Training Design

Republic of the Philippines
Leyte Normal University

College of Arts and Sciences
[email protected]
SOCIAL WORK UNIT www.lnu.edu.ph
TRAINING
DESIGN
and
Module Development 2021

Final Project
Presented by:
Arboleda, Rose Ann L.
Comora, Paula Rose
Piamonte, Gwyneth Marie
BSSW AS4-3
Presented by:
MS. EVA MARIE JOCSON, RSW

Instructor, Social Work Department
1
REPUBLIC ACT
No. 7610:
Special Protection of Children Against Child

Abuse, Exploitation, and Discrimination
Three-Day Seminar-Workshop
on Republic Act No. 7610
December 15 – 17, 2021
“Knowing is not enough; we must apply. Willing is not

enough; we must do.”
- GOETHE
Arboleda, R. A., Comora, P. R., & Piamonte,

G.M. (2021)
2
TABLE OF CONTENTS
Cover Page
Inside Title
Table of Contents
Introduction
CHAPTER I
Training Design 5 – 16
CHAPTER II
Training Session Schedule 17 – 20
CHAPTER III
Set of Session Guides
Module 1 21 – 23
Module 2 24 – 28
Module 3 29 – 33
APPENDICES
Hand-outs
Power Point Slides
TNA Report
Evaluation Form
3
INTRODUCTION
In the massiveness of the Covid-19 pandemic in our country, schools and child
care programs were closed, and a stay-at-home advisory was issued. Children were
kept at home and away from their friends, classmates, teachers, and other significant
people who play an important role in their personal development. For the months and
years of quarantine and isolation, children do not only experience problems in their
mental health but they also face an increased risk of violence and abuse. What is more
alarming is that these issues and existing tensions are not only happening outside the
comfort zone of the children but also within their households. It is difficult to
understand, especially that it has become normal for family members plus the fact that
reporting child abuse and neglect at this time has become more difficult. Thus, instead
of feeling love, care, and safety from their family, they are more exposed to severe
situations that are beyond their innocent and young minds.
Nevertheless, even without the pandemic, a significant number of children
experience various issues and challenges in their safety and well-being. Traumatic
events such as abuse, neglect, exploitation, and violence are already present and one
of the social realities in our country even before the implementation of quarantine and
social isolation. According to the study of the Council for the Welfare of Children and
UNICEF on violence against children, the Philippines is one of the countries that have
high rates of violence against children and with low intervention when it comes to child
safety and protection. Additionally, our country has all forms of violence and abuse
and is the transit and destination country for commercial sexual exploitation and
trafficking and one of the top ten countries globally producing sexual content using
children. Hence, there is a need for strengthening the laws that protect the children
and ensure their safety and well-being.
With all the presented situations of children before and during the pandemic,
the group plan to conduct a three-day seminar-workshop for all 1st and 2nd-year social
work students so as to increase their knowledge about the salient features of Republic
Act No. 7610, which is one of the legislations that provide protection to Filipino
Children. It is also a response to the need of making more effort in promoting
awareness and knowledge to everyone to develop a protective and caring
environment for children.
4
Chapter
01
TRAINING DESIGN
Name of the Training: Three-day Seminar-Workshop on Republic Act No. 7610

Target Population: 1st Year and 2nd Year Social Work Students
Duration: Three (3) days
Location: LNU Student Center
Class/Setting Arrangement: Cluster
Evaluation: Conducted at the end of the three-day seminar workshop
Proponent: Rose Ann L. Arboleda
Paula Rose V. Comora
Gwyneth Marie R. Piamonte
Rationale:
Republic Act No. 7610, also known as “Special Protection of Children Against
Abuse, Exploitation, and Discrimination Act” is a legislation that provides special
protection to children from all forms of abuse, neglect, cruelty, exploitation, and
discrimination, and other conditions. In line with this, Social Work students being the
front liners in dealing and handling cases of child abuse, exploitation and
discrimination must be equipped with the salient features of the Act in order to manage
and execute a meaningful helping process to the clients. Developing the skills and
competencies of the students with the legislation will offer them a toolbox of knowledge
and life-long experiences on how to protect and empower children, their families and
local communities in securing a safe environment.
The three-day seminar workshop will give the participants comprehensive and
updated knowledge about the legislation. It is one way for the 1st and 2nd year Social
Work Students to be equipped with the salient features of the Act in order to be skillful
5
and competent in protecting, empowering, and upholding children’s rights in all
societal levels and institutional settings.
Training Objectives:
This training aims to:
 To develop a training program that will serve as an educative ground in
acquiring the important gist of Republic Act No. 7610.
 To ensure the review of initial and prior knowledge revolving the salient
features of Republic Act No. 7610.
 To fill the skills/competencies’ gap on the existing knowledge and on the
provisions of the Republic Act No.7610.
 To comprehensively determine the various offences, penalties for
specific crimes, remedial procedures, reporting and investigation of child
abuse cases under Republic Act No. 7610.
 To apply the skills relevant in empowering families and local
communities on the promotion of children’s rights and protection.
Description of the Activity:
This three-day seminar-workshop will serve as a training ground to the 1st and
2nd year Bachelor of Science in Social Work Students in acquiring the important
knowledge in regards to the salient features of the law R.A. 7610. During the three-
day Seminar-Workshop, the group will use different learning methods to carry out the
topic and to achieve the learning objectives. These methods include lecture,
discussion, case study drill, and demonstration which will help the students to easily
realize the subject. Moreover, these lectures go along with activities that could help
the participants remember and meaningfully understand the content of the law.
Participants of this training will be honed into individuals that could help the abused
children in facing their difficult circumstances, and eventually, the learned knowledge
of the training participants will fill the skill and competencies gap on the existing
knowledge they have with the law.
6
Budgetary Requirements
Strategic
No Program Option to
Description Quantity Unit Price Cost
. Inputs Fund the
Program
X3 Return Fare
First Day members
1 Travel  From home to the
Allowances Venue - Ᵽ 70/head Ᵽ 420.00
Second Day
2  From home to the - Ᵽ 70/head Ᵽ 420.00 Self-
Venue funding
3 Third Day - Ᵽ 70/head

 From home to the Ᵽ 420.00
Venue
Preparing the Training

3 Materials/  Cartolina (variety of 20 pcs Ᵽ 10 each Ᵽ 200.00
Supplies colors) Fund will be
 Manila Paper 15 pcs Ᵽ 5 each Ᵽ 75.00 from the
 Masking Tape 2 pcs Ᵽ 25 each Ᵽ 50.00 contribution
 Short Envelopes 10 pcs Ᵽ 5 each Ᵽ 50.00 of the group
 Short Bond Paper 1 Rim Ᵽ 210/rim Ᵽ 210.00 members.
 Parchment Paper 1 Rim Ᵽ 270/rim Ᵽ 270.00
 For Printing Materials - Ᵽ 300.00 Ᵽ 300.00
Participant’s Snacks
4 Foods/ 1st Day
Snacks - Orange Zesto 3 Box Ᵽ 87/box Ᵽ 261.00
- Bread 70 pcs. Ᵽ 5 each Ᵽ 350.00 Fund will be
2nd Day from the
- Orange Zesto 3 Box Ᵽ 87/box Ᵽ 261.00 contribution
- Bread 70 pcs. Ᵽ 5 each Ᵽ 350.00 of the group
3rd Day members.
- Orange Zesto 30 Box Ᵽ 87/box Ᵽ 261.00
- Bibingka 70 pcs Ᵽ 5 each Ᵽ 350.00
Fund will be
5 Other Cost Contingency Fund - Ᵽ 300.00 Ᵽ 300.00 from the
contribution
of the group
members.
Total Ᵽ 4, 548.00
Recommendations:
Thus, through this three-day school-based seminar-workshop on R.A. 7610 we

can provide the 1st year and 2nd Year Social Work students with a solid mastery and
in-depth understanding on the salient features on the various offences, penalties for
specific crimes, remedial procedures, reporting and investigation of child abuse cases
in their field and of how they can apply those skills in their everyday work in the future.
7
Instructional Strategy/Design:
Overall Training Objective: To increase the knowledge of the 1st year and 2nd year Social Work Students on the salient features of the Republic Act No. 7610
through a three-day Seminar Workshop within the 2nd week of December, 2021.
Material and
Day & Responsible
Topic Learning Objectives Learning Points Methods Audio-
Time Person
Visuals
Day 1 Opening Program
- Prayer
08:00 AM - Singing of National
– 09:30 Anthem
AM - Introduction of Speaker
- Welcome Message
- Overview of the Seminar - To provide the participants a - Introduce the participants Active Laptop
brief outline of the information with concise and accurate Learning Projector Facilitator
to cover in the entire seminar. information Method: Pre- Microphone
- To prepare the participants for - Establish comfortable and Orientation Speaker
what will occur on the first day more effective communication
of the seminar workshop. between the speaker and
participants.
- Presentation of Training - To share with the participants - Match the participants’
Objectives and Activity the training objectives and expectations to the topics and
Flow schedules of activities. optimize their involvement.
MODULE 1 – Major
Concepts on Republic Act
No. 7610
09:30 AM Topic 1: Priority Child - Comprehensively explain the - Perceive the nature and Point-by-point Strips of Resource
– 10:30 Protection Issues various issues/situations of magnitude of circumstances Lecture cartolina with Speaker
AM children in need of special confronting Filipino Children. different
protection. - Identify how issues about color
- Highlights the need of children HIV/AIDS and natural Pentel Pens
affected by HIV/AIDS and disasters caused child abuse,
natural disaster exploitation, and
- Expound the factors affecting discrimination.
children’s safety and wellbeing. - Develop awareness on
avoiding and overcoming
negative situations in any
setting.
8
Topic 2: Building a - Present the different essential - Recognize the components Multimedia Power point
10:30 AM Protective and Caring elements that constitute a that contribute to child Lecture Laptop Resource
– 12:00 Environment for Children caring and protective protection Projector Speaker
NN environment for children. Mouse
Microphone
Speaker
12:00 NN
– 01:00 LUNCH BREAK
PM
MODULE 2 – Salient
Features of Republic Act
01:00 PM No. 7610
– 2:30 PM Topic 1: Children’s Right: - Briefly discuss the general - Familiarize and realize the Lecture - Manila Paper Resource
The Right of Children to rights applicable to children fundamental freedoms and Discussion Pentel Pens Speaker
Good Governance - Identify the relevance of inherent rights of all children. Masking
governance to children’s - Provide valuable insights on Tape
rights. the impact of policies on
children’s livelihoods and
enjoyment of rights.
02:30 PM Ice Breaker - To loosen up tight muscles of - Relieve tensions, feel good – Ready, Set, None Facilitator
– 02:45 the participants right at their get a laugh with other Relax!
PM place. participants.
Topic 2: Understanding - Briefly discuss the different - Familiarize the nature and Power point
02:45 PM Obscene Publications offenses against children penalties of obscene Lecture – Laptop Resource
– 04:15 and Indecent Shows under RA 7610 publications and indecent Discussion Projector Speaker
PM - Further explain the Obscene advertisements. Microphone
Publications and Indecent Speaker
Shows as one of the RA 7610
offenses.
9
04:15 PM Closing Program - Check the understanding of - Internalize the major points of Beat the Timer Facilitator
– 04:30 Summarizing, reviewing, the participants about the the topics clock: Asking Bond paper
PM and consolidating key discussed topic. questions Pentel pens
information
Material and
Responsible
Day & Time Topic Learning Objectives Learning Points Methods Audio-
Person
Visuals
- Prayer
08:30 AM - - National Anthem
09:30 AM - Ice Breaker
- Sharing of participants’ - To encourage the participants - Shared learning/key Raising of Strips of
key takeaways on the in sharing their learning on the takeaways by the awareness colored Facilitator
first part of Module 2 prior discussion. participants thru freedom papers
wall Pentel pens
- To enable the participants - Established connection with (What’s on Masking tape
build the cooperative means of the participants and the your mind White
learning. facilitator segment) wall/manila
paper
Laptop
Projector
Microphone
Speakers
10
MODULE 2 – SALIENT
FEATURES OF R.A. 7610 Strips of
09:30 AM- Topic 3: Penalties under - To identify the different - Identified the different Lecture about papers
10:35 AM R.A. 7610 penalties to the crimes penalties under R.A. 7610 the different (variation:
committed against R.A. 7610 - Acknowledged the penalties depends on
- To acknowledge the importance and increased under R.A. the number Resource
importance of knowing these their knowledge about the 7610 of penalties) Person
penalties to strengthen their law Workshop Pentel pens
prior knowledge about the - Analyzed and explained the proper, to test White
law. different grounds of each their wall/manila
- To analyze and explain the penalties understanding paper
different grounds for these - Learned the extremities of on the Laptop
penalties. the penalties discussed Projector
- To fully understand the extent topic. Microphone
of each penalty. Speakers
- To allow the participants have - Participants got the chance Four Pics, Speakers
10:35 AM- Ice Breaker a break after the discussion. to prepare themselves for One Word White Board
10:50 AM the next discussion Stretching Laptop Performers
- To let the participants loosen - Participants have able to Intermission Microphones or
a bit. relax after the discussion. Number Entertainers
Topic 4: Remedial - To identify the different - Identified the different Lecture on Box
10:50 AM- Procedures under R.A. remedial procedures under remedial procedures the different Envelopes
12:00 PM 7610 R.A. 7610. - Increased knowledge on concepts Crumpled
- To acknowledge the how to handle clients under under the papers Resource
importance of knowing these R.A. 7610. Article of Colored Person
remedial procedures in - Analyzed and explained the Remedial paper
handling victims against R.A. different provisions of the Procedures Pentel pens
7610. Article XI (Remedial Workshop Laptop
- To analyze and explain the Procedures) (Find the Projector
different provisions of these - Differentiate the different knowledge in Microphone
remedial procedures. concepts of remedial the box) Speakers
- To differentiate the each procedures
concepts under remedial
procedures
11
12:00 PM-
LUNCH BREAK
1:00 PM
Topic 5: Reporting and - To identify the list of rules and - Identified the list of rules and Lecture on Colored
1:00 PM- Investigation of Child regulations on the reporting regulations on the reporting the different paper
2:30 PM abuse cases and investigation of child and investigation of child concepts Pentel pens Resource
abuse cases. abuse cases under the White Person
- To acknowledge the - Increased knowledge on the Reporting and wall/manila
importance of knowing these different strategies to help Investigation paper
rules and regulations of child victims of Child Laptop
reporting and investigation - Analyzed and explained the abuse cases Projector
especially in handling victims different provisions of Workshop Microphone
against R.A. 7610. Reporting and Investigation (Tell us your Speakers
- To analyze and explain the - Encouraged the participants guts)
different provisions of this to be keen and well-versed
salient feature of R.A. 7610. on this kind of matters.
- To encourage the reporting of
child abuse cases, and
promote the best interest of
the child victims.
Strips of
2:30 PM- Closing Program - To assess the acquired - Assessed the knowledge of Raising of colored
3:00 PM Sharing your salient key knowledge of the participants the participants through their awareness papers
takeaways for the 3 sharing. thru freedom Pentel pens Facilitator
topics discussed wall (What’s Masking tape
on your mind White
segment) wall/manila
paper
Laptop
Projector
Microphone
Speakers
3:00 PM -
HOMESWEET HOME
UPWARDS
12
Material and
Day & Responsible
Topic Learning Objectives Learning Points Methods Audio-
Time Person
Visuals
- Invocation
08:30 AM - National Anthem
– 09:00 - Welcome Remarks
AM - Introduction and - Opportunity to be familiar of - Present the expectations and Warm-up: Markers Facilitators
overview of skills and the topic to be discussed and application of the participants K-W-L Chart Strips of
competencies required start to build their own on the skills and Cartolina
in handling child abuse, dynamic. competencies required in
neglect, and exploitation - To elicit participants from the handling child abuse,
case last topic of the training neglect, and exploitation
session. cases.
MODULE 3 – ESSENTIAL
9:00 AM- SKILLS/COMPETENCIES
10:00 AM RELEVANT IN HANDLING
CHILD VICTIMS OF
ABUSE, NEGLECT, AND
EXPLOITATION
CASES
- Participants gain knowledge of - Define child protection in a
Topic 1: Developing a more the overall concepts of holistic manner and give Discussion Laptop, Resource
protective and caring developing a protective and examples of child protective Activities: Film Projector, Person
environment for children. caring environment for issues within their or Video Downloaded
children. community. Showing videos/films
- Identify factors on how to
- Discuss the protective factors make a more protective and
to make positive outcomes for caring environment.
children and their families to - Examples of a protective and
reduce the likelihood of child caring environment for
abuse and neglect. children.
13
- Identify the skills required to
- Increase awareness on how to uphold the rights of children.
create a protective - Identify the positive discipline
environment. tips to prevent abuse.
- Advocacy and the different
- Increase capacity to prevent methods of advocating for
child abuse in the children’s rights.
environment.
- Gain skills on upholding child’s

