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Dear Facilitators,

Please receive and enjoy the course module on Batang May Kalinga, happily compiled and
produced by members of the Programs Department. Consider this CI Manila’s primer on child
welfare—the very core of everything we do every day. There is no substitute for child
safeguarding, and safeguarding is what we do in every program activity, every program category,
and every community center.

This module recognizes the primacy of caregivers in transforming children into self-assured,
healthy, and caring citizens, and we hope we are able to assist you in your work as supporters
and partners of caregivers and families. Aiding and building parents up is such a noble thing, isn’t
it? And every CI worker will continue to shine in this endeavor energized by the principles and
rights celebrated in this primer.

The two-hour session is designed to be both informative and fun—as is child protection itself. It
ought to be. Safeguarding children must not always be viewed as a means to an end; it is an end
and a good thing already in itself. And so we hope you will relish the get-togethers with the
caregivers knowing that by having them come and take part and learn and share, you have
already achieved a meaningful, brilliant victory. Such is our faith in our partner caregivers, in our
sponsored children, and in ourselves.

Ryan Josef Calauor

Programs Manager
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Table of Contents
Facilitators’ Guide: ......................................................................................................................... 3
I. Major Concept ............................................................................................................................. 5
II. Intended Outcome ...................................................................................................................... 6
III. Target Participants .................................................................................................................... 6
V. General Methodology ................................................................................................................ 6
VI. Requirements for Completion of Course .................................................................................. 6
VII. Materials .................................................................................................................................. 6
For the Facilitator:....................................................................................................................... 7
For the Participants: .................................................................................................................... 7
VIII. Outline of Topic ..................................................................................................................... 7
Session 0: Introduction ............................................................................................................... 7
Activity 1: Overview of Session ............................................................................................. 7
Session 1: Understanding Children’s Rights .............................................................................. 9
Activity 1: “Rights Exploration” ............................................................................................ 9
Activity 2: Discussion on Children’s rights (UNCRC principles)........................................ 10
Session 2: Child Safeguarding and Positive Parenting ............................................................. 10
Session 3: Gender Sensitivity ................................................................................................... 12
Activity 1: Gender Stereotype Video Reflection .................................................................. 12
Activity 2: Video Reflection“Ano ang SOGIE” ................................................................... 13
Session 4: Positive Affirmations ............................................................................................... 14
Activity 1: Role Play ............................................................................................................. 14
Activity 2: Active Learning and Interactive Discussions ..................................................... 15
Session 5: Program Orientation ................................................................................................ 16
References: .................................................................................................................................... 17
Annex 1: WordHunt Puzzle .......................................................................................................... 17
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Facilitators’ Guide:
• Read and work through each session. It is important to familiarize yourself with the
lesson and make any necessary preparations before the session. The best way to do this
is to read the entire session. If you encounter specific language or examples that seem
awkward to you, you may adjust the language and examples so that they are more
natural.

• Tailor the language, examples and needs for your participants. Since lessons are
for a wide age range (20 to 65 and beyond), it is crucial that you, as facilitators, come
up with scenarios using language appropriate for the audience. Tailor the language to
the literacy level of your participants. It is fine to change the words, so long as you are
staying true to the lesson’s learning objectives. With time, you will learn which
challenges are most relevant to your group or context. Feel free to tailor scenarios so
that participants can work through their real-life dilemmas. You may also encounter
participants with different types of disabilities. Seek support on how to adjust the
lessons to accommodate their special needs.

• Provide a safe environment. Before each session, it is crucial that the facilitator brings
the participant’s attention to the house rules. These rules are meant to keep the group
safe and establish the expectation that participants behave and speak respectfully. In
addition, the group conversations are confidential. If anyone is disrespectful of their
fellow caregivers, take a pause and ask participants to breathe. Bring their attention
back to the house rules. If necessary, you may need to take a break and invite the
challenging participant to step aside, validate their feelings, work together to calm them
down - and inform your line manager of the situation. If a participant is repeatedly
disrespecting others, they may need to be removed from the group.

Provide any safety rules and/or signs related to the location/venue of the sessions.
Ensure that venues for sessions are safe, conducive, and well-ventilated. Remind
participants to inform you, a volunteer area leader (VAL), other staff in the room of any
issue or if a participant feels uncomfortable for any reason, no matter how small. Ensure
that first aid kits, fire extinguishers and emergency exits are available and accessible.
Observe COVID protocols.

• Guide Discussions. During discussions, many participants may want to share at the
same time. It is important to create an environment where they are free to share, but it
is also important to make sure that no single person—or a few people—is dominating the
conversation or talking at length.

When necessary, you may need to guide participants to take turns and listen to what
peers must share. If interruptions are problematic, consider the use of a designated
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item, such as a talking stick, “sharing hat,” a feather, or other objects. When that item is
held by a participant, he/she—and no one else—has permission to talk. You may also
need to be direct with students if they begin talking about things that are only loosely
related to the lesson or off topic completely.

On the other hand, there may be times when you have a quiet group that prefers to
listen rather than discuss. Accept this. Participants should not be forced to talk during
the discussions. It is hoped that with time, learners will feel more comfortable speaking
up.

While listening to participants, you may hear an individual express an incorrect

understanding of a concept. Acknowledge their statement, and then state the accurate
information without harshly criticizing the participant. By hearing consistent
information, the entire group will gain better understanding of the concepts taught in
these activities.

• Be positive. Encourage and praise. Facilitator encouragement and praise are

essential to run an effective group. Participants should be offered encouragement when
they talk about their beliefs and feelings with co-participants and friends.
Encouragement and praise will encourage participants to contribute to discussions and
share with their peers while working on group activities. This will make students feel that
what they must contribute is worthwhile.

• Be “nonjudgmental”. The facilitator should model being nonjudgmental. Simply put,

refrain from judging others. Many of the concepts in the module shift our thinking away
from “black and white,” “right and wrong,” or “all or nothing” thinking. As the leader of
the group, it is important for the facilitator to refrain from thinking of terms of “right or
wrong” and “black and white.” This program provides participants the opportunity to
understand that there are usually several solutions to a problem—just as there are
several different ways of looking at a situation. All perspectives from others— no matter
how different from one’s own— should be heard. It does not mean that you must agree
with other perspectives and/or ideas, but participants should learn how to respectfully
listen to new ideas to better understand others.

• Demonstrate flexible thinking. Along with being nonjudgmental, these lessons

encourage participants to have “flexible” thinking so that they can better solve
problems and make decisions. There are usually several ways to solve problems and
make decisions. There is rarely just “one way.” Therefore, as the facilitator, refrain from
making statements about “right or wrong.” For example, attending University is not the
“best” thing for a child/youth of a certain age to do. There is nothing wrong with
attending vocational training, or doing something else with one’s life other than going
to university and studying to be a lawyer, doctor, etc.
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• Teach, practice, and reinforce the ideas taught in the manual. Research shows that
the best way to learn is through practice. There are practical hands-on activities and
worksheets throughout the module. Some of the skills in the module may repeat and
reinforce other skills. Presenting a concept in a different way with different language
and different activities helps participants learn.

• Resist the urge to lecture. Since lessons are very practical, please resist the urge to
talk too much (like a lecture) without giving time for discussion and application of the
skills. This is a VERY different way of teaching. Research shows that when learners are
lectured at (this is called “passive learning”) they do not retain information. Learning
must be active and practical.

• Manage your time. As facilitator, you will need to manage your time to try to get
through as much of the lesson as possible. This means you may need to limit
conversation to a few examples from participants. You may also have to limit
participants who tend to speak at length and/or dominate conversations. Also, of
participants start going off topic, it is important to re-direct the conversation back. to
the topic of the activity or use the “parking lot” method where you would post the topic
for a later discussion.

