IMPLEMENTATION OF CHILD PROTECTION POLICY IN

KIANGAN AND ASIPULO DISTRICT, IFUGAO, PHILIPPINES

A Thesis Proposal
Presented to the
College of Advanced Education
IFUGAO STATE UNIVERSITY
Lamut, Ifugao, Philippines

A Course Requirement
for the Degree
Master of Arts in Education
Major in Educational Management

Sheilla B. Daulayan
December, 2019
 Chapter 1

INTRODUCTION

Across the world, significant numbers of children experience

maltreatment, resulting in life-long consequences for victims (WHO, 2016).

Responses to child maltreatment in the Global South in particular are under

researched and under-conceptualized. In the Philippines, despite the

significance and impact of child maltreatment (Ramiro et al. 2010), policy and

research on this topic remains in its infancy. Policy imperatives in this area are

given greater impetus with increasing international awareness of the need for

children to grow up in safe and stable environments and to be protected from

abuse and neglect (Price-Robertson et al. 2014), particularly in circumstances

of significant child poverty and deprivation (PSA and UNICEF 2015).

Child protection policy provides special protection to children who are

gravely threatened or endangered by circumstances which affect their normal

development and over which they have no control, and to assist the concerned

agencies in their rehabilitation (Ida Cabantin, 2011).

As cited in Naeem (2014), every year tens of millions of children are abused

and neglected worldwide. According to the World Health Organization, it has

been estimated that 53,000 children are murdered each year. For every homicide

among young people there are 20–40 non-fatal cases which require hospital care.

Although the figures may seem horrendous, it can be assumed that this is just

the tip of the iceberg and a large number of cases remain unnoticed, undetected
and unreported. It has also been estimated that up to 1.5 billion children are

affected by violence (UNICEF, 2009a). Child protection is an umbrella term

covering a range of topics and themes related to child maltreatment. It refers to

preventing, and responding to violence, exploitation and abuse (UNICEF, 2009b).

In the absence of reliable data on child maltreatment in the Philippines

(Madrid et al. 2013), and limited understandings of child protection policy

approaches, this review provides important insights into child maltreatment and

its responses in the Philippines. It explores conceptions of child maltreatment

and child protection, and provides a review of policy and program approaches,

and in doing so, contributes to future child protection policy agendas in the

Philippines.

Child protection system (CPs) is a vital international phenomenon. It

emphasized preventing abuse and maltreatment. Historically, the United Nations

General Assembly adopted the Child Rights Convention in 1989 to prevent any

possible harm that could confront children and ensure that their rights are

protected (Mulinge, 2010).

Over the last fifty years the focus on and knowledge concerning child

abuse and neglect has increased significantly in the western world. Several

studies show that children in contact with the child protection system are

generally those at higher risk of poor health both physical and psychological, of

committing suicide, and of poorer school performances (Egelund & Hestbæk,

2007; Vinnerljung, Sundell, Løfholm, & Humlesjø, 2006; Weyts, 2004, as cited
in Samsonsen (2016)). A common feature in child protection systems in the

western world is the process of early assessment after a referral of concern is

received. In practice this means that the assessment constitutes the initial phase

of the child protection case and the early stages of the working relationship

between the family and social workers involved. This may lead to the conclusion

that good quality assessment in child protection has a significant role to play in

contributing to better outcomes for children in need of protection and provision.

It is therefore important to understand what supports best practice in

assessment. At its simplest, the process of assessment refers to the gathering of

information to provide the basis for decision making, planning and resource

allocation (Kirton, 2009).

This review utilizes the World Health Organization’s (WHO) definition of

child maltreatment:

...all forms of physical and/or emotional ill-treatment, sexual abuse, neglect

or negligent treatment or commercial or other exploitation, resulting in actual or

potential harm to child’s health, survival, development or dignity in the context of

a relationship of responsibility, trust or power (WHO 2006, p. 9, as cited in Roche

(2017).

The WHO definition distinguishes four types of child maltreatment;

physical abuse, sexual abuse, emotional and psychological abuse and neglect

(WHO 2006, p. 10, as cited in Roche (2017). Legislation in the Philippines reflects

the WHO definition of child maltreatment; defining child abuse and neglect as
“the infliction of physical or psychological injury, cruelty to, or neglect, sexual

abuse or exploitation of a child” (Saplala 2007, 88, as cited in Roche (2017).

Here, it is important to note that exposure to family violence is typically

considered a form of emotional and psychological abuse (AIFS 2015) and fits

within these definitions.

The CIS-2003 as mentioned in Parker, R.J. (2010) defines five categories

of child maltreatment – physical abuse, sexual abuse, emotional abuse, exposure

to domestic violence, and neglect – and a total of 25 sub-types of maltreatment,

eight of which fall under the category of neglect and four of which fall under the

category of emotional maltreatment. The data on all categories of maltreatment

are further classified by level of substantiation. Substantiated cases are those

where evidence indicates that maltreatment has occurred; suspected cases are

those where evidence of maltreatment is insufficient but where it cannot be ruled

out; finally, cases where evidence indicates that maltreatment has not occurred

are classified as unsubstantiated. The CIS-2003 estimates a total of 217,319

child protection investigations involving children under 16, of which 47% are

classified as substantiated (21.71 per 1,000 children) and another 13% are

classified as suspected (5.90 per 1,000 children) (Trocmé et al., 2005, as cited in

Parker, R.J. (2010). This represents a 125% increase in the rate of substantiated

maltreatment over 1998. The authors attribute this dramatic increase largely to

an increase in the total number of child protection reports (78% more than in

1998) and changes in substantiation procedures resulting in more cases being

classified as substantiated rather than suspected. These are relevant qualifiers

to the reported findings and suggest that changes in incidence rates from 1998

to 2003 should be interpreted carefully. At the same time, the CIS methodology

relies entirely on incidents of maltreatment that are reported to child welfare

authorities and not those that go unreported or those that are reported only to

police. Given this limitation, the CIS likely underestimates the actual incidence

of child maltreatment. Thus, while the CIS estimates do not represent the

complete picture of child maltreatment in Canada, the reported findings are no

less alarming to Canadian citizens or to policymakers.

Child maltreatment is a universal phenomenon causing harm to millions

of children all over the world (Stoltenborgh, BakermansKranenburg, Alink, &

Van IJzendoorn, 2014). In the United Nation's Convention on the Rights of the

Child (1989) as cited in Rijbroeka, et. al (2017), 194 countries explicitly stated

that they will take all measures in order to protect children from maltreatment.

