Assessment of Family Development Session

of the Pantawid Pamilyang Pilipino Program (4Ps):

Content, Process, and Effects
(FINAL REPORT)
RESEARCH TEAM
Raden G. Piadozo, PhD, Program Leader
Melissa P. Ferido, Assistant Program Leader

Component 1: Assessment of FDS Modules

Josefina T. Dizon, PhD, Project Leader
Rufo Gil Z. Albor, Study Leader
Evelie P. Serrano, PhD, Study Leader
Kristine Marie Reyes, Study Leader

Component 2: Process Evaluation

Helga P. Vergara, Project Leader
Nephtaly Joel B. Botor, Study Leader
Eric Paul Peralta, LLB, Study Leader

Component 3: Effects of FDS

Ria D. Sanchez, Project Leader
Rhea R. Bailey, Study Leader
Marison R, Dy, PhD, Study Leader
Raphael M. Ferrer, Study Leader
Charina P. Maneja, Study Leader
Rocky T. Marcelino, Study Leader, Statistician
Sarah Jane C. Pacarangan, Study Leader
Ronaldo O. Rogel, Study Leader

April 24, 2017

*Correspondence concerning this study should be addressed to the Department of Human

and Family Development Studies, College of Human Ecology, University of the Philippines
Los Baños, Laguna, Philippines 4031.
 Assessment of Family Development Session
of the Pantawid Pamilyang Pilipino Program (4Ps):
Content, Process, and Effects

ABSTRACT
The research project is an evaluation of the Family Development Session, a conditionality of
the Pantawid Pamilyang Pilipino Program that provides family life education to conditional
cash beneficiaries. Using qualitative and quantitative methods (survey, interviews, focus
group discussions, observations, and desk reviews), the study assessed the FDS in terms
of content, process, and effects. The study reveals that the respondents perceive the
FDS as significant and useful, particularly in the aspect of knowledge acquisition. They
also have high regard for implementers and have a positive review of the implementers’
ability to deliver the topics and deal with beneficiaries agreeably. Concerns regarding
the implementation of the attendance policy, however, surfaced as well as issues on
non-conducive learning environment and venue, and some civil society organization’s
approaches. Likewise, beneficiaries reported that they are able to use some of the
knowledge in their families, although statistical analysis reveals that socio-behavioral change
can only be gleaned on the aspects of child protection, children’s education, acceptance
of FDS as conditionality, health and nutrition, and active citizenship, wherein percentage
influence of FDS attendance on changes ranged from 15% to 21%. Interestingly, while
beneficiaries expressed that topics on parenting and family relationship are beneficial,
percentage influence of FDS attendance on these aspects was low (less than 5%), which
means that they must have been greatly affected by other factors than FDS. Discussion of
these findings vis-à-vis the principles of family life education and social change culminates
this report as well as a series of recommendation on content, methods, and policies.

Keywords: Family Development Session, Pantawid Pamilyang Pilipino Program, Family Life
Education, family, Philippines

1
 INTRODUCTION

In the Philippines, a nationwide program addressing the issue of poverty was launched in
2008 by the Department of Social Welfare and Development. This is the Pantawid Pamilyang
Pilipino Program patterned after same programs in the Latin Americas, which provides
conditional cash to Filipino families in poverty (Chaudhury, Friedman, & Onishi, 2013). The
Pantawid, as the program is commonly referred to, has two objectives: social assistance
achieved by providing cash assistance to address families’ short-term needs and, social
development attained by investing in human capital to break the intergenerational poverty
cycle (Official Gazette, 2016).

Family Development Session and the Pantawid Pamilyang Pilipino Program Quintessential
among the conditions that beneficiaries have to fulfill is attendance to the Family Development
Session (FDS). The FDS is a monthly family life education session facilitated by trained City/
Municipal Links (C/MLs) of DSWD using the Gabay sa Pagpapaunlad ng Pamilyang Pilipino
manual and other modules from collaborating agencies. The sessions envision to educate
parents about essential areas of family life such as child rearing, child development, marital
relationships, and family dynamics. As a conditionality, the FDS is a strategy that addresses
the program’s thrust on social development that desires to break “the intergenerational
poverty cycle by investing in the health and education of poor children” (Official Gazette,
2016).

Family Life Education: Content, Process, and Effects

Interventions that approach family life such as the FDS is meaningful since the family is
not only a unit of care but is also a learning system. The family serves as a platform for
enculturation or, specifically, transfer of knowledge, beliefs, attitudes, skills, practices and
values from one person to another and from one generation to the next. Family Life Education
(FLE) focuses on topics pertaining to family development to individuals, parents, couples
and whole families in communities (Duncan & Goddard, 2005). In principle, a FLE program
should be: (a) significant in the life-span, (b) based on the needs of the clients served, (c)
multidisciplinary, (d) utilizing varied content delivery, (e) focused on education, (f) honoring
diversity, and (g) requiring educated professionals for the delivery of subject (Allen, 2013).

More particularly in the Philippines that takes pride in being a family-centric society, FLE
becomes more relevant. Due to rapid social change, the characteristics of a Filipino family
usually vary. Likewise, the Filipino family is usually faced with issues such as poverty and the
slow progress in reducing poverty (Usui, 2011). This high incidence of poverty in the country
usually stems from limited job opportunities that would really help in uplifting the lives of
these families, and poor social security system that are often times poorly implemented
and evaluated (Usui, 2011). In turn, poverty becomes a risk factor to various socio-emotional
concerns. For instance, studies show how low-income, marginalized families are mentally at-
risk due to their difficult and oppressive environment (Hudson, 2005; Tam, Foo & Lee, 2011;
Ardington & Case, 2010).

2 Assessment of Family Development Session of

the Pantawid Pamilyang Pilipino Program (4Ps): Content, Process, and Effects
FLE as an intervention is deemed beneficial. Firstly, it is a preventive measure, addressing
problems even before they happen (Myers-Walls, et al. 2011) perhaps due to its ability to
“strengthen and enrich well-being” among individual members and the family as a whole
(Arcus et al., 1993, p.21 in Duncan & Goddard, 2005). Secondly, it serves as a conduit for other
services that directly or indirectly supports social change or the large-scale transformation
of activities, norms or other phenomena in societies (Doda, 2005). While largely focused on
knowledge, family life education initiates change in attitudes, behaviors, and physical states
(Gaurney & Gaurney 1981). Influencing feelings, motives, attitudes, and values is central to
the change process among participants in family life education (Arcus et al., 1993; Draling,
1987; Doherty, 1995).

This change process as an outcome of family life education is logical because people when
provided with “opportunities to learn skills and develop a sense of control” (Zimmerman,
1990, p. 71), they are able to mitigate the concerns circumstantial to the life they live in.
Through a process called learned hopefulness, knowledge and skills that people acquire
brings forth a “sense of psychological empowerment.” Therefore, studies that reveal how
FLE enhances parenting (Cowen 2001) and decreases abusive behaviors (Gorzka 1999) are
expected. Gleaned vis-à-vis the major role that parents take in shaping children’s emotional,
personal, and cognitive development (Kruk, 2008), the link between family life education
and addressing intergenerational issues becomes clear.

The Present Study: Research Objectives and Evaluation Framework

After more than half a decade of implementation, the DSWD deemed it necessary to assess the
extent to which the FDS has contributed to its overall program objectives and to their mandate
on protecting the vulnerable and empowering the poor. The evaluation study was conducted
by a team of experts from the University of the Philippines Los Baños, spearheaded by the
Department of Human and Family Development Studies, within the College of Human Ecology.

The evaluation study is a tri-component project. Each component addresses the

general aims and their corresponding specific research objectives. The study aimed to:
1. determine the effectiveness of the modules in bringing about the desired level of
awareness and intended behavioral outcomes
a. assess the content, structure, design, practicability, coherence,
understandability and convenience of the FDS modules;
b. design options to customize the FDS modules in response to the needs of
the beneficiary groups; and
c. recommend a framework for a ladderized FDS curricular program to address
the beneficiaries’ needs in terms of their cognitive, skills and values.

3
 2. assess the process of implementing the FDS across various stakeholders
a. review and assess the FDS Framework, objectives and indicators, and assess
their relevance in the current context and priorities of DSWD in general and
the CCT program objectives in particular;
b. assess the modes and methods of the FDS session delivery including record-
keeping practice;
c. identify good/best practices and innovative approaches on the conduct of the
FDS;
d. assess the methodologies being employed by the field implementers in
conducting the sessions in terms of their applicability and effectiveness in
inculcating the learning;
e. recommend pointers to further strengthen the FDS design, modules and
delivery; and
f. recommend a competency framework for facilitators and formulate a
framework for continuing capacity building program for the implementers.

3. assess the effects on FDS

a. assess the effects of FDS on family life, particularly in husband-wife relationship,
parent-child relationship, child protection, home and financial management,
strengthening family values, and active citizenship;
b. assess the relevance of FDS to household and community needs of the
beneficiaries, and the driving force of the partner beneficiaries in attending
the FDS; and
c. identify (higher level of objective was proposed) behavioral changes and
values in their perception of health, nutrition, education, protection of children
from violence, exploitation, abuse and neglect, community participation, and
active citizenship.

The present study made use of the Theory of Change as a framework of evaluation. This
viewed the change process as a results chain. The FDS was construed as an input. The
components, aspects, and activities of implementation were construed as process. The
socio-behavioral outcomes (finite effects) and impacts (long-term effects) of the FDS were
construed as results. In particular, the process, facilitating factors, best and innovative
practices, and bottlenecks and gaps were explored vis-à-vis the change envisioned to be
achieved by the FDS among family-beneficiaries.

4 Assessment of Family Development Session of

the Pantawid Pamilyang Pilipino Program (4Ps): Content, Process, and Effects
 METHODOLOGY

Quantitative and qualitative methods of analysis were utilized in this evaluation study. The
three components employed data gathering strategies to address their specific research
objectives. Component 1 conducted FDS observations and desk review of FDS’ guidelines
and modules to review and evaluate the content of the FDS. Component 2 conducted
key informant interviews and focus group discussions among various stakeholders (i.e.,
participants, implementers, administrators, partner agencies), FDS observations, and survey
to evaluate the processes involved in FDS. Component 3 conducted focus group discussions
and a large-scale survey to assess the effects (outcomes and impact).

Areas covered in the study are the NCR Second District (Pasay and San Juan), NCR Fourth
District (Pasig and Pateros), Cavite (Tagaytay and Ternate), Ilocos (Marcos and Laoag), Negros
(Dumaguete City and Zamboanguita), Iloilo (Lambunao and Iloilo City), Surigao (Surigao City
and Malimono), and Sarangani (Alabel and Kiamba). These areas were determined using a
three-stage sampling design. Prior to sampling, the whole country was stratified to four island
groups namely; (1) Luzon island group, (2) Visayas island group, (3) Mindanao island group,
and (4) National Capital Region. From each of these groups, a simple random sample of two
provinces was obtained, then a simple random sample of one “rural-like” and one “urban-
like” area (municipality or city) was drawn from each province. Probability-proportional-to-
size sampling was used to determine the barangays to be sampled within the municipality/
city. A total of 700 barangays were covered.

Evaluating the content of the FDS was primarily achieved through desk review of the FDS
modules. Expert ratings were given by the evaluators using a set of criteria encapsulated
in a rating sheet. The criteria include: content (clarity, validity relative to the objectives and
FDS framework, accuracy), structure (sufficiency of information that instructs the facilitator
on how to implement the activity), visual design (design, layout, visuals), relevance and
practicability (local context, use of available resources), coherence (interconnectedness of
content and sessions), understandability (language and content that are comprehensible to
the audience), and ease of use/delivery (additional support to the facilitator).

Evaluating the process was primarily attained through interviews, focus group discussions, and
observations. For the focus group discussions, the participants were Pantawid beneficiaries
selected randomly from the attendance sheet on the day when the FDS in a particular barangay
was observed. For the interviews, key informants were parent leaders and implementers
from DSWD and civil society organizations. For observations, expert ratings were given by
evaluators on the various dimensions of FDS such as FDS Topics, Resource Persons, Schedule
and Venue, Absences, Proxy attendance, Make-up sessions, Tardiness, Postponement of
Scheduled FDS Activity, Clustering of Sessions, Participation Cost on FDS by Beneficiaries,
Use of Talaarawan, and Code of Conduct for FDS Implementers. These dimensions were
derived from the updated FDS Implementation Guidelines of DSWD.

5
Evaluating the socio-behavioral outcomes was done primarily through the survey conducted
by Component 3. Three-stage sampling was done. The first stage involved selecting provinces
using simple random sampling. The second stage was selecting the barangays within each
of the enrolled “rural-like” and “urban-like” municipality or city using stratified random
sampling with probability-proportional-to-size sampling. The third stage is the selection of the
households to be interviewed using systematic sampling. A total of 1,050 were interviewed.
After adjustments to non-response have been made, it totalled to 1,112 respondents.

Evaluating the impact of FDS was challenging since there was no baseline data available.
Hence, a quasi-randomized control evaluation was done by matching the beneficiaries on
a two-year phase approach. This involved cohorts who were admitted to Pantawid in 2008
(Phase 1 beneficiaries) and cohorts who were only admitted to the Pantawid program in
2012 (Phase 4 beneficiaries). Through a series of statistical procedures using Social Welfare
Development Indicator (SWID) data and the current survey, knowledge status before
enrolment to FDS and the estimated change in the beneficiary if not included in the 4Ps was
determined, as well as knowledge status after enrollment to FDS and the estimated change
on the beneficiary since they were included in the 4Ps. Approximate Z-test was done to test a
series of hypotheses pertaining to the outcome variables generated through data reduction
procedure. Socio-behavioral change is achieved when more than 50% of the respondents
indicated high scores in a particular variable. Estimation of the attributable effect of FDS on
these socio-behavioral changes was done.

FINDINGS AND ANALYSIS

Content: Assessing FDS Modules and Framework

The content delivered in the FDS is contained in a set of modules used by implementers.
These modules are either developed by DSWD or are adapted from partner agencies. In this
study, 10 modules were assessed; namely: 1) Guide to Filipino Family Development (Gabay), 2)
Parenting the Adolescent Manual (PAM): A Training Guide, 3) Manual on Effective Parenting
(MEP), 4) Appreciating Early Childhood Care and Enrichment or Early Childhood Care and
Development (ECCD), 5) Family and Community Based Disaster (FCBD) Manual, 6) Active
Citizenship Module (ACM), 7) Module on Disabilities (MOD), 8) eFDS on Proper Sanitation
Behaviors: Modular Session Guides for City/Municipal Links and Parent Leaders (WASH), 9)
Child Sexual Abuse Prevention for Parents (CSAP-P), 10) Child Sexual Abuse Prevention for
Children and Youth (CSAP-CY), and 11) Strengthening Filipino Responses in the Home, School,
and Community: A Training to Positive Approaches to Child Discipline (PACD).

Expert assessment of these modules were done through team workshops. Each module
was scrutinized by a group of educators and development communicators, with the use of
a set of criteria which include content, structure, visual design, relevance and practicability,
coherence, understandability, and ease of use/delivery. Table 1 presents the result of this
expert assessment.

6 Assessment of Family Development Session of

the Pantawid Pamilyang Pilipino Program (4Ps): Content, Process, and Effects
 Table 1. Ratings of the modules used in FDS based on the criteria
and on the relevance to FDS goals.

Module Title Average Rating (%) Adjectival Rating

Early Childhood Care and Development (ECCD) 94.09 Excellent

Parenting the Adolescent Manual: A Training Guide (PAM) 87.82 Very Satisfactory
Modyul Ukol sa Kapansanan (Module on Disabilities) 87.42 Very Satisfactory
Strengthening Filipino Responses in the Home, School,
and Community: A Trainer’s Manual on Positive Approaches
to Child Discipline (PACD) 86.33 Very Satisfactory
eFDSon Proper Sanitation (WASH):Modular Session Guides
for City/Municipal Links and Parent Leaders 82.61 Very Satisfactory
Gabay sa Pagpapaunlad ng Pamilyang Pilipino (Gabay) 81.84 Very Satisfactory
Manual on Effective Parenting (MEP) 80.04 Satisfactory
Active Citizenship Module (ACM) 74.38 Satisfactory
Child Sexual Abuse Prevention for Parents (CSAP-P) 72.42 Satisfactory
Child Sexual Abuse Prevention for Children
and Youth (CSAP-CY) 71.00 Satisfactory
Family and Community Based Disaster
Preparedness Manual (FCBDP) 65.92 Fair

In general, most of the modules were rated satisfactory (MEP, ACM, CSAP-P, CSAP-CY), very
satisfactory (Gabay, PAM, Module on Disabilities, PACD, WASH), or excellent (ECCD). Only
the FCBD Manual got a fair rating due to its low ratings on ease of use and delivery. It lacks
facilitator’s notes and suggestions on how to adapt the FDS module to the local setting and
participant group. It is also text heavy and lacks visuals, which make it less attractive to users.
In terms of understandability, the topics are presented in a very technical manner, which
might make it difficult for participants to absorb.

In terms of their scope, many of the modules address various goals of the FDS, but others such as
PACD, WASH, CSAP-P, and CSAP-CY are specialized for particular concerns and do not address other
goals of the FDS.

As an output of the review process, a proposed ladderized curriculum (PLC) was developed. It is
basically anchored on the Gabay Manual but additional modules on Parenting the Adolescent,
Community Organizing, and Livelihood and Entrepreneurship are suggested. Special modules
on community and household responses to incidents of terrorism, drug abuse, and human
trafficking can be developed and implemented in affected areas. Other identified topics for
inclusion are spirituality, child protection, and financial management. The last three topics
are already covered in the Gabay but are recommended to be strengthened.

7
The PLC is patterned on an individual’s system of interaction with the environment, which
include the family and the community. This is aligned with the person-in-environment
perspective typically used in social work practice. The PCL is designed to be implemented
in five (5) years and each monthly session is good for a maximum of two hours only.

Process: Assessing Instructional and Implementation Approaches

and Methods

The FDS process was evaluated by various stakeholders. Experiences and perceptions of
Pantawid beneficiaries and parent leaders about the various dimensions of the FDS from the
selection of topics to the implementers’ demeanors to the learning events they experience
in the actual session were revealed during the focus group discussions. Other administrative
and logistic matters such as scheduling, clustering, and implementation of the FGD guidelines,
on the other hand, were enlightened through interviews with implementers and supervisors.

Figure 1. The Session Structure

The Family Development Session starts with a prayer and other preliminary activities, which
include discussion of objectives and checking of attendance. This is followed by the actual lesson
for the day, where learning activities (e.g., games, lecture) and discussions ensue. Participants
particularly like when they are given chance to share. To close the session, the participants
pray and the facilitator takes the time to give announcements or, seldom, evaluate learning.

While the session itself only lasts for 2 to 3 hours or even brief as 1 hour in some areas,
it involves various stakeholders. The CL/ML serves as the primary facilitator of the FDS
although CSO’s also provide as manpower augmentation to cover the large population
of beneficiaries. The FDS implementation is enlightened by a Guideline from the National
Program Management Office, stipulating rules on: attendance and absences, schedule
and venue, proxy attendance (i.e., in case the beneficiary cannot attend, a replacement
family member can attend the session provided that the proxy will advise the beneficiary
of the day’s topic), make-up sessions, clustering of sessions (i.e., combining various
clusters of beneficiaries from different barangay into a single session), among others.
Table 2 presents a summary of qualitative assessment in each of the processes of the FDS.

8 Assessment of Family Development Session of

the Pantawid Pamilyang Pilipino Program (4Ps): Content, Process, and Effects
 Table 2. Qualitative Assessment of the Processes in FDS.

Process Qualitative Assessment

FDS Topics w Beneficiaries perceive FDS topics as satisfactory and useful.

Resource Persons w Primary resource persons are MLs/CLs and representative
from CSOs.
w Beneficiaries perceive RPs as knowledgeable and agreeable.
w CSOs bring in them their own organizational philosophies,
which influence the delivery and content of the FDS they
facilitate.
Schedule and Venue w FDS schedules are followed as per guidelines.
w Venues are within the suggested places in the Guidelines but
the learning environment is not almost always conducive (too
hot, too open, too noisy, no enough sitting space)
w Beneficiaries manifest discomfort when environment is non-
conducive for learning (i.e., yawning, irritability, chatting
instead of focusing on the learning process)
Attendance and absences w Beneficiaries reported that their attendance in FDS is high.
w The Guideline is not strictly implemented especially the
need to submit medical certificate
w Parent leaders are the ones who attest validity of absence and
this validation assumes good faith on the part of the absentee.
w Beneficiaries express conflict with work schedules is a valid
reason for absence.
Proxy attendance w Beneficiaries know who are eligible to serve as proxy
(i.e., at least 18 years old)
w Beneficiaries utilize proxy.
w Transfer of knowledge from the proxy to the grantee is not
always assured.
Make-up sessions w Beneficiaries reported that make-up sessions are helpful
especially to those who have problems with schedule.
w Monitoring habitual make-up sessions has not been consistent
especially that it is the PLs who check on their attendance.
Tardiness w Beneficiaries reported that being late is alright as long as they
are present and they are able to sign attendance (at the end of
the session)
w During the observations, some beneficiaries are late by almost
30 minutes. This is acceptable within the guidelines.
Postponement of
Scheduled FDS Activity w Beneficiaries reported that postponements are done because
CLs/MLs are called for meeting. Sessions are to rescheduled
compensate for this.

9
 w Sometimes, sessions get postponed because of simultaneous
events called for by the BLGU or LGU.
w The PLs play a significant role in communication
postponements to the beneficiaries. They use their own
communication resources (i.e., personal mobile phone,
personal load, and personal vehicle) in this process.
Clustering of Sessions w Clustering is seldom done.
w In certain cases, only when there are topics that concern the
whole municipality (i.e., municipality-wide DRR) is clustering
called for.
w There are cases too which because of postponements
clustering is done to catch up.
Participation Cost
on FDS by Beneficiaries w Sometimes beneficiaries have to pay for transportation or for
photocopying materials. This is voluntary.
w Sometimes, beneficiaries give money to the PL for load as an
act of compassion to the parent leader.
Use of Talaarawan w ML/CL underscores the importance of Talaarawan and
beneficiaries reported understanding the need to take notes
so they can check what they learned.
w Not regularly checked by the MLs/CLs
w Some beneficiaries do not have Talaarawan during the FDS
Code of Conduct
for FDS Implementers w Beneficiaries generally have positive regard to the code of
ethics of the implementers
w Beneficiaries shared that sometimes they give gifts to the ML/
CL as an act of appreciation.

Facilitating Factors.

Generally, the beneficiaries regard the FDS topics and implementers positively and reported
their satisfaction with how the implementers impart knowledge and deal with beneficiaries
interpersonally. In the whole FDS process, the study identified four factors that ensure
efficient and effective delivery of the sessions:
• support from the regional and local government units;
• initiative and innovation;
• dedication and rapport of the implementers with key stakeholders; and
• implementer’s proficiency and competence.

10 Assessment of Family Development Session of

the Pantawid Pamilyang Pilipino Program (4Ps): Content, Process, and Effects
Good and Innovative Practices.

Observations and discussions with stakeholders also enabled evaluators to identify good/
best practices and innovative approaches on the conduct of FDS. Some of these notable
practices and approaches are as follows:
• close coordination of key players (a strong and active coordination among the MLs/
CLs, LGU links, SWOs/SWAs and other officials of the FDS which ensures that the
conduct of FDS will continue amidst any unforeseen circumstances)
• values formation segment (connecting topics with valuable life lessons)
• expectation check (leveling off with what participants know and want to know)
• Purok challenge in Surigao City (gamification or the use of a point system per purok
for activities conducted in FDS)
• IT application in CARAGA (a software for record keeping, monitoring, and evaluation
developed by FDS Focal together with local IT team)

Bottlenecks and Gaps.

However, there were hurdles that hinder effective and efficient implementation of the
program:
• inconsistencies in implementing FDS;
• lack of a strong and consistent monitoring and evaluation system in place;
• bureaucracy, and
• multiple tasks of the implementers which are more than they can handle.

Aside from these hurdles, there are other notable concerns, which might need further
reflection if only to improve the FDS process. First pertains to policy on involvement of
Civil Society Organizations (CSOs). Indeed, involving CSOs addresses sustainability issues in
terms of the implementation of FDS. Due to the large number of beneficiaries, the CLs/MLs
need support in accommodating this wide coverage of FDS participants. Likewise, CSOs are
mostly from within the community, which also promote participation. On the other hand,
since there are various CSOs involved, it is quite a challenge to ensure that the beneficiaries
receive the same quality and kind of intervention since each CSO would often have a unique
emphasis based on the organization’s thrust.

An educational philosophy must guide the content, process, and outcomes of an educative
program such as the FDS. The educational philosophy must be clear to all stakeholders.
Attempts to streamline content, process, and outcome based on this philosophy have to
be ensured. Bringing in “add-ons” to the guiding educational philosophy (i.e., inclusion of
organizational advocacies of the CSOs) have to be negotiated with the primary implementing
institution. This is to ensure that even these add-on philosophies are in line with the
fundamental tenets of what the educative program wishes to promote or achieve.

Second pertains to ensuring a conducive environment for learning (i.e., venue). The
educative process is greatly influenced by the learning environment (temperature, noise
level, availability of space, class density). While learners are adaptive organisms in such a

11
way that they will adjust and adapt to whatever learning environment they are in, individuals
have particular learning styles which must be considered to ensure that they are getting
the most amount of learning at the best possible quality. It is best to have clearer criteria in
selecting the place where to conduct the FDS. While it is a common knowledge that many
areas do not have facilities to accommodate the FDS, it is best to engage or collaborate with
the LGU to reconsider putting up an infrastructure where the FDS and other related activities
could be held.

Third pertains to the implementation of attendance policy. Presence in the learning process
is necessary for the learner to benefit from the learning experience. While accommodations
have to be made in excusing beneficiaries from sessions, systems have to be in place so that
absentees can still benefit from the learning opportunity they missed, the rules have to be
implemented fairly to avoid discord among learners (i.e., avoid the possibility of learners
thinking that the ML/CL is playing favorites).

One of the strategies to ensure learning in spite of absences is allowing proxy agents. Proxy
agents are in place to ensure that the transfer of learning still happens even when the
presence of the learner is impossible. Hence, there has to be a mechanism to ensure that
whatever the proxy agent gains from the session shall be endorsed to the beneficiary (i.e.,
asking the absentee to submit a brief output identifying the learning points of the session s/
he missed).

Absentees need to have opportunities to benefit from the learning process they failed to
experience. Make-up sessions enable this opportunity to be actualized. However, make-up
sessions are only mechanisms in case the default attendance to the actual FDS is impossible.
Hence, efforts have to be ensured by the implementers to encourage participants to attend
the actual FDS schedule and to sparingly use make-up sessions as a means to compensate
for absences. For a two-hour session, 30 minutes means that the beneficiary is missing a
lot either about administrative announcements or even about the content delivered for a
particular session.

Effects: Assessing Outcome and Impact

The culmination of this evaluation study is the assessment of the results of the FDS as
conditionality to the Pantawid program. These results are framed in this study as either
an outcome or an impact. Outcomes are finite effects, which pertain to the perceived
improvement by the family beneficiaries who have been in the program since its inception
in 2008. Impact, on the other hand, are long-term effects that pertains to the changes
attributable to FDS attendance, as gleaned from comparing SWID data with the current
survey data among Phase 1 (beneficiaries since 2008) and Phase 4 (beneficiaries since 2012)
beneficiaries.

12 Assessment of Family Development Session of

the Pantawid Pamilyang Pilipino Program (4Ps): Content, Process, and Effects
Socio-Behavioral Outcomes.

Majority of the beneficiaries pointed out the great influence of the modules related to the
family on their family life, particularly on parenting, family planning, food preparation, house
management, nutrition and health care and that these too helped in improving themselves.
Husband-Wife Relationship. Majority (71.97%) perceived FDS attendance has a very positive
effect on their marital relationship. Narratives manifest that beneficiaries believe that couples
have better relationships now. This effect was gleaned from better communication skills,
reduced fighting, lessening of vices, greater motivation to work and earn money, and new
family practices such as praying and eating together and other bonding activities. Although
33% do not perceive marital relationship as a primary difficulty, there was an increase in the
number of beneficiaries who regarded this as a major difficulty. This could be due to the
mother’s increased knowledge on her rights and how an ideal family should be like.

Parent-Child Relationship. In terms of parent-child relationship, 80.46% perceived that

FDS attendance has a very positive effect how parents relate with their children. This was
gleaned from increased use of positive discipline practices (e.g. talking calmly to the child
and explaining what is right), greater provision of child’s needs, and better personalities
and improved character shown by the children. Notwithstanding this effect, beneficiaries
wanted more knowledge on appropriate guidance and discipline (70.91%), health (46.79%),
and childcare especially when the child is sick (35.15%).

Child Protection. In the aspect of child rights and protection, majority (62.19%) rated very
highly the effect of FDS attendance on their perceptions about child rights and parental
duties. Majority (93.79%) of the parents reported that they know about children’s rights, and
the most familiar rights for them are: to be educated (79. 21%), to have a home and a caring
family (57.62%), and to be born, given a name and a nationality (46.29%). Majority (85.78%)
reported that they have knowledge of laws related to children’s rights with the following
rights as the most familiar to them: special protection of children against abuse, exploitation
and discrimination (54.51%); anti-violence against women and children (45.87%); and anti-
rape law (38.02%). Furthermore, majority (81.98%) reported that their child is not currently
working. For the children who are working, the top three occupations they are engaged in
are: construction worker, domestic helper, and as sales personnel and cleaning personnel.
The children worked in order to help their family and to be able to buy their own needs.

Family Values. There were also some 61.71% who reported that FDS had a very high effect
on the positive state of their family relationships. Majority (60.76%) answered that FDS had
a very high effect on the moral and spiritual aspects of the family like praying together or
going to church together. Around half of the beneficiaries did not view sibling relationship
as a primary difficulty in family relations. Likewise, with FDS attendance, more work sharing
between the husband and wife was reported. Even if most of the household chores are
still done by the mothers, the fathers were helping out by cooking, caring for the children,
marketing, cleaning the house, doing the laundry and ironing.

13
Health and Nutrition. In relation to health and nutrition, 66.07% said that FDS had a very
high effect on the proper management of healthy food and nutrition at home. In terms
of Reproductive Health and Family Planning, majority (79.14%) regarded the effect of FDS
attendance on the family planning needs as mostly positive. On the other hand, 70% of the
4Ps beneficiaries practiced family planning, with the IUD, calendar method and condom
and pills as the most common known family planning methods used. Attendance to FDS
has very high effect on their family planning practices. For pregnancy, only 26% of the 4Ps
beneficiaries who gained high score on the legitimate signs of pregnancy perceived that FDS
affected their knowledge. This could be due to the first prenatal check-up being done only
on the 3rd month of pregnancy. For infant care practices, 95.83% of the 4Ps beneficiaries
breastfed their babies. They also bring the infant to the health center for check-ups and do
complementary feeding on 6th month.

Home and Financial Management. Although majority rated their financial situation as the
greatest difficulty in their lives, the percentage of beneficiaries who reported this went down
from 81.51% to 66.69%. They also learned how to better budget their money, trust the spouse
in handling the finances, and prepared a timetable to help manage their time.

Community Participation. Majority (59.67%) perceived the effect of FDS attendance to their
contribution to the community as mostly positive. This can be supported by FGD results
wherein beneficiaries expressed a change in their character, showed greater interest to
participate, and exhibited better socialization skills. Some 75.89% were aware of the current
community situation in terms of education, health, environment and politics. There was
increased awareness in all these aspects, but the highest increase noted was on education.
Likewise, majority ranked environmental concern and protection very highly as a community
concern during FDS attendance (76.29%), with greater emphasis on saving energy, disposing
wastes properly, and recycling. Majority ranked their preparation as a family (65.33%), and as
a community (60.19%) for disasters as very high with FDS attendance.

Estimated Impact Attributable to FDS.

It is quite a challenge to measure the long-term effect of the FDS due to the absence of a
baseline data to compare past and previous status. Nevertheless, by matching beneficiaries
on a two-year phase approach, impact of FDS was estimated. Table 3 presents the results of
the impact of FDS as gleaned from the quasi-randomized controlled evaluation as well as the
estimated percent influence of behavioral changes attributed to attending FDS.

14 Assessment of Family Development Session of

the Pantawid Pamilyang Pilipino Program (4Ps): Content, Process, and Effects
 Table 3. Percent influence of behavioral changes attributed to FDS attendance.

Outcome Variables Results Impact

Child protection Above 50% 21% influence

Active Citizenship Above 50% 20% influence
Health and Nutrition Above 50% 18% influence
Education Above 50% 15% influence
Relevance of FDS to households Above 50% 15% influence
Husband-wife relationship Below 50% Less than 5%
Parent-child relationship Below 50% Less than 5%
Family Values Below 50% Less than 5%
Home and financial management Below 50% Less than 5%

Results revealed that socio-behavioral changes can be gleaned on the aspects of child
protection knowledge and practices, prioritizing children’s education, acceptance of
FDS as a conditionality for households, good practices in family health and nutrition, and
active community participation. Percentage influence of FDS attendance on these changes
ranged from 15% to 21%.

Conversely, less than 50% of the respondents reported high scores in marital relationship,
parent-child relationship, family values, and home and financial management. Percentage
influence of FDS attendance on these changes is less than 5%, which means that there might
be inputs other than FDS that must have greatly affected the estimated changes.

General Discussion: Integrating Content, Process, and Effects

• It is notable that FDS has the highest impact on child rights and protection (21% influence).
This is expected if gleaned vis-à-vis the nature of the modules used in the FDS. Child
rights perspective is encapsulated in the Gabay manual, which is the primary manual
used. Similarly, same topics are integrated in other manuals focused on parenting (i.e.,
PAM, MEP, ECCD) and in very specialized modules on child abuse (i.e., CSAP-P, CSAP-CY).
Children are among the most marginalized sector in the society. But then, they are also
the most valuable investment in terms of combating intergeneration cycle of poverty.
An intervention that has significant impact on how children are treated in a society
addresses present concerns and contributes to mitigating potential social ills in the future.

• FDS also has the next highest impact on active citizenship (20% influence). In terms
of content, community participation is ingrained in the Gabay manual and is also
addressed in other modules, more particularly in FCBDP, FCM, and WASH. In terms
of process, the FDS provides an opportunity for community people (primarily

15
 women) to serve as parent-leaders and be oriented to community leadership. Most
importantly, the FDS serves as a platform through which the barangay and the
municipal LGU are able to invite and engage the beneficiaries to community activities.

• Health and nutrition is highly influenced by FDS (18% influence). In terms of content,
health and nutrition is ingrained in the Gabay manual and is also addressed in other
modules, more particularly, MEP, ECCD, Module on Disabilities, and WASH. Common
resource persons also come from the Municipal Health Office, which makes FDS
also a conduit of public health and reproductive health services and information.

• FDS has relatively high influence on households’ recognition of FDS as conditionality

to the Pantawid (15% influence). Narratives from beneficiaries indicated that
FDS attendance is high. However, policy on attendance checking (e.g., seeking
medical certificates when absent, checking attendance promptly) is not strictly
implemented, and prolonged tardiness is not seriously looked into as long as the
beneficiaries are able to sign up the attendance sheet. On a more positive note, FDS
serves as a platform in discussing principles and details of Pantawid and provides
an avenue where logistic and administrative issues are settled and addressed.

• The need for sustainable livelihood is revealed across components of this

evaluation study. As it is now, the FDS serves as a conduit for livelihood trainings
and activities (often from other units of DSWD). However, this is only true to
some areas and has not been systematically integrated into the FDS Guidelines.

• Family relationships, marital relationships, and parent-child relationships are ironically

among the least influenced by the FDS (less than 5%). This is despite anecdotes from
beneficiaries that the FDS is useful for them because of these topics. One possible reason
to explore could be that there are factors that disable beneficiaries to translate knowledge
into actual behavior. Another reason could be that while family relationships are skills, FDS
focuses more on knowledge transmission, just as most family life education programs.

16 Assessment of Family Development Session of

the Pantawid Pamilyang Pilipino Program (4Ps): Content, Process, and Effects
 RECOMMENDATIONS

Reviewing the findings in all three components of this evaluation study, the following
recommendations were drawn in terms of content and topics, learning and instruction
process, and logistical and organizational policies.

Content and Topics

To respond to the special needs of the program participants, additional topics have to be
included or strengthened in the FDS such as:
• response to incidents of terrorism
• drug awareness and prevention
• livelihood education
• human trafficking
• spirituality
• appropriate guidance and discipline for children and teens
• health
• care for the sick
• family communication

A ladderized curriculum is also recommended, wherein existing topics and additional

topics are harmonized into a consolidated curriculum for use in the FDS. However,
this recommendation also entails a review of existing policies on the process
and timing of inclusion into Pantawid beneficiaries. Some considerations are:
• ensuring that the curriculum aligns with the family life stage of family-beneficiaries
(i.e., whether families are in the earlier stage and with very young children or in the
peak stage where there are adolescent children)
• defining the appropriate time to initiate new beneficiaries into the program so that
they can undergo the whole set of sessions for a year.

Learning and Instruction Process

In terms of the learning-teaching process, it is highly recommended to put up mechanisms for:

• monitoring behavior changes in the beneficiary (self-monitoring, monitoring by the
parent leader or municipal link) to help ensure the formation of new habits
• engaging fathers and men in the community
• ensuring venues and schedules are conducive
• monitoring attendance as per guidelines
• innovating further on the instructional methodology to ensure not only that
knowledge are imparted but that skills are also built among the participants
• adopting Interventionist (implementers as change agents) than Expert
(implementers as knowledge source) approach

17
Logistical and Organizational Policies

To achieve the socio-behavioral changes directly desired by the FDS, it is suggested to also
put in place the mechanisms, policies, and/or systems for:
• reliable referral for those in need of specialized services such legal, medical, and
psychological services (i.e., victims of child abuse and exploitation and their family)
especially that these issues might be brought up in the FDS
• livelihood seminars and activities that can help augment or sustain family income
and increase financial stability, more so when the grant is terminated
• streamlining the tasks of the FDS focals and the MLs/CLs since monitoring of
beneficiaries’ compliances and conducting home visits are demanding tasks already.
• Delegating FDS implementation and case monitoring to two (2) different roles

SUMMARY AND CONCLUSION

For the past years, the Family Development Session has become a forum for knowledge
sharing, a conduit for auxiliary social services, and a platform for government units to enjoin
family-beneficiaries into active community participation. This multi-method evaluation study
investigated the various aspects of this conditionality in terms of content, process, and
effects.

Generally, there is perceived satisfaction among beneficiaries in terms of the content

and the way the content is delivered. There is also a prevailing perception of usefulness
of these sessions especially in the aspect of acquiring knowledge on various family life
variables. Nevertheless, socio-behavioral changes that are attributable to FDS have only
been founded on the aspects of: child protection, children’s education, acceptance of FDS
as conditionality, health and nutrition, and active citizenship. While there are good practices
in the implementation of the program, there are also bottlenecks and gaps that must be
transcended. Some mechanisms, systems, and policies have to be put up to enhance delivery
and implementation.

By and large, if there is something meaningful this evaluation study has unearthed, it is the
reality that various stakeholders positively receive the FDS as an intervention. The voices of
the beneficiaries resound in this evaluation study especially their view of FDS as a worthwhile
and legitimate conditionality. Hence, further action is now on the auspices of decision-makers
and other stakeholders. They can make changes in the program to forward FDS not merely
as a conditionality to comply with but an intervention that can certainly bring about more
positive changes among Filipino families.

18 Assessment of Family Development Session of

the Pantawid Pamilyang Pilipino Program (4Ps): Content, Process, and Effects
 REFERENCES

Allen, K. (2013). A framework for family life coaching. International Coaching Psychology
Review. 8(1). 72-79.
Ardington, C. & Case, A. (2010). Interactions between Mental Health and Socioeconomic
Status in the South African National Income Dynamics Study. Journal of Studies
in Economics Econometrics. Retrieved from http://wws-roxen.princeton.edu/
chwpapers/papers/Ardington_and_Case_final.pdf
Chaudhury, N., Friedman, J., &Onishi, J. (2013). Philippines conditional cash transfer
program impact evaluation 2012. Retrieved from https://www.humanitarianresponse.
info/sites/www.humanitarianresponse.info/files/assessments/Philippines%20
Conditional%20Cash%20Transfer%20Program,%20Impact%20Evaluation%202012.pdf
Darden, J. S. (1981). Mandated family life education: A rose is a rose is a rose is a rose. The
Journal of School Health. 292-294.
Doda, Z. (2005). Introduction to sociology. Awassa, Ethiopia: Debub University.
Doherty, W. J. (1995). Boundaries between parent and family education and family therapy:
The levels of family involvement model. Family Relations. 44(4). 353-358.
Duncan, S.F. & Goddard, W. H. (2005). Family life education: Principle and practices for
effective outreach. Thousand Oaks, CA: Sage.
Gaurney, B. Jr., & Gaurney, L. F. (1981). Family Life Education as Intervention. Family
Relations, 30 (4), 591-598.http://www.jstor.org/stable/584349.
Gorzka, P. A. (1999). Homeless parents: Parenting education to preven tabusive behaviors.
Journal of Child and Adolescent Psychiatric Nursing, 12: 101–109. doi:10.1111/j.1744-
6171.1999.tb00053.x
Hogarty, G. E. (2003). Does family education have a future [commentary]. World
Psychiatry, 2(1): 29-30. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/
PMC1525067/pdf/wpa020029.pdf.
Hudson, C. G. (2005). Socioeconomic Status and Mental Illness: Tests of the Social
Causation and Selection Hypotheses. American Journal of Orthopsychiatry, 75 (1):
3-18. Retrieved from http://www.apa.org/pubs/journals/releases/ort-7513.pdf.
Kruk, E. (2008). Child custody, access and parental responsibility: The search for a just and
equitable standard. Retrieved on April 5, 2015 from www.fira.ca/cms/documents/181/
April7_Kruk.pdf
Mejia, A., Calam, R., & Sanders, M. R. (2012). A review of parenting programs in developing
countries: Opportunities and challenges for parenting emotional and behavioral
difficulties in children. Clinical Child Family Psychology Review. 15. 163-175.

19
Myers-Walls, J. A., Ballard, S. M., Darling, C. A., & Myers-Bowman, K. S. (2011).
Reconceptualizing the domain and boundaries of family life education. Family
Relations. 60. 357-372.
Official Gazette (2016). Pantawid Pamilyang Pilipino Program [online article]. Retrieved
January 17, 2017 from http://www.gov.ph/programs/conditional-cash-transfer/.
Tam, C. L., Foo, Y. C., Lee, T. H. (2011). The association between perceived social
support, socio-economic status and mental health in young Malaysian adults
[Abstract]. East Asian Archive of Psychiatry, 21 (2): 73-38. Retrieved from http://www.
ncbi.nlm.nih.gov/pubmed/21838210.
Usui, N. (2011). Searching for effective poverty interventions: Conditional cash transfer in
the Philippines. Mandaluyong City, Philippines: Asian Development Bank.

20 Assessment of Family Development Session of

the Pantawid Pamilyang Pilipino Program (4Ps): Content, Process, and Effects
21