Republic of the Philippines

Department of Social Welfare and Development

Batasan Pambansa Complex, Constitution Hills
Quezon City
Telephone No. 931-8101 to 07
Tulong! Sulong! http://www.dswd.goYJ2,h
Administrative Order No. 1 (1
Series of 2008

SUBJECT: Guidelines in the Implementation of the Character Building Program for Children
and Youth in Residential Care Centers

I. Rationale:

Children and youth are considered sectors of society that are vulnerable to pressures from
poverty, family/domestic violence, natural disasters, armed conflict, and similar traumatic experiences.
Such situations are exacerbated by incidences of physical and sexual abuse, as well as neglect and
abandonment of children that adversely affect the development of their values and self-concept.

Many organizations offer protection and development services for children and youth. An
example of such protective services is the establishment of residential care facilities, which aim to
develop and restore social functioning of troubled child and youth beneficiaries. Despite such services
in place, dealing with personality aberrations such as quarreling, lying, fighting with co-residents,
bullying, stealing, and other problematic behaviors of their wards remain a challenge for social workers.

The Department of Social Welfare and Development (DSWD) recognized the need to improve
its response and interventions for troubled children and youth. This is why it developed and pilot tested,
in coordination with the Institute of Basic Life Principles (IBlP), the Character Building Program for
Children and Youth in CY 2003 at selected DSWD Centers/lnstitutions and residential care facilities
for children and youth run by Non-Government Organizations (NGOs). The said Program was
developed to enhance interventions already in place to help residents improve their self-concept,
develop wise and moral decision-making, and ensure full development of their potentials.

Results of the Program's pilot testing proved it effective in promoting better and harmonious
relationships among child and youth residents and staff. Improvements in behavior and attitude of
beneficiaries were noted. Particularly, those who participated in the Program showed more initiative to
share their experiences, exhibited thoroughness in decision-making, and participated more actively in
the center's programs. lesser conflict among residents was also observed. Because of improvements
observed in centers after pilot-testing, the Character Building Program for Children and Youth is now
being recommended for institutionalization and sustainability in all DSWD Centers/Institutions, NGOs
and local Government Units (lGUs) with residential care centers.

II. Legal Basis:

The Child and Youth Welfare Code (PD 603). Article 1, states that children and youth are
important assets of the nation. Hence, every effort should be exerted to promote and protect their right
to a useful and happy life. The said law further details the responsibilities of the family, school, church
and community in general to assist the home and the State at preparing children for responsibilities of
adulthood.

Similar to PO 603, the Convention on the Rights of the Child (CRC) identifies the roles of the
State, community, family and even the children themselves in promoting and uphol9in9 child rights. It
also relates its goals to the country's vision for the Filipino Child. The following are~just some of PO
603's noteworthy provisions:
 Article 5. States Parties shall respect the responsibilities, rights and duties of parents or,
where applicable, the members of the extended family or community as provided for local
custom, legal guardian or other persons legally responsible for the child, to provide, in a
manner consistent with the evolving capacities of the child, appropriate direction and guidance
in the exercise by the child of the rights recognized in the present Convention.

Article 12. (1) The Child shall have the right to freedom of expression; the right shall
include freedom to seek, regardless of frontiers, either orally, in writing or in print, in the form of
art, or through any other media of the child's choice.

Article 29. (1) States Parties agree that the education of the child shall be directed to:

(a) The development of the child's personality, talents, mental and physical abilities
to their fullest potential;
(b) The development of respect for human rights and fundamental freedoms, and for
the principle enshrined in the Charter of the United Nations;
(c) The development of respect for the child's parents, his or her cultural identity,
language and values, for the national values of the country in which the child is
living, the country from which he or she may originate, and for civilizations
different from his or her own;
(d) The preparation of the child for responsible life in a free society, in the spirit of
understanding, peace, tolerance, equality of sexes, and friendship among all
peoples, ethnic, national and religious origin;
(e) The development of respect for the natural environment.

III. Program Objectives:

General:

To institutionalize the Character Building Program as an integral part of the rehabilitation

package for children and youth in DSWD, NGOs and LGU-run residential care centers.

Specific:

1. To develop the children and youth's life skills and maximize their potentials as human
beings.

2. To enhance the knowledge and skills of beneficiaries through the Character Building
Program and mobilize them to participate in capability building, program development and
implementation of character sessions.

3. To sustain and expand implementation of the Character Building Program to all residential
care centers.

IV. Program Description:

The Character Building Program for Children and Youth is an intervention designed to help
them develop their values and decision-making skills. It also prepares them to become productive
citizens through three (3) major components: capability building, advocacy and sustainability.

The capability building component will be developed and implemented through character
sessions. Several character teams will be identified and organized among the residents and staff. Their
competencies in the conduct and demonstration of 49 character qualities shall be developed based on
the session modules.

Advocacy shall focus on Program promotion and institutionalization. Efforts on this end shall
not only evolve around the discussion of 49 character qualities; character sessions shall also be
complemented by strategic information and education campaigns and establishment of Character
Quality Corners within centers.

Program sustainability is equated to continued practice of good character qualities by residents

in centers. This is why outcomes of advocacy efforts will be sustained through behavioral
reinforcement schemes, which will encourage residents to continue practicing good character qualities.
An example of behavioral reinforcement is the granting of Character Rewards to residents exemplifying
the character for the month. Also crucial to program sustainability at the administrative level is the
active involvement of all center staff in demonstrating and promoting character qualities during socio-
cultural events, sports, team building sessions, trainings and other similar activities.

