Clinical Psychology Reviewer PDF

lOMoARcPSD|33982650 Gaspe-single-po-ang-gumawa-ng-reviewer- Clinical Psychology (Our Lady of Fatima University) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by qeekzo qeekzo (qeekzo@fex...

lOMoARcPSD|33982650 Gaspe-single-po-ang-gumawa-ng-reviewer- Clinical Psychology (Our Lady of Fatima University) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by qeekzo qeekzo ([email protected])  lOMoARcPSD|33982650 Chapter 1 - Culture of Peace, Culture of War  Human Rights (Dignity)  Social Justice (Equality)  Non-violence (Liberty)  Conflict Resolution (Justice)  Global Citizenship (Responsibility)  Sustainable Development (Security)  Gender Equality (Solidarity)  Active Participation (Democracy) The Guiding Principles by J. Patra (2015), A Research Study entitled “Peace Education” in the 21st Century. Embracing Indigenous Heritage: Exploring the Richness of Indigenous People and Communities Indigenous Peoples (IPs) or Lumad 1734 - Murillo Velarde map - officially known as the Carta Hydrographica y Chorographica de la Yslas Filipinas - Jesuit Father Pedro Murillo Velarde, engraver Nicolás de la Cruz Bagay and artist Francisco Suarez - "Mother of all Philippine Maps.” 1890 - lithographic map - Mapa Etnografico del Archipielago Filipino, was first released by the Boletin de la Sociedad Geografica de Madrid. - was created based on the research of Ferdinand Blumentritt, a Czech/Austrian researcher 1904 - Outline map of the Philippine Islands illustrates the distribution of Negrito groups. Downloaded by qeekzo qeekzo ([email protected])  lOMoARcPSD|33982650 Races and Tribes of the Philippines Republic Act No. 8371 - Indigenous Peoples' Rights Act of 1997 Indigenous Cultural Communities (ICCs) / Indigenous People (IPs) REGION ICC / IPs General Profile Cordillera Administrative Region (CAR) Applay 1 – Ilocos Region Bago 2 – Cagayan Valley Agta 3 – Central Luzon Abelling 4A – CALABARZON Ayta 4B – MIMAROPA Agytaynen 5 – Bicol Region Kabihug/Manide 6 – Western Visayas Ata (Negros Island) 7 – Central Visayas Negros Bukidnon Downloaded by qeekzo qeekzo ([email protected])  lOMoARcPSD|33982650 8 – Eastern Visayas Waray-Waray 9 – Zamboanga Peninsula Kolibugan 10 – Northern Mindanao Bukidnon 11 – Davao Region Ata (Davao) 12 – SOCCSKARGEN Bagobo-Tagabawa 13 – Caraga Banwaon THE CONCEPT OF CULTURE OF WAR Peace is not only the absence of war and other forms of direct/physical violence (the idea of a negative peace) but is also about the presence of conditions of well-being and just/non-exploitative relationships in the various spheres of human life as well as between humans and the natural environment (idea of a positive peace). (CMO No. 42, S. 2021) STATUS QUO IN THE PHILIPPINES Elevating the yearning for national peace in Mindanao and other conflict-affected areas to the global level is crucial for several reasons: a. International Cooperation b. Humanitarian Considerations c. Sustainable Development d. Learning from Global Experiences e. Advocacy and Diplomacy Downloaded by qeekzo qeekzo ([email protected])  lOMoARcPSD|33982650 Chapter 2 - Equality and Acceptance 4. Ownership Inequality 5. Household Inequality 6. Special Opportunity Inequality Gender Inequality - women and men are not Gender discrimination can take place on a formal viewed as being on an equal footing (such as promotion, performance) or interpersonal (such as social isolation) scale Gender Discrimination - there is a bias based on and can be overt (i.e., direct) or covert (i.e., a person's sex that determines the roles they discrete). should play in society 1. Overt and covert discrimination Gender awareness - the understanding of the  Overt – unrestrained use of insulting societal, cultural, and psychological factors that or inflammatory words connected to shape our understanding of gender and its role in someone’s gender. our lives.  Covert – it is done to look unnoticeable. Gender Issues and Problems in the Philippines Ex: hiring a less qualified man over a 1. Gender-based Violence more qualified woman for a position. 2. Sexual Harassment 2. Formal and interpersonal discrimination 3. Gender Pay Gap  Formal – the decision not to 4. Reproductive Health hire/promote an employee due to an 5. LGBTQ+ rights unjust cause, such as the individual’s 6. Domestic Violence gender 7. Prostitution  Interpersonal – a form of disrespect, 8. Women in Armed Conflict harassment, general ill-behavior, and 9. Women Deprived of Liberty hostility in the workplace. 10. Racism Ex: asking a coworker for assistance with an assignment and then making Causes of Gender Inequality and Discrimination an offensive remark about their 1. culture and tradition gender because they are unable to 2. religion provide assistance right away. 3. lack of empowerment 4. mentality 5. Lack of proper education Factors Responsible for Gender Inequality 1. Illiteracy 2. Child Marriage 3. Social Evils 4. Discrimination against the Girl Child Types of Gender Inequality 1. Inequality in Family 2. Natality Inequality 3. Professional or Employment Inequality Downloaded by qeekzo qeekzo ([email protected])  lOMoARcPSD|33982650 Chapter 3 - Legal Basis of Gender The Gender-Responsive Basic Education Policy and Society incorporates various provisions to realize these principles. These provisions encompass: 1. Commission on Higher Education (CHED) 1. Development and implementation of Memorandum No. 1, Series of 2015 - this gender-responsive curricula and learning memorandum mandates higher education materials. institutions to integrate gender and 2. Training of educators and school staff on development perspectives into their policies, gender equality and sensitivity. programs, and activities. 3. Establishment of gender-responsive policies and procedures in schools. CHED Memo No. 1, s. 2015 possible activities and 4. Creation of a secure and supportive programs that higher education institutions (HEIs) environment for all learners, regardless of can implement to align with the memorandum: their gender. a. Curriculum Integration Implementing the Gender-Responsive Basic b. Faculty Development Education Policy can yield several benefits: c. Research and Publications d. Community Engagement and Outreach 1. Improved academic performance, e. Institutional Policies and Guidelines particularly among girls and learners from f. Gender-Sensitive Data Collection and marginalized groups. Analysis 2. Reduced dropout rates, particularly among g. Collaboration and Networking girls and learners from marginalized groups. 3. Cultivation of a safe and supportive DepEd Order No. 32, s. 2017 “Gender- environment for all learners, irrespective of Responsive Basic Education Policy” - to their gender. promote respect and equality for all students in the 4. Promotion of gender equality and equity basic education system, regardless of their gender. within society. The policy aims to eradicate all forms of gender discrimination prevalent in the school environment. 2. Convention on the Elimination of All Forms The Gender-Responsive Basic Education Policy is of Discrimination against Women (CEDAW) grounded in the following fundamental principles: (1981) - it obliges the country to adopt measures that eliminate discrimination against 1. Gender equality: All learners possess equal women in various spheres of life, emphasizing rights and opportunities, regardless of their gender. political, economic, social, and cultural 2.Gender equity: Learners are provided with domains. equitable access to resources and opportunities, eliminating any gender-based disadvantages. 3. The 1987 Constitution - recognizes the role of women in nation-building and ensures 3. Gender sensitivity: Educators and other school fundamental equality before the law for women personnel possess an understanding of the unique and men. needs and experiences of learners based on their gender, and are capable of responding to these 4. Women in Development and Nation Building needs in a sensitive and appropriate manner. Act (Republic Act No. 7192) in 1992 - aims to integrate women's concerns into policy-making 4. Non-discrimination: Learners are shielded from and decision-making processes to ensure discrimination based on their gender. gender-responsive development. 5. Human rights: The rights of all learners, irrespective of their gender, are respected and 5. Beijing Platform for Action (1995) - sets safeguarded. strategic objectives and actions for achieving gender equality and women's empowerment in Downloaded by qeekzo qeekzo ([email protected])  lOMoARcPSD|33982650 12 critical areas, including education, health, violence against women, and women's human rights. 6. The Magna Carta of Women (Republic Act No. 9710) in 2009 - a comprehensive legislation that seeks to eliminate discrimination against women and promote their rights and welfare in various aspects of life. Other Laws Supporting Sexuality and Gender: 1. The 1987 Constitution of the Philippines 2. Anti-Discrimination Act (ADA) of 2009 3. Reproductive Health Law (RHL) of 2012 4. Anti-Trafficking in Persons Act of 2003 5. The Expanded Anti-Trafficking in Persons Act 6. Cybercrime Prevention Act of 2012 7. Mental Health Law of 2002 8. Anti-Violence Against Women and their Children Act of 2004 9. The Universal Declaration of Human Rights 10. The Revised Penal Code 11. The Family Code 12. The Solo Parents Welfare Act Steps to Prevent Gender Inequality and Discrimination 1. Talk to Women and Girl. 2. Stop Child Marriage and Sexual Harassment 3. Make Education Gender Sensitive 4. Raise Aspirations of Girls and their Parents 5. Empower Mothers 6. Give Proper Value to “Women’s Work” 7. Get Women into Power 8. Encourage Women into Non-Traditional Vocation 9. Stop the Violence 10. Involvement in Politics Downloaded by qeekzo qeekzo ([email protected])