The agenda to prevent child sexual abuse is built on the model of the four preconditions to child sexual abuse (Finkelhor).

Precondition #1 is that an individual who has sexual feelings toward children is present. The reasons for the need to have sex with children are numerous and CPTCSA has several activities aimed at preventing children today from becoming offenders of tomorrow (therapy for at-risk boys, teaching appropriate behavior).

Precondition #2 is that the individual who has sexual feelings toward children does not have well-developed internal inhibitors (the ability to recognize that a feeling or behavior is wrong, to regulate the sexual feelings, or to control the behavior). CPTCSA has several activities aimed to developing these internal inhibitors (therapy for at-risk boys, teaching empathy, decision-making and impulse control to all children, and advocating what is proper behavior).

Precondition #3 is that there are no external inhibitors (forces outside of the individual who has sexual feelings toward children) which will label the sexual feelings inappropriate, cause the sexual feelings to be regulated, or prevent the feelings from being acted on. Alternately, the external inhibitors have been successfully circumvented. CPTCSA has several activities that include working with adults to recognize early warning signs and confront adults with inappropriate behaviors, educating communities (including churches),and empowering child protection systems (such as schools, police, and welfare).

Precondition #4 is that a vulnerable child is present. CPTCSA’s largest program focuses on empowering students, teachers, and whole school systems in child protection. The CPTCSA activity to meet this precondition is part of the teaching of personal safety in all schools, that has been mandated by the Department of Education in May 2009 through DepEd Order #45. click here


Our prevention programs are built on five articles from the United Nations Convention on the Rights of the Child and the Filipino Penal Code:


United Nations Convention on the Rights of the Child


Article 12 – Child’s Opinion:  Every child has a right to express his/her views, have those views taken seriously, and such opinions should be taken into account in decisions affecting the child.

Article 13 – Freedom of Expression:  Every child has a right to find out things and say what s/he thinks through speaking, writing, art, unless it breaks the rights of others.

Article 17 – Access to Information: Every child has a right to collect information from radios, newspapers, television, books, internet from all around the world.  Adults should make sure that the child gets information that the child can understand.

Article 19 – Protection from Abuse and Neglect:  No one should hurt the child in any way.  Adults should make sure that the child is protected from abuse, violence and neglect.  Even the parents have no rights to hurt the child.

Article 34 – Sexual Abuse:  Every child has the right to be protected from sexual abuse.  This means that nobody can do anything to the child’s body that s/he does not want them to do, such as touching, taking pictures or making the child say things that s/he does not want to say.



PURSUANT TO PD603: Article 59: Crimes – Criminal liability shall attach to any parent who: (8) inflicts cruel and unusual punishment upon the child or deliberately subjects him to indignities and other excessive chastisement that embarrass or humiliate him; and (9) causes or encourages the child to lead an immoral or dissolute life.

PURSUANT TO RA7610: Article III, Section 5: Child prostitution and other sexual abuse – 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.

Article III, Section 6: Attempt to commit prostitution – There is an attempt to commit child prostitution when any person who, not being a relative of a child, is found alone with the said child under circumstances which would lead a reasonable person to believe that the child is about to be exploited in prostitution and other sexual abuse.

Article VI, Section 10: Other acts of neglect, abuse, cruelty or exploitation and other conditions prejudicial to the child’s development.

PURSUANT TO RA7877: Section 3:  Education or training-related sexual harassment is committed by a teacher, instructor, coach, trainer, or any other person who, having authority, influence or moral ascendancy over another in an education environment, demands, request, or otherwise requires any sexual favor from the other, regardless of whether the demand, request or requirement for submission is accepted by the object of said act.

Rules and Regulation on the Reporting and Investigation of Child Abuse Cases, Section 5: Duty of government workers to report – It shall be the duty of all teachers and administrators in public schools, probation officers, government lawyers, law enforcement officers, barangay officials, corrections officers and other government officials and employees whose work involves dealing with children to report all incidents of possible child abuse to the Department of Social Welfare and Development.


Personal safety lessons                 

Personal Safety is a series of lessons for each grade level (preschool-4th year HS) to provide ongoing accurate information to the child, skills to act on that information, and self-confidence for the courage to practice skills learned. While these materials are produced for the classroom, they can also be used within social service agency groups as well as community groups (such as congregations with Sunday Schools).

The emphasis on personal safety lessons to prevent child sexual abuse and provide early intervention through the empowerment of the child, teacher, and parents. The methodologies used are primarily storytelling (for elementary using 11″ X 16″ illustrations) and role playing, with a variety of other activities to supplement and enhance learning.

Major issues in this age-appropriate series include definitions, assertiveness, support systems, reporting, self esteem, decision-making, and appropriate discipline behaviors. Older children also are presented with gender issues.

Personal Safety Lessons is a product of 15 years of collaboration between CPTCSA, DepEd, DSWD and many NGO and donor agencies.

Personal safety works

  • with low risk children to give them age-appropriate information and feelings vocabulary so that they can act assertively when confronted with a dangerous situation;
  • with high risk children who cannot act assertively due to the relationship nature of abuse (most abuse is perpetrated by someone the child knows) to build a safety net around them with trusted adults to whom they can talk with about something that happened, even years ago;
  • with child who has already been abused and will never tell by giving the clear message that the abuse is never their fault; and
  • with all children today so that they do not become offenders of tomorrow by teaching empathy, decision-making, impulse control and appropriate relationship behaviors.


Personal safety is a holistic program that teaches children protective behaviors while at the same time works with teachers, whole school systems, parents, and communities to build safe environments so that children will not be confronted with unsafe touch.


Preschool personal safety lessons


Scope and Sequence

Unit 1:  Knowing Your Body

Lesson 1.1: My Body Is Special

Lesson 1.2  My Body and My Feelings

Lesson 1.3: My Special Body and Family Safety Rules


Unit 2: Touching Rules #1

Lesson 2.1: My Private Body Parts

Lesson 2.2: My Private Body Parts and My Feelings

Lesson 2.3: Touching Rule #1

Lesson 2.4: My Private Body Parts and Keeping Clean and Healthy


Unit 3:  Touching Rule #2

Lesson 3.1: Safe and Unsafe Touches

Lesson 3.2: Touches and My Feelings

Lesson 3.3: Touching Rule #2


Unit 4:  Assertiveness

Lesson 4.1: Words to say “NO!”

Lesson 4.2: Singing “NO!”

Lesson 4.3: Being Assertive

Lesson 4.4: Running to a Trusted Adult


Unit 5:  Touching Rule #3

Lesson 5.1: Knowing all the Touching Rules

Lesson 5.2: Telling a Trusted Adult

Lesson 5.3: Using Words to Ask For Help

Lesson 5.4: Telling About Unsafe Touches


Unit 6: Celebration

Lesson 6.1: Celebration