4R’s Recognition,reporting,

recording &referral
(POLICIES & PROTOCOLS
IN LOCAL CHILD
PROTECTION SYSTEM)
 Who is a Child?
( RA 7610- Anti-Child Abuse Law)

• A person below 18 years of age

• A person OVER 18 years but because
 of a physical or mental disability or condition is:
 Unable to fully take care of himself/herself
 Unable to protect himself/herself
 from abuse, neglect, cruelty,
 exploitation or discrimination
 What is Child Protection?
is to “prevent and respond to violence,
exploitation and abuse against children.” The
dimensions of CP are measures and structures
that prevent and respond to physical, sexual,
emotional or psychological abuse,; commercial
sexual exploitation; child trafficking; child labor;
abuse in the home, school, and community; and
harmful and abusive traditional practices, such as
female genital mutilation (FGM; also known as
cutting) and child marriage.
 What is Child Protection?
Children need to be protected, because they are physically,
mentally and emotionally immature and unable to
adequately protect themselves. The younger a child is, the
more care and protection he or she will need. For instance,
during the first five years of life children are particularly
vulnerable and their survival and well-being depend
primarily on their parents or other adult caregivers.
As children grow, their physical, cognitive and socio
emotional capabilities evolve and mature, but children are
still not fully capable of protecting themselves.
 What is Child Protection?

Children who are maltreated are at increased risk

of lifelong developmental challenges, HIV infection
and other physical, emotional and social problems.
Moreover, these outcomes compromise the
economic and social development of societies, so
protecting children from harm is a vital aspect of
development programs.
Creating a Protective Environment for
Children

G
K IN
FF I C
TR A

VIOLENCE

VIOLENCE

Chil
d
prim ren with
ar y c ou
are g t
iver
 PRINCIPLES OF CHILD DEVELOPMENT
Principles are dependable general ideas that give you
direction in life.

It is like markers on the road or on a map that you

consult when you travel and check if you are still on the right
path.

This will help us in undestanding how children develop and learn.

These principles will help you set realistic expectations of them .

Principle 1
1. The development of children involves at
least four interrelated domains-
Physical
Cognitive
Social
Emotional that make up one whole
Children’s development follows a definite
pattern and predictable sequence.

Children’s development and learning is the

result of the interaction between heridity and
environment. This makes each like unique.
Development begins at conception; learning begins at birth

The first six years of life are crucial foundations for later
development

Children are active participants in their own development and

learning

Social interactions with other people are important in

children’s learning

Children learn through experience and play

 A Protective Environment Framework
• The protective environment framework developed by UNICEF , is
an example of a multidisciplinary, multisectoral and holistic,
approach to CP.
• This framework is the basis of UNICEF’s strategy to protect
children from maltreatment.
• A protective environment is one where all actors — from children
and health workers to governments and the private sector —
live up to their responsibilities to ensure that children are
protected from abuse and exploitation.
• A protective environment has eight key elements. Absent in any
one of them, children are more vulnerable to abuse, violence,
discrimination and violation of their
rights. These elements are: 3
1. Attitudes, traditions, customs,
behavior and practices:
 Children are not safe in societies where norms or traditions facilitate
abuse. For example, social norms that tolerate adults having sex
with minors or violence against children facilitate abuse.
 Children affected by HIV are more vulnerable to abuse and
exploitation in societies that discriminate against them because of
their status.
 Children are more likely to be protected in societies where all forms
of maltreatment of children are taboo and where the rights of
children are
broadly respected by customs and tradition.
2. Governmental commitment to
fulfilling protection rights:
 This is an essential element of a protective environment.
Governments need to show commitment to creating,
enforcing and implementing strong legal frameworks that
comply with international legal standards, policies and
programs.
3. Open discussion and engagement
with CP issues:
 above all, children need to be free to speak up about
CP concerns affecting them or other children. at the
national level, media attention and civil society
engagement with child protection issues to strengthen a
protective environment. Non-governmental organizations
(NGOs) need to make protection a priority. The silence
must be broken.
 4. Protective legislation and
enforcement:
 an adequate legislative framework
designed to protect children from
abuse must be not only adopted but
also implemented and enforced.
 5. The capacity of people in routine
contact with children to protect them:

 Health workers, teachers, police, social

workers and many others who interact with
children need to be equipped with the
motivation, skills and authority to identify
and respond to child protection abuses.
6. Children’s life skills, knowledge
and participation:

