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

____________________

Pinagmulan (source):

Address (location):

Dahilan ng Referral
(Reason of Referral):

Ahensiya (Agency):

IV. PROBLEMA NA DAPAT SOLUSYONAN (Problem need to be addressed)
a. Immediate Problem:

_________________________________________________________________________
b. Underlying Problem:

_________________________________________________________________________
_________________________________________________________________________

V. PAUNANG PLANO NG PAGKILOS (Initial Plan of Action)

Maaring ilagay ang mga sumusunod na aktibidad (1) basic medical examination, (2) assignment of client to
cottage/room, (3) provision of required set of personal clothing and personal effects, (4) orientation of agency
rules and regulation, (5) orientation hinggil sa Independent Living Program, (6) other activities as determined by
social worker.

NO MGA AKTIBIDAD PETSA MGA REMARKS
. KAILANGAN

1

2

3

4

5

6

7

8

9

10

VI. PAGHAHANDA HINGIL SA INDEPENDENT LIVING

Ang pagsagot sa mga katanungan na ito ay kinakailangan ng kumpirmasyon mula sa kliente, kapamilya ng
kliente o referring party na isasagawa ng mangagawang panlipunan. Lagyan ng ✔ang naaangkop na
kasakugatan.

Oo Hind Aspeto ng paghahanda para sa Independent Remarks
i Living

1. Naipaliwanag ng maayos sa referring party
ang kasunduan na ang pananatili sa ahensiya
ng kliente ay hindi dapat tumagal ng
dalawang (2) taon.

2. Naunawaan ng referring party na may
partipasyon sila upang tulungan ang kliente
na kanilang nairekomenda sa ahensiya.

3. Naipaliwanag sa kapamilya ng kliente ang
suporta na dapat ipaabot nila sa kanilang
anak o kamag-anak na pansamantalang
kinupkop ng ahensiya.

4. Naunawaan ng kliente na malaking bahagi ng
pagbabago at pagresolba ng problema ay
magmumula sa sariling sikap at pagpapalakas
ng sariling kakayahan.

5. Sumasangayon ang kliente na susunod sa
lahat ng alituntunin at polisiya ng ahensiya at
kusang-loob na gagawin ang lahat ng
gampanin habang nasa pangangalaga ng
ahensiya.

6. Naunawaan ng kliente ang Independent
Living Program bilang posibleng intervention
habang nasa pangangalaga ng ahensiya.

7. Kusang loob na makikiisa ang kliente sa lahat
ng program at serbisyo na gagawin ng
ahesiya upang mapabuti ang kanilang buhay
at maihanda sa pagiging independent na tao.

VII. PAGSUSURI (Evaluation)

VIII. REKOMENDASYON (Recommendation)

Inihanda ni: Pinatunayan ni:

___________________ ____________________
Pangalan at pirma ng RCHI Staff AMELIA TUQUERO
Executive Director

Appendix F

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

[email protected] (045) 493-0642

Petsa: ____________________

SOCIAL CASE STUDY REPORT

Paraan ng Admission:

Case No: ________

Walk-in Referral Date of Referral:

Referral Party: ____________________ _______________________ PHOTO

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

Buong Pangalan:

__________________, _____________________________ _______________ _______

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

Petsa ng Kapanganakan: Edad:

________________________ _____________
Paaralan:
Buwan / Araw / Taon

Kasarian: Lugar ng Kapanganaan:
Lalaki
Babae

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: Kategorya:
____________________________________________________
Inabandona (Abandoned)
____________________________________________________ Napabayaan (Neglected)
Ulila (Orphaned)
____________________________________________________ Inabuso (Abused)
Disadvantaged
Taon ng Pananatili sa RCHI: Iba pang kategorya:
____________________ ____________________

II. CLIENT BACKGROUND
2.1 Physical impression prior to the admission
2.2 Health and medical status
2.3 Hygiene and Dietary Preferences
2.4 Adaptability, Behavior, Values and Life in the Institution
2.5 Daily Life Experiences

2.6 School life and other related activities

2.7 Social relation including community participation/involvement

2.8 Recreational and other cultural activities
2.9 Skills Training/Vocational Counseling and Employability
2.10 Spiritual Enhancement and activities

III. KOMPOSISYON NG PAMILYA (Family Composition)

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

Blg Pangalan Eda Sektor Relasyo Antas ng Trabaho Buwanang
. d n sa Edukasyo Sahod/
(Solo Parent, IP, Kita
1 PWD, Senior, Kliente n
2 atbp.)
3
4
5
6
7
8
9
10

IV. SOCIO-ECONOMIC INFORMATION

Upang masagot ang mga katanungan, kinakailangan ang home visitation sa mismong bahay ng kapamilya
ng kliente. Mangyari ay lagyan ng isang  ang naangkop na kasagutan.

1. Anong uri bahay ang kasalukuyang tinitirhan 2. Anong uri construction materials mayroon
ng sambahayan? ang tirahan (bubong at dingding)?

⚪ Single House ⚪ Strong materials
⚪ Duplex ⚪ Light materials
⚪ Multi Residential (three units or more) ⚪ Salvaged/ makeshift materials
⚪ Commercial/ Industrial / Agricultural ⚪ Mixed but predominantly strong

building materials

⚪ Institutional living quarters ⚪ Mixed but predominantly light materials
⚪ Other housing unit, specify ⚪ Mixed but predominantly salvaged/

_______________________ makeshift materials

3. Ano ang tenure status ng tirahan na 4. Ano ang uri ng toilet facility mayroon ang
kasalukuyang inookopa ng sambahayan? sambahayan?

⚪ Own house and lot, or ownership like ⚪ Water-sealed, sewer/ septic tank, used
possession exclusively by the household

⚪ Rented house/room, including lot ⚪ Water-sealed, sewer/ septic tank,
⚪ Own house, rented lot shared with other household
⚪ Own house, rent-free lot with consent of
⚪ Water-sealed, other depository, used
owner exclusively by the household
⚪ Own house, rent-free lot without consent
⚪ Water-sealed, other depository, shared
of owner with other household
⚪ Rent-free house and lot with consent of
⚪ Closed pit
owner ⚪ Open pit
⚪ Rent-free house and lot without consent ⚪ Others: specify ______________

of owner 6. Gumagamit ba ng kerosine sa pagpapailaw
ng bahay?
5. Mayroon bang kuryente sa bahay?
⚪ Meron ⚪ Oo
⚪ Wala ⚪ Hindi

7. Ano ang uri ng pangunahing tubig mayroon 8. Anong mga programa at serbisyo ang
ang sambahayan? natanggap ng sambahayan simula 2018?

⚪ Own-use faucet, community water system ⚪ Scholarship
⚪ Shared faucet, community water system ⚪ Day Care/ECCD
⚪ Own-use tube/piped deep well ⚪ Supplemental Feeding
⚪ Shared tube/piped deep well ⚪ SLP/SEA
⚪ Dug well ⚪ Skills Livelihood Training
⚪ Spring ⚪ Housing
⚪ Lake, river, rain ⚪ Microcredit
⚪ Peddler ⚪ Pantawid Pamilya Pilipino Program
⚪ Others, specify _______________ ⚪ PhilHealth
⚪ Subsidized rice
⚪ Social Pension
⚪ Disaster Relief Assitance
⚪ Emergency Financial Assistnace
⚪ Others, specify

_____________________

9. Ang sambahayan ba ay miyebro ng katutubo? 10. Mayroon bang miyembro ng pamilya na
⚪ Oo, specify _______________________ may kapansanan o sakit?
⚪ Hindi
⚪ Meron
⚪ Wala

Kung mayroon, isulat kung sino at uri ng
kapansanan o sakit:

11. Mayroon bang kamag-anak na nasa abroad No. Pangalan Uri ng
at nagpapadala ng tulong sa sambahayan?
Kapansanan o
⚪ Meron
⚪ Wala Sakit

Uri ng tulong na natanggap: ______________ 1

2

12. Mayroon bang iba pang pinagkukunan ng 3
kita ang sambahayan? 13. Uri ng iba pang pinagkakakitaan:
__________________________________
⚪ Meron
⚪ Wala __________________________________

Iba pang mahalagang impormasyon ukol sa socio-economic status ng sambahayan:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

V. PANGUNAHING PROBLEMA (Problem presented)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

VI. SOCIAL WORKER ASSESSMENT

VII. RECOMMENDATION Noted by:
VIII. EVALUATION
Prepared by:

______________________ __________________
Social Worker AMELIA TUQUERO
Executive Director
Date signed: _____________
Date signed: _____________

Appendix G

Children’s Home Inc. (RCHI)
Sta. Maria, Camiling, Tarlac
[email protected] (045) 493-0642

LIFE SKILLS INVENTORY & INDEPENDENT LIVING ASSESSMENT TOOL

I. CLIENT INFORMATION

Pangunahing Impormasyon Edad:
Buong Pangalan:

Kasarian: Lugar ng Kapanganaan: Paaralan:
Lalaki
Babae

Edukasyong Nakamit: Antas ng Edukasyon: Kurso:

Kolehiyo 4th Year Grade 6 ________________________
Sekondarya 3rd Year Grade 5
Elementarya 2nd Year Grade 4 Taon ng Pananatili sa RCHI:
Pre-School 1st Year Grade 3 ____________________

Wala Grade 2

Grade 1

Tirahan:
______________________________________________________

______________________________________________________

______________________________________________________

II. LIFE INVENTORY SKILLS

Mahahalagang Kasanayang Nakamit:

(Lagyan ng ✔ang mga program at serbisyo na natanggap mula sa RCHI)

Personal na paglago Kasanayang Propesyonal na Pagpapahalagang
Panlipunan Pag-unlad Moral
(Personal
Development) (Social Development) (Professional Growth) (Moral Values)

◻ Life Goal Setting ◻ Prom Night (Jan. 31, ◻ Face Mask Making ◻ Life Skills Session
(April 2020) on Love, Courtship
(Feb. 11, 2020) 2020) & Marriage (Feb.
14, 2021)

◻ Life Skills on Waste ◻ Team Building ◻ Baking Native Cassava ◻ Spiritual Sessions

Segregation & Session (Feb. 08, Cake & Making Pizza

Table Manners 2020) (April 2020)

(May 01, 2020)

◻ Cybersafe: Safe ◻ Children‟s Meeting ◻ Graham Ball Making: ◻ Session on Love vs.

Online Environment with the Executive Skills Session (Aug. 15, Infatuation & Love

for Children (Sept. Director (Aug. 22, 2020) vs. Character (Feb.

26, 2020) 2020) 27, 2022)

◻ First Aid Training & ◻ Sports Festival (Nov. ◻ Educational Games: ◻ Bible Studies and

Basic Life Support 27, 2020) History (Aug. 22, 2020) other Religious

(Feb. 22, 2021) Activities

◻ Life Lesson on ◻ Children‟s Christmas ◻ Modular & Online

Disaster Party Celebrations Tutorial Session (Oct.

Preparedness 03, 2020)

Orientation (Marc.

19, 2021)

◻ Vaccination & ◻ General Assembly ◻ Income Generating

Immunization (Jan. 15, 2021) Project

Training (Mar. 30,

2021)

◻ Life Skills on ◻ Virtual Psychological ◻ RCHI Remedial Session

Medical Setting & Consultation (Mar. 04, (June 29, 2021)

Money Importance 2021)

Guide (Jan. 08,

2022)

◻ Life Skills on Self- ◻ Children‟s Month ◻ Virtual Leadership
(Sept. 26,
Care (Jan. 15, Celebration: Team Training

2022) Building (Nov. 27, 2021)

2021)

◻ Life Skills Session ◻ Peer/Group Sessions ◻ Career Guidance &
on Earthquake Drills Counseling Advocacy
(Feb. 27, 2022) Program (Dec. 09,
2021)

◻ Life Skills Session ◻ Life Skills on Basic
on Fire Prevention Employment (Dec. 11,
(Mar. 20, 2022) 2021)

◻ Educational Support ◻ Leadership Training &
and Assistance Planning (Jan. 15,
2022)

◻ Career Pathing

Assessment Session

(March 05, 2022)

◻ Educational Support

and Assistance

◻ Vocational/ Alternative
Learning Courses

◻ Computer Literacy
Program

Ano-ano pa ang ibang mga mahahalagang kasanayan na naibigay sa kliente na hindi
nakasulat sa itaas?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

III. FUNCTIONAL ASSESSMENT FOR INDEPENDENT LIVING PROGRAM

Panuto: Ang bahagi na ito ay naglalayong matukoy ang perspektibo ng kliente ng RCHI
batay sa personal na paglago, kasanayang panlipunan, propesyonal na pag-unlad, at
pagpapahalagang moral na kinakailangan upang maging handa ang isang indibidwal para
sa programang Independent Living Program. Ang magiging pinal na basehan ay naka-batay
pa rin sa assessment ng social worker o houseparent na siyang susuri sa kakayahan o
kaalaman ng mga bata, gamit ang Likert Scale:

5 – Lubos na 4- 3 – Niyutral 2 – Hindi 1 – Lubos na
sumasangayon Sumasangayon umasangayon hindi

sumasangayon

3.1 Personal na Paglago (Personal Development)

MAHALAGANG SARILING MARKA MULA OBSERBASYON /
KASANAYAN AT ASPETO MARKA SA SW O HP NATULAKASAN
NG BUHAY 12345
12345

1. SELF ESTEEM refers to the
overall sense of personal value and
self-worth
1.1 Mataas ang tingin para sa
pansariling kakayahan
1.2 May angking kakayanan upang
gumawa ng sariling desisyon
(decision making)
1.3 Mayroong positibong pananaw
ano man ang pagdaan sa buhay

1.4 Hindi tinitignan ang
kasalukuyang sitwasyon sa center
bilang balakid upang matamo ang
tagumay na inaasam
1.5 May magandang plano para sa
kinabukasan
2. COMMUNICATION refers to the
development of knowledge and skills
which includes children's abilities, to
understand and to use language in
many ways (gestures, sign
language, spoken word,
communication devices)
2.1 Malayang naipapadama ang
saloobin

2.2 Naipapahayag ang nais sabihin
ng may paggalang at tamang
pamamaraan ng pagsasalita
2.3 Kayang makipag-usap ng may
paggalang at respeto ano man ang
antas, edad, kasarian

2.4 Nakakapagsalita ng may
kumpyansiya sa sarili
2.5 May sapat na kaalaman upang
gamitin sat ama ang social media sa
pakikipag-usap sa ibang tao
3. SELF-CARE refers to the
everyday tasks undertaken so
children are ready to participate in
life activities (including dressing,
eating, etc.)
3.1 Malinis sa pangangatawan at
pananamit
3.2 Kayang asikasuhin ang sarili ng

hindi na tinutulungan ng
nakakatanda
3.3 Kayang alagaan ang sarili sa
panahon ng karamdaman
3.4 Pinapahalagahan ang kalusugan
at pagkain ng naayon sa edad
3.5 May malalim na kasanayan para
gawin ligtas ang sarili sa sakuna,
pandemya o iba pang kalamidad
4. COMPETENCE able to handle
emotional challenges well enough to
tackle the age-appropriate tasks of
each stage of development, master
them, and emerge with greater
confidence.
4.1 Nagtitiwala sa sariling kakayahan
4.2 Kayang humarap sa tao upang
ipakita ang talento, kakayahan, o
kagalingan
4.3 Handang ipakita ng may
kompyansa sa sarili ano man
suliranin ang hinaharap
4.4 Matagumpay na nagagampanan
ang mga nakaatang na gawain sa
loob o labas ng RCHI
4.5 Hinihigitan ang resulta sa bawat
ibinigay na gawain o trabaho
5. RESOURCEFULNESS refers to
the manner of using and applying the
knowledge learned as they gain
skills in planning, organizing,
decision making, and problem
solving.
5.1 May angking kasanayan at
kagalingan upang bumuo ng plano
para sa kinabukasan (planning)
5.2 Nakakagawa ng desisyon para
sa sarili (decision making)

5.3 Kayang solusyonan ang
problemang hinaharap (problem
solving)
5.4 Masigasig na gumagawa ng
paraan upang solusyonan ang
problema (problem resolution)
Buong puntos:

Komento mula sa Social Worker o Houseparent:

3.2 Social Skills Kasanayang Panlipunan (Social Skills)

MAHALAGANG SARILING MARKA MULA OBSERBASYON /
KASANAYAN AT ASPETO NATULAKASAN
NG BUHAY MARKA SA SW O HP

1234512345

6. Leadership refers to the way
which they were able to influence
and motivate other people
6.1 Madalas na pamunuan ang mga
kasamahan para sa isang
makabuluhang gawain
6.2 Nagkaroon ng experiensiya
upang mag-organisa o hikayatin
ang mga kasamahan sa isang
gawain
6.3 Nakikitaan ng potensiyal bilang
isang lider dahil sa maayos na
pakikitungo sa ibang mga
kasamahan
6.4 May malalim na pananaw upang
unawain ang kasalukuyang
sitwasyon at bumuo ng pagasa
upang hikayatin ang mga
kasamahan na maging positibo
7. Cooperation refers to the act or
process of working together to get
something done.
7.1 Naipapakita ang pagtulong sa
mga kasamahan sa RCHI
7.2 Napagtatagumapayan ang
isang gawain sa pamamaraan ng
kolektibong paggawa ng mga
kasamahan
7.3 Hindi kailanman nagreklamo
para gawin ang isang gawain ng
sama-sama
7.4 Pinasisimulan ang gawain o
trabaho upang mahikayat ang iba
pang kasamahan na magkaroon ng
inisyatibo
8. Social Interaction - This helps
the children to develop strong
language skills, creativity, social
intelligence, and confidence.
Included also the desire or
relationship with other opposite sex.
8.1 Mahusay makipagkaibigan at
makipag-kapwa tao
8.2 Hindi palaaway o naghahamon
sa mga kasamahan
8.3 May angking galing sa
pakikitungo sa kasamahan at
mahinahon na nakikipagusap
8.4 Mayroon manliligaw o
nililigawan
8.5 Mayroon o nagkaroon ng
karelasyon
8.6 Nagpaparamdam ng
pagmamahal o paglalambing sa
ibang nakakasama sa ahensiya

8.7 Nagbibigay ng regalo kapag

may okasyon na sarili niyang kusa o

ipon

9. Sensitivity is when a child is
being aware of the feelings and
emotion of other people; Respect
for others is the ability to
recognize and appreciate the rights,
beliefs, practices, and differences of
other people

9.1 Iniiwasan niya ang magsabi ng
masasakit na salita o makakapahiya
sa ibang tao
9.2 Marunong siyang humingi ng
patawad kung may nasaktan man
sa kilos o salita
9.3 May paggalang na kumakausap
sa mga nakakatanda o ibang mga
tao
9.4 Mapagkakatiwalaan na hindi
magsasabi ng sekreto maliban kung
kinakailangan
9.5 Nauunawaan ang pagkakaiba-
iba ng karapatan, paniniwala, at
pag-uugali ng bawat mga tao
10. Discipline is the process of
teaching what type of behavior is
acceptable and what type is not
acceptable
10.1 Alam kung ano ang tama at
mali sa mga gawain

10.2 Sumusunod sa mga alituntunin
ng RCHI
10.3 Nakikinig sa mga pangaral ng
mas nakakatanda
10.4 Binibigyan halaga ang sarili at
ang mga gamit napag-aari

10.5 May takot na hindi gawin ang
maling gawain
11. Concern is when the child is
giving value with relationships more
than the material things
11.1 Iniisip ang kapakanan ng
kanyang pamilya o kamag-anak
11.2 Binibigyan importansiya ang
komunikasyon sa mga kapamilya o
malalapit na kaibigan
11.3 Inaalala ang kapakanan ng
RCHI at maging ng mga
kasamahan

11.4 Ipinapakita ang
pagpapahalaga sa komunidad at
pamayanan
12. Support System refers to
people in a child's life who can offer
practical and emotional support.

12.1 Sa tuwing may problema o
suliranin, alam mo kung kanino
maaring humingi ng tulong
12.2 Marunong magsabi ng
problema sa mga kasamahan o
pinagkakatiwalaan
12.3 Naipapakita ang suporta sa
kasamahan sa panahon na siya ay
may problema
12.4 Kapag may problema ang

ahensiya, mayroon naitutulong o
nagagawang paraan upang
magbigay ng solusyon
12.5 Nagiging daan upang
mapagbati ang mga kasamahan na
mayroon pag-aaway o hindi
pagkakasunduan

Komento mula sa Social Worker o Houseparent:

3.4 Propesyonal na Pag-unlad (Professional Growth)

MAHALAGANG SARILING MARKA MULA OBSERBASYON /
KASANAYAN AT ASPETO MARKA SA SW O HP NATULAKASAN
NG BUHAY
1234512345

13 Positive Work Attitude is being
optimistic about situations,
interactions, and yourself.

13.1 Ipinapakita ang kasipagan sa
bawat mga gampanin o trabaho sa
RCHI

13.2 Patuloy na tumatangap ng
komento o pagpuna upang
mapabuti ang ibinigay na trabaho

13.3 Nagsusumikap na mapabuti
ang mga gampanin

13.4 Mayroon initiatibo upang
gawin ang trabaho na hindi naman
inuutos

13.5 Mapagkakatiwalaan sa mga
bagay kahit hindi binabantayan

13.6 Maasahan ng mga staff at iba
pang mga kasama sa RCHI

13.7 Matapat sa trabaho na ibinigay

13.8 Hindi marunong
magsinungaling o mandaya sa oras
o pera

13.9 May alam sa tamang paggasta
o paghawak ng pera na kinita

13.10 Nakakapag-impok ng pera

14. Value for Education means
giving importance in the learning
acquired from formal or informal
school

14.1 Masipag na nag-aaral at
naghahanda sa pagsusulit sa
sariling pamamaraan

14.2 Ginagawa ng kusa ang mga
module, proyekto o takdang-aralin
ng naayon sa oras o panahon

14.3 Pumapasok sa klase ng
naayon sa oras o araw

14.4 Binibigyan ng pagpapahalaga
ang edukasyon sa pamamagitan ng
pagkamit ng mataas na grado

14.5 Nangangarap na
makapagtapos ng kurso mula sa

kolehiyo

14.6 Tumutulong sa mga
kasamahan na mas bata sa
kanilang mga takdang aralin o
proyekto

15. Plan for the Future is a
manner of focusing on the goals
and aspiration in life to keep
motivated and remain focus in
everything s/he does

15.1 Hindi tumitigil na mangarap
para sa mabuting kinabukasan

15.2 May katumbas na aksyon ang
ginagawa upang makamit ang
pangarap

15.3 Bahagi ang ahensiya, pamilya
at malalapit na tao sa gustong
matulungan sa pag-unlad

15.4 May malalim na karanasan na
maaring baunin upang mas
magpakita ng kasipagan upang
matamo ang pangarap sa buhay

16. Employability - clients‟ skills
necessary for employability

16.1 May sapat na kakayahan at
kaalaman upang maghanda ng
mga dokumento para sa
paghahanap ng trabaho

16.2 May kaalaman kung saan at
paano maghanap ng trabaho

16.3 May kaalaman sa paggamit ng
computer at maging ang mga
applications tulad ng MS Word, MS
Excel, MS powerpoint at iba pa

16.4 May iba pang kasanayan o
nakapag-enrol sa isang vocational
course. Pakisulat sa remarks kung
ano-ano ito.

Buong puntos:

Komento mula sa Social Worker o Houseparent:

3.4 Pagpapahalagang Moral (Moral Development)

MAHALAGANG SARILING MARKA MULA IBA PANG
KASANAYAN AT ASPETO MARKA SA SW O HP OBSERBASYON
NG BUHAY 12345
12345

17. Affective refers to the
emotional and feelings of an
individual towards others
17.1 Lubos na nagpapakita ng
paggalang at respeto sa mga
kasamahan higit lalo sa mga
nakakatanda
17.2 Nauunawaan ang mga
sitwasyon ng kasamahan at ang
kanilang mga pinagdadaanan
17.3 Nagpapakita ng buong
pusong pagtanggap sa mga bago
sa RCHI
17.4 Mayroon potensiyal na
tirahan sa labas ng RCHI na
maari para sa bata? Hal. pamilya,
kamag-anak, at iba pa.
17.5 Handa at gusto ba ng bata
na bumalik at makasama ang
kanyang ka-pamilya
18. Cognitive is conceptualizing
right and wrong and make
behavioral changes
18.1 Alam timbangin ang tama o
mali ng hindi na masyadong
ginagabayan
18.2 Nagsusumikap na gumawa
ng mapayapang paraan upang
maresolba ang problema
18.3 Nagpapakita ng initiatibo
upang maiayos ang ang hindi
magandang pakikitungo sa mga
kasama
18.4 May malalim na pagtanggap
at pagunawa sa hindi magandang
ugali at patuloy na pinapakita ang
pagbabago
19 Behavioral is an actual
behavior when experiencing a
moral situation
19.1 Patuloy na nagiging tapat at
hindi nagnanakaw,
nagsisinungaling, o nandadaraya
19.2 Mayroon malalim na
pananalig sa Diyos na ipinapakita
at ipinaparamdam sa kapwa
19.3 Pinapahalagahan ang pag-
tago ng maselang bahagi ng
katawan sa ibang mga tao
19.4 Hindi ipapahamak ang sarili
para sa mga hindi tamang gawain
tulad ng pagsusugal,
paninigarilyo, paginom ng alak,
pakikipagtalik, o paggamit ng
illegal na drogra
Buong puntos:

Komento mula sa Social Worker o Houseparent:

IV. TRANSFORMATIVE & DEVELOPMENTAL ASSESSMENT OF A CHILD

Panuto: Ang bahagi na ito ay naglalayong makuha ang mahahalagang impormasyon mula
sa Executive Director, Social Workers and House parents na silang tumutok sa bata upang
matukoy ang malaking pagbabago sa kaniyang buhay habang nasa pangangalaga ng RCHI.

Ang mga sagot sa bahagi na ito ay magmumula sa mga kawani na siyang lubos na
nakakakilala at nakakaalam sa pagkatao ng kliente mula sa RCHI. Pinapayuhan na gawin
ito ng may pagsangguni sa mga kasamahan sa ahensiya o maari din interviewhin ang
kliente upang malaman ang kanyang pananaw at kasagutan batay sa mga katanungan.

1. Paano mailalarawan ng mga empleyado ng RCHI at kapwa mga kasamahanan
na mga bata sa kliente bago ito pumasok sa residential facility?

_________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________ ______
_________________________________________________________________________

2. Ano-ano ang mga mahahalagang pagbabago ng kliente simula ng siya ay
tinaggap sa RCHI?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3. Ano-ano sa mga programa at serbisyo ng RCHI ang lubos na nakatulong sa
kanya upang magbago?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4. Ano-ano ang mga hadlang sa kanyang pagbabago?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

5. Ano ang makakatulong sa kanya upang magbago?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

6. Ano-ano ang magaganda niyang katangian?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

7. Ano-ano ang kanyang kahinaan?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

8. Ano-ano ang posibleng problema na kaharapin niya para maging handa para
sa programang Independent Living?

_________________________________________________________________________
_________________________________________________________________________

_________________________________________________________________________
_________________________________________________________________________

9. Ano-ano ang mga naging problema ng kawani sa kanya?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

10. Ano ang posibleng tugon na maaring kailangan ng kliente na posibleng hingin
ng tulong sa iba pang mga ahensiya tulad ng pribadong individwal,
organisasyon, Local Government Unit, National Government Agency, at iba pa.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Prepared by: Concurred by:

___________________________ ___________________
Name and Signature of RCHI Staff MS. AMELIA TUQUERO
Executive Director, RCHI

Appendix H

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

[email protected] (045) 493-0642

CASE CONFERENCE MATRIX

Case Conference Date: __________

Client‟s Name: _____________________ Case Manager: _________________________

I. PARTICIPANTS INFORMATION

No. Participant Name Position or Relation Agency/Office/ (1) Face-to-

to the Client Address face or (2)

Virtual Meeting

1

2

3

4

5

6

7

Client Available: Yes No

II. PURPOSE OF CASE CONFERENCE

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

III. OVERALL ASSESSMENT OF CLIENT SITUATION AND CURRENT NEEDS
Include programs in service areas.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

IV. PLAN OF ACTION DESIRED GOAL PLA
(Act
No SPECIFIC PROBLEM/ NEED
TO BE ADDRESSED I

1 ________________________
2 Parent/Guardian
3
4 _____________________
5 Social Worker
6
7
8

Concurred by:

________________________
Client

Reviewed by:

________________________
Houseparent

AN OF ACTION RESPONSIBLE TIMEFRAME
tivities, Program, PERSON OR AGENCY
Intervention)

_____ __________________________
____ Referral Party

Noted by:

_______________________
Ms. Amelia Tuquero, Executive Director

Appendix I

Children’s Home Inc. (RCHI)
Sta. Maria, Camiling, Tarlac
[email protected] (045) 493-0642

PROGRESS REPORT

_____________________ Age: __________
Month I Day I Year

Client‟ Name: _____________________________________

I. REPORT ON ASPECT IN LIFE

ASPECT FINDINGS RECOMMENDATION
Physical and Health

Educational

Spiritual

Emotional

Social

Knowledge & Skills
Enhancement

II. NEXT PLAN ACTIVITIES TIMELINE
PLAN

Prepared by: Noted by:

_________________ ___________________
Social Worker Ms. Amelia Tuquero, Executive Director

Appendix J

Children’s Home Inc. (RCHI)
Sta. Maria, Camiling, Tarlac
[email protected] (045) 493-0642

ANECDOTAL REPORT

_____________________ Age: __________
Month I Day I Year

Client‟ Name: _____________________________________

I. HOUSEPARENT OBSERVATIONS

CLASSIFICATION GENERAL RECOMMENDATION
OBSERVATIONS
Physical observation and
Health Status

Social Relationship and
Interaction with the staff and
the other residential clients
Emotional observation

Spiritual observation

II. ASSIGNED TASKS/OBSERVATIONS

TASKS AND GENERAL RECOMMENDATION
RESPONSIBILITIES OBSERVATIONS/

Home Chores RESULTS

Studies

Developmental activities

Other significant activities

Prepared by: Noted by:

_________________ ___________________
Social Worker Ms. Amelia Tuquero, Executive Director

Appendix K

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

[email protected] (045) 493-0642

Transition Phase Flowchart

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

Appendix L
Sample Communication

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

[email protected] (045) 493-0642

__________________
Date

________________________
________________________
________________________

Dear _____________________:

Warmest greetings!
Rehoboth Children‟s‟ Home Inc (RCHI) is a faith-based organization and child-caring
institution registered under the DSWD and SEC providing temporary shelter and basic social
intervention to the children who are abandoned, neglected, orphaned and disadvantaged.

As part of the intervention program for the youth, we institutionalized the Independent Living
Program through a practice model entitled, “Tulay ng Kinabukasan: Empowering Children in
Residential Care to Transition into Independent Living – Holistic Approach. Fostering
collaboration with the potential partners of change, this model of intervention aims to achieve
youth full development, become productive and independent during their adulthood.

In order to expand the provision of services to the identified clients, we would like to solicit
any financial, material or other support/assistance that can be extended to the RCHI for the
benefit of the clients.

May this request be extended from your kindness and consideration.

Thank you very much.

Very sincerely yours,

AMELIA TUQUERO
Executive Director, RCHI

Appendix M

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

[email protected] (045) 493-0642

TULAY NG KINABUKASAN: EMPOWERING CHILDREN IN RESIDENTIAL CARE TO
TRANSITION INTO INDEPENDENT LIVING – HOLISTIC APPROACH

KASUNDUAN

Sa Mga Kinauukulan:
Ako, _________________________________ (Pangalan), ______ (edad) taong gulang,
ipinanganak noong, ________________ (petsa ng kapanganakan), sa
___________________________ (lugar ng kapanganakan).
Kusang-loob kong pinahihintulutan ang Rehoboth Children‟s Home Inc. na ako ay isailalim
sa program ana ito at nangangako na susunod sa mga patakaran at alituntunin na kanilang
itinakda para na rin sa aking ikabubuti:

1. Pagbubutihin at bibigyang pagpapahalaga ang aking sarili na gagawing
kapaki-pakinabang ang bawat oras at araw para sa makabuluhang gawain
tulad ng pagsusumikap sa pag-aaral o pagtratrabaho kung kinakailangan;

2. Mag-bibigay ng buwanan o lingguhang pag-uulat tungkol sa mga pangyayari
sa aking buhay para malaman ng ahensiya ang aking mga pangangailangan
at kung paano pa ako matutulungan/magabayan ng tama at wasto;

3. Patuloy na gagamitin ang lahat ng mga magagandang natutunan sa ahensiya
na kinakailangan ko bilang pag-hahanda sa aking sarili para sa mga
posibleng balakid o problema na kakaharapin;

4. Ilalaan ko ang mga tulong na maibabahagi sa akin sa mas kapaki-pakinabang
na bagay tulad ng pagkain, pamasahe papunta sa eskwela o trabaho, at iba
pa, at sisikapin na makapag-pundar para sa hinaharap;

5. Bibigyan ng prioridad ang pag-abot ng tulong sa ahesiya sa mga
importanteng gawain tulad ng pagtulong sa gawain eskwela ng mga
kasamahan, paglilinis ng pasilidad o iba pang gawain bahay, pagsasaayos ng
mga dokumento, at iba pa makabuluhang gawain; at

6. Binibigyang pahintulot ang insitusyon na mag-post ng litrato sa fb account
nito upang maipaabot ang impormasyon sa positibong naitulong sa akin
bilang kanilang kliente.

Alam ko na ang hindi pag-sunod sa mga nabanggit, ay pwedeng maging dahilan para hindi
maipagpatuloy ang kasunduang ito na sumasaklaw ng isang taon.
Bilang pagpapatunay sa aking kabatiran at pagsang-ayon sa mga nakasaad, ako ay lalagda
ngayong ika-_____ng _________, taong ______.

_______________________________ ________________________
Pangalan at Lagda ng Kliente Pangalan at Lagda ng Magulang

Pinatutunayan ni: Pinagtitibay ni:

___________________ ___________________
Social Worker Bb. Amelia L. Tuquero
Executive Director

Appendix N

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

[email protected] (045) 493-0642

TRANSITION PLAN TEMPLATE

I. TRANSITION NEEDS

Note: Rate each category based on priority needs of the client. The lowest is 1 and
the highest is 5. Please take note that only those categories which are relevant for
transition needs and lowest evaluation in the case management and/or assessment
tool must be rated highest.

No. Category Criteria Rating Recommendation
1 Housing
Secured, safe, (1Low; (Means of accessing or
affordance, and 5 High) improving such categories)
appropriate
accommodation and
living arrangement;

2 Health Health care needs
are timely attended
3 Education and Engagement in
Training education, and skills
training are available

4 Livelihood or Opportunity to gain a

employment compensation or

profit

5 Financial Needs Financial

support/assistance

in a form of

scholarship,

allowance,

accommodation

assistance

6 Personal Identity Supporting the

Support young individual to

independent identity

7 Relationships Building

and relationships,

communication continuation and

reconnection with

significant others

(parents, family

members or other

relatives);

8 Support for Support needs are

Independence addressed to assist

the young individual

on their care through

the transition into

independent living

9 Community Community
engagement and
10 Life skills connections as other
monitoring source of extending
support and
11 Personal assistance to the
possession young individual
Development and
12 Post Case continuous
support monitoring of core
life skills
Availability of
personal and basic
household items
Availability of post
care support and
other services

13 Others (specify)
_____________
_____________

14

15

Prepared by: Noted by:

___________________ ___________________
Social Worker MS. AMELIA L. TUQUERO
Executive Director

Rehoboth Children’s
Sta. Maria, Cam

reho2009_phil@yahoo

HELPING PROCE

Note: Only those found highest ratings with no recommendation will

NO. CATEGORY PROBLEM/ NEEDS G

(Based on the Transition

Need)

1

2

3

4

Prepared by: Noted by:

_________________ ___________________
Social Worker Ms. Amelia Tuquero, Execu

Appendix O

s Home Inc. (RCHI)
miling, Tarlac
o.com (045) 493-0642

ESS TEMPLATE

l be targeted for helping process.

GOALS/ OBJECTIVES/ HELPING PROCESS

MEASURABLE (Frequency, Timeline and Responsible staff)

OUTCOMES

utive Director

Appendix P
Rehoboth Children’s Home Inc. (RCHI)

Sta. Maria, Camiling, Tarlac
[email protected] (045) 493-0642

Phase 3: Full Independence and
Phase 4: Monitoring and Evaluation Flowchart

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

Appendix Q

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

[email protected] (045) 493-0642

List of Program Options for the Youth Full Independence
(for editing)

o EduK2Action (Education Key to Action) – this program design
proposed for expansion of educational assistance available in the
agency and tapping other available programs and services provided by
external parties.
 Internal – The agency may opt to expand the provision of RCHI
Educational Assistance Program (REAP) through intensifying
the advocacy for fund raising such as organizational and private
sponsorship or scholarship grants i.e. RCHI 100 Club, a
donation drive partnering with the agency to make a difference
in the lives of the children.
 External – This include educational assistance, scholarship and
sponsorship programs provided by national agencies i.e. local
government units, or other organizations that can be tapped by
the agency to support their Independent Living clients to further
advance their education, such as but not limited to:
 Alternative Learning System (ALS) - program aimed at
providing an alternative path of learning for the Out-of-
School Youth and Adult (OSYA) who are literate but have
not completed 10 years of basic education as mandated
by the Philippine Constitution. Through this program,

school dropouts will be able to complete elementary and
secondary education outside the formal system. It aims to
provide opportunities for OSYA learners to develop basic
and functional literacy skills and to access equivalent
pathways in completing basic education;
 Alternative Learning System (ALS) Integrated
Education and Skills Training Program - This program
utilized existing DepEd expertise, particularly from
remaining technical high schools and select Senior High
Schools, and leverage partnerships with SUCs, LGUS,
private sector, and CSOs, to provide the technical-
vocational and other skills training components attuned to
the demands and opportunities of the local community
and the country. The ALS Integrated Education and Skills
Training Program aims to produce ALS completers who
are not only able to catch up with basic academic
education but have also acquired technical competencies
suitable for immediate employment;
 Government Assistance and Subsidies - This program
aims to improve access to quality secondary education
through the government extension of financial assistance
to deserving elementary school graduates who wish to
pursue their secondary education in private schools. This
can be attained through: (1) The Education Service
Contracting Program (ESC) aims to democratize and
improve access to quality education by extending

financial assistance (in the form of a tuition subsidy) to
qualified elementary school graduates who wish to
pursue secondary education in a private school; (2)The
Senior High School Voucher Program (SHS VP) that is
a mechanism that will provide financial assistance to
senior high school students who shall enrol in non-DepEd
schools that will offer SHS, including private JHSs,
private higher education institutions (HEIs), state and
local colleges and universities (SUCs and LUCs), and
technical-vocational institutions (TVIs); and (3) The Joint
Delivery Voucher will optimize TVL learning by allowing
SHS students enrolled in public schools to avail of
vouchers and take their TVL specializations in eligible
partner institutions from either private or non-DepEd
public SHSs, as well as TVIs, offering their desired
specializations (source: Programs and Projects of
Department of Education (2020). Planning and
Programming Division);
 DSWD Educational Assistance – a form of assistance
given to eligible students to help defray school expenses
and/or cost of sending students/children to school such
as school fees, supplies, projects, allowance and other
related expenses which will be provided once in a
school/academic year for students, with priority to
working students in public high school, vocational/
technological schools, state colleges and universities. A

maximum of three (3) children per family shall be entitled
to this assistance. However, this may be given to a
student who, although not indigent, is assessed by the
social worker to have an extreme need therefor based on
his/her family‟s current condition to include victims of
displacement and repatriated/deported Overseas
Filipinos (OFs), among others (source: DSWD
Memorandum Circular 24 series of 2020);
 CHED Scholarship through Implementation of the
Republic Act 10931 or the Universal Access to
Quality Tertiary Education Act - is a law that
institutionalizes free tuition and exemption from other fees
in state universities and colleges (SUCs), and local
universities and colleges (LUCs) including foresees
subsidies for private higher education institutions (HEI) in
the Philippines. It is intended to give underprivileged
Filipino students a better chance to earn a college
degree. To continuously benefit from the law, students
must meet all the admission and retention requirements.
That is, they need to pass the admission and retention
requirements of the universities, which includes finishing
their degree on time and enrolling in the required number
of units per year. All (eligible) Filipino students enrolled in
courses leading to a bachelor's degree in state
universities and colleges (SUCs), local universities and
colleges (LUCs) and technical-vocational schools will be

exempted from paying tuition and other school fees. They
are also exempted from admission fees and fees for the
use of library, laboratory and computers. For those
enrolled in technical-vocational schools, further fees are
exempted, including the cost of utilities, facilities,
equipment and tools maintenance, as well as the
honoraria of trainers. For those enrolled in private higher
education institutions, a subsidy for tuition and other
school fees is available. The law also includes provisions
for student loans through UNIFAST scholarship grants
(source: RA 10931);
 DOST Scholarship such as (1) Republic Act No. 7687
or the Science and Technology Scholarship Act of
1994 - provides for scholarships to talented and
deserving students whose families‟ socio-economic
status does not exceed the set cut-off values of certain
indicators. Qualifiers must pursue priority fields of study in
the basic sciences, engineering, other applied sciences,
and science and mathematics teaching; (2) Republic Act
No. 10612 - aims to strengthen the country‟s science and
technology education by fast-tracking graduates in the
sciences, mathematics and engineering who shall teach
science and mathematics in secondary schools
throughout the country; and (3) DOST-SEI Merit
Scholarship Program, formerly known as the NSDB or
NSTA Scholarship under Republic Act No. 2067 - is

awarded to students with high aptitude in science and

mathematics and are willing to pursue careers in the

fields of science and technology (source: DOST website

https://www.sei.dost.gov.ph/index.php/programs-and-

projects/scholarships/undergraduate-scholarships#junior-

level-science-scholarships);
 GSIS Scholarship Program (GSP) - aims to extend aid

to children or dependents of low-income GSIS members

and permanent total disability (PTD) pensioners below 60

years of age. The pension fund will shoulder the tuition

and miscellaneous fees up to Php40,000.00 per

academic year and Php3,000 allowance per month of

each scholar (source: GSIS website

https://www.gsis.gov.ph/ginhawa-for-all/gsp/);
 The Landbank scholarship is one of the outstanding

scholarships in the Philippines created by the Association

of Development Financing Institution in Asia and other

Pacific areas. It has scholarship benefits such as thesis

funding, book allowance, full tuition funding, licensure

examination subsidy, etc. Another scholarship grant

provided is the Landbank Gawad Patnubay

Scholarship Program, an education-to-employment

initiative designed to benefit underprivileged, but

deserving students who shall specialize in the fields of

agriculture and fisheries and Education-to-Employment

(E2E) internship component which opens opportunities

for the scholars to prepare them after graduation, and
aims to secure agriculture-related jobs for the scholars at
the end of the program (Source: Landbank website
https://www.landbank.com/csr-programs/gawad-
patnubay-scholarship-program);
 TESDA Programs such as (1) School Based Training
Program – technical vocational courses registered under
the Unified TVET Program Registration and Accreditation
System (UTPRAS) being delivered by a more than 500
private and public technical vocational institutions (TVIs)
in Central Luzon. The registered courses number more
than 2,600. These schools and their course offerings are
being monitored following the UTPRAS guidelines,
relevant education laws, and the implementing rules and
regulations under the Philippine TVET Qualification
Framework (PTQF), (2) Center-Based Training
Program – This refers to the technical vocational
programs that are being delivered by the Central Luzon‟s
Technology Institutions (TIs) which include two (2)
regional and seven (7) provincial training centers, two (2)
supervised schools in Pampanga and Tarlac, and the
KorPhil-Bulacan IT Training Center in Guiguinto, Bulacan;
(3) Community Based Training Program – this refers to
the training programs that are specifically designed to
answer the needs of the barangays. The training
programs being conducted are basic capability building

courses that aim to enhance the citizens productivity thru
productive livelihood endeavors and self-employment.
The target beneficiaries include the poor and under
privileged residents such as out of school youth, women,
and unemployed adults; marginalized groups
(subsistence farm workers, fisher folks), indigenous
people, and even the members of the informal sector.
This program is being implemented through convergence
approach in partnership with local government units, non-
government groups, civic, religious, and people‟s
organizations, politicians, and other national government
agencies, (4) TESDA-DSWD Cash for Training
Program – This is one of the latest projects of TESDA-III
in cooperation with the Department of Social Welfare and
Development-III (DSWD) which aims to deliver training
programs for the youth for gainful employment. The
beneficiaries are individuals determined eligible under the
expanded Government Internship Program of the DSWD
(source: TESDA Region III website
https://www.tesda3.com.ph/services/).
 Scholarship grants provided by Party List such as Butil
and CIVAC, House of Representatives, Local
Government Units of Camiling and Sta. Ignacia, Tarlac;
and
 Scholarship provided by Non-Government Organizations
(NGOs), Foundations and private individuals.

o HanapBUHAY – this program design proposed for employment
facilitation and opportunities that the agency may considered given the
limited human resource and potential employment and livelihood
programs that can be tapped from the other external parties.
 Internal – the agency may create employment or livelihood
opportunities for the monitored youth such as but not limited
administrative tasks, clerical staff, educational coordinator,
advocacy and marketing staff, household chores, managing the
Income-Generating Projects i.e. ecological garden, farming,
garden and landscaping, House parenting, among others.
 External – the agency may tap other opportunities outside the
agency through available programs such as:
 The Weekend Youth Brigade (WYB) – are the low-cost
but high-impact weekend youth programs of various
government agencies and local government units which
aims to involve the youth in community building projects
during the weekends.
 Government Internship Program (GIP) –seek to initiate
its youth participants into public service by involving them
with government programs and projects, through the
various departments and agencies coordinated by the
Presidential Council for Youth Affairs (PCYA).
 Work Appreciation Program (WAP) – develop the
values of work appreciation and ethics among college
and high school students by providing them with

apprenticeship and actual work opportunities in private
establishments. The Program involved various private
sector groups and employers‟ federations and shall be
coordinated by the Department of Labor and Employment
(DOLE).
 Special Program for Employment of Students (SPES)
– aims to develop the intellectual capacities of children of
poor families and harness their potentials for the
country‟s development. The Program aims to help poor
but deserving students pursue their education by
providing income or augment their income by
encouraging their employment during summer and/or
Christmas vacations;
 Program on Literacy cum Livelihood, Culture, Arts
(PLLCA) – aims to empower the youth with devisable
knowledge, skills, attitudes and values to make them self-
reliant, responsible, productive, humane and upright
citizens who can contribute to the sustainable
development of the country;
 Immersion and Outreach Program (IOP) – aims to instil
in the youth a sense of community service and
volunteerism for the less privileged sectors of the society;
 Health Outreach Program (HOP) – aims to promote an
understanding and sense of awareness among the youth
on critical health programs and issues, such as

population, environmental health, immunization, nutrition
and drug abuse, among others;
 Youth and Infrastructure Development (YID) – aims to
train and involve the youth in labor intensive infrastructure
programs in their respective localities. Through hands-on-
training, the youths are introduced to the values of
discipline, hardwork and labor;
 Tourism Training and Appreciation Program (TTAP) –
aims to increase the level of knowledge and exposure of
students and instil in the minds of the youths the history,
heritage, and proud accomplishments of our forefathers.
The program shall also be geared towards environmental
awareness and protection, educational and leisure trips,
and preservation of our cultural heritage (Source: Asia
Pacific Youth Employment Network. International Labor
Organization, gathered from their website
https://apyouthnet.ilo.org/network/kabataan-program);
and
 Public Employment Service Office (PESO) – a free
charging multi-dimensional employment service facility or
entity established in all Local Government Units (LGUs)
in coordination with the Department of Labor and
Employment (DOLE) pursuant to R.A. No. 8759 or the
PESO Act of 1999 as amended by R.A. No. 10691 which
aims to ensure prompt and efficient delivery of
employment facilitation services as well as to provide

timely information on labor market and DOLE Programs
through (1) Labor Market Information, (2) Referral and
Placement, and (3) Employment Coaching and Career
Counseling. The agency may conduct referral for the
following programs of PESO, (1) Special Program for
the Employment of Students (SPES), (2) DOLE
Government Internship Program (DOLE-GIP), and (3)
DOLE Integrated Livelihood and Emergency
Employment Program (DILEEP) (source: DOLE website
https://www.dole.gov.ph/public-employment-services-pes-
contents/).

o Tulay ng Pagbabago – this is 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. The following are the
suggested programs to be extended:
 Accommodation – support to be extended by the agency
(max. of 3 months) with certain terms of condition i.e. once the
young individual is employed, repayment scheme shall be done
on a monthly basis;

 Subsidy – the agency is recommended to partner with the
Local Government Unit where a particular young individual is
residing to seek financial support for the funding of the basic
needs for independent living. The agency can also look for fund
support through external partners and donors‟ sponsorship or
create a fund raising for monitored youth of full independence
phase. The monthly subsidy shall cover the monthly allowance
for food, purchase of clothing, traveling allowance, school
requirements, cell phone, among others;

 Extended support and care of family and relatives – the
agency shall encourage constant communication and visitation
to the monitored child. This will empower them to strive for
success and be a productive individual in the future.
Furthermore, other financial assistance must also be extended
in order for this individual to feel that they are valued and cared
for;

 Client coordination and feedbacking to the agency – the
monitored client must regularly provide an update with the
agency representative through communication, coordination
and feedbacking. Although, the client undergoes full
independence, the agency still has the right to know the
whereabout of the client and/or problems being faced so as to
determine how the agency can intervene on clients‟ situation.

 Visioning and Career Pathing – Preparing for a productive
future as a youth can be extraordinary difficult especially for
those that stayed in residential facility for a long period of time.

It is important that while the agency staff provided them with the
life skills needed for independence, the youth must remain
tough in every battle he/she may face. In every decision they
make, it will create the foundation of their future families,
community where they will live and economic progress of the
country. The visioning and career pathing supervised by their
mentors either from agency staff or other trusted people shall
ensure that youth are expressing their target goals, nurturing
positive mindset amidst challenges, and developing practical
knowledge and essential skills in life. The activity can be
facilitated on a monthly basis either casual conversation or
dialogue, mentoring and coaching session doesn‟t require the
monitored client to be intelligent in every aspect of life but aims
to achieve a street-smart youth in making life decisions, plan of
actions and goal orientation.

o WE SERVE - this is 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. Thus, the FI
student believes that you will learn more from things that happen to you
in real life than you will from hearing about or studying things that
happen to other people. The following are the proposed interventions:

 #YouCan: Youth Development Interventions – patterned in
the Unlad Kabataan Program of the Ministry of Social Services
and Development of the Bangsamoro Autonomous Region of
Muslim Mindanao, this intervention aims to achieve the total
development of the disadvantaged youth in terms of physical,
psychological, emotional, social, spiritual, cultural and economic.
The goal is to promote the development of the independent
living youth to become self-reliant, economically productive,
socially responsible citizens and able to contribute to the
development of their family and community through:
 Involvement in the Organization of Pag-Asa Youth
Association of the Philippines (PYAP) to promote
networking at various level. Engaging the PYAP
members in doing productive and valuable activities such
as community organizing and related works, sports and
recreational activities, strengthening spiritual
engagement, among others can be another form of youth
empowerment;
 Development of Support System – Considering the
credibility and influence of their peer in the life of the
youth, selected youth leaders who have interest,
willingness and capability to serve as peer counselors,
educator and advocates for positive lifestyle,
environment, and conclusion on the rights of the child
are trained to assist the service providers. This kind of
approach can be administered by the agency staff as

part of their activity especially during meetings or peer
discussions for the newly admitted children in the
residential facility, wherein the monitored youth will be
sharing testimonials of their past and present life. In a
way, this can create a better understanding of life
purposes and for these youth to become influential on
the lives of children in achieving positive change in
preparation for their maturity, independence and
involvement in the community;
 Community Campus Participation – an intervention that
encourages the monitored client for independent living to be
engaged in campus organization to bring together policy,
delivery and impact in the current sports, skills, talents for
development, leadership, significant causes, activities and
movement. This intervention has three elements: (1) Engage
young people through sport, art, cultural and digital activity, (2)
Equip them with mental, physical and emotional life-skills and
resilience, and (3) Empower them with the aspiration of further
and higher education, employment and leadership; and
 Peer to Peer Strong Network (P2P) - A peer network is where
young people with similar experiences or circumstances come
together as equals, to provide support for one another. A peer
network presents an opportunity and safe space for young
people to offer informal support to their likeminded or similar
situation peers. Young people can benefit from connecting with
others, especially those they see as going through similar