CRI 416 Therapeutic Modalities

UNIVERSITY OF MINDANAO
Tagum College
Department of Criminal Justice Education

Criminology Program
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: CRI 416 – THERAPEUTIC MODALITIES
Name of Teacher: Brenda P. Añonuevo, MSCJ
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR REPRODUCTION AND
DISTRIBUTION OUTSIDE OF ITS INTENDED USE. THIS IS INTENDED ONLY FOR THE USE
OF THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
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Table of Contents
page
Part 1. Course Outline and Policies ............................................................. 1

Part 2. Instruction Delivery
CC‟s Voice ............................................................................…….. 8
Course Outcomes .......................................................................... 8
Big Picture A: Unit Learning Outcomes ......................................... 9
Big Picture in Focus:ULOa ……………………………………………. 9
Metalanguage ..................................................................................... 9
Essential Knowledge ......................................................................... 9
Self-Help .................................................................................... 23
Let‟s Check .................................................................................... 23
Let‟s Analyze ......................................................................... 25
In a Nutshell .................................................................................... 26
Q&A List .................................................................................... 26
Keywords Index ......................................................................... 27
Big Picture in Focus:ULOb …………………………………………… 27
Metalanguage .................................................................................... 27
Essential Knowledge ....................................................................... 28
Self-Help .................................................................................... 31
Let‟s Check .................................................................................... 31
Let‟s Analyze ......................................................................... 32
In a Nutshell .................................................................................... 33
Q&A List .................................................................................... 34
Keywords Index ........................................................................ 34
Big Picture B: Unit Learning Outcomes ....................................... 34
Big Picture in Focus:ULOa ………………………………………….. 35
Metalanguage ................................................................................... 35
Self-Help .................................................................................... 45
Let‟s Check .................................................................................... 46
Let‟s Analyze ......................................................................... 47
In a Nutshell .................................................................................... 48
Q&A List .................................................................................... 49
Keywords Index ......................................................................... 49
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Metalanguage ..................................................................................... 49
Essential Knowledge ........................................................................ 50
Self-Help .................................................................................... 55
Let‟s Check .................................................................................... 55
Let‟s Analyze ......................................................................... 56
In a Nutshell .................................................................................... 57
Q&A List .................................................................................... 58
Keywords Index ......................................................................... 59
Big Picture C: Unit Learning Outcomes ......................................... 59
Big Picture in Focus:ULOa …………………………………………… 59
Metalanguage .................................................................................... 59
Self-Help .................................................................................... 67
Let‟s Check .................................................................................... 67
Let‟s Analyze ......................................................................... 68
In a Nutshell .................................................................................... 69
Q&A List .................................................................................... 70
Keywords Index ......................................................................... 70
Metalanguage .................................................................................... 71
Self-Help .................................................................................... 79
Let‟s Check .................................................................................... 79
Let‟s Analyze ......................................................................... 80
In a Nutshell .................................................................................... 81
Q&A List .................................................................................... 82
Keywords Index ......................................................................... 82
Big Picture D: Unit Learning Outcomes ......................................... 83
Big Picture in Focus:ULOa …………………………………………… 83
Metalanguage ..................................................................................... 83
Self-Help .................................................................................... 95
Let‟s Check .................................................................................... 95
Let‟s Analyze ......................................................................... 96
In a Nutshell .................................................................................... 97
Q&A List .................................................................................... 98
Keywords Index ......................................................................... 99
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Metalanguage ..................................................................................... 99
Self-Help .................................................................................... 107
Let‟s Check .................................................................................... 107
Let‟s Analyze ......................................................................... 109
In a Nutshell .................................................................................... 110
Q&A List .................................................................................... 110
Keywords Index ......................................................................... 111
Part 3. Course Schedule ......................................................................... 111

Online Code of Conduct ............................................................. 112
Monitoring of OBD and DED................................................................ 113
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Course Outline: CRI 326- Technical English 2
Course Coordinator: Brenda P. Añonuevo

Email: anonuevobrenda@yahoo.com
Student Consultation: By appointment
Mobile: 0930-8920005
Phone: (084)655-9591 Local 120
Effectivity Date: June 2020
Mode of Delivery: Distance Education
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3
Attendance Requirements: A minimum of 100% attendance is required at all
scheduled sessions.
Course Outline Policy
Areas of Concern Detail

s
Contact and Non-contact Hours This 3-unit course self-instructional manual is
designed for blended learning mode of instructional
delivery with scheduled face to face or virtual
sessions. The expected number of hours will be 54,
including the face to face or virtual meetings. A
Learning Management System (LMS), Quipper, will
be used to facilitate your learning. Other sessions
may also be conducted through online
communication channels such as Facebook,
Messenger, WhatsApp, Viber, E-mail, Line, Zoom,
Skype, or any other similar applications. You may
also contact the course coordinator through a
mobile number or telephone.
Assessment Task Submission Submission of assessment tasks shall be on the 3 rd,
5th, 7th, and 9th week of the term. The assessment
paper shall be attached with a cover page indicating
the title of the assessment task (if the task is a
performance), the name of the course coordinator,
date of submission, and the name of the student.
The document should be e-mailed to the course
coordinator. It is also expected that you already paid
your tuition and other fees before the submission of
the assessment task.
If the assessment task is done in real-time
through the features in the Learning Management
System, the schedule shall be arranged ahead of
time by the course coordinator.
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Turnitin To ensure honesty and authenticity, all
Submission (if assessment tasks are required to be submitted
necessary) through Turnitin with a maximum similarity index
of 30% allowed. This means that if your paper
goes beyond 30%, the students will either opt to
redo her/his paper or explain in writing addressed
to the course coordinator the reasons for the
similarity. In addition, if the paper has reached
more than 30% similarity index, the student may
be called for a disciplinary action in accordance
with the University‟s OPM on Intellectual and
Academic Honesty.
Please note that academic dishonesty such as

cheating and commissioning other students or
people to complete the task for you have severe
punishments
(reprimand, warning, expulsion).
Penalties for Late The score for an assessment item submitted after
Assignments/Assessme the designated time on the due date, without an
nts approved extension of time, will be reduced by 5% of
the possible maximum score for that assessment
item for each day that the assessment item is late.
However, if the late submission of the

assessment paper has a valid reason, a letter of
explanation should be submitted and approved
by the course coordinator. If necessary, you will
also be required to present/attach pieces of
evidence.
Return of Assessment tasks will be returned to you within two
Assignments/ (2) weeks after the submission. This will be returned
Assessments through e-mail or via the Quipper.
For group assessment tasks, the course coordinator

will require some or few of the students for online or
virtual sessions to ask clarificatory questions to
validate the originality of the assessment task
submitted and to ensure that all the group members
are involved.
Assignment Resubmission You should request in writing addressed to the
course coordinator your intention to resubmit an
assessment task. The resubmission is premised
on the student‟s failure to comply with the similarity
index and other reasonable grounds such as
academic literacy three(3) standards or other
reasonable circumstances, e.g., illness, accident
financial constraints.
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Re-marking of You should request in writing addressed to the
Assessment Papers and course coordinator your intention to appeal or
Appeal contest the score given to an assessment task. The
letter should explicitly explain the reasons/points to
contest the grade. The course coordinator shall
communicate with you on the approval and
disapproval of the request.
If disapproved by the course coordinator, you can
elevate your case to the program head or the dean
with the original letter of request. The final decision
will come from the dean of the college.
Grading System Your grades will be based on the following:
Examinations
First to Third 30%
Final 30% = 60%
Class Participations
Quizzes 10%
Assignments 5%
Research/Requirements 15%
Oral Recitation 10% = 40%
Total = 100%
Submission of the final grades shall follow the

usual University system and procedures.
Preferred Referencing Style Use the general practice of the APA 6th Edition.
Student Communication You are required to have an e-mail account, which is

a requirement to access the LMS portal. Then, the
course coordinator shall enroll the students to have
access to the materials and resources of the course.
You may call or send SMS to your course
coordinator through his/her phone number. Online
communication channels, such as those stated
above, may be used.
You can also meet the course coordinator in
person through the scheduled face to face
sessions to raise your issues and concerns.
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Contact Details of the Dean Dr. Gina Fe G. Israel
Dean of College
E-mail: deansofficetagum@umindanao.edu.ph
Phone: 09158325092 / 09099942314
JUN MARK A. ASIS, MSCRIM

Assistant Dean
E-mail: makoyasis@gmail.com
Contact Details of the AIMEE M. AYA-AY, MSCJ

Program Head Email: aimeeayaay.19@gmail.com
Phone: 09913708352
Students with Special Needs Students with special needs shall communicate with
the course coordinator about the nature of his or her
special needs. Depending on the nature of the
need, the course coordinator with the approval of
the program head may provide alternative
assessment tasks or extension of the deadline for
submission of assessment tasks. However, the
alternative assessment tasks should still be in the
service of achieving the desired course learning
outcomes.
Library Contact Details Clarissa R. Donayre, MSLS
E-mail: lictagum@umindanao.edu.ph
Phone: 0927 395 1639
Help Desk Contact Globe: 0917466709
Smart: 09308920005
Course Information – see/download course syllabus in the syllabus in Quipper
CC’s Voice: Hello there! Good day! Welcome to this course CRI 416: Therapeutic
Modalities. As a criminology student and a future law enforcer it is
necessary to gain basic knowledge about therapeutic modalities
especially in the field of corrections.
CO As a student of this course you are expected to understand and write the
basic concepts of therapeutic modalities and integrate the concept of
police report in various real life situations.
Let us begin!
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DEPARTMENT OF CRIMINAL JUSTICE EDUCATION
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to
a. Gain some knowledge about the general nature and definition of human
rights
b. Acquaint on the sources and foundations of human rights law.
c. Understand the meaning and concept of civil and political rights.
d. Know and familiarize the definition of punishment and its purposes.
e. Gain wisdom on the issues of human rights violations.
f. Understand and comprehend the basic principles for the treatment of
prisoners.
Big Picture in Focus: ULOa. Discuss the general nature and

definition of human rights, familiarize the sources and foundations
of human rights and understand the meaning and concept of civil
and political rights.
Metalanguage
The following are term to be remembered as we go through in studying this
unit. Please refer to these definitions as supplement in case you will encounter
difficulty in understanding the basic concepts of therapeutic modalities.
 Human Rights- Those rights which are inherent in our nature and without
which, we cannot live as human beings. It allows us to develop and use our
human qualities, intelligence, talents and conscience and to satisfy our
spiritual and other needs.
Essential Knowledge
The following are basic concept of therapeutic modalities that may be
useful for you to understand this field of expertise. Below are the basic
characteristics of Human Rights.
1. Inherent- Not granted by any person or authority.

2. Fundamental- Without them, the life and dignity of man will be
meaningless.
3. Inalienable- cannot be rightfully taken away from a free individual.
Cannot be given away or be forfeited.
4. Imprescriptible- cannot be lost even if man fails to use or assert them,
even by a long passage of time.
5. Indivisible- Not capable of being divided. Cannot be denied even when
other rights have already been enjoyed.
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6. Universal- It applies irrespective of one‟s origin, status, or condition or

place where one lives. Rights can be enforced without national border.
7. Interdependent- The fulfillment or exercise of one cannot be had
without the realization of the other.
Human Rights Principles:
The dignity of man and human life is inviolable. From the dignity of man
is derived the right of every person to free development of his personality. A
legitimate state should exist to assure that in the discharge of the
governmental functions, the dignity that is the birthright of every human
being is duly safeguarded.
Classification of Rights:
1. Natural Rights- God-given rights, acknowledged by everybody to be

morally good. Unwritten, but prevail as norms of the society.
2. Constitutional Rights- Conferred and protected by the constitution and
which cannot be modified or taken away by the law-making body.
3. Statutory Rights- Those rights which are provided by law promulgated by
the law-making body. May be abolished by the body that created them.
Stages of Human Rights
1. Idealization- Notions about human rights start in the realm of the ideas
that reflect a consciousness against oppression or inadequate
performance of the State.
2. Positivism- Where the support for the ideas become strong, and thus
incorporate into legal instruments.
3. Realization- When these rights are already being enjoyed by the citizens
by the transformation of the social, economic, and political order.
Three Obligations of State Parties

1. Obligation to respect
 Article 2(1) of the ICCPR contain this obligation
 Indicates that the negative character of civil and political rights,
commanding the State to refrain from restricting the exercise of
these rights is not expressly allowed.
2. Obligation to ensure
 Article 2(1) of the ICCPR also encompasses this obligation, that
State parties must be proactive to enable individuals to enjoy their
rights.
 Article 2(2) of the ICCPR points out that to provide for effective
remedy to victims of human rights, it must adopt executive,
judicial and legislative measures.
3. Obligation to protect- to prevent private individuals, groups, or entities
from interfering with the individual‟s civil and political rights.
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SOURCES AND FOUNDATIONS OF HUMAN RIGHTS LAW

The 1987 Constitution- The Constitution itself is a source, and not only the Bill of
Rights.
 The 1987 Constitution is the basic source of human rights law in the Philippines.
 As early as Biak na Bato, our forefathers are conscious about the rights of human
beings.
 A novel feature of the 1987 Constitution is the independent constitutional office of
the Commission of Human Rights, the first national human rights commission in
the world.
 The CHR is not a regular commission, not like the CoA or the civil service, etc. It
is an independent commission which investigates on human rights violations and
establishes programs of education and information to enhance respect for the
primacy of human rights.
 This Constitution is sometimes called as “Human Rights Constitution”.
 The 1987 Constitution is the seventh Constitution drafted by Filipinos.
International Bill of Rights- U Thant, former Secretary General of the UN called the
three (3) documents and the Optional Protocol to the Covenant on Civil and Political
Rights as “Magna Carta for mankind” and is “the essential prerequisite for peace at
home and in the world”
Universal Declaration of Human Rights (UDHR)

 The Commission on Human Rights of the United nations drafted the UDHR, while
the United Nations passed it.
 The chairwoman was former first lady Eleonor Roosevelt
 The declaration was adopted by 48 votes in favor, none against and eight
anstentions.
 Carlos Romulo was also there during the drafting of the CHR of the UN
 The preamble to the UDHR refers to the concepts of inherent human dignity and
one inalienable nature of human rights. It also called for inter-cultural consensus
by indicating that a common understanding of the rights and freedoms is to
achieve promotion of universal respect for and observance of human rights and
fundamental freedoms.
 The UDHR is the first internationally adopted catalogue of human rights.
 Many Robinson. Former High Commissioner for Human rights, said that the
common language of humanity, the language of human rights, is enshrined in the
UDHR.
International Covenant on Civil and Political Rights (ICCPR)

 Adopted unanimously by 106 States and entered into force in 1976.
CIVIL AND POLITICAL RIGHTS
Bill of Rights in the 1987 Constitution-
The Bill of Rights is a regular fixture in all Philippine Constitutions, except in the Biak na
Bato Constitution of 1897.
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1935 Constitution, 1973 Constitution, 1986 Freedom Constitution- Bill of Rights.

1943 Constitution- Duties and Rights of the citizens.
1899 Malolos Constitution- The Filipinos and their National and Individual Rights.
Bill of Rights- An enumeration of civil and political rights that are self-executing. It also
serves as a restriction upon the powers of the state in order to preserve constitutional
harmony and stability.
 Father Joaquin Bernas, SJ- The Bill of Rights is to declare some forbidden zones
in the private sphere inaccessible to any power holder.
The provisions in the Bill of Rights can be classified into four (4) types
1. The completely new provisions.

 Section 12 (4), 18 (1), 19(2)
2. The Old provisions that contain amendments by addition.
 Section 4,6,7, 11, 12 (1), 12(2), 12 (3), 13, 19(1)
3. The old provisions where words and phrases were amended be deletion.
 Section 2, 15
4. The old provisions that remained intact.
 Section 1, 3(1), 5, 9, 10, 20, 21, 2
Comprehensive Agreement on Respect for Human Rights and International

Humanitarian law- this is the fruit of the negotiations of the government and the rebels.
 The first substantive agreement signed by the negotiating panels of the
government of the Philippines in the Hague, Netherlands.
 This comprehensive agreement consists of seven (7) parts:
 The Preamble- introduces the Agreement and articulates the reasons for and the
intention of the parties.
 Declaration of principles
 Bases, Scope and Applicability
 Respect for Human Rights
 Respect for International Humanitarian Law
 Joint Monitoring Committee
 Final provisions
RIGHTS OF PERSON UNDER CUSTODIAL INVESTIGATION
Custodial Rights of a Person
Section 12, Article III of the 1987 Constitution

Sec. 12: (1) Any person under investigation for the commission of an offense shall have
the right to be informed of his right to remain silent and to have competent and
independent counsel preferably of his own choice. If the person cannot afford the
services of the counsel, he must be provided with one. These rights cannot be waived
except in writing and in the presence of counsel.
(2) No torture, force, violence, threat, intimidation, or any other means which vitiate the
free will shall be used against him. Secret detention places, solitary, incommunicado or
other similar forms of detention are prohibited.
(3) Any confession or admission obtained in violation of this or section 17 hereof shall be
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inadmissible in evidence.
(4) the law shall provide for penal and civil sanctions for violations of this section as well
as compensation to and rehabilitation of victims of torture or similar practices, and their
families.
Custodial Investigation is any questioning by law enforcement after a person has been
taken into custody or otherwise deprived of his freedom of action in any significant way.
It refers to the investigation conducted by law enforcement immediately after arrest for
the commission of an offense. It begins when a person has been arrested and brought to
the custody of law enforcers in which suspicion is focused on him particular and
questions are asked from him (the suspect) to elicit admissions or information on the
commission of an offense.
Miranda Doctrine means that prior to questioning during custodial investigation, the
person must be warned that he has the right to remain silent, that any statement he
gives may be used as evidence against him, and that he has the right to the presence of
an attorney, either retained or appointed.
-The name comes from the US case, Miranda vs. Arizona, 16 L. Ed 2d
694, in which the US Supreme Court laid down the principle of custodial rights of an
accused. It held, thus:
“Our holding will be spelled out with some specificity in the pages which follows, but
briefly stated, it is this: the prosecution may not use statements, whether exculpatory or
inculpatory, stemming from custodial interrogation of the defendant unless it
demonstrates the use of procedural safeguards effective to secure the privilege against
self-incrimination. By custodial investigation, we mean questioning initiated by law
enforcement officers after a person has been taken into custody or otherwise deprived of
his freedom of action in any significant way. As for the procedural safeguards to be
employed, unless other fully effective means are devised to inform accused persons of
their right of silence and to assure a continuous opportunity to exercise it, the following
measures are required: Prior to questioning, the person must be warned that he has the
right to remain silent, that any statement he does make may be used as evidence
against him, and that he has a right to the presence of an attorney, either retained or
appointed. The defendant may waive effectuation of these rights, provided the waiver is
made voluntarily, knowingly and intelligently. If, however, he indicates in any manner and
at any stage of the process that he wishes to consult with an attorney before speaking,
there can be no questioning. Likewise, if the individual is alone and indicates in any
manner that he does not wish to be interrogated, the police may not question him. The
mere fact that he may have answered some questions or volunteered some statements
on his own does not deprive him of the right to refrain from answering any further
inquiries until he has consulted with an attorney and thereafter consents to be
questioned.”
What are the rights of a person during custodial investigation?
The right to be informed of his rights
-i.e. the reading of the Miranda Doctrine or custodial rights by police

during his arrest. This carries the correlative obligation on part of the investigator to
explain and contemplates effective communication which results in the subject
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understanding what is conveyed.
The right to remain silent and to be reminded that anything he says can and will
be used against him
-This refers not only to verbal confessions but also to acts. However,
mechanical acts does not require the use of intelligence 9such as DNA samples) or to
answers to general questions are not protected under his right.
The right to an attorney or to counsel, preferably of his own choice; if not, one will
be provided for him
-This right is absolute and applies even if the accused himself is a

lawyer. The right is more particularly the right to independent and competent. An
independent counsel is the one who will not hampered any conflicts of interest, and a
competent counsel is the one who is vigilant in protecting the rights of an accused.
Rights against torture, force, violence, threat, intimidation or any other means
which may vitiate the free will of the person
Right against secret detention places, solitary, incommunicado, or other similar

forms of detention
Any confession or admission obtained from the person arrested in violation of these
rights are inadmissible in evidence and cannot be used against said person. This is
called Exclusionary Rule, i.e. it is excluded from the evidence to be considered by the
court during trial. Such confession or admission is tainted and must be suppressed
under the “Fruit of Poisonous Tree” Doctrine.
Republic Act No. 7438
AN ACT DEFINING CERTAIN RIGHTS OF PERSON ARRESTED, DETAINED OR