The aim of a child protection system like that is not just about minimizing child

abuse but also maximizing welfare (Munro, 2008). Therefore, the new Youth Act

in the Netherlands promotes empowerment in child protection (Ministry of

Health, Welfare and Sport, & Ministry of Security and Justice, 2014). Research

shows that empowerment makes child protection services more efficient and

decreases the need for specialized care (Bosscher, 2014). Moreover, empowered

families are less likely to be involved in maltreatment (Browne & Winkelman,

2007 as cited in Rijbroeka, et. al (2017). Empowerment gives control to

individuals and their lives and helps families to deal with problems (Rappaport,

1987, as cited in Rijbroeka, et. al (2017). It reinforces the ability to solve future
problems, which makes them less dependent on care agencies (Graves &

Shelton, 2007; Jones & Meleis, 1993; Resendez, Quist, & Matshazi, 2000, as

cited in Rijbroeka, et. al (2017).

Child abuse, neglect, exploitation and violence are the core issues that

underlie child protection. These issues are ingrained in the cultural, economic

and social practices and have detrimental consequences on the individual and

the society (WHO, 2002, as cited in Naeem (2014).

Although the concepts of child abuse and neglect are becoming clearer

with ongoing research, this issue of classification has faced a range of

misinterpretations and misunderstandings (WHO, 2002, as cited in Naeem

(2014). While some definitions focus on the harm to the child, whether actual or

potential harm, others focus on the actions and behaviors of the perpetrator/

adult. This has led to a series of discussions and debates on what child

maltreatment comprises of as cited in Naeem (2014) consultation report refers

to child abuse as “any act or failure to act that violates the rights of the child

that endangers his or her optimum health, survival or development”. This WHO

consultation report provides a guideline on child abuse prevention and has been

a framework for many researches, legislations and laws. However, other

definitions draw a finer line between abuse and neglect. The act of harm is

associated with abuse and the negligence to prevent something harmful from

happening to the child (English et al, 2005; Dubowitz et al, 1993, as cited in

Naeem (2014).
 In the literature, legislation and policy, terminology such as child

maltreatment and child abuse and neglect are often used inter-changeably (AIFS

2015). However, regardless of the specifics of the definitions covering child

maltreatment in any particular jurisdiction, the responses to such

circumstances are usually defined in terms of the broadly understood conception

of child protection’(Price-Robertson et al. 2014). For the purposes of this review,

child protection is defined by any activity, behavior, policy, program or law with

the aim of protecting children from maltreatment as described earlier. In the

Philippines, legislation identifies children as “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” (Saplala

2007, 88, as cited in Roche (2017).

Child abuse consists of three main types; physical, sexual and emotional.

Naeem (2017) cited that “Physical abuse of a child is that which results in actual

or potential physical harm from an interaction, or a lack thereof, which is

reasonably within the control of a parent or the person in a position of

responsibility, power or trust. “It refers to any non-accidental injury that is

perpetrated on the child, resulting from practices such as punching, beating,

kicking or otherwise harming the child”. This physical injury can be resultant

from either a single or multiple episodes. “The severity also varies from minor

bruises to death”. Two possible reasons for this could be either corporal

punishment with the intention of disciplining or uncontrolled anger of the

caregiver. Physical punishment is an important concept that is linked to child

physical abuse. It may be that the caretaker does not intend to hurt the child

but only wants to discipline him/her. The injury may be a result of strict

discipline or physical punishment that may be inappropriate considering the

child’s age or condition. The line between physical abuse and disciplining via

physical punishment is blurry at best. The risk factors for both child physical

abuse and physical punishment are considered very similar they are both

detrimental for the well-being of the child (Durrant & Ensom, 2012). It is also

seen that parents who demonstrated poor or lack of empathic ability on an

analog task were more likely to punish their children and their children were

more liable to physical abuse (Rodriguez, 2013). However, the general public's

views about physical punishment and physical abuse are very different. Where

abusive behavior is commonly frowned upon and is regarded unacceptable,

opinions and attitudes towards physical punishment vary across individuals and

cultures. Over the past two decades, there has been an increased awareness of

the effects of physical punishment on the wellbeing of the child. (Durrant &

Ensom, 2012). Research findings suggest physical punishment is detrimental for

the child’s psychological and physiological health. Studies show that physical

punishment is associated with increased risk of major depression, alcohol

abuse/dependence and externalizing problems in adulthood (Afifi et al, 2006,

Rodriguez, 2003, as cited in Naeem (2014). Due to research findings related to

the effects of physical punishment on the child's wellbeing, 37 countries,

including 18 European nations have now taken legal action against all forms of
corporal punishment on children. (Bussmann et al, 2009). Physical abuse and

corporal punishment is prevalent in homes, school and places of work. Using

participatory research techniques, a study by Save The Children, UNICEF and

the government of Khyber Pakhtunkhwa was conducted in Pakistan. This

consultation with 3,582 children (aged between 6 and 14), 1,231 parents and

486 teachers from government and religious schools in Khyber Pakhtunkhwa

found that all children reported receiving corporal punishment. They identified

28 types of punishment used at homes, which included caning, beating with

shoes, belts, wood slabs, brooms or whips, smacking, kicking, hair-pulling,

eartwisting, biting, pinching, burning, giving electric shocks and pouring hot or

cold water on the body. 43 types of punishment were identified in schools,

including smacking, hitting with an object and hair-pulling, ear-twisting, Among

school related abuses, 43% of all punishments that were identified were reported

by children in government run (public) primary schools, 30% in government

middle schools, 10% in government high schools and 16% in private schools. It

was also reported in this study that corporal punishment in homes was also

widely practiced. It was reported as being inflicted by immediate family members

such as parents (20.22%), grandparents (24.04%) and older siblings (18.91%)

and uncles and aunts (27.31%) or by other close relatives such as cousins and

in laws (Save the Children, UNICEF & Schools and Literacy Dept, Government

of NWFP 2005, as cited in Naeem (2014). Children who are not living with their

immediate family or those who are working (for example domestic or commercial

child labourers and children living on the streets) are also very vulnerable to
physical abuse (Caesar-leo, 1999; Ali et al, 2004; Iqbal, 2008, as cited in Naeem

(2014). Both children and parents try to keep the abuse a secret. However,

teachers or other sympathizers can detect it by observing some behavioral and

physical cues. These cues include observing where the bruise is located and

whether it corresponds to the story the child has told about the accident. If the

child is wearing long sleeves (trying to hide a bruise or a wound) when others are

wearing shorts and T-shirts, whether the child is more frequently absent from

class, and is there a history of recurring injuries and inconsistent accounts for

the cause of his/her injury. Additionally, observable cues such as withdrawing

or aggressive behavior, self-destructive behavior and hyper-vigilance are also

indicators of child physical abuse.

Child sexual abuse is the involvement of a child in sexual activity that he

or she does not fully comprehend, is unable to give informed consent to, or for

which the child is not developmentally prepared and cannot give consent, or that

violates the laws or social taboos of society. Child sexual abuse is evidenced by

this activity between a child and an adult or another child who by age or

development is in a relationship of responsibility, trust or power, the activity

being intended to gratify or satisfy the needs of the other person. This may

include but is not limited to: 1) The inducement or coercion of a child to engage

in any unlawful sexual activity. 2) The exploitative use of child in prostitution or

other unlawful sexual practices. 3) The exploitative use of children in

pornographic performances and materials.” (WHO, 1999, as cited in Naeem,

(2014).
 Sexual abuse occurs in all countries and across different races and

ethnicities. A meta-analysis report conducted on 217 publications between

1980- 2008 concluded that child sexual abuse is a global issue. It is estimated

that the global prevalence rate is 11.8 % or 118 per 1000 children. This was

based on 331 independent samples with a total of 9, 911, 748 participants. The

prevalence was highest in the African continent and the lowest in Europe. This

could be due to a number of reasons including the myths and cultural

acceptance of some practices in Africa and stronger law enforcement in Europe.

The meta-analysis also confirmed that child sexual abuse was more prevalent in

girls than boys. The problem with the range of definitions that were used for

sexual abuse and the issue of far less cases being reported than the actual

number of incidents was also highlighted in this meta-analysis. In most societies,

taboos regarding females losing their virginity before marriage and taboos related

to male homosexual experience contribute to under-reporting. (Stoltenborgh,

2011) Earlier studies also indicate that the prevalence of childhood sexual abuse

rose from 20 % in women and 10% in males in 1994 to be as high as 25% for

females and 16% 11 in males (Center of Disease Control and Prevention, 2005,

as cited in Naeem (2014 ) in the following 11 years. Increased awareness about

child sexual abuse may contribute to increase reporting of child sexual abuse.

Over the past few years organizations working with children have become

increasingly careful. It was found that molesters who were professionals (similar

to extra familial offenders generally) were likely to have sexually abused male, or

both male and female, children. Professionals were also significantly more likely
to have offended against post-pubescent minors than were extra familial or intra-

familial offender. (Sullivan et al, 2011).

The perception of childhood abuse is surrounded by myths and

misunderstandings. A child can never be responsible for sexual abuse as there

is always a victim culpability that exists. The credibility of the victims is also at

a stake. People may believe that juveniles often fabricate stories to gain attention

(Cromer & Goldsmith, 2010). The age of the child is associated with the

perception of the credibility and culpability. Younger children are considered

more credible and less culpable compared to older children, especially teenagers.

These perceptions cloud the judgment of the victim of sexual abuse. A meta-

analysis conducted on the perceptions about CSA showed that the effect sizes

for both victim age and respondent gender on victim credibility were inversely

moderated by the presence of perpetrator force and/or victim resistance (Font,

2013). The study concluded that child sexual abuse accounted for approximately

7.83% of mental health contact (Cutajar et al, 2010).

Emotional abuse refers to the failure of providing children with an

emotional environment which is adequate for their psychological, developmental

and physical progress. The definition of emotional abuse is often vague and there

have been dire consequences due to 13 unclear literature found on emotional

abuse (Rees, 2010). This form of abuse includes “the failure to provide a

developmentally appropriate, supportive environment, including the availability

of a primary attachment figure, so that the child can develop a stable and full
range of emotional and social competencies commensurate with her or his

personal potentials and in the context of the society in which the child dwells.

There may also be acts towards the child that cause or have a high probability

of causing harm to the child’s health or physical, mental, spiritual, moral or

social development. These acts must be reasonably within the control of the

parent or person in a relationship of responsibility, trust or power. Acts include

restriction of movement, patterns of belittling, denigrating, scapegoating,

threatening, scaring, discriminating, ridiculing or other non-physical forms of

hostile or rejecting treatment” as cited in Naeem (2014).

Child emotional abuse is a universal issue affecting millions of children

worldwide. The prevalence rate and the aspect associated with emotional abuse

vary across cultures. In a meta-analysis of 29 studies consisting of 46

independent samples with a total of 7,082,279 participants, it was concluded

that emotional abuse was estimated at 36.3% or 363 per 1,000 children. Gender

was not a significant moderator demonstrating that it occurs at the same

percentage in boys and girls. Geographic origins influence its prevalence greatly.

Unlike individualistic cultures, family honour, harmony and interdependence

are regarded very important in collective cultures. Hence, when the child breaks

rules, the parents might use extreme form of disciplining to induce guilt and

shame. These cases may never be reported as they would bring shame to the

family. This concept was supported in the meta-analysis, it was seen that the

prevalence of two Asian- American samples was more than twice the combined
prevalence of the seven Asian samples. Hence, it could be that the prevalence in

Asia or more collective cultures is underestimated. (Stoltenborgh, 2012).

Some practices like using children for personal motives (for example even

in fundraising) are considered emotional abuse and strict ethical codes apply to

minimize such practices (FIA, 2011). However, the definition of normal and

acceptable in one society may be different in the other. Emotional abuse is

common in homes as well as schools. A study conducted on Yemen school

children found that pupil reported high levels of emotional abuse at least once

in their life with a prevalence of 72.6% in male pupils and 26.1% in females. The

same study also identified that emotional abuse is more likely if the child is 16-

17 years old, lives in joint families and has divorced parents. Father’s education

is a protective factor against emotional abuse. (Ba-Saddik & Hattab, 2012).

Another study from India found that 47.9% of boys and 52.1% of girls who were

surveyed were emotionally abused in schools (Kachar et al, 2007, as cited in

Naeem (2014).

And lastly, Emotional abuse is hidden and often not recognized and

noticed. However, it has its damaging effects on the child’s perception of

relationships, self-perception, use of relationships, adaptability, development

and psychological and physical health. Some risks factors that increase the

likelihood of emotional abuse include the child’s temperament, parental mental

health issues, for example depression, parental abuse of drugs and parental

inconsistency in attachment behavior (Rees, 2010). Teachers can recognize

whether a child is emotionally abuse by looking at his/her behavior and physical

cues. Hence, most interventions are directed towards building a positive

relationship between the child and the parent/caregiver (Meintjes et al, 2010).