.Children are less vulnerable to abuse when they

are aware of their right not to be exploited or of
services available to protect them. With this
information, children can draw upon their
knowledge, skills and resilience to reduce their
risk of exploitation.
7. Monitoring and reporting of child
protection issues

an effective monitoring system records

the incidence and nature of child
protection abuses and allows for
informed and strategic responses.
 8. Services for recovery and
reintegration:
 Child victims of any form of neglect, exploitation
or abuse are entitled to care and non-
discriminatory access to basic social services.
These services must be provided in an
environment that fosters the health, self-respect
and dignity of the child.
UNDERSTANDING CHILD MALTREATMENT

Child maltreatment has been defined as “all forms of

physical and/or emotional ill-treatment, (sexual) abuse,
neglect or negligent treatment or commercial or other
exploitation, resulting in actual or potential harm to the
child’s health, survival, development or dignity in the
context of a relationship of responsibility, trust or
power.”
UNDERSTANDING CHILD MALTREATMENT

The nature, severity and consequences of maltreatment

can vary widely.
The consequences depend on the duration, frequency
and intensity of the maltreatment; the victim’s age; the
perpetrator’s age; the perpetrator’s relationship to the
victim; and the rehabilitation/remedial services the victim
receives. In extreme cases, maltreatment results in death.
 UNDERSTANDING CHILD MALTREATMENT

Perpetrators can be anyone: parents, family

members or caregivers; friends or acquaintances;
strangers; people in positions of authority such as
teachers, soldiers or police officers; employers;
health care workers; and other children.
R.A. 7610 Child Abuse and its Forms
Child Abuse refers to the maltreatment, whether
habitual or not, of the child which includes any of the
following:

A. CRUELTY- acts or deeds by word or deeds whic

debases,degrades or demeans the intrinsic worth and
dignity of the child
 R.A. 7610

B. Physical Abuse:
Refers to any act which results in
non-accidental and/or unreasonable
infliction of physical injury which
includes but is not limited to
lacerations, fractured bones, burns,
internal injuries, severe injury or
serious bodily harm. (Anything that is
harsher than spank)
 R.A. 7610

C. Neglect:
Failure to provide for reasons other than
poverty
- food - nurturance
-clothing - affecrion
- shelter - support and love
-basic education
-health care
-supervision
- protection from environmental hazard
( all these result in significant harm to the
child)
 Developmental outcome of Neglect
Poor self-esteem( feeling of delighted approval/liking)
Socially isolated
Uncooperative and non-compliant
Delay in language leading to significant cognitive delay
Unpopular with peers
Perform poorly in school
( Behavior outcome at age 4 &5 years old)
R.A. 7610

D.Sexual Abuse:
Engaging child in sexual
intercourse, including incest &
such sexual activities as lascivious
conduct, molestation, prostitution
or exploitation, regardless of
consent.
FORMS OF SEXUAL ABUSE

CONTACT NON-CONTACT
- Touching child’s genetalia Exhibition
Verbal sexual abuse
Deliberate exposure to adult
genetalia/sexual act
Commercial sexual exploitation
R.A. 7610

E. EMOTIONAL ABUSE
repeated pattern
Unloved, wanted, worthless, flawed
It will errode and corrodes the child
Difficult to detect the invisible scar, leaves
deep
R.A. 7610

F. Corporal Punishment:
Consists of punishment or penalty
for an offense or imagined offense,
and/or acts carried out for the
purpose of discipline, training or
control, inflicted by a adult (or
adults), or by another child, who has
been given/assumed authority or
responsibility for punishment or
discipline.
Bullying:
This may take the form of
physical or verbal
intimidation, aggression,
violence, or exclusion on the
part of a person- typically a
peer or another child/young
person- who is more powerful
than the victim of the
bullying.
EXPLOITATION
Children are use for profit
Placing rigid/unrealistic expectation
Verbal Abuse
- Repeated pattern
- Causes children to see in a way with what
the people say about them
-limits the child to develop
-Rejection(withholding affection,refuses to
acknowledge child’s presence
-The child may became the “scapegoat” for
family problems
- shaming in private and public
places
- Terrorizing - placed in climate of fear
- Isolation
- Ignoring - failing to give any response
to interact with child