UNDER CUSTODIAL INVESTIGATION AS WELL AS THE DUTIES OF THE
ARRESTING, DETAINING AND INVESTIGATING OFFICERS, AND PROVIDEING
PENALTIES FOR VIOLATIONS THEREOF
Section 1. Statement of Policy- It is the policy of the Senate to value the dignity of
every human being and guarantee full respect for human rights.
Section 2. Rights of Persons Arrested, Detained or Under Custodial Investigation;

Duties of Public Officers.-
a. Any person arrested detained or under custodial investigation shall at all times be
assisted by counsel.
b. Any public officer or employee, or anyone acting under his order or his place, who
arrests, detains or investigates any person for the commission of an offense shall
inform the later, in language known to and understood by him, of his rights to
remain silent and to have competent and independent counsel, preferably of his
own choice, who shall at all times be allowed to confer privately with the person
arrested, detained or under custodial investigation. If such person cannot afford
the services of his own counsel, he must be provided with a competent and
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independent counsel by the investigating officer.

c. The custodial investigation report shall be reduced to writing by the investigating
officer, provided that before such report is signed, or thumb marked if the person
arrested or detained does not know how to read and write, it shall be read and
adequately explained to him by his counsel or by the assisting counsel provided
by the investigating officer in the language or dialect known to such arrested or
detained person, otherwise, such investigation report shall be null and void and of
no effect whatsoever.
d. Any extrajudicial confession made by a person arrested, detained or under
custodial investigation shall be in writing and signed by such person in the
presence of his counsel or in latter‟s absence, upon a valid waiver, and in the
presence of any of any of the parents, elder brothers and sisters, his spouse, the
municipal mayor, the municipal judge, district school supervisor, or priest or
minister of the gospel as chosen by him; otherwise, such extrajudicial confession
shall be inadmissible as evidence in any proceeding.
e. Any waiver by a person arrested or detained under provisions of Article 125 of the
Revised Penal Code, or under custodial investigation, shall be in writing and
signed by such person in the presence of his counsel; otherwise the waiver shall
be null and void and of no effect.
f. Any person arrested or detained or under custodial investigation shall be allowed
visits by or conferences with any member of his immediate family, or any medical
doctor or priest or religious minister chosen by him or by any member of his
immediate family or by his counsel, or by any national non-governmental
organization duly accredited by the Commission on Human rights of by any
international non-governmental organization duly accredited by the Office of the
President. The person‟s “immediate family” shall include his or her spouse,
finance or fiancée, parent or child, brother or sister, grandparent or grandchild,
uncle or aunt, nephew or niece, and guardian or ward.
As used in this Act, “custodial investigation” shall include the practice of issuing to
a person who is investigated in connection with an offense he is suspected to
have committed, without prejudice to the liability of the “inviting” officer for any
violation of law.
Section 3. Assisting Counsel.- Assisting counsel is any lawyer, except those

directly affected by the case, those charged with conducting preliminary
investigation of those charged with the prosecution of crimes.
The assisting counsel other than the government lawyers shall be entitled to the
following fees;
a. The amount of One hundred fifty pesos (P150.00) if the suspected person is
chargeable with light felonies;
b. The amount of Two hundred fifty pesos (P250.00) if the suspected person is
chargeable with less grave or grave felonies;
c. The amount of Three hundred fifty pesos (P350.00) if the suspected person is
chargeable with a capital offense.
The fee for the assisting counsel shall be paid by the city or municipality where the
custodial investigated is conducted, provided that if the municipality of city cannot pay
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such fee, the province comprising such municipality or city shall pay the fee: Provided,
that the Municipality or City Treasurer must certify that no funds are available to pay fees
of assisting counsel before the province pays said fees.
In the absence of any lawyer, no custodial investigation shall be conducted and the
suspected person can only be detained by the investigating officer in accordance with
the provisions of Article 125 of the Revised Penal Code.
Section 4. Penalty Clause.- (a) Any arresting public officer or employee, or any
investigating officer, who fails to inform any person arrested, detained or under custodial
investigation of his right to remain silent and to have competent and independent
counsel preferably of his own choice, shall suffer a fine of Six thousand pesos
(P6000.00) or a penalty of imprisonment of not less than eight (8) years but not more
than ten (10) years, or both. The penalty or perpetual absolute disqualification shall also
be imposed upon the investigating officer who has been previously convicted of a similar
offense.
The same penalties shall be imposed upon a public officer or employee, or anyone
acting upon orders of such investigating officer or in his place, who fails to provide a
competent and independent counsel to a person arrested, detained or under custodial
investigation for the commission of an offense if the latter cannot afford the services of
his own counsel.
(b) Any person who obstructs, prevents or prohibits any lawyer, any
member of the immediate family of a person arrested, detained or under custodial
investigation, or any medical doctor or priest or religious minister chosen by him or by
any member of his immediate family or by his counsel, from visiting and conferring
privately with him, or from examining and treating him, or from ministering to his spiritual
needs at any hour of the day or, in urgent cases, of the night shall suffer the penalty of
imprisonment of not less than four (4) years nor more than six (6) years, and a fine of
four thousand pesos (P4000.00).
The provisions of the above section notwithstanding, any security officer with custodial
responsibility over any detainee or prisoner may undertake such reasonable measures
as may be necessary to secure his safety and prevent his escape.
THE UNITED NATIONS STANDARD MINIMUM RULES FOR THE TREATMENT OF

PRISONERS
(The Nelson Mandela Rules)
RULES OF GENERAL APPLICATION
Rule 1 All prisoners shall be treated with the respect due to the inherent dignity and
value as human beings. No prisoner shall be subjected to, and all prisoners shall be
protected from, torture and other cruel, inhuman or degrading treatment or punishment,
for which no circumstances whatsoever may be invoked as a justification. The safety and
security of prisoners, staff, service providers and visitors shall be ensured at all times.
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Rule 2 The present rules shall be applied impartially. There shall be no distinction on the
grounds of race, color, sex, language, religion, political or other opinion, national or
social origin, property birth or any other status. The religious beliefs and moral precepts
of prisoners shall be respected.
Rule 3 Imprisonment and other measures that result in cutting off persons from outside
world are afflictive by the very fact of taking from these persons the right of self-
determination by depriving them of their liberty.
Rule 4 The purposes of a sentence of imprisonment or similar measures deprivative of

person‟s liberty are primarily to protect society against crime and to reduce recidivism.
Those purposes can be achieved only if the period of imprisonment is used to ensure, so
far as possible, the reintegration of such persons into society upon release so that they
can lead a law-abiding and self-supporting life.
Rule 5 The prison regime should seek to minimize any differences between prison life
and life at liberty that tend to lessen the responsibility of the prisoners or the respect due
to their dignity as human beings.
Prisoner File Management
Rule 6 There shall be a standardized prisoner file management system in every place
where persons are imprisoned. Such a system may be an electronic database or records
or a registration book with numbered and signed pages. Procedures shall be in place to
ensure a secure audit trail and to prevent unauthorized access to or modification of any
information contained in the system.
Rule 7 No person shall be received in a prison without any valid commitment order.
Rule 8 Prisoner‟s personal information shall be entered in the prisoner file management
system in the course of imprisonment.
Rule 9 All records referred to in rules 7 and 8 shall be kept confidential and made
available only to those whose professional responsibilities require access to such
records. Every prisoner shall be granted access to the records pertaining to him or her,
subject to redactions authorized under domestic legislation, and shall be entitled to
receive an official copy of such records upon his or her release.
Rule 10 prisoner file management systems shall be used to generate reliable data about
trends relating to and characteristics of the prison population, including occupancy rates,
in order to create a basis for evidence-based decision making.
Separation of Categories
Rule 11 The different categories of prisoners shall be kept in separate institutions, taking
account of their sex, age, criminal record, the legal reason for their detention and the
necessities of their treatment.
Accommodation
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Rule 12 Where sleeping accommodation is in individual cells or rooms, each prisoner

shall occupy by night cell or room by himself or herself. If for special reasons, such as
temporary overcrowding, it becomes necessary for the central prison administration to
make an exception to this rule, it is not desirable to have two prisoners in a cell or room.
Rule 13 All accommodation provided for the use of prisoners and in particular all
sleeping accommodation shall meet all requirements of health, due regard being paid to
climatic conditions and particularly to cubic content of air, minimum floor space, lighting,
heating and ventilation.
Rule 14 In all places where prisoners are required to live or work:
(a) The windows shall be large enough to enable the prisoners to read and work by
natural light and shall be so constructed that they can allow the entrance of fresh
air whether or not there is artificial ventilation;
(b) Artificial light shall be provided sufficient for the prisoners to read or work without
injury to eyesight.
Rule 15 The sanitary installations shall be adequate to enable every prisoner to comply
with the needs of nature when necessary and in a clean and decent manner.
Rule 16 Adequate bathing and shower installations shall be provided so that every
prisoner can, and may be required to, have a bath shower, at a temperature suitable to
the climate, as frequently as necessary for general hygiene according to season and
geographical region, but at least once a week in a temperate climate.
Rule 17 All parts of a prison regularly used by prisoners shall be properly maintained
and kept scrupulously clean at all times.
Personal Hygiene
Rule 18 Prisoners shall be required to keep their persons clean, and to this end they
shall be provided with water and with such toilet articles as are necessary for health and
cleanliness.
Clothing and Bedding
Rule 19 Every prisoner who is not allowed to wear his her own clothing shall be provided
with an outfit of clothing suitable for the climate and adequate to keep him or her in good
health. Such clothing shall in no manner be degrading or humiliating.
Rule 20 If prisoners are allowed to wear their own clothing, arrangements shall be made
on their admission to the prison to ensure that it shall be clean and fit for use.
Rule 21 Every prisoner shall, in accordance with local or national standards, be provided
with a separate bed and with separate and sufficient bedding which shall be clean when
issued, kept in good order and changed often enough to ensure its cleanliness.
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Food
Rule 22
1. Every prisoners shall be provided by the prison administration at the
usual hours with food of nutritional value adequate for health and
strength, of wholesome quality and well prepared and served.
2. Drinking water shall be available to every prisoner whenever he or
she needs it. Exercise and sport
Rule 23
1. Every prisoner who is not employed in outdoor work shall have at
least one hour of suitable exercise in the open air daily if the weather
permits.
2. Young prisoners, and others suitable age and physique, shall receive
physical and recreational training during the period of exercise. To
this end, space, installations and equipment should be provided.
Health-Care Services
Rule 24 The provision of health care for prisoners is a State responsibility. Prisoners
should enjoy the same standards of health care that are available in the community, and
should have access to necessary health-care services free of charge without
discrimination on the grounds of their legal status.
Restrictions, Discipline and Sanctions
Rule 36 Discipline and order shall be maintained with no more restriction than is
necessary to ensure safe custody, the secure operation of the prison and a well ordered
community life.
Instruments of Restraints
Rule 47 The use of chains, irons or other instruments of restraint which are inherently
degrading or painful shall be prohibited.
Searches of Prisoners and Cells
Rule 50 the laws and regulations governing searches of prisoners and cells shall be in
accordance with obligations under international law and shall take into account
international standards and norms, keeping in mind the need to ensure security in the
prison. Searches shall be conducted in a manner that is respectful of the inherent human
dignity and privacy of the individual being searched, as well as the principles of
proportionality, legality and necessity.
Information to and complaints by prisoners
Rule 54 Upon admission, every prisoner shall be promptly provided with written
information about:
a. The prison law and applicable prison regulations;

b. His or Her rights, including authorized methods of seeking information, access to
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legal advice, including through legal aid schemes, and procedures for making
requests or complaints;
c. His or Her obligations, including applicable disciplinary sanctions, and (d) All other
matters necessary to enable the prisoner to adapt himself or herself to the life of
the prison.
Contact with outside world
Rule 58
1. Prisoners shall be allowed, under necessary supervision, to communicate with

their family and friends at regular intervals;
a. By corresponding in writing and using, where available, telecommunication,
electronic, digital and other means; and
b. By receiving visits
Books
Rule 64 Every prison shall have a library for the use of all categories of prisoners,
adequately stocked with both recreational and instructional books, and prisoners shall be
encouraged to make full use of it.
Religion
Rule 65 If the prison contains a sufficient number of prisoners of the same religion, a
qualified representative of that religion shall be appointed or approved. If the number of
prisoners justifies it and conditions permit, the arrangement should be on a full-time
basis.
Retention of Prisoners’ Property
Rule 67 All money, valuables, clothing and other effects belonging to a prisoner which
he or she is not allowed to retain under the prison regulations shall on his or her
admission to the prison be placed in safe custody. An inventory thereof shall be signed
by the prisoner. Steps shall be taken to keep them in good condition.
Notifications
Rule 68 Every prisoner shall have the right and shall be given the ability and means, to
inform immediately his or her family, or any other person designated as a contact
person, about his or her imprisonment, about his or her transfer to another institution and
about any serious illness or injury. The sharing of prisoners personal information shall be
subject to domestic legislation.
Investigations
Rule 71 Notwithstanding the initiation of an internal investigation, the prison director

shall report, without delay, any custodial death, disappearance or serious injury to a
judicial or other competent authority that is independent of the prison administration and
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mandated to conduct prompt, impartial and effective investigations into the

circumstances and causes of such cases. The prison administration shall fully cooperate
with that authority and ensure that all evidence is preserved.
Removal of Prisoners
Rule 73
1. When prisoners are being removed to or from an institution they shall be exposed
to public view as little as possible and proper safeguards shall be adopted to
protect them from insult, curiosity and publicity in any form.
2. The transport of prisoners in conveyances with inadequate ventilation or light, or
in any which would subject them to unnecessary physical hardship, shall be
prohibited.
3. The transport of prisoners shall be carried out at the expense of the prison
administration and equal conditions shall apply to all of them.
Institutional Personnel
Rule 74 The prison administration shall provide for the careful selection of every grade
of the personnel, since it is on their integrity, humanity, professional capacity and
personal suitability for the work that the proper administration of prison depends.
Internal and External Inspections
Rule 83
1. There shall be a twofold system for regular inspections of prisons and penal
services.
a. Internal or administrative inspections conducted by the central prison
administration;
b. External inspections conducted by a body independent of the prison
administration, which may include competent international or regional bodies.
2. In both cases, the objective of the inspections shall be to ensure that prisons are
managed in accordance with existing laws, regulations, policies and procedures,
with a view to bringing about the objectives of penal and corrections services, and
that the rights of prisoners are protected.
RULES APPLICABLE TO SPECIAL CATEGORIES
A. Prisoners under sentence Guiding Principles
Rule 86 The guiding principles hereafter are intended to show spirit in which penal
institutions should be administered and the purposes at which they should aim, in
accordance with the declaration made under preliminary observation 1 of these rules.
Treatment
Rule 91 The treatment of persons sentenced to imprisonment or a similar measure shall

have as its purpose, so far as the length of the sentence permits, to establish in them the
will to lead law-abiding and self-supporting lives after their release and to fit them to do
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so. The treatment shall be such as will encourage their self-respect and develop their
sense of responsibility.
Classification and Individualization
Rule 93
1. The purpose of classification shall be:
a. To separate from others those prisoners who, by reason of their criminal
records or characters, are likely to exercise a bad influence;
b. To divide the prisoners into classes in order to facilitate their treatment with a
view to their social rehabilitation.
2. So far as possible, separate prisons or separate sections of a prison shall be used
for the treatment of different classes of prisoners.
Privileges
Rule 95 Systems of privileges appropriate for the different classes of prisoners and the
different methods of treatment shall be established at every prison, in order to encourage
good conduct, develop a sense of responsibility and secure the interest and cooperation
of prisoners in their treatment.
Work
Rule 96 Sentenced prisoners shall have the opportunity to work and or to actively
participate in their rehabilitation, subject to a determination of physical and mental fitness
by a physician or other qualified health-care professionals.
Education and Recreation
Rule 104 Provision shall be made for the further education of the prisoners capable of
profiting thereby, including religious instruction in the countries where this is possible.
The education of illiterate prisoners and of young prisoners shall be compulsory and
special attention shall be paid to it by the prison administration.
Social Relations and Aftercare
Rule 106 Special attention shall be paid to the maintenance and improvement of such
relations between a prisoner and his or her family as are desirable in the best interests of
both.
B. Prisoners with Mental Disabilities and/or Health Conditions
Rule 109 Persons who are found to be not criminally responsible or who are later
diagnosed with severe mental disabilities and/ or health conditions, for whom staying in
prison would mean an exacerbation of their condition, shall not be detained in prisons,
and arrangements shall be made to transfer them to mental health facilities as soon as
possible.
C. Prisoners Under Arrest or Awaiting Trial
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Rule 111
1. Persons arrested or imprisoned by reason of a criminal charge against them, who
are detained either in police custody or in prison custody (jail) but have not yet
been tried and sentenced, will be referred to as “untried prisoners” hereinafter in
these rules.
2. Unconvicted prisoners are presumed to be innocent and shall be treated as such.
3. Without prejudice to legal rules for the protection of individual liberty or prescribing
the procedure to be observed in respect of untried prisoners, these prisoners shall
benefit from a special regime which is described in the following rules in its
essential requirements only.
D. Civil Prisoners
Rule 121 in countries where the law permits imprisonment for debt, or by order of the
court under any other non-criminal process, persons so imprisoned shall not be
subjected to any greater restriction or severity than is necessary to ensure safe custody
and good order. Their treatment shall be not less favourable than that of untried
prisoners, with reservation, however, that they may possibly be required to work.
E. Persons Arrested or Detained Without Charge
Rule 122 Without prejudice to the provisions of article 9 of the International Covenant on
Civil and Political Rights, persons arrested or imprisoned without charge shall be
accorded the same protection as that accorded under part I and part II, section C, of
these rules. Relevant provisions of part II, section A, of these rules shall likewise be
applicable where their application may be conducive to the benefit of this special group
of persons in custody, provided that no measure shall be taken implying that re-
education or rehabilitation is in any way appropriate to persons not convicted of any
criminal offence.
Self-Help: You can also refer to the sources below to help you further
understand the lesson
Cuasay, A.M., & Apela, R.N., (2021). Therapeutic Modalities A Textbook For
Criminology Students And Practitioners. Quezon City, Philippines: Wiseman‟s Book
Trading, Inc.
Let’s Check
Activity 1. Discuss the following:
1. Define Human Rights and briefly discuss its basic characteristics.
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2. What are the sources and foundations of human rights law? Enumerate and
comprehensively discuss each.
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Let’s Analyze
Activity 2. What are the rights of person during the custodial investigation? Explain
or briefly discuss each.
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In a Nutshell
In this part you are going to jot down what you have learned in this unit.
The said statement of yours could be in a form of concluding statements,
arguments, or perspective you have drawn from this lesson. The first item is done
for you.
1. Human rights are moral principles or norms for certain standards of human behavior
and are regularly protected in municipal and international law.
Now it’s your turn!

2. ______________________________________________________________________
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3. ______________________________________________________________________
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Q&A List
In this section you are going to list what boggles you in this unit. You may indicate your
questions but noting you have to indicate the answers after your question is being raised and
clarified. You can write your questions below.
Questions/Issues Answers
1.
2.
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3.
4.
5.
Keywords Index
Human Rights Idealization
Imprescriptible Positivization
Universal Inalienable
Big Picture in Focus: ULOb. Know and familiarize the definition of

punishment and its purposes. Gain wisdom on the issues of
human rights violations and understand and comprehend the basic
principles for the treatment of prisoners.
Metalanguage
Punishment- is the infliction of some kind of pain or loss upon a person for a misdeed
(i.e., the transgression of a law or command). Punishment may take forms ranging from
a capital punishment, flogging, force labor, and mutilation of the body to the
imprisonment and fines. Deferred punishments consists of penalties that are imposed
only if an offense is repeated within a specified time. The purposes of punishment are (1)
deterrence, (2) incapacitation, (3) rehabilitation, (4) retribution and (5) restitution.
a. Specific and General Deterrence
Deterrence prevents future crime by frightening the defendant of the public. The
two types of deterrence are specific and general deterrence.
Specific Deterrence- applies to an individual defendant. When the government
punishes an individual defendant, he or she is theoretically less likely to commit
another crime because of fear or another similar or worse punishment.
General Deterrence – applies to the public at large. When the public learns of an
individual defendant‟s punishment, the public is theoretically less likely to commit
a crime because of fear of the punishment the defendant experienced. When the
public learns, for example, that an individual defendant was severely punished by
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a sentence of life in prison or the death penalty, this knowledge can inspire a
deep fear of criminal prosecution.
b. Incapacitation – prevents future crime by removing the defendant from society.
Examples of incapacitation are incarceration, house arrest, or execution pursuant
to the death penalty.
c. Rehabilitation- prevents future crime by altering a defendant‟s behavior.
Examples of rehabilitation include educational and vocational programs,
treatment center placement and counseling. The court can combine rehabilitation
with incarceration or with probation or parole. In some states, for example,
nonviolent drug offenders must participate in rehabilitation in combination with
probation, rather than submitting to incarceration. This lightens the load of jails
and prisons while lowering recidivism, which means reoffending.
d. Retribution- prevents future crimes by removing the desire for personal
avengement (in the form of assault, battery, and criminal homicide, for example)
against the defendant. When victims or society discover that the defendant has
been adequately punished for a crime, they achieve a certain satisfaction that our
criminal procedure is working effectively, which enhances faith in law enforcement
and our government.
e. Restitution- prevents future crime by punishing the defendant financially.
Restitution is when the court orders the criminal defendant to pay victim for any
harm and resembles a civil litigation damages award. Restitution can be physical
injuries, loss of property or money, and rarely emotional distress. It can also be a
fine that covers some of the costs of the criminal prosecution and punishment.
Essential Knowledge
What are Human Rights Violations?

