CEBU INSTITUTE OF TECHNOLOGY – UNIVERSITY

Department of Humanities and Behavioral Sciences

Area: Psychology

LOVE SHOULDN’T HURT:

PROPOSED SEMINARS
FOR THE VICTIMS/SURVIVORS OF
DOMESTIC INTIMATE PARTNER
VIOLENCE (DIPV)
 TABLE OF CONTENTS

A. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

B. Rationale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

C. General Objective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

D. Use of the Module. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

E. Flow of the Seminar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

F. Preparations and General Tips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

G. Detailed Contents of the Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

First Month

Rationale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Group size. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01
 Activity Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Terminal Performance Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Activity Proper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Processing Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Lecturette. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Second Month

Rationale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Group size. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01
 Activity Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Terminal Performance Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Activity Proper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Processing Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Lecturette. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Third Month

Rationale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Group size. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01
 Activity Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Terminal Performance Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Activity Proper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Processing Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Lecturette. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Fourth Month

Rationale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Group size. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01
 Activity Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Terminal Performance Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Activity Proper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Processing Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Lecturette. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Fifth Month

Rationale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Group size. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01
 Activity Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Terminal Performance Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Activity Proper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Processing Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Lecturette. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Sixth Month

Rationale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Group size. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01
 Activity Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Terminal Performance Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Activity Proper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Processing Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Lecturette. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

01

A. Introduction

Women are often raised to want to have that fairytale love story but are not

taught on what love actually is. With the traditional practice of chivalry and courtship, it

is taught to younger girls that that is all men must do to “win them over”. People still

cannot accept how some traditional practices of courtship are toxic, especially when it

comes to rejection. When a man is rejected, people feel sorry for the man, often saying
“he deserved better”, not wondering what he could have done that the woman found

unfitting, or simply, perhaps, the woman found them unfitting for each other.

We can link various domestic violences cases due to the fact that romantic love

is taught as something that we should have rather than something we freely do. Women

are frequently the victims of forms of abuse; economical, emotional, physical, and/or

psychological. A love toolkit for women provides that program that love needs constant

communication, affection, trust, appreciation, mutual respect, and most of all, it starts

with us–ourselves.

B. Rationale (Cataraja)

C. General Objective (Cabague)

D. Use of the Module (Abella)

E. Flow of the Seminar (Cataraja)

F. Preparations and General Tips (Tabasa)

G. Detailed Contents of the Activities

FIRST MONTH

Title:

Rationale

Group size:

Activity Resources:

Terminal Performance Objectives:

Instructions:

Activity Proper:

Processing Questions:

Lecturette: (properly explain the whole lesson of the activity) (reporting style)

Summary:
 SECOND MONTH

Title:

Rationale

Group size:

Activity Resources:

Terminal Performance Objectives:

Instructions:

Activity Proper:

Processing Questions:

Lecturette: (properly explain the whole lesson of the activity) (reporting style)

Summary:
 THIRD MONTH

Title:

Rationale

Group size:

Activity Resources:

Terminal Performance Objectives:

Instructions:

Activity Proper:

Processing Questions:

Lecturette: (properly explain the whole lesson of the activity) (reporting style)

Summary:
 FOURTH MONTH

Title:

Rationale

Group size:

Activity Resources:

Terminal Performance Objectives:

Instructions:

Activity Proper:

Processing Questions:

Lecturette: (properly explain the whole lesson of the activity) (reporting style)

Summary:
 FIFTH MONTH

Title: Love is Mutual Respect

Rationale:

Love is supposed to be healthy; it is patient, kind, and it must have mutual

respect to flourish. The most important ingredient for any healthy relationship (marriage

or long-term romantic) is mutual respect. The relationship crumbles when one partner

loses respect for the other (Fatherly, 2022).

This was produced as a way for women to be reminded that respect is the

foundation that pillars any healthy relationship and that it is not a one-way street.

According to Lurie, a licensed therapist, “in a relationship, mutual respect looks like

speaking to one another in a respectful and considerate fashion, keeping your partner in

mind when you’re making decisions, and responding to your partner’s needs and

wants.”
 It is said that in love, to sacrifice is inevitable, but it does not necessarily mean

you sacrifice yourself to keep your partner happy—you must keep in mind that both of

you should be happy and content for the relationship to flourish.

Group size: a number divisible by four (4)

Activity Resources: pen and paper

Terminal Performance Objectives:

At the end of the activity, the participants are expected to:

 Be able to understand that no matter the differences, people are able to find

something in common with each other;

 Be able to accept and respect each other’s individualities and uniqueness, and

 Be able to practice respect in their daily lives.

Instructions:

1. Participants will be divided into groups of four (4).

2. Each group will be given a pen and paper.

3. Each group will choose one person tasked to write on the paper.

4. They will be instructed to start talking about interests, likes and dislikes, and,

generally, find things everyone has in common and uncommon that they feel

comfortable sharing. This can be a TV show, actor or actress, or restaurant.

5. They are given 20 to 30 minutes for the task.

6. After they have written everything they can, all the papers will be collected by the

facilitator and given randomly to another group.

 7. Once all the papers have been distributed, another member will be tasked to

read the contents out loud and give their thoughts in a respectful manner.

Activity Proper:

 This activity will take place on ________________ within the scheduled time,

__________. Facilitators will check the number of participants present and

randomly choose 5 (five) to introduce themselves.

 After establishing rapport, the activity will begin by dividing the participants into

groups of four (4). They will also be provided with instructions as well as time (20

to 30 minutes) to write about their similar and different interests.

 After giving the instruction, participants can now proceed on with the activity.