rights.
10:00 AM- Topic 2: Monitoring the - To recognize the importance - Protocol for case Structured Laptop, Resource
11:00 AM safety and conditions of and necessity of early management of child victims Discussion Projector, Person
the child victims of abuse, monitoring. of abuse, neglect, and and Group PowerPoint
neglect, and exploitation. - To identify warning signs. exploitation. Learning with Presentation,
- Strengthen the ability to the use of Ice- strips of
identify child protection issues Breaking cartolina,
without stigmatizing or Questions markers
targeting the child.
Topic 3: Conducting - To learn how to deal with the - To identify the collateral Annotated Laptop, Resource
11:00 AM- collateral interviews and child victim of abuse, neglect contacts of the case which is Visual Projector, Person
12:00 NN the source of information flashcards in PowerPoint
gathering evidence that and exploitation.
that is knowledgeable about the Presentation
will either corroborate or - To know how to communicate
the client’s situation and PowerPoint
negate the allegations of with a collateral contact that is serves to support or Presentation
abuse. essential to the case. corroborate information
- To know how to investigate a provided by a client.
case. - Identify on what to focus on
the collateral
12:00 NN-
LUNCH BREAK
01:00 PM
14
Topic 4: Reporting the child - To utilize a holistic framework - Response to child protection Case Study Laptop, Resource
1:00 PM- abuse, neglect, and when responding to child through responsive action Drill Projector, Person,
1:45 PM exploitation cases. protection. and remedial action. Case Study Facilitator
- To ensure that the participants - Identify the components of Situation,
are able to deal with cases of responsing to situations of Bond Paper,
child abuse. child abuse. Pens
- To make the participants be - Present the duty to report
familiar on the reporting and and penalties
documenting cases. - Identify the challenges of
reporting
- Present the do’s and don’ts
when reporting cases.
- Introduce the recording
system for cases and
reporting procedures.
- Identify the child protection
framework for assessing
affected children
- Acknowledge the safety and
risks of children
Topic 5: Assessment of - To gain skills to determine the - Identify the child safety and Buzz Group Bond Paper, Resource
1:45 PM- child safety and risks in level of risk and prioritizing risks instruments that help Discussion, Strips of Person,
2:45 PM the environment response. workers assess families and Question and cartolina, Facilitator
- To understand the preliminary environment. Answer marker, pens
assessment of child abuse - Determine the risk Session
cases. assessment guidance.
- To be familiar of the child risk
and safety instruments.
15
Topic 6: Critical - Participants gain knowledge - Protocol for case Discussion Laptop, Resource
2:45 PM- examination of the case on how to intervene or assess management of child victims and Projector, Person,
3:45 PM and come up with a child abuse cases. of abuse, neglect, and Demonstration PowerPoint Facilitator
justified professional - Critically aware of case exploitation. Presentation
intervention/assessment. management protocols.
- Facilitate a professional
justification of a case.
3:45 PM-
WATER BREAK
4:00 PM
- Training Feedback and - To evaluate the effectiveness
Evaluation Session of the training program. Training Paper, Pen Facilitator
4:00 PM – - To assess the participants at Evaluation
5:00 PM the level of their awareness of Form
- Closing Program the R.A. 7610
- To understand the loopholes of
the training and the
changes/improvements
required for the future training
sessions.
- To ensure that the training
program comply with the
competency/skill gaps of the
participants.
16
Chapter
02
TRAINING S E S S I O N S C H E D U LE
The seminar-workshop will be conducted on December 15-17, 2021, a three-

day program to be facilitated by the assigned group. Hence, the prepared schedules
below will be used for carrying out the training process.
SCHEDULE OF ACTIVITIES
Day 1 (December 15, 2021)
Time Activities Person/s Involved
08:00 AM – 09:30 AM Opening Program: Facilitator/s

Overview of the Training
Point-by-point Lecture
09:30 AM – 10:30 AM Resource
on Priority Child
Person/Speaker
Protection Issues
Multimedia Lecture on
10:30 AM – 12:00 NN Building a Protective and Resource
Caring Environment for Person/Speaker
Children
12:00 NN – 01:00 PM LUNCH
Lecture-Discussion on
01:00 PM – 2:30 PM Children’s Right: The Resource
Right of Children to Good Person/Speaker
Governance
02:30 PM – 02:45 PM Ice Breaker: Ready, Set, Facilitator/s

Relax!
Lecture-Discussion on
02:45 PM – 04:15 PM Understanding Obscene Resource
Publications and Indecent Person/Speaker
Shows
04:15 PM – 04:30 PM Closing Program: Facilitator/s

Asking Questions
17
Opening Program:
08:30 AM - 09:30 AM Sharing of participants’ Facilitator/s
key takeaways
09:30 AM-10:35 AM Lecture on Penalties Resource

under R.A. 7610 Person/Speaker
10:35 AM-10:50 AM Ice Breaker: Four Pics,

Facilitator/s
One Word
Lecture on Remedial
10:50 AM- 12:00 PM Resource
Procedures under R.A.
Person/Speaker
7610
12:00 NN – 01:00 PM LUNCH
Lecture on Reporting
01:00 PM-02:30 PM Resource
and Investigation of Child
Person/Speaker
abuse cases
Closing Program:
02:30 PM-03:00 PM Sharing the salient key Facilitator/s
takeaways
Opening Program:
Overview of skills and
08:30 AM – 09:00 AM competencies required in Facilitator/s
handling child abuse,
neglect, and exploitation
case
Discussion on
09:00 AM-10:00 AM Developing a more Resource
protective and caring Person/Speaker
18
Structured Discussion
and Group Learning on
10:00 AM-11:00 AM Monitoring the safety and Resource
conditions of the child Person/Speaker
victims of abuse, neglect,
and exploitation
Visual and Power Point
Presentation on
Conducting collateral
11:00 AM-12:00 NN Resource
interviews and gathering
Person/Speaker
evidence that will either
corroborate or negate the
allegations of abuse.
12:00 NN – 01:00 PM LUNCH
Case Study Drill on

01:00 PM-01:45 PM Reporting the child abuse, Resource
neglect, and exploitation Person/Speaker
cases.
Buzz Group Discussion
on Assessment of child Resource
01:45 PM-02:45 PM
safety and risks in the Person/Speaker
environment
Discussion and
Demonstration on Resource
02:45 PM-03:45 PM
Critical examination of the Person/Speaker
case
03:45 PM-04:00 PM Water Break
04:00 PM – 05:00 PM Evaluation and Closing Facilitator/s

Program
19
Details of Task Assignment and Person’s Involved
THREE-DAY SEMINAR-WORKSHOP ON REPUBLIC ACT NO. 7610
Person’s Responsible for the Overall Enforcement of the Training

No. Name of Activities 1st Week of December 2nd Week of December
09 10 13 14 15 16 17
Venue/Site Inspection Site
1 Secure the Location Committee
Program Development
2 Assignment of moderators Program Program
3 Contact the resource person/speaker Committee Committee
4 Identification of emcees
Finance and Finance and
Estimating and Budgeting
5 Logistics Logistics
Cost Estimating and Budgeting Committee Committee
Training Preparation Logistics

6
Purchase of the Needed Materials Committee
7 Promoting and/or announcing the Publication
event to the students Committee
8 Preparing/Designing the venue All the
Dry run Committees/
9
Facilitators
Training Proper Registration Registration Registration

10 Committee Committee Committee
Registration
11 Facilitator Facilitator Facilitator
Facilitation of Ice Breaker Documenta- Documenta- Documenta-
12 Documentation Tion Tion Tion
committee committee committee
Evaluation Evaluation Evaluation Evaluation
13 Assessment of the training Committee Committee Committee
20
Chapter
03
SET OF SESSION GUIDES
Three-day Seminar-Workshop on Republic Act No. 7610

SESSION 1
Date and Time: December 15, 2021 (Wenesday, 08:00 A.M. – 04:30 P.M.)
Activity 1: Opening Program
 Introduction
- Welcome the participants.
- Before starting the session proper, the facilitators will open the
program with a short prayer and be followed with the singing of the
Philippine National Anthem. When everyone is already settled, it will
then proceed to the welcome message of the program adviser and
introduce the resource speaker of the day that will be done by the
assigned program committee.
 State the purpose of the Training
- The facilitators will provide the participants an overview of the
seminar and present the learning objectives as well as the activity
flow. These will be considered through a pre-orientation to give the
participants a brief outline of the information to cover in the entire
seminar. Moreover, the facilitators will also briefly share the training
objectives and schedules of activities to the participants to give them
a heads-up of what will occur on the first day of the seminar-
workshop.
Activity 2: MODULE 1 – Major Concepts on Republic Act No. 7610
Learning Objectives:
 Comprehensively explain the various issues/situations of children in
need of special protection.
 Highlights the need of children affected by HIV/AIDS and natural
disaster
 Expound on the factors affecting children’s safety and wellbeing.
21
 Point-by-point Lecture on Topic 1: Priority Child Protection Issues
- The resource speaker will ask the participants to write their existing
knowledge about the various children’s issues using the provided
materials (i.e., pentel pen and strips of cartolina) then will choose five
representatives to present their works and ideas.
- Comprehensively deliver to the participants the different priority child

protection issues that are commonly faced by most Filipino Children.
Here, highlights as well the need of children affected by HIV/AIDS and
natural disasters, including the enhanced protection for children affected
by HIV and AIDS and the factors that might contribute to the increase in
violence after disasters
- Refer the participants to the first page of the hand-outs.
Activity 3: Topic 2: Building a Protective and Caring Environment for

Children
 Present the different essential elements that constitute a caring
and protective environment for children
 Multimedia Lecture on Topic 2: Building a Protective and Caring

Environment for Children
- With the help of the materials (i.e., Powerpoint, Laptop, Projector,
Mouse, Microphone, Speaker), the resource speaker will present to the
participants the different essential elements that constitute a caring and
protective environment for children. Here, the roles of family, school,
church, mass media, the justice system, local community or barangay,
city or municipality, and the larger society in building a protective and
caring environment for children will also be explained. Refer the
participants to the second page of the hand-outs.
Activity 4: Module 2: Features of Republic Act No. 7610

 Briefly discuss the general rights applicable to children
 Identify the relevance of governance to children’s rights.
 Lecture-Discussion on Topic 1: Children’s Right: The Right of Children to

