The husband is a farmer while the wife is a barangay ... · PDF fileThe husband is a farmer...

36

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The husband is a farmer while the wife is a barangay councilwoman whoreceives an honorarium of P600.00 a month. The husband did not reveal hisincome but it was estimated that the family income could range from Pl,500 toP2,500 a month.

The family availed of the following PES interventions with thecorresponding number of hours spent and with their level of satisfaction:

Neighborhood Parent Effectiveness Assembly (24hrs.) Very SatisfiedDay Care Parents' Group (24 hrs.) Very SatisfiedTraining of PES Volunteers (32 hrs.) Very Satisfied

In assessing the level of knowledge and stalls acquired from PES, thefamily reported the following favorable results:

Early Childliood DevelopmentHealth CareTechniques in Disciplining ChildrenHusband-Wife RelationshipParenting Rights/Duties

* VA - very adequate; A to VA

Knowledge SkillsVA VA

A to VA A to VA ~A to VA A to VAA to VA A to VAA to VA A to VA

means Adequate to Very Adequate

Tlte family was able to participate in PES activities because oftlte "liouseto liouse call" as well as meetings by the implementors and volunteers whom theyfound to be effective as lecturers and resource persons. According to the mother:

Hie PES sessions added knoivledge to all motherswho liad limited knowledge and skills about the properhandling of the family.

folloies:Tiie significant learning which site gained from the PES sessions are as

Use oflterbal medicineFamily planningHusband-wife relationshipChild rearing

1!III1IIIIIIII1IIII

37

As a result of tliese important learnings, the performance of their roles asparents has dramatically ctianged. Tlvy are better parents now, despite the factthat their economic capacity still needs to be improved.

Tlie family Iwd the chance to participate in group activities after the PESsessions. These activities were undertaken to develop self-confidence of tlieparticipants and to contribute to family enrichment. These projects includebackyard gardening of herbal and flowering plants. Similarly, the group alsoformulated a plan that was aimed at improving barangay conditions.

To put into practice what they learned, the parents observe and applyfamily rules. These rules include:

Study TimeCurfeiv Time

Tlie behavior management and disciplining techniques which they useinclude the following:

••••

Time OutRewardPinchingSpanking with a broom stick

Tlie most effective technique is tlie "time-out" because it does not requirephysical contact but only talking/explaining to tlie child on tlie right thing to do.Using a broomstick is not effective because it only leads to more disobedience.

TJiere is not much cliange in husband-wife relationship sincecommunication, love, respect, and appreciation between each otlier were alreadypractised even before PES. Wliat PES contributed was tlte added knoivledge andskills in enliancing husband-wife relationship. Tliey are recommending tltat PESshould be continued and expanded to cover other community members.

On tlie part of the children, it was revealed that tlieir basic needs areadequately met by tlieir parents.....

who work hard to be able to fulfill tlieirresponsibilities to us.....

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38

As much as possible, tlie family members undertake common activities totighten tlmr bond.

According to the children, they are being taught good manners and thebasic rule is:

Respect Elders

If they disobey, a "time-out" is imposed. In extreme cases, "spanking" isused if they are hard-headed and continue to disobey.

TJieir parents quarrel over petty things but not always. When theyquarrel they just talk and explain what is wrong with each other.

Our parents are effective in performingtheir roles, duties, and responsibilities. Theyshould continue to attend PES.

SUMMARY

The case studies highlight some important aspects of PES implementation,the perception of community leaders about the program, and some of itsobservable effects on sample families.

Among the significant findings are the following:

1. The implementation of PES by local government units isapparently favorable. This is indicated by the assignment of PESworkers and volunteers to deliver this service. However, there areremarkable gaps in implementation and these are in the followingaspects: differences in the conduct of sessions; poor documentationand monitoring of families; lack of training materials; non-translation of materials into the local dialect; and lack of logisticalsupport to maintain and sustain the conduct of sessions.

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39

Thus, the DSWD should intensify its technical assistance andtraining inputs to improve the capability of LGUs.

2. Community leaders are cognizant of the value of FES sessions tothe families and to the community. Based on their observations,this intervention has been very useful in enhancing family life andhas contributed towards the development of barangays. Thus, thedevelopment and expansion of PES as a basic service at thebarangay level may need to be considered.

3. Even if they are still economically poor, the parents are inagreement that PES has improved the performance of their roles asparents. Similarly, the children felt and experienced thesefavorable changes in their family life. The findings at the familylevel indicate the need to continue extending the program not onlyto benefit the poor but other families in the community.

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Section 4

RESPONSES OF PARENTS

This section will present the findings on the implementation and on theresults of the PES program as viewed by the parents. Specifically, it will focuson:

PES interventions availed ofprocess of PES implementationparents' assessment of PES implementationprogram resultsparents' recommendation

A. PES Interventions Availed Of

The survey results indicate that among the major PES interventions, theNeighborhood Parent Effectiveness Assembly (NPEA) was the most widelyused. The table below gives data on mis:

Table 20. PES Interventions Availed Of(N=300)

InterventionNeighborhood ParentEffectiveness Assembly(NPEA)Day Care Parent'sGroup (DCSPG)Home Training (HT)Pamilyang Pinoy saHimpapawid (PPH)Training of PESVolunteers (TCV)

Total

Lucenaf

100

-

.100

%

28.17

-

.

.28.17

Hoilof

50

50-

.

.100

%

14.08

14.08-

.

.28.17

Misamis Occ.f

100

55-

155

%

28.17

15.49-

43.66

Total*f

250

105-

.355

%

70.42

2938-

100.00* Multiple responses

The data reveal that in Lucena, only the NPEA was utilized in the twosample barangays. In Hollo and Misamis Occidental, both the NPEA and theDCSPG appear to have been availed of by the parents.

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41

It is interesting to note that no respondent in the three areas had availedof the other PES interventions such as the HT, PPH, and TCV. This seeminglyuneven utilization of PES interventions raises some questions regarding theprocess of implementing a mix of program strategies. What constraints need tobe taken into account when introducing varied interventions? How canappropriate balance be achieved between breadth and depth of programcoverage?

B. Process of PES Implementation

On how the respondents became members of the NPEA and the DCSPG,the majority of the parents in Iloilo and Misamis Occidental cited the visits andletters of PES volunteers and implementors inviting them to attend PESsessions. In one sample barangay in Hoilo, 24 out of 50 respondents stated that

( parents with children enrolled in the day care center were "told to attend thePES seminar sessions".

I In Lucena where only the NPEA was availed of, half of the 100respondents said that they were "required to attend" as members of theirorganization.

From the data, it can be gathered that PES implementors and volunteersmade use of formal and informal means of communication to encourageattendance in PES sessions. Moreover, some existing structures, such as day carecenters and local organizations, were utilized for information dissemination.

While the PES implementors and volunteers appeared to have maximizedthe use of existing services and organizations to generate interest in the program,what may need to be explored further is the extent to which parents may haveassociated attendance in PES sessions with continued provision of services. Thesustenance of interest and participation may be a vital issue, particularly if someparents joined initially out of feeling of compulsion.

• Conduct of PES Sessions by Implementors

In describing how PES sessions were conducted, the majority of therespondents in the three areas stated that the implementors made use of avariety of training methods, such as lecture - discussion, role playing,games, workshops, and sharing of actual experiences. They also usedvisual aids such as posters and drawings.

42

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Except for four respondents in one Doilc barangay who stated thatthey could not recall the details of PES sessions, the majority said that thesessions were lively and "they had lots of fun".

• Implementation of PES by Volunteers

In Lucena, the respondents could not differentiate the PESimplementors from the volunteers. According to them/ they assumed thesame roles and responsibilities. In Doilo and Misamis Occidental,however, the respondents identified the following activities of PESvolunteers:

Table 21. Perceived Activities of PES Volunteers

ActivitiesConduct of home visitsand follow-up activitiesAssisting in conduct of surveyFacilitating sessionsGiving information (e.g.,schedule of immunizationCounselling on family/child mattersNo idea of activitiesNo answer

Total

noiiof49-5

29881

100

%

49.00-

5.00

29.008.008.001.00

100.00

Misamis Occ.f

7463-

---

187

%

39.5733.69

-

---

100.00

From the data, it appears that PES volunteers undertook variedactivities. Although several respondents noted their role in conductinghome visits and follow-up activities, they also identified others such asgiving information on PES activities and topics. In Hollo, for example,some respondents explained that the volunteers gave materials to parentsas they could not update their knowledge on caring for their children.

While only 8% in Doilo stated that they did not know what PESvolunteer did, this may need to be explored further. If the data is relatedwith the data in Lucena where the respondents were unable to distinguishthe work of the PES implementors and volunteers, it may point out someareas for improvement in program implementation.

I

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43

• Time Devoted for FES Sessions/Activities

The following table gives details on time spent for PES sessions/activities, as seen by the respondents:

Table 22. No. of Hours Spent for PES Seminar/ Activities

Area/ Intervention

LUCENANPEA

ILOILONPEA

DCSPGMISAMIS OCC

NPEADCSPG

TCV

No. of Hours in AttendanceMinimum

9

.50

.45

2.501.50

32

Maximum

16

2522

727639

Mode

12

42

241.5

32

Median

12

77

20.56.5

35.5

Mean

14

87

216

34

From the data, it appears that the number of hours devoted for PESsessions, varied, with Doilo having the least time allotment A factor toconsider may be the difficulty in recalling certain activities related to PES,since the Hoilo respondents attended the sessions in 1992 and 1993.However, it can also be noted that some Misamis Occidental respondentswere part of the PES implementation in those same years. (Please refer toAppendix A for field accounts of researches on sampling).

While problems in recalling certain events may be considered, thelack of consistency in the number of hours for PES sessions across thethree areas may be worth noting. Just like the uneven utilization of PESinterventions, this may need to be explored for future programdevelopment Specifically, what would be optimum number of hourswhich should be allotted for PES sessions?

Here, the data on group activities/project after PES sessions maybe useful to consider.

Table 23. Group Activities/Projects After PES Session

AreaLucenaDoiloMisamis Occidental

Had Activities25

35

Did not have activities989565

44

It interesting to note that the majority did not have any groupactivities, except for Misamis Occidental where 1/3 were apparentlyinvolved in some group projects after their PES sessions. Amo9ng therespondents who were able to identify some group projects, some citedthe preparation herbal medicine and backyard gardening. In Doilo and inMisamis Occidental, these projects were apparently done in support ofday care center activities. In Hoilo, one also cited the conduct of surveyamong disabled children in the community and referring these children toprogram implementors.

On the whole, the data on PES session/activities indicate someareas where the program can be strengthened. In particular, follow-upactivities and support mechanisms can be explored which can enhance theeffectiveness of PES sessions at the community level.

C. Respondents' Assessment of PES Implementation

• Level of Satisfaction with PES Interventions

The data reveal that parents seem generally satisfied with the PESinterventions they availed of. The table below gives further details:

Table 24. Parents' Level of Satisfaction with PES Interventions

Intervention

NPEADCSPG

Level of SatisfactionLucena

VS1

72-

S2

28-

DoiloVS1

21

y4649

D3

2-

MindanaoVS1

9448

S2

67

* VS1 (very satisfied) S* (satisfied) D» (dissatisfied)

It can be seen that of the 100 respondents in Lucena and MisamisOccidental, the majority had very favorable ratings of the NPEA. In Doilo, 46out of 50 rated the intervention as satisfactory while only two were apparentlydissatisfied.

On the use of the DCSPG, the respondents in Doilo and MisamisOccidental appear to have been generally satisfied. Nevertheless, the unevenutilization of PES interventions could still be something to look into. Given thegenerally positive results, could program implementation have been enriched ifan appropriate mix of interventions were focused on?

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45

• Effectiveness ofPES Implementation

On the whole, PES implementors were rated as effective. The tablebelow gives data on this.

Table 25. Level of Effectiveness of PES Implementors

III1IIII3IIIi

Area

LucenaDoiloMisamis Occ.

Total

Level of EffectivenessVery Effective

f703

86159

%23.331.00

28.6753.00

Effectivef309314

137

%10.0031.00467

45.67

Ineffectivef-4-4

%-

1.33-

133

Among those who rated the implementors as very effective/effective, the majority cited their ability to impart knowledge which theyfound useful. Several stated that the implementors were able to sustainthe interest of the participants through the use of varied training methods.In Lucena, some explained that the implementors/volunteers werepunctual, systematic, and organized. Also, 14 respondents said that theimplementors were "credible people in the community". In floilo andMisamis Occidental, a few mentioned the fact that the implementorsconducted follow-up home visits.

Of the four in Doilo who rated the implementors as ineffective, twomentioned that they liked the topics but "could not understand thelectures".

• Effectiveness of PES Volunteers

Like the PES implementors, the volunteers were generally rated aseffective. The table below gives data on this:

Table 26. Level of Effectiveness of PES Volunteers

Area

lloiloMisamis Occ.Total

Level of EffectivenessVery Effective

f127385

%6.00

36.5042.50

Effectivef8227

109

%41.0013.505430

Ineffectivef4-4

%2-2

No Answerf2-2

%1-1

IcIII

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46

It can be noted that the data refer only to the sample areas in Holloand Misamis Occidental. As explained earlier, the respondents fromLucena were unable to differentiate the PES implementors from thevolunteers.

Among those who gave favorable ratings, the respondents cited thevolunteers' ability to do monitoring and provide information. Somementioned their availability in times of emergency and their willingnessto help. In Doilo, 10 respondents singled out the counselling and homevisits conducted by the volunteers who they said could relate well withthem with their "sense of humor".

Of the small percentage in Doilo who rated the volunteers asineffective, three mentioned that they did "not know/feel that thevolunteer was doing something".

On the whole, it can be seen that for PES volunteers andimplementors, the respondents' ratings hinged not only on the provisionof efficient services but also on their human qualities, such as availabilityand commitment In view of the constraints they face as outlined in theprevious section, a challenge for the program may be the sustenance oftheir commitment and motivation to serve their communities.

D. Respondents' Assessment of Program Results

While not all major PES interventions were availed of in the three sampleareas, the NPEA and the DCSPG in Hollo and Misamis Occidental appeared tohave generated learning among the respondents. The table below gives data onwhat the parents perceive as their significant learning from PES sessions:

Table 27. Significant Learning from PES Sessions

LearningDisciplining children

Husband-wife relationshipParenting rights and duties

Rights of childrenHealth care

Early childhood developmentEstablishing good relationship with neighbors

Lucena100945549442610

Hollo5051705

60684

Misamis Occ.356629-

4555-

In Lucena, all the respondents identified the discipline of childrenas their significant learning, followed by husband-wife relationship and

IIIII1IIIiIIIIIII

47

parenting rights and duties. Also, it appears that more respondents inLucena cited rights of children than those in the other areas.

While husband-wife relationship was the area of learning morefrequently cited by the Misamis Occidental respondents, early childhooddevelopment came a close second, followed by health care. In Doilo, earlychildhood development and health care also appeared to come close tothe most frequently identified area of learning (parenting rights andduties).

The differences across the three areas can perhaps be furtherstudied. Nevertheless, what could be a factor to consider may be the PESintervention/s introduced in a particular area.

E. Knowledge and Skills Acquired from PES

Given the significant learning of the respondents, what may need to belooked into would be the specific knowledge and skills they acquired,particularly in the areas of: early childhood development; health care;techniques in disciplining/managing the behavior of children; husband-wiferelationship; and parenting rights and duties.