• Be aware of your own reactions and beliefs. Be aware of your own opinions,
feelings, and personal beliefs as you guide participants through the lessons. There will
be participants who you like, and others you do not. There will be participants that you
agree with and others you disagree with. There will be participants who have a similar
identity to yours and others who may seem very different from you. This is normal;
however, it is important to treat everyone the same. You can do this better if your mind
is in a positive place. Be sure to “practice what you preach” and embody the life skills
taught in the lessons.

• Be mindful of gender differences and gender inequality. Do not perpetuate

gender inequality by assuming that all participants must think or act one way or
another. Be mindful of the impact of your gender and be sensitive to the fact that you
may not fully understand what other gender identities experience.

I. Major Concept
This module will serve as guide for implementers in facilitating awareness-
raising sessions with caregivers of all sponsored children and youth. This is an
integrated project involving the Child Safeguarding Unit and Life Skills Program. It is
believed that by increasing the knowledge of caregivers on topics such as child’s rights,
child safeguarding, positive parenting, gender sensitivity and positive affirmations,
they become our partners in providing a safe and supportive environment for our
children and young people.
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This module is for field officers (FOs) facilitating the sessions in all the community
centers of Children International–Manila (CIM). It contains step-by-step instructions for
delivering lessons that are applicable to an in-person or online setup. The course will
run for two (2) hours.

II. Intended Outcome

At the end of the module, the participant should be able to show increased awareness
on child’s rights, child safeguarding, positive parenting, gender sensitivity and positive
affirmation.

III. Target Participants

The Primer Session for Caregivers will target one caregiver for each of the
sponsored children and youth. To ensure the achievement of the objectives and
optimum level of engagement with and among participants, the ideal batch size is not
more than one hundred.

IV. Time Frame:

All sessions will run for 120 minutes (about 2 hours) so there is enough time for
activities, reflections, discussions, and group learning.

V. General Methodology

The following are the methodologies used during the sessions: individual reflections
and activities, video showing, role play, games and other active learning
methodologies.

VI. Requirements for Completion of Course

To be counted as a participant of the session, the caregiver must attend at least
1 of the sessions and sign the attendance sheet.

VII. Materials
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For the Facilitator: • Video on Gender Sensitivity

• Audio-visual • Video on SOGIE
equipment/devices (laptop,
projector, sound system, etc.) Session 4:
• Presentations • List of scenarios
• Bowl

Session 0: none Session 5:

• Presentation
Session 1: • Enlistment forms
• Rights card
• WordHunt Puzzle (See Annex 1)
• Video on UNCRC For the Participants:
• 2024 program brochure
Session 2:
• Presentation

Session 3:

VIII. Outline of Topic

Session No. Duration (mins)
Session 0: Introduction 10
Session 1: Understanding Children’s 20
Rights
Session 2: Child Safeguarding and 30
Positive Discipline
Session 3: Gender Sensitivity 30
Session 4: Positive Affirmation 15
Session 5: Program Promotion 15
TOTAL: 120 (2 hrs)

Session 0: Introduction

Specific Objectives: At the end of the session, each participant should be able to
• Recall the topics which will be discussed during the activity and their importance

Specific Methodology:
• Interactive discussions

Activity 1: Overview of Session

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Materials: none

Duration: 10 mins

Instructions:

1. Welcome participants to the session.

2. Start the discussion by asking the caregivers their purpose for coming to the
activity. (Answers may vary from merely being summoned to wanting to learn and
improve their parenting style and ultimately supporting their children’s growth
and development). Affirm their answers and synthesize that they may have
different reasons for joining the session, but one thing is common among them —
they are here as caregivers to their children.
3. Introduce the Module/Activity “Batang may KALINGA” by mentioning that its
purpose is to partner with caregivers in creating a safe and supportive
environment for children and young people through raising awareness on several
related topics.
4. In the next 1 hr. and 45 minutes, they will go through the following topics:
a. Understanding children’s rights – As caregivers, they should be the strongest
advocates of their children’s rights. What are these rights and why is it
important that their children are exercising them?
b. Child safeguarding and positive parenting – Part of the children’s rights are
to be protected from any forms of harm and abuse. And in their desire to
protect, they may resort to means that are not in the best interest of the child.
In this session, caregivers will be more familiar with the different types of
risks their children may face. They will also learn about parenting techniques
that are effective and rights based.
c. Gender sensitivity – Ask participants to notice their co-participants. What is
the ratio of male and female caregiver participants. Our culture and
upbringing may have led us to assign roles/responsibilities to a certain
gender (e.g. female caregivers are expected to be hands-on with their
children’s everyday activities, including attendance to CI activities as male
caregivers need to focus on working to provide financial support to his
family). This is called gender-stereotyping. As caregivers, are we aware of
how we see our children with equal rights, responsibilities, and
opportunities, regardless of gender? Or are we continuing the endless cycle
and culture of gender-stereotyping?
d. Positive affirmations – Of all the topics and expectations that are shared
above, let us end the activity by pausing and affirming that caregivers have
already done a lot for their children and continue to learn, grow and better
themselves by attending the session. On this last session, caregivers are
aiming to gain more strength and self-confidence in their painstaking
journey of parenthood.
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5. Pause to listen to caregivers’ insights, comments, recommendations, and

clarifications. If there is none, proceed to the next session.

Session 1: Understanding Children’s Rights

Objectives: By the end of the session, participants will be able to articulate at least
three fundamental rights of children as outlined by the UNCRC (United Nations
Convention on the Rights of the Child) and relate these rights to real-life scenarios.

Activity 1: “Rights Exploration”

Methodology (in-person): Games, discussion

Materials: Rights cards

Time: 10 minutes

Instructions:
1. Participants engage in a scavenger hunt to find hidden "rights cards" scattered
around the room or venue.
2. Each card represents a specific right.
3. After finding a card, a participant is expected to find another 3 participants to
exchange information about their rights and how they ensure that their children
can exercise the specific right.
4. The facilitator may give prizes to participants who can complete the task first.

Methodology (online): Word Hunt

Materials: Word Hunt Puzzle (See Annex 1)

Duration: 10 minutes

Instructions:

1. Ask participants to look for the words related to rights in the puzzle.
2. Once they can do so, they can be awarded a prize once they volunteer to share
how they ensure that their children can exercise the specific right.

Key Message: The government must make sure children’s rights are protected (Article
4, UNCRC); while caregivers has to help the government protect their rights and help
them know what they are (Article 5, UNCRC).
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Activity 2: Discussion on Children’s rights (UNCRC principles)

Methodology: short video with discussion

Materials: Video on UNCRC

Duration: 10 minutes

Instructions:
1. Play the video.
2. Discuss using the following guide questions:
a. Ayon sa UNCRC, sino ang itinuturing na bata?
b. Ano ang tawag sa kasunduan ng mga bansa na nangakong
poprotektahan ang karapatan ng mga bata?
c. Paano mailalarawan ang lahat ng mga karapatang pambata?
d. Anu-ano ang apat na prinsipyong gumagabay sa UNCRC?
e. Ano ang kaakibat ng mga karapatan ng mga bata?
3. Give prizes to those who will be able to answer the questions.

Key Message: Ang lahat ng bata, pababa 18 taong gulang at PWD, ay mayroong
karapatan na may kaakibat na mga responsibilidad. Bilang tagapangalaga,
responsibilidad natin silang protektahan at gabayan.

Session 2: Child Safeguarding and Positive Parenting

Objectives: By the end of the session, participants can identify positive ways to
safeguard and parent their children.

