, proper referrals to other discipline
shall be employed.

A case conference with other professionals shall be

conducted by the case manager to discuss and validate their
findings and agree on collaborative measures to assist the
perpetrator.

(2) Provision of other support services

To sustain the rehabilitation process and lessen the risk

factors that surround the perpetrator and the family, they shall be
linked with enabling mechanisms and other support services as
determined by the case manager.

The case manager shall ensure the availability and

accessibility of services such as livelihood and skills development
services, parent effectiveness service and other psycho-social
services.

(3) Community Building for Peace

These are activities that will form families as one community

with a mission that will help build peace and harmony, such as:

▪ strengthening of groups of family advocates like ERPAT,

women’s groups, peer support groups, and the Barangay

14
 Council for the Protection of Children/Prevention of Family
Violence

▪ community education projects on parenting, gender

sensitivity, among others

▪ Enactment of local legislation restraining violence in the

community such as regulating use of alcohol, absence of
drugs. etc.

▪ implementation of community restraining activities to males

to commit violence (such as temporary detention of drunk
husband, noise barrage when there are incidences of
domestic violence, closure of gambling sites, among others).

3.3.2 Organization of Volunteers

The service requires the use of groups as the primary source of

intervention. To achieve this requirement, the rehabilitation strategies
shall be conducted based on the following phases:

(1) Organization of Men’s Support Group

The Men’s Support Group shall be organized and mobilized

in identifying potential beneficiaries, conducting necessary
awareness campaigns and assist in the rehabilitation
sessions/activities with the perpetrators.

The membership to the MSG should be supported by the

following qualifications:

1. Has been an active member of Men Oppose to Violence

against Women Everywhere (MOVE)/Empowerment and Re-
affirmation of Paternal Abilities (ERPAT) member and other
gender advocate groups in the community;
2. A rehabilitated perpetrator;
3. Recognized by the community;
4. Must be resident of the barangay
5. Has been a leader for at least 1 year

15
 (2) Identification of Service Coordinators for every Community

The Barangay Chairman or his/her appointed representative

should be identified by the case manager as service coordinator for
every community and shall lead the MSG in the selection of potential
beneficiaries, assist in the facilitation of dialogues and other
interventions. Likewise, they will be accorded with appropriate
training and seminars for the implementation of the service.

3.4 Profiling and Documentation

The service shall come up with a profile of perpetrators utilizing

the primary and secondary data. The following necessary documents to be
managed by the social worker include the Intake, Client’s Release of
Information, Contract for Participation, Rehabilitation Plan, Home Visit and
Progress report. Data gathering tools are attached herein under
appendices.

Potential beneficiaries shall be identified from the baseline data of

the C/MSWDO. Data may also be taken from the Barangay Violence
Against Women and Children’s (VAWC) Desk, Women’s and Children
Desk of Philippine National Police, walked-in clients and referred clients.

The following issues and concerns have to be given emphasis and

consideration in the course of service implementation:

Logical Framework

• Targets and indicators can be refined based on the situation of the

region
• Variables can be modified based on the actual experience of the
implementers

• In presentation of accomplishments, indicate actual number of

accomplishments instead of using percentages

Heavy Workload/Multi-Tasking

• Implementers are encourage to strategize i.e. prioritizing cases and

mobilizing of MSGs in the conduct of home visits
• Success in the rehabilitation of perpetrator comes from a good
planning.

16
 Change of Local Leadership

• Maximize the available support of local officials in the

region/province.
• Advocate/lobby for support of the LCEs to the service by sharing
accomplishments/good practices that benefited the clientele groups.

Case Documentation

• Documentation is one of the tools in social work practice that should

be observed. Implementers are advised to come up with their own
strategy of documentation i.e. document the experience right after
each session.
• For inactive cases, a separate folder has to be prepared in order to
facilitate easy retrieval of folder if the client wishes to continue with
his rehabilitation.

Schedule and Venue of Counseling Sessions

• Conduct of sessions may be done based on the agreed upon

schedule or availability of both worker and perpetrator.
• Sessions can be made possible in a counseling room if available or
in any place/area/facility in the community which is conducive and
comfortable, provided that utmost care and confidentiality will be
observed during the sessions.

Application of Simplified Approaches to Counseling

• An instructional guide to counseling can be used by the case

manager as reference in the actual conduct of the counseling
session

The following key areas are to be monitored as against the plan or targets:

Key Result
Areas Qualitative Indicators
Documents • Updated listings of beneficiaries
undergoing rehabilitation sessions
• Consolidated profiles of beneficiaries
• Documented cases of good practices
Capability Increased effectiveness of social workers
Building and MSGs in the delivery of services to
the target beneficiaries
Quantitative Indicators
• Number of beneficiaries undergoing rehabilitation
sessions
• Number of cases documented for good practices
• Number of referrals and processed cases.
• Number of trained social workers and MSGs able to
implement or deliver services

17

Mobilization • Functional networks in terms of
and optimal use of resources in the
Networking community for the delivery of
rehabilitation services
• Participation of community people in
conducting service activities
Community • Degree of implementation of
Modification legislation/ordinances passed
regulating violence
• Degree of support provides by the
organizations, individuals and groups
to the implementation of restraining
mechanisms established in the
community
Family Improved quality of relationship between
Relationship and among members of the family
Rehabilitation • Sessions were conducted on a regular
Session basis.
• Increasing participation rate of target
beneficiaries in the rehabilitation
sessions
Perpetrators • Increased self-control
Improved • Fulfilling his responsibilities as agreed
Behavior upon in the contract through regular
attendance to therapy sessions.
• Membership to organization of
responsible men in the community like
serving as an advocate of change
• Maintain open communication among
family members
• Maintain productive attitude in dealing
with family issues like establishing
house rules
• Number of trained social workers and MSGs who are
able to attend capability building seminars and improve
skills in the delivery of services.
• Number of networks established
• Number of existing community
• linkages whose services have been maximized for the
delivery of rehabilitation services
• Number of volunteers and other concerned individual,
groups and organization joined MSGs and participated in
the service implementation
• Number of legislation/ordinances passed regulating
violence related activities in the community
• Number of individuals, groups and
organizations/establishments abide rules and regulations
established to keep a peaceful and safe community
Decreasing number of incidences of maladaptive resolution
of conflicts between and among family members
• Number of sessions conducted as against plan
• Number of target beneficiaries continued to attend
sessions as against target/plan
• Decreased Number of domestic violence incidents of
perpetrators
• Number of perpetrators serving as prime advocates for
change and organize activities for men in the community
• Number of house rules established in dealing with family
issues

3.8 Closure and Follow up

Closure is a mutual decision by the social worker and the perpetrator

when the intervention objectives have been met. It is part of the
planned intervention and done in a timely and responsible manner. It
has a follow-up to ensure that the perpetrator is doing well. However,
a helping intervention with a gender perspective does not really set a
termination boundary in the change process. The viewpoint is more

18
of an end of the previous relationship, and is a beginning of a new
one. Follow up is also an integral part of a continuing relationship.

19
 Chapter V

OPERATIONAL GUIDELINES

A. Service Implementers

Taking off from the gains during NFVPP pilot implementation, it was noted that
LGU social workers handling cases of both victims and perpetrators leads to
confusion and worker’s bias towards the victim. Hence, contribute to the success
outcome of the service.

To effectively ensure success in reaching the goal of institutionalizing

counseling approach and other support services to perpetrators of domestic violence,
it is necessary that intervention of LGU service implementers focused on the
perpetrators in close coordination with the DSWD regional focal person.
Harmonization of all available services and resources for both the victims and
perpetrators would lead to rehabilitation of the entire family.

B. Implementing Procedures:

Section 1. Pre-Implementation Phase

The service shall be implemented nationwide in all LGUs where

incidence of domestic violence cases are based from the baseline data of
perpetrators from the C/MSWDO, Barangay Violence Against Women and
Children’s (VAWC) Desk, Women’s and Children’s Desk of the Philippine
National Police, walked-in clients and referred clients.

Step one: Area Validation

1.1. The LGU implementing the service shall establish baseline data on
perpetrators consolidating the data of cases of domestic violence
gathered. Among other concerns that should also be considered in the
implementation of the service are as follows:

▪ incidence of domestic violence cases

▪ presence of Men’s Support Group
▪ Willingness of the barangay leaders to undertake the service
supported by a Memorandum of Agreement (MOA) and/or
Memorandum of Understanding (MOU) to ensure their full
support and commitment in sustaining the service
▪ support from the LGU where the service will be pilot tested and
willingness to undertake the service through the M/CSWDOs as
partner implementers

20
Step two: Community Entry

It is important for the LGU implementer to be creative in introducing the

CSRPDV as a new strategy which will help the perpetrators to reform. It is
also important for the implementers and the C/MSWDO upon entry to be open
in dealing with male community members who are the potential beneficiary of
the service as it may foster hostility due to the stigma attached to the words
“rehabilitation” and “perpetrators”

Critical Activities:

2.1. Service Orientation

Part of the community entry is the service orientation of the key

officials in the in the locality who may be involved in the implementation of
the service. This is a venue where they can be aware of the service goals
and targets to secure their commitments.

The output of the orientation should be commitments of the LGUs and

stakeholders to support the service through budget appropriation through
an issuance of Board Resolution and inclusion of service in the Annual
Investment Plan and their Annual Work Program to sustain the
implementation of the service.

2.2. Establishing Contacts/Relationship

a. Establishment of Relationship with Men’s Support Group (MSG)

i. It is important to mobilize the support of men in good standing in

the community in the organization of MSGs for they are respected
and have the greater influence in the community.

ii. Spotting potential members of the Men Support Group (MSG)

Since the service’s major strategy in rehabilitation is using

men's group as the medium of change, it is essential to spot
potential members of the MSG in the community.

2.3. Community Profiling

In engaging an active partnership and commitment with the

community leaders and MSGs, the C/MSWDO shall assist in
establishing the profile of the community using the PABWELL scale;

P – erspective (view on domestic violence and abusive behaviors of

men)
A – ttitude (passive or indifferent on the issue)
21
 B – ehavior (actions taken to resolve the issue or actions taken to
even perpetuate the issue)
W – eapon (presence or availability of weapons or gangsters in the
community)
E – thanol (presence or accessibility to alcohol and drugs)
L – eader’s lifestyles (presence of leaders who also perpetuate
domestic violence or in some way or another permits the issue)
L – egislation (forms and natures of community legislation)

Step three: Capability Building

Once the service implementers and MSGs are identified, appropriate

capability building activities shall be conducted to equip them with proper
knowledge, attitudes and skills for them to effectively perform their tasks.

There are levels of trainings to be conducted both for the LGU

implementer and MSGs where each group shall specialize in their expected
areas of work. However, the LGU C/MSWDO shall be first equipped with
appropriate knowledge and skills to transfer their learning for the effective and
efficient service operation.

The levels of training include the following:

1. Training of Implementers and Men’s Support Group (MSG) on

Anger Management and Basic Counseling Skills

Managing the behavior of perpetrators shall be the major

element of this training service. Specifically, it will develop skills in
counseling perpetrators with irrational thinking.

2. Training of implementers on the Management of the Counseling

Services for the Rehabilitation of Perpetrators of Domestic Violence

This training program aims at developing/enhancing the KAS

of the implementers in managing the rehabilitation service. It
discusses the rehabilitation service’s framework, processes and
procedures. After the training program, the implementers are
expected to demonstrate the KAS they have gained to sustain the
rehabilitation process.

Section 2. Implementation of the Rehabilitation Services:

The rehabilitation service focused not only on the perpetrator but also
in ensuring a healthy and conducive family and community environment
around him. Hand in hand in rehabilitating the offender is also promoting a
violence free community. Relative to this, the steps of rehabilitation starts not
with the perpetrator but the community in general.
22
1. Rehabilitation Process and Procedures

The process of rehabilitation involves the following:

A. Community Involvement

Based on the baseline data of the community, the C/MSWDO shall

undertake the following procedures so that the process of rehabilitation will
be easier for the perpetrator. Specifically, significant changes in the
structure, perspective, values and dynamics will be accorded in order to
develop its environment as a conducive place for rehabilitation.

Step One - Community Preparation and Assessment

As discussed in the social preparation phase, community

assessment shall be undertaken by the C/MSWDO upon entry in the
community. The implementer shall orient and mobilize existing core
leaders in the community who are familiar with the issue of domestic
violence so that it will be easier to introduce another aspect of the problem
to focus this time on the perpetrators. It is important that core leaders
mobilized are gender sensitive and have a thorough knowledge and
understanding of the issue.

Step two: Strengthening of the Barangay / Local Council for the

Protection of Women and Children/Family Councils

The existing LCPC/Family Councils organized shall be actively

involved in the service. The Council is headed by the Barangay Captain
with members from various groups in the community. Its role on the
prevention aspect will continuously be strengthened to provide a conducive
environment for the perpetrator for his rehabilitation. Particularly, the
Council shall focus in modifying the environment as follows:

a. Passage of legislation/ordinances/policies restraining violence in

the community
b. Absence of drugs in the community that perpetuates violence in the
homes

Implementation of community advocacy campaigns, fora,

assemblies, and strategies in restraining males to commit violence such as
establishment of community facility for temporary detention of violent
drunkard husband, noise barrage when there are incidence of domestic
violence, regulation of gambling sites and night bars, etc.

23
Step Three – Formation of Peer Help Groups

a. Identification of the Rehabilitation Coordinators for every

Community

The Barangay Chairman or his/her appointed representative

should be identified by the case manager as service coordinator for
every community and shall lead the MSG in the selection of potential
beneficiaries, assist in the facilitation of dialogues and other
interventions. Likewise, they will be accorded with appropriate
training and seminars for the implementation of the service.

b. Formation and Development of the Men’s Support Group

The Men’s Support Group will be utilized in the rehabilitation

process since it is through their effort that perpetrators will be
brought to the process of change. Hence, it is important that
members of the support group is properly selected and trained for
them to undertake the crucial initial stage of the rehabilitation
process. The success of the rehabilitation sessions undertaken by
the service implementers with the perpetrators depends on the
amount of social preparation the Men’s Support Group has started.

Further, the group of rehabilitated men will be consolidated

and will form part of the Men’s Support Group. They shall be
accorded with advance education on self-awareness, character
building and the like. The consolidated men support group will be
the partner for the conduct of rehabilitation of other perpetrators.

The MSG shall be in-charge of identification of potential

beneficiaries, conducting necessary awareness campaigns and
conducting peer counseling rehabilitation sessions with the
perpetrators.

Necessary capability building activities shall be conducted

by the Department to ensure the efficient and effective delivery of
services by the Men’s Support Group. Specifically, the group shall
be trained on the management of the rehabilitation service focused
on case identification and conduct of peer counseling.

The group will work together with the Barangay leaders

(BCPC/Family Councils) in modifying the environment.

The primary objective of the development of the men as

support group of perpetrators is to make the male population take
greater accountability on the issue of domestic violence.

24
 The roles and functions of the Men’s Support Group are as
follows:

1. Act as multipliers of the service coordinators who will

undertake case identification and social preparation of the
perpetrators to undergo the rehabilitation process.

2. Act as role model to other men in the community particularly

the perpetrators for them to realize that caring for the wife
and other members of the family does not lessen masculinity
and will motivate them to change.

3. Help other men/perpetrator to understand the importance of

the rehabilitation service and act as catalyst in changing the
traditional views on the roles of men in their communities.

4. Act as peer support group to men in the community

particularly the perpetrators or other fathers/husbands who
are at risk of being exposed to domestic violence through the
men’s counseling desk. This will break the practice that men
ventilate problems only during drinking or battering their
family members.

B. Rehabilitation focused to the individual level

Step One: Identification of Potential Beneficiaries

The social worker together with the members of Men’s Support

Group may conduct home visits and collateral interview to validate the
information based on the baseline data.

Step Two: Engagement

The process takes off from establishing a working relationship

with the perpetrators. At the community level, the C/MSWDO and
service implementer must show genuine concern to the clients by
walking them through the process of realizing that they need help in
shaping their behaviors. Once they are prepared for it, trust and
confidence should be developed between the perpetrator and the
worker.

In this stage, the role of Men’s Support Group is crucial in

preparing the perpetrators in the rehabilitation process hence, the
positive partnership between the worker and the MSGs determines the
success of the rehabilitation.

25
 It is important for the C/MSWDO and the service implementer to
take note of the following indicators:

▪ Perpetrators’ motivation to change

▪ Willingness to disclose about himself and his family, and
▪ Perpetrators’ realization of the need for rehabilitation

Step Three: Awareness of present behavior

After an initial rapport building with the perpetrators, it is

important for the social worker to help the perpetrators to be aware of
their present behavior and acknowledge what is happening to them.
The past problems that may or may not have connections with the
present behavior may be disclosed, acknowledged and understood.
Although the perpetrator might focus and recognize the feelings, it is
important for the worker to help them dwell on the behavior. Positive
feelings will only occur when positive behaviors will happen.

Step Four: Intake and assessment of target beneficiaries

Information on the perpetrators circumstances shall be gathered

by trained social worker being the case manager utilizing intake sheet
and home visit report to check on appropriate counseling approach to
be used. The members of the Men Support Group (MSG) shall
undertake the intake while the assessment shall be done by the social
worker including the formulation of the perpetrator’s rehabilitation plan.
Depending on the result of such assessment, the case manager may
tap the expertise/assistance of other disciplines (e.g. psychologist,
psychiatrist, police officer) as may be required.

The case manager together with the members of MSG may

conduct home visits and collateral interview to validate the given
information. The perpetrator’s circumstances shall be the basis of the
case manager on the kind of counseling session to be provided with the
perpetrator.

In the assessment of the perpetrator’s psycho-behavioral state,

the case manager is guided with complete information data gathered
from the perpetrator himself or from collateral interviews. The tool (refer
to Appendix M) in the assessment of the perpetrator’s psycho -
behavioral state shall be used by the worker in the assessment
process.

a. Criminogenic Factors - directly associated with the maladaptive

behavior. In the assessment of the perpetrators profile and stories,
it must be reminded that the characteristics that directly associated

26
 with the individual’s behavior play a vital role rather than the
observed characteristic.

Rehabilitation must directly address the characteristics that can be

changed and that are directly associated with the individual’s
criminal behavior, such as:

• Attitude toward self and others

- Superiority complex
- Refuse criticism
- Blame others but not himself
- Admit no mistakes

• Perspective on women and children

- Women are inferior sex or gender
- Women’s role should be in accordance with the male’s
dominance
- Children are investment and properties

• Cognition or thinking patterns

- Pre-judge others and the situations
- Suspects others being antagonistic towards him
- Problems can be solved through violence

• Behavior regarding stress/problems

- Damaging oneself /suicidal tendency
- Causes violent behavior
- Control his/her thinking behavior

• Clinical condition
- Psychological disturbances
- Alcoholism
- Drug dependence

b. Risk factors in the environment such as demographic profile of

perpetrators, living circumstances (families with stressful living
condition, poor, presence of dependent members/in-laws, no
employment, infidelity, overcrowding, etc), and historical
associations (with history of abuse/battering, with record of male-
male violence)

c. Potential for Change of the perpetrators. In order to be successful,

the rehabilitation process must capitalize on the inherent
characteristics or available factors within the perpetrators that can

27
 contribute in helping them gain long term happiness and
contentment, such as;

• Framework for meaning – holds strong spiritual conviction,

commitment to children, love of wife/partner

• Self-preservation instinct – fear of death, shame of being

jailed, ridiculed.

• Presence of social support

d. Factors that may increase difficulty of rehabilitation:

PERSON SCALE

P - previous abuses includes male-male violence

E - ethanol abuse (chronic drug dependency)
R - rational thought loss
S - social support’s absence
O - organized crime involvement
N - no fear of authority

Step Five: Identification of Appropriate Counseling Approach

Effective counseling is the need to deliver counseling in style and

mode that address the learning styles and abilities of the perpetrators.
Thus, the perpetrators shall be accorded with rehabilitative counseling
that is applicable to their nature. The instructional guide to counseling
shall be used as reference and guide of the case manager in the
conduct of the counseling session.