• Early Childhood Development

The data reveal that as far as knowledge on early childhooddevelopment is concerned, the majority of the respondents appeared tohave gained adequate knowledge. Some variances, however, could benoted between knowledge and acquired skills. The following table givesdetail on this:

Table 28. Assessment of Knowledge and Skillsin Early Childhood Development

Areas of Early ChildhoodDevelopment

Physical DevelopmentIntellectual DevelopmentLanguage DevelopmentSocial and Emotional Development

LucenaKnowledge

VA10789

A90939291

IN VI

Skills

VA A9998

100100

IN12

VI

IIIIiQiiiiiiiiiiiii

48



DoiloKnowledge

VAl

A67757157

IN32252942

VI

Skills

VA1

A74717664

IN25292435

VI



Misamis OccidentalKnowledge

VA A86848586

IN14161514

VI

skmsVA A

79788166

IN19191620

VI

Legend: VA - very adequate; A - adequate; IN - inadequate; VI - very inadequate

In Lucena, it is interesting to note that while knowledge was ratedas adequate, two respondents rated their skills in ensuring intellectual asinadequate. In floilo and in Misamis Occidental, it can be noted that thediscrepancy between knowledge and skills may be less. Nevertheless, theassessment of approximately 1/3 of the Iloilo respondents regarding theirinadequate knowledge and skills may be of particular concern in theenrichment of the PES program.

If the data were analyzed vis-a-vis the significant learning ofparents, it could be seen that early childhood development ranked amongthe less mentioned areas in Lucena. hi contrast, this was more frequentlycited in Iloilo and in Misamis Occidental. However, what cannot beexplained fully is the fact that approximately 1/3 of the Iloilo respondentsstill rated their knowledge and skills as inadequate.

Again, the introduction of the DCSPG in Iloilo and in MisamisOccidental may be a factor to consider. In particular, could it haveheightened the awareness of the parents on the importance of earlychildhood development? And, to what extent did it encourage (orperhaps deter) the development of parents' skills especially in ensuringthe intellectual development of their children?

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49

• Health Care

In health care, the respondents assessed their knowledge and skillsas follows:

Table 29. Assessment of Knowledge and Skills in Health Care

Health Care Areas

Child Spacing...Children's Illness...ImmunizationNutrition, Growth. . .Prevention, Early...

LucenaKnowledge

VA12

228

A88

100989892

IN VISkills

VA A10092979989

IN

831

11

VI

Health Care Areas

Child Spacing...Children's Illness...ImmunizationNutrition, Growth...Prevention, Early . . .

noiioKnowledge

VA21

11

A7487878858

IN2312131141

VISkills

VA21

11

A7290918761

IN2699

1238

VI

Health Care Areas

Child Spacing...Children's Illness...ImmunizationNutrition, Growth...Prevention, Early...


VA8489857485

A1611152615

IN VISkills

VA5955655243

A2126142842

IN21

41

VI

In Lucena, both knowledge and skills were rated generallyadequate/ with approximately 10% assessing their skills in detectingchildren's disabilities and preventing children's illnesses as inadequate.

Although the picture may not be as hopeful in Hollo with quite anumber rating their knowledge and skills as inadequate, a closer look atthe data reveals that less respondents gave inadequate ratings comparedwith their ratings on early childhood development Like the Lucena

«§III1IIIIIIIIIIII

50

respondents, they appeared to feel inadequate in preventing/ detectingchildren's disabilities. Also/ close to 1/3 of the respondents feltinadequate in applying their knowledge on child spacing and breastfeeding.

In Misamis Occidental, most of the respondents gave veryadequate and adequate ratings of their knowledge and skills in healthcare while less than 5 respondents assessed their health skills asinadequate. The data nonetheless underscores the fact that the area ofhealth care can be further enhanced.

• Techniques in Disciplining/Managing the Behavior of Children

In terms of techniques in disciplining their children, therespondents assessed their knowledge and skills as follows:

Table 30. Assessment of Knowledge and Skills in Disciplining Children

Techniques

Time-outLoss of privilegeRestitutionRewardsIgnoring

LucenaKnowledge

VA51

1016

A9599989084

IN

2

VISkills

VA A10010092

100100

IN

8

VI

Techniques


DoiloKnowledge

VA

1

A4040384439

IN6060625561

VISkills

VA

1

A40366

5640

IN4336553234

VI179

362

23

Techniques



VA7080439070

L A3020571030

IN VISkills

VA40366

5640

A4336553234

IN179

362

23

VI

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51

In Lucena, the data indicate that almost all of the respondents ratedtheir knowledge and skills in disciplining/managing the behavior of theirchildren as adequate. An exception is the use of the technique ofrestitution where eight felt they still had inadequate skills.

In Hoilo and Misamis Occidental, however, the data reveal thatmore respondents felt they had inadequate skills in the use of certaintechniques. In Hoilo, more than half rated themselves as havinginsufficient knowledge and skills, particularly in the use of the techniquesin restitution and ignoring.

While certain techniques may have been learned through the PESsessions, how are these translated into actual practice? Are theyincorporated in the parents' repertoire of behavior and how do parentsimpose discipline to ensure observance of these rules?

a] Setting of family rules

Across the three sample areas, almost all of theparents had developed rules for their children to observe.In Lucena and Misamis Occidental, 100% said mat they donot apply any rules in their families.

A close look at the data reveals that parents seem tohave two sets of rules, namely: general guidelines forpersonal and family behavior, and specific rules/prohibitions for their children.

Table 31. Guidelines for Personal and Family Behavior

GuidelinesSharing in household choresShowing consideration and respecttowards others, especially eldersPraying regularlyRefraining from shouting at/ quarrellingwith each otherConsulting each other regarding majordecisionsShowing fair treatment (no favoritism) andhonestyObserving personal hygieneAvoiding vices/bad companyHelping neighbors/ doing good to others

Lncena9587

7129

21

13

1933

noiio1711

21

2

4

Misamis Occ.6611

95

5

12

31

i

52

iIuIIIiIIiI3IIII

The guidelines appear to stress certain values andnorms such as shared responsibility, respect for others, andhonesty. Also, praying/asking for spiritual guidance seemsto be a fairly common practice.

How these guidelines are applied to children can begleaned from the following table.

Table 32. Specific Rules for Children

GuidelinesStaying home after darkPlaying /watching TV only after schoolassignment/household chores are doneEating together as a familyNo loitering around the neighborhoodAsking permission before going outSteeping early on weekdaysAvoiding playing with fire/sharp objectsAvoiding obscene movies

Lucena7869

61512315--

Doilo6

11

-216--

Misamis Occ.2825

-6--76

The data indicate that parents try to instill some senseof responsibility in their children (e.g., finishing assignedtasks first before playing). Also, the respondents seem tostress the importance of studying well. Thus, it appears thatseveral see the need to develop their children's sense ofresponsibility towards self and others, as seen in the rule onasking permission to go out

The concern for their children's safety and securitycan be gleaned also from the data. For example, severalseem to have strict injunctions about loitering, staying homeafter dark, and playing with dangerous objects.

b] Managing Children's Behavior

Setting family rules may not be the only means bywhich parents try to manage their children's behavior. Theprocess of instilling appropriate norms and dealing with"violence" of accepted standards appears to be accompaniedby a variety of techniques to impose discipline. The tablebelow gives details on this.

ifIIICIIII6II[5III

53

Table 33. Techniques in Behavior Managementand Assessment of their Effectiveness

Techniques

Giving advice/explanationRewardsIgnoringWarning/Giving threatsPraisingTime outWithholding privilegesModellingRestitutionSpanking/beatingShouting/name callingPinchingScolding/ reprimandLocking up/making childkneel or stand in comer

LncenaEffective

8581655849313115117----

Not Effective

---

13--

19--

788934--

iloiloEffective

45-1

13-----

2826

126

Not Effective7-13-----

489541

Misamis Occ.Effective

53131-

232312132---

Not Effective--34---

'-

571051-

From the data, it appears that the respondentsemploy a variety of techniques in behavior managementThese range from punitive measures, such as physicalpunishment, to positive reinforcement, such as givingrewards and praising.

In Lucena and in Misamis Occidental, therespondents explained that positive reinforcement measuressuch as giving rewards and praising, boost the self-esteemof children. Giving advice could provide a venue for two-way communication and could help the children realizedtheir faults. On the other hand, some punitive measurescould also be effective, particularly in making childrenaware of the limits of acceptable behavior and theconsequences to them if they misbehave.

Some measures can be noted to have been foundboth effective and ineffective. Significant among these arewarning, withholding privileges and spanking. The parentsreasoned out that while they may be effective in the short

i

•I1II

1IIiIIII1IIII

run, they may not be so eventually. As some pointed outchildren may remember the pain but not the reason for thepunishment Also, some said that children may becomehardheaded and rebellious.