The Universal Declaration of Human Righst (UDHR) was established in
response to the atrocities during WWII, including the Holocaust. The
document outlines the human rights that all people are entitled to such
freedom from torture, freedom of expression, and the right to seek asylum.
When those rights aren‟t protected or blatantly disregarded, they are
violated. What are the types of human rights violations? Who is responsible
for preventing and addressing them?
Definition and Types of Human Rights Violations
A state commits human rights violations either directly or indirectly
Violations can either be intentionally performed by the state and or come as a

result of the state failing to prevent the violation. When a state engages in human rights
violations, various actors can be involved such as police, judges, prosecutors,
government officials and more. The violation can be physically violent in nature, such as
police brutality, while rights such as the right to a fair trial can also be violated, where no
physical violence is involved.
The second type of violation- failure by the state to protect- occurs when there‟s
conflict between individuals or groups within a society. If the state does nothing to
intervene and protect vulnerable people and groups, it‟s participating in violation. In the
United States, the state failed to protect black Americans when lynchings frequently
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occurred around the country. Since many of those responsible for the lynchings were
also state actors (like the police), this is an example of both types of violations occurring
at the same time.
Examples of Human Rights Violations
Civil and Political Rights

Civil and political rights are violated through genocide, torture and arbitrary arrest.
These violations often happen during times of war, and when a human rights violations
intersects with the breaking of laws about armed conflict, its known as a war crime.
Conflict can also trigger violations of the right to freedom of expression and the
right of peaceful assembly. States are usually responsible for the violations as they
attempt to maintain control and push down rebellious societal forces. Suppressing
political rights is a common tactic for many governments during times of civil unrest.
Violations of civil and political human rights aren‟t always linked to specific
conflicts and can occur at any given time. Human trafficking is currently one of the
largest issues on a global scale as millions of men, women, and children are forced into
labor and sexual exploitation. Religious discrimination is also very common in many
places around the world. These violations often occur because the state is failing to
protect vulnerable groups.
Economic, Social, and Cultural Rights
As described in the UDHR, economic, social and cultural rights include the right to
work, the right to education, and the right to physical and mental health. As in case with
all human rights, economic, social , and cultural rights can be violated by states and
other actors. The United Nations Office of the High Commissioner for Human Rights
gives a handful of examples of how these rights can be violated. They include:
Contaminating water, for example, with waste from State-owned facilities (the
right to health)
Evicting people by force from their homes (the right to health)

Denying services and information about health (the right to health)
Discriminating at work based on traits like race, gender and sexual orientation
(The right to work)
Failing to provide maternity leave (protection of and assistance to the family)
Not paying a sufficient minimum wage (rights at work)
Segregating students based on disabilities (the right to education)
Forbidding the use of minority/indigenous languages (the right to participate in

cultural life)
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Who is ultimately responsible for ensuring human rights violations don’t happen?
In human rights treaties, states bear the primary burden of responsibility for
protecting and encouraging human rights. When a government ratifies a treaty, they
have a three-fold obligation. They must respect, protect and fulfill human rights. When
violations occur, it‟s the government‟s job to intervene and prosecute those responsible.
The government must hold everyone (and itself) accountable.
This doesn‟t mean that members of civil society don‟t also have a responsibility to
prevent human rights violations. Businesses and institutions must comply with
discrimination laws and promote equality, while every individual should respect the rights
either directly or indirectly, civil society should hold them accountable and speak out.
The international community also has an obligation to monitor governments and their
track records with human rights. Violations occur all the time, but they always be called
out.
Basic Principles for the Treatment of Prisoners

Adopted and proclaimed by General Assembly Resolution 45/111 of 14
December 1990
1. All prisoners shall be treated with the respect due to their inherent dignity and
value as human beings.
2. There shall be no discrimination on the grounds of race, color, sex, language,
religion, political or other opinion, national or social origin, property, birth or other
status.
3. It is, however, desirable to respect the religious beliefs and cultural precepts of
the group to which prisoners belong whenever local conditions so require.
4. The responsibility of prisons for the custody of prisoners and for the protection of
society against crime shall be discharged in keeping with a State‟s other social
objectives and its fundamental responsibilities for promoting the well-being and
development of all members of society.
5. Except for those limitations that are demonstrably necessitated by the fact of
incarceration, all prisoners shall retain the human rights and fundamental
freedoms set out in the Universal Declaration of Human Rights, and, where the
State concerned is a party, the International Covenant on Economic, Social and
Cultural Rights, and the International Covenant on Civil and Political Rights and
the Optional Protocol thereto, as well as such other rights as are set out in other
United Nations covenants.
6. All prisoners shall have the right to take part in cultural activities and education
aimed at the full development of the human personality.
7. Efforts addresses to the abolition of solitary confinement ass a punishment, or to
the restriction of its use, should be undertaken and encouraged.
8. Conditions shall be created enabling prisoners to undertake meaningful
remunerated employment which will facilitate their reintegration into the country‟s
labor market and permit them to contribute to their own financial support and to
that of their families.
9. Prisoners shall have access to the health services available in the country without
discrimination on the grounds of the legal situation.
10. With the participation and help of the community and social institutions, and with
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due regard to the interests of victims favorable conditions shall be created for the
reintegration of ex-prisoner into society under the nest possible conditions.
11. The above principles shall be applied impartially.
Trading, Inc.
Let’s Check
1. Define the term punishment. Give its purposes and comprehensively discuss.
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2. What are the examples of human rights violations? Explain each shortly
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Let’s Analyze
Activity 2. Enumerate the Basic Principles for the treatment of Prisoners.

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In a Nutshell
for you.
1. Punishment is the infliction of some kind of pain or loss upon a person.

2. ______________________________________________________________________
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4. ______________________________________________________________________
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Q&A List
1.
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3.
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5.
Keywords Index
Punishment Restitution
Retribution Incapacitation
Deterrence Rehabilitation
a. Enlighten on the concept of victim‟s compensation program

b. Gain wisdom on the importance of Protection of Victims and
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Witnesses
c. Understand and comprehend the significance of the
restorative Justice
d. Familiarize the different modalities in the treatment of
offenders
e. Acquaint on the concept of forgery and other similar
fraudulent acts in documents
f. Differentiate those different therapeutic/treatment models
implemented by the PPA, BJMP and BUCOR.
Big Picture in Focus: ULOa. Enlighten on the concept of victim’s

compensation program, gain wisdom on the importance of
protection of Victims and Witnesses and Understand and
comprehend the significance of the restorative Justice.
Metalanguage
Restorative Justice- is a process through which remorseful offenders accept

responsibility for their misconduct, particularly to their victims and to the community.
Essential Knowledge
Victims Compensation Program
What is the law creating the Board of Claims?
Republic Act no. 7309 is the law creating the Board of Claims under the
Department of Justice granting compensation for victims of unjust imprisonment or
detention and victims of violent crimes.
What is the rationale for the enactment of the law?
One of the more vexing problems in the area of justice and human rights is the
implementation of the constitutional provision against the deprivation of life, liberty and
property without due process of law. Persons have been accused and imprisoned for
crimes they did not commit, only to be subsequently acquitted. Government and society
have become notably indifferent to victims of crimes and criminals. A judicial way of filing
a claim for compensation may be too long. Congress opted for an administrative
procedure of filing the claims by creating the Board of Claims.
Who may apply for compensation?

1. A person who was unjustly accused and convicted and imprisoned and
subsequently released by virtue of the judgment of acquittal.
2. A person who was unjustly detained and released without being charged.
3. A person who is a victim of arbitrary detention by the authorities as defined in the
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revised Penal Code under a final judgment of the court; or

4. A person who is a victim of a violent crime which includes rape and offenses
committed with malice which resulted in death or serious physical and/or
psychological injuries, permanent incapacity or disability, insanity, abortion,
serious trauma, or committed with torture, cruelty or barbarity.
When should a claim be filed?
The claim should be filed with the Board by the person entitled to compensation
under this act within six (6) months after being released from imprisonment or detention
or from the date he suffered damage or injury; otherwise he is deemed to have waive his
claim.
How is a claim filed?

A claimant may file a claim with the board by filling up an application from
provided for the purposes with the Secretariat of the Board of Claims, Department of
justice. Thereafter, he will be interviewed and he will be duly notified of the action taken
by the Board.
How much is given to a qualified applicant?

1. For the victims of unjust imprisonment, the compensation shall be based on the
number of months of imprisonment and every fraction thereof shall be considered
one month, but in no case shall such compensation exceed ONE THOUSAND
PESOS (P1000.00) per month.
2. In all other cases the maximum for which the Board may approved a claim shall
not exceed TEN THOUSAND PESOS (10,000.00) or the amount necessary to
reimburse the claimant the expenses incurred for hospitalization, ,medical
treatment, loss of wage, loss of support or other expenses directly related to the
injury, whichever is lower to be determined by the Board.
May the decision of the Board of Claims be appealed?

Yes, Section 8 provides that: “ Any aggrieved claimant may appeal, within fifteen
(15) days from receipt of the resolution of the Board, to the Secretary of Justice whose
decision shall be final and executory.”
Philippine Act on crimes Against International Humanitarian law, Genocide and other
Crimes Against Humanity.
Chapter VI Protection of Victims and Witnesses
Section 13. Protection of Victims and Witnesses- In addition on existing provisions in the
Philippine law for the protection of victims and witnesses, the following measures shall
be undertaken:
a. The Philippine court shall take appropriate measures to protect the safety,
physical and physiological well-being, dignity and privacy of victims and
witnesses. In so doing, the court shall have regard of all relevant factors, including
age, gender and health, and the nature of the crime, in particular but not limited
to, where the crime involves sexual or gender violence or violence against
children. The prosecutor shall take such measures particularly during the
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investigation and prosecution of such crimes. These measures shall not be

prejudicial to or inconsistent with the rights of the accused and to a fair and
impartial trial;
b. As an exception to the general principle of public hearings, the court may, protect
the victims and witnesses or an accused, conduct any part of the proceedings in
camera or allow the presentation of evidence by electronic or other special
means. In particular, such measures shall be implemented in the case of the
victim of sexual violence or a child who is a victim or is a witness, unless
otherwise ordered by the court, having regard to all the circumstances particularly
the views of the victim or witness;
c. Where the personal interest of the victims are affected, the court shall permit their
views and concerns to be presented and considered at stages of the proceedings
determined to be appropriate by the court in manner which is not prejudicial to or
inconsistent with the rights of the accused and a fair and impartial trial. Such
views and concerns may be presented by the legal representatives of the victims
where the court considers it appropriate in accordance with the established rules
of procedure and evidence; and
d. Where the disclosure of evidence or information pursuant to this Act may lead to
the grave endangerment of the security of a witness for his/her family, the
prosecution may for the purposes of any proceedings conducted prior to for the
purposes of any proceedings, conducted prior to the commencement of the trial,
withhold such evidence or information and instead submit a summary thereof.
Such measures shall be exercised in a manner which is not prejudicial to or
inconsistent with the rights of the accused and to a fair and impartial trial.
Rome Statute
Article 68 Protection of the Victims and Witnesses and their participation in the
proceedings.
1. The Court shall take appropriate measures to protect the safety, physical and
psychological well-being, dignity and privacy of victims and witnesses. In so
doing, the Court shall have regard to all relevant factors, including age, gender as
defined in article 7, paragraph 3, and health, and the nature of the crime, in
particular, but not limited to, where the crime involves sexual or gender violence
or violence against children. The prosecutor shall take such measures particularly
during the investigation and prosecution of such crimes. These measures shall
not be prejudicial to or inconsistent with the rights of the accused and a fair and
impartial trial.
2. As an exception to the principle of public hearings provided for in article 67, the
chambers of the Court may, to protect victims and witnesses or an accused,
conduct any part of the proceedings in camera or allow the presentation of
evidence by electronic or other special means. In particular, such measures shall
be implemented in the case of a victim or a witness, unless otherwise ordered by
the court, having regard to all circumstances, particularly the views of the victim or
witness.
3. Where the personal interests of the victims are affected, the court shall permit
their views and concerns to be presented and considered at stages of the
proceedings determined to be appropriate by the Court and in a manner which is
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not prejudicial to or inconsistent with the rights of the accused and a fair and
impartial trial. Such views and concerns may be presented by the legal
representatives of the victims where the court considers it appropriate, in
accordance with the Rules of Procedure and Evidence.
4. The Victims and witnesses unit may advise the prosecutor and the court on
appropriate protective measures, security arrangements, counselling and
assistance as referred to in article 43, paragraph 6.
5. Where the disclosure of evidence or information pursuant to this Statute may lead
to the grave endangerment of the security of a witness or his or her family, the
prosecutor may, for the purposes of any proceedings conducted prior to the
commencement of the trial, withhold such evidence or information and instead
submit a summary thereof. Such measures shall be exercised in a manner which
is not prejudicial to or inconsistent with the rights of the accused and a fair and
impartial trial.
6. A State may make application for necessary measures to be taken in respect of
the protection of its servants or agents and the protection of confidential or
sensitive information.
Article 75 Reparations to Victims
1. The Court shall establish principles relating to reparations to or in respect of,

victims, including restitution, compensation and rehabilitation. On this basis, in its
decision the court may, either upon request or on its motion in exceptional
circumstances, determine the scope and extent of any damage, loss and injury to,
or in respect of, victims and will state the principles on which it is acting.
2. The court may make an order directly against a convicted person specifying
appropriate reparations to, or in respect of victims, including restitution,
compensation and rehabilitation. Where appropriate, the court may order that the
award for reparations be made through the trust Fund provided for article 79.
3. Before making an order under this article, the court may invite and shall take
account of representations from or on behalf of the convicted person, victims,
other interested persons or interested States.
4. In exercising its power under this article, the Court may after a person is convicted
of a crime within the jurisdiction of the Court, determine whether, in order to give
effect to an order which it may make under this article, it is necessary to seek
measures under article 93, paragraph 1.
5. A State Party shall give effect to a decision under this article as if the provisions of
article 109 were applicable to this article.
6. Nothing in this article shall be interpreted as prejudicing the rights of victims under
national or international law.
WHAT IS RESTORATIVE JUSTICE?
Restorative Justice is a process through which remorseful offenders accept

responsibility for their misconduct, particularly to their victims and to the community. It
creates obligation to make things right through proactive involvement of victims,
ownership of the offender of the crime and the community in search for solutions which
promote repair, reconciliation and reassurance. Thus, the restorative justice process is
actively participated in by victim, the offender, and/or any individual or community
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member affected by the crime to resolve conflicts resulting from the criminal offense,
often with the help of fair and impartial third party. Examples of restorative process
include mediation, conferencing, sentencing/ support circle and the like. The restorative
outcome is the agreement obtained as a product of a restorative justice process.
Examples of restorative justice outcomes include restitution, community work service
and any other program or response designed to accomplish reparation of the victim, and
the reintegration of the victims and/or offenders.
HOW WAS RESTORATIVE JUSTICE ADOPTED IN THE PHILIPPINES?
The Commission on Crime Prevention and Criminal Justice of which the

Philippines is a member-country, through a draft resolution, recommended to the
Economic and Social Council of the United Nations Organization (UNO), the adoption of
the “Basic Principles of the Use of Restorative Justice Programs in Criminal Matters”.
The said document is a formulation of UN Standard in the field of mediation and
restorative justice. The Philippines, being a signatory member-country should ensure
adoption of this resolution.
Consequently, the goal of the government is to establish a more enlightened and
humane correctional system that will promote the reformation of offenders and thereby
reduce the incidence of recidivism. This is in line with the applicable laws, rules, and
policies mandating this Agency to administer the Parole and Probation System in the
country. As such, the parole and probation Administration (PPA) is empowered to create
innovative policies programs, and activities to facilitate the reintegration of its clientele
into the mainstream of society and consequently prevent the commission of the crime.
Therefore, PPA adopts Restorative justice as one of its rehabilitation programs which
utilizes restorative processes and aims to achieve restorative outcomes.
WHAT ARE THE EFFECTS OF RESTORATIVE JUSTICE AS REHABILITATION

PROGRAM OF PPA?
Reintegration of the offenders to the social mainstream and encouraging them to

assume active responsibility for the injuries inflicted to the victims; Proactive involvement
of the community to support and assist in the rehabilitation of victims and offenders.
Attention to the needs of the victims, survivors and other persons affected by the crime
as participating stakeholders in the criminal justice system, rather than mere objects or
passive recipients of the services of the intervention that may be unwanted,
inappropriate or ineffective; Healing the effects of the crime or wrongdoing suffered by
the respective stakeholders; and prevention of further commission of crime and
delinquency.
HOW IS RESTORATIVE JUSTICE IMPLEMENTED IN PPA?
A. During the Investigation Stage

Information such as victim‟s version of the offense, effect of victimization to
their lives, families, future and plans and victims appreciation on how the
damage/harm inflicted by the crime can be repaired and healed are gathered to
serve as input in the Post-Sentence Investigation (PSI) or pre-parole/ executive
clemency investigation (PPI) reports prepared by the investigating officer to be
submitted to the Court and the Board of Pardons and Parole respectively. These
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data are vital in the conduct of restorative justice process during the supervision
phase. Soliciting stakeholders interest for their introduction to the restorative
process commences during this stage.
B. During the Supervision Stage
Restorative Justice program is a part of the rehabilitation of the client which
is incorporated in the client‟s Supervision Treatment Plan (STP). In applying the
various restorative justice processes or the client‟s rehabilitation, the supervising
officer becomes the following points:
The parties are brought within the program out of their own volition. Parties
have the right to seek legal advice before and after the restorative justice process;
Before agreeing to participate in the restorative justice process, the parties are
fully informed of their rights, the nature of the process, and the possible
consequences by unfair means to participate in restorative justice process, the
parties are fully informed of their rights, the nature of the process, and the
possible consequences of their decision; Neither the victim nor the offender is
induced by unfair means to participate in restorative justice processes or
outcomes; Discussion in restorative justice processes should be highly
confidential and should not be disclosed subsequently, except with the consent of
the parties, and should not be used against the parties involved; Where no
agreement can be made between the parties; the case is withdrawn from the
restorative justice process; and in the event agreement is reached by parties, it is
put in writing to give substance/ essence to the agreement. The failure to
implement any provision of the agreement made in the course of the restorative
justice process is a basis for the withdrawal of the case from the program.
WHAT ARE THE ROLES OF THE PROBATION AND PAROLE OFFICERS IN THE
IMPLEMENTATION OF RESTORATIVE JUSTICE?
A Probation and Parole Officer assigned to handle investigation and

supervision caseloads acts as restorative justice planner. As such, he/she undertakes
the following responsibilities:
1. Identifies and recommends to the Chief Probation and Parole Officer (CPPO)
potential case for Peacemaking Encounter;
2. Conduct dialogue to explore the possibility of restorative justice process;
3. Coordinates/ Collaborates with responsible members and leaders of community
for their participation in the conference
4. Serves as facilitator-strength in the conference
5. Assists in healing process of stakeholders based on the Supervision Treatment
Plan; and
6. Prepares case-notes reflective of restorative justice value and utilizing the
following points:
 Impact of crime and effect of victimization
 Victim inputs and involvement opportunities
 Offender opportunity to take direct responsibility for the harm inflicted on
the victim and/or the community.
A CPPO engages in the following responsibilities:
1. Approves cases for Peace Encounter Conference and issues office orders; and
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2. Implements and monitors plans and agreements achieved during the conference
and sets direction to realize success of the process.
WHAT ARE THE PROCEDURAL SAFEGUARDS TO BE OBSERVED IN APPLYING