 After the groups are done, facilitators will be asking the participants questions

regarding the activity, their internalizations and applications. The facilitators will

then discuss the significance of the activity and how mutual respect is needed in

order to have a peaceful life. The activity will come to an end by showing

gratitude and constant respect for the participants for their time and cooperation

in making the activity possible and trusting that mutual respect will be

incorporated in their everyday lives.

Processing Questions:

1. How did you find the activity?

2. How did it feel to have known a group of women who you share interests with?

3. From what you have gathered, how is mutual respect significant in your current

situation?
 4. What have you internalized through this activity that you believe will help you in

the future?

Lecturette:

Everyone is different—whether it is because of how we look, where we were born

or raised, our beliefs, or personalities. It is what makes us unique, what makes us have

our individualities (Mutual Respect, n.d.). These differences should not be the reason

for division, rather, a means to improve our quality of life. With all our differences, we

are bound to have something in common, that main similarity is our humanity. We must

be able to make a peaceful environment through our differences and similarities—

prioritize mutual respect.

What is Respect?

According to the Council on Quality and Leadership, “by definition, respect

means to demonstrate ‘high regard’ for or special attention to something or someone.

However, this definition alone does not tell us what that ‘something’ is or how it is done.”

A. Requirements of Respect

Respect must be done socially and individually. When we were little, we

were taught by our parents to play nice with the other kids and to always

remember the magic words: “please”, “thank you”, and “you’re welcome”. These

magic words lay the foundation for respectful relationships. In the adult world,

these magic words still serve as a foundation to building respectful relationships.

B. Effective Tools for Respect

 When understanding how other people see and interpret the world,

especially, people around them, dialogue is our most effective tool.

When exchanging ideas and opinions provides insight to a person’s

individuality and being. To make this process work, we need to avoid judging

people and their actions by our personal standards, rather, try to see the situation

from their perspective before coming up with a conclusion.

For most people, it is a challenge to remain respectful even in difficult

situations wherein our opinions and beliefs clash. To maintain mutual respect, it

must be reflected in every aspect of service processes and relationships—

environments, interactions, supports, and resources. We must be able to balance

professional priorities within individual needs and requirements in a way that

communicates maximum respect for people. This demands constant reflection on

the meaning of our words and actions.

C. Demonstration of Respect

Genuine respect cannot be accomplished without investment of self and

some personal risk. As a product of our ability to relate to others in ways that

consider priorities important, to master being respectful and having mutual

respect, mistakes are unavoidable, but it is important to remember that mistakes

are often the best learning tool.

Respect is not something we must do in certain situations but something

we must practice regularly. We must commit ourselves to reflecting our

respectfulness through our everyday actions.

What is Mutual Respect?

 According to MindTools, “respect is the foundation of humane and ethical

behavior whereas mutual respect underpins good relationships (platonic or romantic).

Respect is to recognize our differences and respond accordingly with interest and

politeness. Mutual respect is based on a shared belief in the benefits of diversity of

backgrounds, abilities, and viewpoints within a community.”

Through mutual respect, difficult conversations can be tackled with tact and

diplomacy. We do not have to agree with each other’s ideas and opinions, and, yet you

can still build relationships and friendships because you have mutual respect. You feel

safe around each other because you respect each other’s individualities.

Significance of Mutual Respect

Through mutual respect, we are able to:

 Have a more positive and focused working environment;

 Trust and communicate freely;

 Have better creativity, problem-solving, and innovation, and

 Gain a reputation for fairness and ethical strength while building genuine

relationships.

Summary:

This is an activity where participants are tasked to share each other’s

individualities and common interests. The activity focuses on recognizing that no matter

the diversity of age, religion, or cultural background, these women will find that they

have things in common. There is no right or wrong answer to validate their uniqueness
and learn self-respect and mutual respect for others. “Love is Mutual Respect”

expresses the need for women to respect each other’s differences by recognizing that

they have possible things in common as an advocacy for women to be nice to each

other.

SIXTH MONTH

Title:

Rationale

Group size:

Activity Resources:

Terminal Performance Objectives:

Instructions:

Activity Proper:
Processing Questions:

Lecturette: (properly explain the whole lesson of the activity) (reporting style)

Summary:

H. EVALUATION FORM

LOVE SHOULDN’T HURT SERIES

Full Name: ______________________________________________ Age:

__________

Date: _______________ Title of the Activity: __________________________________

On a scale of 1 to 5 (where 5 is excellent and 1 is poor), how would you assess the

speaker and the achievement of the objectives of the workshop? _____________

The Speaker: (Name of the Speaker)

On the scale of 1 to 5, where 5 - excellent; 4 - very satisfactory; 3 - satisfactory; 2 - fair;

1 - poor. Encircle your choice.

Mastery of the subject matter 1 2 3 4 5

Presentation skills 1 2 3 4 5

Time Management 1 2 3 4 5

Question/s:

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Other comment/s:
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General Evaluation

Did the content & process of the program meet your expectations?

YES

NO

On the scale of 1 to 5, where 5 - excellent; 4 - very satisfactory; 3 - satisfactory; 2 - fair;

1 - poor. Encircle your choice.

Topics being discussed were enough 1 2 3 4 5

Methodology being used 1 2 3 4 5

Information materials distributed 1 2 3 4 5

(e.g., powerpoint presentations)

Availability of presentation materials 1 2 3 4 5

Expertise of resource persons in general 1 2 3 4 5

Participation and interaction of participants/groups

Active

Moderately Active

Very Active

Time allocation per topic

More than enough

 Enough

Not enough

Not evenly distributed

Administrative & technical assistance (program management & secretarial services)

Excellent

Very good

Good

Fair

In general, how do you rate this program, where 5 is excellent, 4 - very satisfactory, 3 -

satisfactory, 2 - fair, and 1 - poor. Encircle your choice.

1 2 3 4 5

Other comments:

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