On the techniques found ineffective such as shoutingand pinching, the parents said that these tend to makechildren feel deprived and rejected.

In Doilo, it is interesting to note that more punitivemeasures were cited. The reasons cited by the parents areequally interesting. While giving explanations wasacknowledged to develop children's rational thinking andbehavior, punitive measures such as corporal punishmentare seen as deterrents for "bad" behavior. According tosome, their children would not listen and rememberparents' injunctions unless they got hurt physically.Nevertheless, they also acknowledged that they themselvesfeel hurt when they inflict physical punishment and somechildren keep on repeating their misdeeds.

Across all areas, the parents explained that physicalpunishment is resorted to if all other measures do not work.Also, they find employing a combination of techniques (e.g.,advice, scolding or shouting, sometimes spanking) to beeffective in some instances. As some said, the use of everytechnique would depend on the situation.

Furthermore, some parents noted that the effective-ness of a particular technique depends on the age of thechild. For example, some find ignoring effective for pre-schoolers because it makes the children realize that theirparents would not pay attention to them. On the otherhand, restitution seems more effective for children age 10and above because the children in this age group may notwant additional tasks given to them.

On the whole, the data indicate that while the PESsessions may have enhanced the knowledge and skills ofseveral parents, the utilization of techniques in behaviormanagement largely depends on the parents' assessment ofthe situation and what would work with their own children.

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• Husband-Wife Relationship

To what extent did PES lead to changes in husband-wife relationship? Like the other areas covered by PES, alook at the data on knowledge and skills gained by therespondents can indicate some significant results.

Table 34. Assessment of Knowledge and Skills inHusband-Wife Relationship

Techniques

Praising each otherFocusing on the positiveAffirming each otherSharing of rolesUse of the "language of theheart"Levelling with each otherPracticing one's religionRedirecting negative feelings toconstructive, productive...

LucenaKnowledge

VA2295

171

2-2

A7891

L 958299

9810098

IN

1

VISkills

VA4

L 3

A9595999999

9910095

IN1111l

l-4

VI

Techniques

Praising each otherFocusing on the positiveAt faming each otherSharing of rolesUse of the "language of theheart"Levelling with each otherPracticing one's religionRedirecting negative feelings toconstructive productive

HolloKnowledge

VA11111

111

A5851747453

606856

IN4148252535

393143

VISkills

VA11111

111

A6558778070

677781

IN3441221929

222218

VI

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56

Techniques

Praising each otherFocusing on the negativeAffirming each otherSharing of rolesUse of the "language of theheart"Levelling with each otherPracticing one's religionRedirecting negative feelings toconstructive productive


VA7856437766

707940

A2244572234

302160

IN VISkills

VA6237287954

576844

A3658651941

283156

IN254.1

11-

VI

From the data/ it appears that in Lucena, knowledge and skillswere rated favorably, compared with Doilo and Misamis Occidental.Marked changes could be seen in specific areas such as praising eachother and sharing of roles. While it may be difficult to attribute thesechanges solely to program inputs, the data may indicate that theknowledge rated as very adequate in these areas had contributed to thedevelopment of corresponding skills. Nevertheless, the number ofrespondents who rated their skills as inadequate, although relativelysmall, may point to some need for improvement particularly in the areaof redirecting negative feelings where four respondents rated their skillsas inadequate.

In Doilo, the responses indicate that some respondents still feltinadequate in terms of all the areas covered in husband-wife relationship.Nevertheless, it can be noted that there had been some decrease in thenumber of inadequate responses, particularly along focusing on thepositive and praising each other, may be of particular concern.

In Misamis Occidental, the data appear to support the finding thatknowledge and skills in husband-wife relationship was the significantarea of learning of more than half of the respondents. However, whatmay need to be focused on is the fact that 14 respondents rated their skillsas inadequate, as compared with no respondent who rated his/herknowledge as inadequate.

The crucial question, however, is how the respondents utilize theirknowledge and skills in enhancing their marital relationship. Here, theperceived changes along four dimensions may be useful to consider.

iH•1•Q«Vm•••••

57

a] Communication

The table summarizes the data shared by therespondents.

Table 35. Perceived Changes in CommunicationBetween Husband and Wife

Sample Areas

LucenaUoilo

Misamis Occidental

Before FES•f647126

-362639

After PES+

1009065

-

7

It can be noted that before the implementation of PES, opencommunication apparently existed in several families. As somerespondents explained, they could fully discuss their concerns andconsult their spouses regarding major decisions. Some also saidthat they did not let their children witness any quarrels and tried tosettle their differences before sleeping.

The couples who seemed to have had problemscommunication with each other explained mat they sometimesresorted to shouting and using unpleasant words. In Lucena, ninecouples used to quarrel even in the streets; three wives mentionedthat their spouses were irritable and could not communicatewithout using physical abuse. In Doilo and Lucena, a fewmentioned that they could hardly find time to talk because theirspouses would come home drunk. Three in Hollo complainedabout their nagging spouses.

After PES, most of those who saw positive changes relatedthat they now try to develop more openness with their spouses.Some of the common means are the following:

• discussing problems when both are in the proper mood;• avoiding verbal and physical abuse;• settling petty quarrels before sleeping;• spending more time with the family and minimizing

vices.

ma

iiIIi]iiiiiIII1IIIi

58

Among the seven couples in Doilo who perceived no signifi-cant changes, the respondents claimed that their spouses still resortto shouting. One stated that she keeps silent just to maintain somesemblance of peace.

b] Love

Along the dimension of love, the data reveal thefollowing:

Table 36. Perceived Changes in Demonstrating Love

Sample Areas

LucenaHoiloMisamis Occidental

BeforePES+787064

-222923

After FES•f988169

-2

1318

Prior to implementation of PES, the majority of therespondents appear to have had relatively less difficulties indemonstrating their love, as compared with the problems inmaintaining good communication. As explained by somecouples, they manifested their love through various meanssuch as being sensitive and attending to each other's needs,sharing responsibilities, hugging and kissing.

After PES, positive changes noted by somerespondents are the sharing of more responsibilities athome, increased awareness of each other's needs, focusingon the positive rather than on the negative, and becomingmore expressive in showing love.

On the other hand, some see no positive change.Among these are cases where the rift between husband andwife apparently runs deep because of marital infidelity. Asone wife stated, she started to care less when she learnedthat her husband was having an affair with another woman.Also, some noted that their spouses still feel jealous,regardless of their efforts to demonstrate their love.

The number of respondents who perceive positivechanges may outweigh the number who do not see any

ItIII

IIII9III3!II

59

changes. However/ the explanations of those belonging tothe latter group are worth noting.

From the responses, it can be seen that mutual trustneeds to be developed as the firm foundation of meaningfulhusband-wife relationship. If this is destroyed, eitherthrough some real or imaginary reasons/ the couple mayexperience difficulty in reestablishing their previousharmonious relationship.

c] Respect

Data regarding this dimension are summarized in thefollowing table:

Table 37. Perceived Changes in Showing Respect

Sample Areas

LucenaHoiloMisamis Occidental

Before PES+798336

*g

211059

After PES+998378

-1

1011

Based on the responses, several couples assessedthemselves favorably in this dimension even before theintroduction of PES. While in Misamis Occidental andLucena show marked increase of favorable assessment afterPES, it is interesting to note that Hoilo respondents show nochanges after PES.

From the explanations of the respondents/ it appearsthat respect is associated with affirmation of the spouse as aperson in his own right Also, respect is seen in theconsideration of the other person's ideas and feelings. Thus,those in Doilo who perceive no significant change cited thefollowing as manifestations of lack of respect demanding/expecting submission, deciding on family matters withoutconsulting spouse, and ignoring spouse's feelings.

Admittedly, stereotyping of gender roles cannot bedisregarded. For example, some wives mentioned the fact

i

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60

that their husbands make major decisions withoutconsulting them. However, to what extent mis is alsoperpetuated by the submission of the wives to theirhusbands' wishes may need to be explored further.

In Lucena and in Misamis Occidental, the positivechanges seen are along the avoidance of humiliating spousein public, avoiding physical and verbal abuse, and trying tofocus on positive traits.

d] Appreciation

The following table gives data along this dimension.

Table 38. Perceived Changes in Demonstrating Appreciation

Sample Areas

LucenaIloiloMisamis Occidental

Before PES+857337

-15

-58

After PES

1007660

-

1432

The results show that prior to PES implementation,several respondents rated themselves favorably. In MisamisOccidental, however, me respondents identified markedchanges after PES.

Those who did not rate themselves favorable in thisdimension explained that they used to take for granted somethoughtful acts of their spouses, either because they were"too busy" or because they expected such acts as part of thespouse's responsibility. On the part of female respondents,they cited that their husbands would fail to acknowledgeextra efforts they exerted (e.g., well-cooked meal). On thepart of the male respondents, they explained thatsometimes, their wives would fail to show appreciation ofsmall gifts or "pasalubong'. A few also mentioned that theycould not recall having appreciated positive qualities oftheir partners because they "always quarreled".

After PES, some respondents explained that they tryto exert efforts in showing their appreciation of the positivequalities, thoughtful gestures, or acts of their spouses.

61

I*I1IIII1IIIIIIII

Appreciation appears to be commonly shown through moreverbal expressions, such as becoming more generous inpraising each other, or being more attentive to the other'sneeds. Some also observed that they have more time tofocus on positive traits as a result of less frequent quarrels.

• Parenting Rights and Duties

In terms of parenting rights/duties, the respondentsassessed their knowledge and skills as follows:

Table 39. Parenting Rights and Duties

Techniques

Keeping children company;support, educate...Giving love and affection. . .Providing them with moraland spiritual guidanceEnhancing physical andmental healthFurnishing with goodeducational materialsRepresenting them . . .Demanding obedienceImposing discipline

LucenaKnowledge

VA8

2

5

515

A92

98100

100

95

1009585

IN VISkills

VA98

98100

100

%

10010089

A2

2

4

11

IN VI

Techniques

Keeping children company;support, educate..Giving love and affection..Providing them with moraland spiritual guidanceEnhancing physical andmental healthFurnishing with goodeducational materialsRepresenting themDemanding obedienceImposing discipline

DoiloKnowledge

VA2

11

1

2

211

A77

7268

73

69

708377

IN21

2731

26

29

281622

VISkills

VA2

11

1

2

211

A89

8481

82

72

828583

IN9

1518

17

26

161416

VI

IIIII1III1IIII3IIII

62

Techniques

Keeping children company;support, educate...Giving love and affection. . .Providing them with moraland spiritual guidanceEnhancing physical andmental healthFurnishing with goodeducational materialsRepresenting them. . .Demanding obedienceImposing discipline


VA82

7856

68

70

477375

A18

1214

22

18

431715

IN VISkills

VA72

7073

54

56

356975

A16

3017

35

32

532615

IN2

1

2

2

VI

In Lucena and in Misamis Occidental, most of therespondents appeared to have gained adequate knowledgeand skills, except for a few who felt they had inadequateskills in certain areas, such as supporting, educatingchildren; furnishing mem with wholesome educationalmaterials; and imposing discipline. Although the picture inDoilo may not be encouraging because of the respondents'assessment of inadequate knowledge and skills in all areas,it is interesting to note mat parenting rights and dutiesappeared as the significant learning of some 60 respondents,as discussed earlier. The reason for the discrepancy couldperhaps be further explored by program implementors.

Again, the question of how the parents utilize theirknowledge and skills need to be considered. Here, the dataon the respondents' actions to protect their children's rightsmay be useful.

iIIIIIIIIIIIIIIIII

63

Table 40. Actions to Protect Children's Rights

ActionsWorking hard to send children to schoolAttending to their basic needs such asfood and clothingSpending time with childrenChoosing peaceful community to live inBringing children to health center forhealth needsMonitoring children's activitiesCounselling childrenAllowing children to join sports/ schoolprogramRespecting children's (age 13 and above)decisions re their careerChoosing children's (age 0-10) friendsand gamesEncouraging expression of ideas andfeelingsTeaching children proper values

Lucena8062

442520

15158

8

8

5

-

Doilo6767

33123

-21-

-

-

1

26

Misamis Occ.5636

---

70--

-

-

-

34

The data indicate that in all the sample areas, therespondents give importance to their children's educationand their basic needs. As some respondents in Doiloexplained/ they try to find ways of earning money (e.g.,vending) so that they can send their children to school.

In terms of providing for their children's basic needs,a few mentioned maintaining backyard gardens to ensuretheir supply of low-cost nutritious food. Also, a fewmentioned that they would buy their children's clothes ifthey have money to spare. One explained that herchildren's clothes may be old but she makes sure they areclean before sending her children off to school.

Aside from the provision of basic needs, the parentsalso appear to be aware of their responsibility for providingproper guidance to their children. In Lucena, it isinteresting to note that a few parents distinguish some areasthey would allow their children to make decisions on,depending on their age range.

I

64

On the whole/ the data indicate that more than half ofthe respondents recognized their responsibilities towardstheir children. Despite apparent hardships, their efforts toprovide their children a secure future are worth noting.

I

i!IIIniiii

• Perceived Changes in Role Performance

In all the sample areas, 98% of the respondents stated thatthe learning they acquired through the PES program changed theirrole performance as parents. In Lucena and in Misamis Occidental,all the respondents said mat the program influenced some changes.

In floilo, only four out of 100 said mat PES did not make anydifference while two did not provide any answer. Among the fourwho gave negative responses, three explained that they alreadyknew their responsibilities before attending the PES sessions whileone said she was performing her role as she did before.

The respondents who perceived some role changes cited thefollowing:

Table 41. Perceived Changes in Role Performance

ChangesImproved skills in disciplining childrenAwareness of responsibility to protectchildren's rightsAwareness of need for opencommunication in familyAwareness of the need to serve as rolemodels for childrenImproved methods of child careImproved husband-wife relationship

Lucena8554

36

25

--

noilo86

22

1

535

Misamis Occ.2425

25

35

11

As the data show, the program enhanced the roles ofthe parents as caregivers and protectors of their children'srights. As some participants explained, the knowledge andskills learned improved what they knew from theirexperience as caregivers. With more confidence in theirabilities, some also explained that they improved themselvesand became better persons.

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65

• Areas in Family Life Needing Farther Enrichment

Although PES sessions apparently led to some changes, therespondents identified some areas in family life which could befurther enriched. These are as follows:

Table 42. Areas Needing Further Enrichment

AreasAugmenting family incomeValue formation/spiritual aspectof family lifeManaging behavior of youngchildren and adolescentsNew techniques in health careHusband-wife relationshipNeighborhood relationship

Lucena8140

39

---

Iloilo3411

12

452

MisamisOcc.255

15

1734-

Economic problems could not be dissociated fromfamily life, apparently. While the data earlier presented revealhow parents try to balance provision of basic needs with scarcity ofresources, the respondents feel they would need concrete assistancein augmenting family income.

Although only a few parents identified the need forscholarship grants and other forms of educational assistance fortheir children, it does not point out the importance they place oneducation. This may be beyond the scope of the present program.Nevertheless, it may be an area to look into, as well as providingconcrete opportunities for parents to enhance their family life.

Recommendations

Among the recommendations of the respondents were the following:

• continuing the program so that more parents could avail of it;

• conduct of follow-up sessions to all to see if knowledge and skills arepractised;

I

66

IIIIIIIIIIII1IIII

• conduct of seminar on improving living conditions, including thedevelopment of skills for livelihood projects;

• conduct of sessions by male implementors so that more maleparticipants would be encouraged to attend.

Summary

The survey results show that the NPEA was the most widely utilized PESintervention in Lucena, Iloilo, and Misamis Occidental, although the DCSPGappeared to have been availed of also in Iloilo and Misamis Occidental. Despitethe seemingly uneven utilization of PES interventions, the parents weregenerally satisfied with the program. They rated the PES implementors andvolunteers as effective, citing their efficient services, the use of variety of trainingmethods in PES sessions, their commitment and availability.

While there are discrepancies in knowledge and skills acquired throughPES sessions, the program appeared to have contributed significant learning,particularly in the areas of disciplining children (Lucena), parenting rights andduties (Iloilo), and husband-wife relationship (Misamis Occidental). The parentscited more changes in their role performance as caregivers and protectors oftheir children's rights.

The survey results reveal that the parents give importance to men-children's education and the provision of their basic needs. Furthermore, therespondents feel that some areas in family life which could be enriched are onaugmenting their family income, value formation, managing the behavior ofyoung children and adolescents, health care, and husband-wife relationship.

J

IIII]IIIIIIIIIIIII

Section 5

CHILDREN'S FEEDBACK

This part of the study focuses on the effects of the FES program on parent-child relationships and other aspects of family life, as seen by the childrenthemselves. It discusses their perceptions along the following areas:

• children's basic needs for growth and development and how these aremet by their parents;activities their families do together;manifestations of parental love in their daily lives;forms of discipline employed by parents;parents' relationship and conflict/s, if any;children's dreams and aspirations.

Due to problems in sampling and data collection as explained in the firstsection of this report variations in the amount of details provided by thechildren can be noted across all areas. Articulation and recall appear to havebeen affected by the age range of the children, along with the period andcoverage of PES implementation in the sample areas.

In Lucena, the children interviewed belong to the 6-12 age range while inIloilo and Misamis Occidental, most of the children belong to the 0-6 age range.Also, all the Lucena respondents were 19% PES participants while those fromIloilo and Misamis Occidental participated in the PES earlier - i.e., from 1992-1995. Thus, the children's abilities to articulate their ideas and to recall certainPES-related events may have been affected by these factors.

A. Children's Needs and Perceptions of Adequacyof Parents in Meeting Their Needs

The table below gives the children's assessment regarding provisions fortheir basic needs.

IIIII1IIIIIIII1IIII

68

Table 43. Children's Perceptions on Adequacy of Meeting Their Needs

NEEDS

love and affectionnutritionwaterclothingshelterimmunizationmedical caredental careschoolingplay/recreationreligious traininglearning bodily skillslearning communication skillslearning self-confidencerelating with othersothers

LUCENAYES9593848789808846838880597777833

NO47

15121015114978

188

151712-

NA*1-11151511423386597

ILOILOYES9999959797948664989893999588950

NO114225

13351I604

1140

NA*

-

MIS AMIS OCC.YES

9899

10010010099857398%%929595956

NO210001

152724485440

* NA- No Answer

Favorable ratings on adequacy of need provision are significantly higherthan unfavorable ones, except for dental care in Lucena. The reasons cited bythe children give some insights about what they associate with ways of meetingtheir needs and these are discussed in the following pages.

• need for affection and love

Across the sample areas, the majority of the children identify theprovision of their basic needs, such as food, clothing, and education, as adirect manifestation of parental affection and love. Some explained thatthey feel their parents' love because they buy things they need for school.Others cited that their parents give them money for toys, candies, andcloths.

Aside from the provision of basic needs, other manifestations oflove and affection appear to be. provision of individualized care andattention; showing interest in their studies; teaching discipline; andproviding psychological/emotional support

On provision of individualized care, some children from Lucenaand Doilo stated that their parents attend to their personal needs and

AIIII3IIIIIIIIIIIIi

69

necessities. Some explained that they feel their parents' love when theirmothers prepare their "boon" and school uniforms. Still others cited thattheir parents attend to their health needs.

While sending children to school appears to be associated withbasic needs, showing concern for their studies is a further manifestationsof their parents' love. As some Lucena and Misamis Occidentalrespondents explained, their parents guide mem in their studies ormonitor their homework. Still others cited that their parents listen to theirstories and experiences in school.

It is interesting to note that some children recognize discipline as amanifestation of their parents' love. Further, the use of certain techniquesis associated with their parents' concern. In Lucena and MisamisOccidental, for example, some stated that they feel their parents' lovebecause they seldom get spanked. In Misamis Occidental, 13 childrenexplained that their parents give them advice or proper guidance, insteadof spanking them. On the other hand, some Doilo respondents explainedthat spanking shows their parents' concern when they commit mistakes.

In providing psychological/emotional support some concretemeans identified are hugging and kissing. These were cited in all areasalthough a few Misamis Occidental respondents said that they feel theirparents' love when they are praised for work done well.

On the few unfavorable ratings on love and affection, the childrenfrom Lucena cited these reasons : parents always spank them; or theirparents have other families now and QO not love them anymore. Fourfrom Lucena feel that only their mothers love them because their fathersspank them. Misamis Occidental respondents, on the other hand, citedtheir parents' frequent quarrels as an indicator of their unmet need forlove and affection.

• need for nutritious food

Despite poor economic conditions, the majority of the children seetheir parents as being able to provide them affordable food for their mealsand snacks. In Misamis Occidental, 28 shared that their meals usuallyconsist of vegetables and fish; 10 noted that their daily diet includes lot ofvegetables; and 12 said that they always have balanced diet In Lucena, achild shared that his father raises his own crops, vegetables, and livestockfor family consumption.

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Among the children who regarded the need for nutritious food asunmet by their parents, one Misamis Occidental child qualified that mishappens only occasionally when his parents have no money to buynutritious food. In Lucena, seven cited various reasons such as: motherbuying cooked food from their neighbors; mother always servingvegetables; or parents always serving sardines as the main dish.

• need for safe water

Communal deep wells or artesian wells appear to be the mainsources of drinking water. A few however, have NAWASA facilities.Respondents from Lucena and Doilo related mat their parents boil theirwater for drinking.

Among those who rated this area as an unmet need, the childrenfrom Lucena referred to the absence of water facilities at home and theirdaily assignment of fetching water from a nearby deep well. Anotherchild described their containers for drinking water as unclean, anobservation which may reflect the parent's inadequate concern forcleanliness and sanitation in the home.

• need for clothing

Several Lucena respondents explained that their mothers attend totheir needs by ensuring that they have enough clean clothes for daily use.Some also cited that their parents buy mem clothes for special occasionsor school programs. In Doilo, some stated that wearing "hand-me-down"clothes is the dominant practice, with new clothes bought when theirparents have money. However, respondents from Doilo and MisamisOccidental acknowledged that their parents attend to their need bybuying them school uniforms.

The "no" responses came mainly from Lucena, where somechildren explained that they do not have enough school uniforms andwear dirty and tattered clothes. Further, some stated that their mothersare too busy to prepare clean clothes for school.

• need for shelter

The explanations of the children from the three geographical areasreveal some aspects they focus on. In Lucena, the responses show thechildren's apparent concern for well-cared for homes (e.g., clean homewith flowering plants). A similar pattern can be noted in Doilo, althoughthe children seem to relate space with socio-economic conditions (e.g.,

'*Iiiiiiiiiiiiii

72

Of the negative responses in Lucena, the children explained thattheir parents do not have sufficient finances to meet their school needs.Similar responses can be noted in Misamis Occidental (e.g. needs relatedto schooling can only be provided if there is extra money available).

• need for play and recreation

From the children's explanation, it appears that most parentsprovide for recreational needs under certain conditions. Most of thechildren stated that they are allowed to play when their household choresor school assignments are done. Playing outside the house appears to beallowed within certain time limits. While several children explained thatthey play with friends or schoolmates, a few children from Lucena relatedthat their parents spend time to go out to parks or other places with themon special occasions.

Among the negative responses, a few children in MisamisOccidental claimed that they are allowed to play only occasionally orduring recess periods in school. In Lucena, eight complained that theirparents scold them when they are caught playing with some unfinishedwork.

• need for religious training

In general, the children claimed that their parents teach them topray. Also, most of them said that their families go to church on Sundays.

However, a few stated that they only learned how to pray inschool. Some explained that praying regularly is not a practice in theirown homes.

• learning bodily skills

B in Lucena and Iloilo, many children stated that their parents teachthem about different body parts and their uses. In Iloilo, instructionalong this area appears to be mainly functional, such as teaching children

I to do household chores better and assisting fathers at their jobsites. Somerespondents from Iloilo and Misamis Occidental, however, claimed thatthey have learned bodily skills outside the house, such as in school or

I through play activities.

ii

73•s Negative responses noted in this area came from Lucena and—. Misamis Occidental where some children stated mat their parents are too• busy to teach them or have provided little opportunities for them.

mm • teaming communication skills

Most of the responses cited the children's experiences with their

•parents in teaching them reading, writing, and speaking correctly. Somechildren also related 1earnin<r romrrmniratinn skills with rtftww swfiiritioachildren also related learning communication skills with other activities,such as allowing them to play with friends to develop their skills ininteracting with others; allowing them free expression of ideas; andteaching them good manners.