Step Six: Signing of Service Availment

The service requires all perpetrators to get into an agreement that

he is willing to avail of the service which includes the rehabilitation
process, the length of helping relationship and role of each concerned
party. During the initial contact, the perpetrator will be required to
undertake counseling sessions to be conducted by the case manager
with the support of the MSG and service coordinator.

Step Seven: Implementation of Rehabilitation Services

The perpetrators shall be accorded with rehabilitation sessions,

which is dependent on their nature and situation. PDVs with severe
psychopathologies and personality disorders need to undergo
psychiatric treatments first and then assessed for mental and
behavioral capacities for rehabilitation.
28
 The sessions must be carried out as planned; the average length
of rehabilitation session will depend on the perpetrators’ motivation and
commitment to change. Each category of perpetrators has separate
counseling and rehabilitation sessions.

Reporting

Quarterly reports on the status and accomplishments on the

implementation of the CSRPDV shall be submitted by the LGU social
worker to the DSWD Regional Focal Person of the Protective Service
Unit (PSU). The DSWD PSU shall consolidate and submit the said
report to the Protective Services Bureau.

Advocacy and Social Mobilization

Taking off from the gains of the National Family Violence

Prevention Program (NFVPP), the service shall mobilize and
strengthen the existing inter-agency groups in the community such as
the Barangay Council for the Protection of Children (BCPC), Lupong
Tagapamayapa, Barangay Women’s Desk, PNP Women’s Desk and
the like to ensure a violence-free and conducive place where victims
of domestic violence are ensured with safety and perpetrators are
treated appropriately.

The LGU implementers shall also conduct continuous

consciousness-raising activities to generate more awareness on the
issue of domestic violence and its impact to the society as a whole.
Awareness on the problem facilitates the effectiveness and efficiency
of the service.

Section 3. Post Implementation Phase:

Monitoring, Evaluation and Follow-up

Monitoring is a process where there is a continuous gathering

of data, interpretation and analysis concerning the planned
interventions to ensure that progress is made and problems are
resolved.

Evaluation on the other hand is the periodic gathering,

interpretation and analysis of information in the planned interventions
to assess the extent the objectives set have been achieved, and to
help in making alternative actions.

29
 The monitoring and evaluation indicators need to be considered
are as follows: input, interventions/activities, effects and the desired
impact/outcome.

The Protective Services Bureau and the DSWD regional focal

persons shall include the implementation of the CSRPDV in the
conduct of their regular monitoring of community based programs and
services. During the evaluation, the regional focal person shall assist
the PSB in identifying issues/gaps and in the development of the
recommendations.

The evaluation will focus on the following:

A. Behavioral:

▪ Changes in behaviors
▪ Development or enhancement of interpersonal relationship
▪ Participation in the community

B. Cognitive:

▪ Change in perspective towards self, women and children;

family and community
▪ Insights from of the past and present problems
▪ Untwisting of distorted thoughts, unhelpful styles of thinking
and self-defeating beliefs

C. Involvement of the family

Step One: Engagement

For families where the abuse just recently happened/occurred,

the prime concern of the case manager during engagement is the
security of the family members, especially of the direct victim/s.

After the crisis situation, the case manager shall establish long
term relationship with the family to gain support in the rehabilitation of
the perpetrator.

Step Two: Assessment on the family living situation and

relationship

The family shall be assessed in terms of the following

aspects:

30
 a. Living circumstances
▪ Crowded or isolated
▪ Poverty or over provided
▪ More dependent members or absence of interdependent
relationship

b. Structure
▪ Decision making
▪ Rules
▪ Boundaries

c. Expectations, Support and Intimate relationship

Authoritarian or Apathetic Home

▪ Low expectation, low support
▪ Low expectation, high support
▪ Indifferent, uncaring and delinquent children
▪ Parallel marriage

Pampered Home
▪ Petty, indulgent and spoiled children
▪ Crutch marriage

Stressful Home
▪ High expectation, low support
▪ Tensed, escape and stressed children
▪ Stressed marriage
▪ Balanced Home
▪ High expectation, high support
▪ Affirmed, confident and blessed children
▪ Intimate marriage

Step Three: Family Education

To build the strong foundation of the family and restore its smooth
and trusting relationship with one another, the members of the family
will be encouraged to attend activities that are geared toward educating
them on the issue, enhancing their parenting capabilities and re-
orienting their value/s.

Step Four: Involvement in the rehabilitation

Once the family is prepared, they shall be part of the

rehabilitation through their cooperation and participation in doing some
of the restraining factors to prevent behavior that causes tension in the
family.

31
Step Five: Family reintegration and therapy

Reintegration is only applied to families whose members still

consider accepting the perpetrator and willing to give him a chance.
This only happens when the perpetrator and the family are both
prepared. Thorough preparation for the family to undergo a process of
healing is important for both the perpetrator and family members start
all over again.

Family healing sessions will be done to help the family and the
perpetrator through the process of reintegration and family healing.

Step Six: Evaluation

Evaluation shall focus on the psycho-behavioral changes of the

family members and the presence of indicators of healed relationships.

Competency Standards

In the implementation of the service, the following minimum

competencies may be considered by the service managers in
identifying implementers and volunteers:

3.1. Trained Social Worker (Case Manager)

1. Planning and organizing – has the ability to understand the

community’s social and cultural conditions as context for the
implementation of the rehabilitation service.

2. Networking – has the ability to link with other agencies, particularly

linking with people’s organization, NGOs and other
groups/structures in the community

3. Counselor – should have the basic training on counseling and

CISD and demonstrate sensitivity to gender issues.

4. Team Player – with good interpersonal skills; demonstrated ability

to work with people, able to establish and maintain effective
partnership and working relationship within the locality.

5. Community Organizing – has the ability to mobilize community

people, develop local leaders and build/enhance local
capacities/organizations.

6. Trainer – has the ability to present and conduct trainings with

groups of people.

32
3.2. Men’s Support Group

1. Gender Sensitive – has been trained/oriented with gender sensitivity

and early detection/prevention of domestic violence

2. Team Player – with good interpersonal skills; demonstrated ability to

work with people, able to establish and maintain effective partnership
and working relationship within the locality.

3. Communication skills – able to express ideas and relate with other

people well.

4. Leadership capability – has the ability to lead teams/groups and able

to mobilize participation of other people

5. Teachable – capable of enhancing his/her knowledge, attitudes and

skills on community organizing and counseling.

33
 Chapter VI

INSTRUCTIONAL GUIDE TO
COUNSELING THE PERPETRATORS AND THEIR FAMILIES

The provision of counseling services is the heart and soul of the CSRPDV
where we engage the perpetrators and their families in the helping process. This is
also where much of CSRPDV’s objectives (facilitate the rehabilitation of perpetrators
of domestic violence) are achieved.

This chapter contains easy-to-follow instructional guide to counseling

particularly arranged to ensure transformation of the perpetrators abusive behavior
for them to become productive, and to reduce cases of domestic violence in the
community.

For beginning counselors of the service, you may follow each activity plan.
While these sessions have been tested, you are free to make the necessary changes
as you see fit or be creative while conducting your counseling sessions.

Each session plan contains the following:

1. Title – gives you a clue on what the session is all about

2. Intro spiel – this is a short spiel written in italics just like this one, which you can
use / say to introduce the session to your counselee.

3. Minimum Time – tells you how long a particular session lasts. The field
experiences tell us that the length of session varies based on the
counselees “realities”. Given this, it is really up to you to manage counseling
time efficiently as you plan the day or weeks it would take you and your
counselees to undertake the session.

4. Objectives – indicate the behavioral objective(s) that your counselees should be

able to demonstrate or do in the course of session;

5. Materials – you can find these contained in boxes in some of the session. It is a
list of things you need in your activities.

6. Key Concepts – even before you conduct the session, DO read these carefully
and thoroughly, because these are the key foundations of the sessions. As such
they serve either as your guide or even as your main inputs into counseling
experiences.

34
7. Procedures – provide instructions (most often in the form of guide questions or
actions) that you can ask or do to engage your participants to deepen the
experience.

8. Immediate Results – refer to the thoughts, feeling and behaviors of the

counselee that you wish to achieve after the counseling

9. Next Steps – allow the participants to relate the topics and learning to their daily
activities.

Are you ready to conduct your counseling now?

Well... If you have…

____ Gone this far and read previous chapters

____ Clarified your roles and functions and understood CSRPDV in its entirety
____ Engaged people in your local government to support you in implementing
CSRPDV
____ Organized your core group of men e.g. Men Support Group (MSG) to assist
you in your counseling
____ Arranged your venue, its physical set up and the facilities
____ Followed-up and confirmed invitations to your target counselee
____ Scanned this chapter, made and prepared your counseling materials
____ Made arrangements for food (when available)
____ Identified and mobilized other resources and logistics
____ Assured and told yourself that you are able and willing to provide this
counseling
services.

Then, you must be VERY ready!

35
 This is a compilation of best counseling practices from the field which aims to
heal the wounding experience of the whole person. This is also a venue for the
perpetrator to come up with a realization that problems can be an opportunity for
improvement by developing positive attitudes in life, learning skills in problem solving,
as they work to achieve their hearts’ desires.

SECTION 1:

Psycho-education on the PDV CLIENT (Perpetrator of Domestic

Violence)

Social workers who work for the rehabilitation of perpetrators of domestic

violence need to empathize with them and understand the risk factors that
contribute to their abusive behaviours. The social workers will be introduced to a
“restorative-strengths based approach” in motivating the PDV correct the wrong
that has been committed, and restore the balance in the relationships in the family
or in society.
.
Handout 1:
Topic 1: THE RISK FACTORS FOR IPV Ch. 6,
Section 1,
OVERVIEW Topic 1

This session helps the social workers to make sense of the inner world of the
PDV so that she/he may develop empathy for him.

MINIMUM TIME: 3 Hours

OBJECTIVES

1. To be familiar with the bio-psychosocial descriptors of domestic violence on

both the intimate partner and on children, as described by DSM5 (Diagnostic
Statistical Manual, 5th Revin)
2. To understand sources and causes of violent behaviours
3. To be able to enter the world of the perpetrators
4. To identify the perpetrators who need to be referred to other professional
helpers, e.g., psychiatrists, psychotherapists, legal officers

KEY CONCEPTS

1. RISK FACTORS FOR IPV

• The risk factors for IPV (intimate partner violence) according to the
following perspectives:

36
o social factors

There are many social factors that are associated with

domestic violence. According to the World Health Organization
report, these are poverty, low social and economic status of
women, weak legal sanctions against IPV within marriage, lack
of women’s civil rights, including restrictive or inequitable
divorce and marriage laws, weak community sanctions against
IPV, broad social acceptance of violence as a way to resolve
conflict, armed conflict and high levels of general violence in
society.

Additionally, gender-inequitable social norms (especially

those that link notions of manhood to dominance and
aggression are shown in the following charts.

The IPV threatens to use or uses various intimidating

and abusive behaviors to assert power and control over his
intimate partner.as depicted in the figure below.

37
 These intimidating and abusive behaviors can be
perpetrated by the culture and social ecological institutions
where the IVP belongs as shown in the figure below.

(Charts created by the Domestic Abuse Intervention Project in

Duluth, MN.)

o developmental

Studies show that exposure to domestic violence of

children from prenatal, infancy, toddlerhood, the preschool
years, school-aged children, and adolescence influences their
functioning. It results in a high possibility for delinquency,
mental health issues, and greater risk for violence in dating and
intimate partner relationships to be passed on from one
generation to the next generation.

o cognitive

Cognitive distortions and self-defeating beliefs are false

interpretations of reality. The prevalence of thought distortions
among PVDs easily gives rise to impairment of compassion,
38
 uncontrolled anger, and anti-social, narcissistic, and borderline
behaviors during conflicts.

o emotional

Inability to regulate negative affects such as anger,

hostility, and internalized negative emotions such as anxiety
and depression perpetrates intimate partner violence. When
cognitive distortions are present which results in the belief of
(a) the blameworthiness of the intimate partner, (b) the
unfairness of the provoking situation, and (c) the perception
that it is justified to aggress on the partner, the risk for IPV is
increased (e.g., Beck, 1999).

o relevant adult psychopathology –

Dissociative disorders were one of the most common

forms of comorbidity among those suffering from substance
use disorder who experienced maltreatment as children.
Dissociation is a way of escape from a painful past, and so is
the intention for drug use (Daisy and Hien, 2014).

PTSD in the intrusion phase may be susceptible to

hyper-vigilance (Chu, 1992) and may be in danger to misread
social cues and experience distrust, leading to frequently
misunderstand and get into conflicts with others (Luxenberg et
al. 2001).

In another study, the overall results show that DSM-5

pathological personality traits such as anti-social, borderline,
and narcissism are related with IPV by both men and women
(Dowgwillo, EA. et al., 2016).

o other risk factors such as

▪ Substance abuse

Evidenced-based studies show that substance

use is correlated with IPV (Stalans & Ritchie, 2008;
Lipsky et al. 2005; Chase et al. 2003; Schafer et al.
2004; Chermack et al. 2001; Stuart et al. 2004; Murphy
et al. 2001).
It was also proven that children who were maltreated are
susceptible to become drug users later in life (Jasinski et
al. 2000; Kendler et al., 2000; Marcenko, Kemp &
Larson, 2000). Records of the U.S. Department of
Justice (2005) show that 41% of PDVs between 1998
39
 and 2002, were under the influence of drugs or alcohol
at the time of the incident. Those who use alcohol and
drugs are often more prone to commit hostility (Fals-
Stewart, 2003) toward their partners.

Substance users sometimes experience

emotional dysregulation, a disinhibition of impulses, and
damaged ability to discern (Daisy and Hien, 2014).

▪ Marital relationship problems

Economic stress, male dominance and control,

conflict, lack of civility (Peck, 1994), infidelity, inequality
in educational attainment, i.e. where a woman has a
higher level of education than her male partner, can lead
to marital dissatisfaction and discord in the relationship.
They are factors connected with the danger of both
victimization of women and perpetration by men (WHO,
2012).

▪ Behavioural skills deficit

Batterers whose violence was classified as

impulsive in nature reported a wider range of serious
psychopathology.
People who have low self-control and experiencing
strong violent impulses are prone to intimate partner
violence.

Some other perpetrators of domestic violence are

persons with learning disability who have difficulty
distinguishing what is the suitable behaviour for a given
situation.

o and according to the neuroscience viewpoint

Men who commit intimate partner violence have different

brain activity than other types of criminals according to new
study published in Social Cognitive and Affective
Neuroscience.

40
 Column A shows the brains of other criminals. Abusers are shown in column B. Column
C shows the differences between them. Source: Social Cognitive and Affective
Neuroscience

The photos indicate that the parts of the brain

responsible for "episodic memory retrieval," "emotional
reasoning," "self-referential aspects of thinking," "emotional
contagion" and "affective perspective taking," are more highly
activated in the brains of the IPV perpetrators than in the other
criminals, while the superior prefrontal cortex, which is thought
to contribute to "higher cognitive functions" is less activated.

The scans could lend proof that a certain person

deserves a restraining order and justifies the allegation that the
violence is not the victim’s fault.

This calls for more research. The nature-nurture theories

need to be deeply looked into in this risk factor for IPV. Studies
were conducted on men who already committed IPV. Would
the brain scan show the same results if they were done when
they were children to imply that it’s due to nature? If it’s due to
their experiences as children, then it suggests that it is nurture
– then it could be contained.

PROCEDURE

1. Lecture and discussion on the behaviours of the PDV and the risk factors for
Intimate Partner Violence (IPV) according to different theoretical
perspectives.
41
HOPED FOR IMMEDIATE RESULTS

1. Working familiarity with intrapersonal and interpersonal factors associated

with violent behavior
2. Enhanced capacity to empathize with PDV clients
3. Improved sense of professional boundaries in working with PDV clients

NEXT STEPS:

It is recommended that

1. Social workers hone their skills in community-based counselling;

2. Be trained in family counselling;
3. Develop a clinical sense to distinguish PDVs who might have the capacity for
change and re-integration into the family and community, from those with
psychopathologies who will need psychiatric and psychotherapeutic
interventions.

Handout 2:
Topic 2: THE PROFILE OF THE PDV Ch. 6,
Section 1,
OVERVIEW Topic 2

This session gives the participants with a basic profile of the PDV together
with some of his psychological needs. A restorative-strengths approach, versus a
retributive approach, is offered to motivate the PDV to change his ways.

MINIMUM TIME: 2.5 Hours

OBJECTIVES

By the end of the session, the social worker shall:

1. Become aware of an alternative approach in dealing with PDV.

2. Appreciate the restorative-strengths approach versus the retributive
approach to rehabilitate the PDV.

KEY CONCEPTS

Motivating and counseling the PDV Client to mend his ways should
provide autonomy-supportive contexts. It uses a holistic approach based on the
Bio-psycho-social-spiritual Model and focuses on client strengths, not just
weaknesses, positive qualities that can be used for personal growth, teaching,
and modeling non-coercive methods. It involves the victim, the offender, and the
community.
42
 This type of approach is considered restorative where the intention is to
rehabilitate the perpetrator so he may return to his family, community, and to a
law-abiding life, as opposed to retributive, where the intent is to give punishment
for an offense committed. Counseling is offered to the responsive PDVs who do
not have any psychopathologies or personality disorders; and, psychiatric and/or
psychotherapeutic interventions will be provided to those with
psychopathologies or personality disorders.
Restorative approach to batterers is based in part in the philosophy of the
12-step programs which state that the PDVs are fully responsible for their
recovery despite their powerlessness over their abusive behaviors. This
powerlessness is seen to be based on three dimensions: behavioral, cognitive,
and spiritual. Restorative approach is delivered in combination with the usual
retributive approach (Ronnel and Claridge,1999).

PROCEDURES

1. Lecture and discussions

HOPED FOR IMMEDIATE RESULTS

1. Familiarity with the restorative-strengths based approach.

2. A sense of challenge and motivation to try and apply the restorative-
strengths based approach to rehabilitate the PDV and restore healthy family
relationships.

NEXT STEPS

1. Read more about the restorative-strengths based approach.

2. Try to use the restorative-strengths based approach.
3. Evaluate the results of the above approach and compare with the retributive
approach.

SECTION 2: BAGA (Bayanihan ng Awa at Gawa ni Apo)

This section uses a psycho-spiritual approach which combines one’s

faith experience in the listening experience as an essential element. Pastoral
Counseling (BAGA which means a burning passion to help) is a 3-stage model
known in western circles as CIA (Catharsis, Insight, and Action). Other
theoretical approaches, however, particularly expressive art therapy, cognitive
behavioral therapy, and reality therapy are integrated in the counseling process.

The overall goal of the integrated counseling approach is to effect growth

promoting changes in the emotional, cognitive, and behavioral aspects of the
perpetrator’s life.

43
 Success begins in the mind, nurtured in the heart, and expressed by the
hands…The head and the heart must move as one: they must be fine-tuned to
and in harmony with each other. “Jocano, F. Landa (2000).

Handout – 3
Topic 1: THE PERSON OF THE HELPER Ch. 6,
Section 2,
OVERVIEW Topic 1

This session brings to the awareness of the social workers the personal
qualities required of a helper which are empathy, unconditional positive regard and
genuineness.

MINIMUM TIME: 3 Hours

Materials:
OBJECTIVES Paper
Drawing materials

1. To become aware of the qualities of an effective helper.

2. To develop these personal qualities within themselves .
Handout – 4
KEY CONCEPTS Ch. 6,
Section 2,
Topic 1
1. EMPATHY

Empathy is the ability to accurately and sensitively enter into the inner
and private world of another person and experience at the deepest level
what that other person is feeling. It is to feel with, to think with and to be with
the other.

