Positive Approach to Child Discipline framework
“Strengthening Filipino Responses in the Homes, Schools and Communities”
A Trainers Manual on Positive Approach to Child Discipline”
General Objectives
At the ends the sessions, participants are able to:
Identify common underlying reasons or causes of children’s behaviour
Discuss relevant concepts of positive approaches to child disciplining as will be
applied in Home, School and Community Settings
Identify various alternative positive approaches in lieu of corporal punishment
Develop and demonstrate positive approaches as appropriate to age, gender and
“discipline” situations with children
Overview of the Sessions
WHY children behave as they do?
WHAT is Corporal Punishment vs. Positive Discipline?
HOW Positive Approach to Child Discipline be the practice in the Homes, Schools
and Community
It’s activities Time muna… Ready?
Activity 1: Pre-test: True or False
1. Punishment is directed at the objectionable behavior, and the child will accept its consequence
without resentment. It is a response that is directed at the individual.
2. Discipline is a response that is directed at the individual. It represents a desire of one person to
hurt another; and it is an expression of hostility rather than corrective love.
3. Corporal Punishment is any punishment in which physical, non physical force and other forms
are/is used intended to cause some degree of pain or discomfort, however light.
4. Scolding and ridiculing the child is a form of corporal punishment.
5. Among equally important reasons, a positive approach to child discipline builds a mutually
respectful relationship with students and among students
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Module 2: Positive Approach to Child Discipline
Session 2: Understanding why children behave as they do
Activity 2: “Ano ang...at Bakit ginawa...? (15 – 25 minutes)
Methodology: individual work and plenary discussion (5 minutes work and 10 minutes discussion)
Notes to Facilitator
This might be tough. Not many will be ready to openly admit actions in the past.
Remind participants then that they will not be identified with what they wrote or their cards;
This activity is a springboard and source of information for this and succeeding sessions;
Only those who are willing to share in plenary will be encouraged; and,
Exert effort to process the feelings with finality or closure so that they feel better if
necessary, suggest referral to an expert when appropriate.
Prepared by Irene V. Fonacier-Fellizar, RSW for the National DepEd TOT on Child Protection Policy
Objectives
At the end of the activity, the participants will be able to:
List and identify actions that can be worked out during the entire session and module; and,
Specifically experience what it means to STOP, LOOK and LISTEN before responding or acting
Materials
VIPP Cards
Markers or pens
Posting tapes
PROCEDURES
Distribute 2 VIPP cards and a marker or pen to each participants.
Instruct them to write on one (1) card a disciplining action, they cannot forget, done to a
child* that they think is negative. At the back of the card, and using a pencil or ball pen,
write the reason for doing so. * indicate age and sex
On the other card, write a disciplining action, they cannot forget, done to a child * that they
think is positive. At the back of the card, and using a pencil or ball pen, write the reason for
doing so. * indicate age and sex
Remind them to put an identifying mark on both their cards for reference.
Ask for volunteers from each group/section to organize the cards according to age and sex
and into – and +.
Post these.
Processing and data gathering
For everyone: How did you feel when you were recalling the actions?
What was going on in your mind when you were jotting down the reasons for your actions?
What insights came about?
For those who are willing to share: For the negative, if given a chance, how would you now
have responded or acted?
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For those who are willing to share: For the positive, if given a chance, how would you have
done better?
Synthesis
There are truly valid underlying reasons why we, particularly the children, behave as we or
they do.
Often, adults’ responses to children’s behaviours do not match the reasons for these as well
as the children’s age and gender requisites. (Child Development stage)
Thus, leaving adults’ with unresolved guilt and a scarred child for life.
Key learning points
Prepared by Irene V. Fonacier-Fellizar, RSW for the National DepEd TOT on Child Protection Policy
Every girl or boy - child displays characteristics and behaviours indicating the state of
development they are in.
These are healthy, normal and necessary for their development.
However, adults often perceive these behaviours as negative and wrong.
Kaya, the child gets to be labelled all throughout their childhood life and beyond.
Lecture notes:
Understanding why children behave as they do
Categories of negative behaviours displayed by children based on four (4) underlying causes:
1. Attention seeking
2. Showing power
3. Revenge
4. Feeling inadequate
Underlying Cause or Examples Child’s Reaction
Reason
Temporarily stopping the
Attention Seeking Playing tricks and jokes on adults or
behaviour before repeating it
or their peers
Starting another behaviour
Dressing differently
that will attract the adult’s
Attracting attention Crying and making noise
attention
If adult uses his or her own
power to respond, the child
may resist more strongly or
reluctantly obey, making
Displaying aggression, fighting,
their reluctance obvious.
challenging, teasing
Showing Power This may escalate into a
Becoming disobedient and
power struggle between
uncooperative
adult and the child.
If the adult gives up, the
child usually stop the Page10
behaviour.
The child has a passive
gives up on tasks easily
reaction or no reaction at
Does not make any effort
Expression of feelings of all
Does not participate
inadequacy He or she hopes that the
skips or drops out of school
adult will give u and leave
Escapes through alcohol and drugs
him or her alone
Synthesis & Learning point
Prepared by Irene V. Fonacier-Fellizar, RSW for the National DepEd TOT on Child Protection Policy
Children have different personalities like adults.
They come from families with varying values, political, religious and economic orientations.
They, too, have different values and beliefs.
Adults have to accept and understand its manifestations.
Session 3: Discipline versus Punishment
Activity: “Naaalala mo pa Ba?” (15 -25 minutes)
Methodology: group discussion (15 minutes preparation/discussion and presentation)
Notes to Facilitator
Remind the participants that the sharing is confidential. There may be participants who
are willing to or uncomfortable with this exercise – so it is okay not to share.
Request only for memories from those who are truly ready to share with other
Exert effort to process the feelings with finality/closure so that they feel better if
necessary, suggest referral to an expert.
Make sure you are able to refer the participants’ responses to the information that will be
provided on the succeeding lectures in this module.
Objectives
At the end of the session, the participants will be able to:
Differentiate the concept and effects of corporal punishment
Serve as springboard and resource for the discussions on corporal punishment and positive
approaches to disciplining children in various settings
Materials
Markers/ pens
VIPP cards
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Procedures
1. Group participants into three or four and by gender or by division
2. In 3 minutes, recall all the positive and negative experiences in your childhood - how you
were disciplined home?
3. Which experiences stand out? Choose one (1) each. Jot on VIPP cards
4. Collate and post only outstanding experiences on a big sheet of paper (Manila paper/flip
chart or a blank wall) or any big blank wall or board
Processing / Data Gathering
How did you feel when you were recalling your experiences?
How do you feel now that you are an adult?
If you were an adult then, what would you have done?
Prepared by Irene V. Fonacier-Fellizar, RSW for the National DepEd TOT on Child Protection Policy
What realizations can you make out of the responses given?
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Prepared by Irene V. Fonacier-Fellizar, RSW for the National DepEd TOT on Child Protection Policy
Lecture Notes: Punishment vs. Discipline
Punishment - Is a response that is directed at the individual. It represents a desire of one person to
hurt another; and, it is an expression of hostility rather than corrective love.
Discipline - Is directed at the objectionable behavior; and the child will accept its consequence
without resentment.
Corporal punishment - Is any punishment in which physical, non physical force and other forms
are/is used intended to cause some degree of pain or discomfort, however light. (Definition of the UN
Committee on the Rights of the Child)
Physical forms of Punishment:
Hitting,
‘smacking’,
‘slapping’, ‘spanking’ children, with the hand or with an implement – i.e.
a whip spoon, fork and knives (wooden or
Stick (wooden or whatever) whatever)
belt, hanger
shoe, any foot wear Pointer, Etc.
But it can also involve:
Kicking forcing children to stay in
shaking or throwing children uncomfortable positions,
Scratching Letting the child be exposed to the
Pinching elements for
Biting a period of time
pulling hair or boxing ears Burning
Forced ingestion, etc.
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Non-physical form of Punishment:
Includes but not limited to the ff:
Belittles Bullies
Humiliates Scares or
Denigrates Ridicules the child
Scolds Letting the child do seemingly ‘safe’
Scapegoats activities to the extreme ….
Threatens Withdraws usual support
Prepared by Irene V. Fonacier-Fellizar, RSW for the National DepEd TOT on Child Protection Policy
Effects of corporal Punishment / Punishment
Creates fear in the child.
Engenders feelings of confusion, resentment and anger.
Lowers the child’s self esteem.
Engenders a more external locus of control.
Carries a strong potential for escalation.
Trains a child to use violence. Perpetuates the cycle of violence within families
Is associated with more behavioral problems.
Adversely affects the child’s cognitive functioning.
Stunts internalization of moral values and capacity for empathy.
Source: Dr. Violeta Bautista, a clinical psychologist submitted to the Congressional Committee Hearing on the
ACOP Bill
When discipline is considered harmful or abusive?
The discipline act is
not commensurate to the offense committed by the child;
used frequently and without valid reason;
not appropriate to the age, gender, physical and mental state of the child.
done due to impulsive anger with the purpose of hurting the child;
Child sustains physical or non-physical injuries and is in pain especially the
vulnerable parts of the body
If it humiliates the person of the child
Synthesis/ Learning point
Our actions and perspectives differ as we age.
Thus, there are acts which we commit that we regret doing.
Session 4: Positive approach to child discipline
“No violence against children is justifiable; all violence against children is preventable.”
Sergio Pinheiro, UN Study on Violence Against Children 2006
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WHY Positive Approach to Child Discipline?
It has been proven that: Violence against children in schools, homes, community, care and justice institutions,
the workplace, and, cyberspace exist
Evidences:
UN World Report on Violence Against Children,2006
Regional FGDs with EAP Children and Adults 2003 -2005
Various Researches and Studies in the Philippines 2006-2012
When discipline is considered a positive approach?
It does not mean punishment or conflict between parents, significant adults and child.
Requires… Flexibility from the parents/teachers, using different strategies to match child’s
growth and development.
Dr. Anita Gurian, Child Study Center
Prepared by Irene V. Fonacier-Fellizar, RSW for the National DepEd TOT on Child Protection Policy
It means helping a child learn from mistakes and develop self control.
All children need the security that comes with knowing the rules and boundaries of behavior;
without these guidelines they feel at a loss.
Builds a mutually respectful relationships with child and among siblings and peers or
student among students
When discipline is considered a positive approach?
Provides consistent:
Clear communication
Reinforcement of expectations, agreements or rules
Child and Human Rights Based
Safeguards the Rights of Children
STOPS, LOOKS, LISTENS
Positive Discipline as one of the Approaches
is part of an education process.
It is a way of thinking and an approach to parenting and teaching that:
Helps children develop
appropriate thinking and behavior in the short and long-term.
self-discipline and confidence.
Guides children to be in harmony with self and others.
Teaches life-long skills and values
Builds a culture of respect for human rights
Save the Children
The Practice of Positive Discipline in Schools
Premised on Child Rights and Pedagogical Principles, it involves:
Setting long-term goals for children which entail defining the kind of people they should be. This
serves as the teachers’ motivation for exercising positive discipline.
Providing Warmth and Structure or boundaries are the essential tools needed in practicing positive
discipline and establishing a loving, respectful and non-violent environment that facilitates learning.
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Understanding Child Development and Recognizing Individual Differences require knowing
children’s needs and concerns at various ages in consideration of their gender and varying contexts.
This is very important to more effective guidance, teaching and support for the students.
Problem Solving and Responding with Positive Discipline using all the above in developing an
effective response in addressing day-to-day teaching and parenting challenges. This includes use of
life skills such as critical and creative thinking, empathy, effective communication and active
listening, negotiation, nonviolent conflict resolution, decision making and healthy management of
emotions.
10 basic Life skills
1. Self-awareness 5. Decision-making
2. Interpersonal relationship 6. Critical Thinking
3. Empathy 7. Creative Thinking
4. Problem-solving 8. Coping with Emotions
Prepared by Irene V. Fonacier-Fellizar, RSW for the National DepEd TOT on Child Protection Policy
9. Coping with Stress 10. Communication
Positive Discipline Guidelines
Set Guidelines with clear expectations
Establish clearly your expectations
Explain the reason for rules
Encourage the child’s independent thinking and negotiation skills
Teach the children about the effects of their action; providing information on how to make
a good decision.
Provide unconditional support… will help the child succeed
Stop, look and Listen…
Manage stress …. Control anger
Be fair and flexible
Check the causes of that behavior
Take “time-in” for regular updating and dialogue
Administer discipline in private
Administer discipline firmly, thoroughly and with consistency.
Session 5: HOW Positive Approach to Child Discipline can be the practice in School
(Case Management)
Activity: “Pagbabago ng Ano ang… …Bakit ginawa?” (15 – 25 minutes)
Methodology: group discussion, plenary presentation
Objectives
At the end of the activity, the participants will be able to:
Describe and,
demonstrate positive approaches to child discipline in handling specific children behavior
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Show how application of the Child Protection Policy in School
Procedure
Develop and demonstrate positive approaches to disciplining children in the homes, school
and community
List chronologically and discuss the series of actions that will be undertaken with regard the
case and with reference to the DepEd Child Protection Policy and other pertinent policies
(State and Agency)
Identify all the child protection service providers that will be involved in the case and the
significant role each play
Processing
What did you feel during the activity?
Prepared by Irene V. Fonacier-Fellizar, RSW for the National DepEd TOT on Child Protection Policy
What is your opinion to the situations shared?
What can you say about the output of group A, B, C, D…?
What insights have you as a result of the activity?
Synthesis/ learning Points
Positive approaches to child discipline, greatly influence the progressive and holistic growth
and development of the child.
It can help the child achieve his or her potential skills; it likewise creates an attitude of
optimism towards life and its environment.
Parents, significant adults, teachers and school personnel who are prime movers of positive
approach to child discipline contribute immensely to the total personality of the child as part
of the home, school and community.
Most importantly, through the practice of positive approaches in disciplining and
enforcement of the School based Child Protection Policy, the child will live in a safe, sound,
and violence-free home, community and school environment.
We can prevent the occurrence of disciplining situations.
The practice of a Human and child-rights based parenting, teaching and child care giving on
top present strategies contributes to zero incidence of disciplining situations, abuse and
violence of children
Widening our indexes of suspicion with regard the behaviour of the child helps in the
identification of the root causes of so.
Building your arsenal of resources increase the confidence and protection of the
teacher/school personnel involved in implementing positive approaches to disciplining their
students.
Activity 6: Post-test
True or false
1. Punishment is directed at the objectionable behavior, and the child will accept its consequence
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without resentment. is a response that is directed at the individual.
2. Discipline is a response that is directed at the individual. It represents a desire of one person to
hurt another; and it is an expression of hostility rather than corrective love.
3. Corporal Punishment is any punishment in which physical, non physical force and other forms
are/is used intended to cause some degree of pain or discomfort, however light.
4. Scolding and ridiculing the child is a form of corporal punishment.
5. Among equally important reasons, a positive approach to child discipline builds a mutually
respectful relationship with students and among students
Prepared by Irene V. Fonacier-Fellizar, RSW for the National DepEd TOT on Child Protection Policy
Page10
Prepared by Irene V. Fonacier-Fellizar, RSW for the National DepEd TOT on Child Protection Policy