THE RESTORATIVE JUSTICE PROCESSES TO RESOLVE CONFLICTS ARISING
FROM THE CRIMINAL OFFENSE?
The clients must admit the offense to be eligible for the conference, and if
possible, they should be encouraged to take full responsibility;
A personal visit by the restorative justice planner may be necessary to solicit

interest and willingness of stakeholders to participate in the restorative process;
The victim‟s preference for the time, date and place of the meeting should be
given greatest weight;
Restorative justice planners should also get in touch with community strengths to
serve facilitator like local officials, members of the Lupon Tagapamayapa or any
responsible and respected personalities in the locality;
A pre-conference meeting with the selected facilitators prior to the actual conduct
of peace encounter conference should be set to carefully plan for all the details, from
sitting arrangements and refreshments to the box of tissue papers which incidentally
would let participants know that display of emotions is okay;
A pre-conference meeting could likewise be arranged separately with individual

stakeholders to explain the process and other vital details of the conference;
The Restorative Justice planner should ensure that everyone knows how to get
to the location site of the conference.
Facilitators should ensure that the conference shall be conducted without

interruption in a comfortable location and shall secure the safety of all stakeholders;
Stakeholders shall also be consulted relative to the composition of the panel of

facilitators. Any party may move to oppose the inclusion of persons by reason of
relationship, bias, interest or other similar grounds that may adversely affect the process;
and
Indigenous system of settling differences or disputes shall accordingly be

recognized and utilized to conform with the customs and tradition of that particular
cultural community.
WHAT ARE THE RESTORATIVE JUSTICE MODELS THAT CAN BE APPLIED IN

PPA?
Peacemaking Encounter
Peacemaking Encounter is a community-based gathering that brings the victim,
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the victimized community, and the offender together. It supports the healing process of
the victims by providing a safe and controlled setting for them to meet and speak with
the offender on a confidential and strictly voluntary basis. It also allows the offender to
learn about the impact of the crime to the victim and his/her family, and to take direct
responsibility for his/her behavior. Likewise, it provides a chance for the victim and the
offender forge a mutually acceptable plan that addresses the harm caused by the crime.
As a community-based decision model, the Agency peacemaking Encounter is

being implemented through the following processes:
1. Victim/Offender mediation- a process that provides an interested victim an

opportunity to meet face-to-face his/her offender in a secured ad structured
setting or atmosphere with the help of a trained mediator, and engage in a
discussion of the past offense of the victim‟s physical, emotional and financial
existence, and take direct responsibility for his/her behavior by mutually
developing a Restorative Justice Plan that addresses the harm caused by the
said offense.
2. Conferencing- a process which involves community of people most affected
by the crime- the victim and the offender and their families, the affected
community members and trained facilitators and community strength- in a
restorative discussion of issues and problems arising from an offense or
coincidence which affects community relationship and tranquility. Facilitated by
a trained facilitator, the above parties are gathered at their own volition to
discuss how they and others have been harmed by the offense or conflict, and
how may be repaired and broken relationship may be restored.
3. Circle of Support- a community directed process organized by the field office
and participated in by the clients, the Volunteer Probation Aides (VPAs) and
selected members of the community in the discussion of the offense and its
impact. Within the circle, people freely speak from the heart in a shared search
for understanding the incident, and together identify the steps necessary to
assist in the reconciliation and healing of all affected parties and prevent future
crime or conflict.
In the Agency, the circle of support is facilitated by trained Probation and

Parole Officers, Volunteer Probation Aides or selected community leaders who
offered their services free of charge to serve as facilitator or keeper.
In implementing this process, the probation and parole officer should be the
facilitator who is sensitive to the needs of the victim. Likewise, the probation
and parole officer should exert effort to protect the safety and interest of the
victim.
WHAT ARE THE OUTCOMES OR INTERVENTIONS WHICH CAN BE

AGREED UPON DURING THE RESTORATIVE JUSTICE PROCESS?
As a result of the restorative justice process, the following outcomes or

interventions may be agreed upon by parties in a Restorative Justice
discussion, such as, but not limited to:
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A. Restitution
Restitution is a process upon which the offender accepts accountability for

the financial and/or non-financial losses he/she may have caused to the victim.
Restitution is a “core” victim‟s right which is very crucial in assisting the redirection
of the victim‟s life. Part of the conditions of probation as imposed by the court is
the payment of civil liability to indemnify the victim of the offender, and to inculcate
to the offender a sense of responsibility and obligation towards the community.
Consequently, the probation and parole officer should see to it that the
offender complies with this condition.
B. Community Work Service

Community Work Service, whether imposed as a condition of offender‟s
conditional liberty or integral part of his treatment plan, should be purposely
motivated to make the offender realize that he/ she incurred an obligation to make
things right. In its application, the offender can be subjected to perform work
service measures, including, but not limited to any of the following:
Mentoring and Intergenerational Service- offenders will develop their nurturing

needs thru caring for other people; example: with senior citizens, with
orphanages, or with street children.
Economic Development- to link directly with the business project; examples:

cleaning downtown are, tree planting maintenance of business zones, housing
restoration, garbage and waste management, cleaning of esteros, recycling,
construction, repair of streets and the like.
Citizenship and Civic Participation- experiential activities which involve solving

community problems, example: puppet shows that showcase values, street
dramas, peer counseling.
Helping the Disadvantaged- this will enhance offender‟s self esteem; examples:
assist handicapped, assist in soup kitchen, tutor peers, visit aged in jail and
hospitals.
Crime Prevention Project- examples; Brgy. Ronda, Giving testimony to the

youth.
The probation and parole officer should ensure the adoption of these
community work services to facilitate the reintegration of the offender in the
community.
C. Counseling (whether individual, group or family)
It will enhance client‟s personal relationship and it will help him/her become
more aware of his/her shortcomings/weaknesses. This will also help him/her
overcome painful experiences that drove him/her to commit a crime/offense.
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D. Attendance to trainings, seminars and lectures
E. Participation in education, vocation or life skills program
F. Group Theraphy Session
An intervention which provides recovering drug dependents or those with

serious behavioral problems an opportunity to discuss their problems.
G. Spiritual development session/ faith-based session
H. Submission to psychological/psychiatric assessment
I. Submission to drug test/ drug dependency examination
J. Attendance to skills training/ livelihood assistance program
K. Marital enhancement program
L. Writtem or oral apology
M. Submission to family therapy session
This session aims to develop healthy personal relationship within the family
and to establish open positive communication between family members and
significant others. Family members should be oriented in their individual
responsibilities and roles.
N. Confinement in Drug Treatment Rehabilitation Center Including

Aftercare.
Republic Act No. 8506

February 13, 1998
AN ACT PROVIDING ASSISTANCE AND PROTECTION FOR RAPE VICTIMS,

ESTABLISHING FOR THE PURPOSE A RAPE CRISIS CENTER IN EVERY
PROVINCE AND CITY, AUTHORIZING THE APPROPRAITION OF FUNDS
THEREFOR, AND FOR OTHER PURPOSES
Section 1. Title. – This Act shall be known as the “Rape Victim Assistance and
Protection Act of 1998”.
Section 2. Declaration of Policy. – It is hereby declared the policy of the State to

provide necessary assistance and protection for rape victims. Towards this end, the
government shall coordinate its various agencies and non-government organizations to
work hand in hand for the establishment and operation of a rape crisis center in every
province and city that shall assist and protect rape victims in the litigation of their cases
and their recovery.
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Section 3. Rape Crisis Center.- The Department of Social Welfare and Development
(DSWD), The Department of Health (DOH) and the Department of Justice (DOJ), and a
lead Non-Government Organization (NGO) with proven track record or experience and
city rape crisis center located in a government hospital or health clinic or in any other
suitable place for the purpose of:
a. Providing rape victims with psychological counselling medical and health services,
including their medico-legal examination;
b. Securing free legal assistance or service, when necessary for rape victims;
c. Assisting rape victims in the investigation to hasten the arrest of offenders and the
filing of cases in court
d. Ensuring the privacy and safety of rape victims;
e. Providing psychological counselling and medical services whenever necessary for
the family of rape victims;
f. Developing and undertaking a training program for law enforcement officers,
public prosecutors, lawyers, medico-legal officers, social workers, and barangay
officials on human rights and responsibilities; gender sensitivity and legal
management of rape cases;
g. Adopting and implementing programs for the recovery of rape victims.
The DSWD shall be the lead agency in the establishment and operation of the Rape
Crisis Center.
Section 4. Duty of the Police Officer.- Upon receipt by the police of the complaint for
rape, it shall be the duty of the police officer to:
a. Immediately refer the case to the prosecutor for inquest/ investigation if the
accused is detained; otherwise, the rules of court shall apply;
b. Arrange for counselling and medical services for the offended party; and
c. Immediately make a report on the action taken.
It shall be the duty of the police officer or the examining physician, who must be of the
same gender as the offended party, to ensure that only persons expressly authorized by
the offended party shall be allowed inside the room where the investigation or medical or
physical examination is being conducted.
For this purpose, a women‟s desk must be established in every police precinct
throughout the country to provide a police woman to conduct investigation of complaints
of women rape victims. In the same manner, the preliminary investigation proper or
inquest of women rape victims must be assigned to female prosecutor or prosecutors
after the police shall have endorsed all the pertinent papers thereof to the same office.
Section 5. Protective Measures.- At any stage of the investigation, prosecution and

trial of a complaint for rape, the police officer, the prosecutor, the court and its officers,
as well as the parties to the complaint shall recognize the right to privacy of the offended
party and the accused. Towards this end, the police officer, prosecutor, or the court to
whom the complaint has been referred may, whenever necessary to ensure fair and
impartial proceedings, and after considering all circumstances of the offended party and/
or the accused, or any other information tending to establish their identities, and such
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circumstances or information on the complaint shall not be disclosed to the public.
The investigating officer or prosecutor shall inform the parties that the proceedings can
be conducted in a language or dialect known or familiar to them.
Trading, Inc.
Let’s Check
1. How important is the victim‟s compensation program?
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3. What is Restorative Justice? How was Restorative Justice adopted in the
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Let’s Analyze
Activity 2. What are the outcomes or interventions which can be agreed upon during
the Restorative Justice Process?
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In a Nutshell
for you.
1. Restorative justice refers to “an approach to justice that seeks to repair harm by
providing an opportunity for those harmed and those who take responsibility for the
harm to communicate about and address their needs in the aftermath of a crime.

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Q&A List
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Keywords Index
Restorative Justice Supervision
Compensation Probation
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Reparation Mediation
Big Picture in Focus: ULOb. Familiarize the different

modalities in the treatment of offenders, Acquaint on the concept of
forgery and other similar fraudulents acts in documents.
Metalanguage
Therapeutic Community- an environment that helps people get help while helping others.
Essential Knowledge
MODALITIES IN THE TREAMENT OF OFFENDERS IN THE PHILIPPINES
Like many countries, the correctional system in the Philippines has both an institution-
based and a community-based component. It also has separate treatment systems for youth
offenders and adult offenders. The custodial care of adult offenders is handed by the
following:
1. The Bureau of Jail Management and Penology (BJMP) under the Department of
Interior and Local Government (DILG) which has a supervision over all district, city
and municipal jails and detention centers. These jails house detainees awaiting
judicial disposition of their case and offenders whose sentence range from one (1)
day to three (3) years.
2. The Provincial Governments, which have supervision and control over provincial
jails. These jails house court detainees and prisoners whose prison terms range
from six (6) months and one (1) day to three (3) years.
3. The Bureau of Corrections (BUCOR) under the Department of Justice (DOJ), which
has control over the national penitentiary and its penal farms, houses convicted
offenders with prison sentences ranging houses from three (3) years and one (1)
day, to life imprisonment.
Youth offenders in the Philippines are treated differently. A youth offender is

defined as a child over nine (9) years but below eighteen (18) years of age at the
time of the commission of an offense. Under the country‟s laws, these youth
offenders are entitled to a suspended sentence. Instead of serving their sentence,
they are rehabilitated in regional youth rehabilitation centers, which are managed
and supervised by the Department of Social Welfare and Development (DSWD).
There are ten (10) rehabilitation centers for youth offenders, one of which is a
National Training School for Boys and the other, a National Training School for
Girls, Their stay in the center can be shorter than their sentence term, depending
on how they respond to the rehabilitation process therein.
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The non-institutional treatment of adult offenders is managed primarily by the

Department of Justice (DOJ) through its Parole and Probation Administration and
the Board of Pardons. Probation for adult offenders is available to those whose
penalty of imprisonment does not exceed six (6) years. It is considered as a matter
of privilege and not of right. Hence, the adult offender has to apply for probation
before the court upon conviction. This is also true for the parole system.
THERAPEUTIC COMMUNITY MODALITY BY PAROLE AND PROBATION

ADMINISTRATION (PPA)
WHAT IS TC?
The Therapeutic Community (TC) is an environment that helps people get help
while helping others. It is a treatment environment: the interactions of its members
are designed to be therapeutic within the context of the norms that require for each
to play the dual role of client-therapist. At a given moment, one may be in a client
role when receiving help or support from others because of a problem behavior or
when experiencing distress. At another time, the same person assumes a therapist
role when assisting or supporting another person in trouble.
HOW DOES TC LOOK LIKE?

The operation of the community itself is the task of the residents working under
staff supervision. Work assignments, called “job functions” are arranged in a hierarchy,
according to seniority, individual progress and productivity. These include conducting
all house services, such as cooking, cleaning, kitchen service, minor repair, serving as
apprentices and running all departments, conducting meetings and peer encounter
groups.
The TC operates in a similar fashion to a functional family with a hierarchical
structure of older and younger members. Each member has a defined role and
responsibilities for sustaining the proper functioning of the TC. There are sets of rules and
community norms that members upon entry commit to live by and uphold.
WHAT ARE THE SALIENT FEATURES OF TC?

1. The primary “therapist” and teacher is the community itself, consisting or peers and
staff, who, as role models of successful personal change, serve as guides in the
recovery process.
2. TC adheres to precepts of right living: Truth/ honesty, here and now; Personal
responsibility for destiny; Social responsibility (brother‟s keeper); Moral Code; Inner
person is “good” but behavior can be “bad”; Change is the only certainty; Work ethics,
Self-reliance; Psychological converges with philosophical (e.g guilt skills)
3. It believes that TC is a place where: One can change- unfold; the group can foster
change; individuals must take responsibility; structures must accommodate this; act as
go through the motion.
4. There are 5 distinct categories of activity that help promote the change:
Relational / Behavioral Management
Affective/ Emotional/ Psychological
Cognitive/ Intellectual
Spiritual
Psychomotor/ Vocational-Survival Skills
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THERAPEUTIC COMMUNITY MODALITY PROGRAM BY THE BUREAU OF JAIL

MANAGEMENT AND PENOLOGY
PHASES OF TREATMENT
TCMP in the BJMP set up is quite unique in the sense that inmates are in custody
while undergoing trial for their individual cases. Their length of stay is determined by how fast
is the disposition of their cases. The cases may be decided upon after a short period of time
or may last for years. Though the different phases of treatment is observed, it cannot be fully
implemented or may not be followed as scheduled due to the uniqueness of the status of the
residents.
Phase I- Entry/ Orientation Phase
Once an inmate is committed to jail, he undergoes series of examination to determine

his physical, social and psychological status. Upon his commitment, a resident is placed on
orientation at the Reception and Diagnostic room/ orientation Room. In here, he is acquainted
with the TC program.
-The rules and norms of the community
-TC concepts, written and unwritten philosophy
-The staff and the members of the community
-The tools of the house
-Job functions and TC hierarchy
He is then assigned a static group and a big brother who will provide him with support
and will walk him through the orientation phase. At this phase, the resident is handled gently
and is expected to commit mistakes in the process of learning the program. Sanctions on
negative behavior are usually light with emphasis on teaching.
Phase II- Primary Treatment
After proper orientation on the different TC concepts and tools, the norms and rules of
the community and the staff members, the resident is now ready to undergo the treatment
proper. He becomes part of the community starting as a crew member of the Housekeeping
department until he gradually ascends in the hierarchy. He must be knowledgeable on the
following:
 Proper use of the different tools to address personal issues and concerns and
shape behavior
 Managing own feelings and learning how to express self appropriately
 Learning how to follow the rules and norms of the community
 Maximize participation in activities that are appropriate to the resident‟s need for
growth
 Learning how to trust the environment by disclosing self to the community and
develop insight in the process
 Developing positive coping skills to deal with difficult life situations
 Enhancing educational and vocational skills to make him productive
 Improve social skills and recognize the importance of other people‟s help in
shaping behavior.
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Phase III- Pre Re-Entry
Under regular circumstances, the residents is expected this stage to have internalized
the TC values and concept to start life afresh. However, in the jail setting where entry and
released are not within the jail control, residents may not have reached the phase of
treatment before they even leave the jail facility.
Regardless of the resident‟s length of stay, he is expected to undergo this phase prior
to release into society. At this phase the resident is expected to have proven his ability to take
on more responsibility hence needs lesser supervision. He is considered role model in the TC
community. He should focus on the following learning:
 Rebuilding of social and family ties
 Going up the ladder of hierarchy by showing leadership
 Realization of his full potential to be a productive member of society
 Mapping out of plans
Phase IV- Re-Entry
In the ideal setting, a resident at this stage is now ready to be released back to society
as he has demonstrated adequate self-control and discipline. The inmate is now preparing for
his life outside of jails and is focused on making himself a productive citizen. He may start
planning for job hunting and rebuilding ties and relationships.
In jail setting, the residents will stay inside the jail until their cases are resolved or they
have been convicted and need to be remanded to the Bureau of Corrections.
The residents must focus on the following:
 Transition to life outside of jail
 Creating a new lifestyle applying the tools and concept of TC
 Learning positive coping skills to deal with day-to –day situations
 Re-establishing and strengthening family ties and support group.
 Reintegration into the mainstream of society
 Developing realistic and attainable goals in life.
Phase IV- Aftercare
Aftercare is an outpatient program that requires clients to report twice a week to an

outreach center. They are required to attend group sessions to ensure their adjustment to life
outside the jail to reduce recidivism. For clients released from jail, they are referred to the
Parole and Probation Administration and Local Government units for follow up and aftercare.
The clients are focused on the following:
 Maintaining positive behavior and prevent recidivism
 Strengthening coping mechanism
 Maintaining relationship and support mechanism
 Sustaining interest in job or vocation mechanism
 Integration into society
STANDARD PARAMETERS FOR JAIL TCMP
A. Physical Environment
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 The internal and external environment is comfortable, clean and welcoming

 TC Philosophy and unwritten philosophies are visibly posted around the facility
 Hierarchical structure and daily activities are displayed
 There is adequate space to hold activities and rooms for specific meetings that
require privacy.
 A clean and well-maintained kitchen that complies with the sanitary standards of
BJMP.
 Provision of recreation areas both indoors and outdoors.
 The dining area is equipped with enough tables and chairs to accommodate the
inmates.
 Adequate sanitary toilets and bathrooms that provides privacy to users.
 Adequate space for sleeping and habitation that respect the individual‟s
personal space.
B. TCMP Staff:
 The TCMP staff has undergone proper training on TCMP
 Presence of a permanent TCMP staff to supervise the program and conduct the
various activities
 The TCMP staff will not be transferred to other jails until properly covered by
another TC trained staff
 There is proper shift turn-over of TC trained staff on a daily priority to TCMP
 Regular meetings are held by staff to discuss progress issues and concerns
about program
 All the jail staff are involved in the TCMP and are contributing members
 The staff works as team in delivering services to inmates
 The staff serves as role models and treats inmates with respect and dignity
 Incentives are given to TCMP staff in terms of awards and commendations.
C. The Therapeutic Environment- The Inmates/Residents:
 The residents treat each other with respect at all times regardless of age,
religion, cultural diversity, etc.
 The residents practice a culture of honesty and openness in discussing
thoughts and feelings, providing and receiving feedbacks.
 Confidentiality is respected and practiced
 The residents are involved in decision making and planning in TCMP activities.
 The participants of TCMP are change agents in bringing about transformation
among peers.
 The residents comply with the cardinal and house rules and serve as
“watchdogs” for their peers with the aim of correcting erring members
 Absence or minimal incidence of jail violence/ disturbance
 The residents respect the hierarchy and chain of command.
THERAPEUTIC COMMUNITY PROGRAM BY THE BUREAU OF CORRECTIONS (BUCOR)
The Therapeutic Community (TC) Program represents an effective, highly structural

environment with defined boundaries, both moral and ethical. The primary goal is to foster
personal growth. This is accomplished by re-shaping an individual‟s behavior and attitudes
through the inmates community working together to help themselves and each other,
restoring self-confidence, and preparing them for their re-integration into their families and
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friends as productive members of the community.

Patterned after Daytop TC, New York which is the base of the Therapeutic Community
movement in the world, the BUCOR TC program was adopted as part of the Bureau‟s holistic
approach towards inmate rehabilitation. It is implemented primarily but not limited to drug
dependents.
The TC approach has been continuously proven worldwide as an effective treatment
and rehabilitation modality among drug dependents, and have been noted to be effective in
many prisons. By immersing a drug offender in the TC environment, he learns why he had
developed his destructive habits, which led him to substance abuse. The program modifies
negative behavior and or attitudes while restoring self-confidence, and prepares inmates for
their re-integration into their families and friends as productive members of the community.
the behavioral modification program gradually re-shapes or re-structures the inmate within a
family-like environment, wherein every member acts as his brother‟s keeper.
As TC family members go on with their daily activities, a strong sense of responsibility
and concern for each other‟s welfare are developed. They are constantly being monitored for
their progress and are regularly being evaluated by the TC- trained staff. The TC process
allows for genuine introspection, cultivation of self-worth and positive rationalization that move
the individual towards assuming a greater sense of personal and moral responsibility.
The efforts of the Bureau of Corrections to rehabilitate Drug dependents under its care
using the TC approach is in line with its commitment to create a Drug-Free Prison. Worldwide
developments in the treatment and rehabilitation of drug offenders using this therapeutic
community approach have been noted to be effective in many prisons.
Trading, Inc.
Let’s Check
1. Compare and contrast the Therapeutic Modality programs of Parole and

Probation Administration, Bureau of Jail management and Penology and
Bureau of Corrections.
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2. What are the salient features of TC under the Parole and Probation
Administration?
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Let’s Analyze
Activity 2. Enumerate and discuss the phases of treatment under the Therapeutic
Community Modality Program of the Bureau of Jail Management and Penology.
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In a Nutshell
for you.
1. Therapeutic Community is an environment that helps people get help while helping
others.

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Q&A List
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1.
2.
3.
4.
5.
Keywords Index
Therapeutic Residents
Re-entry Bureau of Corrections
Aftercare Community
Week 6-7: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a. Introduce the concept of behavior management through the
use of various behavior shaping tools to residents.
b. Institutionalize the practice of behavior shaping tools to foster
behavior change among residents.
c. Highlight the importance of behavior management in relation
to the other TCMP components towards attitudinal change
among residents
d. Familiarize the Psychosocial skills and Characteristics of
Counseling
e. Understands the importance of anger management to the
participants of the TCMP
f. Understand how important the TCMP to assess those various
potentials of the resident or PDL which he can utilize to be a
productive citizen upon his release from the jail.
g. Gain knowledge on the effectiveness of the interventions
provided and determine what improvements or changes that
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need to be done.
Big Picture in Focus: ULOa. Introduce the concept of behavior

management through the use of various behavior shaping tools to
residents. Institutionalize the practice of behavior shaping tools to
foster behavior change among residents and Highlight the
importance of behavior management in relation to the other TCMP
components towards attitudinal change among residents
Metalanguage
Behavior Management- is the component of TCMP that introduces the concept and
mechanisms of the various shaping tools to include morning meeting in order to facilitate
the management of an shape the behavior of the residents.
Essential Knowledge
The Behavior Management is a component of Therapeutic Community Modality

program (TCMP) that introduces the concept and mechanisms of the various shaping
tools to include morning meeting in order to facilitate the management of and shape the
behavior of the residents. This shows the essential elements and significance of the
tools which would provide the community common language, increase cohesiveness and
adapt to the moral and behavioral code of the tools application. The behavior shaping
tools are ordered in hierarchy to provide enough room for personal growth and learning.
The community serves as a dynamic force that motivates the individual to achieve
positive behavior change.
PRE-MORNING MEETING
Duration/ Frequency: Fifteen minutes daily
Participants: Senior Residents, Counselor
Pre-Morning Meeting is done early in the morning prior to the Morning Meeting.
Senior members of the community will meet for about fifteen (15) minutes to discuss the
attitude of the house the previous day. It is also where the senior members formulate
solutions to the concerns discussed and to be executed during the day. The attendees
will also discuss the activities to be engaged in the morning meeting and make sure that
all participants are ready with their corresponding parts and determine the amount of
time to be allotted for each part. The group will agree on the theme or concept of the
day. This is to make sure that everything is ironed out prior to the conduct of the Morning
Meeting such as the validation of pull-ups and other concerns.
MORNING MEETING
Duration/ Frequency: One hour daily
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Participants: All residents, Counselor
Morning Meeting is a daily ritual that starts the day in a TC facility. It is attended
by the whole community and lasts for an hour. It commences with the Opening Prayer,
Singing of the Philippine National Anthem and the recitation of the TC Philosophy. It is
usually facilitated by any member of the community. it is divided into two (2) parts
namely: (1) public announcements and community concerns and (2) community-spirit
building or up rituals.
The first part of the meeting consists of public announcements regarding
important activities or businesses and other information that the community needs to
know. It is a review of how community performed in the previous day and check on the
behavior or erring members through the conduct of “pull-ups”. A pull up is done as an
expression of concern over the lapses of some members and encourage ownership of
mistakes on the violators. The pull-up is followed by affirmations of good deeds, display
of responsible concern towards peers or unselfish acts of some residents. This is to
show that good deeds are not left unnoticed and leave a feeling of self-worth to those
concerned. The first part of the Morning Meeting is a serious business where the
members are expected to be formal in their demeanors. Rules are set such as; no side
talking, no cross legging, no laughing, hands on the laps and sit erect.
The concept of the day serves as a guide as to what direction the community is
headed for the day. It is elaborated by residents of the community to have a better
understanding of the whole concept. The concept of the day is preferably taken form the
unwritten philosophies of TCMP.
The second part of the meeting consists of entertaining presentations to lighten
up the mood and start the day on a positive note. It somehow develops some talent and
shed off inhibitions of participants.
PARTS OF THE MORNING MEETING
I. COMMUNITY ANNOUNCEMENT/ CONCERNS

a. Opening Prayer (Ecumenical)
b. Singing of the Philippine National Anthem (Flag must be displayed)
c. TC Philosophy (Adopted translation)
d. Announcements
 Staffs (Director, Asst. Director, Counselor & other personnel)
 Residents (Coordinators, Dept Heads, expedites)
 Report on Dorm Inspection by Chief Expediter)
e. Community Concerns
 Pull-ups/ elaboration
 Affirmations
f. Concept of the day
g. Verse of the day
II. UP-RITUALS
h. News casting (Local, Natl, International, Sports and Weather News)
i. Entertainment (Choose either Song, dance, Skit, Humorous Story)
j. Community Singing (Any song that has relation to the Concept of the Day)
k. Greetings
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HIERARCHY OF BEHAVIOR SHAPING TOOLS
Behavior Shaping Tools (BST) is employed to strengthen the learning process

and the practice of more adaptive behaviors within the social learning environment. The
major tools of the BST, such as the Talk to, Pull-up, Dealth with, Haircut, Learning
Experience, General Meeting and Expulsion were developed as a means to correct
behaviors of the residents that violated the TC norms. The Hierarchy of Behavior
Shaping Tools will serve as a guide to determine which of the tools are appropriate to be
used based on the severity of the infraction or violations committed by the residents
against TC Rules as shown in Figure 1.
TALK TO
A “Talk To” is an outright done by any member of the TC community to another

member who has done a minor infraction but is not aware of it. It is friendly reminder/
advice about unacceptable behavior and must be done privately. During a “Talk To”, the
resident is made aware of his/her negative behavior and the results it may have on
others and the environment. The feedback given to the resident who committed mistake
is done in a positive way. This is to evoke awareness on the part of the violators to avoid
committing the same mistake and be given heavier sanctions if done in the future.
PULL-UP
A Pull-up is done as a result of lack, missed or lapses in awareness in a resident.

All members of the community are responsible to pull-up minor infractions done by
peers. It encourages honesty, demeanor awareness and owning up to one‟s mistakes.
This is done when violator is unknown and must be validated first prior to bringing up in
the Morning Meeting.
Pull-ups create a certain degree of dissonance on the guilty party whereby there
is a strong internal conflict whether to practice honesty or continue to live in a lie. When
the resident is able to overcome to live by the TC standards increases.
The resident receiving the pull-up is expected to listen without saying a word,
assume that it is valid, quickly in receiving it. After one member did the pull-up, other
residents who want to show concern can make elaborations to give emphasis to the
infractions and concretize the admonitions that need to be relayed to the violator. Two to
three elaborations are ideal.
Too many elaborations are discouraged as they may take so much time. Focus
should be given to the behavior and not the person. it is meant to raise awareness and
not to punish or embarrass the violator. Personal attacks, shaming or the use of racist
language are strictly forbidden during the pull-ups. It should be emphasized that pull-ups
are done out of responsible love and concern to avoid creating negative feelings during
the process.
In a situation wherein no one stood and owned up a negative behavior raised in

the pull-up, the resident doing the Pull-up will narrow down the Pull-up to make it clear
and specific, stating the place and time of the occurrence. In the event that nobody stood
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to own it up, the resident doing the Pull-up will instead ask the community to stand and
there, he/she will deliver his pull-up addressing the entire family believing that the
violator is a responsibility of the whole community.
Example of a Pull-Up:
The moderator asks for someone who has a Pull-up. A member raises his hand
and declared: “Who among my brothers/ sisters did not flush the toilet after using it early
in the Morning?”
(Sinu-sino sa ating mga kapatid na naririto ang hindi nagbuhos ng tubig sa

palikuran (kubeta) pagkatapos gumamit kaninang umaga?) A few people stood up to
admit the pull-up. The resident doing the Pull-up then gives his/her admonition/advice to
the violators. The moderator asks for elaborations.
All members attending the Morning Meeting must raise their hands to show their
concerns. It is noted that a question must be asked mentioning the circumstances using
3Ws (What, Where, and When). The violators are not allowed to talk or respond but just
stand, face the community and accept the admonitions. The number of elaborations
depends upon the number of Pull-Ups. The more Pull-ups brought in, the less
elaborations.
1st elaboration: “Brothers/sisters we should always be aware of our actions. Going

to the toilet is a routine activity. It is a must that we should flush it after using to keep it
clean. We should always think of other people who might use it after us”.
2nd elaboration: “Brothers/ sister, whatever our wrong practice in the past are
should be corrected here. We need to put our lives in order. Flushing the toilet is a basic
action that needs no reminders. We should always practice cleanliness and good
hygiene”.
3rd elaboration: “Brothers/ sisters the reason we are here is because of some
wrongdoings. Let us leave all of those behind us. Let be aware of our actions and give
consideration to other people. We should not impose on others what we don‟t want to
experience ourselves. Before leaving the toilet, make sure that you have done what you
are expected to do. Please be responsible.”
DEALTH WITH
Dealth With is done when negative behaviors or infractions to the House Rules/
Norms are done for the second time of the same offense by a resident.
A panel of three (3) composed of a senior resident, peer and a friend are tasked
to deliver a serious and stern reprimand to the subjected resident.
Although the tool does not strictly require the presence of a staff, to attain its
purpose, the staff should monitor its conduct to ensure that the panel assigned to the
task really acted appropriately. It is done privately in a room or an area with no other else
hearing the conversation.
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HAIRCUT
Haircut is done when negative behaviors or infractions to the House Rules/Norms

in same offense are done for the third time or more or for first time grave offenses. It is a
carefully planned and structured verbal reprimand given by the staff with four other
residents- Senior Resident, Peer, Big Brother, and Department head (Figure 3). The
tone is more serious and can be loud, more harsh and exaggerated.
This is done to induce anxiety and eventually change the person‟s behavior.
Before the group calls in the person, they will discuss among themselves the order of
speakers, how intense the haircut will be and what sanctions will be given if any. The
resident is then called inside and waits until he is asked to sit.
He will be asked if he knows the reason for his appearance. After the person‟s
response, he will be asked to sit and remain silent to enable him/her absorb all the
advices.
The haircut gives emphasis on the behavior of the resident and the severity of the
haircut should be appropriate to the gravity of the offense. Each member of panel is
given ample time to express himself without interruption from other members. The staff
or peer who booked the haircut should not be part of the team so as to avoid bias or
subjectivity. Before a resident be subjected to Haircut, his/ her infraction must be first
investigated, discussed and decided by the Disciplinary Board (Book II, Rule 2, Section 4
of the BJMP Manual. Sanction/ Learning Experience that has been decided upon by the
jail Disciplinary Board and the TCMP staff will be imposed after the Haircut.
LEARNING EXPERIENCE
A Learning Experience (LE) is an action or activity given to a resident who was

subjected to Haircut or General Meeting who did an infraction to correct or modify a
behavior. LE may be task-oriented, written task or peer interactions. Since TCMP is
educational rather than punitive I its approach to behavioral change, the LE should be
done in a way that would remind the person of the negative attitude he has done without
compromising his human dignity. The intent of the LE is not to stigmatize the person but
to motivate him to make restitutions for the wrong doings he committed and redeem
himself in the community.
The LE should be released to the infraction committed for him to focus on the
behavior expected of him in the community. it should not be given as a punishment but
rather a motivation to develop more positive attitude. This will develop a sense of
responsibility on him while stressing his inadequacies. LE should be realistic and
humane. Putting a person on LE for more than one (1) week may lessen the learning
objective. Putting the person on LE for an extended period of time or sanctions that are
far harsher than the offense or may deny him of the basic necessities may border on
abuse and violation of human rights.
Close supervision with clear goals increases the effectiveness of the sanction.
Upon lifting the LE after seven (7) days, the resident subjected to the tool will be
accorded with a Senior Resident coming from his/her Static Group who will provide
guidance and continually monitors the performance in the house of the former. The
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senior resident assigned will give a self-report after fifteen (15) days on how the resident
(who undergone LE) carried out his responsibilities after the LE and state therein the
resident‟s condition whether he/she needs further supervision. The authority in giving LE
lies in the Disciplinary Board and TCMP staff.
Examples LE:
 If a resident has been missing out in his responsibilities in the kitchen, he can be
assigned of cleaning the kitchen for a specific period of time.
 If a resident repeatedly leaves his bed in disarray, he can be asked to provide
orientation and supervision to new residents on how to keep their beds neat at all
times.
Categories of Learning Experiences:

a. Task-Oriented LE
 Pots and Pans
 Grounds and Landscaping
 Cleaning and Maintenance
 Time keeping (wake up calls, lights out calls)
b. Written Tasks
 Composition or essay
 Reproduction of TCMP Materials
c. Peer Interaction
 Reading and reporting of topic
 Announcements (Morning Meeting or House meeting)
 Bans
BANS
Bans are sanctions to members who commit repeatedly infractions or violation to
the Cardinal Rules by prohibiting, disallowing or limiting an activity or affiliation to a
group.
It somehow curtails some freedom of movement and association. This sanction
causes unpleasant feelings which people try to avoid hence may evolve behavioral
changes in the future. It must be applied consistently after the adverse behavior to
emphasize the negative consequences. Privileges limited should have an impact but
must not limit individual ability to meet personal hygiene, nutritional and emotional
needs. A resident subjected to Bans must be first processed in a General Meeting called
for the purpose.
Examples of Bans:
 Regulation of visiting privilege
 Banned from attending Entertainment and Recreational activities
GENERAL MEETING:
A repeated breach to the Cardinal Rules and necessitates a General Meeting.

Such issue should be discussed with the community to point out to the violator the
negative effect of the behavior had on the community. Such offense includes sexual
acting-out with a fellow resident, taking drugs and engaging in physical fight with another
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resident. Other facilities include stealing or even smoking as part of the Cardinal Rules.
These behaviors pose a threat to the community because they violate the established
order and safety of the facility.
PROCEDURE IN A GENERAL MEETING:

1. A General Meeting is called and led by a senior member of the staff, usually a
Director of the facility. The extent of the problem is assessed to determine who
among the community members are involved in the incident. Those guilty of the
offense are asked to sit in a prospect chair. This is to arouse anxiety and
dissonance.
2. The Director sets the tone of the meeting and leads the community in an open
expression of opinions and feelings regarding the offense brought out into the
community. He holds the community accountable for the slip of its members as
each is considered his “brother‟s keeper”. The Director opens the floor for
feedbacks, inviting the community for self-reflection and accountability.
Example:
Director: “Good afternoon family! We are gathered here this afternoon because
two members of our community badly need our help. They engaged in a physical
fight which caused some injuries in both of them. We have to ask ourselves how
we failed them. Why did we miss this brewing hostility between the 2 of them?
Remember, we are their keepers but we let them down by allowing them to
harbor the hatred towards each other without us noticing it or doing something
about it. We lack awareness to detect the subtle signs that this incident is coming.
Now, our brothers are in this predicament because we were remiss in our duties
to care for them. I want you to account to me what led to this.
John: “Good afternoon family. I‟m Mario and Greg‟s big brother but I failed to
notice that something negative is going on between them. I was preoccupied with
my own business that I failed to talk to any of them these past few days. Had I
tried to reach out, I might have learned something and could have prevented this
thing from happening. I feel guilty about it.
These revelations are open to other members of the community.
3. As soon as the mood is set and the level of awareness of the community is
raised, the leader calls for the violators to face the entire community. The leader
encourages the community to express their feelings about the offense committed
by the violators.
Example:
Peter: “ Mario and Greg, I am very disappointed with what you did. You were supposed
to be our role model but what you did just showed us how immature the both of you in
resorting to violence as a way of resolving your conflict. You had been in community for
quite some time and we expect you to know how to control your anger and use the tools
of the house to express them. I hope you can be more patient and tolerant of each other.
I really feel bad about what happened.
4. After some members of the community have expressed their feelings, it is time for
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the violators to account for what they did, share their deepest feelings and
verbalize what they learned from a mistake.
Example:
Mario: “Good afternoon family! I would like to apologize for my behavior. I had been
harboring this dislike towards Greg for quite some time and I just kept it on myself for
fear that other people might judge me. It just started as a petty disagreement. I didn‟t
think that it will develop and pile up until it came to a boiling point.
I should have shared my feelings in the proper forum so we could have resolved it
without resorting to violence. I‟ve learned my lesson and I want to apologize to Greg for
my behavior. I hope we can start all over again as friends.”
5. After the violators made their statements and offer commitments, the Director will
mark the closure of the issue and allow for processing of the events that
transpired and provide appropriate emotional support to the violators who have
just been subjected to intense emotional experience.
EXPULSION
In extreme cases, when a resident is incorrigible and becomes a threat to the

community (instigator, initiator of jail disturbances), the Director with the
recommendation of the Disciplinary Board may transfer him/her to the nearest jail facility
with an appropriate Court Order.
Self Help: You can also refer to the sources below to help you further
understand the lesson:
Trading, Inc.
Let’s Check
1. What is Pull-up? How it is important in the conduct of the morning meeting?
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2. What do you mean by haircut? Discuss it comprehensively.
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Let’s Analyze
Activity 2. What is the importance of general meeting? What are its procedures?
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In a Nutshell
for you.
1. Behavior Management similar to behavior modification, is less-intensive form of

behavior therapy.

