Freedom From Fear - QRT 5 by Local Governance Support Program in ARMM

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FREEDOM FROM FEAR A Facilitatorâ&#x20AC;&#x2122;s Guide to Capacity Building of QRT Members

Freedom from Fear: Establishing a Quick Response Team for Violence Against Women A Guide for Local Government A Facilitatorâ&#x20AC;&#x2122;s Guide to Capacity Building of QRT Members Copyright ÂŠ 2003 Philippines-Canada Local Government Support Program (LGSP) All rights reserved The Philippines-Canada Local Government Support Program encourages the use, translation, adaptation and copying of this material for non-commercial use, with appropriate credit given to LGSP. Although reasonable care has been taken in the preparation of this book, neither the publisher and/or contributor and/or editor can accept any liability for any consequence arising from the use thereof or from any information contained herein. ISBN 971-92687-2-7 Printed and bound in Manila, Philippines Published by: Philippines-Canada Local Government Support program (LGSP) Unit 1507 Jollibee Plaza Emerald Avenue, Pasig City 1600 Philippines Tel. Nos. (632) 637 3511-13 www.lgsp.org.ph This project was undertaken with the financial support of the Government of Canada provided through the Canadian International Development Agency (CIDA).

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SA KABUH AAN AY IW A

AT PAPAUNLA D PAG

Department of Interior and Local Government

MBANSANG PA NG PA

A JOINT PROJECT OF

L IK A N G P ILIP I

National Economic and Development Authority (NEDA)

Canadian International Development Agency

IMPLEMENTED BY

Agriteam Canada www.agriteam.ca

Federation of Canadian Municipalities (FCM) www.fcm.ca

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contents Introduction 7 About QRT5 8 The Training Program 10 The Modules Raising RH-VAW Awareness and Gender Sensitivity Module One: Basic Gender Sensitivity Training 15 Module Two: Orientation on Violence against Women 24 Module Three: Reproductive Health Training 32 Module Four: Orientation on the Philippine Laws on VAW 48 Working with Existing Structures Module Five: Module Six:

Orientation on the Five Pillars of the Justice System 50 Orientation on Barangay Justice System 53

Gaining Relevant QRT Skills and Creating the Necessary QRT Mechanisms Module Seven: Paralegal Training 57 Module Eight: Feminist Counseling Training 61 Module Nine: Protocol Formulation and Refinement Training Workshop 74 Module Ten: Case Management Training Workshop 81 QRT Resource References 91 One: Philippine Laws on VAW 93 Two: Sample Barangay Gender and Development Plan 109 Three: Sample Local Legislation in Support of the QRT 115 Four: Sample Quick Response Team Protocol127 Five: Sample Forms for QRT Implementation 129 Six: Sample Training Evaluation Form 135 Seven: Directory of Organizations Providing VAW-Related Services 137

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introduction Changing reality requires a prior shift in perspective and action. To do something new and different, one has to think and act differently. To change the world we live in, we need to change ourselves. A Quick Response Team (QRT) for Violence Against Women (VAW) is an innovation in gender-responsive local governance and community action. Freedom From Fear (Books 1 to 4) provides the information and step-by-step guide so that you can undertake this innovation. By seeking to address violence against women and reproductive health concerns, QRTs expand the locus of local government: ◗

◗ ◗

to include issues of gender equity, violence against women and family relations, which are often considered private and personal matters. to cover social, cultural and reproductive health issues on top of the usual economic and political concerns. to abandon compartmentalized service delivery toward greater integration and coordination of actions and resources in and out of local government

Most importantly, a QRT increases the services and resources available locally for women who experience or are vulnerable to violence.

The Need for QRT5 At the same time, establishing and maintaining a QRT require several shifts in the way local governments currently perceive and act towards issues of VAW and related gender issues. QRT5 (Freedom from Fear-Book 5), the final volume of this manual, provides you with the necessary tools to help your local government unit make those necessary shifts.

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About QRT 5 A complete capacity-building program for QRT members QRT5 offers a complete QRT capacity-building program for QRT members or for other local government and community stakeholders who may be starting out unconvinced about the importance of having a VAW response in your LGU.

It features ten modules considered as the most important capacitybuilding inputs for QRT members. QRT members from local government units, non-government, and people's organizations are thus encouraged to attend all the modules in this training program. By undergoing these ten modules, participants will increase their sensitivity to VAW and gender issues, develop QRT-relevant skills and be able to create responsive mechanisms against VAW.

Training Modules that can be used with minimal or no assistance At the same time, QRT members need not look outside the team for resource persons and facilitators. The manual was written so that QRT members can go through the modules themselves with minimal resources and external assistance. QRT members, particularly the network of service providers at the city or municipal level, depending on their respective expertise, can take turns as facilitators or resource persons for specific modules. This way, QRT members can share their expertise and learn from each other.

MODULE

SUGGESTED FACILITATOR/ RESOURCE PERSON WITHIN THE QRT

ADDITIONAL ASSISTANCE/ EXTERNAL RESOURCE PERSONS

Part I. Raising Reproductive Health and VAW Awareness and Gender Sensitivity

I. Basic Gender Sensitivity Training

Local GAD Focal Point or Any QRT member that has already undergone GST

II. VAW

City or Municipal Social Worker

III. Reproductive Health

City or Municipal Health Officer

IV. Philippine Laws on VAW

City Legal Officer or Fiscal

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Assistance from Regional or Provincial Health Officer (if needed)

MODULE

SUGGESTED FACILITATOR/ RESOURCE PERSON WITHIN THE QRT

ADDITIONAL ASSISTANCE/ EXTERNAL RESOURCE PERSONS

Part II. Working with Existing Structures V. Five Pillars of Justice

Resource Persons from the five pillars such as the PNP, the Municipal or Regional Trial Court, the Fiscalâ&#x20AC;&#x2122;s Office,the Bureau of Jail Management and the Community, preferably from the Barangay (village) or an NGO who is involved in the barangay justice system.

VI. Barangay Justice System

DILG, barangay captain with an active barangay justice system

Non-government organization representative to talk about the peace and the culture of peace

Part III. Gaining Relevant QRT Skills and Creating the Necessary QRT Mechanisms VII. Paralegal Training

Fiscal

Competent lawyer in the community or alternative law practitioner in the community

VIII. Feminist Counseling

CSSD Social Worker or QRT Member who has undergone Gender Sensitivity and Counseling Training

A counselor from an NGO or academic institution/ organization who is gender sensitive and has a feminist perspective

IX. Protocol Formulation

CSSD, MSSD Head, or GAD Focal Point

X. Case Management

CSSD Social Worker or QRT Member who does case management

A counselor from an NGO or academic institution/ organization; A psychologist and/or a psychiatrist who has handled VAW and sexual abuse cases

In some modules, however, external assistance and expertise may be tapped to provide inputs and enrich discussions.

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Training Modules Tested in Actual Practice The training modules in this manual were culled from actual training workshops conducted by the Development through Active Women Networking Foundation, Inc or DAWN Foundation, Inc. in its QRT Project with the Philippines-Canada Local Government Support Program (LGSP) and the local governments of Sipalay and Escalante in Negros Occidental. They were condensed and modified based on a review of the actual training experience and its impact on the participants. The training program, which DAWN implemented and which is adapted in this manual, benefited not only from available international and local materials on crisis intervention, violence against women, case management, counseling and reproductive health. It also benefited from DAWN’s capability as QRT and gender trainors after having undergone an intensive trainors' training given by the Women’s Crisis Center under the Ford Foundation funded National Family Violence Prevention Program from 1998 to 2000.

A Comprehensive Reference and Resource Guide In addition to the training program outlined in the book, QRT5 also contains selected references and resource materials that you may find useful as you go through the steps of establishing your QRT and building the capacity of your members.

About the Training Program The training program starts from a framework, which views effective QRT members as ◗ ◗

◗

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gender sensitive aware of RH and VAW issues; as well as the legal mandate and available support structures and resources that they can tap as they formulate their local response to VAW having the necessary skills and knowledge relevant for QRT implementation

GENDER, VAW, RH SENSITIVITY AND AWARENESS SKILLS HOW TOs ON QRT STRUCTURES/ MECHANISMS

EFFECTIVE QRT MEMBERS AND QRT RESPONSE

KNOWLEDGE AWARENESS OF THE LEGAL MANDATE AND AVAILABLE SUPPORT STRUCTURES AND RESOURCES

The training program will thus help: ◗ ◗

◗

Raise participants’ awareness, sensitivity and knowledge of gender issues and reproductive health Equip training participants with basic and advanced skills in responding to VAW and reproductive health, including case management, counseling, legal literacy and paralegal skills Facilitate the development of basic QRT structures and mechanisms such as protocols and case management systems

Drawing from the DAWN experience, this training program can be implemented in conjunction with public fora or other advocacy and information campaign programs. By combining this capacitybuilding program with an advocacy program, deeper shifts in perspectives and greater community support for QRT action can be achieved.

The Modules The training program consists of 10 Modules under three main sections. While it proposes a particular flow, experienced facilitators can decide to modify and enrich it. Part One covers the modules that aim to raise the participants’ level of awareness, sensitivity and knowledge of VAW, gender issues and reproductive health, and the laws related to these issues.

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Part Two familiarizes participants with structures they should work with in defining their local response to VAW. Part Three equips participants with basic knowledge and skills to respond to VAW and facilitate the formulation of QRT structures and mechanisms. How long should it take to conduct? Dawn Foundation, Inc. conducted the training program in a span of one year, with one training conducted each month. Each training module took 1-2 days to conduct. The training program, however, can be conducted in a shorter period, depending on LGU conditions and the availability of resources (e.g. resource persons, funds). It is recommended that the training be completed within 3-6 months, with re-echo sessions or refresher courses programmed within the QRT plan of action. Some flexibility, however, has to be exercised to accommodate unforeseen demands on the schedules of QRT members. How to use QRT5 QRT5 is written specifically to guide designated facilitators and trainors for QRT capacity building. The assumption is, upon the initial establishment of the QRT, the team will designate a member or a core of members to organize the training process for the rest of the team, by adapting the training modules to the needs and situation of the members. Besides the training program, QRT5 can also be used by QRT members as a reference tool to look up possible reading materials or resource persons and organizations that it can tap for training, and refer to for sample documents it can adapt, as well as laws, provisions and other information that will guide the conduct of the QRT.

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qrtthe modules 5 Raising RH-VAW Awareness and Gender Sensitivity ONE: Basic Gender Sensitivity Training TWO: Orientation on Violence against Women THREE: Reproductive Health Training FOUR: Orientation on Philippine Laws on VAW Working with Existing Structures FIVE: Orientation on the Five Pillars of the Justice SIX: Orientation on the Barangay Justice System Gaining Relevant QRT Skills and Creating the Necessary QRT Mechanisms SEVEN: Paralegal Skills Training EIGHT: Feminist Counseling Training NINE: Protocol Formulation and Refinement Training Workshop TEN: Case Management Training Workshop

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module

basic gender sensitivity training Training Objectives At the end of the gender sensitivity training, participants will: ◗ understand the difference between sex and gender ◗ understand the socialization process and the various socializing institutions ◗ be aware of the local, national and global situation of women ◗ know the different manifestations of gender bias and articulate a vision of a gender-fair society and future ◗ apply gender-sensitive principles in their personal and professional lives.

Suggested Facilitator or Resource Person ◗ ◗

GAD Focal Point, or Any QRT Member who has undergone a Gender Sensitivity Training

Target Participants ◗

QRT Members at the city, municipal and barangay levels

Materials Needed ◗ ◗ ◗ ◗

Film entitled Impossible Dream or a similar film Feminist puzzle cut into pieces (Prepare several sets depending on the number of groups you will create) Writing and coloring materials Transparencies/card or manila paper for the lectures

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Program Flow and Content Session I. Session II. Session III.

session ONE

Session IV. Session V. Session VI.

Opening Program and Introduction to the Training Sex and Gender Influences that Determine Gender Roles and the Situation of Women Manifestations of Gender Bias in Society Articulating a Vision of a Gender-Fair Society Closing Ceremonies and Evaluation

Duration

Two days

OPENING PROGRAM AND INTRODUCTION TO THE TRAINING 1. Opening Program 1. Prayer 2. National Anthem 3. Welcome Remarks 2. Introduction a. Activity 1: Getting to Know You Mechanics: Ask participants to introduce themselves by name, organization and the position they hold. b. Activity 2: Expectations Check Mechanics: Level off expectations of participants by asking them what they expect in terms of (a) content, (b) resource person, (c) participants, (d) logistics: venue, foods, handouts/kits, secretariat. c. Activity 3: Introduction to the Training Mechanics: Summarize set of expectations and link it to the training objectives and schedule

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session TWO SEX AND GENDER 1. Activity 4: Understanding the Difference between Sex and Gender Mechanics: a. Divide participants into two groups. Ask each group to make a list of what FEMININE and MASCULINE means, including activities that they associate with being feminine and masculine. b. After completing the list, ask participants to write down the positive and negative characteristics that they associate with “feminine” and “masculine” under the drawing of a happy and a sad face. Ask them to write down positive characteristics about being feminine or masculine under the happy face; and the negative characteristics of being feminine or masculine under the sad face. c. The same process is repeated for the words “MAN” and “WOMAN.” d. Ask each group to present the results of their discussion.

2. Lecture on Sex and Gender a. Following the group presentation, discuss the difference between SEX as a biological difference (male/female) and GENDER (masculine/feminine) as social constructions. Flash a transparency or post a card or manila paper on the board on sex and gender. b. Flash a transparency or post a card or manila paper on the board and discuss Gender Division of Labor and Gender Inequity c. Point out that gender biases are actually social constructions, determined by society; and more often than not without biological basis.

Sex ◗ biological aspects of sexual difference ◗ male and female ◗ determined by nature, birth and biology ◗ three aspects of sex: organ, sperm cell, chromosome Gender ◗ socially constructed patterns of behavior and sexuality imposed by cultural and social norms ◗ not biological but determined and influenced by prevailing norms and agents in society ◗ not natural, but socially constructed

Gender Division of Labor ◗ emanating from sociallyconstructed gender roles (masculine/feminine) ◗ reproductive and productive labor divided between men and women ◗ bias against reproductive labor by women in favor of productive labor by men ◗ invisibility and nonrecognition of productive labor of women Gender Inequity ◗ sexual division of labor results in gender inequity ◗ dominant status of men over women ◗ unequal rights, responsibilities and control ◗ differential access to resources and opportunities

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session THREE INFLUENCES THAT DETERMINE GENDER ROLES AND THE SITUATION OF WOMEN 1. Activity 5: Taking on the Perspective of Social Institutions Mechanics: a. Divide participants into 5 groups, to represent various social institutions/agents or spheres of social activity. Group I Group II Group III Group IV Group V

How can

Power be Used?

Power Over ◗ domination of one sex over another ◗ traditional mode of power relations ◗ negative consequences: gender inequity, violence Power to ◗ do something ◗ solve something Power with ◗ power in numbers ◗ power with the people Power within ◗ self-knowledge ◗ spiritual power ◗ personal agency to change oneself, one’s situation and society

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- Family/Home - School/Education - Church/Religion - Media - Government/Community

b. Ask each group to take on the perspective of the social institution assigned to them and answer the question: How would your social institution view the local situation of women, particularly in:

◗ ◗ ◗ ◗ ◗

Health Education Economic/labor and employment Leadership/decision making Marriage/family

c. Ask each group to present their outputs creatively (through a role play, a drawing, or other creative ways). 2. Lecture: Influences that determine Gender Roles and the Situation of Women Based on the presentations, the resource person discusses how each of the social institutions/agents influences the situation of women within the various spheres of human activity. Discussion includes how power is wielded to perpetuate gender roles and gender biases by differentiating between different patterns of how power is used. a. Flash a transparency or post a card/manila paper on how power is used.

MANIFESTATIONS OF GENDER BIAS IN SOCIETY

session FOUR

1. Activity 6: Film Showing Mechanics: a. Film Showing of Impossible Dream: An eight-minute animated film showing a representation of the universal situation of women. The NCRFW or other women NGOs can be asked to provide you a copy of this film. (Refer to Resource Reference 7.) b. After the film showing, ask participants to share their reactions, in light of the previous discussions on sex, gender and gender relations. 2. Lecture-Sharing: The facilitator/resource person discusses how gender bias is manifested in the film shown. A short lecture on manifestations of gender bias is given as a validation of participants’ observations on the film. a. Flash a transparency or post a card/manila paper on the manifestations of gender bias and discuss each one. b. Present the local, national and global situation of women. NCRFW can be asked for relevant statistics/materials/ women situationer that can be presented to participants.

ARTICULATING A VISION OF A GENDER-FAIR SOCIETY

Manifestations of Gender Bias ◗ Marginalization ◗ Subordination ◗ Gender stereotyping ◗ Multiple burden ◗ Violence against women ◗ Obstacle to personhood development

session FIVE

1. Activity 7: Tableau Presentation Mechanics: a. The facilitator will ask the participants to group themselves into three as: ◗

Actors: Actors will depict through a tableau (frozen pose) manifestations of gender biases on the various social institutions. (Participants may choose to use props.) The actors will be virtual “dolls” whose poses and facial expressions can be changed by sculptors. Characters may include: -

threatening soldier bruised/battered mother priest with a holier-than-thou attitude

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self-indulgent father unconcerned with plight of wife demure little girl commercial model

â&#x2014;&#x2014;

Sculptors: Their task is to transform the negative into something positive, which they hope the future would be. Sculptors are not allowed to talk or write to each other. This process helps participants hone their sensitivity to the issues and ensures that there is less chance of one imposing his or her perceptions on others.

â&#x2014;&#x2014;

Audience/observers: Their task is to observe the sculptors, taking note of what the sculptors do or not do.

b. Allow the audience 30 seconds to look closely at the tableau and ask them what they see (e.g. manifestations of gender bias in the various social institutions identified). The tableau should be able to depict symbolic representations of the hierarchy of power relations in institutions such as the family, education and government. c. Give the sculptors 30 seconds to view the tableau. After looking at the tableau, they are given five minutes to change the tableau to depct a more desirable situation. Example: Sculptors for the family can depict the husband and wife sharing tasks and decision-making roles equally. d. The facilitator then processes the activity: (1) Ask the sculptors to describe what they saw. (2) Ask the audience to identify what the sculptors may have missed (3) Ask the sculptors to explain what they altered, why they did this, and what they felt (4) ask the audience to comment on the sculptorâ&#x20AC;&#x2122;s creation (5) evoke other reactions from the participants e. The facilitator then synthesizes the activity, building on the comments of the participants and pointing out that life is actually a series of tableaus. It is important to recognize gender inequality as well as be aware of the changes that need to be made. 3. Activity 8: Feminist Puzzle This session links the six manifestations of gender bias to the basic principles that form the basis for a gender-fair society (see figure 1).

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Mechanics: a. Divide the participants into groups of not less than five. b. Give each group one puzzle set. The puzzle set shall consist of the six manifestations of gender bias and their corresponding vision of a gender-fair society/future (see feminist puzzle). Each set consists of the following: â&#x2014;&#x2014; work board â&#x2014;&#x2014; puzzle pieces, which are the individual words, cut into separate pieces. â&#x2014;&#x2014; masking tape to attach puzzle pieces or velcro attached to each puzzle piece if felt cloth is used. c. Instruct the group to complete the phrases that describe the vision of a gender-fair society that respond to each of the manifestations of gender bias. d. Tell the participants that there are at least two phrases per manifestations and that they have 30 minutes to complete the puzzle. e. At the end of 30 minutes, ask each group to pin their completed work boards on the wall. The completed puzzle will be scored to see which group got the most correct answers. f. The facilitator should take the scoring process as an opportunity to clarify and deepen points and concepts.

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figure 1 The Feminist Puzzle (HASIK, Inc) Manifestation of Gender Bias

Vision of a Gender-Fair Society/Future

MARGINALIZATION

EQUAL

SUBORDINATION

QUALITY

MULTIPLE

BURDEN

FOR

WORK

SHARED

PARENTING

SHARED

HOUSEWORK

FROM

LIBERATION

STEREOTYPING

NON-SEXIST

CHILDREARING

NON-SEXIST

LANGUAGE

EQUAL

DECISION

PARTICIPATION

GENDER

STEREOTYPED

FROM

VIOLENCE

WOMEN

FREEDOM

FROM

HARASSMENT

PERSONAL

PERSONHOOD

AGAINST

CONTROL

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MAKING

DEVELOPMENT OVER

ONE'S

VALUE

IMAGES

FREEDOM

VIOLENCE

PAY

BODY

Based on the activity, draw out from the participants their vision of a gender fair society, pointing out that there is much that needs to be done so that people can rid themselves of the gender biases that have become part of the day-to-day consciousness of both men and women. Emphasize that together, they can start on the road towards a more gender-fair society.

CLOSING PROGRAM AND EVALUATION

session SIX

1. Invite the group to an informal sharing of reactions, comments and insights or other personal gains from the training. 2. Distribute certificates of attendance and evaluation forms. 3. Give participants 5 minutes to answer and return the evaluation forms. 4. End with a prayer, a group song, or an appropriate ritual.

Sessions 4 and 5 are derived from Gender Seminar for Men, The Hasik Experience by KARINA CONSTANTINO DAVID.

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module

orientation on violence against women Training Objectives At the end of the orientation on VAW, participants will have greater awareness of issues related to Violence Against Women, particularly, why it is a human rights, health and development issue. Specifically, participants will ◗ Understand VAW and its many forms. ◗ Know the effects of VAW on the victims, their families and communities. ◗ Learn strategies to address VAW.

Suggested Facilitator/Resource Person ◗ City or Municipal Social Worker who has been trained on handling VAW, or ◗ City or Municipal Social Services and Development Officer

Target Participants ◗ QRT Members at the city, municipal and barangay levels

Recommended Reading or Sourcebook ◗ HUDYAT: A Training Manual for COMBAT-VAW by HASIK or Harnessing Self-Reliant Initiatives and Knowledge (HASIK)

Materials Needed ◗ Writing materials ◗ Transparency/card or manila paper for the lectures

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Program Flow and Content Session I: Session II Session III: Session IV: Session V: Session VI:

Opening Program and Expectations Check Understanding VAW Forms of VAW throughout the Life Cycle Why VAW Happens Effects of VAW and Why Women Stay in Violent Relationships Closing and Evaluation

Duration

One Day

OPENING PROGRAM AND EXPECTATIONS CHECK

session ONE

1. Prayer 2. National Anthem 3. Welcome Message 4. Expectations Check

UNDERSTANDING VAW

session TWO

1. Activity 1: Divide participants into 4 groups and ask them to answer the following questions: a. b. c. d.

What is your own understanding of VAW? What are the different forms of VAW that you are aware of? Why do victims stay in violent relationships? What do you think are the effects of VAW to the victims?

Give them 20 minutes to discuss and 3 minutes to report. Summarize reports and link it with the lecture on VAW as a Human Rights Issue. 2. Lecture-Discussion: VAW as a Human Rights Issue

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VAW as a Human Rights Issue Universal Declaration of Human Rights ARTICLE 1 All human beings are born free and equal in dignity and rights. They are en-dowed with reason and conscience and should act towards one another in a spirit of brotherhood. ARTICLE 2 Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. ARTICLE 7 All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of the Declaration and against any incitement of such discrimination. Specific Rights ◗ Equality of rights of all persons ◗ Life, liberty, and security of a person ◗ Right against servitude ◗ Prohibition against torture or cruel, inhuman or degrading treatment by punishment ◗ Right to an effective remedy by competent national tribunals for violation of fundamental rights ◗ Right to marry and raise a family; equal rights of women and men to marriage and its dissolution ◗ Right to own property ◗ Right to freedom of thought, conscience and religion ◗ Right to freedom of opinion and expression ◗ Right to work, for just and favorable compensation ◗ Right to rest and leisure ◗ Right to adequate standard of living and well-being for himself/herself and of his family ◗ Right to education ◗ Right to freely participate in the cultural life of the community

session THREE

FORMS OF VAW THROUGHOUT THE LIFE CYCLE 1. Activity 2: Workshop on Forms of VAW Divide the participants into 3 groups and ask them to identify different forms of VAW. Each group is asked to focus on a specific age bracket. Have the groups present the results of their discussion. Summarize main points and give the following lecture.