- Corruption- rewarding a child for

lying /given alcohol or drug
EFFECTS : Damaging to all aspects of dev’t.
CONSEQUENCES
• Resent
• Lie
• Fear
• Anger
• Difficulty forming relationship
• Unstable job history
• Carried from generation
 WHY THIS HAPPENED?
Poor parenting skills
Parents emotionally abused as children
WHAT CAN WE DO?
Providing proper training for a young child to act in
appropriate ways
Communicating with children
Giving proper attention to their needs
Loving them
 WHY CHILDREN CONCEAL THE ABUSE?
• Lack of trusted confidante
• Shame
• Abuser control
• Fear
• Request for family unit
 Recognizing Child
Abuse:
Possible signs of Physical
Abuse:
Physical signs:
• Bruises, bruising which looks like hand or
finger marks, burns, cigarette burns,
scalds, sprains,
• dislocations, human bites, cuts.
• Injuries that the child cannot explain or
explains unconvincingly.
• Untreated or inadequately treated injuries,
injuries to parts of the body where
accidents are unlikely, such as thighs,
back, abdomen.
Behavioral Signs:
• Becoming sad, withdrawn or
depressed
• Having trouble sleeping
• Behaving aggressively or being
disruptive
• Showing fear of certain adults
• Fear of returning home or of
parents being contacted
• Showing lack of confidence and
low self-esteem
• Being very passive and
complaint
• Using drugs or alcohol
• Chronic running away
Recognizing signs of Sexual
Abuse:
Physical signs:
• Pain, itching, bruising or bleeding in
the genital or anal areas.
• Genital discharge or urinary tract
infections
• Stomach pains or discomfort
walking or sitting
• Sexually transmitted infections
Behavioral signs:
• A marked change in the child’s
general behavior. Unusually quiet and
withdraw, or unusually aggressive.
• Showing unexpected fear or distrust
of a particular adult/s.
• Child starts using sexually explicit
behavior or language, particularly if
the behavior or language is not
appropriate for their age.
• The child may describe receiving
social attention from a particular
adult, or refer to a new “secret”
friendship with an adult or young
person.
Possible signs of Emotional
Abuse:

• Physical, mental and emotional

development is delayed
• Highly anxious
• Showing delayed speech or sudden
speech disorder
• Low self-esteem
• Inappropriate emotional responses to
painful situations
• Extreme of passivity or aggression
• Drug or alcohol abuse
• Chronic running away
• Compulsive stealing
Possible signs of Negligent Treatment:
• Dressed inappropriately for the season or the
weather (exposure symptoms might include
recurrent colds, pneumonia, sunburn, frostbite,
etc.)
• Is inadequately supervised or left in the care of
an inappropriate care giver.
• Untreated medical problems.
• Frequent hungry.
• Is malnourished (this may be seen as being
undersized, having low weight and a swallow
complexion, lacking body tone, and being
constantly tired.)
• Frequent lateness or non-attendance at school
• Untreated medical problems
• Compulsive stealing
• Drug or alcohol abuse
• Low self-esteem
• Poor social relationship
 Neurological/medical Social/Behavioral
• Minor injuries • Aggression
• Brain damage • Truancy
• Neurobiological effects • Running Away
• Mental retardation • Delinquency
• Speech defects • Promiscuity
• Physical handicap • Prostitution
• death • Teenage Pregnancy
• Problem drinking
• Drug abuse
Psychological/ Behavioral
• Crime and violence
• Anxiety
• Partner violence
• Depression
• Child abuse
• Low self-esteem
• unemployment
• Poor coping skills
• Hostility
• Suicide Attempts Cognitive/Intellectual
• PSTD • Lowered IQ
• Dissociation • Inattention
• Borderline Personality • Learning Disorder
Disorder • Academic Skills Deficit
• Somatization disorder • Poor reading ability
• Multiple Personality • Poor school performance
Disorder • School drop-out
Common indicators of adults abusing
children
Family members (parents, siblings, extended family)
• Attempts by one parent to alienate their child from
other parent.
• Overprotective or volatile relationship
• Reluctance by the child to be alone with one or more
of their family members
• A child and a sibling behaving like boyfriend and
girlfriend (embarrassment if they are found alone
together.)
Common indicators of adults abusing
children
Other adults ( service staff members, volunteers, teachers etc.)
• Touching a child inappropriately
• Befriending the parents/carers of the child and making visits to their home
• Undermining the child’s reputation, so that the child wont be believed
• Bringing up sexual material or persona disclosures into conversations with a
child
• Obvious or inappropriate preferential treatment of the child (e.g. making
them feel “special”.
• Inappropriate contact with the child (e.g. calls, emails, texts, social media)
• Giving inappropriate/expensive gifts to a child
• Having inappropriate social boundaries, e.g. telling the child about their
own personal problems.
What can I do to help educate and protect my child
from abuse?

• Talk to the child in a way they can understand about

feeling safe. Let them know that no one is allowed to
threaten, hurt or touch them in a way that makes them
feel uncomfortable, or ask them to keep a secret from
you.

• Demonstrate to your child that every relationship

should be respected and no one should behave in a way
that makes them feel unsafe or afraid.
The Role of Early Childhood Services in
responding to suspected child abuse?

1. Responding to the emergency- Address any immediate health

and safety needs ( e.g. administer first aid or contact
emergency services.
2. Informing authorities-Report any reasonable belief that a child
has been, or is at risk of being abused.
3. Contacting parents and/or carers when appropriate – Contact
parents/carers once authorities advise that it is safe and
appropriate to do do.
4. Providing ongoing support for all children impacted by the
abuse- Provide appropriate support for all children impacted
by abuse, where this is appropriate ( the level of appropriate
support will depend on the nature of the service).
 RECORDING
• The name and address of the child you suspect is being
abused or neglected
• The age of the child
• The name and address of the parents or guardian
• The name of the person you suspect is abusing or neglecting
the child and the address
• The reason you suspect the child beabused or neglected
• Any other information that maybe helpful to the inventigation.
PRESIDENTIAL DECREE NO. 603
December 10, 1974
THE CHILD AND YOUTH WELFARE CODE
Republic Act No. 7610 June 17, 1992
AN ACT PROVIDING FOR STRONGER DETERRENCE AND SPECIAL PROTECTION
AGAINST CHILD ABUSE,EXPLOITATION AND DISCRIMINATION, AND FOR OTHER
PURPOSES
Republic Act 10364
AN ACT EXPANDING REPUBLIC ACT NO. 9208, ENTITLED “AN ACT TO INSTITUTE
POLICIES TO ELIMINATE TRAFFICKING IN PERSONS ESPECIALLY WOMEN AND
CHILDREN, ESTABLISHING THE NECESSARY INSTITUTIONAL MECHANISMS
FOR THE PROTECTION AND SUPPORT OF TRAFFICKED PERSONS, PROVIDING
PENALTIES FOR ITS VIOLATIONS AND FOR OTHER PURPOSES”.
 
Republic Act No. 8353 September 30, 1997
AN ACT EXPANDING THE DEFINITION OF THE CRIME OF RAPE, RECLASSIFYING
THE SAME AS A CRIME AGAINST PERSONS, AMENDING FOR THE PURPOSE
ACT NO. 3815, AS AMENDED, OTHERWISE KNOWN AS THE REVISED PENAL
CODE, AND FOR OTHER PURPOSES

Republic Act No. 9262 March 08, 2004

AN ACT DEFINING VIOLENCE AGAINST WOMEN AND THEIR CHILDREN,
PROVIDING FOR PROTECTIVE MEASURES FOR VICTIMS, PRESCRIBING
PENALTIES THEREFORE, AND FOR OTHER PURPOSES
 
 
 Republic Act 9344
 AN ACT STRENGTHENING THE JUVENILE JUSTICE SYSTEM IN THE PHILIPPINES, AMENDING FOR THE PURPOSE 
REPUBLIC ACT NO. 9344, OTHERWISE KNOWN AS THE “JUVENILE JUSTICE AND WELFARE ACT OF 2006” AND
APPROPRIATING FUNDS THEREFORE
 
REPUBLIC ACT 9231
 AN ACT PROVIDING FOR THE ELIMINATION OF THE WORST FORMS OF CHILD LABOR AND AFFORDING STRONGER
PROTECTION FOR THE WORKING CHILD, AMENDING FOR THIS PURPOSE REPUBLIC ACT NO. 7610, AS AMENDED,
OTHERWISE KNOWN AS THE "SPECIAL PROTECTION OF CHILDREN AGAINST CHILD ABUSE, EXPLOITATION AND
DISCRIMINATION ACT"
 
REPUBLIC ACT NO. 11313
AN ACT DEFINING GENDER-BASED SEXUAL HARASSMENT IN STREETS, PUBLIC SPACES, ONLINE, WORKPLACES, AND
EDUCATIONAL OR TRAINING INSTITUTIONS, PROVIDING PROTECTIVE MEASURES AND PRESCRIBING PENALTIES
THEREFOR

REPUBLIC ACT 10821

 AN ACT MANDATING THE PROVISION OF EMERGENCY RELIEF AND PROTECTION FOR CHILDREN BEFORE, DURING, AND
AFTER DISASTERS AND OTHER EMERGENCY SITUATIONS.

 REPUBLIC ACT NO. 10175- Cybercrime Prevention Act 2012

 
  REPUBLIC ACT No. 11188
AN ACT PROVIDING FOR THE SPECIAL PROTECTION OF CHILDREN IN SITUATIONS OF ARMED CONFLICT AND PROVIDING
PENALTIES FOR VIOLATIONS THEREOF
 
REPUBLIC ACT 9995 (ANTI-VOYEURISM ACT)
THE ANTI-PHOTO AND VIDEO VOYEURISM ACT PROHIBITS THE FOLLOWING ACTS: