Guidelines in the Institutionalization of the Social Work Practice Model “Tulay ng Kinabukasan: Empowering Children in Residential Facility to Independent Living – Holistic Approach”

Rehoboth Children’s Home Inc. (RCHI)
Sta. Maria, Camiling, Tarlac

[email protected] (045) 493-0642

Administrative Order No. 01
Series of 2022

Guidelines in the Institutionalization of the Social Work Practice Model
“Tulay ng Kinabukasan: Empowering Children in Residential Facility

to Independent Living – Holistic Approach”

I. INTRODUCTION

The role of institutional care for children should be used only in situations
where there is no other family-based care situation available to a child.
Moreover, children under the age of nine (9) should not be admitted to
institutional facilities and that foster homes are described as being the
preferred method of alternative child care rather than institutionalization1.

Furthermore, the DSWD Revised Standards in Residential Care Service
stipulated that, (a) in support to the DSWD‟s policy on deinstitutionalization,
admission to residential care facilities especially for children should be the last
resort and should follow a time frame based on the maximum duration of stay
in the facility, and (b) residents who are: i.) 15 years old and above; ii.) who
can take care of themselves; iii.) have no chances for adoption/foster care;
and, iv.) those without families/relatives shall be prepared for independent or
group living2.

This policy guideline was developed by a student3 of Master in Social Work at
the University of the Philippines – Diliman with the enormous support and
assistance extended by the Field Instruction Supervisor4, with full cooperation
if the RCHI staff and management headed by Ms. Amelia Tuquero5.
Application of the social work model building processes and facilitation of

1 Article 68. Presidential Decree 603 or the Child and Youth Welfare Code
2 DSWD Administrative Order No. 11 series of 2007
3 Czar Cornelius R. David, Registered Agriculturist & Registered Social Worker currently working at DSWD Field Office III as Project Development
Officer/ Section Head of the National Household Targeting Section (Listahanan)
4 Suzanne Magalona – Nazal, Assistant Professor at UP Diliman – Department of Social Work
5 Amelia Tuquero, RCHI Executive Director

various activities such as situational/agency analysis, gap assessment using
SWOT and problem tree analysis, review of secondary data including agency
reports and related literatures, interviews and focus group discussions with
the staff and clients, and facilitation of survey questionnaires, the output is
something that can used as program intervention for children in residential
facility particularly in addressing overstaying and overdependence in the
agency programs and services.

It is important to note the significant contributions of theoretical perspectives
in crafting the model such as, (1) Ecological Theory, (2) Erickson Stages of
Psychosocial Development, and (3) Empowerment Theory, which served as
bases and foundation in formulating a Theory of Change and Social Work
Practice Model.

The guideline entitled Institutionalization of the Social Work Practice Model
“Tulay ng Kinabukasan: Empowering Children in Residential Facility to
Independent Living – Holistic Approach”, aims to empower the children and
youth in the residential care to become independent and economically-
productive when they reach the appropriate age for being discharged from
residential care. Using holistic approach, the model aims to achieve the
following objectives:

1. To integrates preparations for independent living in the various phases
of case management;
2. To institutionalizes an assessment tool and addressed specific
functional, transformative and developmental needs of children based on
their particular stages of growth; and,
3. To strengthen collaboration with clients‟ families and community
resources to support the transition of the youth to become independent
and economically-productive.

The program will support current and former residents, ages 15 years old and
above, to be equipped with the knowledge, skills, attitude, and values needed
in order to prepare for transition into adulthood and independence.

As presented in Annex1, the model7 is divided into four (4) phases: (a)
Preparatory Phase, (b) Transition Phase, (c) Full Independence Phase, and
(d) Monitoring and Evaluation. Each phase includes processes and activities
that the client, agency, and external parties are mainly involved in. Central to
the implementation of this model focused on the empowerment of the children
and providing support and assistance to be extended by the client‟s
microsystems.

II. SITUATIONAL ANALYSIS

2.1 Client Profile

As of October 2021, the RCHI served 69 clients through residential care (28),
community-based in a form of educational assistance (39) and independent
living (2). Most of the client‟s group were considered disadvantaged belonging
to poor families, abandoned, sexually abused or neglected.

The age of clients varies depending on their level of education. Almost all are
currently enrolled in either Elementary (22), Secondary (22), and College level
(24) and originated either in Tarlac, other provinces of Central Luzon,
Pangasinan and Quezon City.

Almost half of the 28 children in residential care have been staying for more
than two to three years while the remaining half are staying either below one
year (6 children), four to five years (8 children) and above 8 years (3 children).
Based on the DSWD, prescribed period of stay in a residential facility is only 6
months to 1 year8.

The mean or average stay of these children in residential facilities is four (4)
years and eight (8) months, which posted 8 years and 7 months as the

7 David, CCR. (2022). Empowerment Framework and Component of the Practice Model, SW 287 Final Presentation
8 DSWD Memorandum Circular No. 22 series of 2004, or the Policy Paper for De-institutionalization of Children

longest stay in the residential facility. Nineteen (19) clients are at their legal
age9

2.2 Problem Identification

The Rehoboth Children‟s‟ Home Inc. is currently implementing an
Independent Living Program which starts when the client reaches the legal
age (18 years old) specifically those residential care clients whose
reunification with the family is deemed not feasible. The program is designed
to develop the character and skills to make them conscientious and learn
independence to become productive individuals within their community. It is a
free safety net that enables residents to access additional services including,
daily living skills, home management, budgeting and money management,
career and educational planning, housing assistance, and mentoring.

However, based on the assessment and analysis conducted by the Field
Instruction student, it was found out that the implementation of the said
program has serious limitations. These are elaborated in the following
findings:

1. Promoting independent living often neglected as priority program
considering the limitation of funding allocation which are mostly used
for the direct provisions of client needs and operational expenses of
the agency;

2. Insufficient material and financial resources hinder the expansion and
integration of the independent living program which greatly affect the
increasing workload of limited human resources;

3. Lack of support and assistance from the clients‟ family, relatives and
community resulted to overstaying in the residential facility based on
the prescribed duration;

4. Limitation on the preparation for eventual discharge of client and
implementation of independent living resulted to unmet holistic
approach of intervention among clients; and,

9 David, CCR. (2022) SW 287 Integrative Paper

5. There is uncertainty felt by the client about their future affecting their
personal, professional, moral and social aspect due to limited access
to the outside world and support of their significant microsystems.

III. THEORETICAL PERSPECTIVES

3.1. Ecological Systems Theory

A huge part of a child's development is greatly contributed within the context
of the system of relationships that form his or her environment. If the
relationships in the immediate microsystem break down, the child will not
have the tool to explore other parts of his environment10. The children who
grew up in facility verbalized their need for love and attention, their need for a
family or return to their biological families, the stigma and discrimination they
suffer, insecurity, guilt feelings, and the lack of opportunities to interact with
others outside of the institutions.

The underlying principle is that children in the institutions should be cared for
under a structured therapeutic environment with the end in view of
reintegrating them with their families, prepared as socially functional
independent individuals within a community and empowering them to be
independently ready to face the challenges in life once they reached the
adulthood. The role of parents and/or extended family or legal guardian for the
upbringing and development of the child are emphasized in Committee on
Rights of the Child and Universal Declaration of Human Rights11. C Art. 18.1
and UNDHR Art. 16.

3.1. Stages of Psychological Development

It is important to understand the broad framework of the youth development
that emphasize on the social nature of human beings, important influence that
social relationships have on development and a better way to think of the

10 Guy-Evans, Olivia (2020) Bronfenbrenner's Ecological Systems Theory
11 Committee on Rights of the Child (CRC) Article 18.1 and Universal Declaration of Human Rights (UNDHR) Article 16

various conflicts and challenges that the youth may face as they go through in
life.

In the context of the agency, most of the client in the residential facility are

aged 6 to 20 years old. Erickson categorized aged 6 to 12 years old (school

age) under Stage 4: Industry vs. Inferiority, aged 12 to 19 years old

(adolescence) under Stage 5: Identity vs. Role Confusion, and aged 20

to 40 years old (Young Adulthood) under Stage 6: Intimacy vs. Isolation.

Since majority of the children are below 18 years old which is also

considered as a critical stage of child‟s development, this theoretical
perspective will focus on Stage 4 and 512.

During Stage 4, children become capable of performing increasingly
complex tasks using their acquired and developed skills. Those children who
were encouraged and reinforced for their initiatives started to feel competent
and confident in their abilities to achieve certain goals. However, if a child
begins to feel inferior and doubting his own abilities, the child may not reach
his or her potential. If the child cannot develop the specific skills, they may
feel society is demanding, thus developing a sense of inferiority. Although it is
acknowledged that failure may be necessary so that a child can develop some
modesty. But there should be a balance between competence and modesty.

Through constant monitoring of the child's competencies and receiving
encouragement or positive reinforcement from agency staff, the child
develops a sense of pride in their accomplishments. Life skills inventory and
independent living assessment can be an effective monitoring tool to
determine the outcome and impact of providing skills session/training for
the youth with the ultimate goal of developing their competencies and
empowering them.

During Stage 5, the youth search for a sense of self-identity by exploring
their personal values, beliefs and goals in order to belong to a society where

12 Annex 3: Kendra, Cherry (2021). Erickson Stages of Psychological Development

they should fit it. They become more independent, and begin to look at the
future in terms of career, relationships, families, life requirements, among
others. However, failure to establish a sense of identity within society can lead
to role confusion which involves the individual not being sure about
themselves or their place in society.

The adolescent mind is essentially a mind or moratorium, a psychosocial
stage between childhood and adulthood, and between the morality learned by
the child, and the ethics to be developed by the adult13.

Transitioning from childhood to adulthood is very critical considering that
proper guidance is required. It is important that agency staff in the residential
facility must intensify the supervision and monitoring among clients in order to
lead them on the right path. Although trust should be given to clients in all
their actions, proper guidance and supervision is recommended for them to
prepare for adulthood that is ideal.

It is highly recommended to intensify the implementation of the monitoring tool
for case management and life skills sessions. These should be effectively and
efficiently undertaken upon entry of the client to the residential facility and until
discharged. It is important that at every point in the child's stay in the agency,
all programs and assistance extended should be properly accounted for and
documented in order to determine if the targeted improvement on the child‟s
well-being were achieved.

3.1. Empowerment Theory

Empowerment has been claimed as one of the important benefits of children‟s
participation14. CESESMA, a Nicaraguan NGO that supports rural children
and adolescents believes that empowerment should be seen as a process
which links three (3) essential factors: capability, conditions/opportunities, and
attitude15. In order to feel „empowered‟, there must be a condition where the

13 Erikson, 1963, p. 245
14 Kellett. (2010); White and Choudhury. (2010)
15 Annex 4: CESESMA (2015). Model of Empowerment

child can have an influence, must have the knowledge and abilities required in
order to have an influence and, above all, must feel himself or herself capable
of having an influence16.