Methodology: Individual reflection and plenary discussions

Materials: Presentation

Duration: 30 minutes

Instructions:
1. Discuss the session objective. Relate the topic to the previous session by
mentioning the child safeguarding or protection is one of the 4 pillars of
children’s rights.
2. Ask participants, “Ano ang Child Safeguarding para sa iyo?”.
3. After collecting some responses, affirm the participants and discuss the
following inputs:
a. Child safeguarding is defined as the “set of actions and processes
aimed at protecting children from harm, including all forms of abuse,
neglect, and exploitation. It encompasses both preventative measures
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to minimize risks and reactive measures to respond to concerns

effectively.”
b. Child abuse is everybody’s concern. As parents/guardians, we need to
be mindful of the forms of abuse against children, commonly known as
PENS. P for “physical abuse” which means inflicting of physical harm to a
child may it be habitual or not like hitting, kicking, biting, etc., E for
“emotional abuse” which means behavior, words, or actions of an
individual to a child’s life that has negative mental impact to a child, N
for “neglect” which means the failure of a parent/guardian to provide
needed food, clothing, shelter, medical care, or supervision to the
degree that the child’s health, safety or well-being is harmed, and S for
“sexual abuse” which means any sexual act, sexual threat or intimidation,
or sexual exploitation imposed on a child.
c. If ever your and any other children you know experience abuse or
endangerment which derails their development, make sure to report it
to seek for help (show the reporting platforms:
https://www.facebook.com/childreninternationalmanila/photos/pb.100
067683904936.-2207520000/484896163151246/?type=3v)
d. The set of actions we do to protect our children must be positive for
them to feel our warmth, love, structure or guidance.
e. Here are some tips for parents to provide warmth to children:
• Saying “I love you.” Showing children, they are loved even when
they do something wrong.
• Hugging them. Laughing with them. Playing with them. Having
fun with them
• Comforting them when they are hurt or afraid.
• Listening to them. Reading to them.
• Looking at the situation from their point of view.
• Praising them. Recognizing their efforts and successes.
• Supporting them when they are facing challenges. Encouraging
them to do something difficult.
• Telling them that you believe in them. Showing them that they
trust them.
f. Providing warmth is best blended with providing guidance, where clear
guidelines of behavior are defined which encourages independent
thinking for the child and allows the child to practice negotiation skills.
g. Explain that as we protect our children, there may be instances where
their values system is tested by peers and other people around them. Be
a positive role model so they can be a positive role model too as they
begin to socialize.
h. Wrap-up by sharing that child safeguarding as parents/guardian is our
responsibility to protect our kids as we help them be the best version of
themselves. This entails a parenting style (providing warmth and
structure, like mentioned earlier) that is positive in nature to give a long-
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lasting impact to their lives. Parenting is not easy, more so with always
being a positive role model. We strive and we aim to be one (as a
positive role model), enough that when our kids grow older, they will tell
others how great we were as parents.
4. Guide Question/s:
a. Among our discussions, what struck you the most?
b. How did you feel upon hearing some tips to provide warmth to your children?
c. What did you learn from this discussion? What new ways of parenting did you
learn today?
d. As a parent, how can you use your learning today as you go back to your
parental roles?

Methodology (online session): Above instruction and inputs can be done online using
materials like PowerPoint or Canva slides. Inputs are best translated to Tagalog.

Key Message:
• Child safeguarding involves proactive and reactive measures to protect children
from harm, encompassing all forms of abuse, and emphasizing positive actions
to convey warmth, love, and guidance.
• Parents must be mindful of child abuse forms (PENS) and strive to be positive
role models, fostering a safe and supportive environment for their children's
development.

Session 3: Gender Sensitivity

Objectives: By the conclusion of the session, attendees will illustrate an understanding

of gender stereotypes, challenge at least two stereotypes, and propose alternative,
gender-inclusive approaches in parenting and child upbringing.

Activity 1: Gender Stereotype Video Reflection

Methodology: video showing and discussion

Materials: Video on Gender Stereotypes

Duration: 20 minutes

Instructions:
1. Play the video.
2. After watching, ask the participants:
a. To list gender roles or stereotypes that they encounter in their families or
communities from the video, and those not mentioned in the video.
Reiterate that gender stereotyping is believing that there are specific
behaviors, duties, actions or personalities assigned to each gender. For
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example, men are expected to be strong and brave, while women are
supposed to be caring and kind.
b. What is the potential impact of these stereotypes on children, families,
and society?
c. What are ways to challenge or counter these stereotypes?
d. How can we promote gender-inclusive parenting and child upbringing?

Key Messages:

• Gender neutral parenting and upbringing contribute to a more equitable

society.
• Encouraging diversity (being inclusive and open to all genders and
personalities) and neutrality (using gender neutral terms and concepts such as
chairperson instead of chairman/woman; teenage parenthood instead of
teenage pregnancy) benefits everyone and fosters a more accepting
environment.
• Every child has inherent rights that must be respected, protected, and fulfilled
without discrimination. Upholding child rights ensures a safe, nurturing
environment where children can flourish, express themselves, and contribute
positively to society. It's our collective responsibility to prioritize and advocate
for the rights of every child, empowering them to reach their full potential and
become active, valued members of our global community.

Activity 2: Video Reflection

“Ano ang SOGIE”

Methodology: video showing and discussion

Material: Video on SOGIE

Duration: 10 minutes

Instructions:
1. Play the video.
2. Ask the participants after watching the video:
a. Why do you think understanding SOGIE is important in caring for
children and young people?
b. What are some ways parents can create a safe and supportive
environment for children expressing their SOGIE freely?
c. What actions or conversations can parents initiate to create a safe and
supportive environment for children exploring or expressing diverse
identities?
3. Briefly summarize the influence of gender stereotypes and SOGIE on the
development and well-being of children and young people, and how parents
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can support children to be responsible and caring individuals that can

contribute to the creation of more equitable and socially responsible citizens.

Key Messages:

• Every individual, including children, has the right to express their sexual
orientation and gender identity freely without fear of discrimination or
violence.
• Parenting should prioritize supporting and affirming a child's authentic
identity, creating an environment where they feel safe and accepted regardless
of their sexual orientation or gender identity.
• Open and honest communication about sexual orientation, gender identity,
and human rights from an early age helps children develop empathy,
understanding, and respect for diverse identities.

Methodology (online sessions):

• Webinar with the same videos and discussion points
• Self-paced online:
a. Create a social media post for each topic/create Linktree/online forms.
b. Upload the videos above.
c. Create an online form for participants to answer the questions and
interact with other participants. (Google forms, Padlet, Whiteboard, etc.)

Session 4: Positive Affirmations

Objectives: Participants create positive affirmations for themselves as

parents/guardians in supporting children's rights, safeguarding, positive parenting,
and gender sensitivity.

Activity 1: Role Play

Methodology: Role Play

Material:
• List of scenarios
• Bowl

Duration: 15 minutes

Instruction:
1. In small pieces of paper, write the following scenarios listed below, fold the
paper, and put it in a bowl.
a. How do you motivate a young child who feels that a task their homework
is too hard and cannot be done?
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b. How do you affirm to a child the feelings of love and appreciation?

c. How do you motivate a teenager who is going through puberty
changes?
d. How do you motivate a child who do not want to join a CI program or
learning session on life skills?
e. How do you help someone combat anxious thoughts?
2. Divide the class into two or three groups, depending on the class size, and ask a
representative from the group to draw a paper from the bowl.
3. Ask the group to do a role-play based on the scenario written on the paper.
4. Give each group five (5) minutes to prepare and another five minutes to present
their role play.

If the activity is done online, the facilitator may ask volunteers from the participant to
do a role-play on the scenarios given above through dialogue.

