the husband is a farmer while the wife is a barangay ... · pdf filethe husband is a farmer...
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The husband is a farmer while the wife is a barangay councilwoman whoreceives an honorarium of P600.00 a month. The husband did not reveal hisincome but it was estimated that the family income could range from Pl,500 toP2,500 a month.
The family availed of the following PES interventions with thecorresponding number of hours spent and with their level of satisfaction:
Neighborhood Parent Effectiveness Assembly (24hrs.) Very SatisfiedDay Care Parents' Group (24 hrs.) Very SatisfiedTraining of PES Volunteers (32 hrs.) Very Satisfied
In assessing the level of knowledge and stalls acquired from PES, thefamily reported the following favorable results:
Early Childliood DevelopmentHealth CareTechniques in Disciplining ChildrenHusband-Wife RelationshipParenting Rights/Duties
* VA - very adequate; A to VA
Knowledge SkillsVA VA
A to VA A to VA ~A to VA A to VAA to VA A to VAA to VA A to VA
means Adequate to Very Adequate
Tlte family was able to participate in PES activities because oftlte "liouseto liouse call" as well as meetings by the implementors and volunteers whom theyfound to be effective as lecturers and resource persons. According to the mother:
Hie PES sessions added knoivledge to all motherswho liad limited knowledge and skills about the properhandling of the family.
folloies:Tiie significant learning which site gained from the PES sessions are as
Use oflterbal medicineFamily planningHusband-wife relationshipChild rearing
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As a result of tliese important learnings, the performance of their roles asparents has dramatically ctianged. Tlvy are better parents now, despite the factthat their economic capacity still needs to be improved.
Tlie family Iwd the chance to participate in group activities after the PESsessions. These activities were undertaken to develop self-confidence of tlieparticipants and to contribute to family enrichment. These projects includebackyard gardening of herbal and flowering plants. Similarly, the group alsoformulated a plan that was aimed at improving barangay conditions.
To put into practice what they learned, the parents observe and applyfamily rules. These rules include:
Study TimeCurfeiv Time
Tlie behavior management and disciplining techniques which they useinclude the following:
••••
Time OutRewardPinchingSpanking with a broom stick
Tlie most effective technique is tlie "time-out" because it does not requirephysical contact but only talking/explaining to tlie child on tlie right thing to do.Using a broomstick is not effective because it only leads to more disobedience.
TJiere is not much cliange in husband-wife relationship sincecommunication, love, respect, and appreciation between each otlier were alreadypractised even before PES. Wliat PES contributed was tlte added knoivledge andskills in enliancing husband-wife relationship. Tliey are recommending tltat PESshould be continued and expanded to cover other community members.
On tlie part of the children, it was revealed that tlieir basic needs areadequately met by tlieir parents.....
who work hard to be able to fulfill tlieirresponsibilities to us.....
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As much as possible, tlie family members undertake common activities totighten tlmr bond.
According to the children, they are being taught good manners and thebasic rule is:
Respect Elders
If they disobey, a "time-out" is imposed. In extreme cases, "spanking" isused if they are hard-headed and continue to disobey.
TJieir parents quarrel over petty things but not always. When theyquarrel they just talk and explain what is wrong with each other.
Our parents are effective in performingtheir roles, duties, and responsibilities. Theyshould continue to attend PES.
SUMMARY
The case studies highlight some important aspects of PES implementation,the perception of community leaders about the program, and some of itsobservable effects on sample families.
Among the significant findings are the following:
1. The implementation of PES by local government units isapparently favorable. This is indicated by the assignment of PESworkers and volunteers to deliver this service. However, there areremarkable gaps in implementation and these are in the followingaspects: differences in the conduct of sessions; poor documentationand monitoring of families; lack of training materials; non-translation of materials into the local dialect; and lack of logisticalsupport to maintain and sustain the conduct of sessions.
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Thus, the DSWD should intensify its technical assistance andtraining inputs to improve the capability of LGUs.
2. Community leaders are cognizant of the value of FES sessions tothe families and to the community. Based on their observations,this intervention has been very useful in enhancing family life andhas contributed towards the development of barangays. Thus, thedevelopment and expansion of PES as a basic service at thebarangay level may need to be considered.
3. Even if they are still economically poor, the parents are inagreement that PES has improved the performance of their roles asparents. Similarly, the children felt and experienced thesefavorable changes in their family life. The findings at the familylevel indicate the need to continue extending the program not onlyto benefit the poor but other families in the community.
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Section 4
RESPONSES OF PARENTS
This section will present the findings on the implementation and on theresults of the PES program as viewed by the parents. Specifically, it will focuson:
PES interventions availed ofprocess of PES implementationparents' assessment of PES implementationprogram resultsparents' recommendation
A. PES Interventions Availed Of
The survey results indicate that among the major PES interventions, theNeighborhood Parent Effectiveness Assembly (NPEA) was the most widelyused. The table below gives data on mis:
Table 20. PES Interventions Availed Of(N=300)
InterventionNeighborhood ParentEffectiveness Assembly(NPEA)Day Care Parent'sGroup (DCSPG)Home Training (HT)Pamilyang Pinoy saHimpapawid (PPH)Training of PESVolunteers (TCV)
Total
Lucenaf
100
-
.100
%
28.17
-
.
.28.17
Hoilof
50
50-
.
.100
%
14.08
14.08-
.
.28.17
Misamis Occ.f
100
55-
155
%
28.17
15.49-
43.66
Total*f
250
105-
.355
%
70.42
2938-
100.00* Multiple responses
The data reveal that in Lucena, only the NPEA was utilized in the twosample barangays. In Hollo and Misamis Occidental, both the NPEA and theDCSPG appear to have been availed of by the parents.
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It is interesting to note that no respondent in the three areas had availedof the other PES interventions such as the HT, PPH, and TCV. This seeminglyuneven utilization of PES interventions raises some questions regarding theprocess of implementing a mix of program strategies. What constraints need tobe taken into account when introducing varied interventions? How canappropriate balance be achieved between breadth and depth of programcoverage?
B. Process of PES Implementation
On how the respondents became members of the NPEA and the DCSPG,the majority of the parents in Iloilo and Misamis Occidental cited the visits andletters of PES volunteers and implementors inviting them to attend PESsessions. In one sample barangay in Hoilo, 24 out of 50 respondents stated that
( parents with children enrolled in the day care center were "told to attend thePES seminar sessions".
I In Lucena where only the NPEA was availed of, half of the 100respondents said that they were "required to attend" as members of theirorganization.
From the data, it can be gathered that PES implementors and volunteersmade use of formal and informal means of communication to encourageattendance in PES sessions. Moreover, some existing structures, such as day carecenters and local organizations, were utilized for information dissemination.
While the PES implementors and volunteers appeared to have maximizedthe use of existing services and organizations to generate interest in the program,what may need to be explored further is the extent to which parents may haveassociated attendance in PES sessions with continued provision of services. Thesustenance of interest and participation may be a vital issue, particularly if someparents joined initially out of feeling of compulsion.
• Conduct of PES Sessions by Implementors
In describing how PES sessions were conducted, the majority of therespondents in the three areas stated that the implementors made use of avariety of training methods, such as lecture - discussion, role playing,games, workshops, and sharing of actual experiences. They also usedvisual aids such as posters and drawings.
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Except for four respondents in one Doilc barangay who stated thatthey could not recall the details of PES sessions, the majority said that thesessions were lively and "they had lots of fun".
• Implementation of PES by Volunteers
In Lucena, the respondents could not differentiate the PESimplementors from the volunteers. According to them/ they assumed thesame roles and responsibilities. In Doilo and Misamis Occidental,however, the respondents identified the following activities of PESvolunteers:
Table 21. Perceived Activities of PES Volunteers
ActivitiesConduct of home visitsand follow-up activitiesAssisting in conduct of surveyFacilitating sessionsGiving information (e.g.,schedule of immunizationCounselling on family/child mattersNo idea of activitiesNo answer
Total
noiiof49-5
29881
100
%
49.00-
5.00
29.008.008.001.00
100.00
Misamis Occ.f
7463-
---
187
%
39.5733.69
-
---
100.00
From the data, it appears that PES volunteers undertook variedactivities. Although several respondents noted their role in conductinghome visits and follow-up activities, they also identified others such asgiving information on PES activities and topics. In Hollo, for example,some respondents explained that the volunteers gave materials to parentsas they could not update their knowledge on caring for their children.
While only 8% in Doilo stated that they did not know what PESvolunteer did, this may need to be explored further. If the data is relatedwith the data in Lucena where the respondents were unable to distinguishthe work of the PES implementors and volunteers, it may point out someareas for improvement in program implementation.
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• Time Devoted for FES Sessions/Activities
The following table gives details on time spent for PES sessions/activities, as seen by the respondents:
Table 22. No. of Hours Spent for PES Seminar/ Activities
Area/ Intervention
LUCENANPEA
ILOILONPEA
DCSPGMISAMIS OCC
NPEADCSPG
TCV
No. of Hours in AttendanceMinimum
9
.50
.45
2.501.50
32
Maximum
16
2522
727639
Mode
12
42
241.5
32
Median
12
77
20.56.5
35.5
Mean
14
87
216
34
From the data, it appears that the number of hours devoted for PESsessions, varied, with Doilo having the least time allotment A factor toconsider may be the difficulty in recalling certain activities related to PES,since the Hoilo respondents attended the sessions in 1992 and 1993.However, it can also be noted that some Misamis Occidental respondentswere part of the PES implementation in those same years. (Please refer toAppendix A for field accounts of researches on sampling).
While problems in recalling certain events may be considered, thelack of consistency in the number of hours for PES sessions across thethree areas may be worth noting. Just like the uneven utilization of PESinterventions, this may need to be explored for future programdevelopment Specifically, what would be optimum number of hourswhich should be allotted for PES sessions?
Here, the data on group activities/project after PES sessions maybe useful to consider.
Table 23. Group Activities/Projects After PES Session
AreaLucenaDoiloMisamis Occidental
Had Activities25
35
Did not have activities989565
44
It interesting to note that the majority did not have any groupactivities, except for Misamis Occidental where 1/3 were apparentlyinvolved in some group projects after their PES sessions. Amo9ng therespondents who were able to identify some group projects, some citedthe preparation herbal medicine and backyard gardening. In Doilo and inMisamis Occidental, these projects were apparently done in support ofday care center activities. In Hoilo, one also cited the conduct of surveyamong disabled children in the community and referring these children toprogram implementors.
On the whole, the data on PES session/activities indicate someareas where the program can be strengthened. In particular, follow-upactivities and support mechanisms can be explored which can enhance theeffectiveness of PES sessions at the community level.
C. Respondents' Assessment of PES Implementation
• Level of Satisfaction with PES Interventions
The data reveal that parents seem generally satisfied with the PESinterventions they availed of. The table below gives further details:
Table 24. Parents' Level of Satisfaction with PES Interventions
Intervention
NPEADCSPG
Level of SatisfactionLucena
VS1
72-
S2
28-
DoiloVS1
21
y4649
D3
2-
MindanaoVS1
9448
S2
67
* VS1 (very satisfied) S* (satisfied) D» (dissatisfied)
It can be seen that of the 100 respondents in Lucena and MisamisOccidental, the majority had very favorable ratings of the NPEA. In Doilo, 46out of 50 rated the intervention as satisfactory while only two were apparentlydissatisfied.
On the use of the DCSPG, the respondents in Doilo and MisamisOccidental appear to have been generally satisfied. Nevertheless, the unevenutilization of PES interventions could still be something to look into. Given thegenerally positive results, could program implementation have been enriched ifan appropriate mix of interventions were focused on?
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• Effectiveness ofPES Implementation
On the whole, PES implementors were rated as effective. The tablebelow gives data on this.
Table 25. Level of Effectiveness of PES Implementors
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Area
LucenaDoiloMisamis Occ.
Total
Level of EffectivenessVery Effective
f703
86159
%23.331.00
28.6753.00
Effectivef309314
137
%10.0031.00467
45.67
Ineffectivef-4-4
%-
1.33-
133
Among those who rated the implementors as very effective/effective, the majority cited their ability to impart knowledge which theyfound useful. Several stated that the implementors were able to sustainthe interest of the participants through the use of varied training methods.In Lucena, some explained that the implementors/volunteers werepunctual, systematic, and organized. Also, 14 respondents said that theimplementors were "credible people in the community". In floilo andMisamis Occidental, a few mentioned the fact that the implementorsconducted follow-up home visits.
Of the four in Doilo who rated the implementors as ineffective, twomentioned that they liked the topics but "could not understand thelectures".
• Effectiveness of PES Volunteers
Like the PES implementors, the volunteers were generally rated aseffective. The table below gives data on this:
Table 26. Level of Effectiveness of PES Volunteers
Area
lloiloMisamis Occ.Total
Level of EffectivenessVery Effective
f127385
%6.00
36.5042.50
Effectivef8227
109
%41.0013.505430
Ineffectivef4-4
%2-2
No Answerf2-2
%1-1
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It can be noted that the data refer only to the sample areas in Holloand Misamis Occidental. As explained earlier, the respondents fromLucena were unable to differentiate the PES implementors from thevolunteers.
Among those who gave favorable ratings, the respondents cited thevolunteers' ability to do monitoring and provide information. Somementioned their availability in times of emergency and their willingnessto help. In Doilo, 10 respondents singled out the counselling and homevisits conducted by the volunteers who they said could relate well withthem with their "sense of humor".
Of the small percentage in Doilo who rated the volunteers asineffective, three mentioned that they did "not know/feel that thevolunteer was doing something".
On the whole, it can be seen that for PES volunteers andimplementors, the respondents' ratings hinged not only on the provisionof efficient services but also on their human qualities, such as availabilityand commitment In view of the constraints they face as outlined in theprevious section, a challenge for the program may be the sustenance oftheir commitment and motivation to serve their communities.
D. Respondents' Assessment of Program Results
While not all major PES interventions were availed of in the three sampleareas, the NPEA and the DCSPG in Hollo and Misamis Occidental appeared tohave generated learning among the respondents. The table below gives data onwhat the parents perceive as their significant learning from PES sessions:
Table 27. Significant Learning from PES Sessions
LearningDisciplining children
Husband-wife relationshipParenting rights and duties
Rights of childrenHealth care
Early childhood developmentEstablishing good relationship with neighbors
Lucena100945549442610
Hollo5051705
60684
Misamis Occ.356629-
4555-
In Lucena, all the respondents identified the discipline of childrenas their significant learning, followed by husband-wife relationship and
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parenting rights and duties. Also, it appears that more respondents inLucena cited rights of children than those in the other areas.
While husband-wife relationship was the area of learning morefrequently cited by the Misamis Occidental respondents, early childhooddevelopment came a close second, followed by health care. In Doilo, earlychildhood development and health care also appeared to come close tothe most frequently identified area of learning (parenting rights andduties).
The differences across the three areas can perhaps be furtherstudied. Nevertheless, what could be a factor to consider may be the PESintervention/s introduced in a particular area.
E. Knowledge and Skills Acquired from PES
Given the significant learning of the respondents, what may need to belooked into would be the specific knowledge and skills they acquired,particularly in the areas of: early childhood development; health care;techniques in disciplining/managing the behavior of children; husband-wiferelationship; and parenting rights and duties.
• Early Childhood Development
The data reveal that as far as knowledge on early childhooddevelopment is concerned, the majority of the respondents appeared tohave gained adequate knowledge. Some variances, however, could benoted between knowledge and acquired skills. The following table givesdetail on this:
Table 28. Assessment of Knowledge and Skillsin Early Childhood Development
Areas of Early ChildhoodDevelopment
Physical DevelopmentIntellectual DevelopmentLanguage DevelopmentSocial and Emotional Development
LucenaKnowledge
VA10789
A90939291
IN VI
Skills
VA A9998
100100
IN12
VI
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Areas of Early ChildhoodDevelopment
Physical DevelopmentIntellectual DevelopmentLanguage DevelopmentSocial and Emotional Development
DoiloKnowledge
VAl
A67757157
IN32252942
VI
Skills
VA1
A74717664
IN25292435
VI
Areas of Early ChildhoodDevelopment
Physical DevelopmentIntellectual DevelopmentLanguage DevelopmentSocial and Emotional Development
Misamis OccidentalKnowledge
VA A86848586
IN14161514
VI
skmsVA A
79788166
IN19191620
VI
Legend: VA - very adequate; A - adequate; IN - inadequate; VI - very inadequate
In Lucena, it is interesting to note that while knowledge was ratedas adequate, two respondents rated their skills in ensuring intellectual asinadequate. In floilo and in Misamis Occidental, it can be noted that thediscrepancy between knowledge and skills may be less. Nevertheless, theassessment of approximately 1/3 of the Iloilo respondents regarding theirinadequate knowledge and skills may be of particular concern in theenrichment of the PES program.
