83I^ weapons. In Misamis Occidental, the children did not distinguish the behavior

patterns of their fathers and mothers but close to 1/5 also noted the use of• physical violence.

•

Mothers, on the other hand, are described by the respondents fromLucena and Iloilo to be more passive. Some resort to silence and ignoring or nottalking with their husbands. A few resort to crying while some withdrawthemsemeals.

g| themselves from performing certain roles, such as preparing food or serving

4 From the data, it is apparent that children are keen observers of what is* going on in their own families. The effects of witnessing violence in their own

homes may thus need to be explored further.

*m F. Effects of FES Sessions on Family Life

The majority of the children in Lucena and Misamis Occidental stated that

I PES has improved some aspects of their family life. Among the respondents,93% in Lucena and 81% in Misamis Occidental noted some positive changes. InIloilo, however, the answers given by the majority of the children were quite

• vague.

— Among the changes noted by those who said mat FES has had positive•j results are the following:

^ • parents have become more tolerant; responsible and understanding;

• parents have less quarrels, with less shouting or verbal outburst;

^ • parents use spanking less and give more advices;

• • family members spend more time together;

„— • parents try their best to provide for family needs.

On the other hand, the few children who noted no significant changes

•said that their parents are still the same. Some of them further said that theirfathers have not changed but still continue with their vices.

I

I

i

iiIIIIIIIIIIII1IIIi

84

G. Children's Dreams and Aspirations

The following table summarizes the expressed dreams and aspirations ofthe respondents.

Table 53. Children's Dreams and Aspirations

Dreams/Aspirations• to be a professional/ get a college degree (e.g.,

nursing, education)to become rich and own a big houseto have many toys and clothesto finish schooling, find a job and help parentsto be like parents (e.g., tailor, waitress, Mot,security guard)to be a member of a religious ordercontented with present situation

Lucena

782612-

—

-3

Hoilo

86--6

214

MisamisOcc.

66--2

31-

As can be noted, the majority of the children want to see themselves asprofessionals in the future. A few, however, want to be like their parents whoare engaged in various occupations. This may indicate mat these children seetheir parents as good role models.

It is interesting to note the responses of some from Lucena who want to berich someday. This may be linked to their present deprivation due to poverty.On the other hand, there were three from the same area who are apparentlycontented with their present situation and want nothing more.

The data reveal that on the whole, the children view their own futurewith optimism. How to nurture their positive outlook in view of their presentconstraints remains the challenge.

Summary

The responses of the children reflect the nature and quality of experiencesthey have had with their own families. While the majority stated that theirparents are meeting their biopsychosocial needs adequately, several noted mattheir families do not always have time to do certain activities together. Also,family rules exist in most families. However, disciplining children appears toinvolve more corporal punishment than positive reinforcement measures.

IiIiiiiiiiii••i••i•

85

The majority, nevertheless, stated that they feel their parents' love andconcern for them. The data have also established mat parental love is equatedwith need provision and performance of parental roles and responsibilities:

While most of the respondents noted some positive changes in theirfamilies as a result of FES implementation, some concerns may need to befurther addressed. Among these are improving techniques for managing thebehavior of children, enriching husband-wife relationship, and developingappropriate support system to enable parents to carry out their parenting rolesmore effectively.

1IIII1III1IIIIIIIII

Section 6

PES STATUS AND PROSPECTS

This study has documented the effects of the Parent Effectiveness Service(PES) on the participants and on their children. This summative section coversthe following items: a review of the Parent Effectiveness Service; themethodology; the research findings; and recommendations to enhance programeffectiveness.

A. Parent Effectiveness Service

Parent Effectiveness Service is the provision and expansion of knowledgeand skills of parents and others involved in child caring on: early childhooddevelopment; health care; behavior management; husband-wife relationships;and parenting rights and duties.

The overall objective of PES is to help parents and parent substitutesassume the major educational role in child rearing and development Thespecific objectives of PES are to enable parents and parent substitutes to:

1] understand their child's growth and development and becomeactively involved in their child's development;

2] acquire and apply appropriate knowledge and skills in behaviormanagement

3] acquire and apply knowledge on health care, i.e., immunization,breastfeeding, oral rehydration, growth monitoring, herbalmedicine, managing common childhood ailments, and preventionand early detection of childhood disabilities;

4] grow as individuals who know how to use community resourcesand how to develop better relationships;

5] become aware of their duties and rights of parents, as well as thoseof their children, and take on the parenting role with heightenedawareness and a sense of responsibility; and

87

^ 6] become aware of the importance of promoting child welfare and• show the awareness by participating in community activities for• this cause.

^ Parent Effectiveness Service is primarily for fathers and mothers,surrogate parents, and guardians of 0-6 year old children belonging to the low

•income group. Those belonging to the higher income group may join when theyrecognize and indicate their need to increase appropriate parenting knowledgeand skills.

JThere are five interventions which are being utilized by the Parent

• Effectiveness Service. These interventions include the Neighborhood Parent^ Effectiveness Assembly (NPEA), Day Care Service Parents' Group (DCSPG),

Home Training (HT), Pamilyang Pinoy sa Himapawid (PPH), and Training oftm Community Volunteers (TCV).

• B. Research Methodology

To measure the effects of PES interventions, a one-group ex post facto• research design was followed. This means mat the parents were asked to give

their responses to questions intended to measure the level of knowledge and^ skills gained as a result of PES sessions.

I

I1

X _______________» OPES Parents' Knowledge & Skills

••

The survey was used to gamer data from the parents and others who• participated in the PES sessions. This was complemented by the use of the case

study method which focused on the process of implementation and detailed*m accounts of typical families who availed of this service.

Interview schedules, as well as guide questions, were formulated to

•gather data from 300 parents and their children, 22 implementors andvolunteers, and 21 community leaders from 10 barangays in three regions acrossthe country.

IIIII

I

88

C Research Findings

The implementation of PES was caught in the transition period involvingthe devolution of social welfare services to the LGUs in 1993. Thus, thedocumentation and tracking of families could not be reconstructed easily fromthe field agencies responsible for monitoring and implementation. However, thePES workers and volunteers were very helpful in providing leads on sources ofdata (i.e., lists of participants).

II«i•

The profile of PES participants shows that parents are in their mid-30s.• Their income is low because they are employed and dependent on their income^ as service workers, fishermen, and transport workers. Most families have four

children who are mostly in school/ with at least and average of one child in the• 0-6 and 7-10 year old brackets.

•

The case findings have shown mat the implementation of PES by localgovernment units is apparently favorable. This is indicated by the assignment ofPES workers and volunteers to deliver the service. However, there are

•remarkable gaps in implementation and these are as follows: differences in theconduct of sessions; poor documentation and monitoring of families; lack oftraining materials; non-translation of materials into the local dialect; and lack of

• logistical support to maintain and sustain the activities.

• The case findings have also shown that community leaders are cognizantm of the value of PES sessions to the families and to their communities. Based on

their observations of families, PES has been very useful in enhancing family life« and has contributed to the development of barangays. More importantly, thecases have demonstrated that PES has improved the performance of parentalroles. Also, the children have experienced favorable changes in their family life.

• The survey results show that eight out of 10 parents availed of the ParentEffectiveness Assembly (NPEA) while two out of 10 availed of the Day CareParents' Group (DCSPG). Almost all of them are quite satisfied with theseinterventions. In assessing the level of knowledge and skills which the parentsacquired from PES, the following findings have been generated:

1. Early Childhood Development

Knowledge and skills on the four topics appeared to beadequate. However, there is an indication that about 1/10 of therespondents felt some inadequacies on the level of skills in thissubject area.

89

ii••i•••i«••••••ii

Table 54 Early Childhood Development

Topics

PhysicalIntellectualLanguageSocial and Emotional

KnowledgeAdequate

89929086

Inadequate118

1014

skillsAdequate

91909288

Inadequate9

108

12* These numbers are in percentage points. They represent the proportion of respondents whoindicated such responses.

Health Can

Knowledge and skills on the five topics were rated asadequate. However, around 1/5 of the respondents felt someinadequacies or lack of knowledge and skills in the prevention andearly detection of children's disabilities.

Table 55. Health Care

Topics

Child spacing....Illness prevention...ImmunizationNutrition...Early detection...

KnowledgeAdequate

9296929686

Inadequate8484

14

SkillsAdequate

9094%9482

Inadequate10646

18* These numbers are in percentage points. They represent the proportion of respondents whoindicated such responses.

3. Techniques in Disciplining/Managing the Behavior of Children

Although the majority felt that they were able to acquireadequate knowledge and skills in disciplining/managing thebehavior of their children, there were 2 to 3 out of 10 participantswho indicated that they still lacked knowledge and skills inhandling their children.

90

Table 56. Child Discipline

I

II

I

II

II

•

I••

1••

•

i

Topics

Time-outLoss of privilegeRestitutionRewardsIgnoring

KnowledgeAdequate

8080798280

Inadequate2020211820

SkillsAdequate

7576648071

Inadequate2524362029

These numbers are in percentage points,indicated such responses.

They represent the proportion of respondents who

Husband-Wife Relationship

Knowledge and skills were rated as adequate/ except for afew who revealed that they still lacked knowhow in this subjectThe sharing of roles between husband and wife appeared to bevery highly significant

Table 57. Husband-Wife Relationship

Topics

Praising...Focusing...Affirming...Sharing of rolesLanguage of the heart..Levelling....Practicing ones' religionRedirecting...

KnowledgeAdequate

8684929988879086

Inadequate141681

12131014

SkillsAdequate

8884919389929289

Inadequate121697

1188

11* These numbers are in percentage points. They represent the proportion of respondents whoindicated such responses.

5. Parenting Rights and Duties

This subject was highly rated, except for a negligible fewwho had some difficulty providing their children with appropriateeducational materials.

ifIIIjiIiii•••i•••i

91

Table 58. Parenting Rights and Duties

Topics

Keep children...Give love...Provide moral...Enhance physical-Provide educational...Represent them . . .Demand obedience..Impose discipline..

KnowledgeAdequate

9391889190909189

Inadequate79

129

10109

11

SkillsAdeooate

9594949084909591

Inadeauate566

10161059

* These numbers are in percentage points. They represent the proportion of respondents whoindicated such responses.

Computing the average scores on the adequacy ofknowledge acquired per subject area, the following rankings canbe made:

Table 59. Ranking on the Adequacy of Knowledge Per Subject Area

12345

Health CareParenting RightsEarly Childhood DevelopmentHusband-Wife RelationshipTechniques

92.4090.3789.2589.0080.20

Similarly, on the adequacy of skills acquired per subjectarea, the following rankings can be made:

Table 60. Ranking on the Adequacy of Skills Per Subject Area

123.53.55

Health Care 91.20Early Childhood Development 90.25Husband-Wife Relationship 89.75Parenting Rights 89.75Techniques 73.20

IIIII1IIIII••I•••••

92

On the basis of the above rankings, it can be observed thatthere is a need to provide more inputs, particularly in the handlingof children and husband-wife relationship.

At least one child, usually the older child who could speakfor the siblings, was interviewed. According to them, their parentshad adequately provided for their basic needs except in meetingtheir dental requirements.

Table 61. Ranking of Needs Met

Ranking of NeedsLove/affectionNutritionSchoolingShelterPlay /DirectionClothingWaterLearning Bodily SkillsRelating with OthersImmunizationLearning Communication SkillsReligious TrainingLearning Self-ConfidenceMedical CareDental Care

Met by Parents98% a)97% (25)97% (25)96% (45)96% (4.5)95% (6)94% (8)94% (8)94% (8)93% (8)92% (10)91% (11)89% (12)87% (13)62% (14)

The responses provided by the children indicate that theyequate parental love with need provision and performance ofparental roles and responsibilities. There is also the frequentreference to roles played by the mothers in meeting the specificneed of their children. This further implies that the mother isregarded as the main actor in a child's biopsychosocialdevelopment

It is quite evident in almost all the needs identified matchildren recognize both tangible/intangible aspects of needprovision. There is simultaneous reference to their physical andpsychosocial requirements. Thus, the issue of balancing thequalitative and quantitative aspects of need provision must begiven emphasis.

iiIIllIl•l

93

The time spent for family members for certain activities maybe far from ideal. Given the socioeconomic conditions of therespondents' families, however, this may be understandable.Apparently/ the major reason for the inability to be together is thepriority given by the parents to meeting their basic needs.

The children's responses suggest that disciplining techniques employseveral corporal punishment measures. Also, some parents' quarrels appear tobe accompanied by verbal and physical abuse. Thus, areas which may need tobe looked into for future PE5 implementation may be the improvement oftechniques in managing the behavior of children and the strengthening ofhusband-wife relationship.

D. Contributory Factors

The factors which appear to have facilitated the implementation of PESare the following:

1. Linkage with the Local Government Unit It appears that thesupport of local government officials cannot be discounted. InLucena particularly, the service was effectively delivered becauseof the assistance made available by local officials.

• 2. Enthusiasm of Local Volunteers. The interest and commit-ment shown by volunteers in the different localities demonstrate

•

that spirited and civic-minded members of the community whobelieve in the value of the service can be tapped to promote thePES.

3. Support by the Barangay Leaders. In the three sampled areas,the help extended by the barangay officials indicates that they have

• positive experiences in the way the service has contributed to thepsychosocial development of family members.

]g 4. High Acceptance by Parents, Particularly Mothers. Parents gene-rally see the value of PES to family life. They know that, despite

•their financial difficulties, they are able to acquire addedknowledge and skills to increase their level of social adequacy.

•5. Presence of CIDSS Workers. The visibility and active involve-

ment of CIDSS workers in the barangay influenced the expansionand sustenance of the delivery of needed services, particularly in

• Misamis Occidental.

i

•™ On the other hand, the factors which are found to deter better

implementation of the service include the following:

1. Lack of Knowledge and Skills Among FES Workers. A number

I of PES workers in the areas do not have enough knowhow anddirect experience in the subject areas, since many of them are newin their jobs.

II

I

II

I

II

I

IIIIII

2. Lack of Manpower and Financial Resources. A number of PESimplementors complain of the lack of adequate personnel andmoney to fully support and sustain the program in every barangay.

3. Inadequacy and Non Translation of Training Materials. Theworkers complain of the lack of supplies needed for training. Theyalso complain mat some important materials are not translated intothe local dialect thus making them difficult to use for trainingpurposes.

4. Lack of Support by Husbands. Fathers are difficult to recruit andmobilize for training, primarily because they are busy or areengaged in livelihood activities to support their families.

5. Lack of Wholehearted Support by Other Agencies. It seems thatother operating agencies in the community are not quite familiarwith PES. Thus/ workers have difficulties coordinating with themto promote and sustain efforts related to PES activities.

E. Recommendations

In the light of these findings, the following are some recommendations:

1] There is a need to provide more knowledge and skills on husband-wife relationship and techniques in handling children. Thus, PEScoordinators and implementors should improve the delivery ofthese critical subject areas. More time for discussions and exercisesare needed by the participants.

2] There is some urgency on the part of the program planners to makethe training materials responsive to the users and trainees. Thesematerials should be in the local dialect The use of creative media,such as comiks and posters, needs to be encouraged.

iIIIIIIIII_ 7] As suggested by some parents, there is a need for PES to enable the• participants to avail of skills training and get capital assistance for

livelihood projects. This can respond to the expressed need of the

•

participants for improving their socioeconomic conditions.According to them/ they cannot fully participate in PES because ofthe pressing demand to meet their basic needs.

8] There is a demand for additional and continuing training for PESvolunteers so that they will be more capable in handling PES

• activities. More importantly, male trainees are needed toencourage husbands to participate in PES activities.

m 9] As expressed by the implementors and the volunteers, there is aneed to provide adequate financial support and incentives (i.e.,

•honoraria, food and transportation allowance) to workers andvolunteers, especially those with satisfactory and outstandingperformance. By doing this, PES can be implemented and

•j sustained in the different barangays.

95

3] There is a need to enhance the PES curriculum by including orintegrating the subjects of spirituality and caring for adolescentchildren, and giving more inputs on family planning and healthcare. The participants believe that these topics will add more valueto what PES has given them.

4] There is also a need to provide training for children, through theDay Care Service, on relevant PES subjects (i.e., rights, behaviorand discipline). Through this, the levelling of expectationsbetween parents and children can be achieved. Furthermore, thechildren can be helped on how to relate effectively with theirparents.

5] Related to the recommendations above is the imperative to providedifferent learning materials on PES to children. Through this, thechildren will be able to be constantly guided, especially if they arealso provided with a handbook or a manual.

6] There is a need to tap scholarship grants for children of PESparticipants. This will encourage parents to actively participate inPES activities that will promote family welfare. This will alsoenable the children to continue their schooling in public schools.

fti

i96

" 10] There is a need to establish linkages with other agencies operatingin the barangay for information dissemination, advocacy, and

• sourcing of funds to support and sustain PES. Also, mere is anurgency to undertake more community organizing activities to

^m enable the community to support this valuable service to families.

11] Lastly, there is a need to institutionalize PES at the local

•government unit level. PES should be regularly implemented inevery deserving barangay. Like the Day Care Service (DCS), anenabling law is needed to backstop this national undertaking.

** On the whole, the Parent Effectiveness Service has contributed to the^- development of knowledge and skills among parents on: health, parenting1 rights, early childhood development child discipline and husband-wife

relationship.

V Also, the children appear to have gained from their parent's exposure toPES, as indicated by more interaction among family members, less physical

•punishment, minimized quarrels of parents, and conscious provision of theirbiopsychosocial needs.

• The Parent Effectiveness Service needs to be continued and sustained sothat it can respond to the needs of the existing large number of poor families. By

— strengthening the family as a basic unit of society, PES can contributem substantially towards improving the quality of life of poor Filipino families.

•••

1

•

•

I

I

Iri•l

APPENDIX A

Field Accounts on Difficulties in Data Collection

LUCENA

|| "Region TV and the main office of DSWD in Batasan failed tofurnish the RAs with list of PES participants, as requested earlier by

«g UPSARDFInc. The researchers decided to go to the local DSW office inJj Lucena City to personally coordinate and get the complete list from them.

However, as per coordination with Ms. Mila Villaflor, OSW PES

•Coordinator, it was found out that they do not also have a complete listand the reasons given were the following: a] their records weredamaged by termites; b] some of their records were lost during their

H transfer to their new office; and c] the lists of PES participants are stillwith the secretaries of the Urban Poor Associations.

| With the limited records on hand, the researchers discussed withthe PES coordinator about the sampling that will be done. It was learned« that PES actually started in 1993 with only 44 participants in Brgy.llayang lyam. In 1994, there were onhj 34 participants in Brgy. IbabangDupay. 1996 had the most number of participants with 200 from

iM Kanlutigan Mayao. Brgy. llayang lyam had a total of 57 participants* including that of 1993. With these data, the RAs decided to get^ Kanlungan Mayao and Ibabang lyam.

Tfie researchers also learned that in the implementation of PES,

•

the criteria for participants were not followed. Attendance was basedmainly on whether the participants were members of the Urban PoorAssociations. Some of the participants were childless, others had growtt-

•up children who were mosthj married, while others had very youngchildren or infants. The researchers had difficulty in sampling because anumber of those listed were not available: either they wen at work, in the

jtfj market, or attending to their children in school. Those available did notqualify because some did not have children or had children who were

* already grown up. Others had very young children - - 0 to 3 years old£ who could hardly talk. With this situation, the researchers decided to

ask the help of the president of the Association in identifying couples*m with children 6 years old and above who can be interviewed".

••

ILOILO

iIiIlilI•••V In Estancia, lloilo, there were two LGU workers in the DSWD

office. TJtey too, did not have a complete list of participants, so the same1M method/procedure was adopted".

I

"Ms. Nida Espaldon, a local government writ (LGU) worker, whoalso served as PES Coordinator, identified Barangay Boulevard in Molo,lloilo. When the researchers asked for a complete list of the PESparticipants from 1992 to 1996, she could not offer any, except for 1996which was the recent one. When the researchers questioned theunavailability of the records, she mentioned the following problems:a] the place was filled with so many termites that all of the files weredestroyed; b] the recent typhoon damaged the rest of the folders wherefiles were being kept; and c] others were lost when they moved out fromthe old place and transfer to the day care center molding.

The LGU worker offered to accompany the researchers to the houseof a PES volunteer whom she knew had a complete list of PESparticipants in Brgy. Boulevard. The researchers met the PES volunteer/midwife who was able to provide a complete list of participants from1992 to 1996. The researchers used random sampling as required by theevaluation. The names were listed according to the year of attendance.'Numbers were written on a piece of paper and drawn according to thepercentage of each year's number of attendees. But when the actualinterviews started, the following problems were encountered: somerespondents/participants were no longer residing in the place; some hadtransferred to a different barangay or migrated to a different region; someworked as domestic helpers in Malaysia/Singapore, and two had died.Thus, random sampling was not fully implemented.

III!IIIIIiIIIIIII•II

MISAMIS OCCIDENTAL

"Although it was the agreement to undertake random samplingmethod among the PES participants in a selected barangay according toyear, this could not be fully satisfied due to the following factors: I] thetotal number of PES participants in the identified barangays of the twomunicipalities ofPana-on and Sinacaban, Misamis Occidental did noteven reach sixty; 2] other parents with children below 6 years did notattend the PES sessions though they were identified during the survey. Tosatisfy the one hundred participants/respondents requirement, the fieldresearcher decided to get representative samples from the three barangayswhere PES sessions were conducted; 3] in Sinacaban, particularly inCalupan Alto, participants were categorized by year (1993, 1995, and1996): participants for 1995 and 1996 were served by the CWSS worker;in Paiui-on, a portion of the respondents likewise attended sessions underthe CWSS worker who conducted them in 1995 and 1996".

1"( APPENDIX B

f | Form 1 |

•Interview Schedule for Parents/Caregivers(Both varents should be vresent for the interview)

• Profile

^ Name of Father :| Name of Mother :

*^H)Address :

I••111••II1I

1. Respondent No. : 1 1

2. Area: 1 1 Luzon j 2 j Visayas j 3 j Mindanao

3. Type : l| Parent [ 2 [ Caregiver

4. Age of husband : | |

5. Age of wife : [ |

6. Age of caregiver | |

7. Sex of caregiver: 1 1| Male J 2 | Female

8. Relationship to child(ren):

9. Total family income per month : I p I

10. Sources of family income :

11. No. of children :

12. No of children (0-6) : 1 1

13. No of children (7-10): 1 1

11. No. of children in school (6-10) : | ___ |

12. No. of children out-of-school (6-10): | |

1

IIIIIIIIIIIIIII••II

(Please probe. Don't just take yes and no answers. You really have to drawthe substantive answers from your respondents).

13. Which of the following subjects arc associated with PES? (Encircle ans)

1 - Early childhood development2 - Healthcare3 - Techniques in disciplining/managing the behavior of children4 - Husband-wife relationship5 - Parenting rights and duties6 - All of the above7 - None of the above

14. Which of the following interventions did yon avail of? Rate your levelof satisfaction. Encircle your answer. (VS-very satisfactory/S-satisfactoty/D-dissatisfied/VD-very dissatisfied).

InterventionsNeighborhood Patent Effectiveness AssemblyDay Care Parents' GroupHome TrainingPamilyang Pinoy sa HimpapawidTraining of PES volunteers

Total No.of hours

No. oftimes

Level of satisf actioiVS S D VD1 2 3 41 2 3 41 2 3 41 2 3 41 2 3 4

15. Assess the knowledge and skills acquired from PES. Encircle youranswer. (VA-very adequate/A-adcquate/M-inadecfuatt/Vl-vcry inadequate).

Early ChildhoodDevelopment

Physical DevelopmentIntellectual DevelopmentLanguage DevelopmentSocial & Emotional Development

KnowledgeVA A IN VI1 2 3 41 2 3 41 2 3 41 2 3 4

SkillsVA A IN VI1 2 3 41 2 3 41 2 3 41 2 3 4

Health CareChild spacing and breast feedingChildren's illness prevention anduse of herbal medicineImmunizationNutrition, growth monitoring,

oral rehydrationPrevention, early detection of

children's disabilities

KnowledgeVA A IN1

l1

1

1

2

22

2

2

3

33

3

3

VI4

44

4

4

VA1

11

1

1

SkillsA IN2

22

2

2

3

33

3

3

VI4

44

4

4

IflIIIIIIIIIIIIIIIII

Techniques in disciplin-ing/managing the

behavior of childrenTime-outLoss of privilegeRestitutionRewardsIgnoring

KnowledgeVA A IN VI1 2 3 41 2 3 41 2 3 41 2 3 41 2 3 4

SkillsVA A IN VI1 2 3 41 2 3 41 2 3 41 2 3 41 2 3 4

Husband-wiferelationship

Praising each otherFocusing on the positive noton the negativeAffirming of each otherSharing of rolesUse of "language of the heart'before "language of the mind"Levelling with each otherPracticing one's religionRedirecting negative feelingsto constructive productivechannels

KnowledgeVA A IN1

111

111

l

2

222

222

2

3

333

333

3

VI4

444

444

4

VA1

111

111

1

SkillsA IN2

222

222

2

3

333

333

3

VI4

444

444

4

Parenting rights/dutiesKeep children company; sup-port, educate, and instructthemGive them love & affection,advice & counsel, companion-ship and understandingProvide them with moral andspiritual guidanceEnhance, protect, preserve, andmaintain physical and mentalhealthFurnish them with good,wholesome educational ma-terials, and supervise theireducational activitiesRepresent them in all mattersaffecting their interestDemand obedience and respectImpose discipline

KnowledgeVA A IN

1

1

1

1

1

111

2

2

2

2

2

222

3

3

3

3

3

333

VI

4

4

4

4

4

444

VA

1

1

1

1

1

111

SkillsA IN

2

2

2

2

2

222

3

3

3

3

3

333

VI

4

4

4

4

4

444

«™ 16. Describe how you became a member of the NPEA, DCSPG, HT, PPH,

TPEV - where appropriate.

I

•

iM 17. Describe how PES sessions were conducted by implementors.

1 ————

H 18. Rate the level of effectiveness of the implementors. Provideexplanation.

gj* I l| Very Effective \ 2\ Effective i~3l Ineffective FTI Very

Ineffective

tf 19. Describe the process used by the Parent Effectiveness Volunteers inimplementing PES.

I ^^^^^^^^^^^=

• =20. Rate the level of effectiveness of the volunteers. Provide explanation.m _ _ _

^ [l] Very Effective [I| Effective [^Ineffective [7] Very Ineffective

• ^^^^^^^^^^^=j =

III

i™ 21. What are the significant learnings yon gained from the PES sessions?

(Please specify).—

• i4.

• 41 22. Did these learnings change the performance of your roles as parents?

Tl Yes IT] NoI

23. Please explain how. (Pis. probe).

I —————————

I ———•

24. What are the other important areas in your family life that need furtherenrichment?

I =

25. Did your group have activities/projects after the PES sessions? (IFjm answer is NO, please proceed to Question # 33).

|"T| Yes [~2] No

^ 26. Did your group activities/projects contribute to personality develop-ment of members?

• _^ [T] Yes |2J No

m 27. Describe these specific contributions.

I =

I ——————————————————————

I

1II••1I•••

••••••••

28. Did your group activities/projects contribute to family enrichment ?

0 Yes [2] No

29. Describe these specific contributions.

30. Did you formulate a plan for the pursuit of group activities ?

pTI Yes rri No

31. What were the specific objectives of the plan?

"ITJ.____________________________________J.____________________________________

32. How effective was the plan? Please explain.

IT] Very Effective M Effective [Tj Ineffective J4J VeryIneffective

33. Did you become a PES volunteers after attending PES sessions?

[7] Yes [I] No

34. What are your activities as PES volunteer?

35. In your barangay, how many PES volunteers are actively implementingthe program now?

iI

Key Result Areas

36. What are the rights of children? (Rank-order according to importance).

I ———JL______________________________________

1

37. What actions did yon take to protec secure these rights? (pleaseM match with the above).

1.

I

4.5.

J._______________________________________

i ij[ 38. Did you observe and apply family rules ?

[T] Yes 00 No

' 39. Enumerate these rules.

1 iI ±———————————————————————————————————————

J._______________________________________J5._________________________________________

40. What behavior management and disciplinary techniques did you use— with your children ?31 —————————————————• ——• 41. Which of the above was effective?

• EE

*NP 42. Explain and elaborate your answer.n ^^^=• ————

43. Which was not effective ?

• ——————————

••

I _________MI 44. Explain and elaborate your answer.

• =45. Describe your relationship as husband and wife before PES in terms of

the following dimensions:

45.1 Communication

45.2 Love

45.3 Respect

1III•IIIII•••I1I••I

47.

45.4 Appreciation

46. Describe your relationship as husband and wife now in terms of thefollowing dimensions:

46.1 Communication

46.2 Love

46.3 Respect

46.4 Appreciation.

What are your recommendations related to the following areas ofconcern:

Areas of Concern1. Attendance2. Time3. Venue4. Content5. Delivery6. Implementor

Recommendations1.2.3.4.5.6.

II 48. What is it that you like about PES?

• =

1 ———————————49. What is it that you don't like about PES?

• ———————————

10

••

• ————

•50. Other comments and suggestions to improve the implementation of

PES.

m Thank You!

•• Name and Signature of Respondent

•

•

I

RCQ/egh^ revised:11.04-%

•

1

•™ APPENDIX C

IForm 2

™ Interview Schedule for Children

|Please gather the children together and interview them. As much as possible

1do not allow the parents to listen.

1. Are the following needs adequately met by your parents ?

I111111111

NeedsAffection/love

Nutritions food

Safe water

Clothing

Shelter

Immunization

Medical care

Dental care

Yes No Explanation

111

•i•••iI•••••••i••••

NeedsSchooling

Play/recreation

Religionstraining

Learning bodilyskills

Learning commu-nication skills

Learning self-confidence

Relating withothers

Others, specify

Yes No Explanation

IIIII1II•I••••1••••

What are the activities undertaken by the ramily members together?(Please determine if ALWAYS, SOMETIMES, or NEVER.

ActivitiesEating

Praying

Doing housechoresAttendingfiestas/partiesPlaying

Going tochurchReadingstoriesMaking toys

Others:Specify

Always Sometimes Never Explanation

3. How do you feel the love of your parents? (Paano nararamdaman angpagmamahal ng magulang)? Please explain.

Do they fulfill their responsibilities? Please explain.

5. Do you have family rules (i.e. manners, conduct, discipline) ?

iI

6. What are these rules? Please elaborate.

I —tf| 7. How do they discipline you? Please elaborate.

I =

m 8. Do they quarrel ?

I =

• ————^———^————^——9. How often? f i 1-Always f i 2-Sometimes D 3-Never

10. What do you think are the reasons for quarreling? Probe.

I =

I ——————————————————11. Describe the way/manner they quarrel. Provide details.

• ——————————————————I —————^ 12. Do you think that your parents are now effective in performing their| roles, duties and responsibilities? (Ask them to explain and ask for

A C

M before PES. Please check also if there are other factors responsible forspecific indicators that will demonstrate why it is better now thanbefore PES.the changes.)

• =

I ————

I

•

1I•11•Ii••••91Iii

13. What are your dreams and aspirations ?

14. Other comments:

RCQ/egh10.28.96revised:ll-04-96

thank you!!!

Name and Signature of Respondent

iI• r•• ii••• i••••••••••

Form #3

APPENDIX D

Guide Questions for LGU Workers and Volunteers* You can ask them to accomplish this questionnaire

I. Respondent No.: I ___ 1

I. Type j —— | 1 LGU Worker j —— j 2 Volunteer

J. Area | j 1 Luzon | | 2 Visayas | | 3 Mindanao

I. Name

5. Age

S. Sex

7. Civil Status

8. Educational

9. Occupation/

0. Plan vs. Acc«

InterventionNeighborhoodParent Effective-ness AssociationDay CareParents' GroupHome TrainingPamilyang Pinoysa HimpapawidTraining of PESVolunteers

[Ccc

Attnt (Sp

Position:

smplishn

U3 1 M.

] i SL] 3 Se

ecify cou

tie I j 2 Female

ngle [] 2 Married

panted Q 4 Widower/Widow

rse):

lent (Yearly)

No. ofParticipantsT A

No. of PESVolunteers Recruited

T A

No. of Parents'Org. Established

T A

*I•••1••I1I•••1•III

11.

12.

Amount of time (no. of hrs.) spent for PES implementation and forother activities? (If household chores, etc).

PeriodDailyWeeklyMonthlyQuarterlyYearly

PES % OTHERS % TOTAL %

Describe die process involved in implementing the Parent Effective-ness Services (PES). (Please elaborate).

IIIIIIIIIIIIIIIIIII

13.

14.

How would you rate your performance in accomplishing the followingactivities related to the implementation of PES? (1-Very Satisfied,2-Satisfied, 3-Dissatisfied, 4-Very Dissatisfied).

1 2 3 4

Identification of familiesInitial homevisitOrganizational meetingAccomplishment of PES Form 1Follow-up visitDCSPG Organizational meetingNPEA organizational meetingConduct of PES sessionsAccomplishment of PES Form 2Coordination/Collaboration with

Day Care CenterInviting resource personsHomevisits to follow-up plansAccomplishment of PES Form 3Conduct of closing sessionSummary and evaluation of PES

sessions and Group Planningfor Family Welfare

Implementing guidelines of PPH(Pamilyang Pinoy sa Himpapawid)

Identification of Participants for PPHBaseline ProfileConfirmation of Participation, Orient-

ation in the ProgramLesson checkChecking gaps, clarifying messagesEvaluationOrganizing Parent Groups

vsvsvsvsvsvsvsvsvsvsvsvsvsvs

ssssssssssssss

DDDDDDDDD

DDDDD

VDVDVDVDVDVDVDVDVD

VDVDVDVDVD

VS D VD

VSvsvsvsvsvsvsvs

ssssssss

DDD

DDDDD

VDVDVD

VDVDVDVDVD

What is your overall assessment of PES in terms of promoting thefollowing?

1 2 3 4

Early childhood developmentHealth careBehavioral managementHusband-wife relationshipParenting rights and duties

VEVEVEVEVE

EEEEE

IIIII

VIVIVIVIVI

IIIIIIIIIIII

•I

••i

15. What are your specific recommendations to improve the following:

PROBLEMSAdministration1. Forms

2. Attendance

3. Transportation

Technical1. Supervision

2. Lack of early childhood develop-ment materials

RECOMMENDATIONS

1-

?

1

? ,.,..,, „. „ .... , . .,

16. What are your other recommendations to improve/enhance PES?

THANK YOU!!!

Name and Signature of RespondentRCQ/egh10.21.96/rev.ll/<W%

t«•••1•IIIIIIIIIIII

Form #4

APPENDIX E

PES EVALUATION

Respondent : Community Leader* Get at least one (1) per category. Ask them to

accomplish this questionnaire

I I Barangay Leader

Pries VPastorTeachei/Midwife

Informal Leaders of PO/NGO

1. How did you come to know about PES?

How much do you know about PES?

3. What do you think about PES?

IV 4. What are the activities undertaken by the implementors? ___

| _____________

I -5. What are the activities undertaken by PES session participants?

I ——————————————————

I HHZZHZHIZH 6. Effect on parents? Specify changes.

• Positive changes: __________________________

I ^^^^^^^

I __________________4B Negative changes: __________________________

• ——————————————————•j 7. Effect on children? Specify changes.

« Positive changes: __________

•| ——————————

I«

«9 Negative changes:

i —————

1 —————V 8. Effect on community? Specify changes.

IB Positive changes: ____________

• ———

I ___________•: Negative changes: _____________

« ———I ___________1 THANK YOU!! I

I _________• Name and Signature of Respondent

I

« RCCyeghA0.21.%revised:11.04.%

I

I

I

RESEARCHERS

I

I

I

I

I

I

I Dr. Romeo C. QuietaProf. Lilly V. Nlangubat

• Prof. Rosette G. Palmam Principal

II| Ms. Nora L. Fernandez

Ms. Estrella G. Hilomen| Mr. Jose A. Soliva

Research AssistantsI _._——_

II- Ms. Teresita V. GatchalianI Ms. Dzen Q. Patriarca

I Field Assistants

II