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Q&A List
1.
2.
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3.
4.
5.
Keywords Index
Morning meeting Dealth with
Pull-up Haircut
Talk to Bans
Big Picture in Focus: ULOb. Familiarize the Psychosocial Skills

and Characteristics of Counseling, understand the
importance of anger management to the participants of the
TCMP, understand how important the TCMP to assess those
various potentials citizen upon his release from jail and gain
knowledge or changes that need to be done.
Metalanguage
The following are the terms of legal forms related to Psychosocial skills and
Characteristics of Counseling:
1. Counseling is defined as a professional activity of helping individuals, groups
or communities enhance or restore their capacity for psychological, emotional
and social functioning and creating an environment favorable for the
attainment of these goals.
2. Empathy is the ability to perceive the client‟s feelings and to demonstrate
accurate perception of the client. It is merely “putting oneself in the client‟s
shoes”. When the client feels understood, a sense of trust or “rapport” is
developed. Rapport paves the way to a more meaningful communication and
may enable the client to understand and accept more of his or her complexity
of feelings.
3. Warmth is also called “unconditional positive regard”. It involves accepting
and caring about the client as a person, regardless of any evaluation or
prejudices on the client‟s behavior or bodily gestures.
4. Respect is our belief in the client‟s ability to make appropriate decisions and
deal appropriately with his or her life situation, when give a safe and
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supportive environment in which to do so. It is often showed best by not

offering advise or cheap comfort. The counselor shows his utmost respect to
the client by listening in silence and giving him the opportunity to design his
own solutions to the problem. A similar term for this is “empowerment” as the
counselor likewise demonstrates that he values the integrity of the client.
5. Congruence or genuineness is being honest and authentic in dealing with
the client. It is showing real concern rather than focusing on techniques during
sessions. It is also being aware of the counselor‟s own unmet needs and how
it may affect his relationship with the client.
6. Confidentiality means that anything discussed during counseling sessions is
held absolutely private or not to be discussed anywhere. This contract should
be held sacred so as to maintain the client‟s trust without the fear of any
breach of confidentiality.
Essential Knowledge
Residents who are detained are basically psychologically and emotionally

challenged. They share one thing in common, that is being incarcerated with
uncertainties as to the outcome of their individual cases. They feel isolated, helpless and
at times hopeless brought about by separation from their loved ones and society in
general and all other issues that confront them while incarcerated. Such emotional
turmoil needs to be addressed to help them bounce back and experience a life of
normalcy despite their unique situation. The TCMP provides activities and services that
cater to this particular need. This topic tackles the discussion on the therapeutic value of
processing of feelings which does not only lie on how freely one expresses them but
more so on the person‟s ability to identify, acknowledge, and express them
appropriately.
Pattern of Counseling Session:
1. Introduction: First 10 minutes

 Greet the client warmly
 Smile and shake hands,
 Escort to the counseling room
 Explain how the session is going to be alleviate fears.
 This is the time to develop rapport
 Assure client on confidentiality.
2. Information gathering: about 20 minutes
 Know the reason for consultation
 Client can start anywhere
 Counselor may take notes
 Client needs to do almost all of the taking
 Counselor may ask open questions or use techniques like clarifying,
rephrasing, focusing, reflecting, reality testing, etc.
3. Discussion/ Counselor Input:
 Counselor tells the client what he thinks the client is saying.
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 Counselor develops a list of concerns.

 Client would concur or not to the counselor‟s understanding
 Prioritize problems and which one to work on first
 Client will provide plans of action to work on specific problem.
 Counselor will assist in mapping out plans.
4. Conclusion:
 Motivate the client that “he can dot it”. If not, he may need to be referred to
a Professional.
 Brief client on what to expect the next session (progress based on plan of
action).
 End session on a positive note.
 Client should be able to list down things that he has to look forward to over
the next few days. If not, this is a red flag for suicide.
When to break Confidentiality?

1. Children are being neglected or abused
2. Appearance in court as a witness
3. Client expressed plan to commit suicide
4. Client expressed plan to harm others.
INITIAL INTERVIEW/ INTAKE INTERVIEW
TCMP participants in jail are unique as they are not necessarily drug users. TCMP is
introduced as a program for the development of inmates while they are awaiting trial.
The intake interview in the jail setting is done by a Counselor to newly admitted
residents. The main purpose is to elicit information about the resident and provide
information about the program and what the expectations are on both parties. Full and
honest disclosure is expected on the resident to elicit adequate and elaborate
information and come up with the proper treatment plan.
Participants: Newly committed residents, Counselor
Duration: 1 hour
Procedure:
1. After the booking procedure, the Counselor? IWDO will conduct the initial intake
interview to the newly committed residents using the intake interview form.
This is done only in a designated area and one resident at a time.
ONE TO ONE COUNSELLING/ INDIVIDUAL COUNSELING
Duration and Frequency: One to two hours per session/ depending upon the needs as
designed by the counselor.
Participants: Counselor and Resident
Procedure:
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1. Individual counseling is helping toll between the residents and counselor.

Residents are usually referred to the counselor as needed by peers or staff based
on the residents‟ behavior.
2. The counselor uses different techniques and methods in counselling.
3. The resident discusses different issues which causes his/her difficulties.
4. Follow-up sessions will be done depending upon the needs of the resident.
5. The length of the sessions will be determined by the progress of the resident.
GROUP COUNSELING
STATIC GROUPS
The Static Group is a permanent group of peers and leaders that meet regularly while
the residents are in treatment. It is a sort of “home” group who provides support for one
another and to the new members of the community. This is designed to provide a forum
for self-expression and disclosure. It is usually facilitated by senior members of the
group. It focuses on group relationship and patterns of behavior.
Duration/ Frequency: one hour/ once a week
Participants: 10-15 residents, Counselor
Procedure:
1. Once a resident enters the jail, he/she is assigned to a particular Static group. It
serves as permanent group that addresses the general issues in treatment.
2. It utilizes confrontation from peers to evoke changes in the behavior though the
group is primarily supportive. The group provides immediate support to new
members of the community.
3. Each resident member is encouraged in expressing and disclosing personal
issues and concerns and receives feedbacks form other members. Violence and
threat of violence are prohibited.
4. For each session the group may discuss any topic of desire or may follow certain
themes for a more systematic flow of discussion.
5. By using confrontation, identification, support, affirmation and giving feedback,
residents learn and practice the TC norms and value.
6. The residents are oriented to new and positive coping styles which they can utilize
to live new lifestyle and attain personal growth and better relationships.
7. When their emotional needs and problems are properly addressed, their positive
behaviors and attitudes emerge and they will eventually feel better about
themselves.
8. Focuses on the issues of the “here and now”. Personal disclosure of the past is
allowed if it affects the present. Confidentiality is strictly observed.
9. The static group does away with negative socialization and employs positive re-
socialization through a caring relationship with peers.
PEER CONFRONTATION GROUP
The group participants in Peer Confrontation group are selected by the staff and group
according to peers like adult members will go with the same date of entry in the facility
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and same goes with the middle and young members.
It is done in a more compassionate way where each resident try to help one another.
Participants confront each other on what they do for themselves while in the facility and
ask how they are coping with it.
Duration/ Frequency: One hour/ twice a month
Participants: 10-15 residents, Coordinator
Procedure:
1. Participants will sit in a circle position.
2. Staff may sit just outside the circle or there may be no staff.
3. There is no particular order of speaking. It is conventional and free-wheeling.
4. Participants may start with a prayer.
5. Participants may then say “What do you say about me? Or please give me a
feedback on my progress here “or how do you see me?
6. Any of the other participants may give an honest, straight-forward feedback. Tone
and feeling should be proportionate to the issue.
7. Peer confrontation is done in a compassionate way where each resident try to
help one another and identify certain issues which could be a hindrance to his
recovery.
8. At the end of the sharing, the resident is asked a commitment about the issue that
he feels uncomfortable dealing with.
SECRETS
Secrets are a group activity where participants are given the opportunity to unload
emotional baggage and thus experience freedom from internal psychological conflicts. It
promotes trust among the participants knowing that each will reveal his utmost secrets to
the group. It is also aims to deepen mutual respect among participants.
Duration/ frequency: 1-2 hours/ once a month
Participants: staff, 10-12 residents
Procedure:
1. Form a group of 10-12 residents, preferably of variedly different persons.
2. Each one is instructed to go to a place where they can be alone and free from
distractions.
3. In a piece of paper, the resident will write a letter to himself about an event in his
life which he has been keeping as a deep secret because it has caused a lot of
pain, guilt, shame or anxiety.
4. The letter is written as if he is addressing it to somebody and could start as “e
Dear friend”. He should not state his name or any name and place which could
lead the group as to the writer. He may write it in a way that would not give away
any hint. This is done for 30 minute.
5. The group then converges and all the rolled letters will be placed in a bag. The
residents will be seated in a circle. The first one will be asked to pick up a letter
and read it aloud to everyone as if he is reading his own letter. The rest will
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provide advice, moral support, motivation or encouragement to the reader. No

criticisms or negative comments are encouraged.
6. The facilitator admonishes the participants to refrain from curiously trying to find
out the owner of the letters. Everyone is likewise admonished to keep the
discussions strictly confidential.
7. After all the letters were read, the facilitator will do a brief processing focusing on
the feelings of the participants and how it affected each one of them. The group
may choose to pray as a closing ritual.
8. Before the group adjourns, the facilitators collects the letters and burn them in a
clay bag or garbage bin as a symbolic ritual of letting of all the hurts and pains
and not allowing them to hinder their future growth.
ENCOUNTER GROUPS
The Encounter Group serves as a “safety valve” within the community which is usually
high pressured and structured. It is a forum for members of the community to verbally
express pent-up or negative emotions within a structured and safe environment without
resorting to violence or aggression and without fear of reprisal. These are strict
behavioral norms and rules observed during an encounter group such as no violence of
threat of violence, no attack on personal dignity, speak only for oneself and remain
seated at all times. The language used in expressing their feelings is seldom restricted
through in the Filipino Culture, use of foul language is avoided to prevent harboring of
negative feelings from the receiver. The primary goal of an encounter group is to raise
awareness of behaviors and explore the underlying feelings that led to such negative
emotions.
Duration/ frequency: 1-1 ½ hours/ once or twice a week
Participants: counselor, 2 co-facilitators, 8-10 residents
Procedure:
1. A resident may drop a slip on another resident stating his name, the name of the
person he is dropping a slip and the reason for dropping the slip. Only feelings of
hurt, anger and concern can be reasons for encounter.
2. The staff will choose his co-facilitators who are also staff members. Once he has
gathered 2 or 3 slips, he may schedule an encounter group.
3. The facilitator will arrange the group in a circle in such a way that the two parties
involved are seated opposite each other.
The facilitator should be able to guide the flow of conversation and should be
skilled enough to interrupt anytime he feels that the safety of the group is being
compromised.
4. The flow of the encounter should pass through the four (4) phases:
a. Confrontation: this phase involves verbalization concerns or honest disclosure
of emotions that has been provoked during interpersonal interactions with
another resident. Regardless of the cathartic nature of the expression, the
rules of the encounter group should always be respected. The focus should
always be about how one feels because of the behavior of the other. There
should never be any attack on one‟s persona but rather on his/her behavior.
Each should be allowed to express himself before a rebuttal is allowed. Name
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calling and other hostile languages may not resolve the problem and may
even heighten the animosity between both parties. This phase consist mainly
of exchange of verbal expressions of emotions as a way of release.
b. Exploration: In this phase, all the feelings that were expressed are further
examined and explored and find out how it could have resulted in such way in
order to evoke awareness on the connection of behavior, feelings and attitude.
In this phase, blaming or finger pointing at one party is avoided. It will only
cause resentment from one party.
This phase hopes to enhance the insight of both parties and encourage
ownership of one‟s mistake and take accountability for his/her actions. It gives
both parties the opportunity to examine themselves in relation to their conflict
with the other party.
c. Resolution and Commitment: After some realizations and attaining some
insights into their behaviors, the residents are now ready to move to the last
phase to practice new behaviors. From the feedbacks received, the resident
involved will now express hoe he feels about the whole thing and may own up
his behavior which has caused the conflict. He then goes on to make
commitments to avoid such occurrence in the future. Such commitment made
by the residents will be monitored to make sure that they are being put to
practice to avoid lapses.
d. Socialization: This is a structured social event where all those involved in an
encounter will have ample time to mend fences with those they have offended
or hurt in the past. The purpose is to achieve closure, reaffirm relationship and
maintain the unity of the community so that all those involved can move and
leave the past behind.
EXTENDED GROUP
The Extended Group (Probe, Marathon) are usually composed of 5-12 residents and is
being facilitated by 2 highly trained staff members.
It may last for 8-72 hours. The participants must have at least 4 months in the program
and have shown adequate stability before he can be included in the activity. It is a
potentially intimate and intense session which needs a significant amount of preparation.
It focuses on the “here and now” but allows a deeper exploration of issues that affects
new behavior. Special subjects may be the focus such as sexuality, trauma etc.
SPECIALIZED GROUPS
LOSS AND BEREAVEMENT
Duration/ Frequency: one hour once a week
Participants: 10-15 residents
Procedure:
1. Facilitator is knowledgeable in conducting the sessions and managing the time.
2. The group is very supportive and compassionate.
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3. Facilitator discusses the process of grieving and the impact of losses, mad
feeling, attitudes and behavior derived from the loss of a loved one.
4. Counselor gives some suggestions on how they would handle the situation
appropriately when there was another similar situation.
5. At the last sessions, each participant was required to write a letter to someone or
a buddy to tell about the past and what they will do in the future regarding losses.
WOMENS’ GROUP
Duration/ Frequency: one hour once a week/ might last for six sessions
Participants: 8-15 residents, Counselor
Procedure:
1. Held once a week and run by TC personnel. It provides an opportunity for all
female residents to share and discuss their feelings on women‟s issues: family,
relationship, self-identity, self-image, societal role and reproductive issues.
2. Issues to be tackled are gender specific problems and aims to help female
residents identify their challenges and needs.
3. Residents are helped to explore and understand the relationship between
women‟s issues and their influences on them. In enhances self-understanding
among women.
4. They can also help each other through mutual support and concern.
MEN’S GROUP
Duration/ frequency: 1 hour once a week
Participants: 8-15 residents, counselor
Procedure:
1. Topics include expression of feeling, reveal of true self, dealing with feeling and
how to avoid abusive relationship, family conflicts, sexuality and sexual
relationships.
2. Group sessions enabled each of them to identify, express the feeling related to
the trauma and lessons learned from those experiences.
3. The counselor who raised the issue will be the one to conduct it.
MEDICATION SUPPORT GROUP
Duration/ Frequency: as long as the residents are on mediation
Participants: residents on medications and Jail health personnel
Procedure:
1. Counselor holds the group once a week who are on medical and psychiatric
medication.
2. Group members are educated on different kinds of medical and psychiatric
problems and its effects.
3. Sharing on the intake of medicines and its side effects of taking it.
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4. Cohesiveness is enhanced
5. Share and discuss how to face their difficulties, coping with the disease and
problems encountered while they are on medications.
ANGER MANAGEMENT
Duration/ frequency: 1 ½ hours for 6 weeks/ as needed/ curriculum based
Participants: 10-15 residents
Procedure:
1. Facilitated by a counselor
2. Questionnaires are provided to the residents to answer how they demonstrated
their anger before they came for treatment and while in the facility and how they
go through it.
3. Participants are selected based on interview and attitude showed while in
treatment.
4. The group is an avenue for the residents to know their anger feelings and acquire
new knowledge and information on how to deal with their feelings on different
situation ad personalities
PRE-RELEASE INTERVIEW
Participants: Resident/s to be released from jail , IWDO, Admin and OD
Duration: 1 hour
Procedure:
1. IWDO should coordinate with the Paralegal Officer to monitor the status of the
case of the residents.
2. If possible, immediate member of the family is/are present before the residents
will be released from jail.
3. Do a pre-release interview to conduct an assessment of the resident‟s potentials
and map out plans after his release from jail.
4. IWD should coordinate with service providers for his/her referral for aftercare.
Trading, Inc.
Let’s Check
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1. What is Counseling? What are Psychological Skills and Characteristics of

Counseling?
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4. What do you think is the purpose of having a peer confrontation group? Explain
briefly.
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Let’s Analyze
Activity 2. What is the role of encounter groups? Discuss briefly.

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In a Nutshell
for you.
1. Counseling is defined as a professional activity of helping individuals, groups or

communities enhance or restore their capacity for psychological, emotional and
social functioning.

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Q&A List
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1.
2.
3.
4.
5.
Keywords Index
Warmth Confidentiality
Respect Empathy
Congruence Counseling
a. Catch up the level of intellectual and spiritual components of

the PDL before applying the appropriate intervention
programs of the TCMP.
b. Understand the concept of the TC philosophy
c. Apply and practice the meditation process as one of the
important intervention program.
d. Familiarize the organizational hierarchy of the therapeutic
community
e. Understand the functions of the different positions in the
hierarchy
f. Learn the livelihood and skill training provided in the TCMP.
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Big Picture in Focus: ULOa. Catch up the level of intellectual and

spiritual components of the PDL before applying the
appropriate interventions programs of the TCMP,
understand the concept of TC Philosophy and Apply
and practice the meditation process as one of the
important intervention program.
Metalanguage
1. Spirituality is any action or activity that reflects or brings out the goodness in
a man.
2. Intellectual component responds to the natural human characteristics of
yearning for knowledge in order to attain a higher level of understanding.
Essential Knowledge
Spirituality in TC
Spirituality in TCMP is designed to respond to the inner longing of residents to

find greater faith where they can anchor themselves within their struggle to find meaning
to their existence.
It summarizes a man‟s relationship with himself, others and the Supreme Being,
the spiritual component provides the residents with activities that would help them
explore the meaning and purpose of their existence and their particular place in the
world.
Intellectual Component
A well-structured and well-implemented Intellectual Component is a factor in
establishing a Therapeutic Community for the residents. It helps the residents restore
their self-esteem as their minds become open to ideas and their intellect does not cease
to feed on a free and open interchange of opinions.
Providing worthwhile opportunities for learning/ education will facilitate regaining

their human quality and self-respect thereby making self-realization- that being law-
abiding and productive, both during their stay in the facility and their eventual release in
the society‟s mainstream is the real essence and measure of development.
Procedure:
1. Select a topic related to expertise to the speaker/ lecturer beneficial to the
residents.
2. Schedule the activity
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3. Preparation Phase
4. Seminar proper
THE TC PHILOSPHY
The TC Philosophy is recited daily during the Morning meeting. It embodies all the
challenges and aspirations of most residents who feel alienated and the desire to
overcome the imposed limitations on their freedom and find their own place where they
could feel safe and welcome. It acknowledges the importance of fellowship in shaping
one‟s behavior and motivating one‟s fortitude of helping himself and others. It likewise
serves as his anchor in times of emotional turmoil which he can always go back to and
reflect. It forms emotional binding among participants knowing that they are grounded on
the same philosophy.
1. Surrender
“I am here because there is no refuge, finally from myself”
I am where I am right now because I admit that something went wrong with my life
that I have no control over. I admit that I need to help of a Higher power and of
others to bring positive change in my life.
2. Self-disclosure
“Until I confront myself in the eyes and hearts of others. I am running. Until I suffer
them to share my secrets, I have no safety from them. Afraid to be known. I can
neither know myself or any other; I will be alone.”
I now know that unless I come out in the open and admit my mistakes, I will
forever be running from them. I need to disclose my deepest secrets to my peers
so that I can find the right ways of dealing with them.
By opening myself up for others to see through me, I will be free from my own
demons and let others guide and help me through my ordeals. Nobody can help
me unless I let them know my woes and let them understand tha like them, I also
need help.
3. Reflection
“Where else but in our common grounds can I find such a mirror?”
There is no better place to disclose my feelings than in a place full of people with
similar experiences where I feel safe and free from prejudices. People are here
for different reasons but with a common problem. It is easy to identify with
somebody who is going through the same experience as me.
4. Self-realization
“Here together, I can appear clearly to myself, not as the giant of my dreams not
the dwarf of my fears, but as a person, part of the whole with my share in its
purpose”.
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When I start to understand myself better, I began to realize how all my negative
behaviors came to be. It is easier to deal with something when we understand its
roots. I will learn not to look at myself as too big or too small as a person among
others who are united together to help each other by relating our similar attitudes
and behaviors.
5. Growth
“In this Ground, I can take root and grow”
I realize that this environment can help me overcome my mistakes and start a
new life. I can anchor myself in this community to foster permanent change.
6. Self-worth
“Not alone anymore as in death, but alive to myself and to others”
I begin to believe in my ability to overcome all my challenges and give out all my
best for myself and others. I also believe in my ability to be of help to others who
are in similar situation.
TC UNWRITTEN PHILOSOPHIES
The unwritten philosophy of TC consists of slogans or aphorisms that are verbally

given to the residents to impart the beliefs and values of TC in relation to their day
to day living. These sayings are used to remind the residents as to what
considered important to them.
1. “Honesty”
A lot of residents continue to live in a lie without fear of its consequences. This
virtue points out the importance of truth and its relevance to recovery.
2. “Responsible love and concern”
The residents will learn how to give and accept criticisms, without resentment.
Bonded by trust and confidence, the residents know that mistakes need to be
corrected if the aim is to bring the other towards behavioral change.
3. “To be aware is to be alive”
Residents learn to be conscious of what is going on in the environment. In TC,