Good Governance
- The resource speaker will first ask the participants to write their existing
knowledge about the topic in the provided manila paper to measure their
familiarization with the fundamental freedoms and inherent rights of all
children. On the other hand, the resource speaker will also explain to the
22
- participants the right of children to good governance, the relevance of
governance to children’s rights, and why children’s rights are relevant to
governance. Refer the participants to the third page of the hands-out.
Activity 5: Ice Breaker

Ready, Set, Relax!
 To loosen up the tight muscles of the participants right at their
place.
Mechanics:
- One facilitator is needed for this game. This activity will be done in a
seated position. The participants will do five repetitions of each of the
following: Hunch up shoulder to the ears, roll them back, down, and
forward making circles. The participant will first bend her neck so that
her right ear moves toward her right shoulder, straighten, move her left
ear toward her left shoulder, straighten; tilt the head forward until chin
touches the chest, straighten; head back to look at the ceiling. The
desired outcome will help participants relieve tension, feel-good – get a
laugh if anyone is watching.
- Processing
Activity 6: Topic 2: Understanding Obscene Publications and Indecent Show
 Briefly discuss the different offenses against children under RA
7610
 Further explain the Obscene Publications and Indecent Shows
as one of the RA 7610 offenses.
 Lecture-Discussion on Topic 2: Understanding Obscene Publications and

Indecent Show
- The resource speaker will explain the nature of Obscene Publications
and Indecent Show, including the test of obscenity and prohibition of
publication obscene matter. Refer the participants to the fourth page of
the hands-out.
Activity 7: Closing Program
 Beat the clock: Asking questions

- The facilitator will ask the participants about the discussed topics to
summarize, review, and consolidate the key information learned in the
first session of the Three-Day Seminar-Workshop on Republic Act No.
7610
23
The following set of session guides are intended for the Module 2 Salient
Features of R.A. 7610 (Special Protection of Children Against Child Abuse,
Exploitation and Discrimination Act. These following set of session guides are made
to guide the persons involved in the training. The specifics of these set of session
guides revolved around the different provisions of R.A. 7610 which tackles mostly on
giving protection to persons below 18 years of age or those over but are unable to fully
take care of themselves or protect themselves from abuse, cruelty and exploitation.
Topic 3: Penalties under R.A. 7610
Duration of 1 hour and 5 minutes

Session
Key A. Identified the different penalties under R.A. 7610
Understandings B. Acknowledged the importance and increased their knowledge
to be developed about the law
C. Analyzed and explained the different grounds of each
penalties
D. Learned the extremities of the penalties
Learning 1. To identify the different penalties to the crimes committed
Objectives against R.A. 7610
2. To acknowledge the importance of knowing these penalties to
strengthen their prior knowledge about the law.
3. To analyze and explain the different grounds for these
penalties.
4. To fully understand the extent of each penalty.
Resources Pamphlet on Penalties under R.A. 7610
PowerPoint Presentation of the Resource Person
Activity materials
Previous  Prayer
Activities  National Anthem
 Ice Breaker
 Sharing of participants’ key takeaways on the first part
of Module 2
Activity 1. Introduce the activity to the participants through the lecture
about the different penalties under R.A. 7610.
 Present the prepared PowerPoint Presentation and
distribute the pamphlets to allow the participants to get
involved with the lecture.
2. Form 5 groups and have each group do the following:
 Distribute the materials to the participants: strips of
papers (variation: depends on the number of penalties)
pentel pens, manila paper
3. After the allotted time for the activity the Workshop proper will
happen, to test the participants’ understanding on the discussed
topic.
Analysis After viewing the published outputs, the resource person will
eventually ask the prepared questions to the participants in
regards with how they can apply the learnings they will get from
24
the activity as well as on how it will affect their ways in viewing
the different circumstances of abused and victimized children
with all the knowledge they have learned out from the lecture
and workshop.
Then on, the participants will be directed to the presentation of

their key takeaways and the discussion of their questions and
analysis of the activity. This is done to generate the raw
understanding of the students on the particular section of the
Republic Act 7610.
Abstraction/ The resource speaker will then on recapitulate the key

Generalization takeaways that the 1st and 2nd year BSSW Students to have a
general notion on the things they have shared during the
analysis.
Allow a discussion of each presentation and direct the attention

of the participants on how to see the specific circumstance on
the expert’s point of view, this is to avoid different understanding
on the salient features of the law since this is such a crucial thing
that the expert or resource person must be concerned of.
Application The resource person will give a situation which is related to the
penalties discussed on the lecture and allow the 1st and 2nd year
BSSW students figure out in what category of the penalties
those given situations belong.
Concluding 1. Ask the participants if they have questions, clarifications or
Activity violent reactions about the lecture and the general activity
conducted.
2. Ask each group to generate suggestions on how they can help
the government in fighting against the crimes under the Republic
Act 7610.
3. End the session by reviewing the key understandings
developed and by showing gratitude on the resource person,
academe personnel, participants and the committees.
Topic 4: Remedial Procedures under R.A. 7610

Session
Key A. Identified the different remedial procedures
Understandings B. Increased knowledge on how to handle clients under R.A.
to be developed 7610.
C. Analyzed and explained the different provisions of the Article
XI (Remedial Procedures)
D. Differentiate the different concepts of remedial procedures
Learning 1. To identify the different remedial procedures under R.A.

Objectives 7610.
25
2. To acknowledge the importance of knowing these remedial
procedures in handling victims against R.A. 7610.
3. To analyze and explain the different provisions of these
remedial procedures.
4. To differentiate the each concepts under remedial procedures
Resources Pamphlet on Remedial Procedures under R.A. 7610

Activity materials
Previous  Four Pics One Word
Activities  Stretching
 Intermission Number
about the different Remedial Procedures under R.A. 7610.
2. Form 5 groups and have each group do the following:
 Distribute the materials to the participants: box,
envelopes crumpled papers, colored papers, pentel pens
 Lecture on the different concepts under the Article of
Remedial Procedures Workshop (Find the knowledge in
the box)
topic.
and workshop.

Republic Act 7610.

analysis.

26
Application The resource person will give situations which are related to the
remedial procedures discussed on the lecture and allow the 1 st
and 2nd year BSSW students figure out what are the most fitted
remedial procedures to be utilized in those given circumstances.
conducted.
Act 7610.
Topic 5: Reporting and Investigation of Child abuse cases

Session
Key A. Identified the list of rules and regulations on the reporting and
Understandings investigation of child abuse cases.
to be developed B. Increased knowledge on the different strategies to help child
victims.
C. Analyzed and explained the different provisions of Reporting
and Investigation.
D. Encouraged the participants to be keen and well-versed on
this kind of matters.
Learning 1. To identify the list of rules and regulations on the reporting
Objectives and investigation of child abuse cases.
2. To acknowledge the importance of knowing these rules and
regulations of reporting and investigation especially in handling
victims against R.A. 7610.
3. To analyze and explain the different provisions of this salient
feature of R.A. 7610.
4. To encourage the reporting of child abuse cases, and promote
the best interest of the child victims.
Resources Pamphlet on Reporting and Investigation of Child abuse cases
Activity materials
Previous  Lunch Break
Activities
about the Reporting and Investigation of Child abuse cases
27
2. Form 5 groups and have each group do the following: colored
paper, pentel pens, manila paper
 Distribute the materials to the participants: Lecture on the
different concepts under the Reporting and Investigation
of Child abuse cases Workshop (Tell us your guts)
topic.
and workshop.

Republic Act 7610.

analysis.

Application The resource person will give situations which are related to the
remedial procedures discussed on the lecture and allow the 1 st
and 2nd year BSSW students figure out what are the most fitted
type of Reporting and Investigation of Child abuse cases.
conducted.
Act 7610.
28
SESSION 3: ESSENTIAL SKILLS/ COMPETENCIES RELEVANT IN
HANDLING CHILD VICTIMS OF ABUSE, NEGLECT,
AND EXPLOITATION CASES
Date and Time: December 17, 2021 (Thursday, 8:30 A.M-5:00 P.M.
Activity 1: Opening Program
 Prior to starting the session proper, the training facilitators will open the
program with the invocation and the singing of the Philippine National
Anthem. Followed by an opening remarks initiated by the program adviser
and the presentation of the resource person of the topic headed by the
assigned program committee.
 Stating the purpose of the training topic
The training facilitators will introduce and provide an overview on the skills
and competencies required in handling child abuse, neglect, and
exploitation cases. This is done by presenting the objectives of the
discussion and a brief outline of the entire session to manage the
expectations of the participants. Specifically, the training session will
facilitate the awareness on how to create a protective environment for
children, increase capacity to prevent child abuse in the environment and to
gain skills on upholding child’s rights.
Activity 2: MODULE 3 – Topic 1: Developing a more protective and

caringenvironment for children
 Participants gain knowledge of the overall concepts of developing a

protective and caring environment for children.
 Discuss the protective factors to make positive outcomes for children
and their families to reduce the likelihood of child abuse and neglect.
 Increase awareness on how to create a protective environment.
 Increase capacity to prevent child abuse in the environment.
 Gain skills on upholding child’s rights.
29
 Film or Video Showing Discussion Activity on Topic 1: Developing a more
protective and caring environment for children
The resource person will present the topic through a film showing or video
presentation through the use of downloaded videos/films that showcase on how to develop
a more protective environment for children. The video/film presents the participants an
example of a protective and caring environment for children within the community, the
factors on how to make a more protective and caring environment, skills required to uphold
the rights of children, positive discipline tips to prevent abuse and in promoting or
advocating the rights of children.
Following the activity above, continue with this session by asking participants to imagine
what their community would look like if children were always protected and safe.
 Discuss the roles of various community members: teachers, religious leaders,
police, parents, local council, etc.
 Ask how some of these roles endanger children and discuss what improvements
to these roles could foster protection for children.
 Discuss with participants about the local laws and/or traditional practices within the
community that may bring harm to children.
 How can these practices protect children?
 Do you think that a lack of knowledge in what child protection is, creates additional
risks to children? Discuss how this might be so. The protective environment is the
most essential point in the definition of child protection as it encompasses every
aspect of our society and life.
Activity 3: MODULE 3 – Topic 2: Monitoring the safety and conditions of the child
victims of abuse, neglect, and exploitation
 To learn how to deal with the child victim of abuse, neglect and exploitation.
 To know how to communicate with a collateral contact that is essential to the
case.
 To know how to investigate a case.
Structured Discussion and Group Learning with Ice-Breaking Questions on

Topic 2: Monitoring the safety and conditions of the child victims of abuse,
neglect, and exploitation
The resource person will make use of a structured discussion and group learning with
the use of ice breaking questions in delivering this topic. The discussion must revolve
around the protocol for case management of child victims of abuse, neglect, and
exploitation.
 What is Case Management?
 What is the protocol for case management of child victims of abuse, neglect, and
exploitation?
30
Start this topic with an ice-breaking question, ask the participants with this
question. This activity will help the facilitators assess the level of participant’s
understanding of what a case management is, and on how to monitor the safety and
conditions of the child victims of abuse, neglect, and exploitation. This activity is a good
way to introduce them to next topic. Moreover, present to the participants the protocol
for case management on the child victims of abuse, neglect, and exploitation and present
to them the flowchart on the management of cases of child abuse, neglect and
exploitation.
Activity 4: MODULE 3 – Topic 3: Conducting collateral interviews and gathering

evidence that will either corroborate or negate the allegations of abuse
 To learn how to deal with the child victim of abuse, neglect and exploitation.
 To know how to communicate with a collateral contact that is essential to the
case.
 To know how to investigate a case.
 Annotated Visual Flashcards Discussion on Topic 3: Conducting collateral

interviews and gathering evidence that will either corroborate or negate
the allegations of abuse
Engage participants in a visual activity with the use of flashcards that explores their
perception of the framework for cconducting collateral interviews and gathering
evidence that will either corroborate or negate the allegations of abuse. This is a way
to begin the discussion prior to a complete explanation. This activity will help the
facilitator assess the participants ‘thinking and understanding on how to conduct
collateral interviews and gathering evidence that will either corroborate or negate the
allegations of child abuse.
Activity 5: MODULE 3 – Topic 4: Reporting the child abuse, neglect, and

exploitation
cases
 To utilize a holistic framework when responding to child protection.

 To ensure that the participants are able to deal with cases of child abuse.
 To make the participants be familiar on the reporting and documenting cases.
 Case Study Drill on Topic 4: Reporting the child abuse, neglect, and
exploitation cases
31
This activity will allow participants to explore examples of child abuse and exploitation in
case scenarios.
Materials: Handouts on case studies, flip charts, markers, tape

Instructions:
1. Participants are divided into groups with each group receiving a case scenario.
2. Participants should read the scenario and answer the following questions:
a. What mode of reporting the child abuse, neglect and exploitation cases is utilized in this
case study?
b. Whose role and responsibility is it to respond to this case?
3. Participants can present their discussion to the larger group with the facilitator drawing
out from the group alternative responses.
Activity 6: MODULE 3 – Topic 5: Assessment of child safety and risks in the

environment
 To gain skills to determine the level of risk and prioritizing response.

 To understand the preliminary assessment of child’s abuse cases.
 To be familiar of the child risk and safety instruments.
 Buzz Group Discussion, Question and Answer Session on Topic 5:

Assessment of child safety and risks in the environment
Continue this session with a group discussion on how to assess child safety and risks
in the environment on a framework around child protection. This is to draw on a broader
group discussion with the opportunity to ask questions between the topic.
End session four with a full review of what it means to take responsibility for assessing
child safety and risks in the environment. Discuss with participants the key elements
towards knowing on how to assess a safety and protective environment followed by the
group activity or open forum for the set of questions from the participants that needed to
be raised.
Activity 7: MODULE 3 – Topic 6: Critical examination of the case and come up with
a justified professional intervention/assessment
 Participants gain knowledge on how to intervene or assess child abuse cases.
 Critically aware of case management protocols.
 Facilitate a professional justification of a case.
32
 Discussion and Demonstration on Topic 6: Critical examination of the case
and come up with a justified professional intervention/assessment
Engage the participants on a discussion and demonstration on how to develop the

skill in critically examining a case and come up with a justified professional
intervention/assessment. Provide the participants with a discussion on how to critically
examination a certain child abuse case and on provide them the tips on how to make a
justified professional intervention/assessment. Following the activity above, an activity is
given in order to demonstrate the participants’ knowledge that have been imparted to
them.
Activity 8: MODULE 3 – Topic 7: Training Feedback and Evaluation Session &

Closing
 To evaluate the effectiveness of the training program.
 To assess the participants at the level of their awareness of the R.A. 7610
 To understand the loopholes of the training and the changes/improvements
required for the future training sessions.
 To ensure that the training program comply with the competency/skill gaps
The facilitator should allow enough time for a proper closing that wraps up the module
by briefly reviewing with participants the key objectives and goals that were achieved
during the training. At this time, if the facilitator has prepared post exams and evaluation
forms, the facilitator should distribute these to participants to complete. Alternatively, the
facilitator should use evaluation techniques that can be done in a session that are
completed orally or pictorially.
33
APPENDICES
34
1
Major Concepts on Republic
Act No. 7610
Special Protection of Children Against Child MODULE
Abuse, Exploitation, and Discrimination
Topic 01 - 02
What is CHLDREN?
Persons below eighteen years of age or those over eighteen years of age but who
are unable to fully take care of themselves or protect themselves from abuse,
neglect, cruelty, exploitation, or discrimination because of physical, mental
disability, or conditions (Republic Act No. 7610 Article 1 Section 3).
Topic 01
PRIORITY CHILD 

Child Labour
Commercial Sexual Exploitation of Children
PROTECTION ISSUES 

Physical and Sexual Abuse of Children
Children in Conflict with the Law
 Street Children
 Children Affected by Armed Conflict and
 CHILDREN VICTIMS of Displacement
NATURAL DISASTERS  Children and Drugs
 Children with Disabilities
Children under the age of 18 years are  Children Belonging to Minorities and Indigenous
particularly vulnerable population when People
exposed to natural disasters. Children
suffer more severe physical effects, According to Carolyn Kousky there are Three Ways
mental, and learning problems. that Natural Disasters May Harm Children
Disproportionately:
What factors might contribute to
 Disasters can damage children’s physical
increases in violence after disasters?
health.
 Disaster can cause mental health problems.
 increased stress and feelings of
They can suffer psychological harm from the
powerlessness due to bereavement,
damage to their homes and possessions; from
loss of property and loss of livelihood;
grief and losing love ones; from neglect and
 mental health problems such as post-
abuse, from breakdowns in social network; etc.
traumatic stress disorder;
 Disaster can interrupt children’s education buy
 the scarcity of basic provisions;
displacing families, destroying schools, and
 destruction of social networks;
pushing children into the labor force to help their
 breakdown of law enforcement;
families make ends meet in strained times.
 cessation of violence prevention and
other social support programmes; 35
 disruptions to the economy.
What types of violence are likely to increase after a disaster?
Continuation…
 Child abuse and neglect. There is evidence that severe child
abuse may increase after a natural disaster. Inflicted traumatic
brain injury (TBI) is one of the most severe forms of child
abuse, often leading to hospitalization and even death.
 Intimate partner violence and sexual violence. Women

who were living in a violent relationship before the disaster
may experience violence of increasing severity post-disaster.
 Exploitation, including sexual exploitation. In areas where

human trafficking is widely prevalent, disasters may result in
conditions that provide opportunities for traffickers (e.g. large
 CHILDREN AFFECTED numbers of unaccompanied children).
BY HIV/AIDS
Children Living in Communities Affected Enhanced Protection for Children Affected
by HIV and AIDS is general and embraces by HIV and AIDS
the many different categories of Children
affected by HIV and AIDS including the  Actions for Social Protection
following:  Actions for Legal Protection and Justice
 Alternative Care
 Children indirectly affected by the AIDS  Addressing Stigma Related to HIV, abuse
pandemic and exploitation
 Vulnerable children affected by AIDS  Strengthening the state’s social welfare
 Children in households that foster sector
orphaned children
 Children living with HIV+ parents and sick 1. Attitudes, customs and practices, including
adults gender discrimination, that facilitate or lead to
 Children living with HIV and AIDS abuse, exploitation and violence are challenged
and changed.
Topic 02 2. Child protection issues are openly discussed in
BUILDING A PROTECTIVE
the mass media and among civil society partners.
3. Children are equipped with knowledge and skills
AND CARING ENVIRONMENT

to protect themselves from abuse, exploitation
and violence.
4. All those who interact with children – parents,
FOR CHILDREN teachers, religious leaders, social workers, health
workers, law enforcers, prosecutors, judges, etc.
– know how to recognize and respond to abuse,
A protective and caring environment for exploitation and violence.
children includes the following elements: 5. Basic and preventive social services as well as
specialized services for rescue, recovery, healing
7. The government, national and local, and reintegration are available for all children
is truly committed to child protection. without discrimination.
8. Laws are in place and are 6. Monitoring systems are designed to identify,
consistently enforced. count and track children who are at36risk and
victims of abuse, exploitation and violence.
MODULE
Topic 01
2 Topic 01 - 02
Salient Features of Republic