• learning self-confidence

1

1

•In Lucena, the children cited that their parents praise their good

behavior or give them recognition or rewards for their achievements. InHoilo, some children feel that their parents try to develop their self-

Hj confidence by encouraging them to assert themselves and teaching them^ to be independent In Misamis Occidental, several children referred to_ the guidance being given by their parents, e.g., to participate actively in• class and to study well.

« The negative responses, on the other hand, reveal some of thechildren's observations regarding their parents7 attitudes, such as being"stingy" in giving praise; not giving mem attention because of work« demands; and insulting them. In Hoilo, one blind child was observed tohave very negative reactions in this area and appears to feel hampered byher disability.

• relating with others

|j The majority of the respondents rated the adequacy of meeting thisneed favorably. Some concrete indicators are being allowed by their

w parents to interact with others and being allowed to meet new friends.•H On the other hand, some Lucena respondents stated that their parents

either allow them limited time to play outside the home or allot a lot of• time for household chores. Some also complained that they have few™ friends because their mothers choose their playmates for mem.

• On the whole, the data on meeting the biopsychosocial needs of childrenreveal that children equate need provision with both tangible and intangible

•

aspects. The children's explanations indicate the need to balance psychosocialrequirements with their physical needs.

•

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•

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•

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I

Furthermore/ the frequent reference to roles played by mothers impliesthat they play a significant part in children's biopsychosocial developmentWhile the roles of mothers are emphasized, strengthening the participation offathers in parenting roles may be explored for future program development

8. Activities Family Members Do Together

The following table summarizes the data garnered from the children.

Table 44. Activities Family Members Do Together

Activities

EatingPrayingDoing house-hold choresAttendingfiestas/ partiesPlayingGoing to churchReading storiesMaking toysOthers

LucenaAl-

ways6837

23

26144671-

Some-times

2853

64

5556415342-

Ne-ver17

7

10158

2219-

NoAns.

43

6

9155

1838-

floiloAl-

ways5542

49

3029331918-

Some-times

4439

47

6651544351-

Ne-ver-

18

3

916113730-

NoAns.

11

1

11111-

Misamis Occ.Al-

ways8152

47

2440504092

Some-times

1848

53

65595056634

Ne-ver-.

111.4

28-

NoAns.1.

-

.--

The data indicate that except for being together during meals, otheractivities are not always done as family units. Differences across the three areas,however, can be noted. Efforts to be together in religious activities can bediscerned, although it is interesting to note mat family prayers in Hoilo andMisamis Occidental appear to be done more regularly than in Lucena, whilegoing to church together appears to be more common in Lucena than in the twoareas.

In doing household chores, the wide disparity between the "always" and"sometimes" responses in Lucena and the relatively small gaps in Doilo andMisamis Occidental may be worth exploring. Further, the data indicate matchild-related activities such as playing, reading stories, and making toys seemnot to be done regularly as family units.

In explaining the above differences, the children's reasons for theiranswers may be worth considering. These are summarized in the followingtable.

75

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•

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•

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•

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Table 45. Description of How Family Engages In Specific Activities

Type of Activity

Eating

Praying

Attending fiestas/parties

Playing

Description of how family engages in specif k activitiesAlways

• family is obliged to betogether during mealsbecause PES demands it

• family usually eatstogether when all themembers are at home

• it is a rule in the familyto eat together

• family prays togetherbefore each meal andbefore sleeping

• mother encourageschildren to pray always

• family goes to churchduring Sundays

• children are allowed toattend fiestas/ partieswith brothers andsisters

• children attend partiesin school accompaniedby their mothers

• can play with smallsiblings only

• can only play afterchores are done

• children play withparents in the eveningafter work or duringfree time

• types of play are basket-ball, card games, out-door activities mostlywith siblings, cousinsand friends

Sometime• family members have

different schedules, e.g..the father or siblingsusually come home late;mother eats aheadduring breakfast be-cause she goes to work;members are notusually around theboose during mealtime

• members do not eattogether; each eats onhis own

• family does not praytogether, each busyattending to his ownneeds- watching TV orsleeping

• members pray on theirown

• members pray onlywhen going to bed

• parents too busy toteach children to pray

• mothers tend to forgetto bring the children togatherings

• family seldom attendsbecause parents arebusy with work

• members cannot gotogether because eachhas his own scheduleand interest

• mothers accompanychildren to children'sparties

• children have limitedtime for play becausethey have tasks andresponsibilities toperform

• family seldom engagesin play because father isalways at work

• only younger siblingsplay together becausethe others are grown upand have their owninterests and priorities

• only s&lings pla;together with friendsand neighbors

• sittings are restricted toplay indoors becausethey tend to engage inquarrels and disagree-ments

Never

'

• child does not knowhow to pray

• family does not praybefore eating — toohungry to pray

• parents are notinterested in parties

• family does not attendparties because parentsdo not have time andare busy with work

• children are notbrought to parties byparents because theymisbehave and areunruly

• the family has no timeto play together becauseparents are working

• the children arerestricted to play out-side the house and donot have playmatesinside the house

• children cannot playtogether because othersiblings are grown upalready

yi•••i••••i•••i«•ii

76

Types of Activities Description of how family encages m specific activities

Reading stories

Making toys

Always• mothers read stories to

children includingreligious books

• parents do this with thesmall children

• children make toys witholder siblings duringplaytime

• children recall their PESand day care sessionswhen they were taughthow to make toys

• children make/createtheir own toys

• fathers make impro-vised toys for their sons

• mothers make impro-vised toys for theirdaughters

Sometimes• mother does not read

to children but tellsstories about Jesus andwars

• parents are both busyand seldom have time

• mothers reads storieswhen in good moodonly

• children read amongthemselves

• older siblings teachthe younger ones tomake toys

• children are alwaysbought ready madetoys

Never• family sees no need for

this since most of thechildren are grown up

• family does not do thisanymore

• parents do not have timefor this

• children read stories/books by themselves

• family members are allgrown up and do nothave time for this

• parents are not interestedin this activity

The candid responses of the children indicate some factors whichinfluence the time spent on family activities. One major factor appears to be thepreoccupation of parents in meeting the family's basic needs. This can beunderstood when it is taken in the context of the existing poor socioeconomicconditions of PES families. Apparently, earning a living is the priority of severalparents.

As noted in the previous subsection, however, children do have psycho-social needs which may be partly met by activities that foster family ties andenhance their development If parents are preoccupied with economic concerns,what support systems need to be in place? Further, what interventions areneeded to help mothers with their multiple roles?

Another factor influencing the time spent for family activities appears tobe the varying interests among family members, perhaps due to age gaps. Aquestion, therefore, which can be asked is: How can caring and concern forfamily members be promoted?

iii•l

77

Despite these basic issues, the findings do suggest mat the children do notblame their parents or express resentment for limited time spent with them.Apparent during the interviews, for example, were the children's attempts toexplain their situation and their acceptance of their current family conditions.

On the children's explanations for quality time spent with their families,what can be inferred are the existing family norms, values, and practices whichseek to promote closer family ties. Here, the results of the implementation ofPES can be seen. However, the consistency of participation among familymembers may need to be looked into for future program development

1

1•1

•

••1

1•1

•1

C Children's Concept of Parental Love

Apparently, several respondents feel they are loved by their parents . Asthe children themselves explained, they fed their parents' love with theprovision of their basic biopsychosocial needs. The following table gives data onthis:

Table 46. Love of Parents As Seen in Need Provision

Specific Needs

Basic NeedsEducationSocio-emoh'onalDisciplinePersonal needs/ necessities

Lucena(f)1006746334

Hollo(f)432743377

MisamisOcc.(f)3177

3115

The data validate the explanations presented earlier about the children'sneed for affection and love. The respondents referred mostly to the tasks of theirparents in providing for their needs and acknowledge that their parents workhard for them.

The provision of basic needs, such as buying them food, clothes, and toysor giving them money or allowance, ranked first as the perceived manifestationof parental love. This further indicates that direct provision of material needs isa priority need for them.

Providing them opportunities for formal education ranked next Thechildren see education as an important area for their own growth anddevelopment Also, they identified several related actions of their parents tomotivate them to study harder, such as giving "boon" and buying schoolsupplies and materials for projects.

ii«••411•i1••«I••lI

78

While it is apparent that provision of basic needs and education areprimarily perceived to be the main vehicle for demonstrating parents' love, therespondents also identified the non-tangible aspect of love demonstrated bytheir parents. As perceived, love is felt through the provision of their socio-emotional needs, such as bringing them to parks, treating them out, allowingthem to play with their peers, kissing and hugging them, celebrating theirbirthdays, and teaching them self-confidence.

Love of parents is also equated with providing and teaching discipline totheir children. Respondents identified specific behavior/actions of parents andinterpret these as manifestations of love: giving them advices, teaching themgood manners and right conduct showing them good moral values, notspanking mem, and showing fair treatment among siblings.

Likewise, respondents feel their parents' love when their personal needsand necessities are attended to appropriately. They equate parents' actions andaccompanying behavior as concern for their welfare. Examples given weretaking care of them when they are sick; cooking and preparing their "boon";bathing them; bringing them to doctors; and preparing their uniforms.

On the perceptions of parental roles and responsibilities, the responsesbasically reiterate the findings on parental love. The following table gives dataon the children's perceptions:

Table 47. Parental Roles and Responsibilities

Responsibilities

Provision of basic needsEducationPersonal needs/ necessitiesDisciplineSocio-emotional needs

Lucena<f)7979768258

Iloilo(f)42645

2029

Misamis Occ.(f)588

12

In Lucena, the provision of discipline appears to be the area mostrespondents associate with parenting, followed closely by the provision of basicneeds and education. In Doilo, the provision of educational opportunities seemsto be the priority area. In Misamis Occidental, the provision of basic needsappears to be paramount

In general, the majority of the children across all areas feel that their ownparents are fulfilling their parental responsibilities. The following tableindicates this:

* 79

Table 48. Fulfillment of Parental Responsibilities

•II1IIIIIIIIIIIII

Geographical AreaLucenaHolloMisamis Occidental

YES987399

NO211

No Answer

26

Of the negative responses/ some of the reasons cited include: the"irresponsible'' behavior of the father who is always with his friends or themother as the only person working hard for the family (Lucena), the parentsleaving them alone always (Hoilo); and the parents not allowing the child toattend church activities (Misamis Occidental).

On the whole, the findings indicate mat children equate parental lovewith need provision and performance of parental roles and responsibilities. Thisconcept of parental love may thus be an area program implementors can explorein strengthening the PES.

D. Forms of Discipline Utilized by Patents

• Setting of Family Rules

A great majority of the respondents (100% in Lucena; 75% inDoilo; and 95% in Misamis Occidental) stated mat they haveexisting family rules. The data gathered from the children indicatethat these rules cover two broad areas: observing right conduct anddeveloping proper personal habits. The following table givesdetails on these family rules:

Table 49. Existing Family Rules

Family Rules

• Observing right conduct- showing respect towards elders/ parents- praying before eating- avoiding shouting at/quarrelling with others- showing honesty- doing good to others

Lucena

583116--

Doilo

-22-2

MisamisOcc.

214751

1i•i•]i••i••••i•iii

80

Family Roles

• Developing proper personal habits- doing household chores- finishing assignments before playing/

watching TV- sleeping early on weekdays- going home early- avoiding dangerous places- observance of personal hygiene

Lncena

8475

28---

Hoilo

168

-1655

MisamisOcc.

5122

11055

Family rules related to good conduct reflect socially accepted norms.However, it is interesting to note that Hoilo children did not indicate respect forelders while more than half of the children from Lucena identified this.Nevertheless, this may be due to different language patterns; the Lucenarespondents stated that their parent always stress the use of terms the "po" and"opo", terms which are not found in the language spoken in the Visayan region.

On developing proper personal habits, the rules reflect the need to teachchildren about their responsibility towards themselves and others. Accordingto the children, these rules are meant to be complied with. At the same time,they recognize that they also promote self-discipline.

• Disciplining Techniques Employed by Patents

The following table gives details on the disciplining techniquesused by parents:

Table 50. Disciplining Techniques

Techniquesspankingshouting/ yellingpinching and shoutingscolding with beatingpinchingspanking and advisingname callingloss of privilegetime outadvising/ talkingscolding with advisingrewards/ praiseswarningOthers > letting child

kneel for 30 minutes> undressing

Lucena6360---

'1322-

48-

2515

Uoilo72-6-----1

16---

11

Misamis Occ.17-.

451012--3

16-5-

1

ifl•••i••••I•••iiiii

81

The data reveal that the majority of the respondents' parentsemploy physical punishment to discipline them. Also, some parentsutilize a combination of punitive measures, such as pinching andshouting, scolding and beating.

Across all areas, the data further reveal that punitive measuresoutweigh positive reinforcement measures. In Lucena, however, V< of therespondents' parents appear to use rewards/praises. Nevertheless, theenerging pattern in terms of disciplining children across all areas may bea concern which can be addressed in future program development

E. Perceptions Regarding Parents' Quarrels

Inevitably, children observe how their parents relate with each other andhow they resolve disagreement or conflict The data below reflect the children'sobservations regarding the frequency of their parents quarrels:

Table 51. Frequency of Parents' Quarrels

AreaLucenaIloiloMisamis Occidental

Always1274

Sometimes797891

Never6

123

No Answer332

Across all areas, relatively few parents are observed to bequarrelling always, as compared with those who have occasional disagreementsor conflicts. The number of parents observed never quarrelling appears tobalance the number with frequent quarrels. Nevertheless, it may be difficult toconclude that some couples never have conflicts since they may have their ownways of settling differences without making their children aware of them.

Among those who observed quarrels in their families, several cited factorswhich contribute or give rise to their disagreements. The data are given below:

Table 52. Factors Related to Parents' Quarrels

Factors• Father's personal attributes and

characteristics- vices- irresponsible behavior- going home late- being temperamental- extra marital affair

Lucena

5110-133

Doilo

396333

Miumifl Ore.

50-131-

IIIII1IIIIIIII1IIII

82

Factors• Mother's personal attributes

and characteristics- jealousy- overspending- neglect of home- nagging/gossiping- domineering attitude

• Day-to-day family concerns/issues/difficulties as a whole- lack of money for daily basic

needs- conflicting techniques in

managing behavior of children- inability to perform tasks at home

Lucent

18----

48

15-

Doilo

141--

—

54

Misamis Occ.

---83

m

87

It can be noted that some factors are found across the sample areas, suchas fathers' vices and being temperamental, and conflicts in managing thebehavior of children. On the part of mothers, jealousy seems to stand outalthough this was not a factor identified by the Misamis Occidental children.

The Lucena respondents also identified financial difficulties as a factor inparents' quarrels. While this was not cited by the respondents from Doilo andMisamis Occidental, the fact that it was identified by close to half of the childrenin Lucena may indicate that this is an area to be further explored.

On how their parents express their disagreements, the data indicate sometrends. In Lucena, half of the children cited yelling and shouting as the mostobservable behavior of both parents, with 1/5 describing the verbal exchanges asviolent and marked by cursing and the use of indecent words. The same patternwas also cited by Vi of the Doilo respondents and 3/4 of the Misamis Occidentalrespondents.

Another way of expressing disagreements seems to be talking with eachother in low tones. This was identified by 1/5 of the Lucena respondents and1/3 of those from floilo.

In Lucena and Doilo, the children were able to distinguish variations inthe behavior of fathers and mothers during quarrels. Fathers appear to be moreaggressive, with some using physical force on their spouses and children, suchas slapping/ hitting, kicking, and pulling hair.

In Doilo, 10 children explained that their fathers destroy things in thehouse and two have observed their fathers threatening their mothers with

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