minor attitudes are engrossed to prevent major attitudinal problems to arise.
4. “Trust in your environment”
There will be no change if there is no honesty and disclosure. Before doing so,
trust must be established. One should believe that the program can help him.
In doing so, he will learn to accept the program and use its tools to evoke
changes in himself.
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5. “Be careful what you ask, you might just get it”
Man by nature is ambitious. We never get contented with what we have. We

want more, even if having so would lead us to commit mistakes. We should
learn to appreciate what we have and use it to better ourselves.
6. “No free lunch”
In reality, nothing really comes easy. If we aim for something, we have to work
for it. There is no pride in getting something the easy way. It is hard to let go of
something that we labored for. Change will not come if we will just wait for it to
happen. We have to make it happen.
7. “You can’t keep it unless you give it away”
Knowledge or learning is better appreciated is shared with others, something

becomes valuable if used to help others make positive changes in their lives.
Helping others help us in the process as we start to feel good about ourselves.
8. “What goes around comes around”
“Whatever you do unto others will be done unto you”. Any good deed will be
rewarded while evil deeds will be punished in the end. We should always be
mindful of our actions as they are the parameters of how we will be judged in
the end.
9. “Act as if”
Learning and accepting the TC program is not easy. Most residents feel
resistant towards it. This philosophy teaches the residents to go with the flow
as a way of compliance. In the process, they will learn to embrace it and the
behavior will soon become natural.
10. “Understand rather than be understood”
It is sometimes common for us to be selfish, we find it hard to admit our

mistakes hence we tend to blame everybody but ourselves. We expect
everyone around us to understand others. Understanding others is a virtue
because it speaks of humility and patience. If we take the first step to know
where others are coming form, there would be lesser conflicts in relationships.
11. “Personal growth before vested status”
Sometimes, we become so wrapped up in our own status or positions in life that

we tend to forget to develop relationships with the people around us. We should
cultivate our personal abilities before we scale the ladder to success.
12. “Compensation is Valid”
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A reward for working hard is well deserved. We get what we put into.
13. “Forgiveness”
To accept what has been done, move on and get over the hurt and anger gives us
a feeling of inner peace and happiness. Failure to get over the pains will pin us
down and stunt our progress.
14. “Humility”
To humble one‟ self before others is a laudable virtue. We often enveloped by

pride that is difficult for us to lower ourselves and admit our inadequacies and
limitations. By doing so, we develop a fair insight about ourselves thus giving us
the challenge to improve ourselves.
15. “You alone can do it, but you can’t do it alone”
Oftentimes, we feel invincible and indispensable knowing that certain tasks can
only be accomplished by us. We don‟t realize that we have certain limitations that
without the help of others, the burden will be too great for us. We should learn to
reach out for help and admit our weaknesses.
16. “Pride in quality”
Time flies so fast that we tend to hurry in everything we do. We lose our focus and
do things haphazardly just for the sake of completion. We should always seek for
quality in our work. The product of our labor speaks of our attitude towards life in
general.
17. “Feelings don’t think”
We usually react impulsively to things around us because of our feelings. Before

we can even think, an action has already been done. Everything starts in the
mind. If we think before we act, chances are, we will behave with contempt as we
have analyzed the process before the action.
18. “Guilt Kills”
One of the underlying reasons for depression is guilt. It is feeling of shame and
self-blame. If a guilt feeling remains unresolved, it can be turned inwards, thus
resulting to self- inflicted harm.
19. “Hang Tough”
Sometimes, we feel that there is no end to our miseries and we feel helpless and
hopeless. No matter how dim life seemed to be, there is always hope. In every
problem there is a solution. Every problem is a learning experience that would
make us tougher in dealing with life‟s challenges.
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20. “You are your brother’s keeper”
In TC, each one is responsible for the other members of the community. The
failure of one is the failure of all. This gives all the residents a sense of
responsibility in shepherding others. The success of the program is a reflection of
how one cares for the other.
THEME/ CONCEPT OF THE DAY
It refers to a word or saying that will serve as guide for the community to
ponder upon in relation to their day-to-day interactions and behaviors. It is
elaborated during the Morning Meeting by some members of the community to
emphasize its relevance and how it can stimulate the residents‟ thoughts and help
them change their behavior into something positive. It can also be taken from the
Unwritten Philosophies.
MEDITATION: DISCOVERING YOUR INNER SANCTUARY
The visualization meditation is used is to help an individual establish a

practice of moving his attention within, finding his place of relaxation and peace
by contracting his inner wisdom. This experience is unique for everyone so much
so that one‟s experience may be different from the others. Some may experience
visual imagery while others may not. What is important is to do it the most easy
and natural way in order to attain the goal and have the opportunity to relax and
enjoy the process. After the activity, ask the participants how they feel and what
they learned from the experience.
Participants: Residents, Facilitator
Procedure:
A facilitator is present to give the instruction to the participants. Soft background

or meditation music can be used. The instruction goes this way:
„Ang ehersisyong ito ay magsisimula sa pamamagitan ng paghahanap ng

posisyon na komportable sa iyo. Pwedeing nakaupo o nakahiga. Kapag nakaupo,
siguraduhing nakalapat ang likod sa upuan, nakalapat ang dalawang paa sa
sahig at ang mga kamay at braso ay naka-relaks. Kung nakahiga, humiga ng ang
likod ay nakalapat sa sahig at ang katawan ay naka-relaks”.
“Kapag ikaw ay komportable na, ipikit ang mga mata at damhin ang
nararamdaman ng katawan. Kapag nakaramdam ng tensiyon, huminga ng
malalim at isiping dahan-dahang nawawala ang tensiyon ng katawan at ito ay
tuluyang nagiging relaks”.
“Una ay isipina ng mga daliri ng paa at mga paa. Isipin na ang mga ito ay dahan-
dahang nagiging relaks”.
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“Susunod ay ang iyong mga binti at tuhod. Dahan-dahang ilagay ang mga ito sa
posisiyong nakapahinga”.
“Dumako naman sa balakang at puson. Isipin na ang mga parting ito ng katawan
ay tuluyang nagiging relaks. Huminga ng malalim para tuluyang ma-relaks ang
mababang bahagi ng katawan.”
“Dumako naman sa tiyan at mga bahagi sa loob nito, isisping ang mga ito ay
dahan-dahang lumalambot at nagpapahinga.”
“Isipin ang mga parte ng dibdib, likod, balikat, braso, kamay at mga daliri. Ilagay
ang mga ito sa posisyong nakapahinga”.
“Dumako naman sa leeg, ulo, mata, talukap, tenga at panga. I-relaks ang mga ito.
Huminga ng malalim at dahan-dahang ilabas ang hangin kasama ng panglabas
ng lahat ng tensiyon sa mga parting ito. Damhin ang enerhiyang pumapasok sa
katawan at naglabas ng lahat ng natitirang tensiyon.”
“Habang humihinga ng malalim, i-relaks and isip na para bang ito ay bahagi ng
katawan ang anumang isipin hanggang sa ang iyong utak at isip ay nagiging
tahimik at walang bumabagabag.”
“Habang himihinga ng malalim, dalhin ang kamulatan sa isang napakalalim na

lugar sa sarili”.
“Isipin na ikaw ay naglalakad sa isang napakagandang kapaligiran. Maaring ito ay

nakikita sa iyong isip o pweding magkunwari na ikaw ay nasa lugar na katulad
nito. Habang naglalakad sa kapaligiran, nakikita moa ng kagandahan nito at
nararamdaman mon a lalong nagiging relaks ang pakiramdam.
“Isipin na ang napakagandang lugar na ito ay iyong nakikita at nararamdaman.

Napakaespesyal ng lugar na ito para sa iyo. Maaaring ito ay may mga puno,
naggagandahan bulaklak, ilog, dagat at bukid. Ang napakaganda at tahimik na
lugar na ito ay malapit sa iyong puso at ito ay iyong sariling “inner sanctuary” na
walang pwedeng makarating kung hindi ikaw lang”.
“Damhin mo and simoy ng hangin sa iyong “inner sanctuary”. Nararamdaman mo
ba nag sikat ng araw at hangin? Naririnig mob a nag huni ng mga ibon at insekto?
Naririnig mo ba ang hampas ng alon sa dagat? Damhin mo ang para sa iyo ay
nakapagbibigay kasiyahan sa iyo.”
“Tingnan moa ng paligid sa iyong “inner sanctuary” at hanapin ang isang lugae na
makapagbibigay sa iyo ng magandang pahingahan. Gamitin ito na lugar para
ikaw ay umupo o mahiga king kinakailangan.
Damhin ang kapanatagan ng loob habang ikaw ay nasa “inner sanctuary” mo.
Isiping ikaw ay tulad ng isang spongha na sinisipsip ang lahat ng kabutuhan sa
paligid”.
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“Ngayon, dalhin ang kamulatan sa isang napakalalim at tahimik na bahagi ng

iying sarili hanggat matagpuan moa ng iyong lugar na tigib ng katahimikan at
kapayapaan. Ditto, ikaw ay ligtas sa lahat ng problema at anumang salahin sa
buhay. Hayaan ang sariling damhin ang kapayapaan kung saan walang kailangan
gawin kundi ang hayaan ang sarili na maranasan ng buo ang kapayapaan at
kapanatagan ng kalooban.”
“Sa iyong lubos na kapayapaan, mahahanap moa ng iyong sariling kaalaman na

makapagtuturo sa iyo ng iyong mga pangangailangan at nagbibigay ng tamang
gabay sa pagtahak sa buhay. Kahit hindi mo ito nararamdaman o hindi ka
nainiwala ditto, hayaang maniwala o isiping na nniniwala sa presensya nito.
Maniwala man o hindi, ito ay naririyan sa kalooban mo.”
“Kung may mga tanong ka sa iyong “gabay”, magtanong ka. Maging tahimik at
pakiramdam ang sagot. Maaaring marinig ito, Makita bilang imahe or
maramdaman. Sa papaano mang paraan, maging bukas at hayaan itong
pumasok sa iyong kamulatan. Maaari ding hindo ito maramdaman. Maari itong
dumating sa mga sumusunod na panahon. Tanggapin and anumang karanasan.
“Kung may karagdagang tanong sa iyong “gabay”, tungkol sap ag-ibig, problema
o anumang nangangailan ng sagot, magtanong at ang pinto ay magbubukas
upang malaman ang sagot. Maaring ang mga sagot ay kakaiba sa inaasahan
subalit ito ay darating…”
SEMINARS
Seminars are activities in TC that provide intellectual stimulation and seek

personal involvement among the residents. It is a way of providing information,
improving the resident‟s speaking and writing abilities and enhancing their
listening ability so as to understand all the information being presented.
Duration/ Frequency: 1-2 hours/ once a week
Participants: Residents, facilitator
Types of Seminars:
1. Discussion-open format and allow for group participation
2. Data Sessions- given specific information and games
3. Games- mind-expanding activities to elicit thought, creativity and imagination
4. Seminar series on varied topics
THE DEBATE
The debate is introduced to provide the residents the opportunity to learn how to
reasonably and put together arguments in a logical manner. This is also an exercise on
how to listen and formulate ideas and demonstrate a broader understanding of certain
issues. It gives the participants certain insights on other‟s opinions which may be
opposite to their own.
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Participants: 20-30 residents, facilitator
Procedure:
1. Divide the group into two, according to gender or depending upon the topic for
debate.
2. Assign a group for “pro” and the other as “con”
3. Choose the first speaker for each group. Each group is given 5 minutes to gather
their thoughts on the issue. Each speaker is given 2 minutes.
4. The “pro” group is first to give their opinion on the issue for 2 minutes. A rebuttal
for 2 minutes is allotted for the “con” group.
5. The exchange of opinions is allowed for a few minutes more. Once a majority has
spoken, the facilitator will stitch the stand so much so the “pro” will now become
the “con” and vice versa.
6. After the activity, the facilitator will process how the group felt when they have to
defend an issue which is contrary to their beliefs and if they could see the
reasonableness of the other‟s arguments? What have they learned from the
activity?
GAMES: THE “GRAB BAG”
The “Grab Bag” is a form of seminar which enhances the resident‟s ability to
communicate, analyze ideas and develop insights about themselves with the use
of identification with inanimate objects.
Procedure:
1. Divide the group into small groups of 10 members with one facilitator per
group.
2. Each facilitator will have a plastic bag/ container with different items inside
3. Without peeping, each resident will grab one item inside the bag. He/she will
be given 3-5 minutes to tell something about the item, describing is as if
he/she were the object, what it is made of and its use.
4. Each resident takes turn until every member of the group has picked an item
and speak
5. The facilitator will process the activity and ask the group how they feel about
the activity and what insights they have gained.
SATURDAY NIGHT ACTIVITIES
This activity is held every Saturday as a recreational event purposely to instill fun, humor
and entertainment after an intense and hectic week. This gives the residents the chance
to let loose and socialize. Each static group is assigned a specific task or presentation to
develop talents among residents.
SUGGESTED ACTIVITIES
Types of Seminars Duration/ Target Responsible
Frequency Persons Persons
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Seminars:
Suggested topics:
Spirituality
1. Seminar on
Morning 1-2 hours/ Residents SP, Residents
Meeting once a week IWD Officer
2. Seminar on
Written and
unwritten TC
Philosophies 15 min Residents Residents
3. Other Seminar
related to
Spirituality such
as meditation
recollections.
Daily Prayer
Bible Study/ Qur‟an
Study
Fellowship/ Prayer 1-2 hours/ Residents SP, IWD
meeting once a week officer,
residents
Daily Devotion
(Rosary, Angelus, 3 1-2 hours Residents Residents
o‟clock prayer, Divine
Mercy and other
devotions from
religious affiliations.
Sacramental Chaplain,
Celebrations c/o IWD officer,
Chaplain or other 1-2 hours/ Residents residents
requested priests once a week
fellowship/ Prayer
Meeting
Orientation seminars 1-2 hours/ Residents SP, IWD

1. Jail rules and once a week officer,
regulations residents
2. Programs and
facility 1-2 hours/ Residents Residents
guidelines once a week
3. House structure
4. Meetings
5. Job functions
Personal
Development
1. Personal
Effectiveness
seminar 1-2 hours/ Residents SP, IWD,
2. Active listening once a week residents
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hearts seminar
3. Stress
Management
4. Grieving
Process
5. Domestic
Violence and
Abuse
6. Sexual
Harassment
7. Anger
Management
Social Survival
1. Family life and
Parenting
2. Human Rights 1-2 hours/ Residents SP, IWD,
week residents
Health Awareness 1-2 hours/ Residents SP, IWD,

1. Smoking week residents
Cessation
2. Drug Abuse and
Addiction
3. Common
Diseases
Prevention
4. Reproductive
Health
5. Health and
Sanitation
6. Prevention of
Communicable
Diseases
7. Disaster
Preparedness
8. Waste
Management
9. STD/ HIV/ AIDS
Games and Group 1-2 hours/ Residents SP, IWD,
Activities week residents
1. Art feelings
workshop
2. Family Tree
3. Grad bag
4. Role playing
5. Awareness
exercise
6. Psycho-drama
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7. Charade
8. Pinoy Henyo
9. Poems
Literacy Program 1-2 hours/ Residents SP, IWD,
Basic writing/ basic week residents
reading/ basic math/
ALS/ participation in
the Accreditation &
Equivalency Test
Tutorial
Discussion 1-2 hours/ Residents SP, IWD,
1. Debate week residents
2. Discussion on
Responsibility
and other
Character traits
3. TC Concepts
4. Values
5. Gender
Sensitivity and
Work roles
Workshops 1-2 hours/ Residents SP, IWD,

1. Origami week residents
2. Cooking
3. Gardening
4. Poetry
5. Art therapy
6. Music therapy
7. Book Reviews
8. Car
Miantenance
9. Flower
Arrangement
10. Drama
Workshop
Lectures 1-2 hours/ Residents SP, IWD,
Topics: week residents
1. History and
Origin of the TC
2. Human
Development
3. Sexuality
4. Stages of
Recovery
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Trading, Inc.
Let’s Check
1. Can spirituality and intellect go together? Is spirituality and intelligence at odds

with each other? Explain
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2. What is the TC Philosophy? Discuss its concept comprehensively.
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Let’s Analyze
Activity 2. Discuss the TC unwritten philosophies.

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In a Nutshell
for you.
1. Spirituality is any action that reflects or brings out the goodness in a man

2. ______________________________________________________________________
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3. ______________________________________________________________________
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4. ______________________________________________________________________
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5. ______________________________________________________________________
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6. -
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______________________________________________________________________
7. ______________________________________________________________________
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Q&A List
1.
2.
3.
4.
5.
Keywords Index
Self-disclosure Reflection
Surrender Growth
Spirituality Self-worth
Big Picture in Focus: ULOb. Familiarize the organizational

hierarchy of therapeutic community, understand the
functions of the different positions in the hierarchy
and learn the livelihood and skills training provided
in the TCMP.
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Metalanguage
The development of vocational and survival skills starts at the beginning of

performance in job functions in the TC Community which has substantial value to the
individual. It‟s aim is not only to detain or confine residents but also to challenge them to
learn vocational skills for their reentry to the community. Vocational rehabilitation helps the
individual to become less dependent, adapt himself and become more independently by
making positive changes.
An attitude is set of feelings, thoughts and disposition. Attitudes determine how
one will act. Attitude stems from the way one thinks, feels and behave. The ideas formed
from one‟s thinking will be translated into feelings. Thinking coupled with feelings will
determine the reaction of an individual to certain situations. The person‟s attitude will
shape his ability to learn and absorb all the teachings inside the program.
Essential Knowledge
ORGANIZATIONAL HIERARCHY OF THERAPEUTIC COMMUNITY
Participants: Personnel and residents
Procedure:
1. The senior member of the staff, usually the Director identifies the counselors coming
from the staff/ personnel.
2. As soon as the counselors were identified, the residents of the community will submit
application for certain desired positions as indicated at the hierarchical structure.
3. The applicants will be interviewed by the staff (Director, IWDO, Chief Escort and
Custodial).
4. After the interview, selection of applicant for key positions (Coordinator & Department
Head) is done through the use of Socio metric pointing.
5. Crew members will be assigned as per assessment of the IWDO, Chief Escort and
Custodial.
6. New residents will be assigned automatically at the housekeeping department for one
month for orientation purposes.
CLASS- A TC COMMUNITY (JAIL POPULATION- 1,000 UP)

1. BUSINESS OFFICE DEPARTMENT- Admin
2. KITCHEN DEPARTMENT- Food Service Officer
3. HOUSEKEEPING DEPARTMENT- Records
4. GROUNDS/ LANDSCAPING DEPARTMENT- Custodial
5. LAUNDRY DEPARTMENT- Logistics
6. MAINTENANCE DEPARTMENT- Operations
7. SPECIAL SERVICE DEPARTMENT- IWDO
8. EXPEDITING DEPARTMENT- Paralegal/ I&I
CLASS- B TC COMMUNITY (JAIL POP 500-999)

2. KITCHEN DEPARTMENT- Food Service Officer
3. HOUSEKEEPING/ LAUNDRY DEPATMENT- Records
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4. GROUNDS/ LANSCAPING/ MAINTENANCE DEPARTMENT- Custodial

5. SPECIAL SERVICE DEPARTMENT- IWDO
6. EXPEDITING DEPARTMENT- Paralegal/ I&
CLASS- C TC COMMUNITY (JAIL POP- 1-499)

2. KITCHEN DEPARTMENT- Food Service Specialist
3. HOUSEKEEPING/ LAUNDRY DEPARTMENT- IWDO
4. EXPEDITING DEPARTMENT- Paralegal/ I&I
Note: The set up of Hierarchical Structure depends upon the needs of the facility.
JOB FUNCTIONS
Participants: Residents
Duration/ Frequency: All year round based on jail schedule
Procedure:
Department Meeting is conducted weekly for assignment of tasks which will last for
one week in rotation basis within the department. Each team will be assigned one expeditor to
monitor the job function. Job rotation will be primarily based on the progress, performance
and capability of each resident. Promotion or demotion can happen during the process.
FUNCTIONS OF THE DIFFERENT POSITIONS IN THE HIERARCHY 9FROM HIGHEST TO

LOWEST)
Coordinator
1. A positive role model
2. Deals with the attitudes of the residents and acts as a member of the panel during the
haircut and address the resident in general meeting
3. The leader of a tem assigned to oversee a specific department. e.g kitchen department
4. Responsible for reporting of job changes and recommends cutting off of learning
experience
5. Assigned as Coordinator on Duty of the day and delegates tasks to be covered for the
day, i.e investigating and booking.
6. Encourages residents to use behavior shaping tools, i.e encounter slips, booking, etc.
7. Responsible for overseeing that each team works efficiently.
8. Supervises the over-all functions of the dependent in the TC facility.
9. Reports to staff any incident that is not in the boundaries of a resident to deal with.
10. Carries out any give task that staff members assigned him/her.
11. In-charge to disseminate instructions given by the Director and staff through
coordination with co-coordinators.
12. Serves as liaison between resident and staff.
Coordinator on Duty (Not part of the whole hierarchical structure, each coordinator take
turns to become Coordinator of the Day)
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1. He/ She is designated as Coordinator of the Duty to conduct inspection in cells, kitchen
and other areas where residents are allowed together with the staff on duty and the
Chief expeditor.
2. Delegates tasks to other coordinators
3. Under direct communication with the Chief Expeditor.
4. Must always be aware and records all the events, incidences of the day to the logbook.
5. Must have direct link to Staff on Duty.
6. Responsible to disseminate information coming from the Staff or Director.
7. Evaluates or validate different incidences and seeks staff‟s acknowledgement.
Chief Expediter
1. Responsible for managing the daily function and activities of the community.
2. Delegates other responsibilities to the Asst. Chief Expeditor and monitors every
activity.
3. Oversees the schedule of the day.
4. Communicates with department heads in execution of job functions.
5. Communicates with Coordinator of the day on an hourly basis.
Assistant Chief Expeditor

1. Responsible for execution of directives from the Chief expeditor.
2. Supervises the activity inside the dormitories.
3. Monitors overall function of the different departments and reports to the chief all the
incidences.
4. Facilitates department head meetings in the absence of the chief expeditor, job
changes and requests. (e.g request for phone calls)
Department Head
1. Conducts departmental meetings before job function.
2. Delegates specific tasks to team members and monitors individual conduct.
3. Monitors participation of members to activities of the program (Morning Meeting,
Seminars and Group Sessions)
4. Check attendance and whereabouts of team members.
5. Attends department heads pre-evaluation meeting regarding job change.
6. Recommends grants or denies team members‟ in-house requests in the department
head meeting.
7. Conducts post evaluation to residents regarding the result of their requests.
8. Screen team members‟ request.
Department Crew
1. Responsible for carrying-out tasks, duties and responsibilities of their concerned
departments.
TCMP DEPARTMENT AND FUNCTIONS
Business Office Department

1. Welcomes new members of the family and makes sure that policies, rules and their
limitations are clear.
2. Responsible in facilitating younger members‟ group by sharing experiences.
3. Role model that shows how to overcome trying circumstances (coping, adjustment,
etc.)
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4. Orients new residents how to drop slips, ventilate feelings in the encounter group, use
the behavior shaping tools and internalize the TC Philosophy and Unwritten
Philosophies.
5. Provides support to residents when needed.
6. Prepares sequence of program for special events and disseminates all written
communications.
7. Maintains and updates bulletin board postages and announcements.
8. Updates profile or residents (Name, Address, Age, Status, Birthdate, Ethnic Origin,
etc.) and provides list of residents in the Tag board to be posted in every dormitory.
9. Prepares sound system in every activity.
Expediting Team
1. Oversees the day-to-day affairs of the different departments,
2. Reports any incident in the TC facility and overall attitude of the community.
3. In-charge of the attendance of the residents in groups, seminars, static, specialized
groups.
4. Confronts attitudes around the house and make necessary steps to address them
through booking.
5. Coordinates with staff regarding announcements, activities, medications and court
hearings for proper information dissemination.
6. Coordinates with Coordinator on Duty and Medical Staff in attending to sick residents.
7. Oversees activities of residents in the Learning Experience structure.
Kitchen Department
1. Prepares and cook food for daily consumption
2. Maintains quality of food and dietary requirements of every menu.
3. Preserves sanitary working environment and maintains kitchen equipment properly.
4. Manages quantity of food servings to minimize wastage.
5. Prepares menu for special requirements and occasions.
6. Serves meals on time
7. Ensures proper storage of food items to avoid spoilage and contamination.
8. Conducts regular health screening of kitchen workers.
9. Maintains proper washing of dishes and kitchen utensils and proper disposal of waste
materials.
Maintenance and Landscaping Department

1. Maintains cleanliness of grounds
2. Responsible in planting, watering and trimming of plants, trees and flower beds.
3. Maintains inventory of materials and equipment.
4. Informs staff of any equipment that needs repair or replacement.
5. Responsible in making minor repairs of jail facilities and equipment.
6. Responsible in monitoring proper usage of water and electricity.
Housekeeping Department
1. Maintains the cleanliness of the cell area, mess hall, visitation area and visitor‟s
comfort room.
2. Maintains inventory of housekeeping materials such as brooms, dustpans, rugs, floor
wax, etc.
3. Provides proper storage of housekeeping materials.
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Laundry Department
1. Assigns and schedules laundry time for every dorm.
2. Designates and maintains hanging area for washed clothing.
3. Collects the dried washed clothing and distributes to the respective dorms.
STAFF FUNCTIONS
Director
The Warden serves as the Director of the facility. He oversees all the activities in the
program. He designates staff to serve as Counselors. He makes final decision as to what
sanctions or learning experiences will be meted out to erring residents.
Assistant Director
This position is usually occupied by the Assistant Warden. He takes over the
responsibilities in the absence of the Director. He reports directly to the Director and assists
him in the conduct of the latter‟s responsibilities.
Counselor
A staff is assigned as a Counselor for each department. The jail set up is unique as the
Counselors take on other responsibilities in addition.
Due to the inadequate number of jail personnel, custodial officers are oftentimes
assigned as Counselors. The Counselors are responsible for the conduct of the different
activities of TC on a daily basis. Each Counselor will monitor the activities of their respective
departments. They will conduct individual counseling and facilitate groups. They are present
in the conduct of the different behavior shaping tools. Instead of being the dominant figure,
the Counselor‟s role is to bolster or enhance the community as the primary change agent and
build the community to function around the established hierarchy.
JOB CHANGES
What: Job Change (Job rotation)

Where: All TC implementing jails
When: Every six months
Participants: TC staff and residents
Intervention Objectives Expected Method/ Duration Responsible

Results Procedures Person
Application To assess Harmonious The Director Six (6) IWDO
Interview and relationship will call for a months
Pre-evaluation determine among the staff meeting Officer of the
Discussion who is the residents for a job Day
Post best person assigned to rotation or
evaluation capable to their new job change. Custodial
Announcement handle the position. Staff
position Departmental
among the Personal meeting of Disciplinary
participants growth and department Board
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development heads will be

To create in his attitude held.
opportunities towards work
and and job The
experience functions. residents will
various job apply for
positions for their desired
everyone in position and
the TC undergo
facility interview with
responsible
persons.
Then,
responsible
persons will
evaluate and
discuss the
applicants‟
qualifications
as well as
the positions
to be
occupied.
After post
evaluation,
the IWD in-
charge
announces
the selected
applicants on
their
respective
positions.
New
positions will
be posted at
bulletin
board.
This kind of Job Change will be done regularly every six (6) months. This will be done
by the TCMP Director by calling all the Staff/ counselors in order to facilitate the procedural
change of positions handled by department heads and coordinators. Once the meeting is
done, the coordinators will now apply for the positions as to where they want to be assigned
that will be evaluated by the staff before giving them their new assignments. After each
assignment is identified, the Director of the IWDO will then announce to the community the
new assignments and positions the applicants are holding.
What: Job Change (With Infractions/ Offense Committed)

Where: All TC Implementing Jails
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When: Upon Violation of Offenses

Participants: Disciplinary Board, TC Staff and Residents

Results Procedure Person
Validated by Realization Increase level Selection of As the need IWDO
the inmate of the of awareness qualified arises
resident that that upon resident to Officer of the
Conduct the offense commission the vacated Day
investigation committed of an offense position.
by brought or infraction Custodial
Disciplinary demotion will receive Staff
Board and value the corresponding
need of sanction. Disciplinary
BST improvement Board
of behavior
Removal and attitude
from the
present
position
Promotion of
deserving
resident
A sudden change of position and responsibility will occur if a certain resident holding key
position commits infraction such as violation of cardinal rules. Such infraction has been
verified and investigated by the responsible inmates and such investigation report has
reached the staff. It is assumed that the members of the disciplinary board have already
sanctioned the resident after which, he will be ousted of his present position and
promotion and demotion will take effect.
For example:
A coordinator of the kitchen department was found out using the food container to facilitate
entry of alcoholic beverages. He will be given sanction by the members of the disciplinary
board after the investigation and the department head of kitchen will assume his position
and a crew can be promoted to take the department head position.
What: Job Change (Vacated Positions upon release)

Where: All TC Implementing Jails
When: Upon release of a resident holding a key position
Participants: TC Staff and Residents

Results procedure Person
Application Assess and Harmonious Upon IWDO
determine relationship release of
Interview who is the among the the resident Officer of the
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best person residents holding the Day

Pre-evaluation capable to assigned to key position
handle the their new Custodial
Discussion position position Staff
among the
Post participants Personal Disciplinary
Evaluation growth and Board
development
Announcement in his attitude
towards work
and job
functions.
The release of a resident particularly the one who occupies a key position will open
vacancy. The vacated position will be a filled up by either succession depending on
his/her qualifications.
The Director, IWDO, Chief Escort or Custodial may conduct interview and selection
of the applicants vying for the position and will announce later who qualifies for the vacant
position. Never allow the residents to do the selection and interview without the
supervision of any staff.
LIVELIHOOD AND SKILL TRAINING
Designed tools: Project Proposals, Training Design, Feasibility Studies
Participants: Residents/ Staff
Procedure:
The IWDO will conduct skill inventory of the residents to determine the appropriate
skills training needed. With the help of skilled staff or outsourced trainers, residents are
trained on their specific field on interest which could be their source of livelihood once they
are released from jail.
List of Suggested Vocational Skills Training:
COURSE DESCRIPTION REQUIREMENTS SUPPORT GROUP

1. Culinary Arts Cooking and baking  Length of stay TESDA/ ALS
for a 3 month period in the facility (SERVICE
of study with one (5 months) PROVIDER)
month On The Job  Good health
Training IWDO
2. Basic Steel Welding -do- TESDA/ ALS
fabrication (SERVICE
PROVIDER)
IWDO
3. Beads Making Training on beads -do- SERVICE
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Enhancement enhancement PROVIDER
Other Suggested Vocational Skills Training

1. Rug making
2. Wood carving
3. Flower making
4. Massage therapy
5. Artistry
6. Basic electricity
7. Automotive
8. Masonry and Carpentry
9. Tailoring and Dressmaking
10. Furniture
11. Lantern and Christmas Décor Making
12. T-shirt printing
13. Basket weaving
14. Shell craft
15. Guitar making
16. Organic farming
Trading, Inc.
Let’s Check
1. How do the TCMP develop the vocational and survival skills of the residents?
Elaborate your answer.
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5. Enumerate the functions of the different positions in the hierarchy (highest to
lowest)
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_______________________________________________________________
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_______________________________________________________________
_______________________________________________________________
Let’s Analyze
Activity 2. What are the functions of Chief Expediter? Why he is so important in the
hierarchy?
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In a Nutshell
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for you.
1. The development of vocational and survival skills starts at the beginning of

performance of job functions in the TC community.

2. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6. ______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
7. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
Q&A List
1.
2.
3.
111
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4.
5.
Keywords Index
Hierarchy Department
Expediter Crew
Positions Counselor
COURSESCHEDULES
Please be mindful of the schedules below to avoid future problems in complying with your
requirements.
Activity Date Where to submit

Big Picture A: ULOa Let’s Check
October 22, 2021 CF‟s email
and Analyze Activities
Big Picture A: ULOa In a Nutshell October 22, 2021 CF‟s email
Big Picture A: ULOa Q and A List October 27, 2021 via Zoom app
First Examination November 5,
Quipper LMS
2021
Big Picture B: ULOa Let’s Check November 9,
CF‟s email
and Analyze Activities 2021
Big Picture B: ULOa In a Nutshell November 9,
CF‟s email
2021
Big Picture B: ULOa Q and A List November 9,
via Zoom app
2021
Big Picture B: ULOb Let’s Check November 15,
2021 CF‟s email
Big Picture B: ULOb In a Nutshell November 15,
2021 CF‟s email
Big Picture B: ULOb Q and A List November 15,
via Zoom app
2021
Second Examination November 19,
Quipper LMS
2021
Big Picture C: ULOa Let’s Check November 23,
2021 CF‟s email
112
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Big Picture C: ULOa In a Nutshell November 23,

2021 CF‟s email
Big Picture C: ULOa Q and A List November 29,
via Zoom app
2021
Third Examination December 10, Quipper LMS
2021
Big Picture D: ULOa Let’s Check December 9,
2021 CF‟s email
Big Picture D: ULOa In a Nutshell December 10,
2021 CF‟s email
Big Picture D: ULOa Q and A List December 13,
via Zoom app
2021
December 16-17,
Final Examination Quipper LMS
2021
Please note that this schedule may change from time to time. It is advisable that you always
keep in contact with your teacher for updates and always check your LMS or Group
Chatrooms.
Online Code of Conduct
 All teachers/Course Coordinators and students are expected to abide by an honor code of
conduct, and thus everyone and all are exhorted to exercise self-management and self-
regulation.
 Faculty members are guided by utmost professional conduct as learning facilitators in
holding DED conduct. Any breach and violation shall be dealt with properly under existing
guidelines, specifically on social media conduct (OPM21.15) and personnel discipline
(OPM 21.11).
 All students are likewise guided by professional conduct as learners in attending DED
courses. Any breach and violation shall be dealt with properly under existing guidelines,
specifically in Section 7 (Student Discipline) in the Student Handbook.
 Professional conduct refers to the embodiment and exercise of the University‟s Core
Values, specifically in the adherence to intellectual honesty and integrity; academic
excellence by giving due diligence in virtual class participation in all lectures and activities,
as well as fidelity in doing and submitting performance tasks and assignments; personal
discipline in complying with all deadlines; and observance of data privacy.
 Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize plagiarism.
 All borrowed materials uploaded by the teachers/Course Coordinators shall be properly
acknowledged and cited; the teachers/Course Coordinators shall be professionally and
personally responsible for all the materials uploaded in the online classes or published in
SIM/SDL manuals.
 Teachers/Course Coordinators shall devote time to handle DED courses and shall
honestly exercise due assessment of student performance.
 Teachers/Course Coordinators shall never engage in quarrels with students online. While
contentions intellectual discussions are allowed, the teachers/Course Coordinators shall
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take the higher ground in facilitating and moderating these discussions. Foul, lewd, vulgar
and discriminatory languages are absolutely prohibited.
 Students shall independently and honestly take examinations and do assignments, unless
collaboration is clearly required or permitted. Students shall not resort to dishonesty to
improve the result of their assessments (e.g. examinations, assignments).
 Students shall not allow anyone else to access their personal LMS account. Students shall
not post or share their answers, assignment or examinations to others to further academic
fraudulence online.
 By handling DED courses, teachers/Course Coordinators agree and abide by all the
provisions of the Online Code of Conduct, as well as all the requirements and protocols in
handling online courses.
 By enrolling in DED courses, students agree and abide by all the provisions of the Online
Code of Conduct, as well as all the requirements and protocols in handling online courses.
Monitoring of OBD and DED
 The Deans, Asst. Deans, Discipline Chairs and Program Heads shall be responsible in
monitoring the conduct of their respective DED classes through the LMS. The LMS
monitoring protocols shall be followed, i.e. monitoring of the conduct of Teacher Activities
(Views and Posts) with generated utilization graphs and data. Individual faculty PDF
utilization reports shall be generated and consolidated by program and by department.
 The Academic Affairs and Academic Planning & Services shall monitor the conduct of
LMS sessions. The Academic Vice Presidents and the Deans shall collaborate to conduct
virtual CETA by randomly joining LMS classes to check and review online the status and
interaction of the faculty and the students.
 For DED, the Deans and Program Heads shall come up with monitoring instruments,
taking into consideration how the programs go about the conduct of DED classes.
Consolidated reports shall be submitted to Academic Affairs for endorsement to the Chief
Operating Officer.
Course prepared by:
BRENDA P. AÑONUEVO, MSCJ

Course Coordinator
Course reviewed by:
AIMEE M. AYA-AY, MSCJ
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DCJE- Program Head
Approved by:
GINA FE G. ISRAEL, EdD

Dean of College
115
Work Plan for Lecture
Days
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Modality Synchronous Asynchronous Synchronous Asynchronous Synchronous Asynchronous
 Teacher to
Type of  Learner to Learner to Learner to Teacher to Learner  Learner to
Learner
interaction Content Learner Content Content
 Uploading of  Utilization of  Group Sharing  Utilization of  Discussion  Utilization of
Learning SIM a. Collab SIM (Clarification or SIM
Materials b. Forum New lessons)
 Videos c. Zoom  Videos a. Collab  Videos
 Discussion b. Forum
a.Collab  Self-directed  Consultation  Self-directed c. Zoom  Self-directed
b.Forum Activities Activities Activities
c. Zoom  Supplementary Rest
Suggested Day
Activities
Activities
 Giving of
Formative  Quiz
Assessment
 Consultation
 Giving of
Performance
Task
Prepared by: Reviewed by: Approved by:
BRENDA P. AÑONUEVO, MSCJ JUN MARK A. ASIS, MSCRIM GINA FE G. ISRAEL, EdD
Course Teacher Assistant Dean Dean of College

CRI 416 Therapeutic Modalities

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CRI 416 Therapeutic Modalities

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UNIVERSITY OF MINDANAO

Department of Criminal Justice Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: CRI 416 – THERAPEUTIC MODALITIES

Name of Teacher: Brenda P. Añonuevo, MSCJ

Part 1. Course Outline and Policies ............................................................. 1

Part 3. Course Schedule ......................................................................... 111

Course Coordinator: Brenda P. Añonuevo

Course Outline Policy

Areas of Concern Detail

Please note that academic dishonesty such as

However, if the late submission of the

For group assessment tasks, the course coordinator

Submission of the final grades shall follow the

Student Communication You are required to have an e-mail account, which is

JUN MARK A. ASIS, MSCRIM

Contact Details of the AIMEE M. AYA-AY, MSCJ

Course Information – see/download course syllabus in the syllabus in Quipper

Big Picture in Focus: ULOa. Discuss the general nature and

1. Inherent- Not granted by any person or authority.

6. Universal- It applies irrespective of one‟s origin, status, or condition or

Human Rights Principles:

1. Natural Rights- God-given rights, acknowledged by everybody to be

Stages of Human Rights

Three Obligations of State Parties

SOURCES AND FOUNDATIONS OF HUMAN RIGHTS LAW

Universal Declaration of Human Rights (UDHR)

International Covenant on Civil and Political Rights (ICCPR)

CIVIL AND POLITICAL RIGHTS

Bill of Rights in the 1987 Constitution-

1935 Constitution, 1973 Constitution, 1986 Freedom Constitution- Bill of Rights.

1. The completely new provisions.

Comprehensive Agreement on Respect for Human Rights and International

RIGHTS OF PERSON UNDER CUSTODIAL INVESTIGATION

Custodial Rights of a Person

Section 12, Article III of the 1987 Constitution

What are the rights of a person during custodial investigation?

The right to be informed of his rights

-i.e. the reading of the Miranda Doctrine or custodial rights by police

understanding what is conveyed.

-This right is absolute and applies even if the accused himself is a

Right against secret detention places, solitary, incommunicado, or other similar

Republic Act No. 7438

AN ACT DEFINING CERTAIN RIGHTS OF PERSON ARRESTED, DETAINED OR

Section 2. Rights of Persons Arrested, Detained or Under Custodial Investigation;

independent counsel by the investigating officer.

Section 3. Assisting Counsel.- Assisting counsel is any lawyer, except those

THE UNITED NATIONS STANDARD MINIMUM RULES FOR THE TREATMENT OF

(The Nelson Mandela Rules)

RULES OF GENERAL APPLICATION

Rule 4 The purposes of a sentence of imprisonment or similar measures deprivative of

Prisoner File Management

Rule 12 Where sleeping accommodation is in individual cells or rooms, each prisoner

Rule 14 In all places where prisoners are required to live or work:

Clothing and Bedding

Restrictions, Discipline and Sanctions

Searches of Prisoners and Cells

Information to and complaints by prisoners

a. The prison law and applicable prison regulations;

Contact with outside world

1. Prisoners shall be allowed, under necessary supervision, to communicate with

Retention of Prisoners’ Property