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2. Lecture: Gender Violence Throughout The Life Cycle

Gender Violence Thoughout the Life Cycle Phase

Type of Violence

pre-birth

◗ sex-selective abortion ◗ battery concerning pregnancy ◗ coerced pregnancy (e.g. mass rape in war)

infancy

◗ female infanticide ◗ emotional/physical abuse ◗ differential access to food and medical care

girlhood

adolescence

reproductive age

elderly

◗ child marriage ◗ genital mutilation ◗ sexual abuse by family members and strangers ◗ child prostitution ◗ differential access to food and medical care ◗ dating and courtship violence ◗ economically-coerced sex ◗ sexual-abuse in the workplace ◗ rape and sexual harassment ◗ forced prositution ◗ abuse of women by intimate male partner ◗ marital rape ◗ dowry abuse and murders ◗ partner homicide ◗ psychological abuse ◗ sexual abuse in the workplace ◗ sexual harassment – rape ◗ abuse of women with disabilities ◗ abuse of widows ◗ elder abuse

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3. Lecture-Discussion: Forms of VAW: Philippine Experience Input covers the following: ◗ Domestic violence ◗ Marital Rape ◗ Incest ◗ Reproductive Rights ◗ Rape ◗ Sexual Harassment ◗ Sex Discrimination ◗ Lesbophobia/Homophobia ◗ Medical Abuse ◗ Abuse of Women with Physical or Mental Disabilities ◗ Culture-bound Practices Harmful to Women ◗ Ritual Abuse Within Religious Cults ◗ Sexual Slavery, Prostitution and International Trafficking of Women ◗ Pornography and Abuse of Women in Media ◗ Abuse of Women in International Refugee or Relocation Camps ◗ Custodial Rape

session FOUR

WHY VAW HAPPENS 1. Activity 3: Workshop: Why does VAW Happen? Divide the participants into three groups. Ask them to brainstorm for 20 minutes on the reasons why VAW happens. Have them report. Summarize results of the workshop; and link it with the next lecture. 2. Lecture: Myths on VAW, Why Men Batter, Patriarchy Power, Control Wheel and Cycle of Violence

Violence Against Women a. Violence Against Women Any act of gender-based violence that results in, or is likely to result in, physical, sexual or psychological harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or private life. a.1. Physical, sexual and psychological violence occurring in the family including battering, sexual abuse of female children in the household, dowry-related violence, marital rape, female genital mutilation, and non-spousal violence and violence related to exploitation.

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a.2. Physical, sexual and psychological violence occurring within the general community, including rape, sexual abuse, sexual harassment and intimidation at work, in educational institutions and elsewhere, trafficking of women and forced prostitution. a.3. Physical, sexual and psychological violence perpetrated or condoned by State, wherever it occurs b. Myths on Domestic Violence ◗ Domestic Violence only affects certain types of women. ◗ Only the drunk, the drugged and the unemployed are wife- beaters. ◗ Women can easily leave their batterers c. Men who Batter ◗ Batterers come from all social classes, cultures, geographic regions, professions, age groups, races and religions. ◗ Men who batter usually refuse to accept the responsibility and consequences of their actions. ◗ Batterers are usually violent only to their intimate partners. ◗ Batterers understand that they assault their intimate partners. ◗ Batterers may or may not be men who use drugs and alcohol. ◗ Batterers tend to act extremely jealous, possessive and insecure ◗ A man who batters learned to be violent. ◗ A man who batters can choose to unlearn this behavior

d. Cycle of Violence

BUILD UP PHASE STANDOVER PHASE HONEYMOON PHASE VIOLENT OUTBURST PURSUIT PHASE

REMORSE PHASE

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e. Power and Control Wheel

PHYSICAL ABUSE Isolation

Emotional Abuse

◗ Controlling what she does, who she sees and talks to, where she goes

◗ Putting her down or making her feel bad about herself ◗ Calling her names ◗ Making her think she's crazy (Mind Games)

Intimidation

Economic Abuse

◗ Putting her in fear by using looks, actions, gestures, loud voice, smashing things, destroying her property

◗ Trying to keep her from getting/keeping a job ◗ Making her ask for money ◗ Giving her an allowance ◗ Taking her money

Using Male Privilege

POWER AND CONTROL

◗ Treating her like a servant ◗ Making all the "big" decisions ◗ Acting like the master of the castle. Threats ◗ Making and/or threatening to do something to hold her emotionally ◗ Threatening to take the children, commit suicide, etc.

Using Children

Sexual Abuse ◗ Making her do sexual things against her will ◗ Physically attacking the sexual parts of her body ◗ Treating her like a sex object.

◗ Using the children to get his way

PHYSICAL ABUSE

session FIVE

EFFECTS OF VAW AND WHY DO WOMEN STAY IN VIOLENT RELATIONSHIPS Activity 4: Workshop on the Effects of VAW/DV and Why Women Stay in Violent Relationships Participants are divided into 3 groups. If there are men, men are grouped separately from the women. Each group is assigned one question to answer.

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What are the effects of VAW on women and children? Why do women stay in violent relationships? Have groups report on results of their discussion. Summarize main points and give the following inputs.

Women in Violent Relationships Factors tha Keep Women in Violent Relationships ◗ Emotional Factors Hope that the abusive partner will change Concern for the children Love and emotional investment Confidence to make the decision

◗ Structural factors Lack of resources Lack of support systems Lack of education and awareness Lack of legal protective measures Lack of employment and training opportunities

The very nature of abuse and violence makes it difficult for a woman to get out of an unsafe situation. ◗ Isolation

◗ Fear for her life or safety and those of her children and loved ones

Societal and Cultural Norms may cause women to be fatalistic about their situation ◗ Patriarchal understanding that women should put the rights, welfare and interests of others above their own

◗ Family preservation at all costs ◗ Perception that abuse and violence are normal

Responses against Domestic Violence ◗ Advocacy and Consciousness Raising ◗ Direct Services

◗ Legal Reforms

session SIX

CLOSING PROGRAM AND EVALUATION 1. Provide a synthesis. Gather common reactions and insights from the day’s activities and inputs. 2. Give participants a few minutes to complete the evaluation form. 3. Close with a song, a prayer, or an appropriate ritual.

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module

reproductive health (RH) Training Objectives At the end of the RH training, participants will: ◗ ◗ ◗ ◗

Understand/appreciate the nature and rationale behind RH including its elements and legal mandate. Identify/appreciate how the violation of reproductive health rights is violence against women. See counseling as an effective tool in addressing repro-health problems. Understand various teen issues better so they can provide appropriate and sensitive adolescent reproductive health (ARH) counseling for the youth.

Suggested Facilitator or Resource Person ◗ City or Municipal Health Worker who has been trained on Reproductive Health, including RH counseling and ARH ◗ Regional or Provincial Health Officer may be invited

Target Participants ◗ QRT Members at the city, municipal and barangay levels ◗ Barangay health workers who are members of the barangay QRT

Materials Needed ◗ Materials for the games: Cards with TRUE, Cards with FALSE, situations translated in the local dialects ◗ Visuals on Family Planning Methods (FMT) ◗ Writing materials ◗ Transparency/card or manila paper for the lectures

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Program Flow and Content Session I. Session II. Session III. Session IV. Session V. Session VI. Session VII. Session VIII.

Opening Program and Expectations Check Reproductive Health Reproductive Health Counseling Adolescent Reproductive Health Family Planning or Fertility Management Techniques STD/AIDS Seven Steps to Sound Decision-Making in Reproductive Health Counseling Closing and Evaluation

Duration

One and a Half Days

session ONE

OPENING PROGRAM 1. National Anthem 2. Welcome Remarks 3. Expectations Check

session TWO

REPRODUCTIVE HEALTH 1. Activity 1: Brainstorming Exercise Begin by asking participants what they understand by the word ‘health’. List down their answers on the board. Summarize. 2. Lecture: Proceed to provide the following input.

Understanding Reproductive Health a. ‘Health’ is: ◗ not only the absence of disease or disability but encompasses a person’s state of complete physical, mental, emotional, and social well-being. ◗ is a basic human right, just like the right to dignity, life and self-development. Constitutional basis Section 15 of the State Policies article of the 1987 Constitution provides that ‘the State shall promote the right to health of the people and instill health consciousness among them.’

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International Mandates The Philippines is a signatory to the Jakarta Declaration, which affirms “that women’s health needs in all stages of the life cycle should be adequately articulated and properly met by the requisite provision of budgetary resources, legislative support and social and health care reorientation”.

b. There is a need to focus on Women’s Health b.1. because women compared to men are at a disadvantaged position in society. b.2. addressing women’s health is important because it affects the health of the next generation through its impact on children b.3. women are half of the country’s human resources. b.4. studies have shown that while women live longer than men, they are more sickly and disabled compared to men. b.5. women’s health should be given adequate attention. c. Definition of Reproductive Health The 1994 International Conference on Population and Development in Cairo, Egypt, agreed on this definition of RH: “It is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity in all matter relating to the reproductive system and to its functions and processes.” d. Reproductive Health care includes, at a minimum: ◗ family planning services, counseling and information ◗ pre-natal, postnatal and delivery care ◗ health care for infants ◗ treatment for reproductive tract infections and sexually trans-mitted diseases ◗ safe abortion services, where legal, and management of abortion-related complications ◗ prevention and appropriate treatment of infertility ◗ information, education and counseling on human sexuality, repro-ductive health and responsible parenthood, and elimintation of harmful practices like female genital mutilation (FGM).

e. Reproductive health does not only speak of body parts but the totality of the person – social, emotional, and mental conditions. It implies the following: ◗ safe pregnancy and delivery ◗ protection from unwanted pregnancy ◗ protection from harmful reproductive practices and violence, which includes rape and battering of women, as well as men ◗ the exercise of reproductive rights with responsibility ◗ the promotion of sexual health for the purpose of enhancement of life and personal relations

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f. Alarming statistics on RH ◗ married couples, aged 15 to 40 years old, compose 25% of the total population ◗ two out of ten women are child-bearing, 80% of whom are considered ‘high-risk,’ including women below 18 or above 35 years old, have experienced miscarriage, delivered an underweight baby, or have children with close age gaps ◗ 189 out of 100,000 mothers die during delivery ◗ 50 out of 1,000 children die at birth, 24% of teenagers (aged 15 to 19 years old) have abortion. g. The Reproductive Health Framework : The 10 Elements of RH 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Family Planning RTIs/STDs/HIV/AIDS Reproductive Tract cancers, other Gynecological condition Prevention of Abortion and Management of its Complications Infertility Diagnosis and Treatment Men’s Reproductive Health Violence Against Women Education and Counseling on Sexuality and Sexual Disorders Adolescent Reproductive Health Maternal and Child Health and Nutrition.

session THREE

REPRODUCTIVE HEALTH COUNSELING 1. Activity 2: Introduce the next lecture by asking LGU service providers (e.g., MHO, social workers) among the participants to share their experiences in dealing with clients that have RH concerns and their difficulties when providing counseling for these clients. Tell participants that RH counseling will be a key task of QRT members at the barangay level and an orientation on it will help them become better RH counselors or a better support group for those providing RH counseling. 2. Lecture: Reproductive Health Counseling

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Reproductive Health Counseling

a. Definition of RH Counseling Reproductive health counseling is helping clients make free and informed choices about a particular RH related problem and helping them act on this choice/s. In Repro-Health, counseling overlaps with client education as both involve the provision of information. But RH counseling moves beyond just giving information. The client is assisted in his/her personal situation, feelings and concerns. It also requires a one-on-one interaction between the counselor and the client. b. Basic Principles of Counseling ◗ Individualization: the capacity of the counselor to recognize the uniqueness of each person. Each client’s situation is unique and this specificity in each client’s situation has to be understood by the counselor ◗ Purposeful Expression of Feelings: the counselor recognizes the client’s needs to express positive and negative feelings freely. Thus it is necessary for the counselor to listen, neither discouraging nor condemning the feelings of the client ◗ Controlled Emotional Involvement: a counselor, though s/he shows empathy towards the client, has to maintain some degree of detachment from the client’s problems ◗ Acceptance: a counselor respects the client’s worth and dignity as well as recognizes the client’s strengths and weaknesses ◗ Non-Judgmental Attitude: this pertains to the counselor’s objective evaluation of the client’s situation, attitude and behavior. The counselor’s role is to understand and help and not to pass judgment ◗ Self-Determination: the counselor respects the client’s right to be free to make her/his own choices and decisions. S/he guides the client to look at her/his own situation objectively and to understand the available options and the corresponding consequences ◗ Confidentiality: the counselor protects the client’s privacy by keeping the information drawn out during the counseling process. c. Qualities Essential to Effective Counseling c.1. Personal traits, which include: ◗ knowledge of the subject matter and the basics of counseling ◗ trustworthiness and dependability ◗ self-awareness of own values, biases and attitudes ◗ objectivity ◗ sincerity ◗ honesty ◗ approachability ◗ tactfulness ◗ kindness and compassion ◗ friendliness

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c.2. Attitude towards work, which includes ◗ enthusiasm ◗ persistence ◗ patience ◗ positive thinking c.3. Attitude towards clients, which includes: ◗ genuine concern ◗ sensitivity to the client’s needs ◗ acceptance of client’s reality ◗ helpfulness ◗ being supportive ◗ being non-judgmental ◗ creating an atmosphere of trust and assuring the person that everything discussed will be confidential; ◗ listening carefully and responsively ◗ being attentive ◗ showing empathy ◗ asking open-ended questions (not answerable by yes or no) and probing questions ◗ using silence to allow the person to get in touch with her/his feelings about the situation. ◗ openness to understand and respond to non-verbal communication (e.g. facial expression, gestures, body movements, etc.) d. Basic Counseling Skills d.1. Relating: ability to establish and maintain a positive relationship with the client. A prerequisite to this is empathy, the ability to see a situation from the client’s perspective. d.2. Observing: being observant about the client’s facial expressions, body language, reactions and responses to the counselor. d.3. Listening: ability to listen to what the client says and does not say . d.4. Questioning: asking questions to encourage the client to talk. When asking questions, observe proper tone and manner. Preferably, ask leading questions rather than direct ones. d.5. Attending behavior: ability to make the client feel comfortable. d.6. Talking: as a counselor, have a clear purpose for talking. Guide and focus the discussion. Do not rush or coerce the client to a decision. Be encouraging and reassuring. Always try to use the language of the client. d.7. Summarizing: the ability to restate what the client says to show that you are listening and that you understand. This helps the client to organize her/his thoughts. d.8. Explaining: explaining the meaning of the client’s words or behavior. Doing this requires objectivity and self-awareness on the part of the counselor. d.9. Giving Information: ability to instruct, explain and describe simply, clearly and accurately, using words the client understands. Ask the client to repeat the information given to determine if the client understands it. Clarify euphemistic expressions like ‘medyo’, ‘siguro’ or ‘okey lang’– what they really mean.

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Counseling Process 1. Greet the client. Establish a trusting atmosphere and give full attention to her/him. Make sure that nobody hears the conversation between you and the client 2. Ask about the client’s situation. Start the conversation by asking the client’s history and profile. Let the client talk about her/his concern and probe to further understand the client’s situation and concerns. When asking question, explain your purpose, why you are doing so and keep questions simple and brief. Look at your client as you speak. After each session, summarize what you have discussed to validate that both of you have the same understanding of the client’s situation and problem. 3. Guide the client. Once you are both leveled off on your understanding of the problem, guide her/him to identify solutions to her/his problem. Review the possible implications or consequences of each solution. 4. Assist the client make a decision. Help the client assess his/her options by explaining the pro's and con's of each one. Help her/ him choose the best option to her/his problem or situation. Ask questions to validate whether s/he made a clear decision. 5. Assist the client act on his/her decision. Follow up the client to know what is going on after s/he makes her/his decision.

3. Activity 3: Ask participants to work in dyads. Have them think of RH cases they have dealt with in the past. Have volunteer dyads role play a counseling session using an RH case. The audience are made to observe and critique the session based on the input on the principles and process of counseling.

session FOUR

ADOLESCENT REPRODUCTIVE HEALTH (ARH) AND SEXUALITY 1. Introduction: Introduce the next topic on adolescent reproductive health (ARH) by saying that: One of the most important reproductive health (RH) elements in the Philippine context is ARH. Reported cases on domestic violence reveal that vulnerable women are mostly adolescents aged 13 to 17 years old. They are victims of incest, child labor, trafficking and rape that result in unwanted teen-age pregnancy or infectious sexual diseases. Unfortunately, LGUs very rarely provide any services for adolescents, thus, the need for QRTs to address ARHrelated issues, especially VAW.

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2. Activity 4: Ask participants to remember and cite cases that they had to respond to in the past that involved adolescents. Ask them the kind of concerns and problems that were presented to them by the adolescents. Ask them also to relate their difficulties as service providers in addressing the problems of the adolescents. Write on the board common adolescent problems and difficulties in dealing with adolescents' problems. Summarize answers. 3. Tell them that it is critical to understand adolescents to be effective as RH counselors. 4. Lecture: Understanding Adolescence

Understanding Adolescence a. Adolescence is a critical period of growth and learning. It is: a.1. a transition stage from childhood to adulthood. a.2. a period of many physical, emotional, behavioral and social changes. â&#x2014;&#x2014; Physically, adolescents have the biological capability to reproduce. â&#x2014;&#x2014; Emotionally, adolescents have a growing but tentative sense of independence and self concept. a.3. It is a period full of anxieties, excitement and fears compounded by their sense of invulnerability, impulsiveness and their need to belong to a social group. a.4. Behaviorally, they are exploring new means of self-expression, testing out their skills and limitations, acting out peer-approved behavior. a.5. Socially, the scope and significance of their relationships are changing and this is the source of both affirmation and tension. a.6. At this stage, the peer group has great influence and importance. a.7. There is also much negotiation with parents as the adolescent tries to balance individual needs and family obligations. a.8. It is also a time when sexual attraction to others begins. They are exploring an emerging sexuality. Sexual orientation is also explored during this period. These changes are both exciting and a cause for worry. a.9. Risk is inherent during this period of exploration as teenagers test their strengths and limitations. b. Growing Possibility of Engaging in Unprotected Sex With their emerging sexuality, some teenagers may engage in unprotected sex. The possible consequences of high-risk sexual behavior include unwanted, unplanned pregnancies and contraction of RTIs, STDs and HIV. c. Teenagers engaging in unprotected sex are motivated by factors such as; c.1. Adolescentsâ&#x20AC;&#x2122; common perception that they are invulnerable (Hindi mangyayari sa akin ito.)

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c.2. Adolescents’ common tendency to act impulsively, spontaneously, not to reflect and think of their decisions (Basta nangyari na lang.) c.3. Adolescents’ common habit of engaging in other risky behavior that further limit their ability to reflect on, think of and delay sex, including drinking alcohol, abusing drugs. (Lasing/high kasi ako.) Because of these factors, adolescents need to pay attention to their reproductive health. d. Social Context of adolescents d.1. Adolescents’ sexual lessons, health options are limited and aggravated by poverty and gender bias. d.2. Social institutions, like the family, community, church and media, also influence sexual health. d.3. Sexual health depends on the support given by institutions. d.4. Adolescents are easily influenced by others. Adolescents can be change agents and can contribute to social development.

session FIVE

FAMILY PLANNING OR BIRTH CONTROL FERTILITY MANAGEMENT TECHNOLOGIES

1. Ask for volunteers to lead the group in an energizer exercise. 2. Activity 5: Introduce the session by saying that for QRT members to be adept in RH counseling, they must be well versed and conversant with the different family planning methods and the different forms of fertility management technologies. Remind them that there are permanent or irreversible methods and there are temporary or reversible methods. Most methods are directed to women, a few are directed to men. Tell them that as QRT members they should also be familiar with the many factors that couples have to consider when choosing their family planning methods. Start by asking them about the factors that couples need to consider when deciding on their family-planning methods. Answers can include: couple’s health status, faith or religion, and economic. Ask them next what methods they are familiar with. Then give the following lecture:

3. Lecture: Types of Birth Control Fertility Management Technologies As an introduction, tell participants that there is a wide range of birth control fertility management technologies endorsed by the Department of Health. Ask someone from the municipal or city health office to discuss the different methods.

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Types of Birth Control Fertility Management Technologies a.

Abstinence means “No Sex”. When it comes to preventing pregnancy, abstinence is the only method of birth control that is safe and 100% effective. Abstinence means having no intercourse, so that there is no chance of pregnancy or contracting a STD. The advantage is that no birth control devices are necessary.

ARTIFICIAL BIRTH CONTROL METHODS Permanent method: b. Sterilization is a surgical procedure that makes you unable to reproduce. It is available for both men and women. i. Vasectomy is the most common type of male sterilization. It is a simple 20-minute procedure done in a doctor’s office. The tubes that take the man’s sperm to the penis are cut and closed. A vasectomy should have no effect on a man’s sexual desire, erections, ejaculations or sexual preference. Vasectomies are safe and in most cases, 100% effective. A vasectomy should be considered permanent, although in some cases it can be reversed. Since a vasectomy is a minor surgery, there is slight risk of complication. ii. In Tubal Ligation, the most common type of women sterilization, the fallopian tubes are cut, sealed off or clamped. This prevents the egg from moving to where it can be fertilized by the sperm. Tubal ligation can be done as an outpatient procedure. The surgery is usually done using a small lighted instrument, which is inserted through a tiny incision in the abdominal wall. After tubal ligation, there is almost no chance of pregnancy. Tubal ligation should be considered permanent, however in some cases, it can be reversed with surgery to connect the fallopian tubes. Risks of tubal ligation include bleeding, infection and other complications. Temporary or reversible methods: c. Diaphragms are round, flexible rubber discs that cover the opening of a woman’s uterus. Before having sex, the woman spreads spermicide on the diaphragm and inserts it into her vagina. The diaphragm must be left in place at least 6 hours after intercourse. This prevents sperm from entering and fertilizing the egg. The diaphragm is fitted by a doctor and is reusable. Some people are allergic to the spermicides but for many, it works well and it is 82-94% effective. Oil based lubricants should not be used with the diaphragm. It may offer some protection against STDs when used with spermicides. d. Cervical Caps are a small latex, thimble-shaped cup used with a spermicide to block sperm from reaching the uterus. It fits over the cervix and is 82-91% effective. It can be put in place several hours before intercourse so it does not interrupt foreplay and may offer some protection against STDs when used with spermicides. To avoid toxic shock syndrome, the cap should not be left in place for more than 24 hours. A doctor must fit it. It is reusable and available with a prescription. As with the diaphragm, oil-based lubricants should not be used with the cervical cap. Some women may be allergic to the spermicides used with the cervical cap. e. The Female Condom is a polyurethane sheath with a flexible ring at each end. The smaller ring fits over the cervix and acts as an insertion guide and anchor during use. The larger ring lies outside the vagina, covering the genitals. The female condom can be inserted into the vagina up to eight hours before intercourse and is 79-95% effective. It is available without a prescription. Since the female condom is made of polyurethane, oil-based products may be used

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for lubrication. The female condom should not be used with the male condom. For women who are unsuccessful in convincing their partner to wear a condom, the female condom may provide the best protection against STDs, including HIV/AIDS. f. Vaginal Spermicides are chemicals that are put into a woman’s vagina before sexual intercourse. These chemicals kill sperm before they can enter the uterus and fertilize the egg. Spermicides are available as creams, foams, gels, jellies, suppositories or tablets. They may come in tubes with plastic applicators. Spermicides must be reapplied each time there is intercourse. They are somewhat messy. A few people have allergic reactions to spermicides, but they are 79-94% effective. Spermicides can be bought at a drugstore without prescription. g. The Intrauterine Device or the IUD is a small piece of flexible plastic that is placed in a woman’s uterus by a doctor. An IUD is about 98-99% effective, but most doctors no longer recommend an IUD unless a woman has already been using one without complications. Some minor short term effects of IUD use include cramping, dizziness, bleeding between periods, and backache. They are not recommended for women under 25 years old and do not provide protection against STDs. h. The Hormonal Birth Control or birth control pills help in preventing pregnancy with synthetic versions of female hormones. They work either by stopping the release of eggs from the ovaries or by making the uterus reject a fertilized egg. The pills come in different types, brands, and strengths, and are taken for 21 or 28 days each menstrual cycle. Pills require a doctor’s prescription, and must be taken on strict schedule. They are 97-99% effective, but can cause weight gain, tender breasts, spotting, nausea, headache, bowel irregularities, high blood pressure and abnormal blood clotting. Pills do not provide protection against STDs. i. The Male Condoms is most widely used, also known as “rubbers”. A condom is a thin, latex or polyurethane sheath that looks like a balloon. It is placed over a man’s erect penis before sex and prevents the sperm from entering the vagina. Latex or polyurethane condoms may also help protect either partner against STDs including HIV/AIDS, especially if used with a spermicide. They are available in drugstores without prescription, they are 88-97% effective when used properly. NATURAL FAMILY PLANNING METHODS Natural Family Planning or the NFP method uses no devices or chemicals. A couple record and interpret signs of fertility in the woman’s body. Pregnancy is avoided by not having sex on those few days. NFP method can be effective birth control methods for couples who properly and consistently us them. NFP methods are much better techniques than the rhythm method, which tries to estimate the menstrual period. An expert should train both partners. The NFP method includes: a.

Basal Body Temperature is a person’s lowest body temperature, which is usually in the morning. After waking up, a woman takes her temperature and records it. During the time an egg is being released or the ovulation, the BBT rises. To avoid pregnancy, the couple does not have sex for about two weeks while the BBT is elevated. b. The Cervical Mucus Method, with CCM, the women feels for the daily changes in the cervical mucus in her vagina. During a fertile phase, the mucus will be wet, even slippery. After the fertile phase has passed, the mucus will thicken and dry up. To avoid pregnancy, the couple does not have sex on those days when cervical mucus is present.

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The Sympto-thermal Method, STM uses both the basal body temperature and cervical mucus methods to estimate when a woman is fertile. Other signs of fertility like abdominal cramps, bleeding, sensitive breasts, nausea, headaches and increased sexual desire are also noted. For couples who are motivated and properly instructed, the Sympto-Thermal Method is the most reliable form of Natural Family Planning.

5. Activity 7: After discussing the advantages and disadvantages of each method, the facilitator ends the session by summarizing the things to consider in choosing the best or most appropriate family planning method. 6. Evaluation: To gauge the participants knowledge on the Fertility Management Technologies, ask participants to arrange the words on the cards according to the following: a. b. c. d.

Fertility Management Technologies for women and for men Permanent FMTs vs. Temporary FMTs Artificial vs. Natural FMTs Expensive vs. Inexpensive

Encourage clients to consult their doctors as to the best methods that they should take as a couple.

End the session by emphasizing that as RH counselors, they should encourage their clients to consult their doctors as to the best methods that they should take as a couple.

session SIX

SEXUALLY TRANSMITTED DISEASES (STD) AND ACQUIRED IMMUNE DEFICIENCY SYNDROME (AIDS) 1. Introduce the next session and say that an important component of RH is STDs and AIDs. Say that the session aims to deepen their understanding of STDs, AIDs, and the like. 2. Activity 8: Truth or Consequence/Myths and Truths about STDAIDS Divide participants into groups of 8â&#x20AC;&#x201C;10. Give each group two cards with the words TOTOO (TRUE) and DI TOTOO (FALSE). Ask groups to stand. Then read aloud a list of situations. Ask the participants to decide if each situation is true or false. Each group holds up the card that shows their answer. Have them explain their answers and go into a discussion to deepen the participantsâ&#x20AC;&#x2122; understanding of reproductive health.

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Myths and Truths About STD-AIDS

Situation A: Some types of mosquitoes, such as the dengue mosquito, can also transmit the HIV/AIDS virus. Answer: Not true. HIV only lives in the human body and not in any insect. Furthermore, mosquitoes suck blood, they do not transfer blood.

b. Situation B: A person is more vulnerable to HIV/AIDS virus when he or she used or had contact with the things that a person with AIDS used or touched. Answer. Not true, the HIV virus can not live outside the human body or the things the AIDs-infected person uses. c.

Situation C: You can only get STDs from prostitutes. Answer: Not true. You can also get infected with STD from non-prostitutes. It is when you have unprotected sex with several sexual partners that your chances of getting STD increases.

d. Situation D: Women are more vulnerable to STDs than men. Answer: True. Women are more vulnerable to STDs than males. â&#x2014;&#x2014; First, the reproductive system of the female, the vagina, cervix and uterus can easily get wounded compared to the male reproductive system. â&#x2014;&#x2014; Secondly, the semen of a man can stay in the female vagina after intercourse. Furthermore, there is a higher level of virus, more so of HIV in the semen of a male with infection compared with the cervical or vaginal mucus of an infected female. e.

Situation E: Blood in blood banks or hospitals that is used for blood transfusion is not guaranteed safe from HIV and other viruses. Answer: True. One of the primary causes of HIV is blood transfusion. But it should be noted that the person will only be infected if the blood donor has HIV.

Situation F: HIV can be transmitted through the use of infected needles/syringes used by a person with HIV/AIDS. Answer: True. In the Philippines, a primary way of HIV transfer is the repeated use of syringes. This primarily happens to people engaging in the use of illegal drugs.

Situation G: Common symptoms of HIV/AIDS include diarrhea, frequent fever and cough, and continued weight loss. Answer: When the virus in the human body increases, the person grows weak because the anti-bodies or the natural defense of the body cannot fight the virus effectively. These are only some of several symptoms of AIDS.

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h. Situation H: Even without an open wound, a person may get infected with the AIDS virus by being touched on the skin by a person with AIDS. Answer: Not true. The HIV virus cannot enter intact human skin. Contraction of HIV depends on the level of virus that enters the body through sex or blood transfusion. i.

Situation I: Condoms easily break during sexual intercourse and therefore do not provide effective protection against STDs and HIV/AIDS. Answer: Not true. Condoms do not break easily, according to studies conducted. The quality of the condom depends on its proper usage. With its proper use, the condom is considered as one of the most effective way to prevent contraction of STDs and HIV.

Situation J: Because it is easy to get infected with AIDS, persons with AIDS should be isolated from other people. Answer: Not true. Adequate information and knowledge of a person regarding AIDS is enough to prevent him/her from contracting STDs, HIV or AIDs. Persons with infections also have the right to live freely and productively. Even though they are infected, they can still practice safe sex with their partners.

4. Close the session by asking participants what new things they learned and what other things they want to share about STD and AIDs.

ASSISTING CLIENTS MAKE SOUND DECISIONS RELATED TO RH: THE SEVEN STEPS TO SOUND DECISION-MAKING

session SEVEN

1. Introduce the activity by saying that RH counseling also means teaching the clients to make RH decisions wisely, thus this session on sound decision-making. 2. Input: Seven steps to sound decision making in aid of Reproductive Health Counseling One. Identify the problem. Two. Study relevant and accurate information. Ask for reliable advice. Three. Brainstorm on different solutions. Think of the consequences of each solution. Four. Clarify your values on the issue being resolved. Five. Weigh each solution. How do the consequences balance with your value?

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Six. Choose the most appropriate solution. Seven. Act on your decision. When will you apply it? Where? How? Look at the consequences of your action. Seven. Learn from experience. 3. Activity 9: Ate Selya/Dear Abby Ask the participants to return to their original groupings. Give the groups the following list of situations. Ask each group to pretend that they are writing an advice column and that they need to give advice to the person in each of the situations. Give the groups 30 minutes to discuss and write down their answers on manila paper.

Ate Selya/Dear Abby Activity Situation A: Dear Manay: My name is Kristy, 18 years old. I have a boyfriend. His name is Jorge. We have been together for almost a year. Jorge and I have shared intimate moments countless times. I know it is not right and I feel guilty every time we do it. I feel anxious because although I am certain that Jorge is the guy that I want to spend the rest of my life with, I do not want to get pregnant at this time because I want to finish my studies first. What am I supposed to do? Situation B: Dear Manay: My name is Ogie, 21 years old. I am single and I sleep around with women. In fact I have four girlfriends and I have gone to bed with every one of them. Lately, my sex organ has been itching and excretes liquid with a foul smell. I wonder if this is what we call AIDS. I am troubled. What am I going to do? Situation C: Dear Manay: Please call me Caloy. I’m 19 years old. I have a girlfriend. Her name is Nelia. She is 16. My problem is that my friends are pressuring me to have sex with her because I am the only one in our barkada who is still “virgin.” My problem is, though I love Nelia, I am not yet ready for the responsibility of getting her pregnant and having to marry her this early. But I feel the pressure from my friends. What shall I do? Situation D: Dear Manay: My name is Liza. I am 18 years old. I have a suitor. His name is Victor. Honestly, I have fallen in love Victor. I want to be his girlfriend but my parents and friends are preventing me from having a relationship with Victor because they think he is too hot tempered and violent and he will not be good for me. I do not believe them because Victor is always so loving whenever we are together. I know that if my parents and friends will learn that I am still going out with Victor, I shall suffer the consequences. What should I do?

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4. After 30 minutes, ask participants to present their answers to the larger group. Ask them what they found difficult, what parameters they used for giving their advice, and draw out important lessons about giving good advice and making decisions.

5. Synthesis-Lecture. Tell participants that as RH counselors, they have to remember the following: a. The principles of Reproductive Health (Sexual Health Synthesis) ◗ Know your body and self. ◗ Learn to love yourself. ◗ Know your personal space. ◗ Educate yourself on the particular care your body needs. (example- breast examination, prevention of RTIs) ◗ Avoid unplanned pregnancy. ◗ Avoid contraction of STD and HIV. b. Safer sex tips with the acronym LIGTAS AKO: ◗ Labas na lang tayo mahal (let’s just go out, dear.) ◗ Isa lang ang ibigin (Love only one partner.) ◗ Galangin ang NO (Respect the word NO.) ◗ Takbo agad para magpacheck-up (Have regular medical check-ups.) ◗ Aba’y huwag na lang (Don’t do it.) ◗ Saka na lang dear (Some other time, dear) ◗ Alamin ang sexual history ng partner mo (Know your partner’s sexual history.) ◗ Kontrasepsyon ay condom, kontra-disease, kontra buntis (Condoms mean anti-disease, anti-pregnancy) ◗ Ok ako, ligtas ako! (I’m ok, I’m safe.)

CLOSING AND EVALUATION

session EIGHT

1. As a closing activity to the training, invite the group to an informal sharing of reactions, comments and insights or other personal gains from the training. 2. Distribute certificates of attendance and evaluation forms. Give participants 5 minutes to answer and return the evaluation forms. 3. End with a prayer, group song, or an appropriate ritual.

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module

orientation on philippine laws on VAW Training Objectives At the end of the orientation on Philippine Laws on VAW, participants will have an adequate grasp of the various laws covering crimes related to Violence against Women (VAW), and their corresponding legal rights.

Suggested Facilitator or Resource Person ◗ ◗ ◗

DILG Representative, or Fiscal, or A competent lawyer in the community

Target Participants ◗

QRT Members at the city, municipal and barangay levels

Materials Needed ◗ ◗

Writing materials Transparencies/card or manila paper for the lectures

Program Flow and Content Session I: Opening Program and Introduction Session II: Laws on VAW 1. Special Protection of Children Against Child Abuse, Exploitation and Discrimination 2. The Rape Victim Assistance and Protection Act 3. The Labor Code of the Philippines and the Rights of Women Workers 4. International Instruments on the Rights of Women Workers 5. Crimes related to Violence Against Women Session III. Closing and Evaluation

Duration Half-Day 48

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OPENING PROGRAM AND INTRODUCTION

session ONE

1. National Anthem 2. Prayer 3. Welcome Remarks 4. Introduction of Participants (optional) 5. Contextualization-Discussion Mechanics: Ask participants to cite Philippine Laws they are familiar with that relate to violence against women. Then review the training objective and the importance of having a clear grasp of legal rights and laws on VAW.

LAWS RELATED TO VAW

session TWO

1. Lecture-Discussion on the following: (Please refer to Resource Reference One for your inputs) a. R.A. 7610-Special Protection of Children Against Child Abuse, Exploitation and Discrimination b. The Rape Victim Assistance and Protection Act c. The Labor Code of the Philippines and the Rights of Women Workers d. International Instruments on the Rights of Women Workers e. Crimes related to Violence Against Women 2. Give examples of cases under each law and allow for clarifications and questions after each topic.

CLOSING PROGRAM AND EVALUATION

session THREE

1. Award certificates of attendance to participants. 2. Give participants a few minutes to answer the training evaluation form. 3. Close the program with a prayer.

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module

orientation on the five pillars of the criminal justice system Training Objectives At the end of the orientation-seminar on the five pillars of the criminal justice system, the participants will: ◗ Have a basic understanding of the Philippine Criminal Justice System and its Five Pillars, specifically the mandates, role procedures and limitations of the following structures: law enforcement, courts, the prosecution, and the Bureau of Jail Management and Penology and the Community. ◗ Know when to tap these structures when handling family violence cases in their community

Suggested Facilitator or Resource Person Resource Persons should be invited from: ◗ PNP ◗ Municipal or Regional Trial Court ◗ Fiscal’s Office ◗ Bureau of Jail Management and Penology ◗ Community (NGO or barangayjustice system official)

Target Participants ◗ QRT Members at the city, municipal and barangay levels

Materials Needed ◗ Writing materials ◗ Transparencies/card or manila paper for the lectures

Program Flow and Content Session I. Opening Program and Introduction to the Training Session II. Lecture-Discussion on the Five Pillars of Justice System ◗ Pillar 1: Law Enforcement

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◗ Pillar 2: Prosecution ◗ Pillar 3: Courts ◗ Pillar 4: Parole and Prosecution ◗ Pillar 5: The Community Session III. Closing and Evaluation

Duration

One Day

OPENING PROGRAM AND INTRODUCTION TO THE TRAINING

session ONE

1. Opening Program ◗ Invocation ◗ National Anthem ◗ Welcome Remarks 2. Introduction to the Training ◗ Getting to know you ◗ Expectations check ◗ Presentation of objectives ◗ Presentation of schedule ◗ Introduction to the Topics Mechanics: Ask the group to name the Five Pillars of Justice. Write answers on board. From the answers, explain to participants the importance of being familiar with the Five Pillars of Justice. Then introduce the topics to be covered by the training activity. ◗ The Law Enforcement Process ◗ The Prosecution Process ◗ The Judicial Process: Flow of Violators through the Justice System ◗ The Penal Process: Parole and Probation

LECTURE-DISCUSSION ON THE FIVE PILLARS OF JUSTICE SYSTEM

session TWO

1. Lecture-Discussion: Have the resource persons from the five pillars give a one hour-lecture each on their (a) their duties, roles and responsibilities, (b) procedures they follow, (c) services they offer in relation to VAW, (d) how they can be tapped by the QRT members, (e) the problems and difficulties they encounter in handling cases, particularly on VAW.

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◗ ◗ ◗ ◗ ◗

Pillar 1: Law Enforcement Pillar 2: Prosecution Pillar 3: Courts Pillar 4: Correction and Penology Pillar 5: The Community

2. Allow for questions and clarifications after each pillar is presented.

session THREE

CLOSING PROGRAM AND EVALUATION 1. Award certificates of attendance to participants. 2. Give participants a few minutes to answer the training evaluation form. 3. Close the program with a prayer.

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module

orientation on the barangay justice system Training Objectives At the end of the orientation on barangay justice system, participants will ◗ be aware of the rationale, background and procedures of the barangay justice system, so that as members of the QRT, they will know when they can tap the Barangay Justice System ◗ understand the role of the Barangay Justice System in peace building

Suggested Facilitator or Resource Person ◗ ◗ ◗

Barangay captain, and/or a DILG Representative Non-government organization representative to talk about peace and the culture of peace

Target Participants ◗ ◗

QRT Members at the city, municipal and barangay levels Lupong Tagapamayapa and Barangay Officials

Materials Needed ◗ ◗

Writing materials Transparencies/cards or manila paper for the lectures

Program Flow and Content Session I. Opening Program and Introduction Session II. The Barangay Justice System Session III. Barangay Justice System in Action Session IV. Barangay Justice System and Its Role in Peace Building Session V. Closing Program and Evaluation

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session ONE

OPENING PROGRAM AND INTRODUCTION 1. National Anthem 2. Prayer 3. Welcome Remarks 4. Introduction of Participants 5. Contextualization-Discussion Activity 1 Mechanics: Ask participants what they know about the barangay justice system; and why they think it is important to be oriented about it as members of the QRT.

session TWO

THE BARANGAY JUSTICE SYSTEM 1. Lecture: Ask the DILG representative to give his/her lecture on the Barangay Justice System. Katarungang Pambarangay

Katarungang Pambarangay (Barangay Justice System) created by virtue of PD 1508 and strengthened by the Local Government Code of 1991 is a system of settling dispute amicably at the barangay level to help relieve the judicial court of cases.The barangay justice system is created by virtue of PD 1708 and repealed by RA 7160. Lupon Tagapamayapa (Conciliation or Arbitration Body) ◗ its composition, the qualifications and disqualifications, constitution. ◗ functions of the lupon and each of the member. ◗ mediation, conciliation and arbitration.

◗ Important Points : -

There is no limit as to the number of summons sent. The law requires that cases raised to the lupon tagapamayapa should be settled within 15 days. Issuance of certification to file action or action to bar can only be done after 15 days; otherwise the lupon can be charged with premature issuance. Promoting gender-fair representation in the Lupon. Advocacy can be made because names of Lupon are posted in public places so that the public can recommend persons they want.

2. Allow for questions and clarifications.

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session THREE

BARANGAY JUSTICE SYSTEM IN ACTION 1. Resource person from the barangay will talk about the barangay justice system in action. The talk should include: concrete activities, gains, and challenges in handling cases specifically related to VAW. Example of barangay justice system in action: a. Concrete activities: conduct conciliation/settlement, provide venue for discussion/questions to both parties in the presence of witnesses, investigate/evaluate complaints based on the presentation of evidence, act as witness in court when legal cases are in progress, solicit information in the community to avoid biases in the decision making regarding the complaints, encourage reconciliation of parties and present a fair and justifiable agreement to both parties. b. Gains: the community develops a sense of awareness and concern to the victims; the community is cooperative in identifying suspects and standing witnesses. Strong support of residents minimizes VAW cases. c. Difficulties/Challenges: financial support for complainant to file a case; refusal of witnesses to cooperate; members of the family are not cooperative in the documentation/ processing of papers when cases are filed in court.

BARANGAY JUSTICE SYSTEM: ITS ROLE IN PEACEBUILDING 1. Activity 2: Ask participants to write down their definition of peace. Draw out responses from the participants. 2. Lecture-Discussion: Many believe that peace is the absence of war and conflict but it is not just the absence of war. Peace can be described by the acronym SONG, which means: Harmonious relationship with Good relationship with Healthy relationship with

Self Others Nature and God

session FOUR Educating for a Culture of Peace

◗ Living with compassion and justice ◗ Building cultural respect, reconciliation, and solidarity ◗ Promoting human rights and responsibilities ◗ Living in harmony with the earth ◗ Nurturing inner peace ◗ Dismantling the cultrure of war S.H. Toh and V.V. Cawagas, University of Alberta

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Note: The Culture of Peace can be an excellent additional input. Refer to materials by Dr. Toh Swee-Hin and Co-Multiversity (Resource Reference 7) 3.

6steps of non-

violent social change (1) information gathering (2) education (3) personal commitment (4) negotiations (5) direct action (6) reconciliation

session FIVE

Activity 3: Ask participants to define /describe violence or conflict. Participants can be divided into 4 groups. Each group is tasked to make a creative presentation of their understanding of violence in different contexts: ◗ Family ◗ Barangays/municipal ◗ Provincial/national ◗ Barangays/municipal

4. Lecture-Discussion: Different Ways People Respond to Violence: (1) passivity, (2) counter violence and (3) active non-violence. Resource person can compare the three responses according to their nature, assumptions, motivations of the agent and methods used, why the victim responds in a particular way, object of the response, method of the response, and effects on the victim.

CLOSING PROGRAM AND EVALUATION 1. As a closing activity to the training, invite the group to an informal sharing of reactions, comments and insights or other personal gains from the training. 2. Distribute certificates of attendance and evaluation forms. Give participants 5 minutes to answer and return the evaluation forms. 3. End with a prayer, group song, or an appropriate ritual.

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module

paralegal skills training

Training Objectives At the end of the paralegal skills training, the participants will be: ◗ equipped with basic paralegal knowledge and skills. ◗ oriented on the following: - Philippine Legal System - Introduction to the Law - Philosophy of Paralegalism - Comparison of Civil and Criminal Cases - Civil and Criminal Procedures - Laws on Marriage, Legal Separation, Annulment, etal - Para-legal skills: case analysis, legal interview, affidavitmaking - Balancing Legal and Extra Legal Tactics

Suggested Facilitator or Resource Person ◗ Fiscal, or ◗ A competent lawyer in the community specializing in alternative law

Target Participants ◗ QRT Members at the city, municipal and barangay levels

Recommended Reading or Sourcebook An excellent reference material for this module is the Sentro ng Alternatibong Lingap Panlegal (SALIGAN)’s Manual for Paralegals: Violence against Women (1999), Saligan Women’s Unit.

Materials Needed ◗ ◗ ◗ ◗

Crossword puzzle for the game on manila papers Sample affidavits, visuals if available on legal interviews, collecting evidence Writing materials Transparencies/cards or manila paper for the lectures

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Program Flow and Content Session I. Session II. Session III. Session IV. Session V.

Opening and Introduction to the Training Understanding Paralegalism Lecture-Discussion on Criminal and Civil Procedures Related to VAW AND Laws on Marriage and Separation Paralegal Skills Closing Program and Evaluation

Duration Two Days

session ONE

OPENING AND INTRODUCTION TO THE TRAINING 1. Opening Program ◗ Invocation/Prayer ◗ National Anthem ◗ Welcome Message 2. Introduction to the Training ◗ Getting to know you ◗ Expectations check ◗ Presentation of objectives ◗ Presentation of training schedule

session TWO

UNDERSTANDING PARALEGALISM To set the tone of the training, explain to participants the importance of para-legal training, its philosophy and basis.

session THREE

CRIMINAL AND CIVIL PROCEDURES RELATED TO VAW AND LAWS ON MARRIAGE AND SEPARATION 1. Activity: Introduce a game. Mechanics: a. Divide participants into two groups. b. Each group is given a manila paper and asked to encircle the name of the crime committed. c. Below is the crossword puzzle and the quiz guide:

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Rudy forced Donita to ride in his car and brought her to Murcia because he plans to molest her. Allan married Lyn even if he’s still married to Laura. Marlon threatened Lydia that he would kill her if she would not continue living with him as his live in partner. Ruel got mad at Ana because the rice she cooked got burned so he cut her fingers. William pointed a gun at Kathy and forced her to have sex with him. Gabby poisoned Sharon until she died. Myla had sex with Pedro while she was still married to Gardo. Maria shouted invectives at Petra while she was walking along the street from the market. P A B I G A M Y

E B G P A P I E

O M R A P E X A

M U A R A S T B

U R V R D L C D

T D E I U A Q U

I E T C L N R C

L R H I T D T T

A A R D E E S I

T L E E R R I O

I L A A Y A P N

O A T M O E A A

N N S S U S L Y

Participants are asked to go back to their seats and listen to the talk. Answers will be checked after the talk. 2. Introductory Lecture: Review of Crimes related to VAW Input should cover the following crimes Rape - Republic Act No. 8353 Marital Rape – Art 266 Sexual Harassment – Republic Act No. 7877 “ Anti –Sexual Harassment Act of 1995” Acts of Lasciviousness Simple Seduction Forcible Abduction Unjust vexation Prostitution Vagrancy Mutilation Parricide Bigamy Adultery The resource person should discuss definitions, coverage, considered offenders, forms, legal mandates and possible structures that can be set up to respond to such crimes and the corresponding penalty of each crime. Under the crime of sexual harassment, resource person should discuss the importance of

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setting up a Committee on Decorum and Investigation (CODI) in the local government unit. 3. Lecture on the Criminal and Civil Procedure Here the discussion centers on the process of filing/instituting a criminal case and the process followed in a civil case. Such terms like crime, complainant, defense, prosecution, rebuttal, acquittal and conviction have to be explained. Also mention that appeal is allowed for the accused if the decision is a conviction. The complainant cannot file for appeal if the decision is acquittal because it is double jeopardy.

4. Laws on Marriage and Separation This lecture-discussion focuses on the provisions in the family code which provide remedies to women who may be victims of violence. One such remedy is Article 36 of the Family Code.

session FOUR

PARALEGAL SKILLS 1. Introduce the paralegal skills as follows: ◗ gathering of evidence ◗ case analysis ◗ how to conduct an interview ◗ affidavit writing and legal research 2. Lecture-Discussion: Give your inputs on: a. Gathering Evidence b. Affidavit-Making As much as possible, run exercises on the basic paralegal skills to provide practice and deepen participants’ understanding of paralegal skills.

session FIVE

CLOSING PROGRAM AND EVALUATION 1. As a closing activity to the training, invite the group to an informal sharing of reactions, comments and insights or other personal gains from the training. 2. Distribute certificates of attendance and evaluation forms. Give parti-cipants 5 minutes to answer and return the evaluation forms. 3. End with a prayer, group song, or an appropriate ritual.

