Republic of the Philippines Department of Education REGION V- BICOL REGION ig\¥BMORANDUM No. s. 2025 LEARNER RIGHTS AND PROTECTION DIVISION'S PROPOSED ANTI-BULLYING SESSION GUIDES FOR THE BRIGADA ESKWELA PROGRAM To : Schools Division Superintendents Learner Rights and Protection Focal Persons School Heads All Others Concerned 1, Please be informed of the enclosed Memorandum OM-OUOPS-2025-11- 03287 signed by Malcolm S. Garma, Assistant Secretary, Officer-In-Charge, Office of the Undersecretary for Operations, regarding the Learner Rights and Protection Division's Proposed Anti-bullying Session Guides for the Brigada Eskwela Program. 2. For information and appropriate action. GILBERT i350 /megh opps 2 i STUER, Address: Regional CenterSite, Rawis,Legazpicy, 4500 DepED FBS Telephone Nos: 0969 516 9555 alee Emal Address regans@eped gosh Website htpss//reglons.deped.gov-ph/ ——Republika ng Vitipinas Department of Education OFLICE OF THE UNDERSECRETARY FOR OPERATIONS MEMORANDUM Om-ovops.2025- ll. 93277 To : GRACIELA E, MENDOZA Director IV External P; rtnership ee FROM mancdims. carta | (fy Assistant Secretary, Officek in-Chihge Ollice of the Undersecretary YorOperayigns SUBJECT : LEARNER RIGHTS AND PROTECTION DIVISION'S PROPOSED ANTI-BULLYING SESSION GUIDES FOR THE BRIGADA ESKWELA PROGRAM pars May 21, 2025 his is to respectfully submit the enclosed response on Office Memorandum No. CO- EPS 04.2 >, relative to the request for guidance on the conduct of their anti- n the 2025 Balik Eskwela Program, with the theme “Naghukaise pura sa Handa at Ligtas na Paybalik Eskwela, ons to be integrated Accordingly, this Office, through the Learner Rights and Protection Division (LRPD), submits the session guide used for bullying prevention in schools, which may be used as a reference for our discussants in the simultaneous Balik Eskwela Program, Enclosed is « copy for the Director's re ;w and appropriate action, ‘Thank: you very much, ) oun 101, Real Bukdng, DepEW Complex, Meal Aveue, Pasig Cy 1600 Diem gg Teleouone tos: (02 eode- 1702; (02 O694-O00e eH J OF ema adéiess: oso scuicied sv oh | Webstie: ww. doped gov ph Fem tml ((“"BULLYING PREVENTION SESSION GUIDE | + Session 1: The Rights of the Child ~ overview of child introduction to children’s rights to protection | + Session 2: Definition of Child Protection ~ discussion on child and the importance of creating a protective environment + Session 3: Overview of Relevant Child Protection Laws in the Philippines, particularly on Bullying Concerns + Session 4: Measures to Address Bullying Concerns based on the DepEd issuances ~ protocols to be observed, including oom-based management + Session 5: Learner Rights and Protection (LRP) in Action and the Role of LRP Specialists ghts and an Sess n 1: The Rights of the Child Objectives: After this session, the participants should be able to: | ldentily the four main categories of children's rights. + Deline the child's right ( protection from all forms of abus exploitation, and violence. , neglect, Discussion: Overview of the Rights of the Child The UN Convention on the Rights of the Child (UN CRC) is an international treaty designed to protect the rights of children worldwide, human rights treaty adopted in 1989 focused on the civil, political, economic, and social rights of children. State Parties 0 the Convention must ensure that all children grow up in a safe and huruuing environment, have access to basic services such as education and healtheare, have the sy es and grow to their full \d assistance, and are informed ible manner. © to develop their personalit potential, benefit [rom special prot jon MeASUTES & heir rights in an ac about and participate in, achievin, ‘The UN CRC defines a child as any person below the age of eighteen (18) years old unless the age of majority is attained earlier under the law applicable te the child. In Philippine law, this definition is expanded to include not just persons below eighteen (18) years old but also those over the age of eighteen (18) but are unable to fully take care of themselves ur protect ts selves from abus c, neglect, cruelty, exploitation or discrimination because of « physical or mental disability or condition. (R.A. 7610, sev. Ha).‘the UN CRC is guided by four basic principles: aon-diserimination (Art. 2), best interests of the child as a primary consideration in all actions concerning children (Art. 3), the inherent right to survival and development (Art. 6), and child participation (Arts. 12, 13, 14, 15, 17). These guiding principles should be kept in ind in interpreting the rights as well as in developing measures to safeguard them, ‘The rights under the UN CRC can be divided into four categories: the right to survival, the right to protection, the right to development, and the right to participation. ‘The right to survival means that children should be able to live, It includes the right to life and identity. Children must be given a name and a nationality. They must be cured for and protected by their parents or families. The government must safeguard these rights und provide basic se ‘ces for chil ven to survive ~ healthcare, clean drinking water, safe place to live. Children need tw be protected to live, and they should also lead a life that witl allow them thrive. The right fo protection means that all children should be protected from all forms of abuse, neglect, exploitation, and violence, Abuse is the deliberate act of ill-treatment (physical, sexual, psychological, or emotional) that can harm a child’s safety, well- being, dignity, and development. Neglect is failing o care and provide for the physical ty of a child, whether deliberately or through careless negligence. Exploitation is the use of children for someone's advantage or profit, often resulting in unjust, cruel, or other harmful treatment, Child exploitation can be sexual in nature (child ld pornography, etc.) or economic (child labor] al or mental violence, or the inte prostitution, sexual abuse, el Violence is all forms of phy tional use of force or n to the child's health, power aguinst a child hat would cause, or likely cause, hi The right to development includes rights that allow hildren not only to live, but also ningfully parti lo carly childhood development services, lo thrive — to realize their potential so they can ine ate in society, ‘The right to development inchides aece: quality education, und information ‘The right to participation safeguards childre » voices. Children are also members of society, and they must have the opportunity to share their thoughts, views, and ry have thi opinions. Th right to participate in matters that affect them. All rights under these categor should be interpreted according (o the four general principles of the UN CRC: non-discrimination, best interest of the child, the right to survival and development, and the ‘ght to participation. * (Save the Children and Chuld Protection)Session 2: Definition of Child Protection Objectives: Alter this session, the participants should be able to: 1. Define child protection 2. Identify the stakeholders in child protection Descissiow: Definition of Child Protection Save the Children defines child protection as the measures and structures, est ploitation, and violence allecting children in all settings. Basically, child protection is intended to safeguard the chiles ri \d systems used by an institution Ww prevent and respond to abuse, neglect, exploitation, and violence aflecting children. It is the means through which stakeholders and responsible parties ean secure child's. right to protection. ished to prevent and respond to abuse, aeglect, uh lo protection, It includes the measures Child protection requires a multi-disciplinary and multi-sectoral approach. It cannot be accomplished by just one government agency or one organization, Italso requires working with families, communities, and the children themselves. When different sectors work together, a holistic approach to child protection can be achieved. Child protection involves responsive action, remedial action, and environmental building. Child protection measures involve: 1. Reducing risks to children’s well-being, 2. Making children’s rights a reality, 3. Restoring hope and dignified living where abuse has accurred, and 4. Creating an enabling environment Discussion: Creating & Protective Environment A protective environment is un aportant factor in child protection. A protective an, ugh A protective environment will Save the Children has developed 10 elements, cabling environment will ensure that protection rights are fulfilled th prevention, responsive a jon, and remedial meas allow children to survive and thrive that society must addr belore one can say that a child is protected or is ina protective environment A country’s itudes, traditions, behaviors, practices respect children, ‘The govermment is committed to fulfilling protection rights. Governments have created protective legislation und have ensured its enforcement for the safeguarding and protection of children, 4. Children [eel free to speak openly about issues that concern them and they are aware of their right not to be abused, The discussion in this section based on Save the Children, Definition of Child Protection ethectuicen nevdocumy hil ‘What is Child Protection? Training Module 1Local resources ure tapped into and community structures and families understand and are committed to the protcetion of children. ©. There is open discussion, engagement, and advocacy initiatives on child protection issues. 7. Organizations and their staf can understand and respond to child protection problems 8. Monitoring, Evaluation and Reporting systems are in place. 9. Support systems are established for assisting in recovery and reintegration, 10.Society recognizes children’s positive development and resilience Session 3: Overview of Relevant Child Protection Laws in the Philippines Objectives: Aller this session, the participants should be able to: 1 Identify dhe tour main categories of children’s rights. 2% Define the child's right to protection fiom all forms of abuse, 1 exploitition, and violence lect, 7 ears of Child Protection Lave ie the Philippines One of the will cover acts of viole legs Constitution provides that th Letnent of a protective enviro cating protective legislation that siuires are present in the Philippine ed even in the Constitution. The 1987 ‘State shall defend... the right of children to assistance, including proper care and nutrition, and special protection from all forms of neglect, abuse, cruelty, exploitation, and other conditions prejudicial to their development”, (1987 Constitution, Sec. 3(2)) Wee. Child protection tea framework and is acknowled To curty out this provision from the Constitution, the Philippines has enacted several Jaws for child protection, A summary of laws responding to particular child protection issues are as follows A. Republic Act No. 7610 ~ Special Protection of Children Against Abuse, Exploitation and Discrimination Act of 1992. RA, 7610 defines a child us a person below eightes over but are Unable to fully take care af themselv (18) years of age or those or protect themselves from neglect, cruelty, exploitation or discrimination because of a physical or disability or condition. It also defined child abuse as the maltreatment of a child, whether habitual oF not, which includes any of the following: 1. Psychological and physical abuse, neglect, cruelty, sexual abuse, and emotional maltreatment; 2. Any act by deeds or words which debases, degrades, or demeans the intrinsic worth and dignity of a child asia human being;3. Unreasonable deprivation of shelter; at +. Failure to unmediately give medical treatment to an injured child resulting in serious impairment of his growth and development or in his permanent incapacity or death 8 busiv needs lor survival, such as food and R.A. 7610 provides a general framework on protection children from all forms ;crimination. ‘The prohibited acts in this law (child (Art, 3, 5), child trafficking (Art 4), child labor (Art. 8), and other acts of child abuse (Art, 6)) are covered by other laws, 0 provides for the special protection of indigenous children (Art. 9} und children in situations of armed conflict (Art, 10) ofabuse, exploitation and di prostitution and other sexual abuse specifically designed for these acts. K.A. 7610 al In Art. 10 of R.A. 7610, children are declared as Zones of Peace. With this declaration, children should not be the object of an attack. In DepEd D.O. 32, 8. 2019, DepEd also declared learners and schools as Zones of Peace, |. Republic Act No. 9262 ~ Anti-Violence Against Women and Their Children Act of 2004, R.A, 9262, more commonly known us the Anti-VAWC law, combines the protection of women and their children against all forms of violence ~ physical violence, sexuat violence, psychological violence, and economic abuse. RA, 9262 del es a child as a person below eighteen (18) years of age or older but are incapable of taking care of themss ed under R.A. 7610. Under this law, a child refers to the biological children of the victim and other children under her ¢ ves as di Itcover cries of ac any “act o s committed by any person against a woman, who is his wife, former wife, or against a woman with whom the person has or had a sexual or dating relationship, or with whom he has a common child, or against her child whether legitimate or illegitimate, within or without the family abode, which result in or is likely to result in physical, sexual, psychological harm or sutfering, or economic abuse including thr ssault, coercion, harassment or urbitrary deprivation of liberty.” (R.A. 9262, Sec. 3 (a) ls of such acts, battery, . Republic Act No. 10627 ~ Anti Bullying Act of 2013 Bullying reters wo any sever DY repeated Use by one oF more students of a written, verbal or electronic expression, or a physical act or gesture, or any nt that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or damage to his property; ereating a hostile environment at school for the other student; infringing on the rights of combination thereof, directed at another studthe other student ut school; or materially and substantially disrupting the education process or the orderly operation of a school; such as, but not limited (0, the following: & Any unwanted physical contact between the bully and the victim like punching, pushing, shoving, kicking, slapping, ticklin , headlocks, inflicting school pranks, teasing, fighting and the use of available objects as weapons; b. Any act that causes damage to a victiin’s psyche and/or emotional well- ©. Any slanderous statement or accusation that causes the victim undue emotional distress like directing foul language or profanity at the target, name- calling, tormenting and commenting negatively an victim’s looks, clothes and. body; and d. Cyber-bullying or any bullying done through the use of technology or any electronic m Jaw also requires all elementary and secondary schools to adopt policies lo address the existence of bully stitutions. The 1 their respective in policies: should prohibit: a. Bullying on school @ property immediately adjacent to school grounds; at school-sponsored or schvol-rel , functions or programs whether on or off school grounds; at school bus stops; on school buses or other vel sed or used by a school; or through the use of technology or an electronic device owned, leased or used by a school; b. Bullying at a location, activity, function or program that is not school related and through the use of technology or an electronic device that is hot owned, leased or used by x school if the act or acts in question create « hostile eavironment ut school for the vietim, infringe on the rights of the vietin at school, or materially and substantially disrupt the education process or the orderly operation of « school; and © Retaliation against a person who reports bullying, who provides nformation during an investigation of bullying, or who is a witness to or has reliable information about bullying; . Republic Act No. 9344 as amended by Republic Act No. 10630 Juvenile Justice and Welfare Act ‘These laws define und children at risk and children in conflict with the law. It also Sets the minimum age of criminal responsibility A child fifteen (15} yours of age or under at the time of the commission of the oflense shall be exempt from criminal liubility. However, the child shall be subjected ty an interven on progrA child above fifteen (15) years but below eighteen (18) years of age shall likewise be exempt rom criminal liability and be subjected to an intervention program, unless he/she has acted with discernment, in which case, such child shall be subjected to the appropriate proceedings under the law. Session 4: Measures to Address Bullying Concerns based on DepEd issuances Objective Alter this session, the purticipants will be able to 1. Describe the diflerent measures to adits bullying concerns. Reflect on possible areas where a Child Protection Specialist can intervene or participate Preventive Measures to Address Bullying Concerns Preventive measures are just as important, if not even more so, than protective or remedial mea intended to prevent abuse from happening in the first place. When preventive measures are effective, no children will perience any form of abuse or harm. ‘The DepEd Child Protection Policy focuses on capacity-building as its main form of preventive action, The policy highlights building the capacity of key stakeholders in the school and the community to understand and deal with different forms of child abuse thruugh sessions, uainings, and seminars on positive peer relationships and eniianeement of social and emotional competence. Training on positive non-violent discipline and cliss1oou manag Ht, including anger and stress management, iss envisioned for the teae Section 11 of the Child Protection Policy states: and private el All. public entary and secondary schools shall build the capacities of schoo! personnel, pupils, students and learners, parents and. wuurdians to unde wil exploitation, violence and discrimination cases, bullying and peer violence by conducting sessions, wuinings and seminars on positive peer relationships and enhancement of social and emotional competence ‘They shall use taining modules which include positive and non-violent discipline in classroom management, anger and stress _management_and xender sensitivity, They shall likewise employ means which enhance the skills and pedagogy in integrating and teaching children’s rights in the classroom, itive and Non-Violent Discipline include, but ure not limited to, the following: The programs that are intended to promote Po1. Integration of education sessions on corporal punishment and positive discipline in the initiatives of the Parent-Teachers Associations (PTAs 2. Capacity-building programs lor school administrators, teachers and non-academic personnel focused on children's rights, child development and positive and nonviolent approaches in teaching and classroom management, to enable them 10 incorporate posilive discipline messages ia parent-teacher conferences and family counseling, und integrate messages on children’s rights nd corporal! punishment in classroom discussions; 3. Encouraging und supporting the formation and initiatives of support groups among teaching and non-teaching stall, and ents and caregivers; 4, implementing specific parenting orientation sessions with und cai nd other activiti rents 5. Implementing schoo! activities or events that raise awareness on children’s rights, corporal punishment and positive disciplin: lustering the active involvement of and providing venues for bringing together parents, families and children; 6. Encouraging and supporting student-led initiatives to raise ss on children's rights, corporal punishment and positive discipline; and 7. Setting up child-friendly mechani views “and. participa ms for obtaining children's ion in the formulation, monitoring and sment of school rules and policies related to student liscipline Department Order No. $5, s. 2013: Anti-Bullying Poliey b.o No, 106 8. 2013 or the Implementing Rule and Regulations (IRR) of Republic Act 7, Otherwise Known as the Anti-Bullying Act of 2013, covers bullying and eastires that cats be implemented to prevent or respond to incidents of bullying Phe procedure for handling, cases of bullying cat: be found in Sec. 12 of the DepEd Child Protection Pohey. It is also covered by Department Order No. 55, s. 2013. D.O. 5S requires all kindergarten, elementary, and secondary schools to have a procedure against bullying, The procedure must have two phases — immediate response and porting, and investigation, Immediate responses to bullying include: calling the attention of school personnel when bullying is happening, stepping the bullying or retaliation immediately,sepuruting the students involved, cusuring the victim’s safely, and bringing the offending student w the Guidance Office or designated personnel. Reporting follows a lengthier procedure | | School Head will call a | Report bullying /reta | | meeting to Inform the | to School Headand | parents or guardian of the | L accomplish Intake Sheet. victim and offending child | of the incident Bact-tinding and documentation will be based on the fact-finding initiated by the School interviews, determine the Head or person designated, threat level and Students will be | intervention strategies. interviewed separately. Refer victinn and offending | child to the CPC for vention programs and | counseling, CPC may refer to professionals outside inn | | | the schools, as needed. | gue § sepurtang acadentsof Ballon ‘The dingram above shows the procedure in handling bullying cases. The offending child may be given to the offended child if warranted. However, for second or subsequent incidents involving the same offending child, suspension may be su impose other non-punitive sanctions, depending on ity of the bullying acts. Parents or guardians may also be required to attend further seminars and counseling. ‘The School Head shall also ensure that appropriate interventions, counseling and other services, are provided for the vietim/s. imposed. The school may al Iv builying results in serious physical injuries or death, whenever appropriate, the case shall be dealt with in uecordance with the provisions of R.A, 9344. lu all cases where the imposable ps ally on the offending child is suspension, exclusion, or expulsion, the following minimum requirements of due process must be followed:«The child aud the parents or guardian: writing; ». The child shall be given the opportunity to answer the complaint in writing, with the assistance of the parents or guardian; ©. ‘The decision of the schoo! head must be in writing, veusons for the decision; The decision of the s of the Departinent wust be informed of the complaint in tating the facts and the ‘hool head may be appealed, as provided in existing rules covers prevention measures and requires the creation of such measures Is. School-wide initiatives focus on creating a positive environment, periodic assessment und monitoring of behaviors of the student body, periodic assessment and review of the school manual and code of conduct, conduct of vel initiatives focus on reinforcing school-wide initiatives, creating an inclusive and activities for students on raising awareness about bullying. Classroom. caring environment, helping learners build a positive sense of self, learn empathy, related to bullying, and teaching positive online behavior, Parents (or guardians) should also be involved in anti- 1g the anti-bullying policy of the school with them and by cheouraging them to join education sessions to | develop interpersonal skills, discussing bullying activities by discuss wn, teach, model, and reinforce positive social and emotional skills. (D.0. 55, s. 2013 sec. 6) Intervention Progiuns ure a series of activities designed to address issues that influcnee the student to commit w bullying, factors that make a student a target of bullying, and etfects of bully’ Interventions may include programs such a counseling, lile skills training, education, and other activities that will enhance the psychological, ¢ sotional and psycho 8. 2013 sec. 7) social well-being of both the victim and the bully. (0.0. For reference, the LRPD partners with the Stairway Foundation Inc., in developing Case Management Protocols where our teaching, and non refer to the steps to be taken in addressing various child protection issues, especially bullying cases. Educators may scan the QI code below:Session 5; Learner Rights and Protection (LRP) in Action and the Role of LRP Specialists At the end of this inedule, the participants will learn about the role of the Learner Kighis and Protection (LRP) Specialist, identily the duties and responsibilities to this role, and practice the application of their knowledge on child protection as they fulfill their roles as LRP Specialists, It will also help them identify opportunities and challenges as they take on the role of a LRP Specialist, Discussion: Learner Rights and Protection Specialists A LIP Specialist provides technical advice tw the schools and their respective divisions on complex or serious child protection cases brought to their attention. The LRP Specialist is also expected to recommend actions to address these cases based on cxisting Child Protection laws and child protection laws and relevant DepEd acy, whether to ntervention, the gover It shall also assist in referring the cases wo another aj nment oF non-government agencies, for appropriate The cespousibilitics and tasks of the LRPS are divided into four main categories: ny of actions taken, and ments, D.O. 131, 3. 2016 lists the responsibilities of LRPS, as network building, providing technical assistance, monitor other special ass follows: A, Network Building ‘The LRPS shall network and liaise with the different government and nongovernment agencies involved in Learner Rights and Protection for the referral of complex and serious child protection cases. The LRPS, in 1 the Division Focal Person for Child Protection (DFPCP), shall likewise develop and update a d and used by the parties coordination w -clory of resources which can easily be accessed, n the referral of cases. In particular, the CPS shall: a, identily the different government agencies, nongovernment institutions or organizations and local government entities (e.g. Barangay Councils for Child Protection (BCPCs), Women and Children’s Protection Desks (WCPDs}, Local/City/Municipal Social Welfare and Development Offices (LSWDOs/CSWDOs/ MSWDOs}, Child Protection Units (CPUs), the Department of Social Welfare sud Development (DSWD) and child Jocused nongovernmental organvzitions (NGOs) and introduce Ives und their role as CPS, The CPS shaill gather relevant contact snformation of the concerned agencies, as well us provide their own contact infurmation for case referral and ellective coordination; und then: b. coordinate with the DEPCP lor the creation of a directory of resources of the different agencies and institutions where services and variousforms of assistance may be provided to the affected children. The directory shail specily the contact persons of the agency, the services oflered and the requisites to avail the same. The directory shall be regularly updated and shall be made readily available to all schools and the schools division offices at all times. 1. Providing Technical Advice and Referral of Ca ‘The LRPS shall provide timely advice to the school or schools division relative to complex and serious child protection cases such as, but not limited to, child abuse, discrimination against children, child exploitation, violence against children in school, corporal punishment, bullying or peer abuse and similar acts of violence or abuse defined in DO 40, s. 2012 and DO 55, s. 2013. ‘The CPS shall likewise assist in the referral of Children-at-Risk (CAR) or Children in Coniliet with the Law (CICL} to the proper agency for further nssessment or intervention, in accordance with DO 18, 8. 2015. Child protection cases shall be referred to the designated CPS from the school division where the case occurred, For purposes of this policy, complex child protection cases are those which involve two or more victims or two perpetrators, while serious child protection es shall be those which result in serious physical i juries or death, those which involve any kind of sexual abuse, or Lose which require professional or medical intervention Phe LRPS shal: 4. recommend actions to be taken by the sehoo! head (SH) or the schools division superintendent (SDS) _ or ant schools division superintendent {ASDS) in line with the different child protection laws and appropriate DepEd child protection issuances; b. assist the SH, SOS or ASDS in the referral of the case to the proper agency or institution for further assessment, wement, or availinent of services; and ©. covrdinute with the DFPCP in the development of # unilied procedure Tur case relerral divisions. nid exte jon of Services within their respective school ©. Monitoring of Actions Taken ‘The LRPS shall follow up with the SH, SDS or ASDS on the recommended actions and the actual actions taken on the eases reported to them. The LRPS shall likewis in the monitoring of the cases referred to other appropriate agencies for further assessment or case management. The CPS shall: a. coordinate with the SH, guidance counselors or designated guidance teachers (GC/Ts) or Child Protection Committees (CPCs), whenever appropriate, on the implementation of the recommended aetions on the cases referred t the CPS. The CPS shall monitor the progress of the Victim and the child-perpeuator with respect to the actions actually taken 10 address the incident. ‘The CPS may request for status updateson the cases from the SH, GC/‘Ts, CPCs or the DFPCP as necessary; and b, coordinate with the different government agencies and nongovernment organizations on the actions taken and the status of the cases referred for further assessment, intervention and case management; and ©. submit an annual report of cases handled or referred to the regi based CPS. The regional office shall consolidate the reports from the CPS within their region and a consolidated report to the Olfice of the Undersecretary for Legal and Legislative Affairs 30 days after the end of euch schoo! year 1D. Special Assigaments Phe CPS sb Undersecretary for Legal und Legislative Affairs, their respective regional directors ind SDSs, IM perform such other tasks as may be assigned by the DepEd in urgent child protection ses and whenever necessary. jon: Guide for Hunadliay Cases of Abuse und Violence in Schools Guided by the ease imanagement wnework and learning from the previous lectures on the protocols oudined in the various DepEd issuances on child protection, the following is @ step-by-step guide for Child Protection Specialists in handling child protection cases in schools: 1. From the receipt of « report, the CPS works together with the CPC. The CPS will keep a separate record of pertinent information. He/she reviews the Intake Sheet accomplished by the school to check ifit has been properly filled-up and contains accurate and relevant information related to the case. the context surrounding the history, how the child tors that led to the incident nalyzing the context, the CPS can identify further risks fuce outside of the presented situat ‘he immediate protection needs of the child or children involved shall be first taken into consideration Using this preliminary information, the CPC and the CPS shall as: nature of the case, It is essential (© cor incident, This may involve the child! \iadersiands the situation presented, and the fa that transpired. By the child a 3 From the initial assessment, the CPS recalls and reviews the appropriate DepEd policy and protocol that is applicable to the case. The CPS will advise the CPC, as necessary, Inthe ea unagement, the CPS shi note of the uctions and interventions provided by the school, as well as the timeline and s is simple and needs only n-school-n chool personnel involved. 4. the ease is complex, the CPS shall use the knowledge in implementing rules ‘and procedures in relevant child protection laws and DepEd protocols. The CPS reviews the information gathered by the school together with the CPC, its compliance with the pre-existing reporting protocols, as well as the fulfilment of reportorial requirements for case referral to Local Social Welfare andDevelopinent Office (LSWDO) or DSWD Kegional Office (Crisis Intervention Units and in some cases where they exist, Une Child Protection Units) H the victin uceds support services beyond what DepEd can provide, the CPS shall utilize the network of government and non-government agencies to Provide the appropriate and essential interventions and services in instances. of complex and serious child protection cases. The CI following servi ean work with the CPC in the school on the referral of cases to the providers: the barangay, law enforcement agencies - Philippine National Police (PNP) and National Bureau of Investigation (NBI), ESWDO, Women and Children Protection Units (WCPU) in hospitals, non- government organizations, and other relevant agen s, as needed, The CPS shalt also document, monitor, and follow-up actions that have been mutually agreed by the concerned p ind referring institutions. ‘The aim of the monitoring is to: «Provide support and gitidance to the child and their carers on how to develop and maintain a healthy and protective relationship; Ensure that the child and his/her family are accessing services and community resources in line with the needs of the child; &- Monitor and mitigate further risk of abuse, neglect, or exploitation; d. Ensure that the service providers to whom the child has been referred to are able to provide assistance in a safe, collaborative environment; and Obtain Mormation regarding tracing and contact arrangements. ‘To make the CPS' advisory role more effective, he/she should also ensure that timely and complete information on resources and services for alfected children are available for the school’s access und retrieval, He/she is ertcouraged to prepare and regularly update a directory of government and pon-governinent agencies where services and various forms of assistance may be accessed by allected children. The document should detail all relevant huorination about these institutions - name, location, mandate of the brgwnizution, contact information, types ol services offered and guidelines for accessing these services. If feasible, the information contained in this directory should be stored in an easily accessible and retrieval format by the school