Act No. 7610
Special Protection of Children Against Child
CHILDREN’S RIGHTS: THE Abuse, Exploitation, and Discrimination
RIGHT of CHILDREN to GOOD Why are children’s rights relevant

GOVERNANCE to governance?
1. Efficiency and effectiveness –

 GOVERNANCE: DEFINITIONS Children’s rights give a raison d’être
to governance
Governance can be seen as the exercise of - Governance provides an enabling
economic, political and administrative environment for the realization of
authority to manage a country’s affairs at all human rights. It constitutes the
levels. It comprises the mechanisms, process by which the sense of
processes and institutions, through which direction of society is defined.
citizens and groups articulate their interests,
exercise their legal rights, meet their 2. Equity – Children’s rights ensure that
obligations and mediate their differences governance is comprehensive
(UNDP). - Good governance, respectful of
human rights, is necessarily
Why is governance relevant to universal, non-discriminatory and
children’s rights? equitable. Participants identified a
number of implications of this
1. Responsiveness and transparency – requirement for children’s rights.
All policy issues defined through
governance affect children 3. Inclusion and participation –
Children’s rights guide governance
2. Responsibility – Governance processes
embraces the multiplicity of duty- - Good governance is by nature
bearers and emphasizes the participatory, in that it aims to link
importance of systems for the more closely the governing and the
realization of children’s rights governed.
3. Accountability – Governance is a - By recognizing children as subjects

promising avenue to address the of rights, the CRC paves the way for
implementation challenge of inclusive governance processes in
children’s rights which children have a say.
37
Topic 02
UNDERSTANDING OBSCENE  PROHIBITION OF PUBLICATION

OF OBSCENE MATTER
PUBLICATIONS and INDECENT (1) Any person who —
SHOWS (a) whether for gain or not, publishes an
obscene article; or
(b) has an obscene article for publication
 TEST OF OBSCENITY for gain (whether gain to that person
or gain to another) commits an
(1) An article shall be deemed to be offence.
obscene if its effect or (where the
article comprises 2 or more distinct (2) For the purpose of any proceedings for
items) the effect of any one of its an offence under subsection (1)(b), a
items is, if taken as a whole, such as person shall be deemed to have an
to tend to deprave and corrupt article for publication for gain if with a
persons who are likely, having regard view to such publication the person has
to all relevant circumstances, to read, the article in his or her ownership,
see or hear the matter contained or possession or control.
embodied in it.
(2) In this Part “article” means any (3) A prosecution for an offence under this
description of article containing or section must not be commenced more
embodying matter to be read or than 2 years after the commission of the
looked at or both, any sound record, offence.
and any film or other record of a
picture or pictures.
(3) For the purposes of this Part a
person publishes an article who —
(a) distributes, circulates, sells, lets
on hire, gives, or lends it, or who
offers it for sale or for letting on
hire; or
(b) in the case of an article containing
or embodying matter to be looked
at or a record, shows, plays or
projects it, or,
References:
 Gonzales, R. & Cabral, E. (2006). Protecting Filipino
 World Health Organization (n.d.). Children from Abuse, Exploitation and Violence. Special
Violence and disasters. Retrieved from Committee for the Protection of Children.
www.who.int/violence_injury_prevention/
 United Nations Children’s Fund (2011).  Lai, B. & La Greca, A. (2020). Understanding the Impacts
Child Rights and Governance of Natural Disasters on Children. Society for Research in
Roundtable - Report and Conclusions. Child Development. Retrieved from
Innocenti Research Centre. Retrived https://www.srcd.org/research/understanding-impacts-
from www.unicef-irc.org natural-disasters-children
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
POWERPOINT PRESENTATION
59
60
61
62
63
64
65
66
TNA RESULTS
REPUBLIC ACT No. 7610: Special Protection of Children Against Child Abuse,
Exploitation, and Discrimination
Report of Training Needs Assessment (TNA)
Training is generally defined as the art of facilitating the transfer of knowledge

and skills. With respect to its purpose in various settings, it is always significant to
know first the theoretical understanding and needs present in an individual or group of
people. Thus, to evaluate the training needs, knowledge, skills, and attitudes of the
students on Republic Act No. 7610, also known as Social Protection of Children
Against Child Abuse, Exploitation, and Discrimination Act and as one of the major
requirements, the fourth-year social work students decided to conduct a Training
Needs Assessment (TNA). This was to be made accessible to the first-year and
second-year students of Bachelor of Science in Social Work (BSSW) at Leyte Normal
University (LNU). The group received a response from twenty-one (21) individuals,
representing different years and sections.
The results of the Training Needs Assessment are reported under selected
sections where trends were identified.
I. GENDER, AGE, SECTION, AND YEAR LEVEL
GENDER AGE
14%
5%
Male 18 - 19
28%
20 - 21
Female
67% 22 - 23
86%
Fig. 1a: Gender Distribution of Respondents Fig. 1b: Age Distribution of Respondents
67
Figure 1a illustrates the gender distribution of respondents. From the twenty-
one (21) respondents of the survey, the TNA received more respondents from females
comprising 86% compared to males, which only have 14% total number of
respondents. The illustration showed that women’s participation is greater than men
who did not reach half percentage of the former.
As for figure 1b, with regards to the total number of the respondents, 67% were
under the age of 18-19, 28% for students under the age of 20-21, and 5% for students
between the age range of 22-23 years old. Hence, most of the TNA respondents are
18 to 19 years old.
SECTION YEAR LEVEL
6%
28.57%
42.86%
19.05%
94%
9.52%
AS 1-1 AS 1-2 AS 2-1 AS 2-2 1st Year 2nd Year
Fig. 2a: Respondents’ Section Fig. 2b: Respondents’ Year Level
Among the TNA respondents and as shown in Figure 2a, the vast majority
(42.86%) came from AS 2-2, followed by 28.57% from AS 1-1, then 19.05% from AS
1-2, and only 9.52% from AS 2-1. It is interesting to note that most of the responses
came from the 1st year students (94%) since the 2nd year level has only 6% total
number of respondents (see Figure 2b above).
68
II. CONCEPTS ON R.A. 7610: SPECIAL PROTECTION OF CHILDREN AGAINST
CHILD ABUSE, EXPLOITATION, AND DISCRIMINATION
Children Affected by HIV/AIDS

Children without Parental Care
Children Victims of Natural…
Priority Child Protection Issues
Children and Drugs

Children with Disabilities
Street Children
Children of Minorities and… 5 - Extremely Familiar
Children Affected by Armed… 4 - Moderately Familiar
Children in Conflct with the Law
3 - Somewhat Familiar
Physical Sexual Abuse
Commercial Sexual… 2 - Slightly Familiar
Child Labour/Working Children 1 - Not at all Familiar
Children in Need of Special…
Child Protection
Filipino Childre
Children
0% 20% 40% 60% 80% 100%
Familiarity on the Concepts of R.A. 7610 in Percent
Fig. 3: Familiarity on the Concepts of R.A. 7610
Twenty-one (21) respondents provided feedback on the concepts or terms

found in R.A. 7610, also known as the Social Protection of Children Against Child
Abuse, Exploitation, and Discrimination Act. The respondents rated their familiarity
with the concepts from ranked 1-5, where 1 was ‘not at all familiar’ and 5 was
‘extremely familiar’. As shown in figure 3, the concepts Children and Filipino Children
got the vast majority (52.38%) for ‘extremely familiar’ and only 14.29% for Children
Affected by Armed Conflict and Displacement. It is also clearly presented that the
concept of Child Labor had the highest responses (71.43%) for the level ‘moderately
familiar’. On the other hand, for ‘somewhat familiar’, the concept Children Affected by
HIV/AIDS had the highest response that is 38.10%.
With the identified results of the TNA, those concepts with weak responses in
‘extremely familiar’ suchlike Children Affected by Armed Conflict and Displacement,
Children of Minorities and Indigenous People, Commercial Sexual Exploitation of and
Child Labour as well as to those with highest responses in ‘somewhat familiar’ and
‘slightly familiar’ like Children Affected by HIV/AIDS and Children Victims of Natural
69
disaster highlight the need for more information and learning dissemination for the
target respondents to have a full understanding of the different concepts on RA 7610.
III. SALIENT FEATURES OF R.A. 7610: SPECIAL PROTECTION OF CHILDREN