There are diverse sorts of child abuse, some not as visible as others. Abuse

is often seen in relation to violence that can be evident in form of bruises or

scars, but that is not always the case. Disregarding the needs of a child, or

placing them in a hazardous environment can also entail child abuse. It can be

physical, sexual, emotional and in the form of child neglect. The most visible type

is physical abuse; physical abuse is the use of physical force against the child

such as hitting, shaking, kicking, biting, burning, chocking, or poisoning that

leads to the harm of the child's health, development and dignity. According to

the CRL, the abuser does not necessary always intend to harm the child, as the

physical damage might be a result of disciplinary punishment. Sexual abuse

does not essentially need to include physical contact; sexual assault is a child's

participation in any form of sexual activity with an adult and that includes

physical touching, verbal harassment, or using children in naked photography

or films. Psychological abuse is a result of verbally degrading, silent treating,

blaming, threatening, bullying or giving children more responsibility than they

can handle which can reinforce patterns of failure in a child’s life. Lastly, there

is child neglect; negligence occur when parents or guardians fail to provide

necessities for the child, such as health, education, nutrition and safe living (The

Kuwait Children's Rights Society [KCRS], 2016).

 The Child Right Act (2003), as cited in Al-Qaysi (2018) casts the light on

the superiority of a child’s welfare. It provides the government with a full

responsibility of ensuring policies and procedures to safeguard children from

maltreatment or abuse. World Health Organization as cited in Al-Qaysi (2018)

showed that about 40 million children, aging less than 14 years, suffer badly

from abuse. This number is argued to be increased in other studies (Svevo-Cianci

et al., 2010).

Experts exert their best efforts to avoid children from exposure to

maltreatment. Professionals are supposed to acknowledge injury to protect

maltreated children (Moynihan & Webb, 2010). School psychologists’ work

differs in many countries and is influenced by some external and internal

aspects. The external aspects include culture, economy and local priorities. The

internal aspects involve school psychology profession in every single state as

cited in Al-Qaysi (2018). However, child’s prevention and protection systems are

the most prominent areas for school psychologists. As mentioned by Al-Qaysi

(2018) school psychologists (SPs) cooperate with other specialists internationally

in order to guarantee a child welfare promotion which is supported by different

studies. Veiga et al. (2009) analyzed the promotion of children’s rights. Cassidy

et al. (2009) revealed combating cyber-bullying caused by the latest changes in

technology. In addition to preventive work, SPs play a vital role in critical incident

response.
 Attitudes of Kuwaiti Parents Toward Physical Punishment of Children is

yet another medical article that aims to describe parental attitudes to physical

punishment through a cross-sectional survey. The survey was answered by 337

Kuwaiti parents, and resulted with 86% of parents agreeing with physical

punishment as a means of child disciplining. The article also described that the

result showed that parents with lower level of education were more likely to agree

with physical punishment (as cited in A-Hosainy (2016). And the last medical

article that has been analyzed is named Pediatricians’ Knowledge, Attitudes, and

Experience Regarding Child Maltreatment in Kuwait. This study was also

established based on a cross-sectional survey to estimate the professional

experience of pediatricians in Kuwait. Data was gained from all pediatricians in

public hospitals and resulted in the knowledge that child neglect is an issue that

seems to be more common than actual physical abuse of children. Yet, more

than 80% of the pediatricians reported that they did not know of any legal

procedures to report these suspected cases (Al-Moosa et al., 2003, as cited in Al-

Hosainy (2016).

A report by the CRC on state party examination of Kuwait was published

in 2013. The Committee expressed multiple concerns on child abuse in Kuwait.

Firstly, the 16 report states that there is an excessive lack of data on child abuse

in Kuwait, and it emphasizes the importance of establishing an official database

that would keep track of the frequency of violence against children. Secondly,

the report refers to the notable absence of an inclusive system for reporting child

abuse and a deficiency of proper procedures for reporting physical signs of sexual
abuse. The CRC questioned whether the police disregarded violence against

children by family members, and since there was no law in place in 2013 the

report stressed the need to establish measures would be taken to explicitly

prohibit corporal punishment in law and raise awareness about its negative

impact, in practice (Committee on the Rights of the Child [CRC], 2013).

Multiple sources on parliament debate that triggered the establishment of

the CRL were reviewed. In 2013 there was a two hours television debate on AL-

Adala channel on child rights in Kuwait, The debaters included the journalist

Saleh Jerman, Nasser Al Amar who is the family care affairs director and

researcher of social issues, and Khaled Jawasri a lawyer specializing in family

affairs. The debate took in consideration the legal aspect, as well as the social

aspect of child abuse. Mr. Jawasri stated that there has been an immense

confusion in defining a child since the age of marriage is 15 for girls, 17 for boys

and both can work from the age of 15 yet they are still considered somewhat

children in the eyes of the law. He considered this as “legal idioticy” and urged

the government to make up their mind on the specific age of childhood since the

lack of definition can cause confusion in many cases. Another issue that was

raised in the debate is the lack of knowledge on how to raise a child, especially

when some parents are children themselves. The participants stated that in their

years of experience with children they have discussed the issue of child abuse

and spread awareness but there is a lack of constitutional solutions to this

phenomenon (Al-Adala KalamCom, 2013).

 Two versions of the Canadian Incidence Study of Reported Child Abuse

and Neglect (CIS-1998 and CIS-2003, as cited in Parker, R.J. (2010) are the first

national studies on the incidence of child abuse and neglect reported to and

investigated by child welfare services in Canada. In combination with the third

wave – the CIS-2008 report is scheduled for release in Fall 2010 – the CIS studies

aim to describe the scope and characteristics of child abuse and neglect over

time and, in turn, to inform better child welfare practice in all Canadian

jurisdictions. The core sample of CIS-2003 includes data on 11,562 child

maltreatment investigations from 12 provincial and territorial jurisdictions. Data

were collected by child welfare social workers in each jurisdiction based on a

standard set of study definitions.

During the last decade, empowering child protection services was

dominated by the Signs of Safety (SoS) approach of Turnell and Edwards (1999)

as cited in Rijbroeka, et. al (2017) , a strength-based method with a strong client

focused perspective. The approach assumes that families are able to change. In

addition, it strongly focuses on collaboration between child protection workers

and families (Bartelink, 2013). Some research shows promising results and

states that professionals and scientists are generally positive about the

development of the SoS approach (De Wolff & Vink, 2012). However, studies to

the effectiveness are still missing.

Implementation of the SoS approach is not easy and a clear

implementation protocol is lacking (Bartelink, 2010). In addition, no research to

a successful implementation strategy for the SoS approach was found. However,

some research shows that the implementation of SoS is a long-term process

(Anthonijsz, Van Julsingha, Van der Sluijs, Kleinjan-van Zwet, & Mobach, 2014;

De Wolff & Vink, 2012) and should be seen as an ‘organizational journey’

(Turnell, 2010). Several characteristics, such as the organization, its teams and

professionals, seem to influence the implementation process (De Wolff & Vink,

2012; Salveron et al., 2015; Turnell, 2010).