The agency should consistently carry out appropriate interventions to
address the target goal of improving the attitude, capability and create better
opportunities all for the well-being of the children. It is also noted that
overstaying of children in the residential care facility can be disempowering
because they become more dependent on the services offered by the agency.
This is especially true where there is an absence of plans for discharge,
alternative home care or independent living. Thus, empowerment should be
the central to the independent living program.

The empowerment approach is the foundation in developing this theory of
change. The agency staff must build trust, encourage participation of the
children in terms of decision making, problem solving, analyzing situations in
order to achieve positive development geared towards preparedness and
readiness for independent living.

IV. LEGAL FOUNDATION

Pursuant to the DSWD general policy on deinstitutionalization17, the following
were highlighted: (1) Admission to residential care facilities especially for
children should be the last resort and should have a time frame of six (6)
months to one (1) year of stay in the facility, and (2) Residents who are: a.) 15
years old and above; b.) who can take care of themselves; c.) have no
chances for adoption/foster care; and, d.) those without families/relatives shall
be prepared for independent or group living. Thus, it should be the goal of the
agency to introduce alternative client‟s intervention in order for the agency to
comply with this provision.

16 CESESMA/UNN, 2010: p. 44; translated from Spanish in Shier, 2015: p. 213
17 DSWD Administrative Order No. 11 s. 2007, Revised Standards in Residential Care Services

It is highlighted in Child and Youth Welfare Code18 as general principles that
paramount consideration in the welfare19 and phases of development of the
child and youth:

o The child shall be given adequate care, assistance and guidance
through his various levels of growth, from infancy to early and later
childhood, to puberty and adolescence, and when necessary, even
after he shall have attained 21 years old20;and

o The child shall enjoy special protection and shall be given opportunities
and facilities, by law and by other means, to ensure and enable his
fullest development physically, mentally, emotionally, morally,
spiritually and socially in a healthy and normal manner and in
conditions of freedom and dignity appropriate to the corresponding
developmental stage21; and

o If by reason of his studies or for other causes, a child does not live with
his parents, the latter shall communicate with him regularly and visit
him as often as possible22. Hence, children with parent/s, relatives or
guardians are expected to visit the residential facility on a regular basis
despite of Covid-19 pandemic.

All Non-Government Organizations (NGOs) providing residential care services
must ensure compliance on the DSWD set standards23 which intends to: (1)
protect and promote the interest and welfare of residents in residential care
facilities, recognizing their right to efficient, responsive and effective human
service, (2) ensure that programs and services in residential care facilities will
contribute on the healing, recovery, and social reintegration of residents; and
(3) promote efficiency, effectiveness and accountability in the management
and implementation of programs and services in residential care facilities.

In line with this, the agency must strictly follow the mandatory standards and
indicators set for residential care following the right-based approach service
delivery to the client providing 24-hours residential care, as follows: (1)

18 Presidential Decree 603, or the Child and Youth Welfare Code
19 PD 603, Article 7
20 PD 603, Article 9: Levels of Growth
21 PD 603, Article 10. Phases of Development
22 PD 603, Article 49. Child Living Away from Home
23 DSWD Administrative Order 11 s. 2007, or the Revised Standards on Residential Care Services

Administrative and Organization, (2) Program Management, (3) Case
management, (4) Helping Strategies/Intervention, (5) Physical Structures and
Safety.

Consistent with the development principles and the pursuit of development
goals, a NGO shall maintain the soundness and integrity by ensuring that: (1)
NGO serve with a clear development objective consistent with vision-mission
understood by all board members, staff and partners, (2) Acknowledge
accountability of various publics and stakeholders. They shall manage the
organizations with the highest standards of competence, integrity and
professionalism, making full and responsible use of resources and ensure that
the governance structures are designed to facilitate the implementation of
objectives and that these mechanisms are not compromised by conflicting
interests. In order to remain relevant and responsive amidst constantly
changing environments, NGO shall:

o Work in increasing collaboration with fellow NGOs and People‟s
Organizations (POs), Government Organizations (GOs), and other
stakeholders, promoting dialogue and consensus building so as to
widen the reach, eliminate overlaps and competition and, in the
process, increase the impact of efforts in behalf of the marginalized;

o Continue to innovate programs and projects that immediately and
strategically address the needs of the poor, building upon past
experiences, successes and current initiatives of fellow NGOs and POs
in different parts of the country;

o Reinvent roles, organizational structures and processes, attitudes and
modes of intervention in response to the demands of change and
always in the context of reaffirming, strengthening and promoting the
core values and principles espoused by this Covenant. Strive to create
venues for serious reflection on the role, identity and direction of NGOs
in particular conjunctures;

o Continue to look for ways to encourage among the young and among
members of different professions an interest and a commitment to
development work, so as to harness fresh energies, new perspectives
and relevant competencies for the challenges that lie ahead; and

o Continue to nurture successor generation or future leaders from the
NGO/PO community who shall keep both the principles and practice of
development work alive and flourishing across generations24.

V. THEORY OF CHANGE AND PROPOSED MODEL

After analyzing the conditions of the children and assessing the status of the
residential facility, the study identified the core problem as lack of
preparedness of children to effectively transition to independent living. A
problem tree analysis was conducted based on this core problem. It was
further determined that the problem was mainly a result of inability to
address the needs of the children in a holistic approach, lack of other options
but to stay in residential home, unavailability to integrate the preparation for
independent living, limited support of families and communities to the children,
and lack of preparation for discharge. These factors have resulted to most
children staying longer in the home with no definite plan for discharge, limited
exposure to the outside world, impairment on the child‟s development, and
lack of capacity of children to be economically-productive, among others25.

These cause and effect factors as reflected in the problem tree analysis were
converted into a solution tree which formed the foundation for setting the
target outcomes and outputs for the proposed model . The solution tree26
primary focused on preparing children for independent living by injecting
significant phases and activities in the practice model. This set of objectives
served as a foundation and influences the output, outcome and impact to the
target clients.

24 Responsibilities of Development NGOs. (2003). CODE-NGO Covenant on Philippine Development
25 David, CCR (2021) Problem Tree Analysis
26 David, CCR (2022) Objective Tree Analysis

Figure 1: Empowerment Model as a Core

Source: David, Czar Cornelius R. (2022) SW 287 Mid-Sharing presentation

The theory of change will address the causes and effects of the identified
problem which is fundamental in institutionalization of the proposed program.
Ideally, the program will assist the youth to transition from residential care into
independent living through application of life skills inventory and assessment
tool, integrating independent living in all phases of case management which
lead to the enhancement and crafting of forms, templates, process flowchart,
among others.
Although, accessing the right resources can be an overwhelming task for the
agency given the limited fundings, tapping the support and assistance of their
families, relatives, community, referral parties, and other donors individual or
organizations can also be made possible if agreements are properly
documented and inventory of services that can be source out from other
external partners are available in the agency. It is the goal of this model to
achieve a holistic approach based on the needs of the client through fostering
a collaborative effort of the child‟s microsystem.

Figure 2: Theory of Change

Source: David, Czar Cornelius R. (2022) SW 287 Mid-Sharing presentation

Furthermore, there is a need to consistently monitor the programs and
services provided and availed by these children, its outcome and impact on
their lives and intensify the case management so as to properly account what
works well and what needs to be improved.
In order to achieve the targeted outcome and impact, the following are the
requirements of the practice model:

o Funding and Operational ICT – Funding is the pre-requisite of every
program implementation among targeted clients e.g. salaries for
additional staff, purchase of logistics and office supplies, monthly
allowance of children, capacity building for the staff, among others.
Also, it is important to consider the inclusion of Operational ICT in the
program such as converting agency forms and templates in electronic
file, and shifting to digital documentation and filing will make the
agency operation more efficient and accessible.

o Human resources requirements – These are internal staff who will be
in-charge in the implementation of the practice model and the conduct
of monitoring and evaluation of the program and impact to the clients.

o Monitoring of activities for children – These are summary of life
skills or activities previously availed and provided to the children that
are important components of measuring the competencies, values and
attitudes as means of determining their readiness and preparedness
for Independent Living Program. As part of the internal implementer,
everyone must be committed in achieving the set goals for the children
through administering the assessment tool and social case study report
which are important tools in determining the preparedness of the youth
to transition into independent living.

VI. REQUIREMENTS

6.1 Eligibility of the Client
o Children who reached the age of 15 years old and staying in the
residential facility for more two (2) years and the location of family or
relatives are still identified;
o Children in the residential facility who reached the age of 15 years old
and are not placed for other alternated family care eg. Adoption, Foster
Family Care especially for those reunifications are not possible due to
some circumstances;
o Those orphaned or abandoned children aged 15 years old and above,
staying in the residential facility who have no one to provide for their
needs;
o Those children aged 15 years old and above whose natural parents or
guardian have shown inadequacy to provide for their basic needs;
o Those children aged 15 years old and above whose home, family
situation or environment is not a safe place to live; and
o Those children aged 15 years old previously admitted in the residential
facility and requiring intervention while being reunified with their family.

6.2 Staff Compliment

o Executive Director – overall in-charge in the monitoring the program
implementation and provides technical assistance to the staff;

o Social Worker/s – the one who will facilitate the entire processes and
phases of the empowerment framework. He/she is responsible in
administering the life skills inventory and assessment tool, and
transition plan for the monitored client and religiously update the social
case study report, and progress report based on the timeline. In
preparation for the full implementation, he/she will be responsible in
communicating and coordinating with the parent/guardian/relative of
the monitored client, referral party, other external parties that may be
tap eg. Government agencies, Local Government Units, other
offices/organizations, and/or public donors;

o Houseparent – together with social worker, he/she will assist in the
implementation of the processes and activities in the phases of the
empowerment framework. He/she is responsible in administering the
anecdotal report and/or transition plan if necessary; and

o Clerical staff – the one responsible in all documents preparation,
records filing and safekeeping and updating the case folder of the
monitored clients. He/she maybe assigned in coordinating with
partners of the agency for the implementation of full implementation of
independence among monitored client.

6.3 Other Resources
In order to fully implement the phases and processes, the agency shall ensure
the following resources:

o Equipment such as laptop or desktop, printer, and other logistics that
will be used for the document preparation and filing;

o Funding requirement for the compensation and benefit of human
resource and purchase of needed materials or expected expenses of
the monitored client once they undergo the program; and

o Tools, forms and templates needed for the implementation of the
program and a case folder for every monitored client intended for the
purpose of monitoring the progress of helping processes for the
client/s.

VII. IMPLEMENTING PROCEDURES

7.1 Preparatory Phase

The preparatory phase is composed of two (2) major processes which are
explain lengthily in the following paragraphs, namely: (1) Integrating
Independent Living in all phases of the case management; and (2)
Implementation of the Life Skills Inventory and Assessment Tool.

7.1.a Integrating Independent Living in all Phases of the Case
Management

The independent living is integrated in all processes of helping
relationship from the admission of the client until termination. This
process introduced several enhancements of following the practice
model which includes the admission procedures, administering the
reports and plans, and social case study report to better addressed the
problems or needs of the client especially during the full implementation
of independence. The following are the sub-activities of this process:

o Client Admission27 – Prior to the admission of the client, the
agency shall facilitate a referral screening based on the
documents submitted of the referring parties. If the client is not
considered for admission, the agency may refer the client to

27 See Appendix A: Admission Flowchart

another residential facility or recommend any available program
relevant to the initial assessment and reason of denial for
acceptance. Further, if the agency will accept the client, an initial
admission conference must be set immediately.

o Admission Conference - It should be clearly explained to the
referral party the terms and condition of the agency. Part of the
agreement is to ensure approval of the referral party and
parent/guardian that during the stay of client in the residential
facility, they are expected to provide support and assistance to
the agency and client including formulation of treatment plan
during the transition phase. Initially the following forms are
expected to be endorse prior to the admission of the client:

 Client Endorsement Form28 - this form will ensure
support and assistance to be extended by referring party
to the agency and the referred client;

 Parent/Guardian Consent Form29 - an agreement that
gives highlight to the expected support and assistance of
the parents or guardian for the agency and the child in
order to fulfil the mandate of providing the best possible
intervention towards the attainment of positive
development and productivity of the child in the future;
and

 Client Record and Possession Checklist30 - itemized/
checklist of all pertinent records for turnover by the
referral party to the agency including all personal items
brought by the child upon admission.

28 See Appendix B: Client Endorsement Form
29 See Appendix C: Parent/Guardian Consent Form
30 See Appendix D: Client Record and Possession Checklist

Once all required documents are completed, the client
will undergo a health appraisal/check-up in order to ensure
the health well-being of the client. The client must pass the

health examination upon admission.

o Intake Interview - As part of the pre-admission in the agency,
the social worker and houseparent will facilitate an orientation to
the client in order to familiarize with the residential facility
including the rules and regulations. The social worker or
houseparent will also administer intake sheet31 through an
interview which will serve as baseline data and information of
the client, family composition, socio economic, and problem that
will be used during the formulation of intervention and extending
services while under the care of the agency.

o Provision of Programs and Services – During the stay of the
child in the residential care, the agency will be providing
programs and services in order to be equipped with the
knowledge, skills, attitude and values required for adulthood and
independence. The houseparent shall facilitate case recording
to monitor the weekly or bi-monthly progress of the child while in
the agency.

o Social Case Management Report32 – Following the modified
SCSR, the agency through social workers will regularly manage
the case management until such time that the client is prepared
for independence or termination of the case.

7.1.b Application of the Life Skills Inventory and Assessment
Tool

31 See Appendix E: Intake Sheet
32 See Appendix F: Social Case Management Report (SCSR)

The second key feature of the preparatory phase is the implementation

of a life skills inventory and assessment tool. The agency through Social
Worker or Houseparent will administer the tool33 which serve as an

instrument in determining the readiness of the youth to transition into

independent living. It further aims to develop clear and documented

goals, actions, responsibilities and timeframes for the identified needs

and life domains which will be the baseline for the transition

planning process

The tool was translated in Filipino dialect and divided into four (4) major
components, namely, (1) Client Information, (2) Life Skills Inventory, (3)
Functional Assessment for Independent Living and (4)
Transformative/Developmental applicable for administration for those
children being catered in residential care aged 15 years old and above.

o Client Information – basic information of the monitored youth
such as full name, age, sex, educational attainment, address
and tenure in residential care;

o Life Skills Inventory - lists of all programs and activities
provided by the agency to the children that are essential for their
preparation for independent living. The US Peace Corps Manual
for life skills served as primary basis of the agency in
implementing necessary programs and activities essential for as
the child become mature individual;

o Functional Assessment for Independent Living - using
Likert‟s Scale, the following aspects involving the development
of the child will be assessed: (1) personal growth, (2) social
skills, (3) professional growth and (4) moral development. Every
aspect has vital knowledge, skills, attitude and values cited
using situations or scenarios that will be personally rated by the
child and validated or for concurrence of the social worker.

33 See Appendix G: Life Skills Inventory and Assessment Tool

o Transformative and Development Assessment - aims to
gather information from the Executive Director, Social Workers
and House parents on the development of child lives while
under the care of the agency necessary to assess their
readiness for Independent Living Program.

7.2 Transition Phase

This phase follows the preparatory stage of the proposed model. During the
assessment, the agency shall acknowledge the fact that transformation of
children to adolescence requires careful supervision. Hence, it is important for
the adolescent to prepare for transition phase to independent living which is
important for their adulthood stage.

The results of life skills inventory and assessment tool for independent living,
and case management will be the primary basis in screening the clients
who will be qualified for the program. Thus, only those who are
recommended by the social workers for the program will undergo the
transition phase which primary focused on the case conference,
transition/treatment planning and helping processes

The Transition Phase comprises the following activities:

7.2.a Case Conference34 – This activity wherein it involves the clients,
the agency and support system, is a multidisciplinary meeting to and/or
working with the client to discuss identified problem, or risk factors, care
and support needs of the client, needed supervision and possible
interventions with the child, with the specific roles of every system and
timeframe of plan of action. It aims to review and make formal decisions
and other options that conform to the best interests of the client.

34 See Appendix H: Case Conference Matrix

The case conference must be administered at least on a monthly basis.

It is advised to be done most especially on the first three months of the

transition phase until such time that the client is already prepared for the

full independence program. Supplemental to this report includes the

social case study report, assessment tool, progress report and the

anecdotal report. Progress report35 must be updated by a social

worker every quarter while the anecdotal report36 must be prepared by

the assigned houseparent every two (2) weeks to monitor the

improvement and development of the client.

The suggested timeline for the implementation of transition phase37 is
approximately three (3) months to six (6) months. In cases, where the
agency cannot provide the other possible needs of the client, the staff
may explore for support or assistance that can be extended by the
government, private or public organization, and individual or family
donors. Lobbying to potential external partners can be facilitated through
verbal or written communication38, advocacy and marketing strategies,
or public solicitation with approval of the DSWD.

Furthermore, to solidify the commitment of the identified client for the
program, a Kasunduan39 (Agreement) must be signed by the client,
together with the parent or guardian, witnessed by Social Worker or
Houseparent and certified by the Executive Director.

7.2.b Transition Planning

The second activity under Transition Phase is Transition Planning. Here,
the agency and other components of the microsystem will provide
needed support and assistance to prepare threw youth for full-
independence. Among the focus of support and assistance to be
extended are as follows:

35 See Appendix I: Progress Report Template
36 See Appendix J: Anecdotal Report
37 See Appendix K: Transition Plan Flowchart
38 See Appendix L: Sample Communication
39 See Appendix M: Kasunduan

o Secured, safe, affordance, and appropriate accommodation and
living arrangement;

o Health care needs are timely attended;
o Engagement in education, training, livelihood or employment or

other suitable activity that he/she will gain a compensation or
profit;
o Financial support/assistance in a form of scholarship, allowance,
accommodation assistance;
o Supporting the young individual to independent identity;
o Building relationships, continuation and reconnection with
significant others (parents, family members or other relatives);
o Support needs are addressed to assist the young individual on
their care through the transition into independent living;
o Community engagement and connections as other source of
extending support and assistance to the young individual;
o Development and continuous monitoring of core life skills;
o Availability of personal and basic household items; and
o Availability of post care support and other services.

The formulation of transition and treatment plan40 shall be agreed
upon by all involved parties including the monitored client. The plan
which will be accomplish by the social worker may include the
following:

o Providing the young individual with opportunities to “practice” life
skills and gain emotional maturity for independent living;

o Ensuring that supportive adults (identified by the youth) are
involved in transition planning. These adults could include family
members and relatives, teachers, mentors, church leaders, etc.
Every aspect of the young individuals must identify significant
person who can help in the preparation and planning for
independence as well as strategies needed such as mentoring,
coaching, supervision, counselling, and so on.;

40 See Appendix N: Transition/Treatment Plan

o Building the knowledge and competencies of the youth to
become productive individuals – technical training, financial
literacy, among others; and

o Children shall be empowered by providing them with appropriate
and supportive measures for expanding their learning
opportunities, participation in children informal and formal
organizations, youth development sessions and community
improvement processes and recognition of their respective
valuable roles and contributions to social-economic
advancements.

7.2. Helping Process

Based on the results of the transition plan, the social worker must
prepare a helping process41 using the template which highlights the
identifying specific category based on transition needs, problems or
needs, goals/objectives/measurable outcomes and helping process
intervention based on the frequency, timeline and responsible person.

This helping process aims to narrow down the problem or need of the
monitored client by identifying most appropriate helping intervention
for the client to become ready and prepared for the full
implementation of independence.

7.3 Full Independence Phase

This phase of the empowerment model is the heart of the program. It focused
on the connections and partnership between the child and child‟s microsystem
geared towards the achievement of the set goal and objectives of the practice
model. It is believed that linking the available programs and services to the
agency through collaborative efforts of the child‟s microsystem will make them
empowered and productive individual in the future.

41 Appendix O: Helping Process Template

The Phase 3 or Full Independence42 covers the extended care services
and essential needs of the client that the agency will be partnering with the
referring party and parents/guardians/relatives of the child. Furthermore, other
possible augmentation and support from the government, private
organizations and private donors are highly valuable during this phase
considering the scarce resources of the agency.

The expected timeline for the full independence phase is six (6) months to one
(1) year until such time that all resources are provided to the monitored client,
and that he/she can live independently. The termination of case shall be
indicated in the final assessment after thorough discussion during case
conference conducted by the agency team.

In order to achieve full independence, the model offers four pathways or
options which are interrelated as presented in Annex Q: Full Independence
Framework43. The framework was specifically design as programs options44 in
order to achieve full independence or productivity in the future may it be (1)
Education Assistance through EduK2Action (Education Key to Action), (2)
Employment Facilitation or Livelihood Opportunities through HanapBUHAY,
(3) Personal Development Program through Tulay ng Pagbabago, and (4)
Community Interrelationship and Involvement through weSERVE program.
The following are the lengthy discussion of each program:

1. EduK2Action (Education Key to Action) – a program design
proposed for expansion of educational assistance available in the
agency and tapping other available programs and services provided by
external parties such as Alternative Learning School (ALS),
Scholarship grants provided by the government, organizations, private
foundation, training programs, etc.

2. HanapBUHAY – a program design proposed for employment
facilitation and opportunities that the agency may considered given the

42 Appendix P: Phase 3: Full Independence and Phase 4: Monitoring and Evaluation Phase Flowchart
43 Annex 8: Full Independence Framework
44 Appendix P: List of Program Options for the Youth Full Independence

limited human resource and potential employment and livelihood
programs that can be tapped from the other external parties.

3. Tulay ng Pagbabago – a client-centered approach of intervention that
bridge the youth to positive developmental change. The goal of this
program is to identify the gaps and needs of the individual to become
functional and productive individual in the future which are pre-
requisites for their continual education or employment/livelihood
engagement. As stipulated in the previous model, empowerment of
youth in terms of attitude, capability, condition and opportunities must
be ensured at all times in order for him/her to be prepared for full
independence and maturity.

4. WE SERVE - a community involvement approach which aims to
develop the leadership skills, social interaction, and community or civic
participation that will strengthen the social relations and interaction of
the monitored youth. Encouraging them to be involved in a good
influential organization or group of people will also broaden their
environment and learned valuable lessons that can affect their life in
the future. As they say, experience is the best teacher.

This framework will guide the agency and the external partners in identifying
possible options which the client can access either from internal or within the
agency and/or external or outside the agency. The youth may explore more
than one for every possible option depending on the needs and capacity of
the client to balance his/her time efficiently and effectively.

Through this program options, it encourages collaboration and partnership
between the agency and other key offices that has similar mandate in
supporting and assisting the marginalized groups specifically the youth. This
does not limit possible alternative services being provided by the agency but
exploring other social protection programs that can be access by the youth
through awareness and familiarity of the agency staff.

The following are the proposed role of the key persons:

o RCHI – link possible program options among other offices or agencies
to address the needs of the monitored client for full independence. The
agency may also provide the services from the agency specifically on
educational assistance, creation for youth employment, peer group,
among others. In tapping for external programs, the social worker
should be having an effective communication in advocating the welfare
of the clients.

It is also the role of the agency to create a meaningful partnership with
the client family or relatives, government and other external partners in
extending possible support and assistance that will aid the client in
achieving the target goal of independence and productivity.

o Family/Relatives – extend support and assistance to their family
member either financial assistance or moral support especially during
full independence stage. Constant communication and visitation with
the client are also recommendation to boost the client‟s confidence
towards living independently.

o Government (local, regional or national) – make available all
possible support to be provided for the monitored client specially if the
eligibility requirements to avail such programs support qualifies the
youth of the RCHI.

o Other external partners – considered as external group supporting
the cause of the RCHI other than the public sector who can also assist
the agency in supporting the youth for full independence trough
provision of donation, funding augmentation, support system, among
others.

7.4 Monitoring and Evaluation Phase

In order to ensure that all set goals for the monitored client and practice
model‟s objectives are achieve, the agency shall conduct monitoring and
evaluation. The tools being used such as assessment form, planning or client
progress reporting templates while undergoing either residential care,
preparation for transition phase or full independence can be a way of
monitoring. The agency is advice to continue the client monitoring until such
time that the helping process will be terminated. The following are the causes
of termination45:

1. Social workers should terminate services to clients and professional
relationships with them when such services and relationships are no
longer required or no longer serve the clients‟ needs or interests;

2. Social workers should take reasonable steps to avoid abandoning
clients who are still in need of services. Social workers should withdraw
services precipitously only under unusual circumstances, giving careful
consideration to all factors in the situation and taking care to minimize
possible adverse effects. Social workers should assist in making
appropriate arrangements for continuation of services when necessary;

3. Social workers in fee-for-service settings may terminate services to
clients who are not paying an overdue balance if the financial
contractual arrangements have been made clear to the client, if the
client does not pose an imminent danger to self or others, and if the
clinical and other consequences of the current non-payment have been
addressed and discussed with the client;

4. Social workers should not terminate services to pursue a social,
financial, or sexual relationship with a client.

5. Social workers who anticipate the termination or interruption of services
to clients should notify clients promptly and seek the transfer, referral,
or continuation of services in relation to the clients‟ needs and
preferences.

45 Code of Ethics of the National Association of Social Workers. (2018) NASW Assembly

6. Social workers who are leaving an employment setting should inform
clients of appropriate options for the continuation of services and of the
benefits and risks of the options.

This phase of the empowerment framework will focus on assessing and
reviewing the overall practice social work model of intervention, including
programs and activities, introduced tools and forms, policy and guideline
formulation and can be done through the following proposed activities:

1. Conduct of Post Assessment using a device Client Monitoring Tool;
2. Feedbacking Mechanism on the Implementation of Practice Model;
3. Program Review and Evaluation Workshop; and
4. Engaging External Evaluator/s – determine the results and impact of

the program to the monitored clients.

VIII. EFFECTIVITY
This Administrative Order shall take effect on ____ of __________, 2022.

AMELIA TUQUERO
RCHI Executive Director

ANNEX 1: Empowerment Framework and Component of t

Source: David, CCR. (2022). SW 287 Final Presentation

the Practice Model

ANNEX 2: Bronfenbrenner's Ecological Systems Theor

Source: Guy-Evans, Olivia (2020). Ecological System Theory

ry

ANNEX 3: Erickson Stages of Psychological Developm

Source: Kendra Cherry (2021)

ment

ANNEX 4: Model of Empowerment

Source: Kellett, White and Choudhury. (2010). CESESMA

ANNEX 5: Problem Tree Analysis

Source: David, CCR (2021). SW 286 Integrative Paper



ANNEX 6: Objective Tree Analysis

Source: David, CCR (2021). SW 286 Integrative Paper



ANNEX 7: Theory of Change

Source: David, CCR (2021). SW 286 Integrative Paper



ANNEX 8: Full Independence Framework

Source: David, CCR (2022). SW 287 Final Sharing Presentation



Appendix A

Rehoboth Children’s Home Inc. (RCHI)
Sta. Maria, Camiling, Tarlac

[email protected] (045) 493-0642

Proposed Admission Flowchart

Source: David, CCR (2021). SW 287 Mid Sharing Presentation

Appendix B

CLIENT ENDORSEMENT FORM

____________________
Date/Time

This is to officially endorse to the Rehoboth Children‟s‟ Home Incorporated (RCHI)
__________________________________________ (name of the client), _____ years,
old currently residing at _________________________________________ for
temporary shelter in the residential facility and proper disposition at RCHI, Sta.
Maria, Camiling, Tarlac.
.
The undersigned as ___________________ (position) of the ____________________
(office/agency) vowed to provide support and assistance to the RCHI and the
referred client in order to fulfil the mandate of providing the best possible intervention
towards the attainment of positive development and productivity of the client in the
future.