V. Implementing Mechanism:

A. Character Sessions using the 49 Character Qualities:

Forty-nine (49) character qualities, which were identified in two books published by the IBlP
will be discussed during character sessions to be held at least once a week. The center's focal person
shall determine the character quality to be discussed based on needs of residents in the center.
Further, each character quality will be discussed in light of its definition and will be related to biblical
passages. The use of "I will" statements with regard to the residents' practice of character qualities shall
also be encouraged to improve their self-concept.

The following creative activities can be integrated in the center's leadership training, team
building, and socia-cultural programs to emphasize the 49 character qualities:

1. Story telling
2. Skits/theater
3. Games
4. Music, poetry, "balagtasan"
5. Arts-drawing, painting, collage, etc.
6. Structured learning Exercise (Sample demonstration is found In Appendix G of the
Character Session Manual)

B. Character Quality Corner:

The Character Quality Corner is a permanent, highly visible space showcasing the character of
the month, its definition, application, benefits and effects. Visual aids such as illustration of biblical
passages and other art works exemplifying the character quality can also be posted. Framed character
qualities with illustrations can be posted in rooms of the residents and public areas such as the
receiving room to serve as reminders for residents to practice and develop these positive traits.

C. Character Rewards:

The Character Team will award Character Rewards, at least once a month, to residents who
have exemplified good character qualities.

C.1. Criteria for the Nomination and Selection of Character Awardees:

• Residents who have consistently shown leadership, proper and efficient handling of
responsibilities, good relationship with co-residents, and exemplified the character of
the month (see Appendix A)
• Children and youth who have completed their rehabilitation period at the center and
who are in the list for reintegration with family, relatives and community
• Residents with regular attendance to weekly character sessions
• Residents that demonstrated the traits, skills and learnings acquired from the
character sessions.

C.2. Procedures in the Assessment of Nominees:

The Center Head and members of the Character Team shall be guided by the following
procedure in assessing nominees:

• Regional focal persons shall conduct regular rating/assessment of children and

youths who have regularly attended three (3) months of weekly character sessions
(see Appendix B)
• Nomination papers shall be slipped in locked drop-boxes, which are prominently
displayed at the office of the center staff.
• The criteria for character rewards with corresponding rating indicators shall be used
to select exemplary residents for the month (see Appendix A)

Rewards and incentives will be determined by the Character Team, which is led by the Center
Head. Character Teams are encouraged to give creative and innovative rewards, which will further
improve the self-confidence, self-concept and values of beneficiaries. Examples of such are the
following:

1. Certificate of appreciation/recognition for exemplifying the character quality of the month;

2. Tokens like educational toys, art materials and inspirational books; and
3. Sponsorship of awardees' attendance to community seminars, leadership trainings, etc.

D. The Character Team

The Character Team, which is led by the Center Head, is composed of the Social Worker,
Psychologist/Counselor, Character Coach and Coach Assistants from residential care centers. The
Character Coach and Coach Assistants, in particular, are wards of the center who have shown
exemplary behavior and leadership potential.

A Character Coach has already undergone orientation on the process of handling character
building sessions. A Character Coach Assistant, on the other hand, is a resident who has also shown
leadership qualities and potentials, is willing to work with and undertake responsibilities assigned to
him/her by the Character Team, and is groomed to take over the Character Coach's responsibilities
after the latter is reintegrated with their family/community (see Appendix D).

The following are the roles and functions of the Character Team:

1. The Center Head:

a. Oversees the implementation of the program in the center

b. Provides technical assistance to members of the team, as deemed necessary
c. Submits reports to the regional office

2. The Social Worker:

a. Organizes and supervises the activities; leads the Character Coaches in the
preparation and conduct of weekly sessions, character rewards, reports, and
other related activities
b. Submits reports and program updates to the Center Head
c. Assigns responsibilities to each member of the Character Team for the following
committees: (a) story telling/drama/skits/theater and poetry committee (b) song
demonstration committee and (c) visual and creative arts committee
d. Mentors Character Coaches; helps them to continuously develop their coaching
skills with regard to discussing character qualities
e. Functions as focal person of the Program being implemented in the center

3. The Character Coach:

a. Coordinates with the Social Worker and the Character Coach Assistant/s for the
preparation and implementation of weekly sessions, character rewards, character
bulletin, and other related activities
b. Leads the Character Coach Assistant/s in the conduct of weekly sessions by
providing character definitions, recommending stories, presentations, games or
other ways to describe/illustrate the character of the month
c. Prepares reports using prescribed reporting forms
d. Assists in identifying residents who are deserving of character rewards
e. Leads the children and youth in demonstrating the meaning and application of
character qualities, both inside and outside the center

4. The Character Coach AssistanUs:

a. Assists the Character Coach in preparing activities such as conduct of weekly

character sessions, identification of character awardees, designing the character
bulletin, etc.
b. Assists in the preparation of reports
c. Demonstrates the meaning and application of character qualities both inside and
outside the center

D. 1. Ratio of Character Coach to Number of Children:

One (1) Character Coach and one (1) Character Coach Assistant will be assigned to
10-15 residents. They will provide orientation, demonstration and teachings of the character
 qualities during weekly character sessions,

D.2. Suggested activities of children and youth in the center:

Suggested activities of residents in the center include the conduct of weekly character
sessions of one (1) hour per week. (See Appendix C for the suggested daily schedule of
activities)

E. Monitoring and Evaluation:

A. Central Office:

Monitoring the Program implementation shall be conducted quarterly, Mid and year-
end evaluations of the Program shall be done by the Program Management Bureau (PMB) at
the Field Office in order to identify issues and concerns as well as provide technical
assistance every six (6) months to strengthen the Program, (See Appendix E for the
monitoring tool)

B. Regional Office:

Implementation of the Program shall be monitored by the regional office focal person
every month to ensure efficient implementation and to check areas of technical assistance
needed by the identified center focal person (usually the Social Worker), Character Coaches
and Character Coach Assistants.

C. Residential Care Centers:

The Center Head shall ensure that implementing mechanisms and components of the
Program are thoroughly followed by the center focal person, Character Coach and Character
Coach Assistants, This will be verified by submitted weekly reports on character sessions
conducted.

v. Institutional Arrangements:

A. Program Management Bureau shall:

• Conduct quarterly monitoring and technical assistance to identify deviations from the
expected results of the project as indicated in the set plans and objectives, and ensure
that appropriate actions are undertaken,

• Provide appropriate technical assistance based on monitoring reports and/or request of

the Center Head and/or regional office to address gaps and issues on project
implementation.

• Conduct mid and year-end program review and evaluation (PREW) at the field office
particularly at the residential care center in order to identify issues, as well as assess the
necessity of providing technical assistance,

• Provide seminars/workshops and trainings related to character building for continuous

 upgrading of skills of Character Coaches and focal persons.

• Conduct training of Character Coaches in' all residential care centers for children and
youth.

• Develop Character Coach Assistants, who have potential to become Character Coaches
in the futu re.

• Sustain and expand the program to cover all residential care centers for children and
youth of the Department as well as Registered/Licensed/Accredited NGOs and LGUs.

B. Social Technology Bureau shall:

• Enhance the Manual of Operations and Program Guidelines.

• Develop materials that will provide and advocate the implementation of the Character
Building Program in centers.

• Provide technical assistance in the promotion and institutionalization of the Character

Building Program to LGUs, NGOs and People's Organizations (POs) operating residential
care facilities for children and youth.

C. Social Welfare and Institutional Development Bureau shall:

• Develop a training module in coordination with the Program Management Bureau and
Social Technology Bureau, and act as facilitator in the conduct of training for LGUs and
NGOs.

D. Standards Bureau shall

• Develop standards for the accreditation of residential care centers as character building
program centers

• Include character building indicators in its requirements for licensing and accrediting
Social Welfare and Development Agencies (SWDA), especially those with residential
facilities.

• Assist in promoting the character building program to various NGOs and POs through
involvement in ABSNETs of the Field Office.

E. Regional Offices shall:

• Ensure continuous implementation of the Program in residential care centers.

• Ensure that Character Coaches are provided with technical assistance and additional
learning materials to conduct character building sessions and other activities in the
centers. Also ensures attendance of Character Coaches to relevant trainings, workshops
and orientations to enhance their coaching capacities.
 • Ensure that character sessions are integrated in activities of residents at least once a
week for one (1) hour.

• Advocate and coordinate with NGOs, LGUs and other participating agencies for the
utilization of Character Coaches in the conduct of character sessions for children and
youth in their centers.

• Submit quarterly reports on the Program's implementation status to the Program

Management Bureau.

E. LGUs and NGOs shall:

• Ensure implementation of the Program as indicated in action plans they have submitted to
the Program Management Bureau.

• Coordinate with Field Offices regarding the conduct of character sessions by the
Character Teams.

All previous memoranda/directives/issuances inconsistent with this Memorandum Circular are

hereby repealed or modified accordingly.

Issued in Quezon City thi~!a;;f ~ 2008.

PERANZA I. CABRAL
Secretary

DSWD - OSEe

1111111111111111111I11111
0000005341

Revised copy:

ARB/cvm

Original copy:
FGC/ISNNl/lg/ngmirab
Enhance Guideline-CBP Residential
03-14-2008
 Appendix A

CRITERIA FOR GRANTING THE CHARACTER REWARD

DSWD Residential Care Facilities

Instruction:

Please rate nominees / candidates for character reward using the following scale of measurement. The
highest score is 5 for Excellent, 4 for Very Satisfactory, 3 for Satisfactory, 2 for Fair and 1 for Poor.

12Satisfactory
Poor43Fair
Very 5 Excellent Scale of Measurement
made.
times.
him/her
aanother
for
who
others
with
alreadymay in
people
of the
inappropriate
policies
other
on have
non-judgmental
agreed
residents
support.
and the
been
especially
other wrong
people past.
hurt
actions
residential
in the him/her.
attitude.
center
responsibilities
resolved.
whoact
inwhen
maydone
the or
center.
have
the
centerremarks
/seeking
tochores
issue
him/her
hurt hasby
by having
2.
1. FORGIVENESS:
3.
4.
1. Does
Asks
Does not
Respectsforgiveness
not speak harsh
and follows
repeatedly from words
co-residents
rules
discuss to those
and/or
with
5. Accepts
4.
3.
2. Respects
Performs
Continuously
Speaks and and assists
limitations
his/her task
of co-residents
converses
supports co-residents
truthfully
the and allor
atbased
mingles
truth
, ,

12Satisfactory
Poor 43Fair
Very 5 Excellent Scale of Measurement
resident
resident. or other staff in the -
hurdle
in
function
needs
nothing
order
make
moral
residentto
residents aon
co-residents
the judgment
holding center
requiring more
misunderstanding
performance.
of his/her without
like
in
unfair
criticized and
difficult
return.
they
patch
who
but
and center
task.
beyond
tojudgment
abilitywhat
time.with
becauseagreed
ishis
right
the
complaining.
are
up
needs
rather
otherthings.
and or
policies.
but tocenter
staff. areas
based
he/she
encouragement
strives
people. her
keepsown. on
improveinto
onof
concerned
4.
5.
3. BENEVOLENCE:
FAITH:
ENDURANCE:
Accomplishes
Treatson
1. Keeps his/her
co-resident's
improving ortask
otherto people's
relationship thewith
best
4. Relates
2.
4.
3.
5. Does
Helps not
Accepts
Shares
Shares out
Willingly strike
and
knowledge
personal
with back
co-residents
assists to
performs when
finish
resources
and
compassion to others
expecting
tasks
atowith
a co-
responsibilities
skills co- co-
 -
12Satisfactory
Poor43Fair
Very 5 Excellent Scale of Measurement
welfare.
ineffective.
because
conflicts
these
will or
situation
his/her
authority
expected
action
general
is
improve
given
herself can
information
willright
avoiding
enthusiasmon he/she
volition.
because
key
the
evenbe
because
unless
welfare
their
to
issues
right
acts
contribute for
do believes
ifovercome.
he/she
of
attitude
necessary
others lack
responsibilities.
before making
motivation.
the
and
that
despite
to even
sake
even that
knows
of
any
opposed.
he/sheand
improving
somewithout
ofthose
to the
performance
social
divulge
being
isproblems
sure
their totask
that
resources.
decisions.
beyond
justice.
told.
be
general
7.
6. WISDOM:
DEPENDABILITY:
1. Listens
Performs to advice
every taskof persons
that he/she in is
2.
3. Chooses
5. Continuously
2.
4. Keeps
Decides
Always
Does
Trustsnot
Learns to
and do
resign what
responsibilities
confidential
that
performs
from others
makes
past totask
performs he/she
have
matters
anappropriate
on
with
unwanted
mistakes the
histo
his/her /believes
ability
by himself
her ownto /
 12Satisfactory
Poor43Fair
Very 5 Excellent Scale of Measurement
-
him/her
co-resident.
avoid
discuss
at
others.
to hand.
behavior
authority
open
can
are
who help
he/she well.
untoward
with
is
personality.
mind that
especially as
of those
long
they
new
communication.
not him
responsibility.
in adjusting
are in
co-residents incidents.
others
gave
/ her
conflict
unable
and
discouraged.
or as
ones, the
who weaknesses
do
such
their
who
improve
towith
accomplishing
do not treat
instructions
best
finds
policies.
his/her
persons totasks.
his/her
in of a
the task
difficulty
assigned
authority.
8.
9. HONOR:kind words especially
1. GENTLENESS:
Speaks to those
5.
3. Chooses
Offers help
4. Respectfully
2. Acts
Notifies
Values
Does to
according
Willingly persons toamatch
resolve
to
co-residents
not listens
try
gossip conflicts
toco-resident,
inorcenter
expresses
to authority
efforts
the through
policies
ideas/opinions
difficulties
offensive
maliciously when
bearing to in
of
 12Satisfactory
Poor 43Very
Fair 5 Excellent Scale of Measurement
with
on
who
even
withal!.
undesirable.
need.
faceor
co-residents
dobefore
when
of
otherwise,
prompt
may
supporting
and
changes
as not to
action.
keep
required.the
meet
the
them deadline
situation
difficulties. his/her
a co-resident
inasking for their
scheduled
on set.
turns
standards.
who is in
assistance.
activities.
tasks.
-
10.TOLERANCE:
12.
1. Acts
11.
1. GENEROSITY:
Does
Shares nothis/her
look down
PUNCTUALITY:
immediately on on
knowledge co-residents
things that skil!s
and need
2.
5.
4. Arrives
Gives
3. Maintains
Considers
Does
Adjusts
Submits for
not or center
assistance,
modesty
an
the
center
keep
copes activities
material
and waiting.
optimistic
limitations
visitors
activity on
of or
politeness
attitude
immediately time
others
toin the
requirements by
 12Satisfactory
Poor 43Fair
Very 5 Excellent Scale of Measurement
-
him/her.
activities
activities.
gained
capability-building
who may
listening
expecting
expresses
required.
problems
which
giving may
expressing
reacting
programs.
an act of
duringthe
tocause
others center
appreciation
that
lead may
instructions.
during
may to
opinions
entail. to orin
aproblems.
do the
arise.
conduct order
aand
of
co-resident
trainings
either activities.
troublelconflict.
for same tostaff
similar
them.
center
center be able
to
13.
14.
1. ALERTNESS:
ATTENTIVENESS:
Gives undivided
1. Acquaints attention with
himself/herself whenthe
5.
4.
5.
3. Sees
2.
4. Limits
Does
Puts
Willingly
Prepares
Adheres
Informs interaction
Understands
the
not
into good points
engage
extends
for
to
others of with
in possible
practice others
in
new any
service
unexpected
center co-residents
raised
policiesand
riskybefore
learnings activity
anytime,
difficulties
and
risks thatasor
 12Satisfactory
Poor 43Fair
Very 5 Excellent Scale of Measurement
.
him/her.
even
own
immediate
ensure
others
disapprove.
in
according
itdespiteif
order
situation
strongly
even he/she
convenience.
resources. smooth
are
necessary.
whenever if whoto
with
itthe torisk
believes
means knows
responses.
right.
priority
noof qualms.
opposed.
presence and
tobeing
be that
interpersonal
accomplish the
sacrificing
is others
not
morally
needed. on
criticized
time will
relations.
his/her
right.
andby
15.
16.
17.
1. AVAilABILITY:
CAUTIOUSNESS:
BOLDNESS:
1. Attends
Chooses
Expresses to the
the needswords
right
opinions of co-residents
that to say to
he/she
2. Performs
2.
5.
5.
4. Makes
Corrects
Yields
Does himself
others
when
what / should
he/she
assigned herself
knows available
he/she
that deem
the
3. Accepts
Supports
Finds time tohe/she
assignments
co-residents'
recharge tasks
believes
at and
any
right
his/her chores
isgiven
right
decisions
energy
 Does not passPoor 12Satisfactory
the43Fair
Very
blame to a co- 5 Excellent Scale of Measurement
.
the
to a
he/she
resident issue.
criticisms.
him/her.
words
willing
going
who has
aresident.
concerning
ease
been
blessings
and a
does
wants
co-resident
for
and
through.
to
difficult done not
trouble
in
correct
longing
acting or
that
the pain and
toa have
who
deeds.
posses.
something
personal is
what
that is
what
he/she
sensitive
issues.
himself/herself.
problematic
on
He/she he/she
or very
doesdelicate
help wrong
receives. is
he/she
convenient
situation.
him/her
something to
yet
task. hasto
copeto with
18.
19. COMPASSION:
CONTENTMENT:
1. Chooses to look at the positive side of
3.
3.
4.
5.
3.
4. Does
Extends
Appreciates
2. Follows
Refrains
Expresses
Consults
Listens nottounderstanding
complain
from the
instructions good
appreciation
only
others acting
listen
expressed just
before based
to to
to awhatever
inabecause
others
carefully. onperson
suffering
deciding
problems /and
whatco-
on
pains
 Acts based onPoor 12Satisfactory
43Very
Fair
facts. 5 Excellent Scale of Measurement
wears.
critical
deeds
residents
aRather,
deciding situation.
to
possibilities
capacity. others.
and
on a
for
theresponsibility.
thingsshe/he
adjustment. center
difficult
success.
that he/she staff.
concern.
tries to says,
weigh does or
-
20. CREATIVITY:
21.DECISIVENESS:
22. DEFERENCE:
1. Considers
Finds
Relates new ways toopinions
appropriately
others' respond to a
with co-
when
3. Makes
4. Commits
5.
4.
2. Is satisfied
Does
Does
Listen
Tries tonot
Welcomes
not inand
tosomething
things
commit
variouscritics happy
anyway
challenges.
useful
and bytoimportant.
insult
within
something
and
makes
strategies doing
anyone
his/her good
by
necessary
in haste.
accomplish
achieved.
he/she
to
do
the speak.
great
do
buildnot can.
sacrifices.
without
seem
best on to
way
responsibilities
and enthusiastically.
problems
yield positive
smooth
12Satisfactory
Poor
making
43Fair
Very
excuses.
be supportive.
possible.
despite
resources.
result
interpersonaldifficulties.
even if this requires
relationship.
5 Excellent Scale of Measurement
.
25. DISCERNMENT:
1. Completes
Gives way to annecessary
any assigned changes.
assignedtask quickly
5.
4.
2.
23.
24.
4. Works
Avoids
Plans
Performsuntil
DETERMINATION:
DILIGENCE:
5. Performs
3. Respects
Pursues
Complete
Strives to the
other
ahis/her
dotasks
plan best
conversations
ahead what result
in people's
order
he/she that
to do
has is
aisdespite
do
rights.
thoroughly.
responsibilities
that
parthe/she
the best not
task
sureinto
committed
way
 -
12Satisfactory
Poor 43Very
Fair 5 Excellent Scale of Measurement
activities
residents.
motivated
resists
just.
matters atby
towhat
things/issues.
order people's
joyfulness.
other
integratingcome the
before center.
islove.
inappropriate.
acting
up
insights with
welfare on
from something.
appropriate
at experiences.
risk.
27.ENTHUSIASM:
26. DISCRETION:
1. Performs
Speaks appropriately towith
his/her tasks avoid conflict.
4.
3.
2.
5. Shows
Completes
2.Does
Speaks
Performs
Does
Chooses
Traces
Avoids genuine
not
Refrainsthe
what task
to tasks
inspiring
dwell
doingiscause
from do interest
withispositive
words
effectively
what
on of in
to
problems.
honorable,
anything problems
spreading right
by
that the
co-
rightand
rumors.
will
andattitude
in
put
3. Pays attention to details and weighs
 12Satisfactory
Poor 43Fair
Very 5 Excellent Scale of Measurement
in
and
handactivities.
he/shewelcome.
others.
are
his/her
just. when
made.
expressing
especially
residents
need
may
things be receives.
be such
toinco-residents
awho is needed.
appreciation.
new
required ones
have
better
done when
feel
helped
immediately.
/ different
due necessary.
comfortable
to some him/her.
way.
changes
29.Makes
30. GRATEFULNESS:
HOSPITALITY: -
1. Expresses
Attends necessary
visitors adjustment
to appreciation to co- that
politely.
2.
3.
4.
2. Does
Gives
Works
Reciprocates
Tries
Shares acts
tokens
on
other
even
5. Recognizes
Never that
inputs
people'swill
personal
compromises
benefits make
orkindness
unplannednotesand as co-residents
bya way
activities
suggestions
suggestion
what
in the giving
belongings
is right
things ofathat
that
to doof
to
and
 12Satisfactory
Poor43Very
Fair 5 Excellent Scale of Measurement
others
needed.
staff
of
awhoothers
co-resident
appropriate
necessary
being
believes
when
solve inparticular
situation the
concerned
before
contributed
told
anecessary
maytowho
and center.
is
to
information
do not
his/her
request
willingly
important
so.
negatively available.
own
for
shares
a successfulinterests.
such.
toaffect
attention
problem. center
even
is this withor
activity.
staff
without
notthe
made.
center
33.
31.
32. Shows
Does what
JOYFULNESS:
HUMILITY: consideration
INITIATIVE:
1. Dwells on he/she things.
positive believes
to the interests
is -
5.
5.
3.
4. Entertains
Givesassistance
Tries
Divulges
2. Asks
Asks
Shares tocredit
find
apology
Volunteers visitors
toatohelp
her/his better
information
when when
other
when
ideas the
necessary.
when center
co-residents
way
that to deal
he/she
necessary.
may
help with
ishelp
 12Satisfactory
Poor 43Fair
Very 5 Excellent Scale of Measurement
valid.
better
a
potentials
are than
conversations.
emotions
with others
advancement
friend.
defendsgiven
outcomes
ifchallenging
only itto him/her.
in
from
thataffect
the
priorityof
can
ofsituation.
to help anthem center.
theher/his
detractors.
be
for center's
some
activity.
improve. interaction
utilized activities.
for the
opportunities.
35.
5.1.
36.
34. Believes
1. Can otherthat
MEEKNESS:
LOYALTY:
OBEDIENCE:
Tells laugh at co-residents
people
his/herabout
flaws. thehave
positive
5.
3.
3.
2.
4. Does
Tells
Does not
5. Solicits
Accepts
Keeps
Believes
Criticizesnot
the take
truth
other
Acknowledges
Initiates allow
other's
confidential
inwhen
rapport offense
even
any
a positive
people'sif it when
will
negative
suggestions
necessary.
that opinion.
matters
cause
others
building mayothers
hurt others
when
shared
and
through be by
 12Satisfactory -
Does not make Poor 43Fair
excuses
Very when 5 Excellent Scale of Measurement
or do
best what
result.
authorities
or
she/he principles
perceives
is given
activity.
his/her
change.
complaining.
an
books
orderly
and he/she
as
asaviolated.
request long is
difficult
task
center.
other concerned
as orthere
that
islearning
denied. with.
are no
she/he
demanding. rules
equipments.
38.
37. PATIENCE:
ORDERLINESS:
1. Begins
Accepts thetheday
things
with he/she
wise planning.
can not
3.
4.
2.
4. Performs
Maintains
3. Does
2.
5.
3, Encourages
Adheres
Complies
Puts
Keeps not
Maintains totask
work
with
Waits everything
for argue
trying
the with
center area
center
orderly theclean
co-residents intent
policies.
unnecessarily
appropriate
until
in system
he/she
its policies
proper
time ofwithout
toand
achieves
for neat.
maintain
when
place,
to say
center
 12Satisfactory
Poor 43Fair
Very 5 Excellent Scale of Measurement -
others.
abilities.
others
based
and
not
energy.
does
important
can
good would
on
protect
role
co-residents agreed
creativity.
get
notthings
need overlook
her/his
but
details.
model.
others.
to orbediscard.
responsibilities.
reject her
maywrong way.
useful to
decisions.
39.
40.
41.
1. RESOURCEFULNESS:
PERSUASIVENESS:
Does
RESPONSIBILITY:
1. Shares
Uses what
with
free he/she
others
time has
how set
to enhance to
wise achieve
decision
learning
4. Repairs,
5.
2.
3.
4. Gives appropriate
Develops
Reminds
Never
Does
Makes
Motivates
Uses
Finds away
wise
reusesthe
skills
others
argues
not force
use tothings
of
co-residents
practical when
and
usesthe
toother
gain that
best
they
recycles.
words
time,
forbyto he/she
of
overlook
attention.
people aand
toher/his
being accept
persuade
talents,
things that
 -
12Satisfactory
Poor 43Fair
Very 5 Excellent Scale of Measurement
others.
he/she
them.
effects
anger.
right.
to of
does
rights.
relationship
unnecessarily.
and adapts
thisachieve
on
his/herin the
co-residents' nothe/she
his/her
with want
others
appropriate
way
attitude, personal
when
prominence. to.
acts. necessary.
and not with
responses
interacts on to
matters. trying
42.
43.
1. SENSITIVITY:
SECURITY:
SELF·CONTROL:
1. Perceives
Neither
Never worries
actsthe nor
true
when frets
atfeelings of others
the height of
2.
4.
3.
5. Does
3. Avoids
2. Focusesnot
Sets own
Believes
Maintains
Walks
Deals
Solicits equate
limits.
in his/her
peace
on
away desires
of
building
expressing
from
appropriately
other capacity
mind
good
things
people's withand
unsolicited
with and
that
opinion
the needs
that
shows
are
advice
not
negative
about
 Pays attention 12Satisfactory
Poorto43details.
Fair
Very 5 Excellent Scale of Measurement
assistance
will
center
never -
people's
body
people.
word ismotives.
ofstaff.
have
movement
praise.
transparent
right. needed.
another
weaknesses. chanceothers.
do not offend to do it
46.
45.
1. Does
1. THRIFTINESS:
THOROUGHNESS:
not take advantage of other
4. Ensures
2.
3. Knows
Gives
Finishes
2. Reviews
5.
4. Easily
Does when
honest
that
efforts
Never
Means
Eagerly
Cleans what
their aremarks.
co-resident
he/she
facial
recognizes
takes
whatbefore
does
up has
expression
responsibility
reporting
when
advantage
he/she
what
things needs
her/his
issays.
afterright
of
each to and a
asstarted.
iftask.
other
with she/he
 -
12Satisfactory
Poor 43Very
Fair 5 Excellent Scale of Measurement
to
andbecreate
others
with treated.
things.
others toor
what
damage
thoughts
seem
opportunity
to do
so thefrom
pollute
makeas
different same.
conflicts
he/she not
comes. toin
wants. the
his/her
oneself commit
what look center.
mind
they mistakes
good.or body.
are.
48. VIRTUE:
1. Does
Tells the
whattruth
is right
in anyandgiven
encourages
situation.
5.
2.
4.
3. Treats
Does
Guards
5. Admits
Learns
Does
Does
Makes
Abstains
Looks others
nothis/her
Encourages
Budgets to
not
not
for confuse
when
money,
stand
good
from
the as he/she
for
exaggerate what
eyes,
giveothers
he/she
time
damaging
use of to
what
anything
best ears,
isto
be
what
value would
he/she
wrong.
and is
make words
right.
reports
he/she
which
in want
needs
truthful.
energy. ofand
things
has.
might
choosing
 12Satisfactory
Poor 43Fair
Very 5 Excellent Scale of Measurement
others
in unjustfeel
possessions bad about
ofand
things.
achievements themselves.
blessings
co-residents. to make .
1. Does not envy the opportunities or
3.
2. Considers
4. thethetruth
Treats others
Upholds welfare
with of others.
dignity.
and does not rejoice
 Appendix B

SET OF INDICATORS FOR CHILDREN AND YOUTH IN RESIDENTIAL CARE FACILITIES AFTER
THE IMPLEMENTATION OF CBP

Instructions: The Focal Person in the center will rate children and youths based on the following
indicators with corresponding scale of measurement. This can be done after the residents' three (3)
months of regular attendance to weekly Character Quality Sessions.

Has
She/heconfidence
the
Dependable
can 3in
willingness
inspire
in any2 1MOST
NEVER
SELDOM OFby
expressing
to learn
and
given 4 ALWAYS
motivate
situationco- SCALE OF MEAUREMENT
situation
him/herself
concerns
listening;
given
to
incident
residents to
residents,bewith
asking
situation
do assigned
that staff
questions/clarify
may tasks
happy.
center andand
occur
staff supervisors.
in the center.
supervisors -

1. Can relate appropriately with co-

4. 2.
3
5.
3.
B.
5. Can
Carrylead
PERSONAL andappropriately
4. Non-involvement
2. She/he motivate
RELATIONS
him/herself
acts inwell co-residents
any in
untoward
any given
in any
 -
32 1MOST
SELDOM
NEVER
OF 4 ALWAYS SCALE OF MEAUREMENT
different
timeacquired
givena at
center
endeavor
his/her
on
innovate the
talent
residents
assist given
the
beneficial activities.
oncenter
atlearning.
all
thattimes
taught in to
skills
activity
staffthings
will
activity in him/her.
the will
that
increase center's
maximizing improve
and and
residents'
improve

E.
3.
2.
3.
1. ATTITUDE
Shares
2.He/she
5. Learns
Continues
1.Has
1.He/she
4. Had
Has
Utilizes
Triesthe
shownher/his
follows
inherent
his/her
theabides
Participates easily
to
/initiative
her/hishis talent
instructions
tryon
inbest
capacity new
capacity
with
best
skills
to
to for best
productive
things
topolicies
in
improve
be
activities of
on
orresults
atoprogressive
appropriately
teach given given
behis/her
thatcreative
her/his
the
tasks
will on
co-
D. SKILLS
 32 1MOST
Willingness to learn SELDOM
NEVEROF 4 ALWAYS
new things SCALE OF MEAUREMENT
Godhelp
staff
situation
will
changeto create
potentials conflict
him/her
challenges/difficulties
changes/result
his/her of develop
lifea group his/her
tasks -

2.
G.
F. Gentle
RESPONSES
LIFE'S
1. Believes
5.
4. He/she
5.Can
2. Values
3. Treats
Can cope
Believes
Can the
Never in
is his/her
ASPIRATIONS
that
his/her
think
handleup TO
good
with actions/decisions
SITUATIONS
character
aappropriately
peacemaker
co-residents
importance
inhaving
arguesthe power
challenging atanyqualities
all times
fairly
self-discipline
with of of
education
inthe caring
co-residents
tasks can
given
and
 Appendix C

Activities of children and youth in the residential care center from Monday to Friday, with the
inclusion of character building sessions.

MONDAY - FRIDAY

TIME DINNER
BREAKFAST
IN-SCHOOL
LUNCH
HolyOUT
Character
Lesson
Morning -OF-SCHOOL
ReviewlTV
Nap
Wash-up/Food
Evening Building
timelTV
Indoor/Outdoor
Assist
Wake Rosary/Bible ACTIVITIES
Viewing
Session
Prayer/Exercise
viewing/laundry
Devotion/Bedtime
up/Fix
the preparation
Activities
Reading
Houseparent
beddings in(ie., -(every
foodreadinQ Household
training/
lifestyles,
Friday)
Occupational
Life
and sports)
preparation/attend chores
skillsdiscussion
arts and crafts
of healthy
development!
totherapy/Group
Center's skills
SCHOOL class/music
12:00-1
5:00
Food :00
work/Individual
Individual
o'clock and
preparation
chores/bath movement
Counseling/3:00
counseling/tutorial
prayer
ing/lau nd ry
Group work activities:
 Appendix D

Character Team Organizational Structure

Assistant Character
Coach
Psychologist or Counselor Center Head
-

Character Coaches
 Appendix E

Character Building Program for Residential Care Centers

MONITORING TOOL

I. General Objective:

To institutionalize the Character Building Program for Children and Youth in all
DSWD, NGOs and LGUs Residential Centers through the development of children and youth's
potentials, particularly on value formation and decision-making towards successful living and
becoming participative members of the community,

Specific Objectives:

1. To enhance the skills of children and youth (character coaches) in the conduct of
character sessions
2. To develop children and youths' life skills and enable them to participate in
capability building and program development
3, To increase the number of responsible teams of character coaches and character
coach assistants for the conduct of various character sessions and related activities
in other centers
4. To maintain a pleasant environment in residential centers through demonstration of
the 49 character qualities by all residents and staff
5. To expand the program in centers and institution of NGOs and LGUs,
-_ ___._ _
..........
LisURecord
Guidelines
List
Increased
of
__
-the
• Character __ __._._--_
.....................
ofofforcoaches
in for#
. _ _._
indicators
indicated
#objective,
variables
assistants
based
of
_ _
•assessmer
on
__
•character
.............
and
and
the
_Center
identified
_ - and after the
..................
........
............
.....................
.............
.......... .... ..
... _ ..... .. ..........................
.............
...... ... .....
........... ... ............. ..............

•
---'--Yariables--
Monitoring
Rating
Improved
Reports FormTool
skills An of
submitted
report
youth children
Measurement
relationship
improved
and Remarks
CBP
Care
CBP
coaches
shall
with
Childrenand
Residential
Children
Centers
assistants
Monitoring
Youth
of
months
CBPbe
Methodology
personal
interpersonal
personal
after and
inafter
the
and
interpersonal
six (6)
implementation
relationship
implementation before
Tool
six
and of (Appendix B)
Youth
center
months submittedand
observations
children

•
 Attendance/List
Attendance
character
life
Records/List
Case
Interview
Records
Documentation
Weeklyskills
Review
Project Records
Recordings
~-Variables-"--
and
of
with
and
proposals
of #of
Sheet
ofthe ofof
Sessionconducted
Reports
of report
of
..
Assessment
submitted
##Assessment
submitted • _ _--_._._--_._
-----_••••---_._._ _._-_.-
.. ..-
_ .... _._._
children
children
building
youth
along
like
__
children
staff
focal
report
of focal
towards
provided
youth
focal
building
Remarks
of independent
sessions
students
children
provided
building
Record
-
children
/character
and at
person
and
youth
person
independent
orientation,
of
shall
participation
workshop,
implementation
recordings
Plan
successful
children livingand
activities
participated
capability
financial/money
_------_.__--_
assistants
and and
the coach
person
capabilityskills
capability
be
residents with
and
and
center
tointraining
........
independent
to and
capability
skills
activities
of
.........
and youth who had
active
youth
living
ofchildren
Monitoring Tool
Prepared
and
independent
Love,
were youth
and
living
care,
provided
abilities on inthe
to report shall be
.. .... ..... _._--- ............ _ ... _ ...... _-

nt of children
submitted
Youth
enhancement
values
activities and
implemented
successful
qualities
presentation
strengths
and youth in living
of
the
along
•
 Actual
The
- visit
Decrease
Established
Review
Interview
Installation
Identified of
records
Variables with
awardees
followingcase
or
to
and
andthe
the
49
are •••
qualities
Sessions
corner
and
character
center
demonstrated
for the
appropriate
character on
after
month
actual
Indicators
Remarks
person
using
gies six
character
or
in a of2.Skits/theater
maintenance
interview
records
with the
residents focal
activities/methodolo
among
Measurement children
the
months
visit
at
implementation
center
the
Monitoring in
suggested
respect
Methodology and
the
the session
toand
and
Tool
responsibilities
qualities
children
focal person and the the character
4.Music,
3.Games
quality
and poetry,
"balagtasan"
youthof usingetc.
the
5.Arts-drawing,
collage, sessions
49
and painting,
residents
least
the once
character
Character
Selection
shall
for criteria
residents
six
Appendix
Awardee,
through be
Exercises
character
giving
1.Story ofthe
6.Structured
telling
attended a
of
for
done
and
months. month
sessions
Ause
see at
qualities
award
the of
Learning
weekly
# Character
#Record of ratings