These findings are in line with implementation models that point out the

importance of a multilevel approach in which individual, team, organizational

and contextual success factors are integrated (Cretin, Shortell, & Keeler, 2004;

Fleuren, Wiefferink, & Paulussen, 2004, as cited in Rijbroeka, et. al (2017).

Although, some theories about multilevel implementation are available, most

studies focus on only one level of the implementation strategy (Proctor et al.,

2011). In addition, potential interactions between these determinants on

different levels have not been analyzed yet (Grol, Bosch, Hulscher, Eccles, &

Wensing, 2007, as cited in Rijbroeka, et. al (2017). Therefore, determinants on

each level should be derived from theories about single determinants and need

to be tested. To gain deeper understanding of a multilevel implementation

strategy for SoS more research is needed to investigate success determinants

and the interaction of all determinants on all levels.

The medical study by the department of psychology at Kuwait University

on the prevalence of child abuse in the Kuwaiti society shows the following
results of abuse in Kuwait: one out of every six children is neglected, one out of

every three children is exposed to humiliation, one out of every five children is

subjected to severe beatings and one out of every eight children is exposed to

sexual harassment. Children in the Arabian Peninsula are subjected to all forms

of child abuse and neglect. The notion that child abuse is rare in the Arabian

Peninsula is incorrect. In fact, it is a statement that might be considered as

societal denial (Kuwait Children’s Rights Society [KCRS], 2016).

Qasem et al. conducted a cross-sectional survey to study the attitudes of

Kuwaiti parents towards physical punishment of children. 337 Kuwaiti parents

with at least one living child were covered in this study and the results showed

a shocking 86% of parents that agreed with physical punishment as a mean of

child discipline. Misbehaving in any manner is considered a valid reason for a

child to be physically punished. This punishment usually takes place at the hand

of the parents or other older relatives. This illustrated the notion of a broader

family structure. Family is regarded as a private and sacred institution of the

Kuwaiti society. Therefore, there is little to no interference with what is

considered in this case a family matter, 1998, as cited in Al- Hosainy (2016).

According to the CRC report from 2013, spousal rape is not regarded as a

crime in Kuwait. The Committee was apprehensive that this does not provide the

necessary protection to many girls, especially since the legal age of marriage is

15 years old for girls in Kuwait. Furthermore, girls who had been raped were

often convinced not to report the rape in order to prevent causing shame to the
family. The Committee also questioned the support these girls are given in case

they become pregnant, and whether or not they were authorized to have an

abortion. The Kuwaiti delegation affirmed that abortion was forbidden by law

and was only allowed when the life of the mother was at risk. This was seen as

an issue since many girls would seek illegal abortion that could cause

tremendous health risks (Committee on the Rights of the Child [CRC], 2013).

The notion of being a man is often linked to aggression in the Arabian

Peninsula. This is illustrated in the way people react when a boy is hit or when

someone has offended him. Boys are encouraged from an early age to take

revenge, to hit the ones who hit them, to yell at the ones who stares at them, and

to jump into a fights if their friends are involved. If a boy does not take revenge,

or fight back he might be considered less of a man. This behavior is commonly

taught at home, by the father and other male relatives. This reinforcement of

aggression only produces more aggression in the child, and this child might need

more discipline, which is normally in the form of physical punishment (Al-Adala,

2013).

Amenta and Ramsey (2010) discuss the association between policymaking

and practice. In order for the CRL to be successfully integrated there should be

a clear bridge that connects policy and practice. The Kuwaiti society has always

relied on normative measures to solve family matters, including child abuse in

all forms. The CRL is suggesting the establishment of cognitive procedures, and

that is seemingly a major change that needs cultural adoption. Cognitive

institutions need to be embedded in the society by making them morally

acceptable. There might be cultural factors such as the sacredness of the family

that might cause resistance again child abuse within a family, especially sexual

abuse since it is taboo and bring shame to the family. These issues should be

dealt with in a matter of spreading awareness and educating society about the

importance of preventing abuse and rehabilitating the abused.

A range of government agencies and mechanisms provide national policy

and program responses to child maltreatment in the Philippines. These include;

the Department of Social Welfare and Development (DSWD), the Council for the

Welfare of Children (CWC) and the Committee for the Special Protection of

Children (CSPC) based at the Department of Justice, and Barangay Community

Councils. The DSWD is the primary welfare agency of the government. Its role is

to set standards, accredit and provide consultative services to public and private

institutions, organizations and persons engaged in social welfare activities, as

well as monitor the performance of these bodies and enforce compliance to

standards (Save the Children 2011).

The DSWD provides and regulates residential care, domestic and inter

country adoption and a range of family based welfare program (PSA and UNICEF

2015). Another government agency, the Council for the Welfare of Children is the

principal agency for children’s issues and policy in the Philippines, tasked with

designing, coordinating and monitoring policy for children, as well as monitoring

children’s rights in the Philippines (Bessell 2009; CWC 2011).The criminal

justice system’s efforts to protect children is supported by the Department of

Justice’s Committee for the Special Protection of Children which provides legal

protection of children and monitors and coordinate the investigation and

prosecution of cases of child abuse detailed in the Republic Act 7610 entitled

“An Act Providing For Stronger Deterrence and Special Protection Against Child

Abuse, Exploitation and Discrimination, Providing Penalties for its Violation and

For Other Purposes” signed into law in 1992 (Savethe Children 2011). This

committee works to support this legislation and apply laws and policies that are

designed to protect children. Additionally, the Barangay Councils for the

Protection of Children (BCPC) operate across the local government level and offer

an initial response to issues of child protection in local communities, assisting

abandoned, maltreated and abused children (Save the Children 2011;ECPAT,

2006).The primary government and non-government programmatic response for

victims of child abandonment, neglect and abuse is through residential

(institutional care provided in a non-family group setting) care (Save the Children

2011). The most recent information provided by the DSWD reveals 915 private

social welfare agencies licensed by the DSWD, and of those, 177 operating 197

residential care facilities for children and young people (DSWD 2016). The DSWD

directly operates 46 residential care facilities for children who are victims of child

maltreatment, experiencing homelessness or mental illness (DSWD 2016). These

residential care facilities vary in capacity, from four to 490 children (DSWD

2016). The latest published DSWD annual report details 5819 children in the

residential care facilities run directly by DSWD, however provides limited detail
of the numbers nor arrangements of children in the 197 DSWD licensed

residential care facilities (DSWD 2015).

In the 1987 Philippine Constitution, Article II, Section 13 clearly states the

importance of the youth in the state as they should be involved in nation-building

where they can inculcate qualities that would involve them in public and civic

affair. In compliance with the protection of the people, Article III, Section I states

that “No person shall be deprived of life, liberty, or poverty without due process

of law, nor shall any person be denied the equal protection of the law.

Republic Act No. 7610, “The Special Protection of Children Against Child

Abuse,” directs the formulation of a comprehensive program for the protection of

children against child prostitution and other sexual abuse, child trafficking,

obscene publication and indecent shows and other acts of abuse and circumsta

nces which endanger child survival and normal development” (1992). The special

committee for the protection of Children headed by the Department of social

Welfare and Development has been tasked to initiate the preparation of the

comprehensive program for the special protection of Filipino children.

Art. XV. Sec. 3 (b). 1987 Philippine Constitution mandates that “the state

shall defend the right of children to assistance, including proper care and

nutrition, special protection from all forms of neglect, abuse, cruelty, exploitation

and other conditions prejudicial to their development…’’ same thing with Article

XIV, section 3, (b) states that “all educational institutions shall inculcate

patriotism and nationalism, foster love of humanity, respect for human rights…”
in which Article 218, 220, 233 of the Family Code of the Philippines and PD 603

gives the school, its administrators and teachers, or the individual, entity or

institution engaged in child care the special parental authority and responsibility

over the minor child while under their supervision, instruction or custody.

Dep-Ed Sec. Luistro (2012) as cited in this study stated that that the

objective of the Child Protection Polict (CPP) is to promote zero- tolerance policy

for any act of child exploitation, violence, discrimination and other forms of

abuse. He argued the public to participate actively in reporting cases of bullying

against students in public schools to the CPC for appropriate actions could be

taken (Ronda, 2012).

Child protection is the process of protecting individual child identified as

either suffering, or likely to suffer significant harm as a result of abuse or neglect.

It involves measures and structures designed to prevent and respond to abuse

and neglect (Roberts, 2014).

For the School Year 2013-2014, Dep-Ed has received more than 1700

reports of child abuse and bullying in school out of this cases, 60% have already

been resolved. The department reminds that under special protection against

abuse, exploitation and discrimination Act (R.A 7610) and CPP, teachers who

humiliate students will face administration sanctions. Dep-Ed continues to

equate teachers and school heads with knowledge on child protection policies of

the government through a series of forums and consultation.

 The aim of the policy is to safeguard and promote our pupils’ welfare and

health by fostering an honest, open, caring and supportive climate. Pupil’s safety

is of paramount importance in our aspirations to achieve the every child matters

outcomes for all our children.

DepEd Order No. 40 s. 2012 also known as DepEd Child Protection Policy

states in section 11 that all public and private elementary and secondary schools

shall build the capacities of school personnel, pupils, students and learners,

parents and guardians to understand and deals with child abuse, exploitation,

violence and discrimination cases, bullying and peer violence by conducting

sessions, trainings and seminars on positive peer relationships and

enhancement of social and emotional competence. They shall include training

modules which include positive and non-violent discipline in classroom

management, anger and stress management and gender sensitivity. They shall

likewise employ means which enhance the skills and pedagogy in integrating and

teaching children’s right in the classroom.

In addition, Section 6 of DepEd Order No. 40 s. 2012 states that the

Division Offices shall have the following duties and responsibilities:

Conduct the information-dissemination activities and in-service

training for teachers on the protection of children in school from abuse,

violence, exploitation, discrimination, bullying or peer abuse and other

related cases; undertake advocacy campaign and capability building

activities; organize and conduct the capacity building activities for members
 of the Child Protection Committee and Guidance Counselors/Teachers;

develop strategies to address the risk factors that contribute to the

commission of acts of abuse, violence, exploitation, discrimination, and

bullying; consolidates the reports on incidents and cases of all schools and

submit a division report to the Regional Office; monitor and evaluate the

implementation and enforcement by public and private schools of this

Department Order and such other related laws and regulations relative to

abuse, exploitation, violence and discrimination of children; exercise

disciplinary jurisdiction, where appropriate, pursuant to the Revised Rules

of Procedure of the Department of Education in Administrative

Cases and other existing laws, rules and regulations; give

recommendations to the Regional Office and devise measures to address

and prohibit abuse, exploitation, violence and discrimination, and bullying

or peer abuse of children, consistent with this Department Order; utilize

resources, coordinate with appropriate offices and other agency or

instrumentality for such assistance as it may require in the performance of

its functions; encourage and support activities and campaigns initiated

by stakeholders; and perform such other functions, as may be assigned by

the Secretary or the Regional Director.

In the editorial by Torrevillas in Lactaotao (2015) she says that children,

by virtue of poverty, end up committing crimes. They should not however, be

limped with hardened adult criminals in dingy prison cells. While they are

awaiting court sentences, these minors should be house in specially-designed

detention centers, where they give opportunities for treatment, rehabilitation,

wholesome reunions with their families, and integration in their communities.

Tandoc (2005), as cited in Lactaotao, (2015) reported that “Poverty is not an

excuse to explicit your children”. This was the assertion of a United Nations

Children’s Funds (UNICEF) official to parents as he expressed alarm over the

seemingly unchecked problem of child-trafficking in the Philippines. The

Philippine condition is anything but friendly to children, says Esguerra (2005).

Almost 30 out of 1000 Filipino infants die before even turning one, while

about300, 000 babies survive birth but live with intellectual impairment each

year, according to the Department of Health. If ever they survive their first year,

they would have to content with another alarming figure about 40 out of every

1000 infants die reaching the age of five, health official said. In which those who

live to get to school might not be lucky enough to graduate from elementary.

That is because seven out of 10 Grade 1 pupils do not reach the sixth grade. For

this very reason, Department of Education, tie up to different NGOs to solicit

their supports in reaching out the problems of each school. Among the

prominent projects addressing the needs of the youth are ABS-CBN’s Bantay

Bata, the Philippine Business for Social Progress’ efforts in education, and

scholarship programs that are provided by the individual companies and

foundations (Erni, 2004, as cited in Lactaotao (2015).

Mania (in Lactaotao, 2015) revealed an extreme incidence of bullying

where ninety-four of the respondents reported having experienced being pushed

by other pupils, 80% being frightened by other students, 88% have stolen their
things by other students, between 59-76% experienced the following– “binastos,

sobrang biro, hinipuan sa maseselang parteng katawan, minura, sinuntok,

pinahiya, insulting name calling, and kinurot.” Below 53% of the students

reported the following – hinalikan, sinakal, kinagat, dinuraan and binugbog.”

Lactaotao (2015) also cited that “Protection of children against abuse,

exploitation and discrimination pursuant to Republic Act No. 7610” strongly

support and are consistent with the formulated concept on the legal framework

that all children need protection and entitled to the same rights regardless of

child’s or parent’s or legal guardian’s race, class, sex, language, religion, political,

or other opinion, ethnic or social origin, property, disability, birth or other status.

In which, each child must respect and give proper guidance by their parents or

the persons who are taking care of them.

This study will help the public school administration in Ifugao Particularly

in Kiangan and Asipulo District in designing programs that would ensure the

welfare of children and commit to safeguarding and promoting the welfare of

young people and expect all staff and volunteers to share this commitment. This

will also help the teachers to be responsible for their own actions and behavior

and should avoid any conduct and to ensure the welfare of their pupils.
Theoretical and Conceptual Framework

The paradigm shows the interrelation of independent and dependent

variable where the dependent is the asse implementation of child protection

policy and the independent is the public elementary teachers in Kiangan and

Asipulo Districts. The independent variables include the respondents’ length of

services, sex and position. Wherein the dependent variable includes preparation,

implementation, monitoring, and evaluation.

This study is anchored on the Child Protection Policy Program under the

Anti- bullying Act. Of 2013 (R.A 10627). For purpose of this act, “bullying” shall

refer to any severe or repeated use by one or more students of written, verbal or

electronic expression, or a physical act or gesture, or any combination thereof,

directed at another student that has the effect of actually causing or placing the

latter in reasonable fear of physical or emotional harm or damage to his property,

or materially and substantially disrupting the education process or the orderly

operation of a school (Congress of the Philippines, 2012).

This study also considers the following theories to be verified: UNICEF on

Child Protection, Complexity theory, Theory and Practices of Child Protection

and Child Welfare.

UNICEF adapts a system approach to child protection. Child protection

system have unique structure, functions, capacities and other components.

These are typically assembled in relation to a set of child protection goals. These

systems have traditionally neither been the particular focus of the child
protection discourse nor that of child protection “practice” or action. UNICEF has

initiated a process to move to a more systematic approach in its child protection

programming. A child protection system as an identified concept common to all

child protection practitioners (JohnFluke, et al, 2013.

Second, complexity theory. The protection of children, whether living at

home or in residential care, is a core endeavor of residential and field social work

with children. Yet, despite brad support from politicians, policy makers and the

majority of the public for this work, child protection practice and practitioners

are frequently criticized foe perceived or actual failure to protect. Successive

inquires produce reports with similar recommendation, yet children continue to

abused and harmed, sometimes fatally. Clearly, better understanding and more

effective protection practices need to be developed. Child protection is not simple

because of the multiplicity of factors that result in children being at risk.

Complexity theory provides framework for understanding the processes involved

but without the problem of reductionism. It explores the potential contribution

of complexity theory and concept that have relevance to the protection of children

in both field and residential child care practice. It is argued that complexity

theory offers new and helpful ways to conceptualize and work with the processes

which underpin keeping children safe (Oxford University, 2007)

Finally, Child Protection and Child Welfare theory and practices. Child

abuse, child protection and child welfare issues in families remain one of the

society’s most challenging and complex issues. For the human service graduate,
practitioners can operate in arrange of practice and agency context where child

abuse is significant issues requiring different decisions focused on protection

intervene. Understanding child abuse, child protection and child welfare and

being able to effectively respond can be vital in dealing with a range of human

service practitioner concerns. As such, this child protection and child welfare

can be issues in a social and political context and highlights the impact of class,

gender, and race to the process of the policy development and implementation.

This aim to make critical perspective available to students of welfare policy and

practice to assist them to understand the content in with policy and practice

occur (University of Newcastle Australia, 2005)

Child protection is committed to create and maintain a safe and secure

environment for pupils, staff, volunteers, visitors and promoting a climate where

children and adults will feel confident about sharing any concerns which they

may have about their own safety or the wellbeing of others Shackewell (2013).

The role of workers attitudes and child wishes in child protection workers

assessment and recommendation regarding removal and reunification. The

study examines how child protection workers risk assessment and

recommendation of removal and reunification of children risk are influenced by

the child and mother wishes regarding removal and associated with the workers

own attitude (Deview, 2008).

The Republic Act. 10627 or the anti- Bullying Act of 2013 was signed into

law by President Benigno Aquino III on September 6, 2013. The law requires all
elementary and secondary schools in the country to adopt an anti- bullying

policy. According to a study conducted on 2008 by the Britain- based plan

International, 50% of school children in the Philippines Experienced bullying

either by their teachers or their parents (Flores Helen, 2013)

Child Protection Policy is very important in each institution in which the

learners will benefit the most and the school will have a smooth relationship with

each other if it is implemented properly.

Through the implementation of CPP in each school in the district,

the study shows how CPP implemented in terms of information dissemination,

preparation and different trainings being conducted in the school by the school

head, CPP leader, and some classroom teachers. The problems being

encountered by the implementer’s was subjected to some deliberations or

feedbacks in order to give best or suited innovations or good program that can

be used in the next school year. This new programs or innovations in the

implementation of CPP were gathered in all schools and consolidated by the

researcher and it was the basis for the plan of action. The proposed plan of action

will be useful in imparting and molding the learners to become a friendly and

have a good discipline at all times. This study aims to describe the Child

Protection Policy Implementation of Kiangan and Asipulo District. Figure 1

shows the paradigm of the study.

 Figure 1. Paradigm of the Study

Dependent Variable Indepandent Variable

Statement of the Problem

The study aims to assess the Implementation Child Protection Policy in

Districts 1, Province of Ifugao for the School Year 2019 - 2020.

Specifically, this study aimed to answer the following questions:

1. What is the extent implementation of the Child Protection Police in

terms of:

1.1 preparation phrase;

1.2 programs;

1.3 monitoring; and

1.4 evaluation?
 2. Is there a significant difference between the phases of

implementation of Child Protection Policy by school?

3. What is the extent of compliance of schools in the phases of

implementation of Child Protection Policy by school?

4. Is there a significant difference between the extent of compliance on

the implementation of schools in the phrase of implementation of

Child protection Policy?

5. What are the challenges encountered by the respondents in the

implementation of Child Protection Policy?

6. What intervention can be proposed?

Hypothesis

1. There is no significant difference between the phases of implementation of

Child Protection Policy by school?

2. There is no significant difference between the extent of compliance on the

implementation of schools in the phrase of implementation of Child

protection Policy?
 Chapter 2

METHODOLOGY

This chapter contains the research method used, the environment of the

study, the respondents, data gathering procedure and the statistical tools used

in the analysis of the gathered data.

Research Method

This is a quantitative research where rating scales are provided in the data

gathering questionnaires, the main data gathering tool and simple interview.

Since this study attempt to describe the implementation of child protection policy

among schools in District 1, the descriptive method is the most suitable to use.

Research Environment

This study will be conducted in District 1, province of Ifugao. More

specifically the study will be conducted in all elementary schools in DepEd

Districts 1 this school year 2019- 2020.

The municipality of Kiangan is one among the 11 municipalities of the

Province of Ifugao, composed of 14 barangays where there are natural & cultural

heritage, living traditions and practices are found and are observed by the people

in the place. The legendary Ambuwaya Lake is a natural body of water located

on top of a hill at the eastern direction of barangay Ambabag. The Kiangan War

Memorial Shrine is one of the municipalities’ landmarks. It is a huge steel- and

– concrete structure that stands impressively at Linda, Kiangan overlooking the

town proper and the capital town of Lagawe to the east. The Yamashita

Surrender Site is also located 200 meters from the Kiangan Municipal Hall and

can be reached by walking or short tricycle ride. It consists of a wooden building

situated at the Kiangan Central School at Poblacion Kiangan. On September 2,

1945, Yamashita and his command staff physically surrendered to the

Americans at the Home Economics Building at the Kiangan Central School.

The municipality of Asipulo is located at the lower southern portion of the

Cordillera mountain range ; north of the municipality of Ambaguio, province of

Nueva Vizcaya; southwest of Municipality of Tinoc, Ifugao; southeast and

Southwest of the Municipality of Lamut, Ifugao; and northeast of Villaverde,

Nueva Viscaya. The municipality of Asipulo is about 10 kilometers from Kiangan

town center, 18 kilometers from the capital town, Lagawe, 40 Kilometers from

Banaue and 45 kilometers from Lamut. Asipulo consists of 13 barangays;

Amduntog, Antipolo, Cawayan, Camandag, Duli, Haliap, Liwon, Namal, Natcak,

Nampaling, Nungawa, Pula and Panubtuban. It has a population of 112, 533

(MHO Population Census, 2004) and is occupying a land area of 29, 032.1533

hectares (Guyguyon, 2005).

Asipulo, formerly a barangay of Kiangan, was created as a municipality by

virtue of RA. 7173 on January 13, 1992. The (9) barangays separated from

Kiangan were: Amduntog, Antipolo, Cawayan, Camandag, Haliap, Namal,

Nungawa, Pula and Panubtuban. In 1998, two barangays were created as special
economic zones, Liwon and Natcak. Then in 2002, Numpaling was declared

another special economic zone and was separated from Namal and Duli from

Camandag, thus, making the total number of barangays thirteen (13). However,

the Commission on Election did not recognize these special economic zone as

separate barangays. Asipulo is occupied by five (5) groups based on the

languages spoken: Kalanguya (38.83%), Ayangan (28.97%), Keley-I (12.79%),

Yattuka (16.78%) and Tuwali (2.63%) and most of the families are Roman

Catholics (Guyguyon, 2005).

Municipality Municipality
of ASIPULO of KIANGAN

Figure 2. Map of Ifugao Province

Figure 3. Map of Kiangan
 121°00' 121°5'

16°45'

16°45'
NU N G AW A

AMD U N TO G
LIW O N
HA LIAP

AN TIPO LO

PAN U BT U BAN
NU M PALING

PU LA

NA MAL
16°40'

16°40'
CA W AY AN

CA MAN D AG

NA TC A K

DU LI
16°35'

16°35'

LE GE N D:
Bar angay Ar ea ( ha)
AMDUNTOG 806
ANTIPOLO 833
CAMANDAG 4461
CAWAYAN 3274
DULI 3899
HALIAP 536
121°00' 121°5'
LIWON 1838
NAMAL 2714
NATCAK 3980
NUMPALING 1264

BASE MAP NUNGAWA

PANUBTUBAN
PULA
349
1201
3509
Municipality of A SIP ULO N

Province o f Ifug ao
W E
Cordille ra A dm in is tra tive Re gion
S

A JOI NT P R OJEC T OF T H E L GU OF A SIP UL O D U RI NG T H E T ER M OF H ON . MA YOR JOS E JOR D AN GU L LIT IW and SC ALE

CE NT R AL OR D IL LER A AGR IC U LT U RA L P RO GR AM ME PH ASE II 1 0 1 2 Kilo mete rs

MAP REFERENCE: N AMRIA

1:1 100 00
Pr epar ed by: TECHNIC AL WORKING GROU P

Figure 4. Map of Asipulo

Respondent

The respondents are the public elementary school teachers in Kiangan and

Asipulo Districts of the province of Ifugao. The total enumeration was employed

in considering the respondents; hence, all of the teachers in the district will be

taken as respondents of this study.

The table shows the number of the respondents in their work stations, in

the ______________ elementary and primary schools of Kiangan and Asipulo

Districts.

Table 1. Distribution of Administrators and Teachers by School

Name of Elementary Schools No. of Teachers

TOTAL

Data Gathering Tools

This study will use a questionnaire as the primary tool in gathering the

needed data. The questionnaire adopted from Lactaotao (2015).

The questionnaire was composed of four parts in which all were in the

form of a checklist. The first part focuses on the respondents’ profile, the second

part focuses on the preparation and implementation of the Child protection

Policy in each school, the third part were the different problems being

encountered by the respondent in the implementation of the Child protection

Policy. The fourth one was about the measures undertaken to address the

problems, and the last one deals on the different suggestions on how to enhance

the implementation of Child protection Policy.

The scales to be used in the effectiveness in the implementation of Child

protection Policy was rated as ineffective; less effective; effective; highly effective;

and very highly effective. While in the evaluation of the implementation, the scale

to be used will be rated as beginning, developing, proficient; and advanced.

Interviews with the use of guide questions were also utilize to support the

findings of this study.

The instruments were scaled and offered numerical options to select from.

To arrive at the verbal description, the following arbitrary numerical guide will

be followed:

Scale to be used in effectiveness of implementation of Child protection policy

4.51- 5.00 very highly effective

3.51- 4.50 highly effective
2.51- 3.50 effective
1.51- 2.50 less effective
1.00- 1.50 ineffective

Scale to be used in the Evaluation of Implementation

3.51- 4.00 advanced
2.51- 3.50 proficient
1.51- 2.50 developing
1.00- 1.50 beginning
Statistical Treatment of Data

The following will be used in the analysis and interpretation of data. Table

will be used for the presentation of data to facilitate understanding. Frequency

count and percentage will be used to determine the strength and weakness of

the implementation and the problems being encountered by the implementers.

All computations will be done using computer software in statistics

Data Gathering Procedure

Permits will obtain from the Ifugao Schools Division Superintendent, from

the District Supervisor, and from the school heads. After the approval of the

above mentioned authorities, closer coordination with the school heads will

establish before the administration of the research questionnaires for easier

retrieval. After the retrieval of all the questionnaires, the data were tallied,

tabulated and subjected to statistical treatment.