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module

feminist counseling training

Training Objectives At the end of the training on feminist counseling, the participants will ◗ be familiar with the framework and principles of feminist counseling, including its objectives, strategies and techniques; ◗ appreciate feminist counseling as a perspective and an attitude.

Suggested Facilitator or Resource Person ◗ CSSD Social Worker or QRT Member who has undergone Gender Sensitivity and Counseling Training ◗ A counselor from an NGO or academic institution

Target Participants ◗ QRT Members at the city, municipal and barangay levels

Materials Needed ◗ ◗ ◗ ◗

Music for games Metacards Writing and coloring materials Transparencies/card or manila paper for the lectures

Program Flow and Content Session I. Session II. Session III. Session IV. Session V. Session VI. Session VII. Session VIII.

Duration

Opening Activity Counseling Being Careful about Biases and Stereotypes Problem Tree Analysis Feminist Counseling Feminist Values Categorization Counseling Take Two! Synthesis, Closing Program and Evaluation

Two days

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session ONE

OPENING ACTIVITY AND INTRODUCTION TO THE TRAINING ◗ Prayer Reflection ◗ National Anthem ◗ Welcome Remarks ◗ Expectations Check 2. Activity 1: Drawing a Portrait Mechanics: a. Ask participants to form a circle at the center of the session room. Play music and instruct participants that the first time the music stops, they should find a partner and share their emotional baggage. When the music stops the second time, participants are asked to share with another partner their expectations from the training. The music is played again. When it stops the third time, ask participants to group themselves according to the color of their nametags. When the groups are ready, ask participants to draw a portrait of their women clients as LGU service providers (CSSD, CHO, etc) based on the following:

Qualities of VAW Clients Medical ◗ Bruised/Wounded ◗ Broken bones ◗ Miscarriage ◗ Death Psychological ◗ Low self-esteem ◗ Nightmares ◗ Adhere to gender-related stereotypes ◗ Suffer guilt, anger, fear, isolation from social support ◗ Have difficulty making decisions ◗ Manifest learned helplessness ◗ Broken families ◗ Depression

(1) Physical appearance (2) Qualities/traits (3) Beliefs (4) Self perception of others (5) Psyche (6) Background/origin b. When the groups complete their portrait, participants are asked to set aside their drawing for a while. In a plenary, ask a few participants to share to the big group the emotional baggage that their partner shared without naming names. Then, gather some expectations and clarify the expectations that can be addressed by the training. c. After the expectations check, facilitate a group presentation of the group’s portraits of their women clients. Then summarize the main points raised by the different groups based on the portraits they made. Point out that many of the women being assisted are traumatized and have special needs and concerns; thus they need skills and tools so that they can respond effectively to these women’s needs. d. Input: Qualities of Our Women Clients This input aims to orient participants on the kind of clientele they work with.

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COUNSELING

session TWO

1. Activity 2: Role Playing Mechanics: a. Divide the participants into three main groups, namely: victims, observers and counselors. Those designated as victims are asked to stay in the session room. Observers and counselors are asked to go outside. Separate instructions are given to each of the groups. Four (4) cases/ types of victims are sampled, namely: ◗ ◗ ◗ ◗

prostitute who is raped mother of an incest victim/survivor woman who has decided to separate from her husband of 17 years abused woman with 8 children and is pregnant

b. The victims are asked to internalize their roles. c. After 10 minutes, they are asked to leave the session room. The session room is fixed up to look like a counseling room. The facilitator asks those designated counselors to come inside the session room. The counselors are told to prepare themselves for clients and counsel these clients as they would normally do as service providers. One observer is assigned to every counselor. The observer is instructed to note down observations without disrupting the process. When everything is set, the clients are told to go in and choose their counselor. A counseling process begins. d. Debrief the participants before the processing, ask counselors and clients to stand up and imagine that they are holding a stone. Tell them to throw away the stone at the farthest place possible. The stone should represent the burdens the supposed counselors and clients were carrying. 2. Processing of Activity a. First, process the experience of those who were designated as counselors with the following questions: ◗ How did you feel towards your client? ◗ What difficulties have you experienced when you were doing the counseling? ◗ What skills helped you when you were counseling? Summarize main points raised. b. Next, process the experience of the victims/clients with the following questions:

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◗ What did you expect from your counselor when you presented them with your situation and problems? ◗ What did you find helpful? ◗ What did you find NOT helpful? Summarize main points raised. c. Finally process the observations made by observers with the following questions: ◗ How did the counselor handle the counseling session? ◗ What did she/he do from the start of the counseling up to the time she /he ended the session? ◗ What were the questions raised by the client? ◗ How did the counselor respond to the questions? ◗ What were his/her responses? d. Summarize main points raised. Highlight difficulties and erroneous practices. 3. Input: Counseling (A Review). Remind participants that in the RH training, they were given inputs on counseling. Have a social worker review them on counseling.

Counseling: A Review

a. Defining Counseling ◗ face-to-face communication between the counselor and the counselee where the counselee copes with problems related to his/her situation ◗ with the advent of technology, counseling may also be done over the phone ◗ not about solving the problem of the client, rather helping the client cope with the problem b. What It Is . . . ◗ To listen ◗ To be a companion ◗ To care, to love ◗ To be oneself–recognizing what one is capable and is not capable of doing c. It Is Not . . . ◗ To be responsible for another’s life (caregivers, not caretakers) ◗ To remove problem and pain ◗ To offer great experience and wisdom (not claiming to know answers to all the questions) ◗ To make the other a different person

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Emphasize that feminist counseling is more than just having Knowledge, Skills and Attitude, rather it is having the right Attitude first, then Skills and Knowledge. 4. Listening and Empathy A. Question on Listening a) How well do I read the client’s non-verbal behavior and see how they modify what he or she is saying verbally? b) How careful am I not to over-interpret non-verbal behavior? c) How intently do I listen to what the client is saying verbally, noticing the mix of experiences, behavior and feelings? d) How effectively do I listen to the client’s point of view, especially when I sense that this point of view needs to be challenged or transcended? e) How easily do I tune in to the core messages being conveyed by the client? f) How effective am I at spotting themes in the client’s story? g) What distracts me from listening more carefully? What can I do to manage these distractions? h) How effectively do I pick up cues indicating dissonance between reality and what the client is saying? i) To what degree can I note the ways in which the client exaggerates, contradicts herself or himself, misinterprets reality, and holds things back without judging her or him and without interfering with the flow of the dialogue? j) How do I listen to what is going on inside myself as I interact with clients? B. Questions on Empathy a) Did I attend to the client, both physically and psychologically? Did I listen to the client’s point of view? b) Did I try to set judgments and biases aside for the moment and walk in the shoes of the client? c) As the client spoke, did I listen to the core messages? d) Did I listen to both verbal and non-verbal messages and their context? e) Did I respond fairly frequently, but briefly to the client’s core messages? f) Was I flexible and tentative enough so that the client did not feel pinned down? g) Did I use empathy to help the client focus on important issues? h) Did I move gradually toward the exploration of sensitive topics and feelings? i) After responding with empathy, did I attend carefully to cues that either confirm or deny the accuracy of my response? j) Did my empathic response help the client remain focused while developing and clarifying important issues? k) Did I note signs of client stress or resistance? Did these arise because I am too accurate? l) Did I keep in mind that the communication skills of empathy, however important, is a tool to help clients see themselves and their problem situation more clearly, with a view of changing them more effectively?

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session THREE

BEING CAREFUL ABOUT LABELS AND STEREOTYPES 1. Activity 3 Mechanics: a. Divide participants into four groups based on the four cases previously assigned to them a) prostitute who is raped b) mother of an incest victim/survivor c) woman who has decided to separate from her husband of 17 years d) abused woman with 8 children and is pregnant b. Each group is given a manila paper. On the left side of the paper, each member of the group is asked to write their negative feelings/impressions on the kind of person/client assigned to them (i.e. prostituted woman who was raped). Each person is given 60 seconds to write her negative impression. The manila paper is passed clockwise until all the members in the group are able to write on other manila papers. Play music as this is done. c. Once everyone is finished, music is played again and participants are asked to dance and move around. The facilitator takes this time to post a label at the back of each participant. When everyone is labeled, the music stops. Each one is told to read his/her label and to stand under the manila paper they belong to based on the labels given them. Each group is then given time to read the descriptions on the manila paper aloud. They are asked to mention the words that are most hurtful. Ask them what they feel about being described derogatively. d. Processing: After the group sharing, the facilitator reminds parti-cipants of an earlier question: what is feminist counseling? Explain to them that they have been made to go through the exercise so that they can understand the bad effects of labeling and stereotyping, and that feminist counseling involves the heart. Point out that effectiveness and relevance of a counselor largely depends not on her knowledge and probing skills but rather on what the counselor feels for the client. Emphasize that the core of feminist counseling is empathy and analysis.

session FOUR

PROBLEM TREE ANALYSIS 1. Activity 4: Workshop Since feminist counseling requires skills in analysis, participants have to be familiar with a tool that will help in problem analysis.

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Facilitator then introduces the problem tree as a tool for analysis. Using this tool, the participants will be able to get to the root cause of the problem. Getting to the root cause of the problem is expected to lead to the root response. Mechanics: 1. Participants are grouped according to an issue or problem (e.g.wife battering, prostitution, incestuous rape, etc.) 2. Each group is instructed to identify causes of these issues by answering the question “Why” to each cause identified until they reach the root cause. 3. Participants are asked to present their outputs 4. Facilitator will point out areas for improvement in each group. These may include the tendency of participants: (1) not to get to the root cause (2) not to show the interrelatedness of problems; thus, the need to develop probing skills Facilitator can cite other tools that can be used for problem analysis, including: fish bowl analysis and web of causation. Point out however that whatever the tool, it must be used to help develop gender sensitivity and evaluative thinking.

FEMINIST COUNSELING

session FIVE

1. Activity 5: Workshop Mechanics: Divide the participants into 4 groups. Each group is given a manila paper with a drawing of the human figure. Members of the group are given metacards where they have to write their responses to the following questions: ◗ How does a feminist think? ◗ What does a feminist feel? ◗ What does a feminist do? ◗ How does a feminist view/see things? On the board is a big drawing of a woman. Participants are instructed to post their responses to question a) on the head area, post responses to "How does a feminist think?" b) on the heart area, post responses to "What does a feminist feel?" c) on the hands or feet, post responses to "What does a feminist do?" d) on the eye area, post responses to "How does a feminist view/ see things?"

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2. Lecture on Feminism (Flash transparency or post card/manila paper on feminism)

◗ Political history of the feminism movement ◗ The feminism movement is a spirit of anger not towards men but towards political and cultural situations that are oppressive of women. ◗ Feminism is an ideology - It is a principle that women should have political, economic and social rights equal to those of men. - It is a principle that does not begin and end with Gender Sensitivity Training or VAW; it is a principle one lives by. ◗ Feminism recognizes that the condition of subordination is not natural but socially determined. ◗ Feminism has a political spectrum and is culturally bound. ◗ Feminism is a political strategy and an alternative culture.

3. Input on Feminist Counseling (flash transparency or a post card or manila paper on Feminist Counseling) Feminist Consciousness is ◗ women’s consciousness that they belong to a subordinate group and that as members of such a group, they have suffered wrong ◗ the recognition that their condition of subordination is not natural but socially determined ◗ the development of a sense of sisterhood ◗ the autonomous definition by women of their goals and strategies for changing their condition ◗ the importance of gaining power within ◗ the development of an alternative vision for the future What Feminism Does Not Mean ◗ not something that women just do BUT women should do ◗ not an invention of the WEST BUT true for all races ◗ not anti-male BUT a partnership with men ◗ not anti-marriage or anti-family BUT pro-family ◗ does not mean being lonely BUT being with humanity A Feminist Approach Seeks To ◗ demonstrate a bias for women and girls ◗ to work for the empowerment of women ◗ to contribute to the healing and reintegration of women and girl victims of violence, discrimination and injustice ◗ to go beyond the individual cases towards creating a community of women ◗ to push for social and political change towards gender justice and equality

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Ethical Guidelines in Feminist Crisis Intervention Work Knowledge ◗ gender based violence ◗ nature and dynamics of VAW – cycle of violence ◗ crisis theory and principles of crisis management ◗ principle of communication ◗ identification and use of community resources ◗ team relationships and self care protocol ◗ structure of record keeping ◗ prevention strategies Attitudes ◗ non judgmental ◗ accepting ◗ non directive – avoiding the word “should” ◗ caring and empathic ◗ self-aware ◗ realistic ◗ sensitive ◗ patient and understanding ◗ optimistic and positive self-image ◗ advocate Skills ◗ techniques for crisis management ◗ communication ◗ resource mobilization ◗ assertion Habits and Work Ethics ◗ belief in client ◗ genuine concern for the client ◗ self-composed and able to work under pressure ◗ self-aware and self-care ◗ alertness and presence of mind ◗ flexibility ◗ advocacy for change ◗ observer of confidentiality ◗ collective work ◗ in touch with organizational policies and perspective ◗ modeling – setting an example ◗ competence ◗ firm commitment to end violence against women ◗ willing to take risks

◗ works beyond the call of duty ◗ works with passion ◗ realistic and able to set boundaries With respect to clients ◗ respect for client’s rights, decisions, options and pace ◗ access to information on options and consequences of possible actions ◗ uphold client’s rights to privacy and confidentiality ◗ protect safety of the client ◗ avoid dual relationships that may impair judgment and increase the risk of harm to clients or lead to exploitation ◗ protect the client’s right to self-determination ◗ recognize and build on client’s strengths ◗ work out support system for the client With respect to self and co-worker ◗ free from any personal or vested interest and motive ◗ able to process unresolved issues and able to maintain positive perspective in life ◗ aware of limitations and capabilities ◗ able to extend work beyond the call of duty ◗ sees the necessity of consultations and collective work ◗ resolves differences through non-violent process ◗ responds appropriately to unethical behavior of co-worker With respect to organization ◗ consistency with organizational perspective and policies ◗ formulation of safety and security measures ◗ continuous education and training, capability building ◗ mechanism for self-care and protection from burn-out ◗ develop good working relationships with various support groups/agencies

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Crisis Intervention for Assaulted Women First Task: Create an atmosphere of trust and respect ◗ assure her that you believe her ◗ let her know that she is not the only person who experienced it ◗ inspire her confidence in your skills ◗ validate her feelings and experience ◗ focus her energies ◗ keep your message clear and simple ◗ give her realistic feedback on what she has told you ◗ stay calm Second task: Deal with practical aspects of the crisis ◗ assess immediate danger ◗ assess her need for medical attention ◗ determine her access to resources ◗ assess her need for emergency worker ◗ refer her to a sympathetic lawyer, doctor, counselor or shelter ◗ establish on-going contact Crisis Worker: a person paid for service or a volunteer ◗ who acquires specialized knowledge and skills in crisis work ◗ who adheres to the technical and ethical standards of the field ◗ who spends time in providing crisis intervention services ◗ who demonstrates feminist values and principles in crisis intervention work

session SIX

FEMINIST VALUES CATEGORIZATION 1. Lecture-discussion Each participant is given a copy of the list of feminist values. They are asked to check the statements, which they are in agreement while each statement is read aloud by the participants.

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List of Feminist Values

a. Personal Knowledge A feminist believes that ◗ women have their own thoughts, emotions, desires and experiences ◗ women have positive and negative characteristics ◗ a feminist is realistic about fears, problems, dependencies and the sources of oppression b. Self-defining ◗ a feminist views self as a complete human person ◗ a feminist struggles to overcome conventional, stereotypical pictures of femininity ◗ a feminist abandons the feminine mystique ◗ a feminist rejects the myth of “superwoman” c. Personal Power ◗ a feminist believes that women are personally strong, not from dominating others, but from their love, trust and faith in themselves and other women. ◗ a feminist also believes that women do not require support from men to survive ◗ a feminist also believes that women should take control of and responsibility for their lives. d. Authenticity A feminist believes that to be authentic ◗ one has to act on one’s own values, convictions, desires, emotions, needs, capabilities, and opinions and to be honest to oneself and others about one’s self ◗ one has to be emotionally spontaneous, throwing oneself into projects, beliefs and feelings despite sex roles stereotypes and pressure e. Creativity ◗ a feminist believes that women need to face and learn to use anger, aggression, assertion, the balance of power, conflict, competition and success in new ways ◗ for a feminist, being creative means making choices and decisions based on knowledge of alternatives that lead to concrete creative action f. Synthesis ◗ a feminist values integration rather than segmentation of the individual g. Physical Strength ◗ a feminist sees that strength, vitality, health, stamina, fearlessness are needed for women to accomplish their goals; and that physical power and physical equality with men are also needed h. The personal is political ◗ a feminist is aware that in patriarchal society, intimacy with a man, romantic love for a man, motherhood, sex, and even the sex motive are the battlegrounds on which scenarios of man woman violence are carried out

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List of Feminist Values i. Equality ◗ A Feminist values the right of women and men to live as free and equal human beings. This means equality in all areas of life – constitutional rights as citizens, work, access to wealth, home, responsibilities within a marriage including childrearing, physical maintenance of the home and others. j. Mutuality in Relationships ◗ A feminist values egalitarian, non-hierarchical relationships based on mutuality ◗ A feminist encourages women to choose relationships based on mutual respect, understanding, admiration, giving and cooperation, and foster mutual growth. k. Economic Independence ◗ A feminist acknowledges that women need to move from non-wage- earning home work to gainful occupations. Instead, segregated occupational structures need to be eliminated, and women must be rewarded on the basis of the merit of their work rather than their sex. l. Sexual Freedom ◗ A feminist rejects the male concept of female sexuality as innocent and deprived ◗ For a feminist, sexual freedom means having the freedom to speak of sexuality, having as much right as any male to be fulfilled sexually; being assertive as a sexual partner, having control of her own body, and rejecting all forms of outside control of women’s bodies m. Reproductive Freedom ◗ A feminist believes that conditions of production and reproduction should not be distorted or held back because of her sex, race or class. n. Freedom from Oppression ◗ A feminist views freedom from oppression as a means to grow and achieve without restrictions in society. This includes freedom of movement, freedom of choice, freedom from fear of male violence, and freedom to express one’s ideas and opinions without constraints, being brushed aside, or being cut down. o. Women Identification ◗ A feminist values women, which means that women value themselves and other women. This includes crediting women for what they have been responsible for and affirming women’s capacity to be capable, intelligent and ethical ◗ A feminist affirms the healing aspect of feminism for women, which involves encouragement and nurturance of women –spirit and women identity. This is reflected in the awareness of and the preservation of women’s cultural heritage for future preparations.

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COUNSELING TAKE TWO!

session SEVEN

1. Activity 6: Role play Mechanics: a. Participants who are now equipped with knowledge on feminism, feminist counseling and feminist values categorization, are asked to conduct the counseling process for the second time. Use the same procedure as in Activity 2. Participants are asked to incorporate what they have learned from the previous discussions. b. During the processing, participants are asked to share what they believe should be improved in the way counseling is done compared to day 1 simulation.

SYNTHESIS, CLOSING PROGRAM AND EVALUATION

session EIGHT

1. Facilitator provides a synthesis of the two-day experience, highlighting important lessons to remember when participants go back to their respective fields of work. 2. Close the training with an affirmation exercise. Gather the participants in a circle at the center of the session room. A yarn is passed. Say that whoever gets to hold the yarn should say something good about himself/herself and/or say something good about somebody else in the group. After saying his/or her piece, s/he has to pass the yarn to the other person whom s/he affirmed. 3. Distribute certificates of attendance and evaluation forms. Give participants 5 minutes to answer and return the evaluation forms. 4. End with a prayer, group song or ritual.

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module

vision, mission, goals and protocol formulation training workshop Training Objectives At the end of the VMG and Protocol Formulation Training Workshop, the participants will: ◗

◗ ◗

be aware of the existing local government and community programs for VAW and the state of service delivery in the locality integrate skills, knowledge, attitudes acquired in the past trainings in the formulation of their own protocol develop a protocol that participants can use in responding to VAW and child abuse cases.

Suggested Facilitator or Resource Person ◗ CSSD, MSSD Head, or GAD Focal Point

Target Participants ◗ QRT Members at the city, municipal and barangay levels

Materials Needed ◗ ◗ ◗

Cabbage-like object for energizer (optional)/or bowl or box for questions Writing materials Music for the activities

Program Flow and Content

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Session I. Session II. Session III. Session IV. Session V. Session VI.

Opening Program and Introduction to the Program Assessment of Current Situation and Systems Protocol Formulation Review of Organizational Chart and Referral System Case Study Analysis Closing Program and Evaluation

Duration

Two-Three Days (depending on pace of participants)

OPENING PROGRAM AND INTRODUCTION TO THE TRAINING

session ONE

1. Opening Program ◗ National Anthem ◗ Welcome Remarks 2. Introduction to the Training ◗ Getting to know you ◗ Expectations check ◗ Presentation of training objectives ◗ Presentation of schedule

ASSESSMENT OF CURRENT SITUATIONS AND SYSTEMS

session TWO

1. Activity 1: Environmental Scanning Mechanics: a. Divide participants into groups in terms of their expertise/field of work, e.g. law enforcement and legislation, community/ social work, line agencies, barangays. b. Ask each group to appoint a recorder and a reporter. c. Ask each group to brainstorm on the existing situations in the barangays/agencies by answering these focus questions: ◗ How do we handle victims of domestic violence? ◗ What is the flow of service for the clients? ◗ What are our existing practices? ◗ To whom do we refer the client? ◗ What do we do? ◗ How do we handle cases? d. After the brainstorming, ask participants to write down the results of the discussion on manila paper in flow chart form, to indicate the process by which clients/cases are served. Under the flow chart, ask participants to list down problems and difficulties encountered during the process. Give 20 minutes for the group to brainstorm and 10 minutes for group to prepare their outputs. e. Ask the groups to present their outputs for discussion. f. Summarize the presentations by identifying existing services, resources and problems encountered by participants in responding to VAW.

PROTOCOL FORMULATION

session THREE

1. Lecture: Protocols Explain to the participants that the previous activity would serve as the basis for the main activity – the formulation of the QRT Protocol.

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The assessment of current situations and services/structures in responding to VAW should guide the formulation of the vision, objectives and responsibilities of the QRT and its members. You can use QRT4, Step 6 as an additional reference for this Lecture. a. Definition of Protocol b. Importance of Protocol b.1.it provides a framework for action b.2. it shows the procedure the QRT members can follow in functioning as a quick response team when there are cases b.3. it is for the benefit of the QRT members b.4. it is a more or less permanent document that binds members to their commitment and makes them accountable to each other and the goals they have set c. Suggest the following Framework for Protocol formulation. Framework for Protocol Formulation (Refer to Step 6, QRT4). c.1. General Guiding Principles composed of Vision and Code of Ethics c.2. Working Relationship, which includes i. Referral (requirements, documents, institutional mandate, procedures, etc..) ii. Coordination (â&#x20AC;&#x153;standing agreementâ&#x20AC;?, on-call, emergency cases) iii. Resource Mobilization (needs of clients/service givers) c.3. Case Handling which includes: i. Relations of Service Institution/Giver to the client ii. Strategies/Approaches/Methods/Sensitivity iii. Needs of the Client c.4. Flow of Referral, including the role/function of each QRT member institution. 2. Activity 2 a. Ask the group to go back to their groupings to brainstorm on their protocol given the framework provided. b. Allow the groups 1-2 hours to discuss and prepare their outputs. c. Ask each group to present their outputs. d. Post all presentation materials on the board. e. Ask each group to pick out what they think should be included in the final version of the QRT Protocol. f. When the group has finished their initial Protocol, ask the group to prepare a clean copy of the Protocol for review by all members.

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session FOUR

REVIEW OF ORGANIZATIONAL STRUCTURE AND REFERRAL CHART 1. Activity 3: Process Check Mechanics: a. You may use the “Cabbage” energizer. Beforehand, prepare a cabbage-like object made from pieces of paper stapled at all five corners with a hollow center. Each piece of paper that makes the cabbage contains a question. (An alternative is to write the questions in pieces of paper and put them in a bowl or box, anything that is easy to handle.) b. Ask participants to dance while passing the ‘cabbage’ around. When the music stops, the one holding the cabbage should peel a leaf (or pick a piece of paper) and follow or answer what is written in the leaf. Cabbage questions can go like this: ◗ What is the vision of our QRT? ◗ Name one article in the Code of Ethics ◗ Give one topic discussed yesterday. ◗ What is a protocol? ◗ Who is the mayor of your city? ◗ What is the QRT? ◗ What is the name of the venue of the seminar? ◗ Sing a line from Aiza’s ‘Pagdating ng Panahon’ or any other song c. Ask the participants how they feel about the training. Explain that the preceding energizer not only served to energize but to refresh people’s memory of what was covered previously. 2.

Activity 4: Review of Organizational Structure and Referral Chart figure 9.1 SAMPLE FLOW CHART REFERRAL

HOME

MTC

PROSECUTOR INSTITUTION

RTC

CLIEN

CSWO

PNP

DOH

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Mechanics: a. Present a sample organizational structure and flow chart of referral (figure 9.1). Ask participants to study it for 5 minutes and then compare it with the referral chart and organizational structure they have formulated the previous day. b. Encourage participants to suggest further refinements of their draft organizational structure and referral system based on this new input. c. Ask participants to identify what problems are usually encoun-tered at every step of the referral system. Participants can go through each box one by one or point to boxes or arrows at random to discuss problems. d. Elicit suggestions on how to improve the chart to address such problems. Point out remaining gaps in the draft referral chart and ask participants how to address such gaps. Note: If needed, you can also present a sample referral chart at the barangay level (figure 9.2). figure 9.2 SAMPLE CHART REFERRALL BARANGAY LEVEL

BARANGAY LUPON

POLICE

COURT

COMPLAINT

e. Lead the group in identifying difficulties and problems encountered at each stage of the chart (every box, every arrow) and elicit suggestions on how to address the problems that would be included in the final protocol. Note: For child abuse, a separate chart should be made (figure 9.3).

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figure 9.3 SAMPLE REFERRAL CHART FOR CHILD ABUSE CASES

CLIEN

PNP

CHO

BRGY

CHO

CSWDO

CHO

(IF DOMESTIC VIOLENCE)

f. For their homework, ask the group to finalize the draft protocol by incorporating the suggestions agreed upon. 3. Activity 5: Review of Vision Mechanics: a. Ask the participants to read the Draft Vision.

Vision

b. Post the draft vision on the board for easy referral. Then ask the group to reflect on its contents and suggest possible refinements.

a desired situation/ condition that we hope and want to work for.

c. Define Vision. Give pointers in refining a vision. For example: The KISS Principle in Reviewing Vision: Keep It Short and Simple d. After suggestions and comments have been made, ask the group to decide on how to finalize the draft vision. One participant can volunteer to do it, or a core group can be assigned for the task. 4. Activity 6: Review of Working Relationship Mechanics: Start by clarifying terms used in the draft of the working relationship. Ask the group to come up with their own definitions in case of conflicting or vague definitions. Sample questions to ask: ◗ Who do we mean by service providers? ◗ How immediate is immediate assistance, for example for cases reported on holidays or on the weekend? ◗ What do we mean by long-term assistance? ◗ What is a case study report? How is it different from a case profile? Who prepares it and how will it be filed? ◗ How is professionalism and sensitivity defined?

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5. Activity 7: Review of Case Handling Again, go through the process of clarifying terms and coming up with agreed-upon definitions. 6. Activity 8: Review of Strategies, Approaches and Methods Note: Do the same for the rest of the items contained in the Draft Protocol

session FIVE

CASE STUDY ANALYSIS 1. Explain to the group that this activity will help participants put into practice the provisions of the protocol they have drafted. The activity will thus serve to deepen the understanding of participants as well as surface further refinements needed in the protocol. 2. Divide the group into two and give each group a sample case study for analysis. Ask participants to answer the following questions: ◗ ◗ ◗ ◗

What gender issues have you identified? What services or help does the client need? What are the possible difficulties the service givers will face in handling the case? What knowledge, skills and attitudes do service givers need to learn?

3. Give the groups 30 minutes for discussion. Instruct them to appoint a documenter, a facilitator and a reporter. 4. Ask the two groups to present their outputs for critiquing. Synthesis will focus on the appropriate case handling/use of protocol.

session SIX

CLOSING PROGRAM AND EVALUATION 1. Congratulate the group for a job well done. 2. Distribute certificates and evaluation forms. Give participants 5 minutes to answer and return the forms. 3. If the final version of the Protocol is ready, present this during the closing ritual.

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module case management training workshop

Training Objectives This module on case management should serve as a synthesis module for QRT members. After having undergone the training workshops on GST, VAW, Paralegal skills, RH and Feminist Counseling, they are ready to apply their skills on an actual case. This synthesis module walks participants through the rudiments of case management, encouraging participants to apply the skills they have learned from past modules on a specific case. At the end of this training on case management, participants will be able to: ◗ conduct case management on actual VAW cases ◗ appropriately handle sexually abused clients ◗ describe/identify clients who will need referrals for psychiatric/ psychological assessment/treatment ◗ have appropriate tools for documentation, monitoring and evaluation ◗ formulate appropriate case management plan for clients

Suggested Facilitator/Resource Person ◗ CSSD Social Worker or QRT Member who practices case management ◗ A professional from an NGO or academic institution/ organization and a psychologist/psychiatrist who has handled VAW and sexual abuse cases should be invited as resource persons for Session 3.

Target Participants ◗

QRT Members at the city, municipal and barangay levels

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Materials Needed ◗ ◗ ◗ ◗

Music, candles, water, incense for the ritual Writing materials Transparencies/card or manila paper for the lectures Prior to the conduct of the training, ask participants to review actual cases of abuse that they have handled and to bring related materials on these cases during the training.

Program Flow and Content Session I. Session II. Session III. Session IV. Session V. Session VI. Session VII.

Opening Program Application of Knowledge and Skills in Actual Situations Handling Sexually Abused Children Importance of Documentation Monitoring and Evaluation Case Management Approach: A Psychosocial Approach Program Integration and Closure

Duration Two Days

session ONE

OPENING PROGRAM AND EXPECTATIONS CHECK 1. National Anthem 2. Invocation 3. Welcome Remarks 4. Expectations Check

session TWO

APPLICATION OF KNOWLEDGE AND SKILLS IN ACTUAL SITUATIONS 1. Activity 1: Case Discussion and Presentation Mechanics: a. As an introduction, participants are told that the training on case management will require them to practice the skills that they have learned from past training workshop. Ask them what they understand of the word “case.” Give the following definition based on their answers: Starting Point: Definition of Case: A person in need of, asking for, or seeking help; a client b. Ask them to form groups of 5-6. Instruct them to discuss actual cases of abused women or children they have handled. They

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will be asked to share their experiences on these cases to each other. They will discuss in detail their assessment of the case and the intervention they made. c. After those (not all the participants may have handled a case) who have handled actual cases in the group have shared, the group will be asked to pick one case from those that were shared, one which they would like to work on as a group throughout the training. They will be given some time to analyze the case and prepare for their case presentation. The case of their choice will be presented during the plenary using this outline: ◗ Brief Description of the Problem/Case ◗ Problem/s Identified by the Client in the order of urgency d. Each group presents their case. The rest of the participants will be asked to critique the assessment of the group on the case. Point out that by clarifying the most urgent and the least urgent problem of the client, case handlers/managers are able to identify clients’ real and urgent needs against their expressed problems and needs. By doing so, one goes through an important step in case management: correctly identifying the problem.

HANDLING SEXUALLY ABUSED CHILDREN AND WOMEN

session THREE

1. Lecture/ Panel Introduce the session by saying that some of the most difficult cases to handle are sexually abused children and women. Thus, experts in the field of psychology have been invited to provide inputs on how such cases should be handled. Have the invited resource persons speak. a. The invited psychologist can talk about the importance and use of the battery of psychological tests needed when identifying the problems of sexually abused children and women. The psychologist can also give other valuable case management inputs. b. The invited psychiatrist can talk about the Do’s and Don’ts of handling child sexual abuse or rape or abuse victims/clients as quick response team members: ◗ how to handle/ deal with trauma ◗ when to refer clients to a psychiatrist ◗ types of stress disorders suffered by victims

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c. Invited resource persons should also provide participants with indicators or pointers for assessing when cases should be referred to professionals and where they can refer such cases to. 2. Allow for questions and clarifications 3. Close the session by asking the panel members to give their assessment of the problems of the cases presented in the previous workshop. This will help participants gain a deeper understanding of their cases.

session FOUR

IMPORTANCE OF DOCUMENTATION 1. Introduce the session by saying that an important tool in case management is having a comprehensive intake/interview form that can be used by involved parties. As a QRT therefore, they need to develop their own intake form. â&#x20AC;&#x2DC; 2. Activity 2: Developing an Intake Form/Sheet Mechanics: Participants will be asked to return to their case management groups and develop their own intake/interview form. They can be provided with a sample intake form for guidance. (An example of an intake form can be found in Resource Reference 5). After a 20minute group discussion, each group will be asked to present their proposed intake form to the whole group. The outputs of each group will be critiqued in the plenary. A combination of the positive points of the intake sheets presented by the different groups will form the common intake sheet that the QRT can decide to adopt. 3. Close the session by asking the participants to re-state the importance of intake forms/sheets, as well as the proper procedures when using such forms.

session FIVE

MONITORING AND EVALUATION 1. Introduce the session by saying that case management implies effective monitoring and evaluation. Ask them what they understand by monitoring and evaluation of cases. Write their answers on the board. Tell them that to be effective in monitoring, it is best to standardize the practice by coming up with a monitoring form/ sheet. Tell them that this session will require them to develop a monitoring tool.

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2. Activity 3: Developing a Monitoring Tool Mechanics: The participants will work in their small groups and will be asked to discuss and develop a monitoring form based on their discussion of the following guide questions: a. What aspect of the case should you be monitoring? b. What phase of the case should you be monitoring? c. Who should conduct the monitoring? Show them an example of a monitoring form/tool:

Republic of the Philippines Province of Negros Occidental City of Escalante QUICK RESPONSE TEAM (QRT) PROGRESS AND MONITORING FORM

____________________ Case No.

______________ Date

Name: ___________________________________________________________ Session:__________________________________________________________ Background Information:

Progress of Care:

Evaluation/Analysis: _______________________________________ Signature of Monitor/Team member

4. Have the different groups present their outputs. Based on the guide questions, ask the other participants to critique the forms. Have them decide on the monitoring sheet they will adopt as a QRT. 5. Provide a synthesis by highlighting the importance of monitoring, evaluation, and documentation.

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6. Lecture-Discussion on Evaluation which will cover the following topics ◗ Definition of Evaluation ◗ Tools for Evaluation ◗ Difference Between Monitoring and Evaluation 1. when it is conducted 2. what to look for/what results are needed ◗ Importance of Monitoring and Evaluation in the Case Management Process using the Psychosocial Intervention Approach

session SEVEN

CASE MANAGEMENT PROCESS: A PSYCHOSOCIAL APPROACH 1. As an introduction, tell participants that after preparing the necessary forms, they are ready for case management planning. Using the intake form and the monitoring sheet as source of information about their client, they can now design a case management plan for each client that they have. Explain to them that the next workshop will provide them with a hands-on exercise on case management planning. 2. Activity 4: Case Management Planning Mechanics: The participants will work with their case management groups. Ask them to review the case they presented in Workshop 1 (Case Presentation), and formulate a case management plan using the following matrix:

Problem(s) Identified

Action/Intervention Needed

Person/Agency Responsible

Status/ Remarks

Ask each group to present their plan. After the presentation, introduce the critiquing session and ask the participants to evaluate if:

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a. their intervention is appropriate to the problem identified. b. if the person/agency responsible is the right person or agency and/or does it have the available services/program to address the need and, c. if the available services/program response is practical or doable. Draw out common points from across the presentation and emphasize that case management plans should be SMARTâ&#x20AC;&#x201C; Specific, Measurable, Attainable, Result-Oriented and TimeBound. 3. Lecture: Give Lecture on the Case Management Process: A Psychosocial Approach Point out that the flow of the inputs and workshops during the training actually followed the case management processâ&#x20AC;&#x201D;case presentation, identifying priority problems, recommending intervention, monitoring and evaluation. The lecture should cover: a. What is Case Management? b. Why the Psychosocial Approach? c. The Case Management Process: A Psychosocial Approach

Case Management The Case Management Process shows how a case should be managed. It describes what transpires each step of the process. The diagram below shows why and how the previous trainings/seminars are integrated or why they are important when managing a case. What is case management?

Case

Person

Management

enabling using Systemiatic way

In need of asking for Seeking help

client

desired results

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Case Management Interactive process in which the client and worker consciously work together and resolve a problem. Example of a child labor case “The child’s situation demands close interaction and cooperation among service providers to ensure a clear perspective of the roles of each team member in the case management process”. Who handles the case? Several people whose individual roles blend or compliment each other to hasten the treatment process. Psychosocial-social approach as an intervention:

Psycho

Social

◗ Thoughts, behavior, feelings ◗ Action, needs, demands, abilities ◗ Opportunities, support system (environment)

Again, on a child abuse case: The intervention starts with knowing the child’s current level of functioning. The service provider must look at the child’s physical appearance, his/her non-verbal responses, and emotional state. The approach should be holistic and varied approaches may be applied in consideration of the developmental level of the child and the psycho-social dynamics in the family and available assistance that can be given by the community. The Case Management Process: A Psychosocial Approach

Identification of Problem/Intake 1 Termination 8 Evaluation 7 Case Review 6

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Data Gathering 2 Diagnostic Assessment 3 Planning the Intervention 4 Implementation of Plan 5

5. 6. 7. 8.

Identification of Problem/ Intake: Client seeks help either voluntarily or through referral by concerned people, agencies/organizations. Starting point of data gathering: search for vital information as a guide to the next step. Data Gathering: Collection of pertinent and useful information about the client and his/her problem. The goal is to understand the client, his/her potentials and limitations to cope with the situation and solve his/her problem. Diagnostic Assessment: The professional assessment and statement of the social worker regarding the client’s problems based in data gathered. The social worker also sorts out the immediate problem from other underlying problems that need to be worked out. Planning the Intervention: Systematic help that the social worker should provide for positive change to occur. Plans should cover those expressed by the client as well as the strategies identified by the social worker to be viable. Goals and specific objectives are set. Implementation of the Plan: Putting into action strategies agreed upon by the worker and the client. Case Review: Involves the review of the data gathered, the client and worker synergy, including the problem definition. Evaluation: Assessment of interventions/strategies implemented to change the client’s condition Termination: The client and the worker have decided that the process has reached its end or it is not desirable to continue anymore.

End the session by asking the participants for their insights about the case management process after undergoing the process itself in the last two days. After the discussion, summarize key insights and congratulate the participants for their successful case management.

PROGRAM INTEGRATION AND CLOSURE

session EIGHT

Activity: Closing Ritual: “Elements of Life” Mechanics: 1. Participants and facilitators will form a big circle. A small table will be placed at the center of the circle.

Things to prepare: ◗ ◗ ◗ ◗

Candles (1 mother candle and at least 4 small ones) Water (1 big bowl and 4 glasses) Flowers (a handful will do) Incense (at least 2)

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The ritual will start with a solemn prayer assigned to the participants. Ask participants to include the following in the prayer: ◗ ◗ ◗ ◗

World Peace Nation/City QRT Personal/Family

2. The importance of each element of life is read. When the reading starts, the participants assigned to carry the symbols walk to the center in this order: candles (fire), water (necessities), flower (beauty/creation), and incense (air). All candles and incense are lighted. 3. Ask participants to share their insights/learnings from the whole training program.

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qrtresource references ONE: Philippine Laws on VAW TWO: Sample Barangay Gender and Development Plans THREE: Sample Local Legislation in Support of the QRT FOUR: Sample Quick Response Team Protocol FIVE: Sample Forms for QRT Implementation SIX: Sample Training Evaluation Form SEVEN: Directory of Organizations Providing VAW-Related Services

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resource reference one

philippine laws related to violence against women

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philippine laws related to violence against women Republic Act 7610 Special Protection of Children Against Child Abuse, Exploitation and Discrimination Child Abuse is any maltreatment, whether habitual or not, of the child which includes any of the following: (1) psychological and physical abuse, neglect, cruelty, sexual abuse and emotional maltreatment; (2) any act by deed or word that debases, degrades or demeans the intrinsic worth and dignity of a child as a human being; (3) unreasonable deprivation of his or her basic needs for survival, such as food and shelter (4)failure to immediately give medical treatment to an injured child resulting in serious impairment of his or her growth and development or in his or her permanent incapacity or death. Child Prostitution Children, whether male or female, who for money profit, or any other consideration or due to the coercion or influence of any adult, syndicate or group, indulge in sexual intercourse or lascivious conduct, are deemed to be children exploited in prostitution and other sexual abuse. Attempt to Commit Child Prostitution There is an attempt to commit child prostitution when any person who, not being a relative of a child who is 10 years or more his/her junior, is found alone with said child inside the room or cubicle of a house, an inn, hotel, motel, pension house, apartelle or other similar establishments, vessel or vehicle or any other hidden or secluded area under circumstances which would lead a reasonable person to believe that the child is about to be exploited in prostitution and other sexual abuse. There is also an attempt to commit child prostitution when any person is receiving services from a child in a sauna parlor or bath, massage clinic, health club and other similar establishments. But the following are not included: (1) Relatives of the child within the 4th civil degree whether by consanguinity or affinity or other relations recognized by law, custom or tradition; (2) Any person merely fulfilling a social, moral or legal obligation.

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Child Trafficking Any person who shall engage in trading and dealing with children including, but not limited to, the act of buying and selling of a child for money, or for any other consideration, or barter shall be criminally liable. Obscene Publications and Indecent Shows Any person who shall hire, employ, use, persuade, induce or coerce a child to perform in obscene exhibitions and indecent shows, whether live or in video, pose or model in obscene publications or pornographic materials or to sell or distribute the said material, shall be criminally liable. Other Acts of Abuse Acts done by any person who shall use, coerce, force or intimidate a street child or any other child to: (a) beg or use begging as a means of living (b) act as conduit or middlemen in drug trafficking or drug pushing (c) conduct any illegal activities.

Republic Act 8505 The Rape Victim Assistance and Protection Act â&#x2014;&#x2014; Mandates various agencies of the government to establish a Rape Crisis Center in every province and city in the country. â&#x2014;&#x2014; Provides for the services that survivors of rape can avail of from these crisis centers. Furthermore, the law prescribes the rules to be followed in the investigation of rape cases. Rape Crisis Center A rape crisis center shall be established in every province and city by the Department of Social Welfare and Development (DSWD), Department of Health (DOH), Department of Interior and Local Government (DILG), Department of Justice (DOJ), and a lead non-governmental organization (NGO). The center shall be located in a government hospital or health clinic or in any other suitable place. Services Offered by the Center (1) Provide rape victims with psychological counseling, medical and health services, including their medico-legal examination (2) Secure free legal assistance or service, when necessary, for rape victims (3) Assist rape victims in the investigation to hasten the arrest of offenders and the filing of cases in court (4) Ensure the privacy and safety of rape victims (5) Provide psychological counseling and medical services whenever necessary for the families of rape victims

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(6) Develop and undertake a training program for law enforcement officers, public prosecutors, lawyers, medico-legal officers, social workers, and barangay officials on human rights and responsibilities, gender sensitivity and legal management of rape cases (7) Adopt and implement programs for the recovery of rape victims. Establishment of a responsive investigation process, including the establishment of PNP Women’s Desks, and protective measures such as: (a) Privacy of Parties. The right to privacy of the offended party and the accused shall be respected at all stages, which include: investigation by the police, examination of the medico-legal officer, preliminary investigation by the fiscal and trial by the judge. Towards this end, the police officer, medico-legal officer, prosecutor, or the court may order that the investigation or examination or trial shall be conducted behind closed doors. It may likewise be ordered that the name and personal circumstances of the offended party and/or the accused and such other circumstances or information shall not be disclosed to the public. (b)The Rape Shield, which states that, in prosecutions for rape, evidence of the complainant’s past sexual conduct, opinion thereof or of his/her reputation shall not be admitted, unless and only to the extent that the court finds that such evidence is material and relevant to the case.

The Revised Penal Code Serious Physical Injuries (Article 263) When a person wounds, beats or assaults another, and when the victim becomes insane, imbecile, blind or impotent. Penalty: ◗ 6 years, 1 day to 20 years. ◗ Qualified: If the victim is the father, mother, or child, whether legitimate or illegitimate, or a legitimate other ascendant or other descendant, or the legitimate spouse of the perpetrator: 14 years, 8 months, 1 day to 20 years. ◗ If the victim loses the use of speech or the power to hear or to smell, or loses an eye, a hand, a foot, an arm, or a leg, or the use of any such member, or becomes incapacitated for the work, which she was habitually engaged in: 2 years, 4 months, 1 day to 6 years. ◗ Qualified: 4 years, 2 months, 1 day to 12 years. ◗ If the victim becomes deformed, or loses any other part of her/his body or its uses, or becomes ill or incapacitated to work for a period of more than ninety (90) days : 6 months, 1 day to 4 years and 2 months. ◗ Qualified: 2 years, 4 months, 1 day to 6 years. ◗ If the victim becomes ill or incapacitated for labor for more than thirty (30) days but must not be more than ninety days: 4 months, 1 day to 2 years and 4 months. ◗ Qualified: 6 months, 1 day to 4 years, 2 months.

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Less Serious Physical Injuries (Article 265) When the victim becomes incapacitated for ten (10) days or more but not more than thirty (30) days or requires medical attendance for the same period. Penalty : one month and one day to six months Slight Physical Injuries (Article 266) When the victim becomes incapacitated for labor for 1-9 days, or requires medical attendance for the same period. Penalty : 1-30 days When the injuries do not prevent her from working nor do they require medical attendance. Penalty : 1-30 days or a fine not exceeding P200.00 plus public censure. When a victim is ill treated by a deed; the penalty is 1-10 days or a fine not exceeding P50.00. Mutilation (Article 262) This is intentional deprivation, total or partial, of some essential reproductive organ. Penalty : 12 years and 12 day to 40 years. When there is intentional deprivation of any other part of the body; Penalty is 6 years and 1 day to 12 years.

When the Woman Dies Parricide (Article 246) When the offender kills his/her father, mother, or child, whether legitimate or illegitimate, or legitimate ascendant or descendant or legitimate spouse. Penalty : 12 years and 1 day to 40 years or death. Murder (Article 248) When the killing is not parricide and is attended by any of the following circumstances: (1) with treachery, taking advantage of superior strength, with the aid of armed men, or employing means to weaken the defense, or use of means or persons to insure or afford impunity (2) in consideration of a price, reward or promise (3) by means of inundation, fire, poison, explosion, shipwreck, stranding of a vessel, derailment or assault upon a street car or locomotive, fall of an airship, by means of motor vehicles, or with the use of any other means involving great waste and ruin (4) on occasion of any of the calamities enumerated in #3, or of an earthquake, eruption of a volcano, destructive cyclone, epidemic or other public calamity (5) with evident premeditation

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(6) with cruelty, by deliberately and inhumanly augmenting the suffering of the victim, or outraging or scoffing at her person or corpse. Penalty : 12 years and 1 day to 40 years or death. Homicide (Article 249) When the killing is neither parricide nor murder Penalty : 12 years and 1 day to 20 years.

When the Woman is Threatened Grave Threats (Article 282) When threatening to commit a crime upon the person, honor, or property of the victim or of her family, the penalty next lower in degree for the crime the offender threatened to commit if the threat was made with a condition and the offender attained his/her purpose. Penalty: Two degrees lower than that prescribed for the crime threatened to be committed if the threat was made with a condition but the offender did not attain his/her purpose. 1 month, 1 day to 6 months, if no condition was imposed in making the threat. Light threats (Article 283) When threatening to commit a wrong, which is not a crime, when the demand or condition imposed is not followed Penalty : 1 month and 1 day to 6 months. Other Light Threats (Article 285) When threatening another with a weapon or drawing a weapon during a quarrel or threatening another, in the heat of anger, with some harm not constituting a crime but not persisting in acting it out, or orally threatening to do another any harm not constituting a felony. Penalty is 1-10 days or a fine not lower than P200.00. Grave Coercion (Article 286) When preventing another by means of violence, force or intimidation from doing something not prohibited by law or compelling another by means of violence, force or intimidation to do something against her/his will, whether right or wrong Penalty : 6 months, 1 day to 6 years and a fine not lower than P6,000.00.

When There is Sexual Infidelity Bigamy (Article 349) When (1) the accused is a married person and (2) he got married again to another person while his first marriage is still subsisting Penalty: 6 years, 1 day to 12 years.

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Adultery (Article 333) When (1) the woman is married and (2) she has sexual intercourse with a man other than her husband Penalty: 2 years, 4 months, 1 day to 6 years. Concubinage (Article 334) When (1) the man is married; (2) he has committed any of the following acts: (a) kept a mistress in the conjugal dwelling; or (b) had sexual intercourse with another woman under scandalous circumstances; or (c) cohabited with another woman in any other place. Penalty: 6 months, 1 day to 4 years and 2 months.

Sexual Crimes Rape (Article 266-A) When: (1) sexual intercourse under any of the following circumstances: (a) use of force, threat or intimidation (b) offended party is deprived of reason or otherwise unconscious (c) by means of fraudulent machination or abuse of authority (d) offended party is under 12 years of age Penalty: 20 years, 1 day to 40 years or death. (2) Insertion of the penis into another personâ&#x20AC;&#x2122;s mouth or anal orifice under any of the circumstances mentioned above or rape by sexual assault Penalty is 6 years and 1 day to 12 years. (3) Insertion of any instrument or object into the genital or anal orifice of another person under any of the circumstances mentioned above or rape by sexual assault Penalty : 6 years and 1 day to 12 years. Acts of Lasciviousness (Article 336) When: (1) no sexual intercourse but there is a lascivious act; (2) the act is done under any of the following circumstances: (a) using force, threat or intimidation (b) offended party is deprived of reason (c) offended party is under 12 years of age. Penalty is 6 months and 1 day to 6 years.

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Consented Acts of Lasciviousness (Article 339) When: (1) there is a lascivious act; (2) there is a relationship of trust and authority between the perpetrator and the victim (3) the offended party is either a: (a) virgin between 12 and 18 years of age or (b) widow of good reputation. Penalty : 1 month and 1 day to 6 months. Qualified Seduction (Article 337) When: (1) there is sexual intercourse between the perpetrator and the victim (2) the victim is a virgin between 12 and 18 years of age (3) there is a relationship of trust between the perpetrator and the victim. Penalty: 6 months and 1 day to 4 years and 2 months. Simple Seduction (Article 338) When: (1) there is sexual intercourse between the offender and the victim (2) the sexual intercourse was committed by means of deceit, usually a promise to marry. Penalty: 1 month and 1 day to 6 months. Forcible Abduction (Article 342) When: (1) the person abducted is any woman, regardless of age, civil status or reputation (2) the abduction is against her will (3) the perpetrator has lewd designs (4) if the victim is below 12 years of age, there is no need for absence of consent. Penalty: 12 years and 1 day to 20 years. Consented Abduction (Article 343) When: (1) the offended party is a virgin over 12 and under 18 years of age (2) the offended party was taken away with her consent (3) the perpetrator had lewd designs. Penalty: 6 months and 1 day to 6 years.

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Unjust Vexation or Other Light Coercions (Article 287) When: (1) there was an act committed by the perpetrator (2) the act unjustly annoyed or irritated the innocent person. Penalty: 1-30 days. Slander by Deed (Article 359) When: (1) there was an act committed (2) act casts dishonor, discredit or contempt upon the offended party since it was witnessed by other persons. Penalty: 1-30 days. Prostitution (Article 202) When the perpetrator is a woman who: (1) habitually engages in sexual intercourse or other lascivious acts; and (2) receives money or profit in exchange for such acts.

Republic Act 7872 Anti-Sexual Harassment Law of 1995 Sexual harassment is considered a crime when committed in the workplace or involves two persons having working relations. In order for an act to be considered punishable under RA 7877, the following conditions must be present: (a) It is committed by an employer, manager, supervisor, or employee having influence or moral ascendancy over another employee or applicant (b) A sexual favor is made as condition in the hiring or continued employment of an individual, or in granting favorable compensation, terms, conditions, promotions or privileges; or the refusal to grant the sexual favor adversely affects the employee (c) When the act would impair the employee’s rights or privileges under existing labor laws (d) When the act would result in an intimidating, hostile, or offensive environment for the employee. It is the duty of every employer to: ◗ Promulgate rules and regulations against sexual harassment in the workplace in consultation with the union and employees ◗ Create a committee on decorum and investigation of cases of sexual harassment. The committee shall be composed of at least one (1) representative each from the management, the union, if any, the employees from the supervisory rank, and from the rank and file employees.

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In (a) the Workplace when: (1) a sexual favor is made a condition in the hiring or in the employment, re-employment or continued employment; in granting favorable compensation, terms, conditions, promotions or privileges; the refusal to grant the sexual favor results in discrimination or other adverse effects on the offended party (2) demanding the sexual favor impairs the offended partyâ&#x20AC;&#x2122;s rights or privileges under existing labor laws (3) the sexual favor results in an intimidating, hostile, or offensive environment for the offended party (b) Sexual Harassment in an Educational or Training Institution when: (1) demanding sexual favors from one under the care, custody or supervision of the offender; (2) sexual favor is demanded by a teacher or tutor from a student, apprentice, or trainee; (3) the sexual favor is made a condition to the giving of a passing grade, or the granting of honors and scholarships, or the payment of stipends, allowances or other benefits. Penalty : 1-6 months and/or a fine ranging from P10,000-P20,000.

The Labor Code of the Philippines Section 3 states that the State shall afford full protection to labor, local and overseas, organized and unorganized, and promote full employment opportunities for all. Section 11 states that the State shall adopt an integrated and comprehensive approach to health development, which shall endeavor to make essential goods, health and other social services available to all the people at affordable cost. There shall be priority for the needs of the underprivileged, sick, elderly, disabled, women and children. The State shall endeavor to provide free medical care to paupers. Section 14 states that the State shall protect working women by providing safe and healthful working conditions, taking into account their maternal functions, and such facilities and opportunities that will enhance their welfare and enable them to realize their full potential in the service of the nation. The Nightwork Prohibition (Article 130) states that â&#x20AC;&#x153;No woman, regardless of age, shall be employed or suffered to work, with or without compensation: (1) In any industrial undertaking between 10:00 pm and 6:00 am of the following day (2) In any commercial or non-industrial undertaking, other than agricultural, between 12:00 mn and 6:00 am of the following day (3) In any agricultural undertaking at nighttime unless she is given a period of rest of not less than nine (9) consecutive hours.

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Facilities for Women (Article 132) The Secretary of Labor shall establish standards that will ensure the safety and health of women employees. In appropriate cases, he/she shall, by regulations, require any employer to: (1) provide seats proper for women and permit them to use such seats when they are free from work and during working hours, provided they can perform their duties in this position without detriment to efficiency (2) establish separate toilet rooms and lavatories for men and women and provide at least a dressing room for women (3) establish a nursery in a workplace for the benefit of women employees (4) determine the appropriate minimum age and other standards for retirement or termination in special occupations such as those of flight attendants and the like. Right to Maternity Leave or the Social Security Law (1) The maternity leave with pay shall be: (a) 60 days for normal delivery (b) 78 days in case of caesarian delivery. Maternity benefits shall be paid only for the first four (4) deliveries or miscarriages. (2) Conditions for availing of the maternity leave benefits. A female employee who is a member of the Social Security System (SSS) is entitled to maternity benefits if: (a) the employee was employed at the time of her pregnancy, childbirth or miscarriage (b) she has paid at least three (3) monthly contributions in the twelvemonth period immediately preceding the semester of her child-birth or miscarriage, the employer was notified of the pregnancy and such notice was transmitted to the SSS. Right to Family Planning Services (Article 134) Establishments employing two hundred (200) workers or more are required by law to provide free family planning services to their employees. These services shall include, but not be limited to, the application or use of contraceptive pills and intrauterine devices (IUD). In coordination with other agencies of government engaged in the promotion of family planning, the DOLE shall develop and prescribe incentive bonus schemes to encourage family planning among female workers. Right Against Discrimination on the Basis of Gender (Article 135) It shall be unlawful to discriminate against any woman employee with respect to terms and conditions of work solely on account of her sex. The following are considered as acts of discrimination: (a) payment of lesser compensation, including wage, salary or other form of remuneration and fringe benefits, to a female employee as against a male employee, for work of equal value (b) favoring a male employee over a female employee with respect to promotion, training opportunities, study and scholarship grants solely on account of their sexes.

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Right to Seek Redress In case of violation of a woman employeeâ&#x20AC;&#x2122;s rights, a complaint may be filed and remedy sought through the courts or other groups. Right to Security of Tenure (Articles 136 and 137) It states that (1) It shall be unlawful for an employer to: (a) deny any woman employee the benefits provided for by law or to discharge any woman employee for the purpose of preventing her from enjoying any of the benefits provided under the law (b) discharge such woman on account of her pregnancy, or while on leave or in confinement due to her pregnancy (c) discharge or refuse the admission of such woman upon returning to her work for fear that she may again be pregnant. (2) Stipulations against marriage or article 136. Where the following acts are prohibited: (a) requiring as a condition of employment or continuation of employment that a woman employee shall not get married (b) stipulating that upon getting married, a woman employee shall be deemed resigned or separated or to actually dismiss or discharge her by reason of her marriage (c) discriminating or prejudicing a woman employee merely by reason of her marriage. Right to Organize and Collective Action This includes the right to join, organize or assist in the formation of a union and the right to strike. Right to bargain collectively with respect to terms and conditions of employment (Article 252)

Republic Act 6995 Mail Order Bride Act Republic Act 6995, enacted in 1990, penalizes persons and associations which place Filipino women in jeopardy under this scheme of mail-order brides. Prohibited Acts A. It is unlawful for a person, natural or juridical, association, club or any other entity to commit, directly or indirectly, any of the following acts: (1) To establish or carry on a business which has for its purpose the matching of Filipino women for marriage to foreign or through personal introduction (2) To advertise, publish, print or distribute or cause the advertisement, publication, printing or distribution of any brochure, flyer, or any propaganda material calculated to promote any of the prohibited acts (3) To solicit, enlist or in any manner attract or induce any Filipino woman to become a member of any club or association whose objective is to match

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women for marriage to foreign nationals either on a mail-order basis or through personal introduction for a fee (4) To use the postal service to promote the prohibited acts above. B. It is unlawful for the manager or officer-in-charge or advertising manager of any newspaper, magazine, television or radio station or other media, or of an advertising agency, printing company or other similar entities, to knowingly consent to the acts prohibited under this law.

Republic Act 8369 Establishing Family Courts The State mandates through Republic Act 8369 the institution of Family Courts in every province and city in the country. In case the city is the capital of the province, the Family Courts shall be established in the municipality with the highest population. According to the concept of Family Courts, cases and disputes on family relations are to be litigated in these special courts which are expected to be competent in handling cases involving violence within domiciles. Included in the scope of the Family Courtâ&#x20AC;&#x2122;s jurisdiction are criminal and civil cases filed by survivors or genderbased violence that occur between family members. A. Jurisdiction of the Family Courts The Family Courts shall have exclusive original jurisdiction to hear and decide the following cases: (1) Criminal cases where one or more of the accused is below 18 years of age but not less than 9 years of age, or where one or more of the victims is a minor at the time of the commission of the offense (2) Petitions for guardianship, custody of children, habeas corpus involving children (3) Petitions for adoption of children and the revocation thereof (4) Petitions for annulment of marriage, declaration of nullity of marriage, and those relating to marital status and relations of husband and wife of those living together under different status, and petitions for dissolution of conjugal partnership of gains (5) Petition for support and/or acknowledgement (6) Summary judicial proceedings under the Family Code such as: (a) declaration of presumptive death for a subsequent marriage; (b) delivery of presumptive legitimization of common children upon the judgement of annulment or declaration of absolute nullity of marriage of spouses (c) petitions for fixing the family domicile in case of disagreement between the spouses (d) petitions against the exercise of a profession, occupation, business or activity of a spouse

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(e) complaints against the decision of the husband with respect to the administration of the community property and petitions to obtain court authority to encumber or dispose of specific community property (7) Petition for the constitution of the family home (8) Cases against minors cognizable under the Dangerous Drugs Act (9) Violations of R.A. 7610 (10) Cases of domestic violence against: (a) women: acts of gender-based violence that result, or are likely to result, in physical, sexual or psychological harm or suffering to women; and other forms of physical abuse such as battering or threats and coercion which violate a womanâ&#x20AC;&#x2122;s personhood, integrity and freedom of movement (b) children: these include the commission of all forms of abuse, neglect, cruelty, exploitation, violence, and discrimination and all other conditions prejudicial to their development. B. Special Provisional Remedies: (1) Restraining Order In cases of violence among immediate family members living in the same domicile or household, the Family Court may issue a restraining order against the accused or defendant upon a verified application by the complainant or victim for relief from abuse (2) Temporary custody of children. The court may order the temporary custody of children to an individual or an institution (3) Support pendete lite. The court may order the defendant to give support while trial is pending which may include: (a) salary deduction (b)use of conjugal home and other properties; C. Youth Detention Homes (1) The local government unit shall establish youth detention homes to separate youth offenders from the adult criminals. The Family Court judge shall have direct control and supervision of these youth detention homes. (2) Alternatives to detention and institutional care should be made available to the accused including counseling, recognizance, bail, and others. D. Counseling Under the guidance of DSWD, a Social Service and Counseling Division (SSCD) shall be established in each judicial region as the Supreme Court may deem necessary based on the number of juvenile and family cases existing in such jurisdiction. E. Protective Measures All hearings and conciliation of the child and family cases shall be treated in a manner consistent with the promotion of the childâ&#x20AC;&#x2122;s and familyâ&#x20AC;&#x2122;s dignity and work. And their privacy shall be respected at all stages of the proceedings. Records of the cases shall be dealt with utmost confidentiality and the identity of the parties shall not be divulged unless necessary and with the authority of the judge.

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Convention on the Elimination on All Forms of Discrimination Against Women (CEDAW) This convention was adopted on 18 December 1977 and came into force on 3 September 1981. It aims to eliminate all forms of discrimination against women in the political, economic, social, civil, and cultural fields. The State shall take all appropriate measures to eliminate discrimination against women in the field of employment. The State affirms the following rights of women workers: ◗ right to work as an inalienable right of all human beings ◗ right to the same employment opportunities, including the application of the same criteria for selection in matters of employment ◗ right to free choice of profession and employment, the right to promotion, job security and all benefits and conditions of service and the right to receive vocational training ◗ right to equal remuneration, including benefits, and to equal treatment in respect of work of equal value ◗ right to social security, particularly in cases of retirement, unemployment, sickness, invalidity and old age and other incapacity to work, as well as the right to paid leave ◗ right to protection of health and to safety in working conditions, including the safeguarding of the function of reproduction. In order to prevent discrimination against women on the grounds of marriage or maternity, the State shall take appropriate measures to: (1) prohibit dismissal on the grounds of pregnancy or of maternity leave and discrimination in dismissals on the basis of marital status (2) introduce maternity leave with pay or with comparable social benefits without loss of former employment, seniority or social allowances (3) encourage the provision of the necessary supporting social services to enable parents to combine family obligations with work responsibilities and participation in public life, by promoting the establishment and development of a network of childcare facilities (4) provide special protection to women during pregnancy in types of work proven to be harmful to them.

International Covenant on Economic, Social and Cultural Rights This covenant was adopted on 16 December 1966 and became effective on 3 January 1976. All rights that are protected under this covenant cannot be denied to anyone by reason of her race, color, gender, language, religion, political beliefs, nationality and social status. Some of the rights that are given protection under this covenant are the right to life, right to participate in public activities, freedom

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to form and join in organizations and freedom to peaceful assembly. The State shall, likewise, ensure that both men and women equally receive protection of their civil and political rights.

ILO Convention No. 89 Concerning Night Work of Women Employed in Industry, Revised 1948 Adopted on 9 July 1948 and came into force on 27 February 1951. The convention prohibits night industry work for women. The term â&#x20AC;&#x2DC;nightâ&#x20AC;&#x2122; signifies a period of at least eleven (11) consecutive hours, including an interval of at least seven (7) hours falling between 10:00 pm and 7:00 am. The prohibition shall not apply in the following instances: (1) where only members of the same family are employed (2) when there occurs an interruption of work which was impossible to foresee and is not of a recurring character (3) when there are raw materials which are subject to rapid deterioration and such night work is necessary to preserve said materials from certain loss (4) when the woman is employed in health and welfare services and is not ordinarily engaged in manual work

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resource reference two

sample barangay GAD plans

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Training on counseling to develop the skills of the crisis workers in dealing with the victims/survivors of domestic violence and to have deeper understanding of the DV victims.

Course on crisis intervention to introduce to the crisis workers and other implementors the guiding principles in crisis intervention.

Capability Building Gender sensitivity training to create awareness and develop skills in analyzing DV as gender and human rights issues.

Provide/distribute posters/pamphlets and other informative materials to create interest and increase appreciation of the issue.

Conduct an orientation on DV/VAW to the general population of the Barangay on group basis by purok or by organization.

Advocacy Hold a forum among the Barangay officials and leaders of people organizations.

Project/Activities

Gender and Development (GAD) Plan CY 2000

Live in seminar

2nd quarter

May to Sept. 2000

Barangay wide

Live in seminar

April to June 2000

Jan. 2000

Barangay Hall

Barangay wide

Period of Implementation

Exact Location of the Project

Crisis workers Brgy. Tanod leaders /other intervenors

Crisis workers/ Brgy.Tanod leaders/other intervenors

General Population

No. of Beneficiaries

Barangay Mapulang Lupa City of Valenzuela

Supplies – P 5,000.00

Honorarium of resource Person – P 5,000.00 Snacks – P 21,000.00 Transportation/ Traveling expenses – P1,000.00

Snacks - P1,000.00

Barangay GAD Fund

Amount of GAD Fund P259,658.00

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Live in seminar

Barangay Hall

Stress management course to learn more effective coping techniques to different problems encountered in daily operation as crisis workers.

Direct Services To provide crisis intervention such as: (1) referral (2) counseling (3) medical/legal (4) shelters (5) accompaniment

To provide one half sacks of rice subsidy to 21 volunteers crisis workers

Provide women’s health program to help them stay healthy and lead useful, productive and successful lives

Transfer of records stored in the proposed room and improvement of the stock room and of the proposed room for the Women’s Desk Barangay Hall

Barangay based

Parenting seminar to orient husband/wife and the family concerned on how to be responsible parents to have a happy family.

To have a separate room for the women’s desk to maintain confidentiality and avoid interruption during interview and counseling

Exact Location of the Project

Project/Activities

Continuing

Every month

Women of the Barangay

Crisis workers

General population

Crisis workers/& other intervenor

3rd quarter

Continuing 24hrs operation

General population

No. of Beneficiaries

April to May 2000

Period of Implementation

TOTAL – P259,000.00

Honoraria/ Professional Fee- P 10,000.00 Medicine – P 20,000.00

Materials and labor - P 10,000.00

Rice subsidy - P 126,000.00

Transportation/travelling - P 5,000 Supplies - P 5,158 Medicines/Lab - P 20,000 Snacks/meals during intervention - P 25,000.00

Honorarium resource Person – P 4,000.00 Snacks – P 2,500.00

Barangay GAD Fund

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qrt 5 ________________________ FELY P. LIWANAG

____________________ ARACELI VALIENTE

____________________ VICKY MARTIN

________________________________ CAMILO G. BORJA DILG City Director

____________________ ROMY L. BUSEL

____________________ JESS FORTES

_______________________ BLANCA FORTES

___________________ TONENG MANERO

_____________________ DOMINGO R. LIWANAG Punong Barangay

___________________ BABY BAUTISTA

___________________ CELSO AUSTRIA

_______________________ LEONARDO ESPERANZA

__________________ GLORIA MADAYAG

Noted by:

__________________ NENENG VENGANO

__________________ ERNING A. SAL

____________________ FLORA E. ESPERANZA

Approved by:

_________________ BETH GONZALES

__________________ YOLLY NATIVIDAD

Prepared by: Barangay GAD Focal Point

____________________ COUN. MARING PABAYA

__________________ BINING PABAYA

________________ NORMA OYAPOC

______________ MARIA F. PUNO

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3) Provisions of medical assistance and health care program to women, children and other persons with no financial support. - Medical assistance to victims of DV/ VAW - Providing mammogram/papsmear to women - Coordinate possible provision of free medical check-up and other services

Barangay Hall

Barangay wide

1) Conduct information campaign through consultations, meetings, seminars, fora and other activities and develop information materials to generate awareness and support to facilitate resolution or prevention of violence against women, children, and older persons to the area - Senior Citizen Day - Womenâ&#x20AC;&#x2122;s Month Celebration - Children and Parents Summit Orientation to those areas not covered in 2001 dissemination

2) Provision of crisis intervention such as care and counseling services, accompaniment, referral for legal/medical shelter assistance and monitoring filed cases.

Exact Location of the Project

Project/Activities

Gender and Development (GAD) Plan CY 2002

24 hour operation

Feb to Dec 2002

Period of Implementation

General population

No. of Beneficiaries

Barangay Mapulang Lupa City of Valenzuela

Medicines/Laboratory = P 20,000 Doctor/Professional fee = P 5,000 Foods/snacks of volunteer = P 5,000

Travelling/ Transportation = P 2,000 Medicine/Labs. = P 5,000 Foods/snacks of CW and other intervenors = P 3,000 Doctorâ&#x20AC;&#x2122;s Fees = P 3,000 Supplies = P 2,000.00

Honorarium of resource person Meal/Snacks Supplies = 15,000.00

Barangay GAD Fund

Amount of GAD Fund P262,875.00

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qrt 5 ______________________ ROMY L. BUSEL _____________________ ARACELI VALIENTE ______________________ MARING PABAYA

_____________________ MARIA F. PUNO

___________________ BINING PABAYA

____________________ VICKY MARTIN

__________________________ Domingo R. Liwanag Punong Barangay

Approved by:

_____________________ BETH GONZALES

______________________ EMILIANA DELA CRUZ

Prepared by : Barangay GAD Focal Point

Crisis Workers

CW CW CW

No. of Beneficiaries

__________________________ Camilo G. Borja DILG City Director

Noted by:

________________________ JESS FORTES

________________________ CELSO AUSTRIA

_______________________ NENENG VENGANO

______________________ FLORA E. ESPERANZA

Dec 2002

6) Provision of Christmas Gift for Crisis Workers

February August March

Period of Implementation

Every month Jan–Dec 2002

As per approved proposal

Exact Location of the Project

5) Provision of rice subsidy to the crisis workers every month.

4) CAPABILITY BUILDING Conduct training and seminars to enrich and enhance their knowledge/skills on handling DV/VAW cases. - Para-Legal Training - Counseling - Leadership and Personal Empowerment

Project/Activities

___________________ FELY P. LIWANAG

___________________ NORMA DE GUIA

_________________ LEONARDO ESPERANZA

________________ GLORIA MADAYAG

TOTAL – P262,825.00

Christmas Gift

Food/Accommodation Transportation/Gasoline Honorarium Supplies Venue = P 56,575

Barangay GAD Fund

______________ BLANCA FORTES

_______________ TONENG MANERO

______________ NORMA OYAPOO

resource reference three

sample local legislation in support of the QRT

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Sample Executive Order Creating a GAD Focal Point

Republic of the Philippines OFFICE OF THE CITY MAYOR Bacolod City EXECUTIVE ORDER NO. 19 Creating the Gender and Development Focal Point WHEREAS, the state, through the Republic Act No. 7192 recognizes the role of women in nation building, ensures the fundamental equality before the law of women and men, and provides that women have rights and opportunities equal to those of men; WHEREAS, women and men should be equal partners in development and should have equal access to and control of resources and benefits; WHEREAS, women have remained largely disadvantaged despite considerable development efforts in their behalf; WHEREAS, the GAD approach not only seeks to integrate women into development, but also looks for the potential in development initiatives to transform and equalize social gender relations and empower women; WHEREAS, there is a need to put these concepts into an operational framework and to create a structure or mechanism for its conceptualization and planning, implementation, coordination and cooperation; Now, THEREFORE, I, LUZVIMINDA S. VALDEZ, City Mayor, by virtue of the power vested in me by the law, do hereby create the Gender and Development Focal Point of Bacolod City.

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Sample City Resolution Republic of the Philippines Province of Negros Occidental ESCALANTE CITY OFFICE OF THE SANGGUNIANG PANLUNGSOD MINUTES OF THE REGULAR SESSION OF THE SANGGUNIANG PANLUNGSOD OF THE CITY OF ESCALANTE, HELD ON WEDNESDAY, FEBRUARY 13, 2002 AT ITS SESSION HALL AT 2:20 P.M. RESOLUTION NO. 02-026 RESOLUTION ACCEPTING THE PROJECT COMMUNITY BASED QUICK RESPONSE TEAM (QRT) ON DOMESTIC VIOLENCE AND REPRODUCTIVE HEALTH COUNSELING Sponsor: SP Member Gilda Flor Crisme WHEREAS, Community Based QRT on Domestic Violence and Reproductive Health Counseling is a Philippines-Canada Local Government Support Program Thru: Development Through Active Women Networking Foundation, Inc. (DAWN); WHEREAS, Escalante City is lucky enough to be selected as the only recipient in North Negros of this particular project with the following activity plans to wit: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Basic Gender Sensitivity Training; Seminar Orientation on Violence Against Women; Seminar on Legal Rights (Philippine Laws on VAW); Seminar on Pillars of Justice; Barangay Justice System; Para-Legal Training; Feminist Counseling; Handling Cases; Protocols; Seminar Orientation on Reproductive Health; Adolescent Reproductive Health and Sexuality Quarterly Forum.

WHEREAS, these Seminars and Training conducted by DAWN Foundation are free but for thirty (30) participants only, to include two (2) snacks: AM â&#x20AC;&#x201C; PM and lunch for two (2) days; WHEREAS, participants in this Training are coming from different sectors and women representatives from the barangays of the city; NOW THEREFORE, be it RESOLVED as it is hereby resolved to request acceptance of the project from the Executive and Legislative Body, this city, for the benefits of women and children constituents of Escalante City; RESOLVED FURTHER that copies of this Resolution accepting the Project: Community Based QRT on Domestic Violence and Reproductive Health Counseling be given to the Local Chief Executive, Hon. City Mayor Santiago G. Barcelona, Jr. and DAWN Foundation, Inc. Thru: Hon. Celia Flor, City Councilor, Bacolod City, for information and guidance. I HEREBY CERTIFY TO THE CORRECTNESS OF THE FOREGOING RESOLUTION WHICH WAS FINALLY ADOPTED ON FEBRUARY 13, 2002. ATTESTED AND CERTIFIED TO HAVE BEEN ADOPTED:

FRANCISCO PIOS, JR. Secretary to the SP

ADOLFO E. MAGUATE City Vice Mayor

NOTED: SANTIAGO G. BARCELONA, JR., City Mayor

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Sample Barangay Resolution Endorsing the Establishment of a QRT Republika ng Pilipinas BARANGAY NG MAPULANG LUPA Lungsod ng Valenzuela HANGO SA KATITIKAN SA PANGKARANIWANG PULONG NG SANGGUNIANG BARANGAY NG MAPULANG LUPA NA GINANAP NOONG IKA-17 NG SETYEMBRE, 1999, GANAP NA IKA-8:15 NG GABI SA 2/F BARANGAY HALL NG MAPULANG LUPA, LUNGSOD NG VALENZUELA. Mga Dumalo: 1) DOMINGO R. LIWANAG 2) TEODULO O. NATIVIDAD 3) MARTIN O. CANDIDO, JR. 4) MARINA M. PABAYA 5) DOMINADOR F. DE GULA 6) VICENTE B. OROSCO

- Punong Barangay - Kagawad ng Barangay - Kagawad ng Barangay - Kagawad ng Barangay - Kagawad ng Barangay - Kagawad ng Barangay

7) SEVERINO L. ESPIRITU – Kagawad ng Barangay 8) FAUSTINO Y. CARREON – Kagawad ng Barangay 9) ARNOLD C. NATIVIDAD – Kagawad ng Barangay 10) GREGORIA F. VENGANO – Kalihim ng Barangay

KAPASIYAHAN BLG. 99-19 ISANG KAPASYAHAN NG SANGGUNIANG BARANGAY NG MAPULANG LUPA TUNGKOL SA PAGTANGGAP, PAGSUPORTA AT PAGPAPATUPAD SA PROGRAMA NG “DELIVERY OF JUSTICE TO DISADVANTAGED WOMEN COALITION PROJECT, PARTIKULAR SA “DOMESTIC VIOLENCE COMPONENT” SA PAMAMAGITAN NG PAGBUBUO NG “WOMEN’S DESK”. SAPAGKAT, layunin ng Sangguniang Barangay na mapanatili ang kaayusan at kapayapaan sa nasasakupan ng Barangay at malaki ang maitutulong ng “DAW Project” tungkol sa “Domestic Violence” upang maiwasan ang mga karahasan na naganap o maaaring maganap sa loob at labas ng bawat tahanan na nasasakupan ng buong Barangay; SAPAGKAT, malaki ang maitutulong ng programa para sa kapakanan ng mga kababaihan upang maiwasan ang karahasan at maitaas ang antas ng kanilang karapatang pangtao; SAPAGKAT, karamihan sa mga naidulog na usapin sa ating katarungang pang-Barangay ay usaping pang pamilya na kung saan malimit dito ay ang pag aabandona at pananakit ng lalaki sa kanyang asawa/pamilya. KAYA NAMAN, Iminungkahi ni Kagawad Marina M. Pabaya na tanggapin, suportahan at ipatupad ang tungkol sa “Delivery of Justice to Disadvantaged Women Coalition Project partikular sa “DOMESTIC VIOLENCE COMPONENT” sa pamamagitan ng pagbubuo ng “WOMEN’S DESK”. IPINASYA PA RIN, na bigyan ng sipi ng Kapasyahang ito ang Punong Lungsod ng Valenzuela Kgg. Jose Emmanuel “Bobbit” L. Carlos, MD., at iba pang kinauukulan para sa kabatiran nila sa mga bagay na ito. NAGPAPATIBAY-MGA KAGAWAD: PINAGTITIBAY :

Punong Barangay

Taga-pangulo ng SK

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Sample Ordinance Creating the Provincial Council for Women Republic of the Philippines PROVINCE OF NEGROS OCCIDENTAL Provincial Administration Center Bacolod City OFFICE OF THE SANGGUNIANG PANLALAWIGAN ORDINANCE NO. 54 SERIES OF 1994 SPONSORED BY: HON. EDITH Y. VILLANUEVA AN ORDINANCE PROMOTING THE WELFARE OF WOMEN, CREATING FOR THE PURPOSE, THE PROVINCIAL COUNCIL FOR WOMEN. Be it enacted by the Sangguniang Panlalawigan of Negros Occidental in regular session assembled That Section 1. Title. This Ordinance shall be known as an ordinance creating the Provincial Council for Women. Section 2. Policy. The State recognizes the role of women in nation building as provided for under R.A. 7192 or the Women in Nation Building Act and shall ensure the fundamental equality before the law of women’s and men. The state shall provide women rights and opportunities equal to those of men. Thus, the creation of the said Council shall take cognizance of the coordination and collaborative efforts of women’s groups around the province and is envisioned to strengthen/complement said efforts. Section 3. Coverage. The council shall cover all component Cities and Municipalities within the administrative jurisdiction of the Province of Negros Occidental. Section 4. Composition. The Council shall be composed of the women members from the 22 municipalities and 10 component cities of the province of Negros Occidental and ten (10) women representing different women sectors and groups such as, but not limited to : health, education, labor, business and industry, urban poor, youth, elderly, media, the arts, peasant women and other concerned sectors. It shall also include members of the Sangguniang Panlalawigan involved with women’s issues and legislation for women’s development: PROVIDED, that the total membership of the council shall not exceed forty-three (43). Women’s representatives from the municipalities and component cities shall be elected by and from among the women sectors of the said area. The sectoral representatives shall be properly endorsed by pertinent and duly accredited women sectors/organization. Accreditation of these women groups may be with the Securities and Exchange Commission (SEC), Cooperative Development Authority (CDA) or the province. Section 5. Term of Council Members. of two (2) years.

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The member of the council shall have a term

Section 6. Meetings of the Council Members. The council members shall meet at least once every six (6) months. Special meetings may be called upon the approval of the board or upon request of at least twenty percent (20%) of the council members. Section 7. Officers of the Council. The council members shall elect from among themselves fifteen (15) Members of the Board. Thereafter, the members of the Board shall elect from among themselves the following officers: Chairperson, Vice-Chairperson, Secretary, Treasurer, and Liaison Officer. The officers of the council shall have a term of one (1) year. Section 8. Meetings of the Officers. The officers of the Council shall meet once a month. Special meetings may be called upon by the Chairperson or upon request of its majority. The Chairperson of the Sangguniang Panlalawigan Committee on Women and the proponent of this legislative measure shall convene the council members not later than one (1) month after the passage and publication of this ordinance. Section 9.

Functions and Duties.

The council shall have the following functions:

Recommend appropriate and necessary legislative, legal and administrative measures relative to women’s concerns such as health, education, arts and culture, livelihood development, disability, human rights and violence against women and others;

Undertake gender-based research to provide data in support of legislative action, public policy formulation or program direction, among others;

Assist the Province in the formulation of a provincial development program for women and in line with the United Nations International Commitments for Women such as the Forward Looking Strategies and CEDAW (Convention of the Elimination of all Forms of Discrimination Against Women);

Undertake continuing education and advocacy to promote women’s economic, social and political empowerment.

Provide technical assistance or consultancy in the formulation of policies, implementing rules and regulations of laws/ordinances pertinent to it

Assist government agencies towards mainstreaming women’s concern;

Strengthen linkages between and among government and women non-government organizations and encourage active participation of women for their welfare, promotion and development;

Encourage and promote the formation of federations of women’s organizations/clubs at the municipal and provincial levels;

Promote and assist the implementation of Sangguniang Panlalawigan Ordinance No. 25, Series of 1994 creating the Barangay Council for the Protection of Women and Children; and

10. Undertake any other projects/activities and functions pertinent to the promotion of women’s concerns.

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Section 10.

Responsibilities of the Board.

The Board shall be responsible for:

The preparation of its programs/plans of action according to the function set in Section 8 herein, together with its budgetary requirements; b. The creation of appropriate structures/committees necessary to make it operational; and c. The formulation of the necessary rules and regulations in order to effectively carry out functions and program implementation. Section 11. Role of Government Agencies. The following Government Agencies may be called upon to give assistance and attend meetings of the council upon request of its members; # Provincial Social Welfare & Development Office # Provincial Health Office # Provincial Planning and Development Office # Department of Justice # Civil Service Commission # Department of Labor & Employment # Department of Education Culture & Sports # Department of Interior and Local Government # Department of Trade & Industry # Department of Agriculture # Philippine National Police # And any other government agency Section 12. Funding. Annual funding for the Councilâ&#x20AC;&#x2122;s programs and projects shall come from contributions and donations of concerned individuals and agencies and the Provincial Government of Negros Occidental. Section 13. Implementing Arm. For the purpose of assisting in the implementation of the programs set by the council and to act as its secretariat, a womenâ&#x20AC;&#x2122;s desk shall be established under the Public Affairs Division, Office of the Governor Section 14. Separability Clause. If any part or provision of this Ordinance is held unconstitutional and invalid, other parts of provision hereof which are not affected thereby shall continue to be full force and effect. .

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Affectivity Clause. This Ordinance shall take effect immediately upon

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Sample Ordinance Creating the Municipal Center for Women AN ORDINANCE CREATING THE MUNICIPAL CENTER FOR WOMEN AND PROVIDING FOR ITS FUNCTIONS WHEREAS, Article II. Section 14 of the 1987 Constitution provides that “The state recognizes the role of women in nation building, and shall ensure the fundamental equality of men and women before the laws.” WHEREAS, the passage of Republic Act No. 7192 otherwise known as the “Women in Development and Nation Building Act” on February 12, 1992 calls for a plan that shall address and provide in development; WHEREAS, the Beijing Conference on Women held on September 1995 likewise strengthens the indispensable role of women in nation building WHEREAS, women are confronted with problems which have been concealed due to existing societal dictates, some of them ignored for being seemingly insignificant and others evaded for social reasons; WHEREAS, in the Municipality of Balayan, a number of women’s organizations exist and address various issues confronting women; WHEREAS, a center focusing on the rights of women will guard against demoralization of women and will work for the maximum utilization of their potentials; NOW, THEREFORE, the Committee on Women chaired by Hon. Eulogia P. Casihan, moved the adoption and enactment of the resolution below. RESOLUTION NO. 97 – 103 RESOLVED, as hereby is RESOLVED, to adopt and enact the following: ORDINANCE NO. 538 (97-98) AN ORDINANCE CREATING THE MUNICIPAL CENTER FOR WOMEN AND PROVIDING FOR ITS FUNCTIONS SECTION 1. CREATION There is hereby created the Municipal Center for Women, herein after referred to as MCW, under the Office of the Local Chief Executive in coordination with the Municipal Center Director. SECTON 2. OBJECTIVES The creation and establishment of a MUNICIPAL CENTER for women embodies the following general objectives: a. Recognize the significant role of women in the family and community in nation-building. b. Uphold the dignity and integrity of every individual, particularly women, and diminish specifically

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women’s rights violations such as but not limited to rape and incest, wife beating, sexual harassment and sexual discrimination. c. Empower women through education, training and seminars, enabling them to be conscious of their individual capacities and permit them to make intelligent decisions and choices in pursuit of further development. d. Utilize women’s potentials as equal partners in progress. e. Eradicate gender bias and discrimination and elevate women in equality with men as nation builders. f. Enact a progressive legal and moral change for women and women’s rights. SECTION 3. FUNCTIONS AND DUTIES: The MUNICIPAL CENTER FOR WOMEN shall carry out the following functions: a.

Provide health, legal, economic, psychosocial and intellectual assistance/services to women in distress, victims of violence, exploitation and discrimination; b. Assist women in the information, organization and operation of associations which will further their welfare; c. Educate women, train and empower them through the formulation of projects and programs for the furtherance of their welfare; d. Assist women in activities that are of crucial significance to their self reliance and developments; e. Support and expand the participation of grassroots women in the planning, implementation, monitoring and evaluation of development programs and projects; f. Strengthen POs & NGO cooperation to maximize effectiveness of the programs and resources. g. Coordinate with government agencies such as, but not limited to, the Municipal Social Welfare and Development Office, and Rural Health Units, on matters relevant and pertinent to their areas of concern; h. Mobilize existing women’s organizations towards the achievement of a women-friendly environment and deliberate on women-related issues; i. Formulate policies and guidelines for the elimination of discrimination against women and operate for the decrease of gender-related crimes. SECTION 4. PROGRAMS The programs of the center are hereby enumerated below: a. b. c. d. e. f. g. h. i.

Education and Information Dissemination Program Legislative Advocacy and Research Program Economic and Livelihood Assistance Program Health Assistance Program Legal Assistance Program Women’s Counseling Program Community Organizing Program Women’s Networking Program Monitoring and Evaluation Program

SECTION 5. FUNCTIONS OF THE ORGANIZATION: The MCW shall be composed of the following programs and shall have the following functions: A. Education and Information Dissemination Program 1. Spearhead the conduct of municipal-wide education campaign on women’s rights and privileges under the law;

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2. 3.

Provide basic education to women especially and circulate printed materials pertaining to basic human and legal rights; Coordination with various media groups for effective dissemination of information relevant to the issues involving the women

B. Community Organizing Program 1. Organize women in various barangays and establish associations according to the primary problem of their respective communities; 2. Implement Programs for the Welfare of Women within the Barangay level and enable them to be selfreliant, efficient, and; 3. Coordinate with the other organizations as to data gathered and utilize them to address womenâ&#x20AC;&#x2122;s problems within the community. C. Economic and Livelihood Assistance Programs 1. Formulate a general situationer of women within the municipality; 2. Establish livelihood projects which will improve the economic condition of women within the municipality; 3. Coordinate with the Department of Cooperatives for womenâ&#x20AC;&#x2122;s and other related agencies; 4. Establish/create cooperative in the Municipality and eventually for every barangay D. 1. 2. 3.

Counseling Program Provide counseling services to women; Inform the women of the various options available under certain circumstances; Create linkages with different government and non-government organizations or establishments offering counseling services; 4. Provide moral support in the legal prosecution or defense of women victims of violence and assist them in the different legal processes. E. 1. 2. 3. 4. F. 1. 2.

Health Assistance Program Conduct health awareness seminars to familiarize women on how to properly care for their health; Inform the clientele of proper hygiene and enhanced reproductive system through appropriate information campaign Conduct anti-drug campaign; Coordinate with the Rural Health Units I and II and other appropriate National Offices with regard to matters pertaining to health and reproductive rights of women; Legislative Advocacy and Research Program Collect sex dis-aggregated data and include such data in the planning, design, implementation management, monitoring and evaluation of programs or generate said data in the formulation of national and municipal situations of women, and; Formulate and lobby appropriate laws, resolutions and ordinance designed to aid women in the full development of their potentials.

G. Legal Assistance Program 1. Inform women victims of violence of their legal options as well as non-legal alternatives when confronted with a particular problem; 2. Acquaint the women of various laws, both substantive and procedural, as a form of legal education and in the process, empower them through legal knowledge; 3. Coordinate with appropriate judicial agencies/offices for special assistance to women victims of violence; 4. Assist women victims of violence in litigation in cases where the woman victim chooses to file a formal case in court;

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5. 6.

Establish linkages with other female lawyers in cases where legal assistance is necessary and make the necessary referrals when necessary and; Provide legal information to different women’s organizations within the municipality and eventually conduct paralegal training for every barangay to facilitate legal actions when necessary.

H. Women’s Networking Program 1. Coordinate the various existing organizations, people’s organization, government and non government agencies focusing on women for the implementation of women-related projects and; 2. Establish global, national and municipal linkages with women’s organizations from the government and private sector to further the welfare of women. I. 1. 2. 3.

Monitoring and Evaluation Program Oversee the conduct of municipal wide activities that strive to sensitize the general public on gender issues; Provide appropriate guidelines for the monitoring and guidelines of programs and projects or activities to determine the extent to which gender concerns have been addressed and which have been mainstreamed and; Conduct bi-annual evaluation of the different gender-sensitive activities conducted by the center and formulate general conclusions focusing on its impact on women within the municipality.

SECTION 7. Women’s Advisory Board The Municipal Center for Women shall have an advisory body composed of the following; a. b. c. d. e. f. g. h. i. j.

The Local Chief Executive/Municipal Mayor SB Committee Chairperson on Women Representative from the non-governmental organization duly accredited by the municipality Sangguniang Kabataan Federation President Municipal Health Officer Representative from the judiciary, preferably female lawyer District Supervisor of the Dept. of Education Culture & Sports (DECS) Representative from the Philippine National Police, preferably female SP Committee Chairperson on Women Association of Barangay Chairmen (ABC) President

SECTION 8. EFFECTIVITY This ordinance shall take effect upon its approval. APPROVED: April 21, 1997 Unanimously Approved I hereby certify to the correctness of the foregoing approved resolution/ordinance. (SGD.) MA. ELENA B. CUDIAMAT Acting Secretary APPROVED: (SGD.) EMMANUEL O. FRONDA Vice Mayor & Presiding Officer NOTED: (SGD.) BENJAMIN E. MARTINEZ JR. Municipal Mayor

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resource reference four

sample protocol

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Protocol of Bacolod City I. OBJECTIVE To provide disadvantaged women and children with immediate appropriate support when handling cases, respecting cultural diversity inclusive of sexual orientation and in consideration of their environment, We service givers willingly adopt this protocol and hereby state that: II. CODE OF ETHICS 1. 2. 3. 4. 5. 6. 7.

We shall provide prompt assistance without discrimination or prejudice. Mindful of our limitations, we shall provide the best possible service to the client and shall request assistance as needed. We shall advocate against family violence and violence against women and children whenever and wherever possible. We shall treat each case with outmost professionalism and sensitivity from intake to termination of services. We shall respect the client’s rights to privacy and confidentiality. We shall not use the case for our own personal gain and institutional interest. We shall cooperate with each other in providing clients with needed services. III. DEALING WITH OTHER FAMILY SERVICE PROVIDERS AND INSTITUTIONS

1. 2. 3.

Service givers shall submit a case study, case record or profile of the client when seeking assistance from other institutions. Institutions jointly handling a case shall define and agree on their respective responsibilities upon admission. Service givers shall relate to each other with respect, professionalism and sensitivity. IV. GUIDELINES IN CASE HANDLING

1. 2. 3.

The service giver’s relationship with the client shall be empowering and participatory, discouraging dependence and giving the client control over the process of decision-making. Service givers must, at all times, maintain transparency in their actions on the cases handled. This involves the giving of necessary information and details of every proceeding/step in language client understands. Service givers shall document each case of family violence, mindful that such documentation shall not be used unethically in researches, fund raising and career advancement of the professionals and others involved. V. SENSITIVE AND APPROPRIATE METHODS

1. 2. 3. 4.

128

All service givers as much as possible shall avoid subjecting the client to repetitious procedures and questions that increase trauma. (CONDUCT OF INTERVIEW) The child and family members shall be debriefed when necessary. Service givers shall coordinate with the client’s family, counselor, psychologist, social worker lawyer or custodian as the case may be, towards a more effective and integrated intervention. (CASE CONFERENCE) Service givers shall take steps to meet the basic needs of the clients as well as their need for counseling, psychosocial and emotional support, mindful of the holistic approach in service delivery.

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resource reference five

sample forms for qrt implementation

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Sample Intake Form for QRT Implementation Republic of the Philippines DEPARTMENT OF SOCIAL SERVICES AND DEVELOPMENT Bacolod Women’s Crisis Center Bacolod City C L I E N T ’S No. ________

INTAKE

FORM ___________________ Date

I. IDENTIFYING DATA: Name:________________________________ Nickname: _____________ Age:_________ Sex:_________ C-Status _________________________ Religion ______________________________________________ Birthdate: ________________________Birthplace:_____________________________________________ Educ’l. Attnm’t:______________________________ Occupation:_________________________________ Monthly Income: ___________________ Bus./Occupation Address:________________________________ Present Home Address:_________________________________________________ Tel. No.:__________ Person Closest to Clients ________________________________________________Tel. No.:__________ Address:______________________________________________________________Tel. No.:__________ II. FAMILY BACKGROUND Name of Spouse:_______________________________________________________ Age: ____________ Birthdate: __________________________ Birthplace: __________________________________________ Educ’l. Attnm’t.:________________________________________ Occupation:______________________ Monthly Income: ____________________ Bus/Occupational Address: _____________________________ Present Home Address: _______________________________________________ Tel. No.: ___________ Other Family Members___________________________________________________________________: _________Name________Age_______Relation_______Educ’l. Attnm’t____________Remarks________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________________________________________ III NATURE OF PROBLEM/CASE PRESENTED________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________________________________________ IV. FINDINGS_____________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ V. ACTION/S TAKEN:_______________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ VI. EVALUATION AND RECOMMENDATION______________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________ Staff on Duty/Designation qrt 5

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Sample Case Study Report REPUBLIKA NG PILIPINAS BAYAN NG BALAYAN LALAWIGAN NG BATANGAS SENTRO NG KABABAIHAN Date: ______________________ SOCIAL CASE STUDY REPORT I.

II.

Identifying Information: Name : ________________________________ Civil Status:_____________________________ Birthplace:______________________________ Educational Attainment:____________________ Religion:________________________________

Sex: _____________________________ Birthday:__________________________ Address:___________________________ S.Y. Last attended:___________________ Skills:_____________________________

Family Composition:

Name Relation Age Sex Civil Status Educ. Attainment 1. ________________ ____________________ ______________________ _____________________ 2. ________________ _____________________ ____________________ ______________________ 3. ________________ _____________________ ___________________ _______________________ 4. ________________ _____________________ ____________________ _______________________ 5. ________________ _____________________ ____________________ _______________________ 6. ________________ _____________________ ____________________ _______________________ 7. ________________ _____________________ _____________________ _____________________ 8. ________________ _____________________ _____________________ ______________________ III.

Summary of contract/source of information: Date: _____________________________________ Name of Client :____________________________ 1. ___________________________________ 2. ___________________________________ Occupation/Salary:___________________________

IV.

Problem Presented

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_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ V. Background Information: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

VI.

Present Situation (Kasalukuyang Kalagayan)

Evaluation and Recommendation:

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Sample Monitoring Report DAW Coalition Delivery of Justice to Disadvantaged Women Coalition

MONTHLY ACCOMPLISHMENT REPORT ____________________________, 2000 Activities Undertaken

Date/Time

Place

Activity TRAINING

MEETINGS

RESEARCH MEDIA ADVOCACY INFORMATION DISSEMINATION PUBLIC EVENT

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No. of Participants Women

Men

Total

resource reference six

sample training evaluation form

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TOPIC

1–very low/very poor

2–low/poor

YES

◗ Venue/Accommodation ◗ Food ◗ Reference Materials/Kit ◗ Time Management ◗ Secretariat Support Services

OTHER CONSIDERATIONS

1. Workshop-Discussion on Laws 2. Film Showing

OTHER ACTIVITIES

Thank you for your feedback

PRESENTATION/ DELIVERY OF THE TOPIC

4–high/good

RELEVANCE/ IMPORTANCE OF TOPIC

3–average

Comments, Remarks, and Recommendations

5–very high/very good

Do you think that the objectives of this conference were attained? (Please check appropriate box) Why? Please give short explanation

1. Opening Program and Introduction to the Training 2. Understanding VAW Resource Person: Maria Cruz 3. Forms of VAW throughout the Life Cycle Resource Person: Maria Cruz 4. Why VAW Happens Resource Person: Isabel Santos 5. Effects of VAW and Why Women Stay in Violent Relationships Resource Person: Isabel Santos 6. Closing and Evaluation

Scale Reference:

SAMPLE TRAINING EVALUATION Orientation on Violence Against Women, March 21–22,2002 Centennial Plaza Hotel, Iloilo City

resource reference seven

directory of organizations providing VAW-related services

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directory of organizations providing VAW-realted services A

Abiertas House of Friendship (AHF) Santolan Road, Quezon City Tel. 724-3969

Babae at Bayan, Isulong (BABAYI) Diliman, Quezon City Telefax: (632) 436-4384 E-mail: dswp@pworld.net.ph

A. Chan Formation Center Hervias,Bgy Villamonte Bacolod City, 4333242 AIDS Hotline Tel. 524-0551/524-4427 Alay Pag-Asa Christian Foundation Inc. #32 Arayat St. cor. Road 1 Brgy. Malanug Mandaluyong City Tel. 532-3250 All Nations Women’s Group (ANWG) Ermita, Metro Manila Tel. 523-6513/525-6065 Telefax. 525-4489 American Legion Auxiliary, Philippine Department 1733 Leveriza St., Pasay City Tel. 526-8652 Asian Women in Co-operative Development Forum (AWCF) Project 4, Quezon City 913-7011 to 15/437-4420 Telefax. 913-7016 E-mail. awcfmnl@wtouch.com.ph Asilo dela Milagrosa, Inc. Lahug, Cebu City Tel. 75-458 Association de Damas Filipinas Inc. 1451 Pres. Quirino Ext., Paco, Manila 563-2309

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Bacolod Girl’s Home Barangay Alijis,Bacolod City Tel. 4349327 Bacolod Boy’s Home Barangay Granada, Bacolod City Tel. 7081760 Bagong Ina ng Bayan Barangay Federation, Inc. (BINB) San Antonio Village, Makati City Tel. 896-7339/897-0848 Balay Pagsilungan Foundation Davao City Tel. 221-2922 Balay sa Gugma Foundation Cagayan de Oro City Tel. 4569 Balikatan sa Kaunlaran 170 A Mabini Street, San Juan Telefax: 721-4253 Bantay Bata Foundation Mother Ignacia Ave., Quezon City Tel. 373-9177/373-9178 Batis Center for Women 877 EDSA, Quezon City Tel. 925-3822/925-7843 Board of Women’s Work (BWW) United Methodist Church, United Nations Avenue, Manila Telefax. 524-5183

C Camp Crame Tel. 721-9687 to 89 Cagayan Valley Chidren’s Home Aparri, Cagayan Tel. 22-509/22-609 CAPCOM Tel. 724-7575 Catholic Women’s League Phil’s., (CWL) Ermita, Metro Manila Telefax: 523-2956/524-3729 Center for Media, Freedom and Responsibility (CMFR) 2/F Ateneo Professional Schools Bldg., Rockwell Center, Rockwell Drive, Makati Tel. 894-1314/894-1326 E-mail: cmfr@surfshop.net.ph Center for Asia-Pacific Women in Politics (CAPWIP) Commonwealth Avenue, Quezon City Trunkline: 922-9621 local 313; Telefax: 456-1923 E-mail: capwip@info.com.ph Center for Family Ministry (CEFAM) Ateneo de Manila University Katipunan Road, Loyola Heights, Q.C. Tel. 426-4289 Center for Overseas Workers (COW) 1043 Aurora Blvd. Cubao, Quezon City Telefax. 913-6439/913-6435 E-mail. cow@pworld.net.ph Center for the Prevention and Treatment of Child Sexual Abuse (CPTCSA) Diliman, Quezon City Telefax: 414-4761/411-0136 E-mail: cptcsa@portalinc.com Center for Research and Extension Services (CRES) St. Louis University, Baguio City 4423043 loc. 297 Center for Women’s Resources (CWR) Scout Fuentabella St., South Triangle Homes, Quezon City Tel. 926-1431 E-mail: CWR@Phil.gn.apc.org

Christian Children’s Fund 8th Floor Strata 100 Bldg., Ortigas Center, Pasig City Tel. 631-1575 to 78 Telefax: 631-2813 Christian Light Foundation 68 Dr. Lazcano St., Quezon City Tel. 373-0469/373-0476/374-5082 Christian Praise Children’s Home San Fernando, La Union Child and Family Service Baguio City Tel. 442-6156 Childhood for Children Preda Foundation Olongapo City Tel. 222-4994/222-5572 Childhope Asia Philippines Paco, Metro Manila Tel. 563-4647/563-2242 E-mail: phchsea@vasia.com Children of Cebu Foundation Parian Drop-In Center Tel. 93823 Child Protection Unit Philippine General Hospital Taft Ave., Manila Tel. 526-8418 Coalition Against Trafficking in Women-Asia Pacific (CATW) Rm. 308 Sterden Place 1116 Maginhawa St., Quezon City Tel. 434-2738 Fax. 434-2149 E-mail: catwap@skyinet.net Commission on Human Rights U.P. Complex, Commonwealth Ave., Q.C. Tel. 925-3884 Community Organization Training and Research Advocacy Institute (CO-TRAIN) 23 B Matulungin St., Brgy. Central, Quezon City Tel. 434-7111/434-7038 Fax. 922-2026 qrt 5 FREEDOM FROM FEAR 139

Concordia Children’s Services 4443 Old Sta. Mesa Street, Sta. Mesa, Manila Tel. 716-0031 Create Responsive Infants by Sharing (CRIBS) Industrial Valley Complex, Marikina City Tel. 681-5921/681-8078/647-1329 E-mail: cribsnet@v-link.net CRISIS Line Tel. 893-7603

David Lingston Ministry Foundation Jubay 6000 Cebu City 6200 Dumaguete City Tel. 225-0888 Defense for Children International Tel. No.: 788-061 to 64 Democratic Socialist Women of the Philippines (DSWP) Diliman, Quezon City Telefax: 436-4384 E-mail: dswp@pworld.net.ph Development Action for Women in TUCP (DAWTUCP) Elliptical Road, Quezon City Tel. 922-2185/921-9758 Telefax: 921-9466 E-mail: TUCP@easy.net.ph Development Institute for Women in Asia-Pacific (DIWA) Taft Avenue, Manila Tel. 536-8647 Development of People Foundation (DPF) Bajda, Davao City 77714 Development through Active Women Networking Foundation, Inc. (DAWN) C/o Women’s Center cor. Cottage Road & Lacson Street, Bacolod City Tel. 435-0196 Fax. 70-8761 FREEDOM FROM FEAR

DSWD-Lingap Center Tel. 807-7197 DSWD-Lingap Center Liboton, Naga City Tel. 739-937 DSWD-Lingap Center Lapuz Lapaz, Ilo-Ilo City Tel. 7-785

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DSWD-Lingap Center Mintal, Davao City DSWD-Nayon ng Kabataan Tel. 832-2681 DSWD-RSCC Pandan, Angeles Tel. 602-3306 DSWD-RSCC Bitano, Legaspi City Tel. 243-343 DSWD-RSCC Zamboanga City Tel. 4279 DSWD-Women’s Help Desk San Fernando, La Union Tel. 414-180 DSWD-Women’s Help Desk Tuguegarao Cagayan Tel. 844-1636 DSWD-Harong Para sa mga Aking Babae OLV, Pangpang, Sorsogon, Sorsogon Tel. 211-2093 DSWD-Regional Rehab Center for Youth Nueva Valencia, Guimaras Tel. 73-785 DSWD-Women’s Help Desk Buragwis, Legaspi City Tel. 243-114/243-115/22-926

DSWD-Women’s Help Desk Molo, Iloilo City Tel. 270-777/77-485 DSWD-Women’s Help Desk Gen. Maxilom Ave. Cebu City Tel. 53-887 DSWD-Women’s Help Desk Magsaysay Ave., Tacloban City Tel. 321-3090/321-3322 DSWD-Women’s Help Desk S.G. Alvarez St., Zamboanga City Tel. 411 DSWD-Women’s Help Desk Nazareth Subdivision Cagayan de Oro Tel. 727-344 DSWD-Women’s Help Desk Magsaysay Ave., Davao Tel. 50-911 DSWD-Women’s Help Desk Cotabato City Tel. 211-238 DSWD Women’s Welfare (Batasan) Tel. 9318101 (trunkline) DSWD- Group Home for Girls Maa, Davao City Tel. 224-0576 DSWD-Substitute Home Care for Women Maa, Davao City

E East Avenue Medical Center Tel. 928-0611 (trunkline) Educational Research and Development Assistance Foundation, Inc. (ERDA) Sta. Mesa Heights, Quezon City 732-4327/732-7815/712-4610/741-3014/743-0382/732-3198 E-mail: pritz@pusit.admu.edu.ph

End Child Prostitution, Pornography and the Trafficking of Children for Sexual Purposes (ECPATPhilippines) Sikatuna Village. Quezon City Tel. No.: 925-2804 Fax No.: 433-1150 E-mail: ecpatiyp@pworld.net.ph

F Family Planning Organization of the Philippines (FPOP) 50 Doña M. Hemady St., New Manila, Quezon City Tel. 721-7101/721-7217/ 721-7302/7214067 Federation Internacional de Abogadas Phil’s. Branch, Inc. (FIDA) Malate, Manila Tel. 525-6968 Foundation for Adolescent Development (FAD) 1037 R. Hidalgo St., Quiapo, Metro Manila Telefax: 734-1788/734-8914 Foundation for Youth Development in the Philippines (FYDP) San Marcelino, Ermita Manila Tel. 521-6979/521-8107 Telefax: 523-7761 Free Legal Assistance Group Tel. No.: 924-3799 Friends of Filipino Migrant Workers (KAIBIGAN) Quezon Avenue, Quezon City Tel. 373-6901 E-mail: kaibigan@webquest.com Friendship Home Foundation Valencia, Negros Oriental Tel. 225-3514

G General Assembly Binding Women for reform, Integrity, Equality, Leadership and Action (GABRIELA) Roxas District, Quezon City Tel. (632) 374-3451 E-mail: gab@mnl.seqel.net

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Gethesmane Children’s Home Beckel, La Trinidad, Benguet Tel. 442-5118 Good Shepherd 1043 Aurora Blvd., Quezon City Tel. 913-6433

H Holy Family Home Brgy. Cabug, Bacolod City Tel. 444-1338 Home Economics Extension Association of the Philippines (HEEAP) Diliman, Quezon City Tel: 929-8541 loc. 251 Harnessing Self-Reliant Initiatives and Knowledge (HASIK) University of the Philippines Diliman, Quezon City Tel. 931-4335/932-6026 Health Action Information Network (HAIN) #9 Cabanatuan St., Philam Homes, Quezon City Telefax: 929-8805/927-6760 E-mail: hain@mnl.sequel.net Helga Mosey Children’s Home Divisoria, 311, Santiago City Helpline Tel. 163 Hospicio de San Jose Tel. 734-2366

Ing Makababaying Aksyon Foundation, Inc. (IMA) Diamond Subdivision, Angeles City, Pampanga (045) 322-3983/892-2253 Telefax: (045) 322-3820 E-mail: imafound@mozcom.com Institute for Social Studies and Action (ISSA) Diliman, Quezon City Tel. No.: 436-7017/436-7071 E-mail: issa@pacific.net.ph ISIS International – Manila Quezon City 435-4305/436-0312 E-mail:isis@mnl.sequel.net or Isis@phil.gn.apc.org International Training Network Philippines (ITN) Katipunan Road, Balara, Quezon City Tel. 920-5581 to 99 loc. 226 E-mail: atnphil@compass.com.ph Institute for Occupational Health and Safety Development(IOHSAD) Paco, Metro Manila Tel. 521-1216/5217911 loc. 27 In-Touch Community Services 48A Mckinley Road, Forbes Park, Makati City Tel. 893-1893/893-7606/8931892

J Jose Fabella General Hospital Tondo, Manila Tel. 734-5561

I Ina-Anak (IA) 2330 Robert St. Pasay City Tel. 831-0117/8315006

Kabalikat ng Pamilyang Pilipino Foundation First Midland Condominium Bldg., Makati City Tel. 812-8425/851-6001

Inner Peace Foundation 8 C Urdaneta Apartment 6735 Ayala Ave., Makati City Tel. 816-0101

Kanlungan Center Foundation (KCFI) Kamias, Quezon City Tel. 928-2384 telefax: 921-7849 E-mail: kcfi@philonline.com.ph

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Kanlungan Sa Er-ma Ministry 1625-A F. Agoncillo St., Manila Tel. 523-0825 Kaisahang Buhay Foundation (KBF) Cubao, Quezon City Tel. 911-4180/912-1159 Email: kbf@mozcom.com Kapatiran-Kaunlaran Foundation (KKFI) 937 P. Paredes St., Manila Tel. 735-4663 Kapisanan para sa Kagalingan ng Kababaihan ng Angeles (KKKA) Diamond Subdivision, Angeles City, Pampanga Kapisanan ng mga Kamag-anak ng Manggagawang Migranteng Pilipino (KAKAMMPI) Diliman, Quezon City Tel. 926-6928 Katipunan ng Kababaihan para sa Kalayaan (KALAYAAN) Teachers Village, Quezon City E-mail: kalayaan@skinet.net Kilos kabaro! West Triangle, Quezon City Tel. 411-3151 E-mail: likhaan@phil.gn.apc.org King’s Garden Children’s Home Sabatan, Orion, Bataan

L Leto Christian Center #4 2ND West Crame, San Juan, M.M. Tel. 721-0322/725-0917 Lihok Filipina Cebu City Tel. (032) 254-8072 Likhaan Inc #92 Times Street, West Triangle Homes Quezon City Tel. 926-6230

M Mampia-an Foundation, Inc. De la Paz, Pasig City Tel. No.: 645-2338 Medico Legal Tel. 723-0401 loc. 4436

N National Council of Women of the Philippines (NCWP) NAIA Road, Pasay City Tel. No.: 851-0071 to 72 NBI-ACADED Tel. 525-6028 NBI-Crisis Center for Women/Children Rm. 220 2nd Floor NBI Bldg., Taft Ave., Manila Tel. 524-0237/523-8231 National Federation of Women’s Clubs of the Philippines (NFWC) Ermita, Metro Manila Telefax: 523-5024/523-3082 NCRFW 1145 J.P. Laurel St., San Miguel, Metro Manila 735-4955/735-1864/731-1653 731-1646/736-4449 National Confederation of Co-operatives (NATCO “Association of Gender Advocates in Cooperatives” (AGAD) 227 J.P. Rizal St., Project 4, Quezon City Telefax: 913-7011 to 14 E-mail: natcco@wtouch.net Network Opposed to Violence Against Women Migrants (NOVAWM) Kamias, Quezon City Telefax: 928-2384 Noah’s Arc Home for Children Banawe, Ifugao

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NORFIL Foundation (NORFIL) 16 Mo. Ignacia Ave., cor Roces Avenue, Quezon City Telefax: 372-3577 to 79/373-2169 E-mail: norfil@philonline.com.ph

O Office of Legal Aid Rm. 107 Malcolm Hall, U.P. Diliman, Q.C. Tel. 927-6260

P Pangarap Shelter Center 2503 Taft Ave., Manila Tel. 931-0700/551-3733 Paraclete Foundation College of the Holy Spirit, Manila Tel. 735-5988 PNP Crime Lab Tel. 721-8558 Primer on National Family Violence Prevention Program Batasan Complex, Constitution Hills, Quezon City Tel. 931-8144/951-2802 Philippine Federation of Business and Professional Women (PFBPW) Valle Verde, Pasig City Telefax: 631-0213/631-0233 633-2145/633-2146 E-mail: bnr@mozcom.com Philippine Medical Women’s Association (PMWA) 70 V. Luna Road, Quezon City Telefax: 925-0191/921-3947 Philippine National Police Officers’ Ladies Club (PNPOLC) Camp Crame, Quezon City Tel. 722-0949

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Pilipina Rm. 303 PSSC Bldg., Commonwealth Ave., Diliman, Quezon City Tel. 433-1185/925-1409 Philippine Business for Social Progress (PBSP) 3rd Floor PSDC Bldg., Magallanes cor. Real Streets, Intramuros, Manila Tel. 527-7741/527-3741/527-3745 Philippine Center for Population and Development (PCPD) PCPD Bldg., Pasong Tamo ext., Taguig, MM Tel. 843-7061 to 72/817-5997/ 816-0175 E-mail: philpcpd@mozcom.com Philippine General Hospital Taft Ave., Manila Trunkline: 521-8450 Philippine Mental Health Association Tel. No.: 921-4958 Philippine National Red Cross PNRC Bldg., Manila Tel. No.: 527-8384 Philippine Partnership for the Development of Human Resources in Rural Areas (PhilDHRRA) 59 C. Salvador Street, Loyola Heights, Quezon City Tel. Nos.: 436-1779/426-6737 PNRC Social Services Dept. Bonifacio Drive, Manila Tel. No.: 527-8384 Project Haven-WCC Tel. 926-7744/924-9315 Pro-Life Philippines Sampaloc, Manila Tel. 563-6363 E-mail: life@pdx.rpnet.com

R Remedios AIDS Foundation, Inc. 1066 Remedios St., Malate, Metro Manila Tel. 524-0551/524-4831

Rural Improvement Clubs of the Philippines (RIC) Diliman, Quezon City Trunkline: 929-8541 loc. 253

S Saint Rita Orphanage A. Santos Ave., Paranaque Tel. 826-4790 Sentro ng Alternatibong Lingap Panlegal (SALIGAN) Ateneo de Manila University Loyola Heights, Quezon City Tel. 426-6001 locals 4858-59/ 426-5690/426-6124 E-mail: saligan@saligan.org Shepherd of the Hills San Antonio, Zambales Tel. 4307 Social Services Development Department Quezon City Hall, Diliman, Quezon City Tel. 927-1588/924-1440 SOS Children’s Village Metro Manila Tel. 802-2520 STOP Trafficking of Filipinos Foundation Pandacan, Manila Tel. 563-9301/02 St. Dominic Girl’s Home Molo, Iloilo City Sunshine Corner Ministry of Encouragement Cebu City Tel. 90257

T Third World Movement Against the Exploitation of Women (TW-MAE-W) Project 4, Quezon City Tel. 913-9255/913-6435 E-mail: perpinan@csi.com.ph

U UP-UCWS Tel: 920-5301 loc. 4932

V Visayan Forum North Drive, Bacolod City Tel. 434-6243 Virlanie Foundation Inc. La Paz Village, Makati City Tel. Nos.: 890-7636/890-8786/895-5232

W Welcome House 1641 Zamora Street, Manila Tel. No.: 563-6363/564-0728 White Cross 276 Santolan Road, San Juan, M.M. Tel. No.: 724-2145 Women’s Action Network for Development 10 Makadiyos St., Sikatuna Village, Quezon City Tel. Nos.: 433-1160/925-1410 Telefax: 925-1160 Women’s Business Council (WBC) Sen. Gil Puyat Avenue, Makati City Telefax: 890-4816 E-mail: womenbiz@info.com.ph Women’s Crisis Center East Avenue Medical Center East Avenue, Diliman, Quezon City NIA Road, Diliman, Quezon City Tel. Nos.: 922-5235/926-7744 Telefax: 924-9315 E-mail: wccmanila@pacific.net.ph Women in Especially Difficult Circumstances Constitution Hills, Batasan Pambansa Complex, Quezon City Tel. 931-8101-07 loc. 11 932-2573

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Women’s Education, Development Productivity and Research Organization, Inc. (WEDPRO) Rm. 305 IMA Building, #40 New York & Montreal Streets, Cubao, Quezon City Tel. 421-4882 E-mail: wedpro@pacific.net.ph Women’s Feature Service Phil. (WFS) Katipunan Road, Loyola Heights, Quezon City Tel. Nos.: 435-9300/929-9734 E-mail: ohtqc@codewan.com.ph Women’s Health Project – Partnerships Component Malate, Metro Manila Tel. 536-6406 Women’s Health Care Foundation (WHCF) 1589 Quezon Ave., Quezon City Tel. 929-9492/924-0717 Women’s Legal Bureau Inc. Matimtiman Street, Teachers Village, Diliman, Quezon City Tel. 921-3893/9218053 Telefax: (632) 921-4389 E-mail: wlb@philonline.com.ph Women’s Legal Education, Advocacy and Defense, Foundation, Inc. Sikatuna Village, Quezon City Tel. 436-6738/435-6823/435-6823 Women’s Media Circle Foundation 46 Maginhawa Street, Diliman, Quezon City Tel. 921-2222/921-0955 E-mail: womedia@phil.gn.apc.org Women’s Rights Movement of the Philippines (WRMP) Hemady Avenue, Quezon City Tel. No.: 523-0457 Women’s Studies Association of the Philippines (WSAP) Diliman, Quezon City Tel. 920-5301 loc. 4931

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Women in Politics Resources Network (WPRN) Diliman, Quezon City 9229621 loc. 329 E-mail: cld@misa.irf.ph.net Women for Women Foundation Pasong Tamo, Makati City Fax. No.: 812-8273

Y Young Women’s Christian Association of the Philippines (YWCA-Phil’s) U.N. Avenue, Ermita, Manila 523-1467/524-1926 E-mail: ywcaphil@proline.com

qrt 5 contributors RESOURCE PERSONS AND TRAINORS TAPPED BY DAWN, INC DAWN, Inc. 1. 2. 3. 4. 5.

Marnie Dichoso, Training Coordinator, LGSP Project on QRT Annabelle Corral, Senior Program Officer Marie June Pavillar-Castro, Senior Program Officer Celia Flor, Executive Director Andrea Si, President, DAWN Foundation

Lawyers 1. 2. 3. 4.

Atty. Jocelle Batapa- Sigue Atty. Erfe Caldit Atty. Aimee Quevenco Atty. Pearl Montecino

Doctors/ Psychologists/ Psychiatrists 1. 2. 3. 4.

Dr. Jocelyn Gauzon-Gayares, Child Psychiatrist Dr. Cherryl Francia Ms. Mitzi Javelona Dr. Jean Guiritan

Social Workers 1. Ms. Gina Ferrer- Castro, Bacolod City 2. Ms. Suzette Canete, Escalante City 3. Ms. Rita Santes, Sipalay City Judges, PNP, Fiscals, Barangay officials 1. 2. 3. 4. 5. 6. 7.

Fiscal Antonietta Silab Punong Barangay Brigid Tan P/Senior Insp. Carmencita Saliba P/Chief Inspector Agapito Abong Judge Pepito Gellada Judge Winnie Espinosa Director Gloria Alfeche, DILG (Silay city)

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City Trainers Pool, Other trainers 1. Ms. Delia “Dudz” Locsin 2. Ms. Gilda Lluisma DOCUMENTORS Teresita Barcoma Marne Dichoso Rafonzel Hacermida ADOPTION AND EDITING FOR QRT 5 Letty Tumbaga & Marilou Sabado TECHNICAL REVIEW DAWN FOUNDATION, Inc. Myn Garcia, Communications Advisor, LGSP Basile Gilbert, Governance Advisor, LGSP Atty. Evelyn Camposano Jiz, Area Manager, Regions 6&9, LGSP REFERENCE MATERIALS FOR TRAINING MODULES 1. Discussion Module on Education and Counseling on Sexuality and Sexual Health (1999), Trade Union Congress of the Philippines (TUCP) Education Department 2. Reproductive Health an Overview (1999), TUCP 3. Katarungang Pambarangay Primer and Guidebook (1999) Teresita Leonardo de Castro, Mary Jo Publishing House, Inc 4. Gender Seminar for Men The Hasik Experience (1995), Karina Constantino- David, Harnessing Self Reliant Initiatives and Knowledge, Inc. 5. Saligan’s Manual for Paralegals: Violence against Women (1999), Saligan Women’s Unit, Sentro ng Alternatibong Lingap Panlegal 6. Handbook for Social Workers and Psychologists on Psychosocial Case Management Process (1996), Unicef, AusAid and National Project on Street Children. 7. Advocacy and Training Materials used by the Women’s Crisis Center

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