Empathic listening means frequently checking with the other person to

validate perceptions, and not to be paralyzed by contents and meanings of
the messages being transmitted during the counseling session. Moment by
moment the social worker adapts, comprehends, encounters, and mirrors the
client’s feeling state. Empathy is a complex, strong and demanding attribute,
but also a subtle and gentle way of being in the therapeutic moment. In a
sense, empathy means laying aside oneself for the moment and to do this,
the counselor must be very secure in stepping out of himself into the
sometimes frightening world of another person.

2. UNCONDITIONAL POSITIVE REGARD (UPR)

UPR is caring for and accepting, the confusion, fear, anger,

loneliness, resentments, and whatever feelings the person may present at a
given moment.

44
 3. CONGRUENCE OR GENUINENESS

Demands transparency - absence of any pretence. It includes

• Self-awareness -- knowing who we are -- our biases, prejudices,
perceptions, values and belief systems.
• Self-acceptance -- owning the full range of feelings and thoughts one
has and not be ashamed of them.
• Self-expression -- must know the appropriate or judicious time to
responsibly express our feelings.

PROCEDURE

1. Ask the social workers to draw symbol/s representing an effective helper is.
2. Practice empathy by making the participants enter the world of a piece of
paper.
3. Show various optical illusion imageries for the practice of openness to
different perspectives which can lead the participants to experience
unconditional positive regard.
4. Teach the social workers about personal boundaries to illustrate the concept
of congruence.

HOPED FOR IMMEDIATE RESULTS

1. An appreciation of the qualities social workers need to develop in order to

become effective helpers.
2. The social workers’ developing and owning these qualities for themselves.

NEXT STEPS:

It is recommended for social workers to practice their basic listening skills.

Topic 2: BASIC LISTENING SKILLS Handout – 5

Ch. 6,
Section 2,
A. Catharsis or Exploration of feelings (Abot -Puso) Topic 2

OVERVIEW

This session provides the social workers with basic attending and listening
skills. Moreover, this session will give a hands-on experience of basic skills of
attending and listening with the heart.

“It seems to me that the client who have moved significantly in therapy live
more intimately with their feelings of pain, but also more vividly with their feelings of
ecstasy; that anger is more clearly felt, but so also is love; that fear is an experience
they know more deeply, but so is courage.” – Carl Rogers).

45
MINIMUM TIME: 3 Hours
Materials:
OBJECTIVES Paper
Drawing materials
By the end of the session, the social worker shall have:

1. A greater self-awareness of the personal attributes we bring to the helping

relationship
2. Knowledge of how to orient oneself to the PDV in session
3. Experience of the art of attending and listening with the heart
4. The opportunity to give feedback and to ask for clarifications on the practice
of basic empathy skills

KEY CONCEPTS:

Facilitation of awareness, encouragement of expression, and acceptance of

feelings assist the people to make the necessary changes which lead to healthy
functioning and improved relationships.

PROCEDURES

1. Practice of Basic Listening Skills as given below:

a. Listening Skills

Attending – noting verbal and nonverbal behaviors

Paraphrasing – responding to basic messages
Clarifying – self-disclosing and focusing discussion
Perception checking – determining accuracy of hearing

b. Leading Skills

Indirect leading – getting started

Direct leading – encouraging and elaborating discussion
Focusing – controlling confusion, diffusion, and vagueness
Questioning – conducting open and closed inquiries

c. Reflecting Skills

Reflecting feelings – responding to feelings

Reflecting experience – responding to total experience
Reflecting content – repeating ideas in fresh words or for emphasis

d. Summarizing Skills

Pulling themes together

Source: The Helping Relationship by: Lawrence M. Brammer
46
 2. Role Plays between the Helper and Perpetrator

a. Ask the PDV to draw his emotions or a symbol of his feelings

b. Allow the PDV to talk about his drawing to help him ventilate all his
feelings and emotions;
c. Ask him with the following questions:
o How do you feel about the current situation of your family?
o How do you feel about yourself?
o How do you feel about your family?
o How are you affected by the situation?
o How did you feel after expressing all your feelings and emotions?
d. The social worker has to reflect and clarify feelings.
e. Summarize the session.

HOPED FOR IMMEDIATE RESULTS

The social worker would have learned to help the PDV to:

1. Express feelings which can lead to a sense of emotional relief.

2. Arrive at self-awareness, self-acceptance and self-understanding resulting
from the experience of being listened to with empathy and unconditional
regard.
3. Experience emotional relief which can lead to clearer minds and awareness
of the consequences of his actions.

NEXT STEPS

1. Ask the PDV how he feels after the helping session

2. Plan for the next helping session

Topic 3: ADVANCE LISTENING SKILLS (CIA 3-stage model, continued)

B. Insight (Abot Tanaw) Handout – 6

Ch. 6,
Section 2,
OVERVIEW Topic 3

This session teaches the social workers the art of confrontation with caring
and interpretative skills to encourage the PDV to understand their problems and to
change their unhealthy behaviors. The session will also equip the social workers
with the knowledge of the basic concepts of rational emotive behavioral therapy
(REBT) and reality therapy.

47
 “To know oneself is to understand others,
for heart can understand heart.”
– Chinese proverb

Acceptance of feelings brings the PDV to a better understanding of the

emotion which in turn helps him to look at things from a new perspective, to see the
connection between things, and to develop a grasp of why things happen the way
they do.

The PDV is made aware of the irrational thoughts and/or self-defeating

beliefs which cause him anger and pain that result in his abusive behaviour. He is
taught how to analyse the thought distortions or self-defeating beliefs and to refute
them to arrive at a revised belief system.

MINIMUM TIME: 3 Hours Handout – 7

Ch. 6,
OBJECTIVES Section 2,
Topic 3
By the end of the session, the social worker shall:

1. Increase her/his knowledge of advance listening skills.

2. Acquire personal awareness of one’s self-defeating beliefs.
3. The skill to help the PDV to relate his emotions and behaviors to his thoughts
and values.
4. Learn the basic knowledge of Rational Emotive Behavioral Therapy (REBT
c/o Albert Ellis) which is a cognitive intervention helpful in addressing self-
defeating beliefs.
5. Have a hands-on experience of using REBT in helping the perpetrator.
6. Appreciate the need to help the PDV improve his thought processes to
achieve desirable emotions and behaviors, and develop positive self-talks
and beliefs.
7. Be able to give feedbacks and ask for clarifications on the use of REBT.

KEY CONCEPTS

1. Human emotions and behaviors can be the result of what people think,
assume or believe about themselves, other people and the world in general.
2. Self-defeating beliefs or life scripts developed through the years can block a
person from achieving their goals, create extreme distressful emotions which
can immobilize and lead to harmful behaviors to oneself and to others.
3. Irrational thinking twists reality. Oftentimes not supported by the available
evidence, the distorted thoughts are marked by illogical ways of evaluating
oneself, others and the world.

48
PROCEDURE

1. Use advance listening skills to bring about the INSIGHTS on the client’s
Self-defeating beliefs which achieving his goals, create extreme distressful emotions
which can immobilize and lead to harmful behaviors to himself and to others.

The advance listening skills are as follows:

a. Confronting Skills

Recognizing feelings in self- being aware of helper experience

Describing and sharing feelings – modeling feeling expression
Feeding back opinions – reacting honestly to helpee expressions
Meditating – promoting self-confrontation
Repeating – tapping obscure feelings
Associating – facilitating loosening of feelings

b. Interpreting Skills
Interpretive questions – facilitating awareness
Fantasy and metaphor – symbolizing ideas and feelings

c. Informing Skills
Advising – giving suggestions and opinions based on experience
Informing – giving valid information based on expertise

Source: The Helping Relationship by: Lawrence M. Brammer

2. Practice Rational Emotive Therapy (REBT)

PROCEDURES

a. Present to the PDV different styles of unhelpful thinking.

b. Provide the PDV an opportunity to think, recognize and understand his
current unhelpful value or belief system. This can be illustrated by citing
personal experiences.
c. Help the PDV identify areas with conflicting values
d. The following questions may be asked by the counselor:
1) How does this twisted, or unhelpful, or self-defeating belief make you
feel?
2) How can you refute or dispute the distorted thought?
e. Help the PDV revise the thought. Let him create a new statement which
declares this revised belief likened to new mantra.
f. Synthesize responses and connect it to the key concepts.

49
HOPED FOR IMMEDIATE RESULTS

The social worker will be able to help the PDV to:

1. Understand that emotions and behaviors are results of one’s thought

processes
2. Differentiate thoughts and values as against emotions and behaviors
3. Create a new life script.

NEXT STEPS

1. The social worker will ask the PDV to list down areas to improve on as basis
for action.
2. The social worker will teach/help/practice the PDV to dispute his irrational
belief or conflicting values.
3. The PDV will be able to revise negative self-statement to a more positive
self-talks which he can recite as a new life script

TOPIC 4

C. ACTION (ABOT KAMAY)

OVERVIEW

This session equips the social worker with an intervention which will help the
PDV to reflect on what he needs to happen in his family relationships, to motivate
him to brainstorm about possible action plans, and to choose from among those
plans that which will fulfill his desire for his relationships. Moreover, this session
teaches the social worker a way to make the PDV aware of the reality that the latter
is responsible for his behaviors.

“It is movement, not just insight that produces the change.” – Waters and Lawrence
(1995, p. 40).

MINIMUM TIME: 3 Hours

SPECIFIC OBJECTIVES

By the end of the session, the social worker shall be able to:

1. Help the PDV understand that

a. The only person whose behavior he can control is his own.
b. All long-lasting psychological problems are relationship problems.
c. The past problem in relationship is part of our present life.

50
 d. What happened in the past has everything to do with what we are
today, but we can only satisfy our basic needs right now and plan to
continue satisfying them in the future.
2. Guide the PDV to reflect on the desires of his heart that he wants to satisfy
and to choose how he will behave to fulfill those needs.
3. Assist the PDV to realize that problems can be resolved in non-violent ways.
4. Facilitate the PDV’s appreciation of the problem solving process and the
adoption of positive ways of handling difficult situations.
Handout – 8
Ch. 6,
Section 2,
KEY CONCEPT Topic 4

1. Providing a supportive environment enables the perpetrators to solve their

own problems and make their own decisions which will motivate them to be
accountable for and own their actions or behaviours.

2. Choice Theory

Choice Theory of William Glasser states that we are driven by our

genes to satisfy five basic needs: survival, love and belonging, power,
freedom and fun. In practice, the most important need is love and belonging,
as closeness and connectedness with the people we care about is a
requisite for satisfying all of the needs.

Choice theory, with the Seven Caring Habits, replaces external

control psychology and the Seven Deadly Habits. External control, the
present psychology of almost all people in the world, is destructive to
relationships. When used, it will destroy the ability of one or both to find
satisfaction in that relationship and will result in a disconnection from each
other. Being disconnected is the source of almost all human problems such
as what is called mental illness, drug addiction, violence, crime, school
failure, spousal abuse, to mention a few. Below are our Relational Habits:

SEVEN CARING HABITS SEVEN DEADLY HABITS

7
Supporting Criticizing
Encouraging Blaming
Listening Complaining
Accepting Nagging
Trusting Threatening
Respecting Punishing
Negotiating differences Bribing, rewarding to control

Since unsatisfactory or non-existent connections with people we need are

the source of almost all human problems, the goal of reality therapy is to help
people reconnect.
51
 For the Filipinos, home is where all our desires fall into place. This session
hopes to address the desires and dreams of the perpetrator for change with the aid
of Almighty God.

PROCEDURE:

Note: The social worker will begin individual counseling using the concepts
presented above while being mindful to apply the basic counseling skills learned in
the seminar-workshop.
Materials:
Modeling clay of different colors
Paper saucers
The social workers will:

1. Allow sufficient time for the PDV to reflect on his heart’s desire for his
relationship with his family.
2. Give the PDV pieces of modeling clay and encourage him to mold a
representation of this desire.
3. Let the PDV talk about this desire.
a. Let him describe how he would like his relationship with his family,
especially with his wife, to become.
4. Brainstorm with the PDV on appropriate actions which he can take
responsibility for to make his desire come to fulfillment. The social worker will
ask the PDV
a. What he needs to remove, improve, or change in his feelings,
thoughts, and behaviors in order to arrive at this growth in marital
relationship;
b. What steps he needs to make to arrive at his goal.
c. Which step he plans take first; and,
d. How he intends to take this first step.
5. Note the responses, summarize the session, and connect it to the key
concepts.
6. Will affirm and encourage the PDV that “He can do it if he puts his heart in it
and pray to the Lord for His grace.”

HOPED FOR IMMEDIATE RESULTS

By the end of the session, the social worker would be able to help the PDV:

1. To understand that

a. The only person whose behaviour he can control is his own.

b. All long-lasting psychological problems are relationship problems.
c. The problem relationship is always part of our present life.

52
 d. What happened in the past has everything to do with what we are
today, but we can only satisfy our basic needs right now and plan to
continue satisfying them in the future.

2. To reflect on the desires of his heart for his family relationships

3. To realize that it is his responsibility to satisfy his wants and needs in

appropriate and acceptable ways.

NEXT STEPS

The social worker will

1. Ask the PDV to articulate the gaps, issues and concerns confronted by the
family that needs to be addressed.
2. Allow the PDV to make his list of what he needs to do to address the
problems.
3. Encourage the PDV to choose from the above list, actions which he will take
to address the issues/concerns at hand.
4. Motivate the PDV to perform those actions chosen from the list.
5. Help the PDV to identify significant others whom he can tap for support.

TOPIC 5 Handout – 9
Ch. 6,
SPIRITUAL DISCERNMENT Section 2,
Topic 5

OVERVIEW

Spiritual discernment is calling on the Holy Spirit to lead or give direction

on a matter. It is how the Spirit shows the church or its people what God wants
them to do and to be. Spiritual discernment ultimately has to do with wisdom and
the ability to distinguish what is better between two goods.
God wills a meaningful relationship between husband and wife and among
the rest of the members of the family. The parents are the first teachers of the
children and their home is the first school of love.
It is important that the PDV asks for the grace of enlightenment so that he
can be a channel of God’s grace and peace for his loved ones.

MINIMUM TIME: 1.5 Hours

53
OBJECTIVES

By the end of the session, the social worker shall be able:

1. To understand that his or her work is primarily God’s work. He or she is His
instrument in the life of the PDV as He ministers to him.
2. To internalize the knowledge that we are powerless over the issue of
domestic violence if we would rely only on our own skills. We need God’s
power and grace to help us and the people we serve.
3. To reflect on his or her own personal relationship with God so that he/she
can genuinely guide the PDV to listen to His will for him and for his family.
4. To teach the PDV how to practice spiritual discernment.

KEY CONCEPTS

1. Discernment is the ability to make differentiating judgments, to tell apart

between, and know the moral effects of, different situations and courses of
action. As the psalmist prayed, “Teach me good judgment and knowledge”
(Ps. 119:66).

2. The Christian is expected to ascertain to cultivate his “sixth sense” of

spiritual discernment. “Now instead of the spirit of the world, we have
received the Spirit that comes from God, to teach us to understand the gifts
that he has given us” (1 Corinthians 2:12).

3. As Scott Peck puts it, “Love is the will to extend one's self for the purpose of
nurturing one's own or another's spiritual growth. Love is an act of will --
namely, both an intention and an action. Will also implies choice. We do not
have to love. We choose to love.”

4. Scott Peck continues to say, “Civility in marriage is a consciously motivated

behavior that is ethical in its submission to a Higher Power It takes our
fellow human being into account, i.e., his personhood civility is a choice.

5. In Martin Buber’s “I-Thou” relationship in marriage, he maintains that “two

people are gathered together for some purpose higher than the more
pleasure of being together for some purpose higher than the mere pleasure
of being together, mainly, to enhance each other’s spiritual journeys.”

PROCEDURES

The social workers will:

1. Inquire respectfully about the PDV’s relationship with God.

2. He/she will teach the PDV to quiet down so that the PDV can listen to the

54
 still voice within him or her.
3. Teach the PDV how to go through a spiritual discernment.
a. Make a personal decision about his attitude and behaviour.
b. Then lift up to the Lord this decision and wait for Him to affirm or not
affirm his decision.
4. “Hearing” God’s voice and obeying it will give him a deep feeling of peace.

HOPED FOR IMMEDIATE RESULTS

1. The social worker will have an opportunity to personally practice spiritual

discernment.
2. The social worker will be able to guide and inspire the PDV to listen to God’s
desire for him and thus, discern His will

NEXT STEP

It is suggested for the social worker to study about family resilience.

SECTION 3: ENHANCING PERSONAL AND FAMILY RESILIENCE

This section uses a family focused approach, based on family

systems theory, which concentrates on interventions that help all family
members heal as they combine one’s faith experience in the listening
experience as an essential element.

Topic 1: FAMILY FACTORS AND INTERVENTIONS Handout – 10

Ch. 6, Section 3,
OVERVIEW Topic 1

This session brings to the awareness of the social workers the

characteristics and relational dynamics of families with violence. They will likewise
learn about the basis of family focused approach which is family therapists’
intervention of choice for families with domestic violence.

MINIMUM TIME: 3 Hours and 15 minutes

OBJECTIVES

1. To have a working familiarity with the characteristics and relational dynamics

of families with violence
2. To become informed of what correlates with family violence, and to gain a
background in the principles of intervention for FDV

55
KEY CONCEPTS

1. Family Systems Theory is:

• A perspective that views the family as a system of interdependent parts
that are connected through their interaction
• Sees family relationships as serving the purpose of helping the family
maintain an optimal balance of stability and adaptability to change.

2. The most important factor in recovery from violence is having supportive

relationships. The Filipino Family is the most important factor in Filipinos’
motivation and identity.

3. All members of the family are in pain, whether they are witnesses, victims, or
perpetrators; thus everyone is included in the healing process.

PROCEDURES

1. Perform the family knots game to illustrate healthy and unhealthy family
dynamics.

Process:

a. Have all at least 8 persons stand in a circle, facing inward.

b. Tell everyone to reach their right arm towards the center and grab
someone else's hand. Make sure no one grabs the hand of the person
right next to them.
c. Next, have everyone reach their left arm in and grab someone else's
hand. Again, make sure it's not the person right next to them.
d. Now, the fun begins! The participants need to work together to untangle
the human knot without letting go of any hands. The goal is to end up in a
perfect circle again. They can go over or under each other's arms, or
through legs if needed! Encourage them to do whatever they want, as
long as they don't break the chain in the process.

2. Process the results of the game.

3. Lecture and discussion.

HOPED FOR IMMEDIATE RESULTS

1. Appreciation of the healthy and unhealthy family dynamics.

2. Working familiarity with the characteristics and relational dynamics of families
with violence
3. Background in the principles of intervention in Family Domestic Violence

56
NEXT STEPS:

It is suggested that the social workers undergo psycho-education on family

resiliency for him or her to realize that
1. it is possible for the members of the family to bounce back in the absence of
the PDV
2. and should the PDV change his attitude and ways, he can be reintegrated
into the family if they so desire.

Handout – 11
Topic 2: UNDERSTANDING FAMILY RESILIENCE Ch. 6, Section 3,
Topic 2
OVERVIEW

This session provides the participants with a working familiarity with

concepts of family resilience and the different perspectives about it.

MINIMUM TIME: 2 Hours and 15 mins

OBJECTIVES

1. To gain knowledge about individual/family resiliency.

2. To give sharing/comment and ask for clarifications on resiliency.
3. To attain familiarity with the different perspectives on family risk and
resiliency factors.
4. To integrate the principles of harm (risk) reduction and family resilience.