AGAINST CHILD ABUSE, EXPLOITATION, AND DISCRIMINATION
A. RIGHTS OF CHILDREN
5 4 3 2 1
Rights of Children
RESPONDENTS (%)
1. Every child has the right to be born 86% 14% 0% 0% 0%
well.
2. Every child has the right to a 86% 10% 5% 0% 0%
wholesome family life.
3. Every child has the right to be 86% 10% 5% 0% 0%
raised well and become
contributing members of society.
4. Every child has the right to basic 86% 14% 0% 0% 0%
needs.
5. Every child has the right to access 81% 14% 5% 0% 0%
what they need to have a good life.
6. Every child has the right to 81% 19% 0% 0% 0%
education.
7. Every child has the right to play 81% 19% 0% 0% 0%
and enjoy their youth.
protected from danger.
9. Every child has the right to live in a 81% 19% 0% 0% 0%
productive environment.
cared for in the absence of their
parent or guardian.
11. Every child has the right to good 71% 24% 5% 0% 0%
governance.
12. Every child has the right to 81% 19% 0% 0% 0%
freedom and peace.
Fig. 4a: Rights of Children
70
Fig. 4b: Rights of Children
For this section, the survey participants were asked to rank their familiarity on
the following Children’s Rights where 5 means them having an extreme knowledge of
the content to 1 means them having no familiarity with the rights. As observed in the
figure above the survey participants from the 1st and 2nd year levels of Bachelor of
Science in Social Work (BSSW) are familiar with the different Children’s Rights,
ranging to (71-86%) of the students have extreme knowledge on the 12 rights of
Children provided in the 1987 Constitution, followed by 10-19% of students who are
moderately familiar, and 5% out from the 21 survey participants have somewhat
knowledge on the rights of children. Despite the trend that the 21 survey participants
have extreme knowledge on the Children’s Rights the data above highlighted that the
right “Every child has the right to good governance” have the less number of survey
participants who have familiarity on it (71%).
B. OFFENSES AGAINST CHILDREN UNDER RA 7610
Fig. 5a: Offences Against Children Under RA 7610
71
5 4 3 2 1
Offenses Against RA 7610
RESPONDENTS (%)
1. Child Prostitution and Other Sexual 57% 29% 5% 5% 5%
Abuse
2. Attempt To Commit Child Prostitution 29% 39% 24% 5% 5%
3. Child Trafficking. 39% 24% 5% 10% 0%
4. Attempt to Commit Child Trafficking 19% 48% 24% 10% 0%
5. Obscene Publications and Indecent 29% 29% 29% 10% 5%
Shows
6. Other Acts of Neglect, Abuse, Cruelty 29% 48% 14% 5% 5%
or Exploitation and Other Conditions
Prejudicial to the Child's
Development.
Fig. 5b: Offences Against Children Under RA 7610
The same on Section A, the survey participants were asked to rank their
familiarity on the following Offenses Against Children under the R.A. 7610, where 5
means them having an extreme knowledge of the content to 1 means them having no
familiarity with the offenses. As observed in the figure above, the responses trend
shows that, (57%) of the survey participants from the 1st and 2nd year levels of Bachelor
of Science in Social Work (BSSW) are extremely familiar with the Child Prostitution
and Other Sexual Abuse as an offense against Children under the R.A. 7610 and
(48%) are extremely familiar with the Child Trafficking as an offense against children.
While, the other offenses where ranked by them as moderately familiar with ranging
to (29-48%). The results from this section highlighted that (5-10%) of the 21 survey
participants that have less knowledge or familiarity about the offenses Against
Children under the R.A. 7610. Therefore, the need for a training is seen to be essential
to improve the current trend, through the training the BSSW Students will be able to
have wider knowledge and understanding on the salient features of R.A 7610 which
is very important for them to know since it is inevitable for them to encounter clients
that are victims of R.A. 7610.
72
C. PENALTIES FOR SPECIFIC CRIMES
Fig. 6: Penalties for Specific Crime
For this section, the survey participants were asked to select answers from
a number of choices, from 1-5, 5 having an extreme knowledge of the content to 1
having not familiar with it. As observed in the figure above, from the 21 respondents,
most of the survey respondents have selected the “moderately and somewhat
familiar” responses pertaining to the penalties provided on the R.A. 7610. The
majority of the responses shows that the survey respondents are quiet familiar with
the penalties for specific crimes indicated in the law. It is evident in the graph that,
reclusion perpetua is known to them as it has the highest rate of familiarity.
However, they are not completely aware and knowledgeable enough on this
content. These responses indicate that training regarding this topic is relevant on
the 1st and 2nd year Social Work students.
D. REPORTING AND INVESTIGATION OF CHILD ABUSE CASES
On the figure provided below, the response rate shows that the 1st and 2nd
year Social Work students are moderately aware in terms of reporting and
investigating cases of child abuse. However, there is a low response rate with those
who have an extreme knowledge of reporting and investigating. Therefore, the need
for a training is
73
still significant and there is a need to thoroughly discuss this content as one of the
salient features of R.A. 7610. So that, they will be abreast enough in terms of
reporting and investigating such cases that will be of help to their future endeavors
as Social Workers handling cases related to this Act.
Fig. 7: Reporting and Investigation of Child Abuse Cases
E. REMEDIAL PROCEDURE
Fig. 8: Remedial Procedure
74
Similarly, the survey participants were asked again to select answers from a
number of choices, from 1-5, 5 having an extreme knowledge of the content to 1 having
not familiar with it. It is indicated in the graph above that the respondents are aware of
the term confidentiality but not within the context of the Act. Hence, the participants
reported evidently that the highest level of familiarity is on the content of confidentiality
and other responses are distributed with the other choices. It is worth noting that,
based on these findings, the training should focus on the knowledgeable content of
the remedial procedures provided in the R.A 7610 as 1 st and 2nd year Social Work
students are not completely familiar with it.
IV. SKILLS/COMPETENCIES
1 2 3 4 5
No. Skills/Competencies Respondents %
1 Systematically and critically analyzing the factors 4.76 9.52 28.57 23.80 33.33
affecting the protection and well-being of children.
2 Formulating strategies and interventions relevant 4.76 14.28 28.57 23.80 28.57
in reducing the number of children who are victims
of abuse, violence, and exploitation.
3 Locating children in the different social levels and 0 23.80 33.33 19.04 23.80
institutional concepts.
4 Developing a more protective and caring 0 9.52 33.33 38.09 19.04

5 Empowering families and local communities to 0 9.52 33.33 33.33 28.57

become the frontline advocates for child right
promotion and child protection.
6 Effectively performing the role as member of 4.76 0 33.33 33.33 28.57

family and community and in caring and protecting
children.
7 Monitoring the safety and condition of the child 0 14.28 38.09 23.80 23.80
victims of abuse, neglect, and exploitation.
75
8 Conducting collateral interviews and gathering 0 23.80 28.57 23.80 23.80
evidence that will either corroborate or negate the
allegation of abuse.
9 Reporting the child abuse, neglect and exploitation 0 19.04 19.04 38.09 23.80
cases.
10 Assessment of child’s safety and risks in the 0 19.04 19.04 38.09 23.80
environment.
11 Verification and gathering information about the 4.76 9.52 28.57 23.80 33.33
child abuse, neglect, and exploitataion cases.
12 Knowledge on Children Protection, Policies such 0 14.28 23.80 42.85 19.04

as R.A. 7610.
13 Effectively communicate with the abused children, 0 23.80 23.80 23.80 28.57
parents, and abusers.
14 Critically analyzes the information from unbiased 4.76 9.52 23.80 28.57 33.33
observations.
15 Identifying the partner agencies that can be of help 0 23.80 23.80 23.80 28.57
on the presenting case.
16 Developing case study reports on abused children. 9.52 14.28 33.33 14.28 28.57
17 Critically examine the case and come up with a 4.76 19.04 33.33 19.04 23.80
justified professional intervention/assessment.
Fig. 9: Skills/Competencies
For this section, the survey participants were asked to select answers from a
number of choices, from 1-5, 5 having an extreme knowledge of the content to 1 having
not familiar with it. These responses clearly support the there is need for more
comprehensive and structured training on the R.A 7610, especially since most of the
respondents have chosen the response “somewhat familiar” in terms of measuring the
skills and competencies they have towards the policy. It also became evident that the
survey respondents didn’t realize how much they did not know. The respondents are
uncertain of the competency they have, pertaining the law. More significant data came
76
from participant responses when evaluating their skills and competencies in handling
cases such as R.A. 7610, as respondents became aware of the functions that they
have to be imperative about in the future. Generally, of the 17 skills and competencies
provided, most of these are responded with the categories “somewhat familiar,
moderately familiar, and extremely familiar”. There are only few survey respondents
who selected the category “not all familiar”, which is evident on the table provided
above.
V. SUGGESTIONS
The last section of the TNA tool was allotted for the survey participants’ insights
on the topics that they want to include in the discussion during the training, there were
10 suggestions gathered and these are: (1) Laws and services for child care
protection, (2) the differences of the various laws for children, (3) Policy and principles
of the R.A. 7610, (4) relevant and timely facts about the cases of child trafficking in the
country, (5) Family Planning as one of the factor of child abuse, (6) Agencies and
organizations that provide programs and assistance to children who have been
abused, exploited, or discriminated. Additionally, this section also gathered the
respondents’ comments on the TNA tool and most of them commented that the tool
was relevant to test their knowledge on the salient features of R.A. 7610.
CONCLUSION
A Training Needs Assessment (TNA) tool was administered to 1 st and 2nd year
BSSW students in which this tool revolved around the salient features and concepts
of R.A. 7610 or much known as the Special Protection of Children Against Child
Abuse, Exploitation and Discrimination. There were 21 respondents who have
accomplished the said TNA tool. And, based on the figures from Section II (Concepts
on R.A 7610) to Section IV (Competency/Skills) the responses rate have shown that
the respondents have prior knowledge on certain features like the (1) Rights of the
Children, (2) Child Prostitution and other sexual abuse, (3) Reclusion Perpetua as one
of the major penalty of the law, (4) Importance of Confidentiality in handling with the
victims of the law, (5) Skills on analyzing the factors affecting the protection and well-
being of children.
77
The results of the survey have heightened the training need on the topic
R.A. 7610. Due to the fact that, even the 1st and 2nd year Bachelor of Science in Social
Work students have initial knowledge pertaining on the provisions and features of the
Special Protection of Children Against Child Abuse, Exploitation and Discrimination
Act. The figures still presented the gap of knowledge on some matters such as in
reporting and investigation on child abuse, penalties and offenses. Moreover, it was
also seen in the figures especially, on the section IV that the BSSW students who will
act as helping agents in the future have less familiarity on some skills and
competencies that they must learn and possess to be able to help the concerned
clients.
In general, the gathered responses support the need to have further

actions on imparting knowledge on the BSSW students about the R.A 7610 and
training on this particular law will be much helpful for them to learn the general gist of
it. Moreover, the training for the said law will roughly revolved on the offenses,
penalties, reporting and investigation of child abuse cases, remedial
procedures, and the skills and competencies of the social worker on handling
the victims of this law.
78
Republic of the Philippines
Leyte Normal University
College of Arts and Sciences
[email protected]
SOCIAL WORK UNIT
Tacloban City www.lnu.edu.ph
EVALUATION FORM
I. Profile of the Participant
SURNAME FIRST NAME MIDDLE NAME

Name
(optional)
Student ID
Gender Female Male
Number
Program
Enrolled In
Year Level First Year Second Year Third Year Fourth Year
Academic
Section
Year
II. Participant Evaluation – Tell Us What You Feel

Instruction: Put an X in the box that describes your personal reactions or learning
experience to the training. Add comments if you wish.
1. The training was worth my time.
Strongly Agree Agree Disagree Strongly Disagree
2. I like the venue and presentation style.
3. The training offered me ease and comfort experience.
4. The whole training session accommodated my personal learning styles.
79
5. The training activities are relevant and engaging.
6. Time allotted to cover relevant information about the topic/activities of

the session was followed.
7. The performance of the facilitators is satisfying.
8. The training was successful.
9. There is a balance of presentations, group participation and other

activities to aid learning.

10. The delivery of the training program is interesting and engages our
attention throughout.
III. Learning Evaluation
1. What are the three (3) important things that you learned from the training?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What benefits did you gain from attending the training?

______________________________________________________________
______________________________________________________________
______________________________________________________________
3. State (3) aspects of the training course that were useful.

______________________________________________________________
______________________________________________________________
______________________________________________________________
4. State (3) aspects of the course that were least helpful.

______________________________________________________________
______________________________________________________________
____________________________________________________________
80
5. What are the main points you have learned from the training that have changed
your perspective about the current situation of the victimized Filipino children?
______________________________________________________________
______________________________________________________________
______________________________________________________________
6. What are the different course of action that you have learned from the training
that you think you can apply in real-life situation?
______________________________________________________________
______________________________________________________________
_____________________________________________________________
7. What do you like most about the training?
______________________________________________________________
______________________________________________________________
______________________________________________________________
8. What do you suggest for the improvement of the training?

______________________________________________________________
______________________________________________________________
______________________________________________________________
IV. Behavior Evaluation
1. From what you have learned, what do you plan to apply in your course?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. The knowledge and skills I gained from the training program is useful for my
current and future needs.
____ YES ____ NO
If yes, list (1) aspect of the training that you are going to implement or review.
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. What would you suggest if you will be given the chance to change some
strategies to stop child abuse?
81
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. How did the training change your values and principles about abuse and
maltreatment of children?
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. What are the (3) skills you have learned from the training that you have seen
to aligned with your values and principles as a future change agent?
______________________________________________________________
______________________________________________________________
______________________________________________________________
V. Results
1. How would you rate the overall quality of the training program?
Excellent Good Fair Poor
2. How well did this program accommodate your background and needs of the
law?
Excellent Good Fair Poor
3. How would you inject the learnings you have from the training to your respective
community?
4. What are the actions you will take to spread the reality behind the façade of
unrecognized children’s rights?
5. Do you have any plans on conducting a re-echo session to your fellow

community people or peer group?
_YES _NO
Additional Comments:
82
On my word and honor, with reliance to the protection of Divine Providence, I certify that this work
is my own, with proper citations, and created in accordance with the rules and regulations of the
Leyte Normal University on student discipline.
ROSE ANN L. ARBOLEDA December 10, 2021

Signature over Printed Name Date
PAULA ROSE COMORA December 10, 2021

GWYNETH MARIE PIAMONTE December 10, 2021

83

Training Design

Uploaded by

Copyright:

Training Design

Uploaded by

Document Information

Original Title

Copyright

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Training Design

Uploaded by

Copyright:

Republic of the Philippines

Leyte Normal University

Module Development 2021

MS. EVA MARIE JOCSON, RSW

Special Protection of Children Against Child

December 15 – 17, 2021

“Knowing is not enough; we must apply. Willing is not

Arboleda, R. A., Comora, P. R., & Piamonte,

Name of the Training: Three-day Seminar-Workshop on Republic Act No. 7610

Description of the Activity:

3 Third Day - Ᵽ 70/head

Preparing the Training

Thus, through this three-day school-based seminar-workshop on R.A. 7610 we

- Gain skills on upholding child’s

The seminar-workshop will be conducted on December 15-17, 2021, a three-

Time Activities Person/s Involved

08:00 AM – 09:30 AM Opening Program: Facilitator/s

02:30 PM – 02:45 PM Ice Breaker: Ready, Set, Facilitator/s

04:15 PM – 04:30 PM Closing Program: Facilitator/s

Time Activities Person/s Involved

09:30 AM-10:35 AM Lecture on Penalties Resource

10:35 AM-10:50 AM Ice Breaker: Four Pics,

Time Activities Person/s Involved

Case Study Drill on

03:45 PM-04:00 PM Water Break

04:00 PM – 05:00 PM Evaluation and Closing Facilitator/s

THREE-DAY SEMINAR-WORKSHOP ON REPUBLIC ACT NO. 7610

Person’s Responsible for the Overall Enforcement of the Training

Training Preparation Logistics

Training Proper Registration Registration Registration

Three-day Seminar-Workshop on Republic Act No. 7610

Activity 1: Opening Program

Activity 2: MODULE 1 – Major Concepts on Republic Act No. 7610

- Comprehensively deliver to the participants the different priority child

- Refer the participants to the first page of the hand-outs.

Activity 3: Topic 2: Building a Protective and Caring Environment for

 Multimedia Lecture on Topic 2: Building a Protective and Caring

Activity 4: Module 2: Features of Republic Act No. 7610

 Lecture-Discussion on Topic 1: Children’s Right: The Right of Children to

Activity 5: Ice Breaker

 Lecture-Discussion on Topic 2: Understanding Obscene Publications and

 Beat the clock: Asking questions

Topic 3: Penalties under R.A. 7610

Duration of 1 hour and 5 minutes

Then on, the participants will be directed to the presentation of

Abstraction/ The resource speaker will then on recapitulate the key

Allow a discussion of each presentation and direct the attention

Topic 4: Remedial Procedures under R.A. 7610

Duration of 1 hour and 10 minutes

Learning 1. To identify the different remedial procedures under R.A.

Resources Pamphlet on Remedial Procedures under R.A. 7610

Then on, the participants will be directed to the presentation of

Abstraction/ The resource speaker will then on recapitulate the key

Allow a discussion of each presentation and direct the attention

Topic 5: Reporting and Investigation of Child abuse cases

Duration of 1 hour and 30 minutes

Then on, the participants will be directed to the presentation of

Abstraction/ The resource speaker will then on recapitulate the key

Allow a discussion of each presentation and direct the attention

Activity 1: Opening Program

 Stating the purpose of the training topic

Activity 2: MODULE 3 – Topic 1: Developing a more protective and

 Participants gain knowledge of the overall concepts of developing a