Improving Behavioral Change Interventions FEBRUARY 2023 A Closer Look at 4Ps Family and Youth Development Sessions WORLD BANK SOCIAL PROTECTION POLICY NOTE NO. 22 RUTH RODRIGUEZ AND MA. LAARNI REVILLA 1 ABSTRACT An important component of the Pantawid Pamilyang Pilipino Program (4Ps), the flagship conditional cash transfer (CCT) program of the Philippines, is the delivery of complementary services such as Family Development Sessions (FDS) and Youth Development Sessions (YDS) to program beneficiaries. Prior to the COVID-19 pandemic, these were regular face-to-face sessions providing practical information on topics such as parenting, early childhood care, and disaster preparedness to adult beneficiaries and guidance on adolescent dynamics to young children in 4Ps households, with the overall aim of promoting positive behavioral changes. This technical note examines the process undertaken to enhance and align the content of the FDS and YDS based on the 4Ps law that mandates a maximum 7-year operational period, and it discusses feedback and insights from beneficiaries and implementers. Moreover, it considers the onset of the COVID-19 pandemic and related lockdowns, which have led to mobility restrictions among beneficiaries and implementers since March 2020. Due to the pandemic, the delivery of FDS have relied mostly on broadcast and social media platforms, with options for small group neighborhood sessions in areas with low rates of COVID-19 infections, while YDS have been mostly suspended due to school closures nationwide, without in-person gathering. For a more effective delivery of these learning sessions, this policy note proposes key recommendations on adapting to future shocks and emerging beneficiary needs, developing strategic communications, mobilizing resources, strengthening monitoring and evaluation, and connecting to core values. In particular, it proposes regular updating of module content to maintain relevance and applicability, strengthening alternative modes of program delivery to increase coverage, providing training to facilitators to improve capacity, raising awareness to increase program uptake, creating a clear monitoring and evaluation system to track progress, leveraging the use of technology, and providing post-program exit support to sustain positive behavioral changes among beneficiaries. 1 The authors are grateful for the contribution and feedback provided by the Integrality team (Zenon Udani and Shelley Gurrobat), the World Bank Social Protection and Jobs team in East Asia and Pacific (Yoonyoung Cho, Yasuhiro Kawasoe, and Azel Gorne), the peer reviewers (Changqing Sun [World Bank], Rosela Agcaoili [UNICEF], and Abigail Bakker [Australia’s Department of Foreign Affairs and Trade - DFAT]), and the Department of Social Welfare and Development (DSWD) Family Development Division (FDD) led by team led by 4Ps National Program Management Office (NPMO) Director Gemma Gabuya, Jimmy Francis Schuck II, Maricel Gomez, and Janrius Reyes. This publication has been funded by the Australian Government through the DFAT. The views expressed in this publication are the authors’ alone and are not necessarily the views of the Australian Government. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 2 I. Introduction The Pantawid Pamilyang Pilipino Program (4Ps) is the Philippines’ flagship CCT program that has a strong focus on human capital investment. As a national poverty reduction strategy, the 4Ps plays a vital role in addressing the plight of poor Filipinos. The program transfers cash benefits to poor households to improve their health, nutrition, and education outcomes.2 By investing in children’s human capital, the program is designed to break the intergenerational cycle of poverty (World Bank 2013). Eligible 4Ps households are identified by Listahanan, the national targeting system, to ensure the objective inclusion of the poor and vulnerable. Since its introduction in 2007, the 4Ps has grown over time and is currently implemented in 146 cities and 1,481 municipalities across 80 provinces nationwide3 by the Department of Social Welfare and Development (DSWD), the lead program implementing agency. More than 4 million households (close to 20 percent of the country’s population), covering 8.7 million children, have benefitted from the program. It is estimated that the program contributed to a quarter of the total poverty reduction in the country between 2006 and 2015 (World Bank 2018). 4Ps provides cash grants to poor households in return for fulfilling specific behavioral conditions. Figure 1 shows the monthly benefits under the 4Ps and program conditions as specified in the 4Ps law.4 Health grants are provided to households with monitored family members (e.g., pregnant women and children aged 0–18) complying with certain health conditions (e.g., health check-ups for pregnant women, monitoring of the growth and health care of infants and young children, and participation in monthly Family Development Sessions [FDS]). Education grants are provided to households with school-age children (aged 3–18) complying with education conditions related to school enrollment and attendance. 4Ps beneficiaries also receive other benefits including health coverage from the National Health Insurance Program (PhilHealth) and rice subsidies5 to improve food security. Figure 1. 4Ps Benefits and Conditions for Entitlement6. Source: Pantawid Pamilyang Pilipino Program Act (Republic Act 11310). FDS serve as the main platform through which the 4Ps promotes positive behavioral changes for family and community development. Program beneficiaries (or the grantees of the household, mostly the mothers or caretakers of young children) are expected to attend monthly FDS to comply with the required health conditions. In some sessions, both parents (guardians) of the children are required to participate. The FDS aim to strengthen the well-being of the family, encourage peer 2 Refer to Acosta et al. (2019) for a summary of the 4Ps and its Act. 3 Data based on DSWD's 4Ps Monthly Implementation Report as of September 2022. 4 Republic Act 11310 signed into law on April 17, 2019. 5 DSWD Memorandum Circular No. 6, series of 2017. 6 Source of forex rate: https://www.bsp.gov.ph/statistics/external/Table%2012.pdf Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 3 support, and serve as a valuable intervention for improving human capital among parents and children. Annex A provides an inventory of FDS modules utilized from 2008 to present. Although not a program condition, children in 4Ps beneficiary households are encouraged to participate in Youth Development Sessions (YDS). Introduced in 2016, the YDS promote positive and healthy lifestyle among the youth (aged 14–18) and are designed to prepare them for life after school. The sessions aim to help the youth navigate adolescent life, grow in self-awareness and confidence, discover the role they play in society, and prepare for bigger challenges in higher education and the workplace. Annex B shows the YDS curriculum outline designed in 2016, although only Volume 1 has been utilized to date.7 The passage of the 4Ps law provided a legal basis to further strengthen FDS and YDS. In April 2019, 4Ps was institutionalized through Republic Act 11310, and its implementing rules and regulations (IRR) came into effect in March 2020. There are several important features in the 4Ps Act including the increase in benefit levels,8 regular revalidation of beneficiaries’ eligibility through the standardized targeting system every three years, and periodic impact assessments to examine the effectiveness of the program. One significant provision in the law is the imposition of a maximum period of seven years for household beneficiaries’ participation in the program. This prompted the DSWD to develop the Kilos Unlad framework to help beneficiary households gradually improve their level of well-being and transition from survival to self-sufficiency before they eventually graduate from the program. The implementation of measures or interventions that “ accompany or complement 4Ps grants, including for beneficiaries to The passage participate in FDS and YDS, need to be aligned with both the Kilos Unlad case management framework and the 4Ps law more broadly. of the 4Ps law provided a legal This paper provides a qualitative review and outlines policy basis to further directions for a more efficient delivery of FDS and YDS and adaptation to future shocks. Beyond the requirements to comply with strengthen FDS the provisions of the law and the Kilos Unlad, enhancing complementary and YDS. interventions remains crucial to ensure the 4Ps is more responsive to the changing needs of beneficiaries during the ongoing COVID-19 ” pandemic and resilient to future crises. This policy note discusses a content review of these sessions spearheaded by DSWD, with technical assistance from the World Bank and the Institute of Integrality. As a result of the review process, the DSWD adopted learning programs involving FDS and YDS in 2021 (Annex C), and a corresponding set of modules or facilitator guidelines was subsequently developed. The last section of this paper offers key recommendations for the effective delivery and monitoring of the sessions’ new learning pathways. 7 YDS Volumes 2 and 3 were developed by the DSWD in 2020. 8 For instance, health grants per household increased from Php 500 to Php 750. Figure 1 shows the grant amounts for education, health, and other benefits. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 4 Family and Youth Development Sessions – II. Content, Delivery, and Monitoring A. Family Development Sessions FDS consist of monthly meetings or ‘learning seminars’ attended by the main 4Ps grantees, mostly women,9 that promote key messages related to family and community development affairs. The FDS’ primary objective is to foster the capacity of 4Ps families, particularly the parents, to become more responsive to the health, nutrition, and education needs of their children. The FDS also serve as a venue to remind beneficiaries to comply with program conditions and encourage peer support among beneficiaries (Philippine Institute for Development Studies [PIDS] 2020). More specifically, the participants of the FDS are expected to learn about and become more aware of family and social issues, parenting values and child-rearing practices, finances and marital relations, the value of education and health, and applied practical skills for self-reliance (Piadozo and Ferido 2017). In addition, FDS encourage participating households to become socially aware and more involved in community development activities. FDS have become a major mechanism to regularly interact with 4Ps beneficiary families. In 2018, the DSWD issued Memorandum Circular No. 22,10 reinforcing the primary objective of empowering parents participating in the 4Ps to be actively engaged in the education, health, and nutrition of their children. Moreover, the guidelines placed a renewed emphasis on FDS’ role in promoting 4Ps beneficiaries to become community leaders and contribute to livelihood development, environmental preservation, and disaster preparedness. As a result, the FDS support parents to become more responsive to their parental roles and actively engaged in their respective communities. There are many and diverse topics covered by the FDS, and the facilitators choose which modules to use. Based on the DSWD’s instruction manual, Gabay sa Pagpapaunlad ng Pamilyang Pilipino (Guide to Filipino Family Development), along with additional modules developed by partners,11 the FDS consist of 3 main modules, 88 sub-modules, and 130 sessions on various core and supplemental themes developed from 2008 to 2019 (Annex A). Upon a household’s enrollment in the program, nine introductory sessions are devoted to discussing its objectives, the expected outcomes, and the roles of the beneficiaries in achieving these outcomes. The succeeding sessions cover topics related to family development; parenting effectiveness; laws protecting children and women against violence, exploitation, and abuse; gender equality; regional indigenous people (IP); community involvement; and disaster preparedness.12 Over time, the list of FDS modules has covered a range of topics, which has expanded the range of content but also distracted from the focus on the central FDS objectives. However, the facilitators are given the flexibility to discuss suitable topics outside the curriculum,13 change the sequence of the modules, use supplemental resources, and invite local speakers to address pressing concerns or topics relevant to the beneficiaries. Hence, the yearly thematic focus and yearly schedule or 9 Out of around 4.2 million active household beneficiaries nationwide, almost 3.6 million or 85.3 percent are female grantees (DSWD's 4Ps Monthly Implementation Report as of September 2022). 10 DSWD Memorandum Circular No. 22, series of 2018. 11 Several partner organizations such as the United Nations Children’s Fund (UNICEF), U.S. Agency for International Development (USAID), AusAID (Australian Aid), World Bank, and the Department of Health (DOH) provided technical support to the DSWD in developing specific supplemental FDS modules. 12 DSWD, “Gabay sa Pagpapaunlad ng Pamilyang Pilipino.” 13 Sometimes FDS topics are considered thematic and ‘seasonal’ such as discussions on fire prevention in the month of March, Dengue prevention during the rainy season, and other emerging disease outbreaks (PIDS 2020). This practice sets the trend and provides an urgent response to contingent situations. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 5 sequence of modules under the FDS/YDS are more indicative and less prescriptive in principle. Adjustments and flexibility in delivery modalities can be done in coordination with the parent leaders14 chosen among the beneficiaries. The DSWD’s city/municipal links (C/MLs) and the links of local government units (LGUs) are tasked as FDS facilitators on top of their regular function of coordinating and overseeing the 4Ps’ operations. At the onset of the pandemic and when communities were under quarantine, the DSWD suspended face-to-face FDS15 and introduced alternative delivery modalities. These alternative engagement models, coined collectively as electronic FDS (eFDS),16 consisted of sessions conducted: (1) online through social media posts or livestreaming on Facebook, Instagram, and YouTube; (2) via mobile SMS text blasts; or (3) through radio and television shows. In areas lacking or with limited internet connectivity, printed FDS materials, wall posters, and USB flash drives with recorded videos were distributed. Small group neighborhood sessions (SGNS) were also organized in communities with low number of reported COVID-19 cases. An FDS implementer from one of the regions reported that, “During the pandemic, we opted to maximize other platforms, such as social media posts via Facebook. We also developed an e-page, Facebook page… as well as the live streaming [through] radio…to reach the far-flung areas. And the radio airtime can be shared through social media posting. If they have challenges with radio, they have the option to use the translated or Binisaya modules [with] activity sheets.”17 In terms of key messages, the eFDS provided timely information on COVID-19 health and safety measures, including topics on sanitation, vaccination, mental health care, stress management, substance abuse, and digital parenting (Annex D). Prior to the May 2022 national elections, voters’ rights were discussed through the eFDS to remind program beneficiaries to exercise their right to vote. While the pandemic posed challenges to FDS implementation, it also invigorated the sense of initiative, creativity, and innovation of concerned stakeholders. Flexibility was introduced with the eFDS ‘contactless’ attendance monitoring. FDS participants take notes, draw illustrations, and document their education and reflections using a Talaarawan, a personal journal or diary. Depending on the literacy level of the beneficiary, the Talaarawan, once used up, may be replaced by a regular notebook. During the pandemic, as alternative means of verification and without physical interaction with C/MLs, online submission of journal entry photos was considered as sufficient proof of beneficiaries’ FDS attendance. Likewise, the C/MLs were allowed to schedule monthly one-on-one sessions with parent leaders to review journal entries and discuss the progress of their group of beneficiaries.18 Reported data on FDS compliance rates have been consistently high. Program compliance data are encoded and verified at the DSWD’s regional offices, while consolidation and recording are processed at the national level through the Pantawid Pamilyang Information System (PPIS). The computation of cash grant amounts and the identification of possible support interventions, such as counselling for non-compliant beneficiaries, are based on compliance data on education and health, which include FDS attendance. Data on the compliance of beneficiaries between 2013 and 2021 show that the majority of 4Ps beneficiaries participated in the FDS even during the onset of the pandemic and even after the application of force majeure on 4Ps program conditions (Figure 2). This demonstrates the commitment of implementers to the FDS and is an indication 14 Parent leaders are elected by FDS participants to serve as liaisons between program implementers and beneficiaries. 15 DSWD NAC Resolution No. 3 entitled “Conditions for Entitlement to Cash Grants of Pantawid Pamilyang Pilipino Program Beneficiaries during the New Normal COVID-19 Pandemic,” dated September 2020. 16 DSWD’s “Guidance Notes in the Implementation of the Family Development Sessions in the Time of COVID-19,” dated October 19, 2020. 17 Documentation from one of the focus group discussions conducted as part of data gathering under this study. Responses were translated from Tagalog/Bisaya to English. 18 DSWD’s “Supplemental Guidance on the Implementation of FDS in the Time of COVID-19,” dated December 29, 2020. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 6 of the sustained interest of beneficiaries to participate despite the constraints posed by the pandemic. The data show, however, that a small proportion (around 4 percent) of beneficiaries are still unable to comply with the FDS requirements through any of the alternative platforms. From the supply side perspective, finding safe and creative “ ways to facilitate the sessions within a budget, especially during the pandemic, remains a challenge to many facilitators. From the demand The different side, beneficiaries need to be fully informed about the various ways they can participate in the FDS. According to the DSWD, a majority of modalities of the beneficiaries accessed the eFDS through traditional means, including eFDS may have printed materials (51 percent) and SGNS (18 percent). An assessment also contributed of DSWD field staff (e.g., social welfare assistants) revealed that to the increase beneficiaries who could not access the FDS through any of the alternative means due to lack of services are automatically recognized in compliance as “complied.” This may explain the increase in the compliance rate rates in 2021, during the pandemic when service delivery was challenging, resulting despite the in the actual FDS compliance rate likely being lower than the reported rate. The different modalities of the eFDS may have also contributed pandemic. to the increase in compliance rates in 2021, despite the pandemic. ” Figure 2. FDS Compliance Rates, 2013–2021. Source: DSWD. Note: *The 2020 average only accounted for the monthly FDS compliance rates from October 2020 to January 2021, as force majeure was implemented from February to September 2020. **The 2021 figure only reflects the compliance rate for the month of December and is not an annual average. B. Youth Development Sessions To complement the FDS, the DSWD also organizes learning sessions for young children of 4Ps beneficiaries. The YDS are school-based interventions intended for high school students in Grades 8 to 12. The implementation of the YDS was formalized with the issuance of National Advisory Committee (NAC) Resolution No. 34 in 2016. Subsequently, the DSWD, with the support of the Asian Development Bank (ADB), developed a curriculum outline for the YDS with six volumes, of which Volume 1 has been implemented across 79 provinces (Annex B). During its initial implementation, the YDS’ topics have included physical changes during the teenage years, sexuality, pregnancy, and birth control, with the aim to engage adolescent youth in a constructive manner, develop their strengths and interests, and prepare them for adult life.19 19 ADB 2019. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 7 Attending the YDS is not mandatory. The YDS are not tied to the 4Ps health and education cash grants. While the YDS attendance is recorded manually, it is neither recorded in any IT system nor is it reported in the DSWD’s monthly accomplishment updates for the 4Ps. Public school teachers, and in some areas C/MLs, are the YDS “ facilitators. Over the years, regional offices have found their own creative ways to deliver the YDS. In Bataan, for instance, facilitators use audio visual tools and other creative approaches to keep the youth Results reveal interested and engaged. that 4Ps The delivery of YDS was uneven and limited even before the increases pandemic. Prior to the COVID-19 outbreak, the sessions were not households’ conducted regularly because of the ongoing development of the investment curriculum. With the nationwide school closures and ban on face-to- face classes from March 2020 to August 2022, only a few YDS have in education been held to date.20 Some regions have continued to deliver YDS and does not using various online platforms, but unlike for FDS, the DSWD did encourage not prescribe alternative modes of instruction for the YDS during the pandemic. As a result, many youth beneficiaries have not benefitted dependency from any training or guidance from the YDS in recent years. or spending more on vice YDS can complement the high school education of children of currently enrolled 4Ps beneficiaries. It can also serve as a platform to goods and motivate students who dropped out to return to school. However, the services such DSWD and Department of Education (DepEd) do not currently have a as gambling, formal partnership agreement (e.g., memorandum of understanding) alcohol, and to collaborate around YDS. While DepEd supports children in 4Ps households through its Alternative Learning System (ALS) and tobacco. Alternative Delivery Mode (ADM) programs,21 extending support to school children attending YDS or utilizing the YDS to promote education among 4Ps children have not been pronounced. ” III. Findings from Literature Review A. Impact Evaluations Previous impact evaluations22 of the 4Ps reveal considerable evidence of success on a broad range of outcomes. They show the program meeting its objectives of keeping children in school and helping them stay healthy. Results reveal that 4Ps increases households’ investment in education and does not encourage dependency or 20 While the DSWD Central Office has not provided guidance on alternative modes of instruction for the YDS during the pandemic, some regional offices have implemented YDS in their respective jurisdictions. 21 DepEd leads the ALS and ADM programs to promote learning among uneducated Filipino adults and out-of-school children in special cases (i.e., learners with disabilities, in conflict with the law, and from IP groups, poor families, and other marginalized groups). 22 Impact evaluations of the 4Ps utilized econometric techniques that classify households into control (non-beneficiary) and treatment (beneficiary) categories. The outcomes of these two groups are compared and analyzed once households in the treatment category have been exposed to the program. Regression discontinuity designs, randomized control trials, and difference-in-difference are the most common global approaches used to evaluate cash transfer programs. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 8 spending more on vice goods and services such as gambling, alcohol, and tobacco. The program also improves education outcomes such as school enrollment and attendance and increases access to key maternal and child health care services among beneficiary households. Investments in children’s health and education could yield positive impacts on their future careers (PIDS 2020). The results of a series of 4Ps impact evaluations are consistent with the findings of the World Bank (2013, 2015, 2019) that the program contributes to positive behavioral change among household beneficiaries as well as to the national strategy for poverty reduction. To sustain these positive outcomes, however, the World Bank (2013) highlights the need to intensify efforts to improve access to quality health and education services for 4Ps beneficiaries. “ B. Independent Studies and Spot Checks Beneficiary households There are evidence of some positive changes in the attitudes and behaviors of program beneficiaries. While FDS participants have also reported reported general satisfaction with the program, transitioning from a significant compliance to commitment remains a challenge. The positive effects increase in of the FDS are particularly observed in terms of family life, health and positive family nutrition, education, spending patterns, and community engagement (Table 1) (Piadozo and Ferido 2017). Notably, there has been increased experiences, use of health services, along with improvements in health and including hygiene practices, and better appreciation for the education of the children doing beneficiaries’ children. There are also indications of improved family household relations and more community involvement among beneficiaries. In addition, 4Ps households are more likely to own evacuation kits than chores and non-4Ps households, which may be attributed to FDS dedicated to practicing disaster preparedness and management (PIDS 2020). Overall, the FDS better personal serve as the primary driver of behavioral change among beneficiaries (Dizon et al. 2017; Piadozo and Ferido 2017).23 hygiene, better sleeping A majority of beneficiaries believe that the impact of FDS on and eating parental commitment and community participation is high. A 2017 assessment showed that around 80 percent of the respondent habits, and beneficiaries participated in community development activities increased family (Piadozo and Ferido 2017). According to PIDS (2020), 4Ps beneficiaries interaction. are more likely than non-beneficiaries to participate in community activities and be members and officers of a community organization. ” Likewise, more than 84 percent of grantees strongly believe that they became better parents after attending the FDS (Vergara et al. 2017). Beneficiary households also reported a significant increase in positive family experiences, including children doing household chores and practicing better personal hygiene, better sleeping and eating habits, and increased family interaction (e.g., praying and going to church together). 23 The independent studies cited in this section focus on FDS and YDS, while the annual spot checks were mainly focused on cash grants under the 4Ps. The most recent spot check round in March-May 2021 included rider questions on the eFDS. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 9 Table 1. Beneficiaries’ Self-Reported Behavioral Changes and Perceptions of FDS’ Effects on Various Dimensions of Family Life.24 Dimensions of Behavioral Changes and Effects of FDS Family Life Marital Better communication skills. Relationship Reduced fighting. Less spending on vice goods and services Increased motivation to work and earn. New family practices such as praying, eating together, and engaging in other bonding activities. Increased sharing of household chores. Parent-Child Increased use of positive discipline practices. Relationship Better provision of children’s needs. Improved character and personalities of children. Perception of Increased awareness of children’s rights, parental duties, special pro- Children’s Rights tection against abuse, violence against women and children, and the and Parental anti-rape law. Duties Needs Planning Better budgeting. Increased trust in the spouse in terms of handling finances. Prepared timetable to better manage time. Health and Proper management of healthy food and nutrition at home. Nutrition Increase in breastfeeding practices. Increased awareness of the need to bring infants to health centers for checkups and complementary feeding at 6th month. Family Relation- Increased family interaction (e.g., praying or going to church together). ships More children doing chores. More teenagers showing respect to their parents. Contribution to Greater interest in participating in community development. Community Increased and better socialization skills with neighbors. Increased awareness of community developments in terms of education, health, environment, and politics. Source: Piadozo and Ferido 2017. Despite favorable perceptions regarding the impact of the FDS on health outcomes, stunting among children remains prevalent. Children from families in the bottom 20 percent of the income stratum are more likely to be stunted than children from families in the top 20 percent of the income distribution. The 4Ps’ third impact evaluation in 2020 noted that there are severe stunting rates observed among children aged 0–5. This may be due to an increase in the stunting rate of non-monitored children who did not participate in the program during the critical first 1,000 days of their life. This indicates a focus area of improvement for the FDS and the need for more resources to achieve the nutrition goals of the program (Cho et al. 2020). The new FDS’ nutrition modules provide practical information on how to improve the nutrition of family members under various contexts (e.g., if budget is limited, if the food supply is inaccessible, etc.). The modules could, however, also adopt more nutrition-sensitive interventions based on practices from other countries such as that of Indonesia’s Program Keluarga Harapan (PKH). 24 The findings of the study by Piadozo and Ferido (2017) are based on the perceptions of surveyed beneficiaries and not on the observations of the authors. By design, the 4Ps targets women/mothers and therefore the findings relate to their attitude and perceived behavioral change as program beneficiaries. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 10 Beneficiaries perceive that their financial inclusion is minimally impacted by their participation in the 4Ps. They report that the program has had a limited contribution to improving their access to financial institutions, even after more than a decade of implementation. In both 4Ps and non- 4Ps barangays, only about 10 percent of households hold a bank deposit or savings account (Cho et al. 2020). Sustaining the beneficial impacts of the FDS on financial inclusion is highly needed. The FDS modules can be strengthened by giving more emphasis to financial literacy-related topics including opening a bank or mobile wallet account, budgeting, saving, and investing. The feedback from participants validates the inclusion of financial literacy as part of the core pillars of the FDS’ new learning program, along with health and wellbeing, nutrition, and education. Only 1 in 4 program beneficiaries are aware of the eFDS, highlighting a gap in communication, implementation, or delivery mechanisms. The eFDS were set up as an innovative learning intervention strategy to continue delivering key messages and reminders to program beneficiaries throughout the pandemic while observing quarantine protocols. However, based on the most recent DSWD spot checks conducted among 4Ps beneficiaries amid the pandemic (between March and May 2021), only 25 percent are aware of the eFDS, of whom 93 percent use the eFDS and 88 percent are informed that the eFDS is a requirement to receive cash grants. As the eFDS was established to continue delivering sessions though alternative means during the pandemic to ensure the safety of implementers and participants, it is imperative to increase the beneficiaries’ awareness of how to access and utilize them. C. Experience and Insights from Other Countries Good practices of social and behavior change communication (SBCC) approaches (e.g., FDS) in other countries have proved instrumental in promoting behavioral change. In Indonesia, for instance, the FDS under the PKH helped households manage their finances, follow healthier lifestyles, and understand the importance of caring for vulnerable household members (children, elderly, and those with disabilities). Interviews conducted reveal that FDS participants found the sessions useful in gaining knowledge about various topics on education, health, childcare, and business planning. Similar to the FDS in the Philippines, improving Indonesia’s PKH’s FDS involved updating learning materials based on the regional context and specific needs of participants and providing comprehensive training of facilitators to ensure they master the content of the modules (Irmayani et al. 2020). In Mexico, female household heads were required under the CCT program PROGRESA/ Oportunidades to attend monthly sessions on health-related topics. These sessions were conducted at nearby clinics and covered topics on nutrition, hygiene, infectious diseases, immunization, family planning, and chronic disease detection and prevention. They served as a venue to gain information on health-promoting behaviors while providing relevant health measures and advice for women. As a result, the program led to more evident improvements in health practices and outcomes among women than men. In addition, the CCT program delivered mandatory sessions for young beneficiaries on topics related to adolescence (Behrman and Parker 2011). Evidence from El Salvador shows a positive impact of training workshops on women empowerment. When the country’s CCT program Comunidades Solidarias Rurales was launched in 2005, it started offering training workshops to all beneficiaries. Although the workshops were not part of the conditions for receiving cash grants, attendance rates were high, especially among mothers. The workshop topics included child health and nutrition, CCT conditionalities, child risk and child rights, sexual and reproductive health, gender equality, domestic violence, and participation in community organizations. Research conducted in 2009 and 2011 revealed favorable effects Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 11 of these workshops on women empowerment (especially in terms of “ improving the social capital of women) and financial inclusion among beneficiaries (Sanchez Chico et al. 2020). The proper Despite the pandemic, a community-based nutrition and livelihood implementation program in Bangladesh had a positive impact on child health and of the 4Ps’ livelihood outcomes. The program involved SBCC interventions and behavioral asset transfers to poor households in rural Bangladesh to stimulate change activities income generation. The SBCC component, which focused on health and nutrition, delivered sessions involving growth monitoring and is directly linked promotion as well as community education activities (i.e., nutrition to desired education and water, sanitation, and hygiene campaigns). The program program also provided households with assets such as ducks, chickens, and vegetable seeds, and livelihood training sessions on topics such as outcomes, farming, duck rearing, and business planning. Despite the pandemic, including the weight of children increased after enrolling in the SBCC program, sustained and livelihood activities were maintained and even created spillover investment effects when the program was expanded to non-participating households (Kang et al. 2022). in the health, nutrition, and Peru strengthened its early childhood development (ECD) program Cuna Más to address the needs of children, parents, education in and caregivers during the pandemic. It involved providing remote beneficiary counseling services for parents and caregivers on how to keep households children healthy and active, a mobile monitoring application for field as well as staff to support volunteers and monitor concerns, and a virtual ECD education program focusing on parent-child interaction broadcasted community nationally through the radio and social media (World Bank 2022). The involvement. enhancement of the program was supported by the Early Learning Partnership (ELP) Trust Fund and the World Bank. ” To strengthen the mentoring and skills development of YDS, the authorities should consider adopting the good practices of similar programs in Tanzania and Uganda. Ujana Salama (Safe Youth) is a United Nations Children’s Fund (UNICEF)-supported initiative for adolescents in Tanzania. Implemented by the Tanzania Social Action Fund (TASAF), the Safe Youth program is a livelihoods enhancement package that is linked to the government’s Productive Social Safety Net Programme (PSSN). Like the YDS, the program supports adolescents aged 14–19 from PSSN households to safely transition into productive and healthy adulthood. It includes a component on adolescent life skills training, mentoring, and coaching on livelihoods (and referrals). Another relevant initiative is Uganda’s Girls Empowering Girls (GEG) program implemented by the Kampala Capital City Authority (KCCA) which includes peer-to-peer mentoring, referral to services, and cash transfer components to empower adolescent girls to live up to their potential. Although this program is geared toward gender-responsive social protection programming in urban contexts, the delivery model may be relevant to the YDS, considering the age groups catered to by the latter. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 12 D. YDS Assessments In 2017, the DSWD reviewed its implementation of the YDS and identified areas to improve the curriculum, facilitator’s guide, and session delivery.25 The assessment also documented the perceived effects of the YDS on youth participants. This was done prior to the expansion of the YDS scope to Grades 7–12. While the assessment revealed generally favorable findings on the appropriateness and importance of the YDS modules, it also pointed out some weaknesses related to the clarity of learning outcomes, value of community participation, gender sensitivity, and criteria for assessing behavioral change (Table 2). There are only a handful of available studies on the YDS. The implementation of YDS is limited, and they could benefit from further studies to help improve their design and delivery. Given the expected benefits of YDS to youth beneficiaries in the short and long term, maintaining administrative records on YDS implementation and conducting regular assessments remain crucial. Qualitative and quantitative assessments on the FDS and YDS have examined the beneficiaries’ behavioral response to development interventions. The proper implementation of the 4Ps’ behavioral change activities is directly linked to desired program outcomes, including sustained investment in the health, nutrition, and education in beneficiary households as well as community involvement. SBCC interventions under both the FDS and YDS help beneficiaries understand their situations and make informed decisions related to their welfare, resulting in intermediate outcomes such as improved marital, parent-children, and family relationships that ultimately contribute to human capital improvement, poverty reduction, and breakage of intergenerational poverty (Figure 3). Table 2. Assessment of the YDS Facilitator’s Guide. Results Findings Strengths Conforms with the characteristics of a good-quality curriculum regarding structures, strategies, and approaches. Follows a learner-centered approach since the activities encourage the active participation and involvement of participants. Promotes the enhancement of all adolescent stage-related domains. Promotes a wide array of core constructs of positive youth development. Activities are favorable and interesting to youth participants. Variations in activities encourage differentiated learning. Contents are developmentally appropriate. Weaknesses Absence of explicitly-stated learning outcomes. Undervalues opportunities for pro-social involvement and community participation, which are important to support the development of skills related to empathy, caring, making connections, and building confidence, as well as other life skills favorable to the development of cognitive and emotional competence. Overlooks the promotion of gender and culture sensitivity. Lengthy individual sessions, which is not conducive to learning. Specific sessions are too technical for facilitators and students. Sequencing of topics are not arranged to cater to the age-level interests of the participants, although Volume 1 learning module contents are developmentally appropriate. Lacks rubrics to assess participants’ outputs and expected behavioral outcomes, which would help monitor attitudi- nal and behavioral changes. Source: Ferido 2017. 25 Ferido 2017. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 13 Figure 3. FDS and YDS Theory of Change. Poor HHs Interventions Intermediate Outcomes Long-term Outcomes Outcome Gaps 4Ps Cash Grants Increased school enrollment and attendance Increased education among children of beneficiaries completion rates among • Low income Income augmentation children of beneficiaries • High vulnerability to shocks + Increased beneficiary awareness, access, and utilization of health, nutrition, and financial Sustained investment in children’s education, • Low investment in Behavioral Change services (i.e, more beneficiaries bring infants health, and nutrition human capital (high Interventions / to health clinics, increased in breastfeeding malnutrition, high Platforms practices, increased in-take of nutritious Women beneficiaries stunting, low access food) have greater decision- to education, high Family Development making and bargaining attrition/drop out rate Increased awareness of children’s rights, Sessions power in the household in school) parental duties, special protection against Mandatory Beneficiaries abuse/vioence against women & children Children of beneficiaries Behavioral Gaps comply with are socially responsible Improved marital relationship (i.e., better Monthly group meetings program communication skills, reduced domestic and economically • Low financial inclusion active (with improved and literacy of beneficiaries (mothers/ conditions and fighting, less spending on vice goods, employability) household grantees) where • Low awareness of access increased motivation to work and earn, good practices on parenting, available health financial literacy, education, complementary increased trust between spouses in terms of Greater participation services, healthy habits health and nutrition are services handling finances & budgeting) and contribution to and proper nutrition discussed community development • Parents not enrolling Improved parent-child and family children in school Youth Development relationship (i.e., more family interaction • Rising number of and bonding activities, increased sharing of Sessions adolescent pregnancies household chores, increased use of positive • Incidence of child abuse Non-mandatory discipline practices) and spousal/domestic violence Improved character and personalities of School-based intermittent Improved human • Incidence of children in children (i.e., more children doing household sessions covering topics capital, lower poverty conflict with the law chores and showing respect to their parents) on adolescence and youth rate, and reduction • Community apathy and development targeting 4Ps of intergenerational anti-social behavior Increased awareness of community affairs beneficiary children enrolled poverty incidence in Grades 7-12 and better socialization skills with neighbors Source: Authors’ elaboration. IV. Learning Programs To align with the provisions of the 4Ps law, the objectives of FDS and YDS were reframed and articulated into more structured learning programs with core areas and yearly themat- ic focus. In early 2020, the DSWD adopted a 7-year FDS learning program, with session topics distributed across four main areas: (i) health and well-being, (ii) nutrition, (iii) education, and (iv) financial literacy. Meanwhile, the DSWD approved a 5-year YDS learning program to promote holistic development and continuous improvement among youth beneficiaries. The YDS objec- tive was reframed to promote progressive development of physical (body), cognitive (mind), and socio-emotional well-being and provide practical guidance on job readiness and financial literacy (skills) to prepare beneficiaries’ transition to more adult roles and responsibilities. An illustration of FDS and YDS’ learning programs are included in Annex C. The learning program not only narrowed the focus of the FDS but also provided the opportunity to streamline the numerous modules. First, the core area of health and well- being aims to help 4Ps households acquire basic knowledge and healthy habits and practices for their families’ well-being. The activities involve developing a family self-care plan with specific health goals for the family. The topics cover issues related to caring for one’s physical, mental, and emotional health at different life stages. Second, the nutrition module focuses on how to develop healthy eating habits and prepare healthy meals. It provides guidance on finding sources of nutritious and affordable food even if resources are limited. The module reinforces efforts aimed at developing a healthy lifestyle within both the family and the community. Lastly, the education module promotes the value of education for children and lifelong learning for all household members. The module helps parents envision a future where their children could complete formal or non-formal education. Annex E summarizes the yearly themes and module topics for each FDS core area. From more than 3 modules and 88 sub-modules, the new FDS curriculum has been restructured and reduced to only 28 modules. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 14 Similarly, the YDS’ annual themes and modules aim to create pathways for children in 4Ps households to become more self- aware, confident, productive, and responsible citizens. The YDS provide a platform to guide youth beneficiaries in participating actively in school and planning their transition to further technical training, higher education, or the labor market. Annex G lists the YDS’ yearly themes and modules, which consist of sessions on finding one’s career purpose (e.g., TVET, college/university, or employment/business after graduation), preparing for a job search, and taking care of one’s well- being amid academic or career setbacks. The YDS’ expected outcomes are: (i) effective and balanced physical care by establishing a healthy lifestyle and promoting holistic well-being; (ii) positive values that increase emotional and mental well-being; and (iii) entrepreneurial and career readiness skills to help prepare youth participants for further training, higher education, or employment. The YDS’ financial literacy module reinforces key messages from the Bangko Sentral ng Pilipinas (BSP), the Department of Labor and Employment (DOLE), and the FDS Financial Literacy Manual learning materials. Year-end projects are included to help beneficiaries apply what they have learned in the sessions to real life situations. These projects consider the needs of beneficiaries and the local context to provide the participants with an opportunity to reflect on what they have learned from the parent and peer group meetings and demonstrate their positive traits and behavioral changes. They can serve as a tool to measure the incremental impact of complementary interventions. Examples of these annual projects for the FDS include sessions for parents to engage in gardening and community salo-salo (potluck) initiatives, while for the YDS they include filling out gratitude journals, participating in community clean-up drives, creating internship plans, and developing a business proposal. The full list of recommended FDS and YDS year-end projects are presented in Annexes E and G. Both the FDS and YDS’ learning programs enumerate key behavioral outcomes and indicators. The identification or setting of behavioral targets is a significant improvement from the previous FDS and YDS curriculum. The key indicators (Annexes F and H) outline a set of criteria in evaluating whether the sessions translated into observable changes in the participants’ attitudes and behaviors. Constant reiteration of key messages is needed, as it can take considerable time to successfully promote desired behaviors. For the FDS, behavioral indicators include achieving a healthy and balanced lifestyle, valuing education, and becoming financially responsible, self-sustainable, and self-sufficient. A concrete example of a behavioral indicator is for mothers to be more prepared to carry out complex roles and responsibilities related to both their families and communities. For the YDS, behavioral targets include caring for one’s physical, emotional, and mental well-being; instilling positive values (e.g., respect, faith, and generosity); and preparing for a career after school. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 15 V. Module Development “ Based on the learning programs, the DSWD proceeded to review and revise the FDS curriculum—which contains core modules on education, health and well-being, and nutrition—as well as to Having a develop new content for the YDS focused on financial literacy. The strong sense of development of the modules considered the DSWD’s organizational results framework (Annex I) to enhance the knowledge, skills, and belongingness abilities (KSA) of FDS and YDS beneficiaries and encourage positive with their family behavioral change, with the goal to improve their overall well-being. and community Focus group discussions (FGDs), consultation workshops, and pre- is a shared testing of modules were conducted to gather technical inputs and feedback from program implementers, beneficiaries, and development value among partners. UNICEF and ADB representatives provided written inputs beneficiaries. with suggestions to further tweak the messages on the first 1,000 days of life under the health and nutrition modules and incorporate more gender-sensitive elements across all modules. The results of the FGDs ” and supplemental consultations with relevant agencies helped draft the initial modules, which were subjected to a national stakeholder workshop. In preparation for the pre-testing process, a training of trainers (ToT) was conducted with selected DSWD facilitators to gather additional technical inputs, particularly on delivery approaches (e.g., materials needed, time allotment, etc.). Figure 4 presents the steps and timeline of the activities to enhance the modules. The rest of this section describes key insights from the FGDs and results from the pre-testing activity. Figure 4. Timeline of Activities to Enahance the Content of the FDS and YDS. Sept - Dec 2020 Feb 2021 Mar 2021 Literature DSWD’s adoption of FGDs with beneficiaries, review FDS and YDS facilitators, and observers Learning Programs Nov 2021 - Apr 2022 Apr - Sept 2021 Finalization of Drafting of modules modules Oct 12-15, 2021 Oct 5-12, 2021 Sept 2021 Pre-testing of Training of Trainers Stakeholder modules (ToT) Workshop Source: Authors’ elaboration. A. Focus Group Discussions The FGDs were conducted to gather feedback from beneficiaries and facilitators. With mobility limitations on local travel and field work due to COVID-19 restrictions, face-to-face discussions with the interviewees were not held. Virtual discussions, through online platforms (i.e., Zoom and Google Meet), were organized to better understand the overall design, implementation, monitoring, and Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 16 impact of the FDS and YDS in four selected regions (National Capital Region [NCR] and Regions V, VII, and X). In total, the FGDs included 14 FDS beneficiaries and 15 FDS implementors, as well as 13 YDS beneficiaries and 13 implementors.26 “ Feedback on the FDS indicates that participants are interested to learn more about responsible parenthood, gardening, and Relatedly, active citizenry through community socialization. Having a strong beneficiaries sense of belongingness with their family and community is a shared reported value among beneficiaries. For example, one beneficiary noted that, that the FDS “Through responsible parenthood, one is able to show her true mettle as a parent, as a good mother. And learnings can be applied in trained them both the family and as a leader in an association.” Beneficiaries also to be more asserted that they became more aware of good parenting practices, self-reliant their rights as parents, and the laws related to parenting and violence by exploring against women and children. A beneficiary opined that, “Previously, we did not care much about what was happening in our society. other sources After joining the FDS, we became more concerned about what was of food and happening around us. We developed a sense of shared responsibility income to for community development.” Knowledge of disasters in general and concerns for IPs surfaced as key learnings from the FDS. Relatedly, provide for beneficiaries reported that the FDS trained them to be more self- their families reliant by exploring other sources of food and income to provide for and prevent their families and prevent hunger in times of crisis. One beneficiary hunger in shared her experience in maintaining a garden promoted through the 4Ps during the quarantine and stated that, “If we have a backyard times of crisis. garden, we can supply our own needs for food. We can also share food with our community.” DSWD data show that more than 3.5 million ” 4Ps households (87 percent of beneficiary households) either have a backyard garden or participate in community gardening. The FDS not only raised beneficiaries’ self, social, and environmental awareness, they also created a platform to start small-scale livelihood activities. The delivery of the FDS is supported by parent leaders and community-based organizations. The sessions are primarily organized and conducted by DSWD local staff and other officials, depending on the scheduled topic. Parent leaders support C/MLs in advocating FDS to their peers. This support is much needed by C/MLs, who often struggle with a high caseload, which ranges from 680 to almost 1,000 households, or an average of 780 households per C/ML (PIDS 2020). An implementer shared that, “A parent leader is somewhat like a ‘multiplier’ for me…a huge support to the implementation of the program.” Another implementer stated that, “There is positive feedback obtained from participants on the implementers’ ability to deliver and contextualized the topics.” However, it was also noted that representatives of faith-based organizations, who sometimes assist in facilitating sessions on religion or spirituality, have used the FDS to recruit members to their congregations (Vergara et al. 2017). Such 26 The low number of participants in the FGDs is a limitation of the paper. Similar future studies could include more FGD participants and invite former beneficiaries (i.e., those who have exited from the program) to provide insights on program effectiveness. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 17 practices, which do not adhere to FDS policy, should be monitored and addressed by the respective DSWD field offices and LGUs. The FGDs highlighted the importance of encouraging feedback on the relevance of the YDS in enhancing social interaction. One youth beneficiary stated that, “Previously, I did not know how to socialize. Thanks to the YDS, I learned how to interact with others. Another beneficiary noted: Before attending the YDS, my mind would always be filled with negative things about life. With the YDS, I learned how to focus more on the positive...the reflections we had in each session helped me a lot.” Other beneficiaries also described the YDS modules as “very relevant” and that they had a “huge impact on their day-to-day lives.” As reported by parent leaders, their children who attended YDS demonstrated positive personal traits and social behaviors (e.g., God-fearing, independent, and helpful). Emphasizing positivism and interpersonal relationships were main design considerations for YDS content development. The importance of having manageable class sizes was pointed out by beneficiaries to ensure easier interaction between peers. This would also enable the facilitators to better mentor and monitor the progress of participants. In an FGD, one implementer mentioned that, “One of the implementers’ requests is logistical support for community YDS…we have limited materials. The availability of resources (i.e., materials, facilities, internet) is important in the delivery of the sessions.” “ When properly delivered, participants find YDS interesting and As reported that they can create the intended transformative impact. Asked by parent what they liked most about the sessions, one beneficiary said that, leaders, their “I like the activities of the sessions because they are attuned to our children who personal life; there is social interaction, and we end up learning better.” Another beneficiary stated that, “What stood out for me is attended YDS the ending of the sessions which dealt with reflections about life.” demonstrated Topics on “achieving a healthy lifestyle,” “taking care of oneself,” and positive “achieving psychological wellness” were cited by the beneficiaries as the most memorable sessions because of their clear delivery and personal traits interactive activities using visual aids. and social behaviors (e.g., Some DSWD local staff took the initiative to develop content for the YDS. In an FGD among implementers or YDS facilitators, God-fearing, one of the participants described that, “The DSWD Central Office independent, gave us only Volume 1 of the YDS Manual. We have not received and helpful). additional materials. [Volume 1] has 10 sessions about the self – from the Metamorphosis of a Person to Appreciating Self-worth… With the initiative and brainstorming of the C/ML and staff at the regional ” level, we have developed some regionally initiated modules like one focusing on students who have lost interest in studying.” Even with an incomplete set of modules, some regional implementers have found local solutions to continue the YDS by preparing their own materials on emerging topics. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 18 The need to strengthen collaboration between the DSWD and DepEd surfaced in the FGDs. A participant underscored the importance of having clear procedures for the sessions. He stated that, “Until now, there are no operational guidelines for the YDS. Such guidelines could serve as a blueprint for implementation.” Clear guidelines would also clarify the roles and potential contributions of other stakeholders, particularly DepEd. B. Module Pre-Testing While many participants expressed appreciation of the new content, some also cited preference for interactive sessions and delivery in local dialects. Guided by the inputs received from the FGDs and suggestions from trained facilitators, pre-testing of the draft FDS and YDS modules was conducted in the NCR and Regions III, V, VII, and IX. After each session, the beneficiary participants, facilitators, and observers were requested to fill out evaluation forms to gather their feedback on areas for improvement. A total of 389 evaluation responses were collected and consolidated to inform the process of finalizing the modules. Table 3 presents some general comments and specific suggestions for each module from the pre-testing activity. The modules were subsequently revised, and the main changes included merging related sessions or topics, setting the time allotment for each session to at most 1.5 hours, simplifying terminologies, and providing facilitators with more guide notes and implementing more interactive activities. Table 3. Summary of Respondents’ Feedback on the Pre-Testing of FDS and YDS Modules. Module Comments FDS Health and Have more in-depth discussions on nurturing healthy parenting, supporting family well-being, and establish- Well-Being ing social connections. Add movie clips on marital relationships. Reiterate module objectives at the end of each session would help determine if session objectives were met. Use simple terminologies or translate the modules to local dialects. Reduce the time allotment per session, as two hours is too long. FDS Nutrition Include more real-life experiences to make topics more relatable to beneficiaries as well as step-by-step prac- tical tips to help them meet their daily food and nutrition needs. Devote longer time allotment to the sharing of ideas and experiences. Include more interactive sessions. FDS Education Enhance content on skills development by, for example, inviting officials from the Technical Education and Skills Development Authority (TESDA) and the Department of Trade and Industry (DTI) to discuss recent pro- grams and share relevant information. Elaborate on the parents’ responsibilities in monitoring children’s learning progress and helping them in their studies. Add more details on the topic of psychosomatic stress. Have more interactive activities or exercises such as role playing. YDS Financial Add specific guidance on how to write resumes and perform job searches using online platforms such as Literacy JobStreet and LinkedIn. Provide job interview tips (e.g., sample interview questions/answers). Provide more time for self-reflection and the sharing of ideas with peers in breakout sessions. VI. Ways Forward The considerations for effective implementation described in this section are based on literature findings, stakeholders’ insights, and the authors’ experience in providing technical advisory services to the DSWD for developing new FDS and YDS modules and learning programs. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 19 A. Adapting to Future Shocks and Beneficiary Needs Leveraging the use of technology, similar to what the DSWD did with the eFDS to continue service delivery during the pandemic, could ensure the continuation of the YDS even during times of “ crisis. The onset of the COVID-19 crisis, with restrictions on face-to- The eFDS serves face meetings, became an opportunity to explore other modalities as the DSWD’s to deliver the FDS. Using alternative learning platforms, including adaptive web-based modules and digital tools, can be further explored in the current context. Virtual delivery of social program can be beneficial to response during participants, as it can enhance their digital literacy. Regular consultations the pandemic, with local partners and beneficiaries on their experience in accessing and it can the eFDS can provide guidance for further enhancements. Likewise, continue to through capacity building activities, facilitators can be equipped with much needed digital skills and techniques in holding virtual sessions complement and providing training. The eFDS serves as the DSWD’s adaptive in-person FDS response during the pandemic, and it can continue to complement in the post- in-person FDS in the post-pandemic era. To prepare for future shocks, development of YDS online learning platform, could be part of 4Ps pandemic era. reforms. Considering that most of the target youth beneficiaries are digital natives (and that face-to-face meetings are often suspended in ” times of crisis), developing a web-based platform (online and offline) and a capacity to stream content over ‘Facebook Live’ could be prudent investments. To effectively monitor attendance in both online and face-to-face sessions, the FDS’ management information system (MIS) could be improved to include an attendance monitoring facility and a secured shared drive or repository of learning materials. These materials could include video interviews accessible to participants and facilitators. Having a multichannel FDS can create spillover effects to non-4Ps beneficiaries. For example, utilizing local government units’ (LGUs) communication systems (e.g., wide screen TVs in plazas, etc.) can make the eFDS accessible to a wider community. For the YDS, having operational guidelines and a manual (‘how-to’ reference) for facilitators can make the delivery of sessions more structured. Similar to the eFDS, YDS’ alternative online modalities (e.g., eYDS) could continue amid disruptions due to disasters. Whether held face-to-face or through virtual means, the YDS need clear attendance monitoring mechanisms to assess the level of program access and beneficiary acceptance. The Philippines can benchmark international good practices and conduct regular reviews to improve the FDS and YDS. This strategy could yield insights into how to make the interventions more relevant and responsive to the changing needs of program beneficiaries. Based on DSWD records, the average age of 4Ps beneficiaries across regions is 50 years old. This means that FDS topics on family planning, ante- and post-natal care, and ECD are not anymore relevant to most of the active beneficiaries. Apart from administrative data, insights from program performance reviews can Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 20 inform efforts to ensure the timely updating of modules and learning programs. The available content for the eFDS can be repackaged into more detailed supplemental modules covering special topics on public health, the pandemic, climate change, digital literacy, disaster preparedness, and other emerging thematic areas. Other countries’ innovative SBCC approaches such as the introduction of remote counseling services, mobile monitoring application, and virtual education may also be feasible in the Philippine context. Conducting mandatory YDS on selected topics (e.g., adolescence) as well as FDS in nearby clinics and hospitals when discussing health and nutrition topics are minor but practical adjustments that can easily be adopted to enhance service delivery. B. Developing Strategic Communication and Advocacy Given the low awareness of the eFDS during the pandemic, the authorities need to develop creative communication strategies to improve service delivery. The findings from the 2021 4Ps spot checks demonstrated low awareness of the eFDS among beneficiaries. To address this, the DSWD could explore innovative ways to disseminate information. For instance, announcements on how to access alternative modalities can be transmitted through through Short Message Service (SMS) or text messages, while beneficiary testimonials on their learning could be posted on the DSWD and LGUs’ websites and Facebook pages. The C/MLs can also support efforts to intensify advocacy campaigns. Needs-based, relatable real-life examples, along with easy-to-understand messages, could spark the interest of target participants. When communicating to 4Ps beneficiaries with a low level of education or basic literacy, simplicity is key. “ Administrative guidelines must be explained using non-technical When terms. Based on the same spot check results, only 11 percent of 4Ps communicating beneficiaries are aware that force majeure refers to the suspension of the FDS and health-related conditions. The DSWD should consider to 4Ps developing strategies to clearly communicate program advisories to beneficiaries less educated beneficiaries. One approach could be to disseminate with a low level printed posters and infographics with bite-sized ‘catchy’ messages and visual designs. of education or basic literacy, Ideally, the FDS can be provided on top of general SBCC efforts simplicity is key. from other agencies to reinforce messages. The complementary interventions under 4Ps can be expanded and enhanced in coordination ” with other government programs. For instance, synergies between SBCC campaigns of the National Nutrition Council’s First 1,000 Days and the DSWD’s FDS could be further explored to maximize and ensure sustainable program impacts. The 4Ps should help to ensure that beneficiaries have the means to utilize the digital platforms of the eFDS. Since the program caters to the poorer segments of the population who may not have access to digital tools or who live in remote villages with poor phone Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 21 and internet connectivity, the 4Ps should assist in improving the digital access of beneficiaries (e.g., availability of laptops or smartphones in municipal halls to access eFDS). C. Mobilizing Resources “ Adequate local and national support is key to effective service Parent leaders delivery. The Kilos Unlad framework promotes the convergence have been approach and partnership engagement to mobilize support from relevant institutions and agencies. The DSWD and the Department of instrumental Interior and Local Government (DILG) have forged an agreement to in helping jointly ensure that 4Ps beneficiary households are properly supported facilitators in to improve well-being. To contribute to the full implementation of the coordinating 4Ps, the program guidelines specify, among others, that LGU links or designates shall assist the DSWD’s C/M links, community facilitators, with their peers and case workers in the conduct of FDS. In addition, local chief executives and school administrators will continue to play a crucial ” role in providing venues and facilities when these face-to-face group meetings or learning sessions can be held on a regular basis. For virtual sessions, additional funding support could be used to digitize learning materials and subscribe to online platforms such as Zoom and Google Classroom, as these tools can help facilitators deliver sessions more efficiently. Capacity building activities for facilitators and parent leaders are needed to improve and sustain the impact of the FDS and YDS. The facilitators’ level of competence, preparation, and mastery of topics have a huge impact on beneficiaries’ learning outcomes. Before rolling out new modules, facilitators (i.e., C/MLs and parent leaders for FDS and teachers for YDS) require orientation training to understand the new content, and subsequent refresher trainings will support their professional development. It is equally important to increase the number of C/MLs, as their workload is too high. This would enable them to follow through with case management interventions after the FDS sessions. Moreover, parent leaders have been instrumental in helping facilitators in coordinating with their peers. More seminars to build the parent leaders’ communication and facilitation skills could prepare them to be facilitators-in-training and eventually deliver some of the sessions or act as co-facilitators. Upscaling school-based and introducing community-based YDS hinge on strong collaboration and commitment among the DSWD, DepEd, and LGUs. There is an urgent need to complete the YDS modules in the short term. In the medium term, a nationwide rollout of school-based YDS would require the support and active involvement of DepEd. For example, DepEd leads the ALS and ADM programs to promote learning among disadvantaged Filipinos, including children from 4Ps households. As of September 2022, only about 0.60 percent or almost 42 thousand 4Ps children are enrolled Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 22 in elementary and secondary ALS/ADM programs.27 Apart from providing access to more 4Ps beneficiaries to participate in the programs, ALS/ADM modules and other supplementary materials (e.g., digital modules, textbooks, etc.) can be shared with YDS participants. Another window of opportunity is expanding the YDS through community-based delivery to provide access to youth from non-4Ps households. Community delivery may not be directly affected by school closures during lockdowns, as LGUs can provide different venues where the sessions can be held. Notably, both school and community-based YDS would require concrete operational guidelines, budget support, and strong coordination. D. Strengthening Monitoring, Evaluation, and Learning Appropriate monitoring systems and assessment mechanisms are needed to track participants’ progress, evaluate operational strategies, and measure results. Systematic and transparent process monitoring and evaluation tools (e.g., online or paper-based surveys, interviews, diary entries, etc.) are useful in gathering beneficiary feedback. Evaluation forms, distributed after each session, could include an inventory or checklist of behavioral indicators pertaining to the expected outcomes by core area. The DSWD could develop a monitoring, evaluation, and learning (MEL) framework that provides clear and measurable indicators,28 streamlines the evaluation process (from collecting feedback from beneficiaries to data analysis) and specifies mechanisms to disseminate and apply best practices from learning sessions (among beneficiaries and/or key stakeholders). The MEL framework could include a digital compilation of evaluation forms, and it could be piloted together with the revised FDS/YDS modules. While the YDS have not yet been fully implemented, a MEL system for YDS would be useful for implementers. Moreover, knowledge exchange events can be organized to facilitate the sharing of experience between facilitators and promote good practices. In terms of monitoring the 4Ps, it may be critical to include non-eligible children of 4Ps households (only the first three children are eligible from each household) to establish a more inclusive MEL framework. More robust impact evaluations, particularly for YDS, can inform program reforms. Assessments that focus on the impact of development sessions are critical for maximizing the 4Ps’ intended outcomes and devising ways to further improve service delivery. While there has been a bulk of qualitative research on development sessions, quantitative impact studies on FDS and YDS have been limited. This is primarily due to the lack of reliable data on attendance and progress monitoring indicators. While previous rounds of impact surveys have contained a few questions on the FDS, future surveys could also include questions to examine the effects of YDS. Establishing clear data collection measures and continued support from researchers could help yield empirical findings that are useful for future FDS and YDS reforms. E. Connecting to Core Values The FDS and YDS can convey value-driven messages to anchor and reinforce motivation for behavioral change. Recognition of personal and family core principles and values predisposes transformative action. This entails a paradigm shift from mere awareness to concrete values-driven positive actions. The FDS and YDS aim to have participants reflect and re-examine their attitudes and habitual behavior and work toward self-reliance, improve their family life, and support community development. Clarifying objectives and managing expectations at the start of each session will help participants understand the purpose of the planned activities. Value-centric and 27 DSWD's 4Ps Monthly Implementation Report as of September 2022. 28 Many of the listed FDS/YDS behavioral indicators need to be defined more clearly before they can be measured in practice. Additional output/process level indicators (i.e., attendance by FDS session and by beneficiary or training of facilitator) are also needed and could be captured by 4Ps’ MIS. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 23 inspiring stories can be shared to motivate the participants. The FDS’ new learning program emphasizes the core values of self-awareness, confidence building, unity and collaboration, and resiliency amid adversity, while the YDS reiterates the importance of character, competence, confidence, and contribution. It is also equally important to frame behavioral interventions within the 4P’s core value of malasakit (sincere concern and solicitude) and the country’s long-term vision set forth in Ambisyon Natin 2040 related to matatag, maginhawa,at panatag na buhay (strongly rooted, comfortable, and secure life).29 Responsive follow-up and mentorship sessions can encourage adult and youth beneficiaries to apply what they have been taught and commit to their personal resolutions. Program beneficiaries can form their attitudes and skills grounded on their personal, familial, spiritual, intellectual, mental, and social development. Providing mentorship or coaching to 4Ps parents and their young adult children could encourage them to sustain personal improvements. For instance, YDS entail guiding youth participants in making informed life choices, such as whether to pursue technical training or college or immediately work after high school. The process of mentoring or coaching beneficiaries is not new to the DSWD, as some of its programs (e.g., the Sustainable Livelihood Program) include mentoring or coaching sessions. Similarly, the DSWD could mentor and coach 4Ps beneficiaries on demand or “ based on the beneficiaries’ need for special guidance (e.g., if they are non-compliant). Parent leaders could also help conduct these Continuous mentoring or coaching sessions, one-on-one or in groups, and help reforms of the keep track of the beneficiaries’ progress and feedback. The YDS could FDS and YDS follow Uganda’s Girls Empowering Girls program, which includes require multi- peer-to-peer mentoring. In the long term, post-program procedures for exiting 4Ps beneficiaries could include continuing government stakeholder assistance and monitoring to prevent them from falling back into engagement extreme poverty. and Overall, the FDS and YDS could benefit from recent information commitment gathered from the FGDs, consultations, and literature review at all levels— summarized in this paper. The 4Ps could leverage lessons learned in from national the past years, especially during the pandemic, to develop concrete plans to sustain beneficiaries’ interest to participate in FDS and YDS, and local as well as to improve the overall program. Improving the operational government guidelines, revising the modules as necessary, training facilitators, authorities to and raising awareness are some crucial steps for implementers to development consider. Beneficiaries have an equally important role to play. They need to attend and participate in the sessions, cooperate with C/ partners and the MLs and parent leaders, and provide valuable feedback. Continuous beneficiaries reforms of the FDS and YDS require multi-stakeholder engagement themselves. and commitment at all levels—from national and local government authorities to development partners and the beneficiaries themselves. ” 29 The FDS learning program includes the element of values formation as guiding principles of program implementation. However, defining and measuring “values” may be subjective and the DSWD could clarify the risks of and approaches to promoting values under these sessions. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 24 References Acosta, P., Avalos, J., and Zapanta, A. (2019). Family Development Division. (2022). FDS and YDS Pantawid Pamilya 2017 Assessment: An Update Updates [PowerPoint Slides]. of the Philippine Conditional Cash Transfer’s Implementation Performance. World Bank Department of Social Welfare and Development- Social Protection Policy Note No.18. World National Project Management Office. February Bank, Washington, DC.https://openknowledge. 2021. Family Development Session 7-Year Learning worldbank.org/handle/10986/32510 Program. Asian Development Bank. (2019). Assessment Department of Social Welfare and Development- of Family Development Sessions and Youth National Project Management Office. (n.d.). Development Sessions (Summary). Expanded 4Ps NPMO: Youth Development Session 5-Year Social Assistance Project paper. Learning Program. Behrman, J., and Parker, S. (2011). The Impact of Department of Social Welfare and Development- the PROGRESA/Oportunidades Conditional Cash National Project Management Office. (2013, 2014, Transfer Program on Health and Related Outcomes 2015, 2016, 2017, 2018, 2019, 2020). 4Ps Annual for the Aging in Mexico. Population Aging Reports. Research Center Working Paper Series. University Department of Social Welfare and Development- of Pennsylvania. https://repository.upenn.edu/ National Project Management Office. cgi/viewcontent.cgi?article=1033&context=parc_ (2021). Monthly Report on Pantawid Pamilya working_papers Implementation as of December 2021. Cho, Y., Avalos, J., Kawasoe, Y., and Rodriguez, R. Department of Social Welfare and Development (2020). Optimizing Pantawid for Nutrition. World and Department of Interior Local and Government. Bank Social Protection Policy Note No. 21. World Joint Memorandum Circular No. 2022-001. Bank, Washington, DC. https://openknowledge. Guidelines in Support of the Implementation of the worldbank.org/handle/10986/34784 Pantawid Pamilyang Pilipino Program. Dizon, J., Albor, R., Serrano, E., and Reyes, K. Ferido, M. (2017). Rapid Assessment of Youth (2017). Assessment of Family Development Development Sessions Volume 1. Pantawid Sessions of the Pantawid Pamilyang Pilipino Pamilyang Pilipino Program. National Program Program: Assessment of FDS Modules (Final Management Office. Report). https://pantawid.dswd.gov.ph/wp- content/uploads/2018/08/FDS-Component-1.pdf Irmayani, N. R., Susantyo, B., Mujiyadi, B., and Nainggolan, T. (2020). Changes of Poor Family Department of Social Welfare and Development. Behavior Through Family Development Session. (2016). Pantawid Pamilyang Pilipino Program In Annual International Conference on Social Implementation Report. Sciences and Humanities (AICOSH 2020) (pp. 22- Department of Social Welfare and Development. 26). Atlantis Press. (n.d.). Guide to Filipino Family Development. Kang, Y., Ki , H., Hossain, M. I., Biswas, J. P., Pantawid Pamilyang Pilipino Program Operations Lee, E., Ruel-Bergeron, J., and Cho, Y. (2022). Manual Adaptive Implementation of a Community Department of Social Welfare and Development. Nutrition and Asset Transfer Program during the (n.d.). eFDS Topics. https://www.facebook.com/ COVID-19 Pandemic in Rural Bangladesh. Current efdsconganilayasanvicente Developments in Nutrition, 6(5), nzac041. Department of Social Welfare and Development- Kinyuira, D. and Kenyatta, J. (2019). Using Results Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 25 Chain Framework as a Tool for the Improvement Poor: A Poverty Assessment for the Philippines. of Performance Evaluation in Firms. Journal of https://openknowledge.worldbank.org/ Strategy & Performance Management, 7(1), 28-36. handle/10986/29960 Philippine Institute for Development Studies. World Bank. (2019). Systematic Country (2020). Pantawid Pamilyang Pilipino Program Third Diagnostic of the Philippines: Realizing the Wave Impact Evaluation (IE Wave 3) Regression Filipino Dream for 2040. World Bank, Washington, Discontinuity Report. https://pantawid.dswd.gov. DC. https://openknowledge.worldbank.org/ ph/wp-content/uploads/2020/11/4Ps-Impact- handle/10986/32646 Evaluation-Wave-3-RDD-Report.pdf World Bank. (2022). Support to Families through Philippine Women’s University. (2016). Beyond Remote Counseling and Social media in Peru. Compliance A Look into the Behavioral and Social https://documents1.worldbank.org/curated/ Outcomes of the Pantawid Pilipinong Pamilya en/099950107132238752/pdf/IDU06d250db- Program. https://pantawid.dswd.gov.ph/wp- b0a1480478709614087a2de7a9684.pdf content/uploads/2018/08/Behavioral-and-Social- Outcomes-Study_Full-Report.pdf Piadozo, R.G. and Ferido, M.P. (2017). Assessment of Family Development Session of the Pantawid Pamilyang Pilipino Program (4Ps): Content, Process, and Effects (Final Report).https://pantawid. dswd.gov.ph/wp-content/uploads/2018/08/FDS- Synthesis.pdf Sanchez Chico, A., Macours, K., Maluccio, J. A., and Stampini, M. (2020). Impacts on School Entry of Exposure since Birth to a Conditional Cash Transfer Programme in El Salvador. Journal of Development Effectiveness, 12(3), 187-218. Vergara, H. P., Botor, N. B., and Peralta, E. D. (2017). Assessment of Family Development Sessions of the Pantawid Pamilyang Pilipino Program: Process Evaluation of FDS (Final Report). https://pantawid.dswd.gov.ph/wp-content/ uploads/2018/08/FDS-Component-2.pdf World Bank. (2013). Philippines Conditional Cash Transfer Program: Impact Evaluation 2012. World Bank, Washington, DC. https://openknowledge. worldbank.org/handle/10986/13244 World Bank. (May 18, 2015). World Bank Group Doubles Results-Based Financing for Education to US$5 Billion over Next 5 Years. https://www. worldbank.org/en/news/press-release/2015/05/18/ world-bank-group-doubles-results-based-financing- for-education-to-us5-billion-over-next-5-years World Bank. (2018). Making Growth Work for the Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 26 Annex A. List of FDS Curriculum Modules. Core Modules: Guide to Filipino Family Development (implementation started in 2008) Module 1 Laying the Foundation of the Pantawid Pamilyang Pilipino Program 9 sessions Module 2 Preparing and Nurturing the Filipino Family 29 sessions Module 3 Participation of the Filipino Family in Community Development 9 sessions Supplemental Modules Module on Active Citizenship 5 modules, implementation started in 2013 Module on Disabilities 6 sessions, implementation started in 2013 Module for Parents on Child Sexu- 3 sessions, implementation started in 2014 al Abuse Prevention Module for Children and Youth on 2 sessions, implementation started in 2014 Child Sexual Abuse Prevention Module on Water, Sanitation, and 1 session, implementation started in 2015 Hygiene (WASH) Appreciating Early Childhood En- 3 modules, implementation started in 2015 richment or Early Childhood Care and Development Module 1 Understanding Child’s Potentials 4 sessions Module 2 Understanding Child’s Moral Development 4 sessions Module 3 Parental Involvement in Early Learning Services 4 sessions Parenting the Adolescent Module 1 Myself as a Person Module 2 Myself as a Parent Module 3 Me and My Adolescent Module 4 Befriending My Adolescent Module 5 When Adolescents are in Danger Module 6 Joining Hands to Protect the Adolescents Manual on Effective Parenting Module 1 Myself as a Person and as a Parent Module 2 The Filipino Family Module 3 Challenges of Parenting Module 4 Child Development Module 5 Keeping Your Child Safe from Abuse Module 6 Building Children’s Positive Behavior Module 7 Health and Nutrition Module 8 Home Management Module 9 Keeping a Healthy Environment for Your Children Family and Community Based Disaster Preparedness Manual Module 1 Training Preliminaries and Introduction Module 2 Policy Framework Module 3 Overview of Hazards and Understanding Disaster Management Module 4 Family Disaster Preparedness and Disaster Prepared- ness Framework Module 5 Participatory Community Disaster Risk Assessment Module 6 Early Warning Systems and Communication Protocol Module 7 Evacuation Module 8 Contingency Planning Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 27 Module on Food and Nutrition 14 sessions, implementation started in 2016 Module on Social Preparation for 3 sessions, implementation started in 2018 Recertification Module on Child Labor 3 sessions, implementation started in 2019 Modules for Indigenous Peoples 34 modules, 43 sessions in Cordillera Autonomous Region, Region 4B, Region 7, Region 8, Region 10, Region 11, Region 12, and CARAGA Positive Approaches to Child Dis- 5 modules cipline Module on Drug Abuse Prevention 3 sessions Session Guide on Tuberculosis 1 session Awareness Sources: Dizon et al., 2017 and ADB, 2019. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 28 Annex B. YDS Curriculum Outline – Session Topics by Volume (2016). VOLUME 1 VOLUME 2 1. Orientation 1. Discovering My Uniqueness 2. Metamorphosis 2. Appreciating My Self-Worth 3. Your Changing Body 3. Prioritizing Important Values 4. Changing Minds 4. Setting Goals 5. Body Image and Healthy Lifestyle 5. Healthy Habits 6. Your Changing Emotions 6. Getting Away from Vices 7. Expressing Your Emotions 7. Safe Leisure 8. Changing Roles 8. Responsible Media Use (Cyber Bullying/ 9. Defining Your Identity Cyber Pornography) 10. Appreciating Your Self-Worth 9. Discovering Uniqueness in Others 11. Discovering Your Destiny 10. Sexual Orientation and Gender Identity Expression VOLUME 3 VOLUME 4 1. Breathing Your Stress Away 1. The Barkada 2. Coping 2. Exploring Sexual Awakening 3. Nurturing One’s Well-being (Depressions and 3. Sexual Identities and Sexual Orientation Suicide) 4. Stages of Relationship 4. Appreciating My Family 5. Choosing A Lifetime Partner 5. The Purpose of the Family 6. What Matters Most in a Relationship 6. Strong Family Relationships 7. Foresight: Decision-Making 7. Train of Emotions 8. Sexually Transmitted Infections (STIs) 8. The Essence of Communication 9. Am I Ready to Become a Parent? 9. Keeping A Peaceful Disposition: Anger 10. Visioning My Family: Quality vs. Quantity Management 10. Resolving Conflicts VOLUME 5 VOLUME 6 1. Human Rights 1. My Community Needs Me: Social Mapping of 2. Abuse and Violence Institutions Where I Can Volunteer 3. Date Rape and Gang Rape Prevention 2. I Can Organize: Mindset for Strategic Planning 4. Healthy Perspectives in Adolescent Sexual and 3. Working with my Community Reproductive Health 4. How Will I Promote My Community 5. Leadership 5. Career Orientation 6.Volunteerism 6. My Life Matters: Concept of Time Life Span 7. Environmental Stewardship 7. Getting Ready for Job Hunting 8. Community Stewardship 8. Work and Ethics 9. Surviving with Responsibility (Disaster Risk 9. Financial Literacy Reduction) 10. High School Reunion 10. To Be Empowered is To Become Relevant Source: ADB, 2019. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 29 Annex C. Snapshot of the FDS and YDS Learning Programs (2021). FDS 7-year Learning Program YEARLY THEMES YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 YEAR 7 Self, Family Family Life Collabo- Organi- Working Sustaining Achieving and the and the rative Citi- zation of Towards Economic Indepen- Transfor- Community zenship and Families Transition Initiatives dence and CORE mative Community and and Foster- and Tran- Safeguard- EXPECTED AREAS Learning Develop- Subsidiarity ing Spirit of sitioning ing OUTCOMES Interven- ment Entrepre- Towards Well-Being tion neurship Stabili- ty and Self-Reli- ance • Healthy Family GOAL 1 Health and Members Well-being Help families to understand the basic knowledge of • Balanced Lifestyle and health issues which leads to promoting well-being Total Well-Being • Nutrition-seeking GOAL 2 Behaviors Nutrition Address the causes of hunger, improve nutrition through balanced • Secure Source of Food nutritious meals and securing stable source of food for the family for the Family • Children Graduating GOAL 3 from Formal/Non- Education Encourage children to complete formal/non-formal education and foster lifelong Formal Education learning opportunities for families by preparing the youth for adult life • Life Skills and Job Readiness for the Youth Financial • Sustainable Source of Literacy GOAL 4 Income and Empower families to address poverty by providing them knowledge, skills and attitudes in their Entrepre- • Habits of Saving and envisioned livelihood as sustainable source of living neurship Investing YDS 5-year Learning Program YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 Self-Leadership Values Education Active Life Skills & Career CORE towards and Wholesome Citizenship Community Exploration EXPECTED AREAS Personal Family Life through Engagement & Work OUTCOMES Development Community Readiness Service GOAL 1 Body • Effective self-care and personal development Enable the youth to promote a healthy lifestyle and be a • Healthy lifestyle and total well-being positive influence to their peers, family, and community GOAL 2 • Mental and emotional wellness Mind Inculcate positive values and lifelong learning, and mental and emotional • Positive values and life skills, and fruitful well-being  community engagement • Basic entrepreneurial skills GOAL 3 Skills • Career path and job Help the youth to be financially literate and focused on their career and job readiness readiness Source: DSWD. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 30 Annex D. List of eFDS Monthly Topics, 2020-2022. eFDS # Date Title 1 2020 August Proper Use of Cash Grants and Being More Productive (Wastong Paggamit ng Cash Grants at Pagiging Mas Produktibo) 2 2020 August Maintaining a 4Ps Garden during Quarantine (Pagpapanatili ng 4Ps Garden sa Gitna ng Quarantine) 3 2020 August Maintaining Sanitation during COVID-19 (Pagpapanatili ng Kalinisan sa Panahon ng COVID-19) 4 2020 August Guide to Nutritious and Proper Food (Gabay sa Masustansya at Wastong Pagkain) 5 2020 August Caring for the Mind and Emotions of Children during COVID-19 (Pangangalaga sa Isip at Damdamin ng mga Bata sa Panahon ng COVID-19) 2020 Special Edition: Reproductive Health and Family Planning September 6 2020 November Mental Health Care during COVID-19 (Pangangalaga sa Kalusugan ng Isip sa Panahon ng COVID-19) 7 2020 November Family Precautions Against COVID-19 (Pag-Iingat ng Pamilya Kontra COVID-19) 8 2021 January Digital Parenting during COVID-19 (Digital Parenting sa Panahon ng COVID-19) 9 2021 February Being a Responsible Netizen (Pagiging Responsableng Netizen) 10 2021 March Financial Planning for a Comfortable Life (Pagpaplanong Pinansyal para sa Maginhawang Pamumuhay) 11 2021 March Responsible Budgeting 12 2021 May Saving for the Future (Pag-Iimpok para sa Kinabukasan) 13 2021 June Get Vaccinated – Important to Know More Information about the Vaccine and Your Role in the Fight Against COVID-19)(Magpabakuna - Mahalagang Alamin, Gampanan at Pahalagahan ang Bakuna Laban sa COVID-19) 14 2021 July Preparing Filipino Families in the Face of Disaster (Listong Pamilyang Pilipino Laban sa Sakuna) 15 2021 August Avoiding Illegal Drugs (Pag-Iwas sa Ipinagbabawal na Gamot) 16 2021 One-On-One Time with Your Child (One-On-One Time Kasama ang Anak) September 17 2021 October Talking About Emotions and Managing Stress (Pakikipag-Usap Tungkol sa Damdamin at Pangangasiwa ng Stress) 18 2021 November Stay Positive: Giving Positive Direction and Praise (Manatiling Positibo: Pagbibigay ng Positibong Direksyon at Papuri) 19 2021 December Understanding Transaction Accounts (Pag-Unawa sa Transaction Accounts) 20 2022 January Establishing Rules and Regular Activities (Pagtatag ng Patakaran at Regular na Gawain) Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 31 21 2022 Managing Negative Behavior: Shifting Attention and Using Consequences February (Pangangasiwa ng Nagatibong Kilos: Pagbaling ng Atensyon at Paggamit ng Konsekwensya) 22 2022 March Dealing with Problems as a Family (Pagharap sa Problema Bilang Pamilya) 23 2022 April Voters’ Education (Aktibong Mamamayan sa Panahon ng Halalan) 24 2022 May Consumer Protection Rights (Pagbibigay-proteksyon sa mga Konsyumers) 25 2022 June Financial Consumer Protection Rights: Basics of Banking (Pangunahing Kaalaman sa Pagbabangko) 26 2022 July Climate Change 101 (Tamang Kaalaman Tungkol sa Climate Change) 27 2022 August Sama-Sama TB-free Pamilya (Together Towards a Tuberculosis-free Family) 28 2022 Mga Ka-4Ps, #DigitalWais September (4Ps Families, Be #DigitallyLiterate) 29 2022 Mga Ka-4Ps, #IwasBudol October (4Ps Families, #AvoidOnlineScams) 30 2022 Ang YAKAP BAYAN Program ng DSWD November (DSWD’s Reintegration Program for Drug Abuse Victims) 31 2022 WASHtong Kagawian sa Kalinisan (WAter, Sanitation, at Hygiene) December (Right Practices for Cleanliness (Water, Sanitation and Hygiene)) Source: DSWD - https://www.facebook.com/efdsconganilayasanvicente. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 32 Annex E: List of FDS Yearly Themes, Module Topics and Annual Projects (2021) YEARLY THEMES YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 YEAR 7 Self, Family Family Life and Collaborative Organization of Working Sustaining Achieving and the the Community Citizenship and Families and Towards Economic Independence CORE Transformative Community Subsidiarity Transition and Initiatives and and AREAS Learning Development Fostering Spirit Transitioning Safeguarding Intervention of Entrepre- Towards Well-being neurship Stability and Self-reliance MODU L E 1 MOD UL E 2 MOD U L E 3 MODULE 4 MODULE 5 MODULE 6 M O DU L E 7 My Family Envisioning The Basics of Creating Sustaining Practicing Sustaining Health and Our a Healthy Maternal Safe Envi- Healthy Work- Life Healthy Fam- and Health and Family and and Child ronments: Families Balance ily Habits Well- Well- being Community Healthcare Towards being and Healthy Responsible Lifestyle Parenthood MODU L E 1 MOD UL E 2 MOD U L E 3 MODULE 4 MODULE 5 MODULE 6 M O DU L E 7 Basics of Strategies Engagement Concrete Linking Entre- Maintaining Sustaining Food and to Promote in Steps to preneurship a Well- a Well- Nutri- Nutrition 1 Nutrition Community Improve and Food balanced balanced tion among Nutrition Nutrition Stability Lifestyle: Lifestyle: the 4Ps in the Focus on Focus on Beneficiaries Family and Nutrition Nutrition Community MODU L E 1 MOD UL E 2 MOD U L E 3 MODULE 4 MODULE 5 MODULE 6 M O DU L E 7 Family Creating Values and The Role All on Board: Accompa- Moving Visioning on a Learning Character of Youth The Family’s nying the Towards the Education Environment Development Development Technical and Children in the Family’s Educa- tion of Children: in the in the Home Sessions Vocational Building their Professional Formal and Family & and School (YDS) in Trainings Professional Path Non-formal Community Setting Family (TESDA’s Path Development Best Practices) Community Organization Independent Salo-salo Community Setting up Report on manifesto of Par- and collabo- program in Carinderia and manage- the Progress based on the ent-Commu- rative garden- which each that provides ment offline of Business different fam- nity Support ing project family will internships and online focusing on ily manifestos to Provide promoting contribute and training community the past and presented Logistic and sustainable for the food of skills on platforms anticipated Human Re- food source (potluck); entrepre- to promote challenges source Sup- and other mi- guest neurship, and businesses and a detailed port to cro-business speakers will shall serve (products plan to fur- DepEd and initiatives of be invited as venue for and services) ther improve YEAR- Other-Com- the family to discuss learning life in the com- the offered END PROJ- munity-based family values skills among munity services/ ECTS Learning and educa- children products Programs and tion of the Organizations youth; and each family shall share practices on developing and sus- taining their micro-busi- nesses Source: DSWD. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 33 Annex F: List of FDS Behavioral Indicators (2021). YEARLY THEMES YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 YEAR 7 Self, Family Family Life and Collaborative Organization of Working Sustaining Achieving and the the Community Citizenship and Families and Towards Economic Independence CORE Transformative Community Subsidiarity Transition and Initiatives and and AREAS Learning Development Fostering Spirit Transitioning Safeguarding Intervention of Entrepre- Towards Well-being neurship Stability and Self-reliance • Beneficiaries • Beneficiaries • The family • Beneficiaries • Beneficiaries • Beneficiaries • Beneficiaries establish understand the members actively are aware of aim for self- are self- are self- proper hygiene value of dignity participate in what makes a sustainability sufficient sufficient and have • Beneficiaries caring for the family healthy • Beneficiaries access to basic identify strengths mother from • Beneficiaries create ways sanitation and weaknesses pregnancy to post- know the to care for • Beneficiaries based on the partum period and common oneself and Health have a family above the newborn and diseases that one’s family and manifesto child families may Well- of the • Mother performs encounter being strengths and activities that leads weaknesses of to better health & the family well-being • Regularly avails of maternal and child health services of the nearest health center • Beneficiaries • Beneficiaries • Beneficiaries have • Beneficiaries • Beneficiaries • Beneficiaries • Beneficiaries have adequate have adequate adequate supply know the have a healthy, have a healthy are self- knowledge of food on the table of food developmental balanced balanced sustainable the basic food that can feed the • Beneficiaries stages of one’s lifestyle lifestyle and are able groups entire family establish proper life • Aim for self- to share the Nutri- tion • Beneficiaries • Beneficiaries are food security and • Beneficiaries sustainability program have at least self-sustainable in not to go hungry demonstrate with other 2 full healthy terms acquiring are for members of meals a day food for the persons from the community family womb to tomb • Beneficiaries • Beneficiaries • Beneficiaries • Beneficiaries • As a family, • Beneficiaries • Beneficiaries appreciate discuss what determine practical associate the beneficiaries provide demonstrate the value of a healthy and adoptable objectives of utilize hands- support and indicators of education, and seamless practices to the FDS with on skills to assistance to an educated acquiring life relationship promote values the YDS meet their their children family and skills, and life- between families education at home • Beneficiaries entrepreneur- in developing community by long learning and the school • Beneficiaries manage ial goals the latter’s participating as a principle personnel mean examine the household further in education- • Beneficiaries in promoting impact of activities to education related describe meaningful character in support the goals and community their plans to learning acquisition of hard aims of the professional programs achieve their • Beneficiaries and soft skills YDS plans Educa- tion vision towards explain the roles • Beneficiaries completing parents play in participate education for ensuring children in activities their children achieve their that promote educational goals life skills • Beneficiaries and financial compare literacy practices of parents in promoting effective habits of learning at home Source: DSWD. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 34 Annex G: List of YDS Yearly Themes, Module Topics, and Annual Projects (Financial Literacy Skills) (2021). YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 Core Self-leadership Values, Education, and Active Citizenship Life Skills & Career Exploration Areas Towards Personal Wholesome Family through Community Community & Work Readiness Development Life Service Engagement MODULE 1 MODULE 2 MODULE 4 MODULE 5 MODULE 7 Discovering my Work Ethics that Starts Earning Money Branding and Public 21st Century Purpose and Goal at Home Through my Skills Speaking Careers Setting and Opportunities Skills MODULE 3 Around Me MODULE 6 MODULE 8 Entrepreneurship and Leadership 101 Preparing to Join the How I Could Labor Start a Business Market Year- My Family’s Self- Gratitude Journal Mini-home Internship in Micro Business end care Plan Improvements & the Community, or Work Proj- Community Clean- Company, or Preparedness ects Up Drive Organization Plan Source: DSWD. Annex H: List of YDS Behavioral Indicators (Financial Literacy Skills) (2021). YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 Self-Leadership Values, Education, Active Citizenship Life Skills & Career Core Expected Areas Outcomes Goals towards Personal and Wholesome through Community Exploration Development Family Life Community Engagement & Work Readiness Service • Basic • Help • Beneficiaries • Beneficiaries • Beneficiaries • Beneficiaries • Beneficiaries can entre- the identify 2 to 3 identify and team up with form opinions weigh wisely preneur- youth personal devel- explain core peers to acquire and express available job or ial skills to be opment goals ethical values skills and experi- their thoughts in career options • Career finan- for the year with needed for ence in commu- a well-organized to make a good path & cially the correspond- wholesome and nity volunteer manner decision job read- literate ing “to do” list happy family life work • Beneficiaries • Beneficiaries al- iness and fo- • Beneficiaries • Beneficiaries • Beneficiaries can make logical lot more time to cus on understand the explore ways spend regular presentations acquire knowl- career importance of and means to time to build a • Beneficiaries edge, skills, and Skills and job budgeting and increase house- healthy social demonstrate habits useful for readi- improve on hold income network and re- basic leadership job-readiness ness their personal • Beneficiaries fine their social skills and atti- • Beneficiaries finances acquire skills and skills tudes work with a • Beneficiaries form attitudes • Beneficiaries • Beneficiaries coach or men- demonstrate that are useful gain shared show a positive tor in exploring good saving and for job readiness experience and influence on career or job spending habits values in com- others options munity organiz- ing with their peers Year- My Family’s Gratitude Mini-home Internship in the Micro-Business or end Health Plan Journal Improvements Community, Work Proj- & Community Company, or Preparedness Plan ects Clean-Up Drive Organization Source: DSWD. Improving Behavioral Change Interventions: A Closer Look at 4Ps Family and Youth Development Sessions 35 Annex I: DSWD’s Delivery of FDS and YDS: Outputs, Outcomes, and Impacts. This policy note was prepared by the World Bank, with support from the Australian Government's Department of Foreign Affairs and Trade. This was part of the technical assistance to the Department of Social Welfare and Development, focusing on the content review and enhancement of the 4Ps' Family and Youth Development Sessions.