If the data were analyzed vis-a-vis the significant learning ofparents, it could be seen that early childhood development ranked amongthe less mentioned areas in Lucena. hi contrast, this was more frequentlycited in Iloilo and in Misamis Occidental. However, what cannot beexplained fully is the fact that approximately 1/3 of the Iloilo respondentsstill rated their knowledge and skills as inadequate.
Again, the introduction of the DCSPG in Iloilo and in MisamisOccidental may be a factor to consider. In particular, could it haveheightened the awareness of the parents on the importance of earlychildhood development? And, to what extent did it encourage (orperhaps deter) the development of parents' skills especially in ensuringthe intellectual development of their children?
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• Health Care
In health care, the respondents assessed their knowledge and skillsas follows:
Table 29. Assessment of Knowledge and Skills in Health Care
Health Care Areas
Child Spacing...Children's Illness...ImmunizationNutrition, Growth. . .Prevention, Early...
LucenaKnowledge
VA12
228
A88
100989892
IN VISkills
VA A10092979989
IN
831
11
VI
Health Care Areas
Child Spacing...Children's Illness...ImmunizationNutrition, Growth...Prevention, Early . . .
noiioKnowledge
VA21
11
A7487878858
IN2312131141
VISkills
VA21
11
A7290918761
IN2699
1238
VI
Health Care Areas
Child Spacing...Children's Illness...ImmunizationNutrition, Growth...Prevention, Early...
Misamis OccidentalKnowledge
VA8489857485
A1611152615
IN VISkills
VA5955655243
A2126142842
IN21
41
VI
In Lucena, both knowledge and skills were rated generallyadequate/ with approximately 10% assessing their skills in detectingchildren's disabilities and preventing children's illnesses as inadequate.
Although the picture may not be as hopeful in Hollo with quite anumber rating their knowledge and skills as inadequate, a closer look atthe data reveals that less respondents gave inadequate ratings comparedwith their ratings on early childhood development Like the Lucena
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respondents, they appeared to feel inadequate in preventing/ detectingchildren's disabilities. Also/ close to 1/3 of the respondents feltinadequate in applying their knowledge on child spacing and breastfeeding.
In Misamis Occidental, most of the respondents gave veryadequate and adequate ratings of their knowledge and skills in healthcare while less than 5 respondents assessed their health skills asinadequate. The data nonetheless underscores the fact that the area ofhealth care can be further enhanced.
• Techniques in Disciplining/Managing the Behavior of Children
In terms of techniques in disciplining their children, therespondents assessed their knowledge and skills as follows:
Table 30. Assessment of Knowledge and Skills in Disciplining Children
Techniques
Time-outLoss of privilegeRestitutionRewardsIgnoring
LucenaKnowledge
VA51
1016
A9599989084
IN
2
VISkills
VA A10010092
100100
IN
8
VI
Techniques
Time-outLoss of privilegeRestitutionRewardsIgnoring
DoiloKnowledge
VA
1
A4040384439
IN6060625561
VISkills
VA
1
A40366
5640
IN4336553234
VI179
362
23
Techniques
Time-outLoss of privilegeRestitutionRewardsIgnoring
Misamis OccidentalKnowledge
VA7080439070
L A3020571030
IN VISkills
VA40366
5640
A4336553234
IN179
362
23
VI
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In Lucena, the data indicate that almost all of the respondents ratedtheir knowledge and skills in disciplining/managing the behavior of theirchildren as adequate. An exception is the use of the technique ofrestitution where eight felt they still had inadequate skills.
In Hoilo and Misamis Occidental, however, the data reveal thatmore respondents felt they had inadequate skills in the use of certaintechniques. In Hoilo, more than half rated themselves as havinginsufficient knowledge and skills, particularly in the use of the techniquesin restitution and ignoring.
While certain techniques may have been learned through the PESsessions, how are these translated into actual practice? Are theyincorporated in the parents' repertoire of behavior and how do parentsimpose discipline to ensure observance of these rules?
a] Setting of family rules
Across the three sample areas, almost all of theparents had developed rules for their children to observe.In Lucena and Misamis Occidental, 100% said mat they donot apply any rules in their families.
A close look at the data reveals that parents seem tohave two sets of rules, namely: general guidelines forpersonal and family behavior, and specific rules/prohibitions for their children.
Table 31. Guidelines for Personal and Family Behavior
GuidelinesSharing in household choresShowing consideration and respecttowards others, especially eldersPraying regularlyRefraining from shouting at/ quarrellingwith each otherConsulting each other regarding majordecisionsShowing fair treatment (no favoritism) andhonestyObserving personal hygieneAvoiding vices/bad companyHelping neighbors/ doing good to others
Lncena9587
7129
21
13
1933
noiio1711
21
2
4
Misamis Occ.6611
95
5
12
31
i
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The guidelines appear to stress certain values andnorms such as shared responsibility, respect for others, andhonesty. Also, praying/asking for spiritual guidance seemsto be a fairly common practice.
How these guidelines are applied to children can begleaned from the following table.
Table 32. Specific Rules for Children
GuidelinesStaying home after darkPlaying /watching TV only after schoolassignment/household chores are doneEating together as a familyNo loitering around the neighborhoodAsking permission before going outSteeping early on weekdaysAvoiding playing with fire/sharp objectsAvoiding obscene movies
Lucena7869
61512315--
Doilo6
11
-216--
Misamis Occ.2825
-6--76
The data indicate that parents try to instill some senseof responsibility in their children (e.g., finishing assignedtasks first before playing). Also, the respondents seem tostress the importance of studying well. Thus, it appears thatseveral see the need to develop their children's sense ofresponsibility towards self and others, as seen in the rule onasking permission to go out
The concern for their children's safety and securitycan be gleaned also from the data. For example, severalseem to have strict injunctions about loitering, staying homeafter dark, and playing with dangerous objects.
b] Managing Children's Behavior
Setting family rules may not be the only means bywhich parents try to manage their children's behavior. Theprocess of instilling appropriate norms and dealing with"violence" of accepted standards appears to be accompaniedby a variety of techniques to impose discipline. The tablebelow gives details on this.
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Table 33. Techniques in Behavior Managementand Assessment of their Effectiveness
Techniques
Giving advice/explanationRewardsIgnoringWarning/Giving threatsPraisingTime outWithholding privilegesModellingRestitutionSpanking/beatingShouting/name callingPinchingScolding/ reprimandLocking up/making childkneel or stand in comer
LncenaEffective
8581655849313115117----
Not Effective
---
13--
19--
788934--
iloiloEffective
45-1
13-----
2826
126
Not Effective7-13-----
489541
Misamis Occ.Effective
53131-
232312132---
Not Effective--34---
'-
571051-
From the data, it appears that the respondentsemploy a variety of techniques in behavior managementThese range from punitive measures, such as physicalpunishment, to positive reinforcement, such as givingrewards and praising.
In Lucena and in Misamis Occidental, therespondents explained that positive reinforcement measuressuch as giving rewards and praising, boost the self-esteemof children. Giving advice could provide a venue for two-way communication and could help the children realizedtheir faults. On the other hand, some punitive measurescould also be effective, particularly in making childrenaware of the limits of acceptable behavior and theconsequences to them if they misbehave.
Some measures can be noted to have been foundboth effective and ineffective. Significant among these arewarning, withholding privileges and spanking. The parentsreasoned out that while they may be effective in the short
i
•I1II
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run, they may not be so eventually. As some pointed outchildren may remember the pain but not the reason for thepunishment Also, some said that children may becomehardheaded and rebellious.
On the techniques found ineffective such as shoutingand pinching, the parents said that these tend to makechildren feel deprived and rejected.
In Doilo, it is interesting to note that more punitivemeasures were cited. The reasons cited by the parents areequally interesting. While giving explanations wasacknowledged to develop children's rational thinking andbehavior, punitive measures such as corporal punishmentare seen as deterrents for "bad" behavior. According tosome, their children would not listen and rememberparents' injunctions unless they got hurt physically.Nevertheless, they also acknowledged that they themselvesfeel hurt when they inflict physical punishment and somechildren keep on repeating their misdeeds.
Across all areas, the parents explained that physicalpunishment is resorted to if all other measures do not work.Also, they find employing a combination of techniques (e.g.,advice, scolding or shouting, sometimes spanking) to beeffective in some instances. As some said, the use of everytechnique would depend on the situation.
Furthermore, some parents noted that the effective-ness of a particular technique depends on the age of thechild. For example, some find ignoring effective for pre-schoolers because it makes the children realize that theirparents would not pay attention to them. On the otherhand, restitution seems more effective for children age 10and above because the children in this age group may notwant additional tasks given to them.
On the whole, the data indicate that while the PESsessions may have enhanced the knowledge and skills ofseveral parents, the utilization of techniques in behaviormanagement largely depends on the parents' assessment ofthe situation and what would work with their own children.
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• Husband-Wife Relationship
To what extent did PES lead to changes in husband-wife relationship? Like the other areas covered by PES, alook at the data on knowledge and skills gained by therespondents can indicate some significant results.
Table 34. Assessment of Knowledge and Skills inHusband-Wife Relationship
Techniques
Praising each otherFocusing on the positiveAffirming each otherSharing of rolesUse of the "language of theheart"Levelling with each otherPracticing one's religionRedirecting negative feelings toconstructive, productive...
LucenaKnowledge
VA2295
171
2-2
A7891
L 958299
9810098
IN
1
VISkills
VA4
L 3
A9595999999
9910095
IN1111l
l-4
VI
Techniques
Praising each otherFocusing on the positiveAt faming each otherSharing of rolesUse of the "language of theheart"Levelling with each otherPracticing one's religionRedirecting negative feelings toconstructive productive
HolloKnowledge
VA11111
111
A5851747453
606856
IN4148252535
393143
VISkills
VA11111
111
A6558778070
677781
IN3441221929
222218
VI
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Techniques
Praising each otherFocusing on the negativeAffirming each otherSharing of rolesUse of the "language of theheart"Levelling with each otherPracticing one's religionRedirecting negative feelings toconstructive productive
Misamis OccidentalKnowledge
VA7856437766
707940
A2244572234
302160
IN VISkills
VA6237287954
576844
A3658651941
283156
IN254.1
11-
VI
From the data/ it appears that in Lucena, knowledge and skillswere rated favorably, compared with Doilo and Misamis Occidental.Marked changes could be seen in specific areas such as praising eachother and sharing of roles. While it may be difficult to attribute thesechanges solely to program inputs, the data may indicate that theknowledge rated as very adequate in these areas had contributed to thedevelopment of corresponding skills. Nevertheless, the number ofrespondents who rated their skills as inadequate, although relativelysmall, may point to some need for improvement particularly in the areaof redirecting negative feelings where four respondents rated their skillsas inadequate.
In Doilo, the responses indicate that some respondents still feltinadequate in terms of all the areas covered in husband-wife relationship.Nevertheless, it can be noted that there had been some decrease in thenumber of inadequate responses, particularly along focusing on thepositive and praising each other, may be of particular concern.
In Misamis Occidental, the data appear to support the finding thatknowledge and skills in husband-wife relationship was the significantarea of learning of more than half of the respondents. However, whatmay need to be focused on is the fact that 14 respondents rated their skillsas inadequate, as compared with no respondent who rated his/herknowledge as inadequate.
The crucial question, however, is how the respondents utilize theirknowledge and skills in enhancing their marital relationship. Here, theperceived changes along four dimensions may be useful to consider.
iH•1•Q«Vm•••••
57
a] Communication
The table summarizes the data shared by therespondents.
Table 35. Perceived Changes in CommunicationBetween Husband and Wife
Sample Areas
LucenaUoilo
Misamis Occidental
Before FES•f647126
-362639
After PES+
1009065
-
7
It can be noted that before the implementation of PES, opencommunication apparently existed in several families. As somerespondents explained, they could fully discuss their concerns andconsult their spouses regarding major decisions. Some also saidthat they did not let their children witness any quarrels and tried tosettle their differences before sleeping.
The couples who seemed to have had problemscommunication with each other explained mat they sometimesresorted to shouting and using unpleasant words. In Lucena, ninecouples used to quarrel even in the streets; three wives mentionedthat their spouses were irritable and could not communicatewithout using physical abuse. In Doilo and Lucena, a fewmentioned that they could hardly find time to talk because theirspouses would come home drunk. Three in Hollo complainedabout their nagging spouses.
After PES, most of those who saw positive changes relatedthat they now try to develop more openness with their spouses.Some of the common means are the following:
• discussing problems when both are in the proper mood;• avoiding verbal and physical abuse;• settling petty quarrels before sleeping;• spending more time with the family and minimizing
vices.
ma
iiIIi]iiiiiIII1IIIi
58
Among the seven couples in Doilo who perceived no signifi-cant changes, the respondents claimed that their spouses still resortto shouting. One stated that she keeps silent just to maintain somesemblance of peace.
b] Love
Along the dimension of love, the data reveal thefollowing:
Table 36. Perceived Changes in Demonstrating Love
Sample Areas
LucenaHoiloMisamis Occidental
BeforePES+787064
-222923
After FES•f988169
-2
1318
Prior to implementation of PES, the majority of therespondents appear to have had relatively less difficulties indemonstrating their love, as compared with the problems inmaintaining good communication. As explained by somecouples, they manifested their love through various meanssuch as being sensitive and attending to each other's needs,sharing responsibilities, hugging and kissing.
After PES, positive changes noted by somerespondents are the sharing of more responsibilities athome, increased awareness of each other's needs, focusingon the positive rather than on the negative, and becomingmore expressive in showing love.
On the other hand, some see no positive change.Among these are cases where the rift between husband andwife apparently runs deep because of marital infidelity. Asone wife stated, she started to care less when she learnedthat her husband was having an affair with another woman.Also, some noted that their spouses still feel jealous,regardless of their efforts to demonstrate their love.
The number of respondents who perceive positivechanges may outweigh the number who do not see any
ItIII
IIII9III3!II
59
changes. However/ the explanations of those belonging tothe latter group are worth noting.
From the responses, it can be seen that mutual trustneeds to be developed as the firm foundation of meaningfulhusband-wife relationship. If this is destroyed, eitherthrough some real or imaginary reasons/ the couple mayexperience difficulty in reestablishing their previousharmonious relationship.
c] Respect
Data regarding this dimension are summarized in thefollowing table:
Table 37. Perceived Changes in Showing Respect
Sample Areas
LucenaHoiloMisamis Occidental
Before PES+798336
*g
211059
After PES+998378
-1
1011
Based on the responses, several couples assessedthemselves favorably in this dimension even before theintroduction of PES. While in Misamis Occidental andLucena show marked increase of favorable assessment afterPES, it is interesting to note that Hoilo respondents show nochanges after PES.
From the explanations of the respondents/ it appearsthat respect is associated with affirmation of the spouse as aperson in his own right Also, respect is seen in theconsideration of the other person's ideas and feelings. Thus,those in Doilo who perceive no significant change cited thefollowing as manifestations of lack of respect demanding/expecting submission, deciding on family matters withoutconsulting spouse, and ignoring spouse's feelings.
Admittedly, stereotyping of gender roles cannot bedisregarded. For example, some wives mentioned the fact
i
t
1IIII
60
that their husbands make major decisions withoutconsulting them. However, to what extent mis is alsoperpetuated by the submission of the wives to theirhusbands' wishes may need to be explored further.
In Lucena and in Misamis Occidental, the positivechanges seen are along the avoidance of humiliating spousein public, avoiding physical and verbal abuse, and trying tofocus on positive traits.
d] Appreciation
The following table gives data along this dimension.
Table 38. Perceived Changes in Demonstrating Appreciation
Sample Areas
LucenaIloiloMisamis Occidental
Before PES+857337
-15
-58
After PES
1007660
-
1432
The results show that prior to PES implementation,several respondents rated themselves favorably. In MisamisOccidental, however, me respondents identified markedchanges after PES.
Those who did not rate themselves favorable in thisdimension explained that they used to take for granted somethoughtful acts of their spouses, either because they were"too busy" or because they expected such acts as part of thespouse's responsibility. On the part of female respondents,they cited that their husbands would fail to acknowledgeextra efforts they exerted (e.g., well-cooked meal). On thepart of the male respondents, they explained thatsometimes, their wives would fail to show appreciation ofsmall gifts or "pasalubong'. A few also mentioned that theycould not recall having appreciated positive qualities oftheir partners because they "always quarreled".
After PES, some respondents explained that they tryto exert efforts in showing their appreciation of the positivequalities, thoughtful gestures, or acts of their spouses.
61
I*I1IIII1IIIIIIII
Appreciation appears to be commonly shown through moreverbal expressions, such as becoming more generous inpraising each other, or being more attentive to the other'sneeds. Some also observed that they have more time tofocus on positive traits as a result of less frequent quarrels.
• Parenting Rights and Duties
In terms of parenting rights/duties, the respondentsassessed their knowledge and skills as follows:
Table 39. Parenting Rights and Duties
Techniques
Keeping children company;support, educate...Giving love and affection. . .Providing them with moraland spiritual guidanceEnhancing physical andmental healthFurnishing with goodeducational materialsRepresenting them . . .Demanding obedienceImposing discipline
LucenaKnowledge
VA8
2
5
515
A92
98100
100
95
1009585
IN VISkills
VA98
98100
100
%
10010089
A2
2
4
11
IN VI
Techniques
Keeping children company;support, educate..Giving love and affection..Providing them with moraland spiritual guidanceEnhancing physical andmental healthFurnishing with goodeducational materialsRepresenting themDemanding obedienceImposing discipline
DoiloKnowledge
VA2
11
1
2
211
A77
7268
73
69
708377
IN21
2731
26
29
281622
VISkills
VA2
11
1
2
211
A89
8481
82
72
828583
IN9
1518
17
26
161416
VI
IIIII1III1IIII3IIII
62
Techniques
Keeping children company;support, educate...Giving love and affection. . .Providing them with moraland spiritual guidanceEnhancing physical andmental healthFurnishing with goodeducational materialsRepresenting them. . .Demanding obedienceImposing discipline
Misamis OccidentalKnowledge
VA82
7856
68
70
477375
A18
1214
22
18
431715
IN VISkills
VA72
7073
54
56
356975
A16
3017
35
32
532615
IN2
1
2
2
VI
In Lucena and in Misamis Occidental, most of therespondents appeared to have gained adequate knowledgeand skills, except for a few who felt they had inadequateskills in certain areas, such as supporting, educatingchildren; furnishing mem with wholesome educationalmaterials; and imposing discipline. Although the picture inDoilo may not be encouraging because of the respondents'assessment of inadequate knowledge and skills in all areas,it is interesting to note mat parenting rights and dutiesappeared as the significant learning of some 60 respondents,as discussed earlier. The reason for the discrepancy couldperhaps be further explored by program implementors.
Again, the question of how the parents utilize theirknowledge and skills need to be considered. Here, the dataon the respondents' actions to protect their children's rightsmay be useful.
iIIIIIIIIIIIIIIIII
63
Table 40. Actions to Protect Children's Rights
ActionsWorking hard to send children to schoolAttending to their basic needs such asfood and clothingSpending time with childrenChoosing peaceful community to live inBringing children to health center forhealth needsMonitoring children's activitiesCounselling childrenAllowing children to join sports/ schoolprogramRespecting children's (age 13 and above)decisions re their careerChoosing children's (age 0-10) friendsand gamesEncouraging expression of ideas andfeelingsTeaching children proper values
Lucena8062
442520
15158
8
8
5
-
Doilo6767
33123
-21-
-
-
1
26
Misamis Occ.5636
---
70--
-
-
-
34
The data indicate that in all the sample areas, therespondents give importance to their children's educationand their basic needs. As some respondents in Doiloexplained/ they try to find ways of earning money (e.g.,vending) so that they can send their children to school.
In terms of providing for their children's basic needs,a few mentioned maintaining backyard gardens to ensuretheir supply of low-cost nutritious food. Also, a fewmentioned that they would buy their children's clothes ifthey have money to spare. One explained that herchildren's clothes may be old but she makes sure they areclean before sending her children off to school.
Aside from the provision of basic needs, the parentsalso appear to be aware of their responsibility for providingproper guidance to their children. In Lucena, it isinteresting to note that a few parents distinguish some areasthey would allow their children to make decisions on,depending on their age range.
I
64
On the whole/ the data indicate that more than half ofthe respondents recognized their responsibilities towardstheir children. Despite apparent hardships, their efforts toprovide their children a secure future are worth noting.
I
i!IIIniiii
• Perceived Changes in Role Performance
In all the sample areas, 98% of the respondents stated thatthe learning they acquired through the PES program changed theirrole performance as parents. In Lucena and in Misamis Occidental,all the respondents said mat the program influenced some changes.
In floilo, only four out of 100 said mat PES did not make anydifference while two did not provide any answer. Among the fourwho gave negative responses, three explained that they alreadyknew their responsibilities before attending the PES sessions whileone said she was performing her role as she did before.
The respondents who perceived some role changes cited thefollowing:
Table 41. Perceived Changes in Role Performance
ChangesImproved skills in disciplining childrenAwareness of responsibility to protectchildren's rightsAwareness of need for opencommunication in familyAwareness of the need to serve as rolemodels for childrenImproved methods of child careImproved husband-wife relationship
Lucena8554
36
25
--
noilo86
22
1
535
Misamis Occ.2425
25
35
11
As the data show, the program enhanced the roles ofthe parents as caregivers and protectors of their children'srights. As some participants explained, the knowledge andskills learned improved what they knew from theirexperience as caregivers. With more confidence in theirabilities, some also explained that they improved themselvesand became better persons.
I
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:iiii!IIIIIII
65
• Areas in Family Life Needing Farther Enrichment
Although PES sessions apparently led to some changes, therespondents identified some areas in family life which could befurther enriched. These are as follows:
Table 42. Areas Needing Further Enrichment
AreasAugmenting family incomeValue formation/spiritual aspectof family lifeManaging behavior of youngchildren and adolescentsNew techniques in health careHusband-wife relationshipNeighborhood relationship
Lucena8140
39
---
Iloilo3411
12
452
MisamisOcc.255
15
1734-
Economic problems could not be dissociated fromfamily life, apparently. While the data earlier presented revealhow parents try to balance provision of basic needs with scarcity ofresources, the respondents feel they would need concrete assistancein augmenting family income.
Although only a few parents identified the need forscholarship grants and other forms of educational assistance fortheir children, it does not point out the importance they place oneducation. This may be beyond the scope of the present program.Nevertheless, it may be an area to look into, as well as providingconcrete opportunities for parents to enhance their family life.
Recommendations
Among the recommendations of the respondents were the following:
• continuing the program so that more parents could avail of it;
• conduct of follow-up sessions to all to see if knowledge and skills arepractised;
I
66
IIIIIIIIIIII1IIII
• conduct of seminar on improving living conditions, including thedevelopment of skills for livelihood projects;
• conduct of sessions by male implementors so that more maleparticipants would be encouraged to attend.
Summary
The survey results show that the NPEA was the most widely utilized PESintervention in Lucena, Iloilo, and Misamis Occidental, although the DCSPGappeared to have been availed of also in Iloilo and Misamis Occidental. Despitethe seemingly uneven utilization of PES interventions, the parents weregenerally satisfied with the program. They rated the PES implementors andvolunteers as effective, citing their efficient services, the use of variety of trainingmethods in PES sessions, their commitment and availability.
While there are discrepancies in knowledge and skills acquired throughPES sessions, the program appeared to have contributed significant learning,particularly in the areas of disciplining children (Lucena), parenting rights andduties (Iloilo), and husband-wife relationship (Misamis Occidental). The parentscited more changes in their role performance as caregivers and protectors oftheir children's rights.
The survey results reveal that the parents give importance to men-children's education and the provision of their basic needs. Furthermore, therespondents feel that some areas in family life which could be enriched are onaugmenting their family income, value formation, managing the behavior ofyoung children and adolescents, health care, and husband-wife relationship.
J
IIII]IIIIIIIIIIIII
Section 5
CHILDREN'S FEEDBACK
This part of the study focuses on the effects of the FES program on parent-child relationships and other aspects of family life, as seen by the childrenthemselves. It discusses their perceptions along the following areas:
• children's basic needs for growth and development and how these aremet by their parents;activities their families do together;manifestations of parental love in their daily lives;forms of discipline employed by parents;parents' relationship and conflict/s, if any;children's dreams and aspirations.
Due to problems in sampling and data collection as explained in the firstsection of this report variations in the amount of details provided by thechildren can be noted across all areas. Articulation and recall appear to havebeen affected by the age range of the children, along with the period andcoverage of PES implementation in the sample areas.
In Lucena, the children interviewed belong to the 6-12 age range while inIloilo and Misamis Occidental, most of the children belong to the 0-6 age range.Also, all the Lucena respondents were 19% PES participants while those fromIloilo and Misamis Occidental participated in the PES earlier - i.e., from 1992-1995. Thus, the children's abilities to articulate their ideas and to recall certainPES-related events may have been affected by these factors.
A. Children's Needs and Perceptions of Adequacyof Parents in Meeting Their Needs
The table below gives the children's assessment regarding provisions fortheir basic needs.
IIIII1IIIIIIII1IIII
68
Table 43. Children's Perceptions on Adequacy of Meeting Their Needs
NEEDS
love and affectionnutritionwaterclothingshelterimmunizationmedical caredental careschoolingplay/recreationreligious traininglearning bodily skillslearning communication skillslearning self-confidencerelating with othersothers
LUCENAYES9593848789808846838880597777833
NO47
15121015114978
188
151712-
NA*1-11151511423386597
ILOILOYES9999959797948664989893999588950
NO114225
13351I604
1140
NA*
-
MIS AMIS OCC.YES
9899
10010010099857398%%929595956
NO210001
152724485440
* NA- No Answer
Favorable ratings on adequacy of need provision are significantly higherthan unfavorable ones, except for dental care in Lucena. The reasons cited bythe children give some insights about what they associate with ways of meetingtheir needs and these are discussed in the following pages.
• need for affection and love
Across the sample areas, the majority of the children identify theprovision of their basic needs, such as food, clothing, and education, as adirect manifestation of parental affection and love. Some explained thatthey feel their parents' love because they buy things they need for school.Others cited that their parents give them money for toys, candies, andcloths.
Aside from the provision of basic needs, other manifestations oflove and affection appear to be. provision of individualized care andattention; showing interest in their studies; teaching discipline; andproviding psychological/emotional support
On provision of individualized care, some children from Lucenaand Doilo stated that their parents attend to their personal needs and
AIIII3IIIIIIIIIIIIi
69
necessities. Some explained that they feel their parents' love when theirmothers prepare their "boon" and school uniforms. Still others cited thattheir parents attend to their health needs.
While sending children to school appears to be associated withbasic needs, showing concern for their studies is a further manifestationsof their parents' love. As some Lucena and Misamis Occidentalrespondents explained, their parents guide mem in their studies ormonitor their homework. Still others cited that their parents listen to theirstories and experiences in school.
It is interesting to note that some children recognize discipline as amanifestation of their parents' love. Further, the use of certain techniquesis associated with their parents' concern. In Lucena and MisamisOccidental, for example, some stated that they feel their parents' lovebecause they seldom get spanked. In Misamis Occidental, 13 childrenexplained that their parents give them advice or proper guidance, insteadof spanking them. On the other hand, some Doilo respondents explainedthat spanking shows their parents' concern when they commit mistakes.
In providing psychological/emotional support some concretemeans identified are hugging and kissing. These were cited in all areasalthough a few Misamis Occidental respondents said that they feel theirparents' love when they are praised for work done well.
On the few unfavorable ratings on love and affection, the childrenfrom Lucena cited these reasons : parents always spank them; or theirparents have other families now and QO not love them anymore. Fourfrom Lucena feel that only their mothers love them because their fathersspank them. Misamis Occidental respondents, on the other hand, citedtheir parents' frequent quarrels as an indicator of their unmet need forlove and affection.
• need for nutritious food
Despite poor economic conditions, the majority of the children seetheir parents as being able to provide them affordable food for their mealsand snacks. In Misamis Occidental, 28 shared that their meals usuallyconsist of vegetables and fish; 10 noted that their daily diet includes lot ofvegetables; and 12 said that they always have balanced diet In Lucena, achild shared that his father raises his own crops, vegetables, and livestockfor family consumption.
I
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1
I
I
1
i
I
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I
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70
Among the children who regarded the need for nutritious food asunmet by their parents, one Misamis Occidental child qualified that mishappens only occasionally when his parents have no money to buynutritious food. In Lucena, seven cited various reasons such as: motherbuying cooked food from their neighbors; mother always servingvegetables; or parents always serving sardines as the main dish.
• need for safe water
Communal deep wells or artesian wells appear to be the mainsources of drinking water. A few however, have NAWASA facilities.Respondents from Lucena and Doilo related mat their parents boil theirwater for drinking.
Among those who rated this area as an unmet need, the childrenfrom Lucena referred to the absence of water facilities at home and theirdaily assignment of fetching water from a nearby deep well. Anotherchild described their containers for drinking water as unclean, anobservation which may reflect the parent's inadequate concern forcleanliness and sanitation in the home.
• need for clothing
Several Lucena respondents explained that their mothers attend totheir needs by ensuring that they have enough clean clothes for daily use.Some also cited that their parents buy mem clothes for special occasionsor school programs. In Doilo, some stated that wearing "hand-me-down"clothes is the dominant practice, with new clothes bought when theirparents have money. However, respondents from Doilo and MisamisOccidental acknowledged that their parents attend to their need bybuying them school uniforms.
The "no" responses came mainly from Lucena, where somechildren explained that they do not have enough school uniforms andwear dirty and tattered clothes. Further, some stated that their mothersare too busy to prepare clean clothes for school.
• need for shelter
The explanations of the children from the three geographical areasreveal some aspects they focus on. In Lucena, the responses show thechildren's apparent concern for well-cared for homes (e.g., clean homewith flowering plants). A similar pattern can be noted in Doilo, althoughthe children seem to relate space with socio-economic conditions (e.g.,
'*Iiiiiiiiiiiiii
72
Of the negative responses in Lucena, the children explained thattheir parents do not have sufficient finances to meet their school needs.Similar responses can be noted in Misamis Occidental (e.g. needs relatedto schooling can only be provided if there is extra money available).
• need for play and recreation
From the children's explanation, it appears that most parentsprovide for recreational needs under certain conditions. Most of thechildren stated that they are allowed to play when their household choresor school assignments are done. Playing outside the house appears to beallowed within certain time limits. While several children explained thatthey play with friends or schoolmates, a few children from Lucena relatedthat their parents spend time to go out to parks or other places with themon special occasions.
Among the negative responses, a few children in MisamisOccidental claimed that they are allowed to play only occasionally orduring recess periods in school. In Lucena, eight complained that theirparents scold them when they are caught playing with some unfinishedwork.
• need for religious training
In general, the children claimed that their parents teach them topray. Also, most of them said that their families go to church on Sundays.
However, a few stated that they only learned how to pray inschool. Some explained that praying regularly is not a practice in theirown homes.
• learning bodily skills
B in Lucena and Iloilo, many children stated that their parents teachthem about different body parts and their uses. In Iloilo, instructionalong this area appears to be mainly functional, such as teaching children
I to do household chores better and assisting fathers at their jobsites. Somerespondents from Iloilo and Misamis Occidental, however, claimed thatthey have learned bodily skills outside the house, such as in school or
I through play activities.
ii
73•s Negative responses noted in this area came from Lucena and—. Misamis Occidental where some children stated mat their parents are too• busy to teach them or have provided little opportunities for them.
mm • teaming communication skills
Most of the responses cited the children's experiences with their
•parents in teaching them reading, writing, and speaking correctly. Somechildren also related 1earnin<r romrrmniratinn skills with rtftww swfiiritioachildren also related learning communication skills with other activities,such as allowing them to play with friends to develop their skills ininteracting with others; allowing them free expression of ideas; andteaching them good manners.
• learning self-confidence
1
1
•In Lucena, the children cited that their parents praise their good
behavior or give them recognition or rewards for their achievements. InHoilo, some children feel that their parents try to develop their self-
Hj confidence by encouraging them to assert themselves and teaching them^ to be independent In Misamis Occidental, several children referred to_ the guidance being given by their parents, e.g., to participate actively in• class and to study well.
« The negative responses, on the other hand, reveal some of thechildren's observations regarding their parents7 attitudes, such as being"stingy" in giving praise; not giving mem attention because of work« demands; and insulting them. In Hoilo, one blind child was observed tohave very negative reactions in this area and appears to feel hampered byher disability.
• relating with others
|j The majority of the respondents rated the adequacy of meeting thisneed favorably. Some concrete indicators are being allowed by their
w parents to interact with others and being allowed to meet new friends.•H On the other hand, some Lucena respondents stated that their parents
either allow them limited time to play outside the home or allot a lot of• time for household chores. Some also complained that they have few™ friends because their mothers choose their playmates for mem.
• On the whole, the data on meeting the biopsychosocial needs of childrenreveal that children equate need provision with both tangible and intangible
•
aspects. The children's explanations indicate the need to balance psychosocialrequirements with their physical needs.
•
74
1
•
I
•
1
•
i
1
I
I
1
•
I
1
I
1
I
I
Furthermore/ the frequent reference to roles played by mothers impliesthat they play a significant part in children's biopsychosocial developmentWhile the roles of mothers are emphasized, strengthening the participation offathers in parenting roles may be explored for future program development
8. Activities Family Members Do Together
The following table summarizes the data garnered from the children.
Table 44. Activities Family Members Do Together
Activities
EatingPrayingDoing house-hold choresAttendingfiestas/ partiesPlayingGoing to churchReading storiesMaking toysOthers
LucenaAl-
ways6837
23
26144671-
Some-times
2853
64
5556415342-
Ne-ver17
7
10158
2219-
NoAns.
43
6
9155
1838-
floiloAl-
ways5542
49
3029331918-
Some-times
4439
47
6651544351-
Ne-ver-
18
3
916113730-
NoAns.
11
1
11111-
Misamis Occ.Al-
ways8152
47
2440504092
Some-times
1848
53
65595056634
Ne-ver-.
111.4
28-
NoAns.1.
-
.--
The data indicate that except for being together during meals, otheractivities are not always done as family units. Differences across the three areas,however, can be noted. Efforts to be together in religious activities can bediscerned, although it is interesting to note mat family prayers in Hoilo andMisamis Occidental appear to be done more regularly than in Lucena, whilegoing to church together appears to be more common in Lucena than in the twoareas.
In doing household chores, the wide disparity between the "always" and"sometimes" responses in Lucena and the relatively small gaps in Doilo andMisamis Occidental may be worth exploring. Further, the data indicate matchild-related activities such as playing, reading stories, and making toys seemnot to be done regularly as family units.
In explaining the above differences, the children's reasons for theiranswers may be worth considering. These are summarized in the followingtable.
75
1
•
1
•
1
•
I
•
I
1
I
I
I
I
I
I
I
I
Table 45. Description of How Family Engages In Specific Activities
Type of Activity
Eating
Praying
Attending fiestas/parties
Playing
Description of how family engages in specif k activitiesAlways
• family is obliged to betogether during mealsbecause PES demands it
• family usually eatstogether when all themembers are at home
• it is a rule in the familyto eat together
• family prays togetherbefore each meal andbefore sleeping
• mother encourageschildren to pray always
• family goes to churchduring Sundays
• children are allowed toattend fiestas/ partieswith brothers andsisters
• children attend partiesin school accompaniedby their mothers
• can play with smallsiblings only
• can only play afterchores are done
• children play withparents in the eveningafter work or duringfree time
• types of play are basket-ball, card games, out-door activities mostlywith siblings, cousinsand friends
Sometime• family members have
different schedules, e.g..the father or siblingsusually come home late;mother eats aheadduring breakfast be-cause she goes to work;members are notusually around theboose during mealtime
• members do not eattogether; each eats onhis own
• family does not praytogether, each busyattending to his ownneeds- watching TV orsleeping
• members pray on theirown
• members pray onlywhen going to bed
• parents too busy toteach children to pray
• mothers tend to forgetto bring the children togatherings
• family seldom attendsbecause parents arebusy with work
• members cannot gotogether because eachhas his own scheduleand interest
• mothers accompanychildren to children'sparties
• children have limitedtime for play becausethey have tasks andresponsibilities toperform
• family seldom engagesin play because father isalways at work
• only younger siblingsplay together becausethe others are grown upand have their owninterests and priorities
• only s&lings pla;together with friendsand neighbors
• sittings are restricted toplay indoors becausethey tend to engage inquarrels and disagree-ments
Never
'
• child does not knowhow to pray
• family does not praybefore eating — toohungry to pray
• parents are notinterested in parties
• family does not attendparties because parentsdo not have time andare busy with work
• children are notbrought to parties byparents because theymisbehave and areunruly
• the family has no timeto play together becauseparents are working
• the children arerestricted to play out-side the house and donot have playmatesinside the house
• children cannot playtogether because othersiblings are grown upalready
yi•••i••••i•••i«•ii
76
Types of Activities Description of how family encages m specific activities
Reading stories
Making toys
Always• mothers read stories to
children includingreligious books
• parents do this with thesmall children
• children make toys witholder siblings duringplaytime
• children recall their PESand day care sessionswhen they were taughthow to make toys
• children make/createtheir own toys
• fathers make impro-vised toys for their sons
• mothers make impro-vised toys for theirdaughters
Sometimes• mother does not read
to children but tellsstories about Jesus andwars
• parents are both busyand seldom have time
• mothers reads storieswhen in good moodonly
• children read amongthemselves
• older siblings teachthe younger ones tomake toys
• children are alwaysbought ready madetoys
Never• family sees no need for
this since most of thechildren are grown up
• family does not do thisanymore
• parents do not have timefor this
• children read stories/books by themselves
• family members are allgrown up and do nothave time for this
• parents are not interestedin this activity
The candid responses of the children indicate some factors whichinfluence the time spent on family activities. One major factor appears to be thepreoccupation of parents in meeting the family's basic needs. This can beunderstood when it is taken in the context of the existing poor socioeconomicconditions of PES families. Apparently, earning a living is the priority of severalparents.
As noted in the previous subsection, however, children do have psycho-social needs which may be partly met by activities that foster family ties andenhance their development If parents are preoccupied with economic concerns,what support systems need to be in place? Further, what interventions areneeded to help mothers with their multiple roles?
Another factor influencing the time spent for family activities appears tobe the varying interests among family members, perhaps due to age gaps. Aquestion, therefore, which can be asked is: How can caring and concern forfamily members be promoted?
iii•l
77
Despite these basic issues, the findings do suggest mat the children do notblame their parents or express resentment for limited time spent with them.Apparent during the interviews, for example, were the children's attempts toexplain their situation and their acceptance of their current family conditions.
On the children's explanations for quality time spent with their families,what can be inferred are the existing family norms, values, and practices whichseek to promote closer family ties. Here, the results of the implementation ofPES can be seen. However, the consistency of participation among familymembers may need to be looked into for future program development
1
1•1
•
••1
1•1
•1
C Children's Concept of Parental Love
Apparently, several respondents feel they are loved by their parents . Asthe children themselves explained, they fed their parents' love with theprovision of their basic biopsychosocial needs. The following table gives data onthis:
Table 46. Love of Parents As Seen in Need Provision
Specific Needs
Basic NeedsEducationSocio-emoh'onalDisciplinePersonal needs/ necessities
Lucena(f)1006746334
Hollo(f)432743377
MisamisOcc.(f)3177
3115
The data validate the explanations presented earlier about the children'sneed for affection and love. The respondents referred mostly to the tasks of theirparents in providing for their needs and acknowledge that their parents workhard for them.
The provision of basic needs, such as buying them food, clothes, and toysor giving them money or allowance, ranked first as the perceived manifestationof parental love. This further indicates that direct provision of material needs isa priority need for them.
Providing them opportunities for formal education ranked next Thechildren see education as an important area for their own growth anddevelopment Also, they identified several related actions of their parents tomotivate them to study harder, such as giving "boon" and buying schoolsupplies and materials for projects.
ii«••411•i1••«I••lI
78
While it is apparent that provision of basic needs and education areprimarily perceived to be the main vehicle for demonstrating parents' love, therespondents also identified the non-tangible aspect of love demonstrated bytheir parents. As perceived, love is felt through the provision of their socio-emotional needs, such as bringing them to parks, treating them out, allowingthem to play with their peers, kissing and hugging them, celebrating theirbirthdays, and teaching them self-confidence.
Love of parents is also equated with providing and teaching discipline totheir children. Respondents identified specific behavior/actions of parents andinterpret these as manifestations of love: giving them advices, teaching themgood manners and right conduct showing them good moral values, notspanking mem, and showing fair treatment among siblings.
Likewise, respondents feel their parents' love when their personal needsand necessities are attended to appropriately. They equate parents' actions andaccompanying behavior as concern for their welfare. Examples given weretaking care of them when they are sick; cooking and preparing their "boon";bathing them; bringing them to doctors; and preparing their uniforms.
On the perceptions of parental roles and responsibilities, the responsesbasically reiterate the findings on parental love. The following table gives dataon the children's perceptions:
Table 47. Parental Roles and Responsibilities
Responsibilities
Provision of basic needsEducationPersonal needs/ necessitiesDisciplineSocio-emotional needs
Lucena<f)7979768258
Iloilo(f)42645
2029
Misamis Occ.(f)588
12
In Lucena, the provision of discipline appears to be the area mostrespondents associate with parenting, followed closely by the provision of basicneeds and education. In Doilo, the provision of educational opportunities seemsto be the priority area. In Misamis Occidental, the provision of basic needsappears to be paramount
In general, the majority of the children across all areas feel that their ownparents are fulfilling their parental responsibilities. The following tableindicates this:
* 79
Table 48. Fulfillment of Parental Responsibilities
•II1IIIIIIIIIIIII
Geographical AreaLucenaHolloMisamis Occidental
YES987399
NO211
No Answer
26
Of the negative responses/ some of the reasons cited include: the"irresponsible'' behavior of the father who is always with his friends or themother as the only person working hard for the family (Lucena), the parentsleaving them alone always (Hoilo); and the parents not allowing the child toattend church activities (Misamis Occidental).
On the whole, the findings indicate mat children equate parental lovewith need provision and performance of parental roles and responsibilities. Thisconcept of parental love may thus be an area program implementors can explorein strengthening the PES.
D. Forms of Discipline Utilized by Patents
• Setting of Family Rules
A great majority of the respondents (100% in Lucena; 75% inDoilo; and 95% in Misamis Occidental) stated mat they haveexisting family rules. The data gathered from the children indicatethat these rules cover two broad areas: observing right conduct anddeveloping proper personal habits. The following table givesdetails on these family rules:
Table 49. Existing Family Rules
Family Rules
• Observing right conduct- showing respect towards elders/ parents- praying before eating- avoiding shouting at/quarrelling with others- showing honesty- doing good to others
Lucena
583116--
Doilo
-22-2
MisamisOcc.
214751
1i•i•]i••i••••i•iii
80
Family Roles
• Developing proper personal habits- doing household chores- finishing assignments before playing/
watching TV- sleeping early on weekdays- going home early- avoiding dangerous places- observance of personal hygiene
Lncena
8475
28---
Hoilo
168
-1655
MisamisOcc.
5122
11055
Family rules related to good conduct reflect socially accepted norms.However, it is interesting to note that Hoilo children did not indicate respect forelders while more than half of the children from Lucena identified this.Nevertheless, this may be due to different language patterns; the Lucenarespondents stated that their parent always stress the use of terms the "po" and"opo", terms which are not found in the language spoken in the Visayan region.
On developing proper personal habits, the rules reflect the need to teachchildren about their responsibility towards themselves and others. Accordingto the children, these rules are meant to be complied with. At the same time,they recognize that they also promote self-discipline.
• Disciplining Techniques Employed by Patents
The following table gives details on the disciplining techniquesused by parents:
Table 50. Disciplining Techniques
Techniquesspankingshouting/ yellingpinching and shoutingscolding with beatingpinchingspanking and advisingname callingloss of privilegetime outadvising/ talkingscolding with advisingrewards/ praiseswarningOthers > letting child
kneel for 30 minutes> undressing
Lucena6360---
'1322-
48-
2515
Uoilo72-6-----1
16---
11
Misamis Occ.17-.
451012--3
16-5-
1
ifl•••i••••I•••iiiii
81
The data reveal that the majority of the respondents' parentsemploy physical punishment to discipline them. Also, some parentsutilize a combination of punitive measures, such as pinching andshouting, scolding and beating.
Across all areas, the data further reveal that punitive measuresoutweigh positive reinforcement measures. In Lucena, however, V< of therespondents' parents appear to use rewards/praises. Nevertheless, theenerging pattern in terms of disciplining children across all areas may bea concern which can be addressed in future program development
E. Perceptions Regarding Parents' Quarrels
Inevitably, children observe how their parents relate with each other andhow they resolve disagreement or conflict The data below reflect the children'sobservations regarding the frequency of their parents quarrels:
Table 51. Frequency of Parents' Quarrels
AreaLucenaIloiloMisamis Occidental
Always1274
Sometimes797891
Never6
123
No Answer332
Across all areas, relatively few parents are observed to bequarrelling always, as compared with those who have occasional disagreementsor conflicts. The number of parents observed never quarrelling appears tobalance the number with frequent quarrels. Nevertheless, it may be difficult toconclude that some couples never have conflicts since they may have their ownways of settling differences without making their children aware of them.
Among those who observed quarrels in their families, several cited factorswhich contribute or give rise to their disagreements. The data are given below:
Table 52. Factors Related to Parents' Quarrels
Factors• Father's personal attributes and
characteristics- vices- irresponsible behavior- going home late- being temperamental- extra marital affair
Lucena
5110-133
Doilo
396333
Miumifl Ore.
50-131-
IIIII1IIIIIIII1IIII
82
Factors• Mother's personal attributes
and characteristics- jealousy- overspending- neglect of home- nagging/gossiping- domineering attitude
• Day-to-day family concerns/issues/difficulties as a whole- lack of money for daily basic
needs- conflicting techniques in
managing behavior of children- inability to perform tasks at home
Lucent
18----
48
15-
Doilo
141--
—
54
Misamis Occ.
---83
m
87
It can be noted that some factors are found across the sample areas, suchas fathers' vices and being temperamental, and conflicts in managing thebehavior of children. On the part of mothers, jealousy seems to stand outalthough this was not a factor identified by the Misamis Occidental children.
The Lucena respondents also identified financial difficulties as a factor inparents' quarrels. While this was not cited by the respondents from Doilo andMisamis Occidental, the fact that it was identified by close to half of the childrenin Lucena may indicate that this is an area to be further explored.
On how their parents express their disagreements, the data indicate sometrends. In Lucena, half of the children cited yelling and shouting as the mostobservable behavior of both parents, with 1/5 describing the verbal exchanges asviolent and marked by cursing and the use of indecent words. The same patternwas also cited by Vi of the Doilo respondents and 3/4 of the Misamis Occidentalrespondents.
Another way of expressing disagreements seems to be talking with eachother in low tones. This was identified by 1/5 of the Lucena respondents and1/3 of those from floilo.
In Lucena and Doilo, the children were able to distinguish variations inthe behavior of fathers and mothers during quarrels. Fathers appear to be moreaggressive, with some using physical force on their spouses and children, suchas slapping/ hitting, kicking, and pulling hair.
In Doilo, 10 children explained that their fathers destroy things in thehouse and two have observed their fathers threatening their mothers with