This ____ day of __________________, 20_____ at RCHI, Sta. Maria, Camiling,
Tarlac.

_________________________ Noted by:

Name and Signature of the Referring Party ________________________
MS. AMELIA TUQUERO
Witnessed by: Executive Director, RCHI

_______________________ Date Signed: _____________

Name and Signature of the Parent/Guardian

Date Signed: _____________

Appendix C

Rehoboth Children’s Home Inc. (RCHI)
Sta. Maria, Camiling, Tarlac

[email protected] (045) 493-0642

PARENT/GUARDIAN CONSENT FORM

____________________
Date/Time

This is to provide consent that my/our child
____________________________________________ (name of the client), _____
years old, currently residing at _________________________________________ is
officially endorse to the RCHI, Sta. Maria, Camiling, Tarlac to avail the programs and
services including temporary shelter in the residential facility and proper disposition
of the said agency.

The undersigned as ___________________ (relationship of the parent or guardian) vowed
to provide support and assistance to the RCHI, referring party and the client in order
to fulfil the mandate of providing the best possible intervention towards the
attainment of positive development and productivity in the future.

This ____ day of __________________, 20_____ at RCHI, Sta. Maria, Camiling,
Tarlac.

_________________________ Noted by:

Name and Signature of the Parent/Guardian ________________________
MS. AMELIA TUQUERO
Witnessed by: Executive Director, RCHI

_______________________

Name and Signature of the Referring Party

Date Signed: ____________ Date Signed: ____________

Appendix D

Rehoboth Children’s Home Inc. (RCHI)
Sta. Maria, Camiling, Tarlac

[email protected] (045) 493-0642

CLIENT RECORD AND POSSESSION CHECKLIST

Name of the client: _________________________________________

A. Documents turned-over by the Referral Party:

No. Type of Records Remarks

Indicate  in all records received by the agency Put remarks if found lacking
documents or any other applicable
1 ⚪ Birth Certificate findings pertaining to the records
⚪ Foundling Certificate (for abandoned child)
received
2 ⚪ Court Decision
⚪ Declaration of Abandonment
⚪ Deed of Voluntary Commitment
⚪ Death Certificate of Parents (if available)

3 ⚪ Social Case Study Report
⚪ Treatment Plan
⚪ Intake Assessment indicating the reason for
placement/admission
⚪ Periodic evaluation of client‟s need and
progress report/running records of the case

4 ⚪ Records of Physical, medical and dental
examination/s and intervention

⚪ Immunization for children
⚪ Medical History/abstract
⚪ X-ray
⚪ Psychological or psychiatric evaluation and

treatment
5 ⚪ Communication and correspondence

concerning the client

6 ⚪ School records, particularly for in-school client
Social Case Study Report

7 Other pertinent documents:

⚪ Referral for Admission
⚪ Consent Forms of Parents or Guardian
⚪ Referral for other services
⚪ Transfer summary/terminal report
⚪ Discharge papers i.e. court orders, discharge

slips

B. Inventory of Personal Materials/Possession of the Child:

Kindly list down below all items/possession of the child brough in the agency for inventory purposes.

Personal Care School supplies Gadget or Other assets
Items and the like Equipment including money

Other Items (if any):
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

___________________________________________________________________

_________________________ Received by:

Name and Signature of the Parent/Guardian

Witnessed by:

_______________________ ________________________

Name and Signature of the Referring Party Name and Signature of
Houseparent or Social Worker
Date Signed: ____________
Date Signed: ____________
Noted by:

________________________
MS. AMELIA TUQUERO
Executive Director, RCHI
Date Signed: ____________

Appendix E

Rehoboth Children’s Home Inc. (RCHI)
Sta. Maria, Camiling, Tarlac

[email protected] (045) 493-0642

Petsa: ____________________

Paraan ng Admission: INTAKE SHEET
Walk-in
Case No: ________________

Referral ___________________________________

I. IMPORMASYON NG KLIENTE (Child’s Identifying Information)

Buong Pangalan:

__________________, _____________________________ _______________ _______

Apelyido Unang Pangalan Gitnang Apelyido Ext. (Jr, Sr.)

Petsa ng Kapanganakan: Edad:

________________________ _____________

Buwan / Araw / Taon

Kasarian: Lugar ng Kapanganakan:

Lalaki Babae __________________________

Paaralan:
__________________________________________________________________________________

Edukasyong Nakamit: Antas ng Edukasyon: Kurso:
Kolehiyo ___________________________
4th Year Grade 6

Sekondarya 3rd Year Grade 5
Elementarya 2nd Year Grade 4
Pre-School 1st Year Grade 3

Wala Grade 2

Grade 1

Tirahan:
__________________________________________________________________________________

__________________________________________________________________________________

II. KOMPOSISYON NG PAMILYA (Family Composition)

Ang mga impormasyon ay magmumula sa magulang o kapamilya ng kliente.

Blg Pangalan Edad Sektor Relasyon Antas ng Trabaho Buwanang
Sahod/ Kita
. (Solo Parent, IP, sa Kliente Edukasyon

PWD, Senior,

atbp.)

1

2

3

4

5

6

7

8

9

10

III. PAMAMARAAN NG REFERRAL (Circumstances of Referral)

Kategorya: Termino ng pananatili sa RCHI:
Short Term (Drop-in)
Inabandona (Abandoned) Long Term
Napabayaan (Neglected)
Ulila (Orphaned) Taon ng Pananatili sa RCHI:
Inabuso (Abused) ____________________
Disadvantaged
Iba pang kategorya: