Session: 5

NATIONAL LEARNING CAMP:

Ensuring Learning Readiness through
Psychological First Aid
CARMENCITA A. AGUAS, RGC
Senior Education Program Specialist
Bureau of Learning Delivery- Teaching and Learning Division
 OUTLINE OF PRESENTATION

1. Context
2. Framework of Child Protection Policy
3. Existing DepEd Policy and Initiatives
4. Implementation Practices
5. Learning and Participation Feedbacks
6. Psychological First Aid Video
 CONTEXT

SPECIFIC GUIDELINES FOR THE EFFECTIVE IMPLEMENTATION OF

THE NATIONAL LEARNING CAMP AND OTHER ACTIVITIES FOR THE
2022-2023 END-OF-SCHOOL YEAR (EOSY) BREAK

Fun and Engagement Component

23. Mental health and psychosocial support activities may also be conducted to enhance the
well-being of both learners and teachers, addressing their mental health and psychosocial
needs
 BRAINSTORMING SESSION

• What is our understanding of child protection?

• In all the combined efforts of government, NGOs, FBOs other CSOs

and families and communities in child protection, what do you think
is lacking or missing?
 FAILURE OF INDIVIDUALS

• Children’s inadequate knowledge and life skills;

• Lack of access of children to education, health and other basic social
services;
• Lack of knowledge and skills on effective parenting among parents;
• Gaps in capacities of service providers and caregivers;
• Individual values, beliefs, and attitudes that lead or contribute to abuse,
violence and exploitation
 FAILURE OF INDIVIDUALS

• Weak and inconsistent law enforcement;

• Judicial process remains slow and lacks sensitivity to psychosocial
make-up of children;
• Non-functional structures for child protection, e.g., local councils
for the protection of children, particularly the BCPCs;
• Inadequate services and resources for child protection – relatively
weak social welfare system;
• Inadequate child protection database and weak monitoring system
 FAILURE OF INDIVIDUALS
• Materialistic and consumerist culture and the situation of socio-
economic insecurity are predisposing factors for child abuse, violence,
exploitation and neglect;
• Inequitable distribution of resources and opportunities has pushed
children and their families to situations of poverty, deprivation,
marginalization and disadvantage;
• Programs aimed at poverty reduction and social equity promotion (e.g.,
4Ps or CCT) have yet to effectively address the growing numbers of poor
and vulnerable families
 Attitudes &
behavior
that lead
to AVEND

Inadequate
Weak law services &
enforcement resources
for children

Children
exposed to
Failure of abuse,
families to violence and Capacity
care for exploitation gaps of
and service
protect providers
children

Non-
Children’s
functional
inadequate
child
knowledge
protection
and life
structure &
skills
systems
A FRAMEWORK FOR UNDERSTANDING CHILD
PROTECTION ISSUES

Failure of Failure of Failure of

Systems Individuals Society

Absence of protective and caring environment

 DEPED EFFORTS TO PROTECT CHILDREN

• Child Protection Policy

• Child Protection Committee
• Anti-Bullying Act
• Guidelines on CAR and CICL
• Protection of Children in Situations of Armed Conflict
 DEPED ORDER NO. 40, 2012
(Child Protection Policy)

The DepEd shall ensure that schools are a safe place for the
education of children.
The best interest of the child shall be the paramount
consideration in all decisions and actions involving children.
This is a zero-tolerance policy for any act of child abuse,
exploitation, violence, discrimination, bullying and other related
offenses.
 DEPED ORDER NO. 40, 2012
(Child Protection Policy)

All public & private elementary and secondary schools shall

establish a Child Protection Committee (CPC).
• School Head/ Administrator
• Guidance Counselor/ Teacher
• Teacher Representative
• Parent Representative
• Student Representative
• Barangay Representative
 WHO IS A CHILD?

Any person below eighteen (18) years of age of those

over but are unable to fully take care of or protect themselves
because of physical or mental disability or condition.

Pupils or students who may be eighteen (18) years of age or

older but are in school.
 EXISTING APPROACHES TO THE
CARE AND PROTECTION OF CHILDREN

CHARITY APPROACH

• Emphasizes increasing charity

• Recognizes moral responsibility of rich towards poor
• Individuals as seen as victims
• Individuals deserve assistance
• Focuses on manifestations of problems
 EXISTING APPROACHES TO THE
CARE AND PROTECTION OF CHILDREN

NEEDS APPROACH
• Emphasize meeting needs
• Recognizes needs as valid claims
• Individuals are objects of development interventions
• Individuals deserve assistance
• Focuses on immediate causes of problems
 EXISTING APPROACHES TO THE
CARE AND PROTECTION OF CHILDREN

RIGHTS-BASED APPROACH
• Focuses on process and outcome
• Emphasizes realizing rights
• Recognizes individual and group rights as claims toward legal and
moral duty bearers
• Individuals and groups are empowered to claim their rights
• Individuals are entitled to assistance
• Focuses on structural causes and their manifestations
 RIGHTS-BASED APPROACH

• The reciprocal relationship between

rights holders and duty bearers.
DEPED ORDER NO. 40, 2012
(Child Protection Policy)
 CONTEXT ANALYSIS

• Situation analysis
• Causality analysis
• Role-Pattern analysis
• Capacity gap analysis
• Focus in results
• Focus on the most disadvantaged
 THE CHALLENGE

• Build a caring and protective environment for children

• From a culture of abuse, exploitation and violence;
• To a culture of care and protection
CHILD-FRIENDLY SCHOOLS

1.How do we make the school a caring and protective environment for

children?
2.What are already being done to create a caring and protective
environment for children in all the 60,000 schools nationwide?
3.What more should be done to strengthen, expand, and sustain this
initiative?

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CARING AND PROTECTIVE ENVIRONMENT FOR
CHILDREN: KEY ELEMENTS
CARING AND PROTECTIVE ENVIRONMENT FOR
CHILDREN: KEY ELEMENTS
 Change of
values,
attitudes,
behavior

Services
Effective
and
enforcement
resources
of laws
for children

Children
free from
abuse,
violence and Competent
Loving,
exploitation service
caring and
providers
protective
&
families
caregivers

Responsive
Children’s child
live skills &
effective
protection
participation structures
& systems
Learning Feedback
Science Teacher: Mr. Amador Cruz
Time: 9:15 – 10:00

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Learning Feedback

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Learner’s Participation Feedback
Date: July 24- August 11, 2023 Teacher: Mr. Amador Cruz

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Psychological first aid video

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Psychological first aid is based on the
principle of ‘do no harm’.

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SEVEN THEMES:

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 Where is PFA delivered?

o schools o evacuation center

o businesses o recovery center
o shopping center o hospitals
o airports and o humanitarian assistance center
o train stations o homes
o memorial services
o community center 32
 Goals of PFA

o calm people
o reduce distress
o make people feel safe and secure
o identify and assist with current needs
o establish human connection
o facilitate people’s social support
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 Goals of PFA

o help people understand the disaster and its context

o help people identify own strengths and abilities to cope
o foster belief in people’s ability to cope
o give hope

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 What are the core competencies required to deliver psychological first aid?

Exposure to traumatic events can have a major impact on our emotions, behaviors,
cognitive functioning, and physical well-being. People experience a range of
reactions. It is common for them to report being more fearful, withdrawing from
friends and family, feeling easily distracted or even frustrated by memory lapses, or
failing to complete simple tasks.

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 What Psychological First Aid isn’t?

o NOT debriefing
o NOT obtaining details of traumatic experiences and losses
o NOT treating
o NOT labeling or diagnosing
o NOT counseling
o NOT something that only professionals can do
o NOT something that everybody who has been affected by an emergency will
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need.
Reference

http://traumacenter.wpengine.com/wp-content/uploads/2015/06/Practicing-Self-
Care-After-Traumatic-Events.pdf

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