KEY CONCEPTS:

1. Psychological resilience
• refers to the process by which protective factors buffer against or
reduce the effect of risk factors and lead to positive outcomes;
influences …
o Individual’s appraisal of stressors
o His/her response to (cognitions about) felt emotions
o His/her selection of coping strategies

• Two core concepts of Psychological Resilience

o The presence of adversity which is
- a state or situation of difficulty
- high-risk status of continuous, chronic exposure to adverse
social conditions (e.g., poverty)
- exposure to traumatic event or severe adversity (e.g., war;
Yolanda)
57
 o The manifestation of positive adaptation which is
- a behaviorally exhibited social competence,
- or success in meeting stage-relevant developmental tasks

2. Family Resilience Perspective

• The family is the unit of focus in assessing risk and resilience.
• Looks beyond the parent-child dyad to consider broader influences in
the kin network and larger systems (systems viewpoint)
• Recognizes parental strengths and potential alongside limitations
• Changes the deficit-based view from seeing troubled parents and
families as damaged and beyond hope, to seeing them as challenged
by life’s adversities with potential for fostering healing and growth in
all members
• Crises and chronic stresses impact the whole family.
• Key family processes enable the family system to recover in times of
crisis, shield against stress, reduce the risk of dysfunction, and
support optimal adaptation

3. There are social and developmental contexts which influence risk and
resilience
• Bio-psychosocial Systems Perspective
o We are part of a larger system and our life is embedded in a
multiple layer of organizations
o There is a vertical flow and a horizontal flow of stressors in the
family
• Family Life Cycle Perspective
o Refers to the epigenetic stages that family relationships move
through
o Each stage has its developmental challenges for individual and
family relationships
o Unresolved problems in one stage are likely to make the
challenges of the next stage more difficult.

4. Harm (Risk) Reduction

• The goal of risk reduction is for individuals who are engaging in harmful
behaviors to begin to take steps toward reducing the risks of such
behaviors with abstinence (i.e., total and voluntary refraining from the risk
behaviors) being the ideal, ultimate goal. Nevertheless, just as important,
is any movement or steps toward reducing harm.

58
 • Persons who engage in risk behaviours are still essential parts of the
larger community. Protecting the community as a whole therefore
requires
protecting these individuals, and this protection needs including them
within the community rather than attempting to separate them from it.
• Families have capacities for self-repair through relational processes that
make it possible for them not only to adapt positively to adverse
situations, but also to emerge strengthened by the experience.

PROCEDURES

1. Lecture and discussions

2. Presentation of some cases encountered by the participants in the field
3. Discussion of the cases presented
4. Sharing by the participants of their own experiences as they handled the
FDV cases.

HOPED FOR IMMEDIATE RESULTS

1. Understanding of psychological resilience

2. Familiarity with the different perspectives on family resilience
3. Acquaintance with the concept of risk reduction
4. Awareness by the social workers’ of their own attitudes and interventions in
handling cases of DV in the field

NEXT STEP

1. Further recollection of the participants’ cases encountered in the field for

case presentations and sharing of experiences among themselves.

SECTION 4: ACTIVATING AND NURTURING FAMILY RESILIENCE

OVERVIEW

Familiarity with and applications of resilience enhancement interventions for

individuals and families.
Handout – 12
MINIMUM TIME: 6 Hours Ch. 6, Section 4,
Topic 1

59
OBJECTIVES

1. To introduce to the participants some interventions for activating and

nurturing family resilience
Materials:
2. To gain skills in counseling the FDV Art materials
Scissors
KEY CONCEPTS Glue
Poster Papers or
1. Most families are resilient different colored
2. Families can become aware of their strengths cartolinas cut
3. Family resilience can be activated and nurtured lengthwise
Meta cards

PROCEDURES

Activating Family Resilience Handouts – 13

Ch 6, Section 4
o Solution
1. Lecture and presentation on Solution Focused
Focused
Therapy Therapy
2. Demo of SFT o Satir’s Temp.
Reading
3. Practice of the use of SFT in small groups o Star Model of
4. Presentation of Satir’s Temperature Reading Model Resilience.
5. Practice of the use of Satir’s Temperature Reading
Model in
small groups
6. Presentation of Star Model of Resilience
7. Practice of Star Model of Resilience in small groups
8. Closing Ritual:
a. Give pieces of paper (or meta cards) to the PDV/FDV
b. Ask them to write a value on each piece of paper
c. Let them arrange the cards or papers according to the importance of
each value
d. Make a scroll or poster of Rules to Live By using these values.
e. Decorate the poster or scroll.

HOPED FOR IMMEDIATE RESULTS

1. Familiarity with risk reduction strategies which are realistic to the PDV
2. Learning to use the interventions presented to activate and nurture individual
and family resilience
3. Awareness by the FDV
a. that there are positive behaviours and interactions they can build on
b. of personal strengths resulting to healthy self-esteem
60
 c. of the presence of people who can give them moral support
d. that they are not alone, and the God is here to help them
4. Clarification of the goals and values in life which will guide them to solve their
problems and motivate to exercise self-control.

NEXT STEPS

For the social workers:

1. Practice handling some cases presented (as encountered in the field).
2. Apply skills learned to clients when they return to their communities.

For the PDV:

1. Right the wrong that has been committed
2. Restore the balance in a relationship or in society

Definition

Self-esteem - how a person feels and thinks about himself. It may be positive or negative. A
person with high self-esteem has a sense of self-respect, he knows his values. A
person with low self-esteem is an insecure person; he doesn’t see his value or
worth.

Self-control - the ability to control one’s emotion, behavior and desires by one’s own will in
order to avoid problem and punishment. When self-control is used wisely and with
common sense it becomes one of the most important tool for self-improvement and
for achieving success.

Hand-out 14:
Body Scan
SECTION 5: SELF-CARE Meditation

Wellness is one of the critical factors in being healthy social workers. Helping
professional helpers who neglect their own mental, physical and spiritual
self-care eventually run out of energy and cannot effectively help their
clients. They end up depleting themselves and don’t have anything more to
give. As the saying goes, “We cannot give what we do not have.”

OVERVIEW

So how do we self-care? The answers will be unique to each of us, yet have
common threads as well. Some of us will find solace in gardening, crafting, dining
out with friends, attending a play or movie, exercising, etc. – the list of self-care

61
activities will be unique to our personality, interests, and likes. Therapists have
suggested the practice of Mindfulness for stress-reduction. Studies have shown that
practicing mindfulness, even for just a few weeks, can bring a variety of physical,
psychological, and social benefits.

MINIMUM TIME: 3 Hours

OBJECTIVES

1. To introduce to the social workers some MBSR or mindfulness based

exercises for their own stress management
2. To get into the practice of mindfulness so that they can teach it to their FDV
clients.

KEY CONCEPTS

Jon Kabat-Zinn defines mindfulness as: “Mindfulness means paying

attention in a particular way; on purpose, in the present moment, and
nonjudgmentally.”

In mindfulness we’re the concern is with noticing what’s going on right

now. When thoughts about the past or future take us away from our present
moment experience and we “space out” we try to notice this and just come
back to now. By purposefully directing our awareness away from such
thoughts and towards the “anchor” or our present moment experience, we
decrease their influence on our lives and we generate instead a space of
freedom where calmness and contentment can grow.

Paying attention “non-judgmentally” refers to being on an

emotionally non-reactive state. We don’t judge that this experience is good
and that one is bad. We simply notice them and let go of them. Cognitively,
we can be aware that certain experiences are pleasant and some are
unpleasant, but on an emotional level we simply don’t react. We call this
“equanimity” — stillness and balance of mind.

PROCEDURES

1. Practice Mindfulness: Some exercises

a. Mindfulness breathing (Ref.: Thich Nhat Hanh. (2009). The blossoming

of a lotus. 3rd Ed. Boston: Beacon Press.)

62
 Breathing in (mentally say “I know I’m breathing in”)
Breathing out (mentally say “I know I’m breathing out”)

Breathing in, I see myself as a flower.

Breathing out, I feel fresh.

Breathing in, I see myself as a mountain.

Breathing out, I feel solid.

Breathing in, I see myself as clear water.

Breathing out, I reflect things as they are.

Breathing in, I see myself as space.

Breathing out, I feel free.

b. Nature walk
Take a leisurely walk. Walk slowly and enjoy the beauty of nature
around you.

c. Mindful noticing: Notice what you

• see
• hear
• touch
• smell
• taste

2. Practice Mindfulness-Based Stress Reduction meditation

HOPED FOR IMMEDIATE RESULTS

1. Stress reduction and/or relief

2. Calmness
3. Relaxation

NEXT STEPS

1. Practice mindfulness daily

2. Teach to PDV/FDV clients

63
LIST OF HAND-OUTS

SECTION 1
1-Handout-The PDV Client-slides
2-Handout-The PDV Client

SECTION 2
3-The Person of the Helper
4-Empathy
5- Basic Helping Skills
6-Advance Helping Skills
7-Self-Defeating Beliefs List
Emotional Disturbance
Ellis’ ABCDE
8-Basic Psychological Needs
Glasser's Reality Therapy-Choice Theory
9-Psycho-spiritual Counseling-RMT

SECTION 3
10-Handout-FDV Factors-slides
Handout-FDV Factors and Interventions
Handout-FDV Factors-part 2
11-Handout-Activating Resilience-slides

SECTION 4
12-Activating and Nurturing My Family Resilience
13-SFT
Satir Temperature Reading
Satir Temperature Rdg. Communication Model
Star Of Resiliency (Katatagan)-b

SECTION 5: SELF-CARE
14-Relaxed_Breathing
BODY SCAN

64
 The PDV Client
DSWD / National Orientation on CSRPDV
May 27, 2014, Baguio City
Resource Person: Nina Siy

Expected Outputs
• Working familiarity with intrapersonal and Handout – 1
interpersonal factors associated with violent Ch. 6, Section 1,
Topic 1
behavior
• Enhanced capacity to empathize with PDV clients
• Improved sense of professional boundaries in working with PDV clients

Definition of Terms
• Rehabilitation
• Counseling Services
• Domestic Violence
• PDV
• The PDV Client

Rehabilitation –Outcomes
• Stop the behavior?
• Reunite the family?
• Prevent recurrence?
• Others?

Counseling Services
• Crisis counseling?
• Individual counseling?
• Group counseling?
• Relationship counseling?

Domestic Violence
• A form of interpersonal violence
• Impulsive, reactive, or defensive
• Predatory, remorseless aggression

Domestic Violence
• Violence against women and their children
• Intimate partner violence or abuse

65
 DSM-5
• Spouse or Partner Violence, Physical
o Non-accidental acts of physical force that result, or have reasonable
potential to
result, in physical harm to an intimate partner or that evokes significant fear
in the partner have occurred during the past year.

• Spouse or Partner Violence, Physical

o Shoving, slapping, hair pulling, pinching, restraining, shaking, throwing,
biting, kicking, hitting with the fist or an object, burning, poisoning, applying
force to the throat, cutting off air supply, holding the head under water, and
using a weapon.

DSM-5

• Spouse or Partner Violence, Sexual

o Forced or coerced sexual acts with an intimate partner have occurred during
the past year.
o Use of physical force or psychological coercion to compel the partner to
engage in a sexual act against his or her will, whether or not the act is
completed.

66
DSM-5

• Spouse or Partner Violence, Psychological

o Non-accidental verbal or symbolic acts by one partner that result, or have
reasonable potential to result, in significant harm to the other partner have
occurred in the past year.

Spouse or Partner Violence, Psychological

• Berating or humiliating the victim

• Interrogating the victim
• Restricting the victim’s ability to come and go freely
• Obstructing the victim’s access to assistance (e.g., law enforcement, legal,
protective, or medical resources)
• Threatening the victim with physical harm or sexual assault
• Harming or threatening to harm, people or things that the victim cares about
• Unwarranted restriction of the victim’s access to or use of economic resources
• Isolating the victim from family, friends, or social support resources
• Stalking the victim;
• Trying to make the victim think that he or she is crazy

DSM-5

• Child Physical Abuse

• Child Psychological Abuse

67
(Quote from film Dead Man Walking)
I want the last face you see in this world to be the face of love, so you look at
me when they do this thing. I’ll be the face of love for you.

68
TOPIC 2: Handout – 2
Ch. 6,
Section 1,
The PDV Client: Risk Factors for IPV Topic 2

o Bio-psycho-social Model of Health

“All health and illness occurs in the context of biological, psychological, &
social factors.” George Engel (psychiatrist)

Biopsychosocial Factors

• Biological: Biological-genetic vulnerability, comorbidmedical/psychiatric

illnesses, current medications

• Psychological: Meaning of the illness/ symptoms, ways of coping and dealing

with difficulties, personality style, frustration, impulse control capacity,
intellectual functioning, spirituality, insight

• Social: Family and interpersonal relationships, social connections and support

systems, work functioning, family relationships

69
Social Learning Theory
• Social Learning Theory (Bandura)
• Predictors of adult IPV:
o Observation of parental violence
o Being the direct target of parental aggression

Developmental Risk Factors

• Physical and indirect aggression as children/teens
• Early dating; dating aggression
• Early onset alcohol problems
• Early onset conduct problems
• Early onset Intermittent Explosive Disorder (IED)

Cognitive Risk Factors

• Attitudes and beliefs that support abusive behavior
o “Male privilege”–a sociological term that refers generally to any special rights
or status granted to men in a society, on the basis of their sex or gender, but
usually denied to women

▪ “Master” of the house; making all the “big” decisions; refusing to do

domestic work –parenting, housework

Cognitive Risk Factors

• Attribution Distortions (errors of thinking)
o Attributions –Interpretations of the origin of difficulties and how they will be resolved;
based on world view
1. Causal attributions
2. Value attributions

Negative value attributions are more important

predictors of a man’s violence toward his spouse.

TYPE DIMENSIONS

Internal-External Stable- unstable Global-specific

Causal

Value Intentional- Selfish-unselfish Blameworthy-

Unintentional Praiseworthy

70
 Cognitive Risk Factors

Problematic High Marital

IPV
Attributional Stress
Styles

Low Marital
Satisfaction
Negative Feelings
• Jealousy
• Rejection
• Desertion
• Public shame

Cognitive Risk Factors

• Negative attribution styles strengthen negative events and minimize positive
events.
• Attributions to the spouse of intentional actions justify abusive behavior.

Emotional Risk Factors - Disturbances in:

• Anger, hostility
o Early onset of Intermittent Explosive Disorder (IED)
• Mood and anxiety problems
o Onset before age 20
• Self-esteem
o Feelings of low self-worth
• Attachment
o A close emotional relationship between two persons, characterized by
mutual affection and a desire to maintain proximity
o Secure versus Insecure attachment

Insecure Attachment:
o Linked to anxiety and fear of abandonment
o Manifestations:
▪ Jealousy
▪ Desire to exert control
▪ Greater overall dependency and spouse-specific dependency

71
Adult Psychopathology

• Intermittent Explosive Disorder (IED)

o A behavioral disorder characterized by extreme expressions of anger, often
to the point of uncontrollable rage, that are disproportionate to the situation
at hand.
o Not premeditated

• Personality Disorders
o A class of mental disorders characterized by enduring maladaptive patterns
of behavior, cognition and inner experience, exhibited across many contexts
and deviating markedly from those accepted by the individual's culture.
o These patterns develop early, are inflexible and are associated with
significant distress or disability.

• Personality Disorders –Cluster A (odd)

o Paranoid PD: Characterized by a pattern of irrational suspicion and mistrust
of others, interpreting motivations as malevolent
o Schizoid PD: Lack of interest and detachment from social relationships, and
restricted emotional expression

• Personality Disorders –Cluster A (odd)

o Schizotypal PD: A pattern of extreme discomfort interacting socially,
distorted cognitions and perceptions

• Personality Disorders –Cluster B (dramatic, emotional, erratic)

o Antisocial PD: A pervasive pattern of disregard for and violation of the rights
of others, lack of empathy
o Borderline PD: A pervasive pattern of instability in relationships, self-image,
identity, behavior, and feelings often leading to self-harm and impulsivity

• Personality Disorders –Cluster B(dramatic, emotional, erratic)

o Narcissistic PD: A pervasive pattern of grandiosity, need for admiration, and
a lack of empathy

Caution!

• Diagnosis of psychopathology should not be an excuse for violent

behavior.
• Violence is a learned behavior that can be unlearned.
• Nonviolent responses to stressful situations can be learned.
72
Other Risk Factors
Handout – 2
Ch. 6,
• Substance abuse Section 1,
Topic 2
• Marital/Relationship Problems
o Low marital satisfaction; marital discord
o Bi-directional abuse; mutuality in initiation of abusive interactions

• Behavioral skills deficits

o Low assertiveness; low competence

• Neuroscience Perspective
o Brain-scan analyses have detected both anatomical and physiological
differences believed to contribute to violent behavior.
o Low serotonin levels;
o reduced prefrontal grey matter; abnormalities in amygdala; asymmetrical
hippocampi; altered metabolism in anterior cingulate cortex

• Biological conditions (e.g., low serotonin levels in the brain) linked to:
o Hypersensitivity to abandonment
o Inability to control emotions
o Poor impulse control

73
POWER-AND-CONTROL WHEEL
Source: http://www.stepupspeakout.org/youth/wheels

The PDV Client

• Presents with low accountability and acknowledgment of responsibility
• Has tendency to minimize, justify, and deny extent and/or effects of his violence
• Usually an involuntary client
• Has low (or no) motivation to participate in counseling
• CONTROL –key issue:
o Coercion, being forced, lack of choice
• From extrinsic motivation to intrinsic motivation
74
Psychological Needs

Self-Determination Theory (SDT)

• Need to express COMPETENCE
• Need to participate in meaningful interpersonal relationships –RELATEDNESS
• Need to act autonomously –AUTONOMY

Motivating the PDV Client

• Rehabilitation and counseling should provide autonomy-supportive contexts:
Provide
o More options
o Competence promoting information
o Acknowledgment of feelings and options
o Challenging but achievable goals
o Meaningful explanations for requested behavior

Restorative-Strengths Approach
• Based on restorative justice (versus retributive justice)

• Goals:
o Right the wrong that has been committed
o Restore the balance in a relationship or in society

• Involves:
o the Victim
o the Offender
o the Community

• Focuses on:
o Client strengths, not just weaknesses
o Positive qualities that can be used for personal growth
o Teaching and modeling non-coercive methods

• Holistic, based on the Bio-psychosocial-Spiritual Model:

o Biological Interventions
o Psychological Interventions
o Social Interventions
o Spiritual interventions

75
SPOUSE OR PARTNER VIOLENCE
Source: DSM-5, American Psychiatric Association (2013)
• Classified under Adult Maltreatment and Neglect Problems
Spouse or Partner Violence, Physical

• Non-accidental acts of physical force that result, or have reasonable potential to

result, in physical harm to an intimate partner or that evokes significant fear in the
partner have occurred during the past year.

• Shoving, slapping, hair pulling, pinching, restraining, shaking, throwing, biting,

kicking, hitting with the fist or an object, burning, poisoning, applying force to the
throat, cutting off air supply, holding the head under water, and using a weapon.

Spouse or Partner Violence, Sexual

• Forced or coerced sexual acts with an intimate partner have occurred during the
past year.

• Use of physical force or psychological coercion to compel the partner to engage

in a sexual act against his or her will, whether or not the act is completed.

Spouse or Partner Violence, Psychological

• Non-accidental verbal or symbolic acts by one partner that result, or have

reasonable potential to result, in significant harm to the other partner have
occurred in the past year.

• Berating or humiliating the victim; interrogating the victim; restricting the victim’s
ability to come and go freely; obstructing the victim’s access to assistance (e.g.,
law enforcement, legal, protective, or medical resources); threatening the victim
with physical harm or sexual assault; harming or threatening to harm, people or
things that the victim cares about; unwarranted restriction of the victim’s access
to or use of economic resources; isolating the victim from family, friends, or social
support resources; stalking the victim; and trying to make the victim think that he
or she is crazy.

76
CHILD ABUSE
Source: DSM-5, American Psychiatric Association (2013)
• Classified under Child Maltreatment and Neglect Problems

Child Physical Abuse

• Child physical abuse is non-accidental physical injury to a child—ranging from

minor bruises to severe fractures or death—occurring as a result of punching,
beating, kicking, biting, shaking, throwing, stabbing, choking, hitting (with a hand,
stick, strap, or other object), burning, or any other method that is inflicted by a
parent, caregiver, or other individual who has responsibility for the child. Such
injury is considered abuse regardless of whether the caregiver intended to hurt
the child.

• Physical discipline, such as spanking or paddling, is not considered abuse as

long as it is reasonable and causes no bodily injury to the child.

Child Psychological Abuse

• Child psychological abuse is non-accidental verbal or symbolic acts by a child’s
parent or caregiver that result, or have reasonable potential to result, in
significant psychological harm to the child. (Physical and sexual abusive acts are
not included in this category.) Examples of psychological abuse of a child include
berating, disparaging, or humiliating the child; threatening the child;
harming/abandoning—or indicating that the alleged offended will
harm/abandon—people or things that the child cares about; confining the child
(as by tying a child’s arms or legs together or binding a child to furniture or
another object, or confining a child to a small enclosed area [e.g., a closet]);
egregious scapegoating of the child; coercing the child to inflict pain on himself or
herself; and disciplining the child excessively (i.e., at an extremely high frequency
or duration, even if not a level of physical abuse) through physical or nonphysical
means.

BIOPSYCHOSOCIAL FACTORS
Sources: Keitner, G. I., Heru, A. M., & Glick, I. D. (2010). Clinical manual of couples
and family therapy. Washington, D. C. & London, England: American Psychiatric
Publishing, Inc. GoodTherapy.org. https://www.goodtherapy.org/learn-about-
therapy/issues/spirituality.

• Biological: Biological-genetic vulnerability, comorbid medical/psychiatric

illnesses, current medications

77
 • Psychological: Meaning of the illness/ symptoms, ways of coping and
dealing with difficulties, personality style, frustration, impulse control
capacity, intellectual functioning, spirituality, insight

• Social: Family and interpersonal relationships, social connections and

support systems, work functioning, family relationships.

• Spirituality: a search for transcendent meaning or the belief in some sort of

greater existence outside of humankind.

BPSS – Bio-Psycho-Social-Spirituality
Sources: Singer, J. B. (2007). Bio-psychosocial-Spiritual (BPSS) assessment and
Mental Status Exam. APA (6th ed).; goodtherapy.org.
https://www.goodtherapy.org/learn-about-therapy/issues/spirituality accessed 10-
18-17;
Delbridge, Emilee J, "Training in medical family therapy: Spirituality & the BPSS
model" (2013). ETD collection for University of Nebraska - Lincoln. AAI3590974.
http://digitalcommons.unl.edu/dissertations/AAI3590974, Accessed 10-18-17.

78
BATTERING MAN’S ATTRIBUTION STYLE
Source: Wallach, H. S., & Sela, T. (2008). The importance of male batterers’
attributions in understanding and preventing domestic violence. Journal of Family
Violence, 23, 655-66

• Wife’s positive behavior

o The violent man sees his wife’s positive behavior as a one-time event that
does not reflect on her personality, and was intended to achieve something
for her. He does not view her positive behavior as being nice to him,
therefore she is worthy of condemnation, not praise (external, specific,
unstable, egoistic, unintentional, blameworthy).

• Wife’s negative behavior

o Her negative behavior is seen as reflecting her personality and resulting from
egoistic motives. This behavior is viewed as an intention to provoke anger,
and therefore worthy of condemnation (internal, global, stable, egoistic,
intentional, blameworthy).

• The batterer attributes his negative (violent) behavior according to three

possible styles:

o The violent man admits his violence, admits that his behavior was bad, but
justifies it by saying that it was unavoidable due to stress or addiction, for
example, and therefore, was not intentional and not blameworthy (Internal,
specific, unstable, unselfish, unintentional, and therefore not blameworthy.)

o He denies committing the act, or denies responsibility or blame (external,

specific, unstable, unselfish, unintentional, and not worthy of condemnation).

o He consistently avoids referring to the act, or claims that his behavior stems
from adherence to societal norms, such as murder to defend the family’s
honor, and therefore, his behavior is not condemnable and he does not need
to bear responsibility (external, global, unintentional, and not worthy of
condemnation).

• For the batterer, there are two possible attribution styles to “solve” the violent
conflict:

o The violent man accepts personal responsibility, but tries to justify battering
by using ‘logical’ reasons or norms, such as unforgivable provocation by his

79
 wife; or behaving according to the norms held by his social group (external,
global, unintentional, and not worthy of condemnation).

o The Batterer denies the act, guilt or responsibility (external, specific,

unintentional and not worthy of condemnation).

o In both cases the violent man is not responsible for finding a solution to the
conflict.

INTERMITTENT EXPLOSIVE DISORDER (IED)

Source: DSM-5, American Psychiatric Association (2013)

Diagnostic Criteria
• Recurrent behavioral outbursts representing a failure to control aggressive
impulses as manifested by either of the following:
o Verbal aggression (e.g., temper tantrums, tirades, verbal arguments or
fights) or physical aggression toward property, animals, or other individuals,
occurring twice weekly, on average, for a period of 3 months.
o Three behavioral outbursts involving damage or destruction of property
and/or physical assault involving physical injury against animals or other
individuals occurring within a 12-month period.

• The magnitude of aggressiveness expressed during the recurrent outbursts is

grossly out of proportion to the provocation or to any precipitating psychosocial
stressors.

• The recurrent aggressive outbursts are not premeditated (i.e., they are impulsive
and/or anger-based) and are not committed to achieve some tangible objective
(e.g., money, power, intimidation).

• The recurrent aggressive outbursts cause either marked distress in the

individual or impairment in occupational or interpersonal functioning, or are
associated with financial or legal consequences.

• Chronological age is at least 6 years (or equivalent developmental level).

• The recurrent aggressive outbursts are not better explained by another mental
disorder … and are not attributable to another medical condition … or to the
physiological effects of a substance.

80
PERSONALITY DISORDERS
Source: DSM-5, American Psychiatric Association (2013)

• A class of mental disorders characterized by enduring maladaptive patterns

of behavior, cognition and inner experience, exhibited across many contexts
and deviating markedly from those accepted by the individual's culture.
These patterns develop early, are inflexible and are associated with
significant distress or disability.

Personality Disorders – Cluster A (odd)

• Paranoid PD: characterized by a pattern of irrational suspicion and mistrust
of others, interpreting motivations as malevolent
• Schizoid PD: A pervasive pattern of grandiosity, need for admiration, and a
lack of empathy
• Schizotypal PD: characterized by a pattern of extreme discomfort interacting
socially, distorted cognitions and perceptions

Personality Disorders – Cluster B (dramatic, emotional, erratic)

• Antisocial PD: A pervasive pattern of disregard for and violation of the rights
of others, lack of empathy
• Borderline PD: A pervasive pattern of instability in relationships, self-image,
identity, behavior, and feelings often leading to self-harm and impulsivity
• Narcissistic PD: A pervasive pattern of grandiosity, need for admiration, and
a lack of empathy

81
EXTRINSIC AND INTRINSIC
Source: Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the
facilitation of intrinsic motivation, social development, and well-being. American
Psychologist, 55(1),
68-78.

82
 Handout – 3
Ch. 6,
COUNSELING SERVICES FOR THE REHABILITATION OF Section 2,
Topic 1
PERPETRATORS OF DOMESTIC VIOLENCE

Contrary to common belief, being a helper is more of who we are than what we
know.

Counseling Attitudes and Skills

The Person of the Counselor and what he/she can offer. Let’s begin with the most
important element in helping process:

The Person of the Helper

Every helper has two important aspects he/she brings into the counseling process:
WHAT one knows and WHO one is

REMEMBER: The most important tool in helping is

• the PERSON of the counselor—more than what he/she knows.

THE QUALITIES OF A SAFE PERSON

A. UNCONDITIONAL POSITIVE REGARD
B. EMPATHY
C. CONGRUENCE

A. UNCONDITIONAL POSITIVE REGARD –

CARING for and ACCEPTING the confusion, fear, anger, loneliness,
resentments, and whatever feelings the person may present at a given
moment during the therapeutic hour.

83
84
85
 Handout – 4
Ch. 6,
B. EMPATHY Section 2,
Topic 1

“Seek first to understand;

and then, to be understood.” (S. Covey)

❖ To understand the other(s) with my heart, rather than with my logic or rationality.
❖ This means to LISTEN WITH EMPATHY.
❖ And what is EMPATHY? It is to set aside my own thoughts and feelings about what
is being said by the other(s) – and instead, enter the world of the other(s), so that I can
BE-WITH, THINK-WITH, and FEEL-WITH the other(s). Non-judgemental.
❖ To understand the anger, fear, confusion, etc. of the other(s) as if they are my own,
without my own anger, fear, confusion, etc. getting bound up with them. And to
understand further the meaning underneath these feelings.
❖ I do this by drawing the other(s) out of himself/herself/themselves; by asking
clarificatory questions; by verbally reflecting in my own words what has been said;
by accepting (without agreeing or disagreeing) the world of the other(s).
❖ As an empathetic listener, I am proactive, rather than reactive or inactive.
❖ In this way, the other(s) begin to feel that he/she/they are really understood by me.
❖ As a consequence, he/she/they will begin to trust me, and will open up to me even
more.
❖ It is only after this that he/she/they will be open to listen to me in return, and will try
to understand me likewise with empathy.
❖ The deepest meaning, then, of empathy is none other than compassion, “cumpati,”
meaning to – suffer – with the other.
❖ After an experience of mutual empathy, I may then lead the other(s) to discern where
God is calling us – for our own good, for the good of others, for the good of the whole
country.

Ruben M. Tanseco, S.J.

Center for Family Ministries (CEFAM)

86
Empathy

Carl Rogers:
“To perceive the internal frame of reference of another with accuracy and with
the emotional components and meanings which pertain thereto as if one were
the person, but without ever losing the "as if" condition.”

Empathy is … seeing with the eyes of another

hearing with the ears of another
feeling with the heart of another

EMOTIONAL COGNITIVE COMPASSIONATE

Empathy Empathy CONCERN
Simulation System Mentalizing System and Empathic concern
• Emotional Theory of Mind (not pity)
contagion • Perspective taking
• Personal distress • Imagination (of
• Emotion emotional future outcomes)
recognition • Theory of mind

An Empathic Stance vis-à-vis the PDV Client – 8 ways

Source: Batson, D. (2009) These things called empathy. In J. Decety, & W.

Ickes (Eds.), The social neuroscience of empathy, pp. 3-16. Cambridge, MA:
The MIT Press.

1. Knowing another person’s internal state, including thoughts and feelings

2. Adopting the posture or matching the neural responses of an observed other
3. Coming to feel as another person feels
4. Intuiting or projecting oneself into another's situation
5. Imagining how another is thinking and feeling
6. Imagining how one would think and feel in the other's place
7. Feeling distress at witnessing another person's suffering
8. Feeling for another person who is suffering (empathic concern) An other-
oriented emotional response elicited by and congruent with the perceived
welfare of someone in need. Includes feeling sympathy, compassion,
tenderness and the like (i.e. feeling for the other, and not feeling as the
other)"

87
 As human beings..
• We are called to listen. Listening is a vocation.
• Not only to listen but also to understand.
• Not simply to listen and to understand but the way the other wants to be
listened to and understood.
• In other words, we are called to empathize. Empathetic listening is what we
want to practice.
• Why? Because empathetic listening is healing.

EMPATHY is different from:

• Apathy -- indifference
• Sympathy-- not only feels the emotional state of another person, but also
assumes that state.

Questions for Reflection

Knowing what I know about the PDV Client and knowing myself,

• What aspects of working with this client do I or will I find most challenging?

• What aspects of working with this client do I or will I feel most capable of
handling?

C. CONGRUENCE
• Genuineness / Authenticity
• Self-awareness of who we are

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 Handout – 5
Ch. 6,
Section 2,
Topic 2
Let’s clarify our role…
We are not therapists… we need a lot of training for that.
We are not professional counselors… we are certainly not paid for what
we are doing.
We are not spiritual directors…our clients are probably not praying
regularly.
But we are ministers… by virtue of our baptism, we are doing this work as
our calling to serve God’s people. Our form of service is listening.

Some Pre-Notes
• A helper provides assistance to a helpee or client
• Helping is a process of assisting another in making changes in his or her life.
• Helper and helpee work together
• the helper guiding the process
• the helpee deciding what, when and how he/she wants to change.

Ours is a Ministry of Listening

• just listeners and we are going to learn the basic skills in listening. We will be
trained listeners!
• not advice or direction giving
• refer when needed to those who are competent for the job.
• not to solve their problems

Our Tendencies
• Listening Activity 1
• Listening Activity 2
• We all want to be heard, but, we also want to talk—to share and express our
opinions.
• We often find ourselves talking and ―giving valuable advice
• Listening is an uncomfortable feeling: when someone seeks our help we want to
―do
something‖ and we feel bad if we are not able to help by doing something.

The Skill and Art of Listening

Learning to Listen…
And not only hearing…
(Hindi sapat ang makarinig, dapat makapakinig!)

Our listening is meant to: EMPOWER

89
A Framework for Helping BAGA (Bayanihan ng Gawa at Awa ni Apo)
psycho-spiritual approach —the integration of one’s faith experience in the
listening experience is an essential element.

THREE -STAGE MODEL:

• Catharsis or abot puso Exploration
• Insight abot tanaw
• Action abot kamay

“BAGA” BURNING PASSION TO HELP

A PSYCHO-SPIRITUAL APPROACH

Catharsis
Exploration Self-awareness
Expression Self-expression
Ventilation Self-acceptance
Of concern in a
Climate of safety

ABOT PUSO
Language of the heart

CATHARSIS (EXPLORATION)
• Establish rapport
• Be a safe person
o Encourage the other to tell his or her stories
o Encourage the other to explore their thoughts and feelings
o Facilitate arousal of emotions
o Learn more about the client from the client’s perspective
• Goal: Self-awareness / Self-acceptance
• Counselee’s concerns are explored from his/her personal world and
perceptions
• For client’s self-awareness and self-acceptance

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PRIMARY LEVEL EMPATHY SKILLS

What we need to learn to make the art of questioning relaxed and natural.’

Initial Steps in Listening

• To help the client explore thoughts and feelings.
o Develop rapport with clients,
o Create an atmosphere of safety, and;
o Avoid talking about “serious matters” in public places
– Important in all three stages of helping.

PRIMARY HELPING SKILLS FOR UNDERSTANDING

1. Listening skills
2. Leading skills
3. Reflecting skills
4. Summarizing skills

Basic Listening skills

• Attending (The Skill and Art of attending) - Initial Steps towards Listening
• Paraphrasing – responding to basic messages by restating the helpee’s basic
message in similar, but fewer words
• Clarifying – bringing vague material into sharper focus
• Perception checking –asking for feedback about the accuracy of your
listening

The Skills and Art of Attending

L lean over (a little)

O open disposition
V verbal responses
E eye contact
R relax

• Listening refers to capturing and understanding the messages that the other
communicate, either verbally or non-verbally, clearly or vaguely.

• More than what the other says; includes observing and understanding the
other’s non-verbal cues (e.g. nervous habits, facial expressions).

• Hearing what the other is saying is sometimes beyond what is said.

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 o Tone: flat, alive, tired, interested?
o Loudness: not loud enough, too loud, appropriate?
o Quality: hesitant, affirming, serious, putting off?
o Speed: too quick, too slow, appropriate?

• Components of Good Listening Skills

o Elimination of Distractions
o Alertness
o Concentration
o Patience
o Open-mindedness

Basic Leading Skills

• Indirect leading – to get helpee started and to keep responsibility on them fro
keeping the interview going
What do I do as we begin our conversation?
What do I do on our first meeting?

Direct leading – to focus the topic moiré specifically

(Note: allow the helpee freedom to follow your lead)

Focusing the talk on a topic that the helper thinks would be fruitful to explore when
the helpee is rambling vaguely

Questioning leads to further exploration.

What do I do as we begin our conversation?

• Helping the other identify the crisis without labeling it as a problem.
• “What brings you here?” vs “What is your problem?”
• “What do you want to talk about?” vs “What is your difficulty?”
• “Where do you want to start?”
• Ano gusto mo pag-usapan natin?

What do I do on our first meeting?

• Setting personal goals, not the helper’s but the helpee’s goals.
• “Ano ba gusto mo mangyari sa pag-uusap natin?”
• “What do you expect to gain from this process? vs “We have to do this…”
• “What do you want us to accomplish?”
• “Where do you see yourself after us seeing for five times?”

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Basic Leading Skills
• Indirect leading – to get helpees started and to keep responsibility on them fro
keeping the interview going
• Direct leading – to focus the topic moiré specifically
(Note: allow the helpee freedom to follow your lead)

Focusing the talk on a topic that the helper thinks would be fruitful to explore when
the helpee is rambling vaguely

Questioning leads to further exploration.

o Open Questions

▪ are questions NOT answerable by YES or NO.

▪ are very effective at helping clients explore a specific aspect of a problem
▪ are useful if a helper needs to encourage a client to more past the
surface details of a problem and explore the underlying issues instead
▪ can be used to provide focus for clients who are rambling or vague
▪ are also valuable for offering direction to clients who do not talk easily
about personal issues

Examples of Open Questions

1. “Nilayasan ako ng asawa ko.”

2. “Matagal ko nang di nakikita ang aking mga anak.”
3. “Gusto ko nang umuwi.”
4. “Ayoko namang magpa- counseling. Pinilit lang akong magpapunta rito.”

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ADVANCED LEVEL EMPATHY SKILLS Handout – 6
Ch. 6,
Section 2,
Topic 3
ABOT TANAW - Language of the mind

INSIGHT
• Self-confrontation
• Value clarification MEANING
• Self-understanding of their Feeling + Content = Meaning
contribution to the problem
• Work with the other
o to construct new insights
o to determine one’s role in his thoughts, feelings and actions
o to address issues in the listening relationship
o to develop objectivity;
• A call for personal conversion (metanoia).
• Counselee’s concerns are explored from some other (new) perspectives
• For self-understanding and self-confrontation

What we need to learn to make the art of questioning relaxed and natural.

HELPING SKILLS FOR UNDERSTANDING

• Confronting
• Interpreting
• Informing

• Confronting skills (Confrontation with caring)

o Recognizing feelings in self
o Describing and sharing feelings – modeling feeling expression
o Feeding back opinions – reacting honestly to helpee expressions
o Meditating – helping clients get in touch with their feelings
o Repeating – asking clients to repeat a word, phrase, or sentence for several
times to help him/her focus on significant feelings
o Associating – loosening clients from planned, logical

Some things to remember!

• Never assume what the person wants… you might be projecting what you need.
• It is also good to ask why they asked for help now and not any time before.
• It is also good to check if there is immediate intervention needed, for example
some support or crisis intervention.

94
• Pastoral assessment is the term for the above: we assess our helpees based on
our capacity and their need.

ACTION

to work actively for change on the basis of exploration and insight

• Encourage the other to

o explore possible new behaviors
o to develop skills for actions
o to provide feedback about attempted changes
o to assist the other in evaluating changes and modifying action plans
• Psycho-spiritual discernment facilitated by the counselor
• Counselee’s personal relationship with his/her God is considered
• A listening, contemplative heart
• Pros and cons of each option (objectivity)
• Following the strongest inclination of one’s total person, resulting in inner peace/

95
 Handout – 7
Ch. 6,
Section 2,
Topic 3

COMMON SELF-DEFEATING BELIEFS

1. Emotional perfectionism: "I should always feel happy, confident, and in

control of my emotions.”

2. Performance perfectionism: "I must never fail or make a mistake."

3. Perceived perfectionism: "People will not love and accept me as a flawed

and vulnerable human being."

4. Fear of disapproval or criticism: "I need everybody's approval to be

worthwhile."

5. Fear of rejection: "If I'm not loved, then life is not worth living."

6. Fear of being alone: "If I'm alone, then I'm bound to feel miserable and
unfulfilled."

7. Fear of failure: "My worthwhileness depends on my achievements (or my

intelligence or status or attractiveness).”

8. Conflict phobia: "People who love each other shouldn't fight."

9. Emotophobia: "I should not feel angry, anxious, inadequate, jealous, or

vulnerable."

10.Entitlement: "People should always be the way I expect them to be."

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Ref: David Burns. Feeling Good Manual
File: COMMON SELF-DEFEATING BELIEFS.doc\Myrna

Emotional Disturbance and Its Treatment in a Nutshell

Albert Ellis, Ph.D.

When I presented my first paper on rational emotive behavior therapy (REBT) and
cognitive behavior therapy (CBT) at the American Psychological Association
convention in 1956, I fully realized how complex cognitions, emotions, and
behaviors are and how they inevitably include and interact with each other. REBT
has always had a complex, interactional, and holistic view of the ABC’s of human
personality and disturbance. Simply stated, the ABC theory of REBT follows the
views of several ancient philosophers— especially Epictetus and Marcus Aurelius—
and of Robert Woodworth’s stimulus-organism response theory. It holds that
activating events (A’s) in people lives contribute to their emotional and behavioral
disturbances or consequences (C’s) largely because they are intermingled with or
acted upon by people’s beliefs (B’s) about these activating events (A’s).

BASIC HUMAN GOALS AND VALUES

People generally have a set of goals, values, or desires. Humans, biologically and
by social learning, are goal-seeking animals and their fundamental goals normally
are to survive, to be relatively free from pain, and to be reasonably satisfied or
content. As sub-goals of these primary goals, they want to be happy (1) when by
themselves; (2) with other groups of humans; (3) intimately, with a few selected
others; (4) informationally and educationally; (5) vocationally and economically; and
(6) recreationally When, in response to an activating event, people think, at point B,
“This is good! I like this activating event,” they tend to experience the emotional
consequence of pleasure or happiness and the behavioral consequence of
approaching (or trying to repeat) this activating event. When these same people
experience activating events that they perceive as blocking or sabotaging their
goals, they normally react in an un-pleasurable, avoiding manner. Thus, they
preferentially think, at point B, “This is bad! I dislike this activating event,” and they
experience the emotional consequences of frustration or unhappiness and the
behavioral consequence of avoiding or trying to eliminate this activating
event.

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THE ABC’S OF EMOTIONAL DISTURBANCE

The ABC model of REBT becomes more complex and controversial when applied
to neurotic disturbance. For it hypothesizes that when people’s goals are blocked
by activating events they have a conscious or unconscious choice of responding
with disturbed or undisturbed negative consequences. If their belief system is
rational or self-helping, it will include attitudes or philosophies that help them to
achieve their goals. These rational beliefs will mainly create healthy emotional
consequences, such as appropriate feelings of disappointment, sorrow,
regret and frustration. Rational beliefs will also tend to encourage healthy behavior
such as trying to change, improve, or avoid activating events that sabotage their
goals.

This ABC model of emotional/behavioral disturbance is fairly straightforward and,

as noted above, is followed by most REBT and cognitive behavior therapy
practitioners and theorists. It hypothesizes that the irrational beliefs or dysfunctional
attitudes that constitute people’s self-disturbing philosophies have two main
qualities:

(1) They have at their core explicit or implicit rigid, powerful demands and
commands, usually expressed as musts, shoulds, ought to’s, have to’s, and got to’s
such as, “I absolutely must have my important goals fulfilled!”

(2) They also have derivatives of these demands. For example, “If I don’t have my
important goals fulfilled, as I must,” (a) “it’s awful” (that is, one hundred percent
bad); (b) “I can’t bear it” (that is, survive or be happy at all!); (c) “I’m a worthless
person” (that is, completely bad and undeserving!); and (d) “I’ll always fail to get
what I want now and in the future!”

This ABC model of human disturbance is followed, in REBT, by D — the disputing

of people’s irrational beliefs (iB’s) — when they feel and act in a self-defeating way,
until they arrive at E, a new set of more rational beliefs. For example, “I’d prefer to
succeed and be lovable, but I don’t have to do so!” “I’d very much like others to
treat me fairly and considerately, but there is no reason why they must do so.” “I
greatly desire my life conditions to be comfortable and pleasant, but I don’t need
them to be that way.”

Disputing of irrational beliefs is first done cognitively, by using scientific questioning

and challenging to uproot people’s musts and demands. For example, “Why must I
perform well, even though it’s desirable that I do?” “Where is the evidence that you
have to treat
98
me considerately, however much I’d like you to do so?” Disputing is also done
emotively. For example, using rational emotive imagery, people imagine one of the
worst failures to achieve their goals, letting themselves feel very depressed. They
are then to fully work to change their inappropriate feeling of depression to the
healthy ones of keen disappointment or regret. Disputing is also done behaviorally.
For example, people who avoid socializing can force themselves to socialize while
simultaneously convincing themselves that it is not awful, but only inconvenient, to
get rejected. The more specific clinical application of the ABCs of REBT has been
successful in thousands of reported cases and in scores of therapy outcome
studies. Most of these studies have used REBT cognitive disputing, but have failed
to add its emotive and behavioral disputing methods. So I predict that when REBT
is properly tested it will do even better against control groups than has up to now
been shown.
REFERE

REFERENCES

Bernard, M.E., and Wolfe, J.L. The REBT Resource Book for Practitioners. New
York: Albert
Ellis Institute, 2000.
Ellis, A. Reason and Emotion in Psychotherapy, Revised. Secaucus, NJ: Citadel
Press, 1994.
Ellis, A. Anger—How to Live with and without It. New York: Citadel Press, 1977.
Ellis, A. How to Stubbornly Refuse to Make Yourself Miserable About Anything—
Yes, Anything!
New York: Citadel Press, 1998.
Ellis, A. Feeling Better, Getting Better, Staying Better. Atascadero, CA: Impact,
2001.
Ellis, A. Overcoming Destructive Beliefs, Feelings and Behaviors. Amherst, NY:
Prometheus
Books, 2001.
Ellis, A., and Dryden, W. The Practice of Rational-Emotive Therapy.
New York: Springer, 1997.
Ellis, A., and Harper, R.A. A Guide to Rational Living. North Hollywood, CA:
Wilshire Books,
1997.
Walen, S., DiGiuseppe, R. and Dryden, W. Practitioner’s Guide to
Rational-Emotive Therapy. New York: Oxford, 1992.

99
LBERT ELLIS INSTITUTE
45 East 65th Street, New York, NY 10065
Phone: (212) 535-0822 􀁘 Fax: (212) 249-3582
e-mail: orders@albertellis.org 􀁘 www.albertellis.org
Call for a FREE catalogue of REBT CDs, tapes and publications.
Albert Ellis, Ph.D., the originator of Rational-Emotive Behavior Therapy,
was the founder of the Albert Ellis Institute in New York City.

100
 THE BASIC PSYCHOLOGICAL NEEDS

Handout – 8
Chapter 6,
1. PERSONAL SIGNIFICANCE
Section 2, Topic 4
“I matter”, I make a difference”, I am not a non-entity”

2. AFFECTION, UNCONDITIONAL POSITIVE ACCEPTANCE, BASIC TRUST

We need to be accepted as we are, we need affirmation, and a sense of security.

3. CLEAR AND CONSISTENT LIMITS

We need t know our limits- when to say “NO”, to know when to take a break

4. SENSE OF COMPETENCE
“I can” vs. “I can’t”, “I am good at something”, I need to develop areas of
competence”, sense of power vs. helplessness

5. AFFILIATION
Need to be connected, to belong, support group, real friends

6. WIDE SCOPE OF SELF-EXPRESSION

Need to have various avenues to express self and emotions through play, art,
music,
storytelling, writing, sports, dance, drama

7. TRANSCENDENCE
Need to look beyond what is there. To have faith, hope that things can be better.

8. The need for BEAUTY

From Back to Basics: The Seven Psychological Needs

(Carandang, M.L.A., Aguilar, M.T.F., de Guzman-de Asis, M.B.) Anvil Publishing, Inc.
Reality Therapy Based on Choice Theory

101
 Reality Therapy

Reality Therapy is the method of counseling that Dr. Glasser has been teaching
since 1965. Reality therapy is firmly based on choice theory and its successful
application is dependent on a strong understanding of choice theory.

Choice Theory

The 1998 book, Choice Theory: A New Psychology of Personal Freedom, is the
primary text for all that is taught by The William Glasser Institute. Choice theory
states that:

• all we do is behave,
• that almost all behavior is chosen, and
• that we are driven by our genes to satisfy five basic needs: survival, love and
belonging, power, freedom and fun.

In practice, the most important need is love and belonging, as closeness and
connectedness with the people we care about is a requisite for satisfying all of
the needs.

Choice theory, with the Seven Caring Habits, replaces external control
psychology and the Seven Deadly Habits. External control, the present
psychology of almost all people in the world, is destructive to relationships.
When used, it will destroy the ability of one or both to find satisfaction in that
relationship and will result in a disconnection from each other. Being
disconnected is the source of almost all human problems such as what is
called mental illness, drug addiction, violence, crime, school failure, spousal
abuse, to mention a few.

Relationships and our Habits

Seven Caring Habits Seven Deadly Habits

1. Supporting 1. Criticizing
2. Encouraging 2. Blaming
3. Listening 3. Complaining
4. Accepting 4. Nagging
5. Trusting 5. Threatening
6. Respecting 6. Punishing
7. Negotiating differences 7. Bribing, rewarding to control

102
The Ten Axioms of Choice Theory

1. The only person whose behavior we can control is our own.

2. All we can give another person is information.
3. All long-lasting psychological problems are relationship problems.
4. The problem relationship is always part of our present life.
5. What happened in the past has everything to do with what we are today, but we
can only satisfy our basic needs right now and plan to continue satisfying them
in the future.
6. We can only satisfy our needs by satisfying the pictures in our Quality World.
7. All we do is behave.
8. All behavior is Total Behavior and is made up of four components: acting,
thinking, feeling and physiology.
9. All Total Behavior is chosen, but we only have direct control over the acting and
thinking components. We can only control our feeling and physiology indirectly
through how we choose to act and think.
10. All Total Behavior is designated by verbs and named by the part that is the most
recognizable.

Since unsatisfactory or non-existent connections with people we need are the

source of almost all human problems, the goal of reality therapy is to help people
reconnect. To create a connection between people, the reality therapy counselor,
teacher or manager will:

o Focus on the present and avoid discussing the past because all human
problems are caused by unsatisfying present relationships.

o Avoid discussing symptoms and complaints as much as possible since these

are the ways that counselees choose to deal with unsatisfying relationships.

o Understand the concept of total behavior, which means focus on what

counselees can do directly - act and think. Spend less time on what they
cannot do directly; that is, change their feelings and physiology. Feelings and
physiology can be changed, but only if there is a change in the acting and
thinking.

o Avoid criticizing, blaming and/or complaining and help counselees to do the

same. By doing this, they learn to avoid some extremely harmful external
control behaviors that destroy relationships.

103
 o Remain non-judgmental and non-coercive, but encourage people to judge all
they are doing by the choice theory axiom: Is what I am doing getting me
closer to the people I need? If the choice of behaviors is not working, then
the counselor helps clients find new behaviors that lead to a better
connection.

o Teach counselees that legitimate or not, excuses stand directly in the way of
their making needed connections.

o Focus on specifics. Find out as soon as possible who counselees are

disconnected from and work to help them choose reconnecting behaviors. If
they are completely disconnected, focus on helping them find a new
connection.

o Help them make specific, workable plans to reconnect with the people they
need, and then follow through on what was planned by helping them
evaluate their progress. Based on their experience, counselors may suggest
plans, but should not give the message that there is only one plan. A plan is
always open to revision or rejection by the counselee.

o Be patient and supportive but keep focusing on the source of the problem -
the disconnectedness. Counselees who have been disconnected for a long
time will find it difficult to reconnect. They are often so involved in the
symptom they are choosing that they have lost sight of the fact that they
need to reconnect. Help them to understand, through teaching them choice
theory and encouraging them to read the book, Choice Theory: A New
Psychology of Personal Freedom, that whatever their complaint,
reconnecting is the best possible solution to their problem.

Ref.: Lifted from William Glasser’s Reality Therapy http://www.wglasser.com/the-glasser-

approach/reality-therapy accessed 4-4-14

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105
 Handout – 9
Ch. 6,
SPIRITUAL DISCERNMENT Section 2,
Topic 5
For self-direction and surrender to God’s will.

106
 Family Factors & Interventions Handout – 10
Ch. 6, Section 3,
Expected Outputs Topic 1

• Working familiarity with the characteristics and relational dynamics of families

with violence
• Background in the principles of intervention in Family Domestic Violence

A Family-Focused Approach: General Concepts and Rationale

What is a family-focused approach?

• The unit of intervention is the family

• Focus:
o How our interventions are helping all family members heal
o How we are helping the relationships between family members improve

• Based on Family Systems Theory:

o A perspective that views the family as a system of interdependent parts that
are connected through their interaction
o Sees family relationships as serving the purpose of helping the family
maintain an optimal balance of stability and adaptability to change

Why a family-focused approach?

• The most important factor in recovery from violence is having healthy
relationships.
• The Filipino Family is the most important factor in Filipinos’ motivation and
identity.
• All members of the family are in pain, whether they are witness, victim, or
perpetrator of violence.
• Child abuse and inter-parental violence are risk factors for domestic abuse.
• If the goal is family healing– if this is feasible – all family members need
to participate in the positive change process.

107
The need to belong

• Striving for belongingness (relatedness) pushes us toward people and significant

relationships.
• Having a sense of belongingness, we can connect to the bigger whole – our
family, our culture, Mother Earth, humankind.
• We can become part of meaningful relationships

The need to be unique

• This striving encourages _____________ (autonomy) and mastery

(competence).
• We explore our surroundings, our environments (physical and social), become
creative, develop diverse personalities.

108
The tension can result in g_________ when …
• Individuals struggle with each other’s differences with openness.
• Family members learn to negotiate belonging in a way that allows everyone to be
unique.

The tension can also result in c_______ when …

• Individuals try to impose ___________ at the expense of differences.
• Those who remain in the family lose their self-____________.
• Those who leave become _________ (cut-off).

Negotiating differences
• One of the main forces in life that produces f__________ and growth.
• Without successful negotiation, the family suffers rigidity and stagnation.

109
Supportive relationships
• Individuals have a limited view about their shortcomings and how to grow
beyond them.
• Within healthy relationships, family members can give feedback to each other to
provide a broader perspective.

Non-supportive relationships
• Destructive relationships drive family members apart.
• Family members feel separated from each other emotionally.

Dysfunctional behaviors
Result from relationships of …
• D____________ – intimacy is absent in family relationships
• O____________ – sameness is imposed; differences cannot be tolerated

Violence
• Outcome of _______________ parent-child relationships
• Insecure children connect through ______________.
• Parents do not have the “love connection” to motivate children to respect
boundaries and rules.
• Parents give up or resort to more coercive and destructive forms of discipline.

110
Intergenerational Transmission of Domestic Violence

• _________________ Theory (Bandura)

o Learning through _________ and ___________ the behavior of significant or
influential others.
o Observation of inter-parental spousal violence and experience of child abuse
contribute to probability of spousal and parental aggression for both men and
women.

• ________________ Theory (Bowlby)

o Attachment behavior refers to the seeking, attaining, or retaining of
_____________ to a preferred and differentiated caregiver.
o Insecure attachment bonds make the person prone to extreme anxiety and
anger, and in extreme cases, unable to form meaningful relationships.

Alternatives to Violence

A necessary cognitive changes

• As parents, children must be their most important concern, a life project at
the center of family life.
o “The best way to love your children is to love their mother.”
o Help the PDV client get in touch with their own victimization.

• Compliance in children is based on connection, rather than discipline and

fear.
o Reframe children’s misbehavior as a sign not that more force and discipline
is required, but that more connection is needed.

A contract for nonviolence

• The contract helps each person clearly state that they do not believe in using
violence to get their way and that they will not use it in the future.
• Counseling the PDV client should include training in positive parenting
approaches that teach parents to:
o Reward positive behaviors
o Ignore or redirect negative behaviors
o Use time-out procedures
o Manage their anger

111
COUNSELNG FAMILIES RECOVERING FROM FDV
General Intervention Targets

Repairing and strengthening connections

• Bonding is the strongest impediment to violence.

______ therapy

Letting go of the past

User________ …
• To facilitate ______________
• To hold a “funeral” for the old ways and celebrate a “birthday party” for the new
way of being

Making space for uniqueness

Training in positive parenting:

• Strengths-oriented perspective
• Multiple intelligences perspective
• Developmental perspective

Apply uniqueness principles to adults in the family

as well … as spouses and parents!

Strengthening support systems

• I___________ is a necessary condition for violence to continue.
• Help the family connect to family and community resources in positive ways.
• Help the family become a resource for the community as well.

112
The enmeshed family
• Rigid structure
• Authoritarian rule
• Loose intra-family boundaries
• Individuality not respected
• Controlling, critical
The disengaged family
• Disorganized, chaotic
• Responsibilities unclear
• Closed intra-family boundaries
• No cohesiveness, mutuality
• Indifference, uncaring, neglect
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114
Family Systems Theory Concepts (selected)

1. Boundary – psychological “border” that defines, protects and enhances the

integrity of an individual, subsystem or family; relationship rules that regulate
membership in a subsystem/system; the optimal boundaries are described as
“permeable,” permitting the unit (individual, subsystem, family) to influence and
be influenced by its social environment while maintaining an appropriate level of
differentiation from the environment.

2. Disengagement – psychological isolation that results from overly rigid

boundaries around individuals and subsystem in a family.

3. Enmeshment – loss of autonomy due to blurring of psychological boundaries.

4. Subsystem – a smaller unit within a family composed of at least two

individuals; for example, the marital or couple subsystem, the parental
subsystem, the sibling subsystem.

EQUALITY WHEEL (also known as the Nonviolence Power-and-Control

Wheel) Source: http://www.stepupspeakout.org/youth/wheels

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INTERGENERATIONAL TRANSMISSION OF ANGER: QUESTIONS TO ASK
Source: DeMaria, R., Weeks, G., & Hof, L. (1999). Focused genograms:
Intergenerational assessment of individuals, couples, families. New York, NY:
Brunner-Routledge

• How did your parents deal with anger or conflict?

• Did you see your parents work through anger or conflict?
• When members of your family got angry, how did others respond?
• What did you learn about anger from each of your parents?
• When a parent was angry with you, what did you feel and do?
• When you got angry, who listened or failed to listen to you?
• How did members of your family respond when you got angry?
• Who was allowed and who was not allowed to be angry in your family?
• What is your best memory about anger in your family? Your worst memory?
• Was anyone in your family ever seriously hurt when someone got angry?

Look for patterns of expression and inhibition of anger and help clients learn
how these patterns affect the way they currently deal with conflict in the
family.

FIVE STEPS TO USING TIME-OUT TO CONTROL ANGER

Source: Liptak, J. J., & Leutenberg, E. A. (2008). The anger and aggression
workbook. Duluth, MN: Whole Person Associates

Teach family members the five steps in using time-out to control anger:
1. Self-monitoring for escalating feelings of anger and hurt
2. Signaling to another family member that verbal exchange is not a good
idea
3. Acknowledgment of the need for the other family members to back off
4. Separation to cool down and use of cognitive self-talk to regain
composure
5. Returning to calm verbal exchange

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MULTIPLE INTELLIGENCES
Source: Gardner, H. (1983). Frames of mind: The theory of multiple intelligences.
New York, NY: Basic Books

1. Linguistic Intelligence: the capacity to use language to express what's on your

mind and to understand other people. Any kind of writer, orator, speaker, lawyer,
or other person for whom language is an important stock in trade has great
linguistic intelligence.

2. Logical/Mathematical Intelligence: the capacity to understand the underlying

principles of some kind of causal system, the way a scientist or a logician does;
or to manipulate numbers, quantities, and operations, the way a mathematician
does.

3. Musical Rhythmic Intelligence: the capacity to think in music; to be able to hear

patterns, recognize them, and perhaps manipulate them. People who have
strong musical intelligence don't just remember music easily, they can't get it out
of their minds, it's so omnipresent.

4. Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts

of your body (your hands, your fingers, your arms) to solve a problem, make
something, or put on some kind of production. The most evident examples are
people in athletics or the performing arts, particularly dancing or acting.

5. Spatial Intelligence: the ability to represent the spatial world internally in your
mind -- the way a sailor or airplane pilot navigates the large spatial world, or the
way a chess player or sculptor represents a more circumscribed spatial world.
Spatial intelligence can be used in the arts or in the sciences.

6. Naturalist Intelligence: the ability to discriminate among living things (plants,

animals) and sensitivity to other features of the natural world (clouds, rock

configurations). This ability was clearly of value in our evolutionary past as

hunters, gatherers, and farmers; it continues to be central in such roles as
botanist or chef.

7. Intrapersonal Intelligence: having an understanding of yourself; knowing who

you are, what you can do, what you want to do, how you react to things, which
things to avoid, and which things to gravitate toward. We are drawn to people
117
 who have a good understanding of themselves. They tend to know what they can
and can't do, and to know where to go if they need help.

8. Interpersonal Intelligence: the ability to understand other people. It's an ability

we all need, but is especially important for teachers, clinicians, salespersons, or

politicians -- anybody who deals with other people.

9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions

about life, death, and ultimate realities.

FAMILY ROUTINES AND RITUALS

Source: Fiese, B. H., Tomcho, T. J., Douglas, M., Josephs, K., Poltrock, S., &
Baker, T. (2002). A review of 50 years of research on naturally occurring family
routines and rituals: Cause for celebration?
Journal of Family Psychology, 16(4), 381-390

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 Activating Resilience Handout – 11
DSWD / National Orientation on CSRPDV Ch. 6, Section 3,
May 29, 2014, Baguio City Topic 2
Resource Person: Nina Siy

Expected Outputs
• Working familiarity with concepts and applications of resilience enhancement for
individuals and families

Our aspiration for the PDV Client and His Family

Psychological Resilience

Definitions
• The ability to withstand and rebound from disruptive life challenges (Walsh, 2003)
• Resilience consists of various factors that promote personal assets and protect
individuals from the negative appraisal of stressors (Fletcher & Sarkar, 2013).
• ___________ –refers to an individual trait; a set of characteristics associated with
the
ability to overcome adversity
• Hardiness, positive emotions (affect), extraversion, self-efficacy, spirituality
• Personal strengths, “protective factors”
• __________ –refers to the process by which protective factors buffer against or
reduce the effect of risk factors and lead to positive outcomes; influences …
• Individual’s appraisal of stressors
• His/her response to (cognitions about) felt emotions
• His/her selection of coping strategies

Psychological Resilience: Two core concepts

1. _________ –state or situation of difficulty
• High-risk status of continuous, chronic exposure to adverse social conditions (e.g.,
poverty)
• Exposure to traumatic event or severe adversity (e.g., war; Yolanda)

Psychological Resilience: Two core concepts

1. Adversity – state or situation of difficulty
• Life-as-risk – “Life is difficult” in general and sufficiently challenging
2. Positive – behaviorally manifested social competence, or success in meeting
stage-relevant developmental tasks

119
Family Resilience Perspective
• The family is the unit of focus in assessing risk and resilience.
• Looks beyond the parent-child dyad to consider broader influences in the kin
network and larger systems (systems viewpoint)
• Recognizes parental strengths and potential alongside limitations
• Changes the deficit-based view from seeing troubled parents and families as
__________ and beyond hope, to seeing them as ______________ by life’s
adversities with potential for fostering healing and growth in all members
• Crises and chronic stresses impact the whole family.
• Key family processes enable the family system to recover in times of crisis, shield
against stress, reduce the risk of dysfunction, and support optimal adaptation.

Social and Developmental Contexts of Risk and Resilience

Two Perspectives
1. ________________ Perspective
• Biopsychosocial Systems Perspective

2. ________________ Perspective
• Family Life Cycle Perspective

Family Life Cycle Challenges

• FLC – the epigenetic stages that family relationships move through
• Each stage has its _______________ challenges for individual and family
relationships
• Unresolved problems in one stage are likely to make the challenges of the
next
stage more difficult.
• Adjustment of family interaction patterns in response to movement through the
family’s life course

120
121
Family Resilience and FDV
Integrating Principles of Harm (Risk) Reduction and Family Resilience

Case of David and Marie

What interventions can be applied to reduce the potential harm associated with
violence and trauma, if the choice is made to remain?

Harm (Risk) Reduction

• The application of methods designed to reduce the harm (or risk of harm)
associated with ongoing or active risk behaviors

• Goal: For individuals who are engaging in risk behaviors to begin to take steps
toward
reducing the risks of such behaviors with abstinence (i.e., total and voluntary
refraining from the risk behaviors) being the ideal, ultimate goal

• Note: ____________ is not the only goal.

• Just as important, is any movement or steps toward reducing harm.

• Interventions focus on reducing the f___________ and i___________ of risk

behaviors, thereby reducing the risk of harm.

• Importance of t__________ m__________ or matching a specific treatment to the

assessed level of individuals’ readiness to enter treatment.

Harm Reduction
•“Individuals who engage in risk behaviors are an integral part of the larger
community. Protecting the community as a whole therefore requires
protecting these individuals, and this protection requires integrating them
within the community rather than attempting to isolate them from it.”

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Family Resilience and FDV
• Families have capacities for self-repair through relational processes that
make it possible for them not only to adapt positively to adverse situations,
but also to emerge strengthened by the experience.
• Theories explain not just the behaviors that contribute to serious problems,
but also the capacities and behaviors that lead individuals to
“_____________.”
• Intervention goals are defined both in p______________ terms (e.g.,
promoting competence) and r__________ terms (e.g., reducing or
preventing pathology).
• Assessment should include considerations of c____________,
s___________, and assets as well as symptoms, deficits, and risks.

A Solution-Focused Intervention

• E_____________ – conditions existed wherein battering could have happened

but didn’t

Exceptions
• Times when some aspects of the client’s life are going as the client wants
• Times when there is no problem or when the problem is “better”
• Clarify what the client is doing differently at those times and highlight those
differences (“__________________________!”)
• Because an exception to the problematic interactions occurred at least once, it
can

123
 occur again when similar conditions recur.

A Family Resilience Perspective on the Case of David and Marie

Expanding the Assessment Lens

Case of David and Marie

• Expand assessment focus from looking primarily at pathology and destructive
behaviors:
• __________________________________
• __________________________________

• Expand assessment to include a search for and understand ______________ to

violence:
• David battered Marie on this occasion; David or Marie was able to interrupt a
potentially violent interaction on this other occasion.

• Look for behaviors that led to violence, but also (and to a greater extent) look for
behaviors that led to “______________.”
• View David and Marie as individuals who need skill development
(______________as the unit of intervention), and
• Incorporate this view within the context of the family system (______________ as
the unit of intervention).
• The skills David and Marie need to develop are already part of their repertoire of
“______________,” and therefore, a part of their own life experience.

From a family resilience perspective,

• A plan for harm reduction –a ________ plan –includes detailed descriptions of

both abusive circumstances and circumstances wherein potentially abusive
interaction was avoided or interrupted.

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FLOW OF STRESS MODEL (in Family Systems)
Source: Carter, B., & McGoldrick, M (1999). The expanded family life cycle:
Individuals, family, and social perspectives (3rd ed.). Boston: Allyn & Bacon

125
 Handout – 12
FAMILY RESILIENCE FRAMEWORK Ch. 6, Sections 4

Source: Walsh, F. (2003). Family resilience: A framework for clinical practice. Family Process, 42(1), 3-18.

TABLE
Key Processes in Family Resilience

Belief Systems
1. Make Meaning of Adversity
• View resilience as relationally based vs. "rugged individual”
• Normalize, contextualize adversity and distress
• Sense of coherence: crisis as meaningful, r comprehensible, manageable
challenge Causal,/explanatory attributions: How could this happen? What
can be done?

2. Positive Outlook
• Hope, optimistic bias; confidence in overcoming odds
• Courage and en-courage-ment; affirm strengths and focus on potential
• Active initiative and perseverance (Can-do spirit)
• Master the possible; accept what can’t be changed

3. Transcendence and Spirituality

• Larger values, purpose
• Spirituality: faith, congregational support, healing rituals
• Inspiration; envision new possibilities; creative expression; social action
Transformation: learning change, and growth from adversity

Organizational patterns
4. Flexibility
• Open to change: rebound, reorganize, adapt to fit new challenges
• Stability through disruption: continuity, dependability, follow-through
• Strong authoritative leadership: nurturance, protection, guidance
o Varied family forms: cooperative parenting/caregiving teams
o Couple/Co-parent relationship: equal partners

5. Connectedness
• Mutual support, collaboration, and commitment
• Respect individual needs, differences, and boundaries
• Seek reconnection, reconciliation of wounded relationships

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 6. Social and Economic Resources
• Mobilize kin, social, and community networks; seek models and mentors
• Build financial security; balance work/family strains

Communication / Problem-solving
7. Clarity
• Clear, consistent messages (words and actions)
• Clarify ambiguous information,' truth-seeking/truth-speaking

8. Open Emotional Expression

• Share range of feelings (joy and pain, hopes and fears]
• Mutual empathy; tolerance for differences
• Take responsibility for own feelings, behavior; avoid blaming
• Pleasurable interactions; humor

9. Collaborative Problem-solving
• Creative brainstorming; resourcefulness; seize opportunities
• Shared decision-making; conflict resolution; negotiation, fairness,
reciprocity
• Focus on goals; take concrete steps; build on success; learn from failure
• Proactive stance: prevent problems; avert crises; prepare for future
challenges

CASE
Source: Kragh, J.R., & Huber, C.H. (2002). Family resilience and domestic violence:
Panacea or pragmatic therapeutic perspective? The Journal of lndividual Psychology, 58(3),
290-3O4.

Marie and David have been married six years. They have three
children ranging in age from 2 to 5 years. David has emotionally and
physically abused Marie since early in their marriage. Three of these
beatings have resulted in serious bruising requiring hospital emergency room
visits. Marie has never been able to follow through with filing a formal
complaint, as police have urged her to do. Following this most recent
emergency room visit, Marie agreed to see the Mental Health Counselor at
the hospital only to quell the urging of the emergency room physician who
treated her. She was adamant about seeing herself as "stuck" in her present
situation and gave rnany very real (for her) reasons. For example, when

127
 she did contact the local abuse shelter following a beating by her husband,
she was to!d of the overcrowded conditions and how she and her three
children would have to share one room with two other women who had two
children each. She cried as she shared, "l just can't do that to my children.'

CHARACTER STRENGTHS AND VIRTUES (Petersen & Seligman, 2000)

Source: From http:7'/www.meaningandhappiness.conr/psychologyresearch/list-of-personal-
strengths.html

Strengths of Wisdom and Knowledge: Cognitive strengths that entail the

acquisition and use of knowledge

1. Creativity [originality, ingenuity]: Thinking of novel and productive ways to

conceptualize and do things.

2. Curiosity [interest, novelty-seeking, openness to experience]: Taking an

interest

in ongoing experience for its own sake,' exploring and discovering.

3. Open-mindedness [judgment, critical thinking]: Thinking things through and

examining them from all sides; weighing all evidence fairly.

4. Love of learning: Mastering new skills, topics, and bodies of knowledge,

whether on one's own or formally.

5. Perspective [wisdom]: Being able to provide wise counsel to others; the

world that make sense to oneself and to other people.

Strengths of Courage: Emotional strengths that involve the exercise of will to

accomplish goals in the face of opposition, external and internal

6. Bravery [valor]: Not shrinking from threat, challenge, difficulty, or pain;

acting on convictions even if unpopular.

7. Persistence [perseverance, industriousness]: Finishing what one starts;

persisting in a course of action in spite of obstacles.

8. lntegrity [authenticity, honesty]: Presenting oneself in a genuine way; taking

responsibility for one's feeling and actions.

9. Vitality [zest, enthusiasm, vigor, energy]: Approaching life with excitement

and energy; feeling alive and activated.

128
Strengths of Humanity: interpersonal strengths that involve tending and
befriending others

10. Love: Valuing close relations with others, in particular those in which
sharing and caring are reciprocated.

11. Kindness [generosity, nurturance, care, compassion, altruistic love,

"niceness']: Doing favors and good deeds for other's.

12. Social intelligence [emotional intelligence, personal intelligence]: Being

aware of the motives and feelings of other people and oneself.

Strengths of Justice: civic strengths that underlie healthy community life

13. Citizenship [social responsibility, loyalty, teamwork]: Working well as a

member of a group or team; being loyal to the group.

14. Fairness: Treating all people the same according to notions of fairness and
justice; not letting personal feelings bias decisions about others.

15. Leadership: Encouraging a group of which one is a member to get things

done and at the same maintain time good relations within the group.

Strengths of Temperance: strengths that protect against excess

16. Forgiveness and mercy: Forgiving those who have done wrong; accepting
the shortcomings of others; giving people a second chance; not being
vengeful.

17. Humility / Modesty: Letting one's accomplishments speak for themselves;

not regarding oneself as more special than one is.

18. Prudence: Being careful about one's choices; not taking undue risks; not
saying or doing things that might later be regretted.

19. Self-regulation [self-control]: Regulating what one feels and does; being
disciplined; controlling one's appetites and emotions.

Strengths of Transcendence: strengths that forge connections to the Iarger

universe and provide meaning

20. Appreciation of beauty and excellence [awe, wander, elevation]:

Appreciating beauty, excellence, and/or skilled performance in various
domains of life.

129
21. Gratitude: Being aware of and thankful of the good things that happen;
taking time to express thanks.

22. Hope [optimism, future-mindedness, future orientation]: Expecting the best

in the future and working to achieve it.

23. Humor [playfulness]: Liking to laugh and tease; bringing smiles to other
people; seeing the light side.

24. Spirituality [religiousness, faith, purpose]: Having coherent beliefs about

the higher purpose, the meaning of life, and the meaning of the universe.

130
 Handouts – 13
Ch 6, Section 4
o Solution Focused Therapy
o Satir’s Temp. Rdg
o Satir’s Temp. Rdg. Cpmmunication Model
o Star Model of Resilience.

131
132
133
134
135
Handouts -14
Chapter 6, Section 5

136
137
138
139
 Chapter VII

INSTITUTIONAL ARRANGEMENTS

A. Protective Services Bureau

1. Include in the regular monitoring of the community based programs and

services the implementation of the CSRPDV
2. Provide technical assistance to the Field Office on the implementation of
the service

B. Social Technology Bureau

1. Assist PSB during the orientation and training of LGUs on the

implementation of CSRPDV among concerned Field Offices

C. DSWD Field Offices

1. Submit plan of activities to PSB to augment service implementation

2. Coordinate with the Local Government Units (referring party)
3. Assist in all the capability-building activities to be conducted by the
Protective Services Bureau
4. Monitor service implementation and submit periodic reports of status and
accomplishment to the Protective Services Bureau
5. Provide technical assistance to the LGUs in service implementation
6. Assist in the conduct of post-evaluation and provide recommendations
on the issues and gaps identified in the implementation

D. Local Government Units

1. Implement the service in the locality and submit regular/periodic reports

to the DSWD FO through the PSU
2. Identify and assess potential service beneficiaries
3. Provide funds (e.g. GAD) and logistical support such as materials,
transportation expenses of volunteers and the like that may be needed
in the course of implementation and to ensure service sustainability.

140
 4. Organize and strengthen Men Support Group as community volunteers
and inter-agency network to ensure timely provision of counseling and
other support services for the perpetrators and their families.
5. Assign a social worker as case manager to ensure efficient service
operation.
6. Provide service support and technical assistance and conduct capability
building/training at the barangay level particularly to the ERPAT groups,
BCPC and the like.
7. Submit quarterly accomplishment report to the DSWD PSU.
8. Enact local resolutions/ordinances that will support the service.

E. Barangay Officials

1. Assist LGUs in gathering baseline data and verification of potential

beneficiaries.
2. Assist LGUs in the organization of Men Support Group as community
volunteers
3. Advocate for community participation in the implementation of the
service.
4. Act as service coordinator in the conduct of counseling, rehabilitation
sessions and family healing sessions with potential beneficiaries
5. Institutionalize a community surveillance system the will monitor the
incidences and cases of domestic violence.
6. Allocate fund augmentation/logistical support in the implementation of
the service.
7. Provide spaces for counseling and rehabilitation sessions at the
barangay hall or to any other facilities available in the community.
8. Enact barangay resolutions/ordinances that will support the service.

F. Community Volunteers

1. Assist the barangay/community officials in the verification of potential

beneficiaries.
2. Attend to capability building activities/sessions with LGUs and DSWD.
3. Advocate for community participation in the implementation of the
service.
4. Assist the trained social workers to facilitate conduct of counseling,
rehabilitation sessions with the beneficiaries.

141
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Nur Hasyim. MEN CAN BE ALLIES IN ENDING DOMESTIC VIOLENCE: Study on

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domestically violent men. Journal of Family Violence, 21(2), 117-125.

DeMaria, R., Weeks, G., & Hof, L. (1999). Focused genograms: Intergenerational
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Routledge.

Fiese, B. H., Tomcho, T. J., Douglas, M., Josephs, K., Poltrock, S., & Baker, T.
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APPENDICES

146
 APPENDIX A

Form 01 DSWD

COUNSELING SERVICES FOR REHABILITATION OF

PERPETRATORS OF DOMESTIC VIOLENCE (CSRPDV)
(INTAKE)

FO____________
Date___________
LGU__________________________

A. PERSONAL/ SOCIO- DEMOGRAPHIC

Name (Last/ First/M.I.)

__________________________________________________________________
____
Age___ DOB ______ Civil Status ______ Contact Nos.
_________________________
Present Address:
_______________________________________________________
Birthplace
_____________________________________________________________
Highest Educational Attainment
____________________________________________
__
B. PSYCHOSOCIAL HISTORY/ CHILDHOOD
Parents: Legally Married ( ) Common Law ( ) Separated ( )
Others:_______________
Raised by parents ( ) Relatives ( ) Others:
___________________________________
How many times did you relocate or move to
places?___________________________ Where?
___________________________ Why? ______________________________
How was discipline imposed? Describe (including violence and trauma); childhood
abuse- state nature of abuse (physical, neglect/ abandonment)
Physical ( ) Neglect ( ) Others:
____________________________________________
Witnessed violence? Yes ( ) No ( ) Trauma: Yes ( ) No ( )
Who was closest to you? Siblings ( ) Parents ( ) Relatives ( )
Describe:
______________________________________________________________
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Other info/childhood years:
________________________________________________

C. OCCUPATION/ EMPLOYMENT

Present occupation/employment___________________________
Income___________ Position / nature of work / How
long?______________/________________/_________
Employer
______________________________________________________________
Address____________________________________________________________

Contact Nos.
___________________________________________________________

Previous jobs/work: state nature (how long each job and reasons for leaving):
__________________________________________________________________
__________________________________________________________________
________
Were you fired/ terminated? Reason(s):
______________________________________
__________________________________________________________________
____
If not employed, what was your last job?/ when?
(Problem?)______________________
__________________________________________________________________
____

D. MEDICAL/ PSYCHIATRIC HISTORY

Present Health Status and Medical Problem (Describe):

_________________________
__________________________________________________________________
____
Treatment Received__________________________________ How long?
__________ Still taking medicines? Yes ( ) No ( ) Describe:
_______________________________
Accidents/Injury? Yes ( ) No ( )
(Describe when)/Tx::________
_____________________________________________
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Seen by Psychiatrist? Yes ( ) No ( )
When___________________________________ Tx
_____________________________ (Describe)
_____________________________ Other Info:
_____________________________________________________________

E. FAMILY COMPOSITION

CIVIL RESIDING
NAME AGE/SEX RELATIONSHIP
STATUS WITH

F. PARENTHOOD

Describe relationship with children:

__________________________________________________________________
__________________________________________________________________
Do you have time spent with them? Yes ( ) No ( )
How does/did your behavior affect your children:
__________________________________________________________________
Describe your child rearing practices /discipline approaches
__________________________________________________________________
Have you been reported to barangay officials/ authorities for child abuse/ neglect or
abandonment? Describe:
__________________________________________________________________
__________________________________________________________________

G. VICTIM’S INFORMATION

Victim’s Name _____________________________________ Age _____________

Relationship _____________________ Education __________________________

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Address/ Contract No.
__________________________________________________________________
Occupation/ Income:
__________________________________________________________________
Victim now residing with:
__________________________________________________________________
Reasons for hurting the victim:
__________________________________________________________________
__________________________________________________________________
Latest Incident/ Describe (drunk? drugs?)
__________________________________________________________________
__________________________________________________________________
How often does this happen?
__________________________________________________________________
Have you ever used a weapon?
Describe:___________________________________________________________
Describe the worst incident:
__________________________________________________________________
Victim’s action for Protection Order/Restraining Order/ Barangay Officials
Intervention:
__________________________________________________________________
Was the victim hospitalized or seen by doctor? Yes ( ) No ( )
(Describe):_________________________________________________________

H. BEHAVIOR PATTERNS

Have you ever been arrested/detained? Yes ( ) No ( ) Charged or imprisoned?

Yes ( ) No ( ) Describe:
__________________________________________________________________
Ever been violent with other family member? relatives? or other persons?
__________________________________________________________________
Had been involved in fights? How often? Describe
_________________________________________________________________

Intake by: ___________________________________ Date:___________

Signature Over Printed name

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 APPENDIX B
Form 02

DSWD

COUNSELING SERVICES FOR REHABILITATION OF

PERPETRATORS OF DOMESTIC VIOLENCE (CSRPDV)
_______________________________________________________________

CLIENT’S RELEASE OF INFORMATION

FO____________ Date___________
LGU__________________________

I authorize the release of any information I share in this

interview to the Counseling Services for Rehabilitation of
Perpetrators of Domestic Violence (CSRPDV) service in
which I am a counselee.

I understand that this service is under a continuing

obligation to disclose any conduct I willfully choose to
engage in which poses a threat to the victim, her property,
or to third persons related to the parties.

__________________________________
Client’s Signature

Date______________________________

__________________________________
Social Worker / Counselors Signature

Date______________________________

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 APPENDIX C
Form 03

DSWD

COUNSELING SERVICES FOR REHABILITATION OF

PERPETRATORS OF DOMESTIC VIOLENCE (CSRPDV)

CONTRACT FOR PARTICIPATION

1. I have been informed that in this session I will be held accountable for all abusive
and violent behavior both in and out of session.

2. I will complete an assessment and attend an orientation session prior to

attendance to the counseling sessions.

3. I will attend a minimum of ten (10) sessions.

4. The successive unexcused absences may result in my termination from the

service. I understand that termination must immediately be reported to the
barangay or other referral source if applicable.

5. I will not attend the sessions if I have used any intoxicating, or mood altering or
illegal substances. I will inform the counselor(s) if I am on medication which could
alter my appearance or conduct.

6. I understand that I must complete the service on Counseling Services unless

approval to change service is obtained from the court and those in-charge of the
service.

7. I will not prevent the counselors from contacting my partner (ex-partner). I will
help the service informed of the current address and telephone number of my
partner/ex-partner or family and myself.

8. I will observe confidentiality and not reveal any information about other clients
outside the sessions.

9. I understand that the following will be reported to the appropriate persons,

including the victim, courts or probation, or other referral sources: any serious
threats that I make to do bodily harm to the victim or any other person, a threat to
commit suicide; any belief that child abuse or neglect is present and has occurred
which also will be reported..

152
10. I understand that this service is under a continuing obligation to disclose any
conduct I willfully chose to engage in, which poses a threat to the victim, his or
her property, or to third persons related to the parties.

11. I will complete all assignments given and also participate in class. I will be
expected to describe in the sessions the abusive and or violent behaviors that I
have used against my partner/ex-partner/family members and will focus only on
my own behaviors.

12. I will not use sexist, racist or homophobic language or other language of hatred in
the sessions.

13. The service may video or audio record any session for the purpose or internal
instruction, education, research or service monitoring.

14. I authorize to release information to the agency that conducts my assessment for
eventual rehabilitation.

15. I will develop a responsibility or safety plan that requires awareness of my

abusive/violent behavior and patterns. I will work with the Service in
understanding violence avoidance techniques and use them appropriately.

16. I may be terminated from the service if I violate any part of this agreement or if
violate any order enforced against me. Any failure to comply with this contract
will be reported to the referral source within three (3) working days.

COUNSELEE’S PRINTED NAME________________________________________

SIGNATURE:______________________________DATE: ____________________

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 APPENDIX D
Form 04

DSWD
COUNSELING SERVICES FOR REHABILITATION OF
PERPETRATORS OF DOMESTIC VIOLENCE (CSRPDV)

LGU ____________________________

PROGRESS NOTES

Date_____________________________ Case No. ___________________

1. NAME:__________________________________AGE:______SEX:_________

2. SESSION ACCOMPLISHMENT / PROGRESS OF CASE / DETAIL:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. FOR FOLLOW -UP / RECOMMENDATIONS / PLANS / APPOINTMENT:

SOCIAL WORKER/ COUNSELOR:

____________________________Date___________
Signature Over Printed Name

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 APPENDIX E
Form 05

DSWD
COUNSELING SERVICES FOR REHABILITATION OF
PERPETRATORS OF DOMESTIC VIOLENCE (CSRPDV)
LGU ________________________

NAME:_____________________________________________________________ CASE NO.:______________________

REHABILITATION PLAN

Goal:
__________________________________________________________________________________________________

PROBLEM IDENTIFIED PLAN OF ACTION TARGET DATE ACTUAL RESULTS

SOCIAL WORKER/COUNSELOR: _________________________________________ Date: _______________

Signature Over Printed Name

155
 APPENDIX F
Form 06

DSWD
COUNSELING SERVICES FOR REHABILITATION OF
PERPETRATORS OF DOMESTIC VIOLENCE (CSRPDV)

LGU_____________________________

HOME VISIT REPORT

NAME OF CLIENT: ________________________________________Date of Visit: _______________ Case No : _______________

AGE: ________SEX : ________ADDRESS: _______________________________________________________________________

CONTACT PERSON:
________________________________________________________________________________________________

REASON (S) / PURPOSE/S OF HOME VISIT:

OBSERVATION (Appearance, Behavior, Activities, etc.):

___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
PROBLEM IDENTIFIED & ACTION TAKEN, if any:__________________________________________________________________
FOR FOLLOW-UP/RECOMMENDATIONS:
___________________________________________________________________________________________________________
SOCIAL WORKER / COUNSELOR:
___________________________________________________________________________________________________________
Printed Name and Signature

156
 APPENDIX G
Form 07
DSWD
COUNSELING SERVICES FOR REHABILITATION OF
PERPETRATORS OF DOMESTIC VIOLENCE (CSRPDV)

(POST EVALUATION REPORT)

LGU___________________________________ Date___________

NAME ____________________________________________________________ AGE ________ CASE No.__________________

PART 1: CLIENT’S ASSESSMENT: ❑ 1 mo. ❑ 2 mos. ❑ 3 mos. ❑ 4 mos. ❑ 5 mos. ❑ 6 mos.

Victim’s Name:_____________________________________Address:___________________________________________________

1. What lesson(s) is/are most useful for you? Why?

________________________________________________________________________________________________________
2. Which lesson(s) is/are least useful for you? Why?
________________________________________________________________________________________________________
3. How will you use what you learned in your personal life?
________________________________________________________________________________________________________
4. Who do you think will benefit your learning? Why?
a. __________________________________________________________________________________________________
b. __________________________________________________________________________________________________
c. __________________________________________________________________________________________________
d. __________________________________________________________________________________________________
e. __________________________________________________________________________________________________
5. In general, how will your learning help yourself, your family and the community?
________________________________________________________________________________________________________

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 Are you engaged in any form of criminal offense or pending case in court?
Yes ____ No _____ If yes, please specify
_______________________________________________________________________________________________________
Have you experienced attending counseling sessions conducted by a professional counselor or social worker? Yes ❑ No ❑
How many times?
________________________________________________________________________________________________________
I n what area?
________________________________________________________________________________________________
Please continue at the back

PART 2: (VICTIM’S ASSESSMENT OF PERPETRATOR)

❑ 1 mo. ❑ 2 mos. ❑ 3 mos. ❑ 4 mos. ❑ 5 mos. ❑ 6 mos.

1. Is the perpetrator reducing his name-calling and put downs? Please explain.
________________________________________________________________________________________________________
2. Is the perpetrator reducing his intimidating behavior? Please explain.
________________________________________________________________________________________________________
3. Does the perpetrator allow you more contact with family and friends? In what way?
________________________________________________________________________________________________________
4. Does the perpetrator allow you more access to household money or the freedom to spend money as you choose?
________________________________________________________________________________________________________
5. is the perpetrator making fewer threats? Please explain
._______________________________________________________________________________________________________

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6. Has substance /alcohol abuse become less a problem or continued to be a problem? If so how?
_______________________________________________________________________________________________________
7. Has the perpetrator been less physically abusive since our last contact? If so provide a brief summary
________________________________________________________________________________________________________
8. Has the perpetrator forced you to have sex in ways that you did not want or at-times you did not want? Please explain.
________________________________________________________________________________________________________
9. Does the perpetrator admit that he has used violence and abuse to gain power and control over you?
________________________________________________________________________________________________________
10. Is the perpetrator working toward a more relationship based on trust and respect?
________________________________________________________________________________________________________
11. Other information:
________________________________________________________________________________________________________

159
 APPENDIX H
Form 08

DSWD
COUNSELING SERVICES FOR REHABILITATION OF
PERPETRATORS OF DOMESTIC VIOLENCE (CSRPDV)

CLOSING SUMMARY

LGU__________________________________
_________________________________________________________________________________

Date of Closure _______________________ Case No. _____________________

1. NAME:__________________________________________________________AGE:_______ SEX:________

2. DATE OF INTAKE: ___________________________________________________________________________

3. PRESENTING PROBLEM/ DIAGNOSED PROBLEM UPON INTAKE:

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
4. REASON (s) FOR CLOSURE OF CASE (please tick anything that is applicable):
4.1 ________ Presenting/ Diagnosed Problem Resolved
4.2 ________ Has been Functioning Fairly Well
4.3 ________ Counselor’s Decision
4.4 ________ Client’s Decision
4.5 ________ Case Transferred / Referred to Another Worker
4.6 ________ Case Transferred To _____________________

160
 4.7 ________ Client – “No Show”
4.8 ________ Death
4.9 ________ Case in Court / Detained/ Jailed / Serving Sentence
5.0 ________ Other, specify

_______________________________________________________________________

5. STATUS OF CASE UPON CLOSURE (or other relevant information):

Indicate your overall assessment of case upon closure: partial success or incomplete closure, etc.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Social Worker/Counselor:

_________________________________________________
Signature Over Printed Name

161
 APPENDIX I
FORM 9
DSWD
COUNSELING SERVICES FOR REHABILITATION OF
PERPETRATORS OF DOMESTIC VIOLENCE (CSRPDV)
__________________________________________________________________________
QUARTERLY REPORT

Barangay: _________________________________ Municipality: ______________________________________

Field Office: _____________

TARGET OUTPUT ACTUAL OUTPUT

KEY RESULT AREA Quantity Quality Quantity Quality REMARKS
Social Preparation

1. Baseline data

2. Soliciting support from

LGU and other
stakeholders

3. Feedback / echo-seminar

4. Identification of target
clienteles

162
5. Identification of potential
MSGs

6. Conduct of orientations

Capability Building

1. Seminars conducted

2. Training of volunteers

3. Training of barangay
officials and tanods, etc.

163
Actual conduct of rehabilitation sessions

1. Beneficiaries

- Sporadic
- Anti-social
- Chronic

2. Participation of volunteers

3. Participation of family

4. Community modification
activities

- Legislation

- Consciousness raising

- Restraining of
alcoholism & drug
abuse

- Organized surveillance
group
(Indicate the Model (s) Used; number of sessions conducted and number of clients)

164
 APPENDIX J
Form 10

DSWD
COUNSELING SERVICES FOR REHABILITATION OF
PERPETRATORS OF DOMESTIC VIOLENCE (CSRPDV)
________________________________________________________________

MONITORING SHEET

Date of Monitoring:
Name of Counselor:
Area:

A. Target Beneficiaries

165
 Target
Baseline (Progress Result Facilitating Challenges Actions Taken Recommendat
/Indicators Indicators) Factors ions

1. Perpetrators

2. Family

3. Men
Support
Group

Reasons of Gaps/Challenges:

__________________________________________________________________________________________________
__________________________________________________________________________________________________

B. Community Modifications Activities

Success
Need for the Indicators Result Facilitating Challenges Actions Taken Recommendat
Activity Factors ions

C. Rehabilitation Sessions

166
Counseling # of Beneficiaries Innovations Facilitating Challenges Actions Taken
Approach/es Made Factors
Applied

D. Training of Volunteers

Training Conducted # of Beneficiaries Facilitating Factors Challenges Actions Taken

E. Summary Observations

7. Plan vs Implementation

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

8. Networking

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 _____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

9. Significant Changes in the Community

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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 APPENDIX K

COMMUNITY ASSESSMENT TOOL ON REHABILITATION

OF PERPETRATORS OF DOMESTIC VIOLENCE

Objective: To assess the community’s service of helping/rehabilitating perpetrators

in a community

1. Policies and procedures

1.1 Are there official, written policies regarding assessment and proper
responses to perpetrators of domestic violence?
If yes, do these polices:

a. define domestic violence and perpetrators

b. mandate training on domestic violence and their perpetrators for any
staff
c. advocate screening
d. define who is responsible for screening
e. address documentation
f. address referral of victims and perpetrators
g. address legal reporting requirements?

1.2 Is there evidence of community-based domestic violence task force?

If yes, does the task force:

a. meet at least every month?

b. Include representatives from different barangays/communities?
c. Include representatives from the police force?
d. Include physicians, social workers and psychologists and other health
workers?
e. Include representatives from a domestic violence advocacy
organization?

1.3.
- Does the local government provide direct financial support for the
rehabilitation of perpetrators of violence service?
- Are there procedures for handling reported perpetrators of domestic
violence cases?
- Is there an identifiable “perpetrators of domestic violence coordinator” in
the community?
If yes is, it is a: (choose one)

a. part-time position or included in responsibilities of someone with other

responsibilities?
b. Full-time position with no other responsibilities?

169
2. Physical Environment
2.1 Are there posters and /or brochures related to domestic violence and
perpetrators on public display in the community?
If yes, list total number of locations: _____

2.2 Is there referral information related to domestic violence and perpetrators

services on public display in the community? (can be included in the
brochures and posters)
If yes, list total number of locations:

3. Community Cultural Environment

3.1 In the last 3 years has there been a formal assessment of the community
staff’s knowledge and attitude about perpetrators of domestic violence?

If yes, which groups have been assessed?

a. social workers
b. Men’s Support Group
c. barangay officials
d. other staff/employees

3.2 Does the community participate in preventive outreach and public education
activities on the topic of domestic violence and perpetrators?

If yes, is there documentation of (chose one)

a. 1 project in the last 12 months?
b. More than 1 project in the last 12 months?

4. Training of Providers
4.1 Has a formal training plan been developed for the Counseling Services for
Rehabilitation of Perpetrators of Domestic Violence?

4.2 During the past 12 months, has the community been provided with training
on Counseling Services

4.3 Does the community’s training and education on domestic perpetrators

include about?
b. definitions of domestic violence and its perpetrators
c. dynamics of domestic violence and its perpetrators
d. epidemiology?
e. behavioral consequences?
f. strategies for screening?
g. assessment?
h. documentation?
i. intervention?
j. safety planning
k. community resources?
l. reporting requirements?
m. legal issues?
n. signs and symptoms?

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 4.4 Is the domestic violence training provided by: (choose one)
a. no training provided
b. a single individual
c. a team of experts

5. Screening and Safety Requirements

5.1 Does the community use a standardized instrument to screen community
members for domestic violence and their perpetrators?

5.2 Is a standardized safety assessment performed and discussed with

victims and their perpetrators?

6. Documentation
6.1 Does the community use a standardized documentation instrument to
record known or suspected cases of domestic violence and their
perpetrators?

If yes, does the form includes:

a. information on the results of domestic violence screening?
b. The victim’s description of current/and/or past abuse
c. The name of the alleged perpetrators and relationship to the
victim?
d. A body map to document injuries?
e. Information documenting referrals provided to the victim and
perpetrators?

7. Intervention Services
7.1 Is there a standardized intervention checklist for staff to use/refer to when
victims and their perpetrators are identified?

7.2 Are “on-site” advocacy services provided?

7.3 Are mental/psychological assessments performed within the context of

the service?

7.4 Does the service include follow-up contact and counseling with victims and
their perpetrators after the initial assessment?

7.5 Does the service offer and provide domestic violence services for the
children of the victims and their perpetrators.?

8. Collaboration/Networking
8.1 Does the community collaborate with local domestic violence service?

If yes, which types of collaboration apply?

a. collaboration with training?
b. Collaboration on policy and procedure development?
c. Collaboration of domestic violence and their perpetrators task
force?

171
8.2 Does the community collaborate with local enforcement agencies in
conjunction with their Domestic violence and Perpetrators service.?

Are there other types of collaboration/networking being done by the

community in relation to victims of domestic violence and their
perpetrators?
If yes, please state________________________________

172
 APPENDIX L

.
DANGER ASSESSMENT
By: Jackquelyn C. Campbell, PhD.,R.N.

Objective: To assess the current prevalence of domestic violence among families in

the community. Victims of reported as well as suspected cases of domestic violence
may answer the following questions

I. Ask the victim to cite the incidents of violence and its severity during the
a. past year using the following scale: (Provide a calendar for the victim to
b. write on)
c. slapping, pushing; no injuries of lasting pain
d. punching, kicking; bruises, cuts and or continuing pain
e. beating up; severe contusions, burns, broken bones
f. threat to use weapon; head injury, internal injury, permanent injury
g. use of weapon; wounds from weapon

II. Mark Yes or No for each of the following (“He” refers to your husband,
partner, ex-husband, or whoever is currently physically hurting you)

___1. Has the physical violence increased in frequency over the past
year?
___2. Has the physical violence increased in severity over the past year
and/or has a weapon or threat from a weapon ever been used?
___3. Does he ever try to choke you?
___4. Is there a gun in the house?
___5. Has he ever forced you to have sex when you did not wish so?
___6. Does he use drugs?( uppers or amphetamines, speed, angel dust,
cocaine, crack, street drugs or mixtures?
___7. Does he threaten to kill you and/or do you believe he is capable of
killing you?
___8. Is he drunk everyday or almost everyday?
___9. Does he control most of your daily activities?( For instance: Does
he tell you who you can be friends with, how much money you can
take with you.?
___10. Have you ever been beaten by him while you were pregnant?)
___11. Is he violently and constantly jealous of you?
___12. Have you ever threatened or tried to commit suicide?
___13. Has he ever threatened or tried to commit suicide?
___14. Is he violent toward your children?
___15. Is he violent outside of home?

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 APPENDIX M
Form 11

DSWD
COUNSELING SERVICES FOR REHABILITATION OF
PERPETRATORS OF DOMESTIC VIOLENCE (CSRPDV)

(PSYCHO-BEHAVIORAL ASSESSMENT)
LGU____________ Date___________

I. Identifying Information

II. Identifying Problem

Criminogenic Factors

Characteristics Observations

Attitude towards self and

others

Perspective on women and

children

Cognition or thinking patterns

Behavior regarding stress or

problems

Clinical Condition

Risk Factors

Internal Factors

External Factors

174
Potential for Change

Framework for Self-preservation Social Support

Meaning instinct

V. Summary Assessment

VI. Intervention Plan

175