Activity 2: Active Learning and Interactive Discussions

Methodology: Active Learning and Interactive Discussions

Material: none

Duration: 15 minutes

Instructions:
1. Briefly discuss each presentation. Summarize key learnings and encourage
continuous engagement from the participants.
2. Align what each group presented from the list of positive affirmations below
from Wirth (2023):
a. When a young child feels that a task is too hard or cannot be done,
motivational positive affirmations help children face challenges. Sometimes
children lose motivation if things feel too hard, and they just end up saying
'I can't,'. Giving children permission to ask for help and encouraging them
to eventually try things on their own can be so motivating and help children
move from 'I can't' to 'I can try.'"
• You are a hard worker.
• You can do hard things.
• You can do whatever I set my mind to.
• You can think of great ideas.
• You can get through anything.
• How do you affirm to a child the feelings of love and appreciation? These
positive affirmations help children access feelings of love and appreciation for
the world around them.
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• You deserve to be loved.

• You have people who love and respect you.
• Always feel grateful for who you are.
• You are worthy of love.
• Always choose love over fear.
b. How do you motivate a teenager who is going through something? Positive
affirmations can help teenagers thrive through challenging times.
• You are enough.
• You do not have to change yourself to be enough.
• You are important and your presence is important to others.
• Always believe in yourself and what you can do.
• You are a good friend.
c. How do you develop a positive body image for someone? Affirmations can
help children or teens develop a positive body image.
• You should accept yourself for who you are.
• You are beautiful inside and out.
• You must not compare yourself to others.
• There is no one better to be than yourself.
• You are unique and special.
d. How do you help someone combat anxious thoughts or lack of self-
confidence? Positive affirmations can also help ease feelings of anxiety and
lack of self-confidence. Some of these affirmations are:
• It is OK if I make mistakes.
• You are safe.
• You are capable.
• You are getting better every single day.
• You can beat this!
3. Distribute handouts/resources for further learning, if necessary. This video may
also be shown: https://www.youtube.com/watch?v=BxpRVNjP4g8
Key Message: Positive affirmations are phrases repeated over time to shift thought
patterns and initiate intentional, positive change.

Session 5: Program Orientation

Specific Objectives: At the end of the session, each participant should be able to:
• Express interest in joining a program for 2024

Specific Methodology: Discussion

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Materials:
• Presentation and/or brochure
• Enlistment forms

Duration: 15 minutes

Instructions:
1. Discuss the 2024 Programs.
2. Address questions or clarifications which the caregivers may have.
3. Distribute printed and/or soft copies of 2024 program brochure
4. Ask participants to express which programs they are interested/would address
their children’s needs and interests.
5. Devise a way to gather expression of interest (may be through enlistment forms –
online or offline).

Key Message: Encouraging and motivating children to participate in programs and

activities is a way for caregivers to ensure that their children are given opportunities
to practice their right to development and participation.

References:

Childhope Philippines. (2021a, January 8). Episode 3: Ano ba ang Ibig Sabihin ng
SOGIE?. YouTube.
https://www.youtube.com/watch?v=gAwCWvrkanA&ab_channel=ChildhopePhi
lippines

Childhope Philippines. (2021b, January 8). Mga Halimbawa ng Gender Stereotypes |

Kalyeskwela session. YouTube.
https://www.youtube.com/watch?v=BjY5hhLQrMc&ab_channel=ChildhopePhili
ppines

The United Nations Convention on the rights of the child. (2005). . Office of the
Commissioner for Children.

Wirth, J. (2023). 35 Positive Affirmations to Empower Your Child. DotDash Meredith

Publishing. Retrieved on January 30, 2024. Available at: 35 Positive Affirmations
for Kids and Why They're Important (parents.com)

Annex 1: WordHunt Puzzle

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M A B U H A Y K A N P

A W T B A J K A M A R

K N T U N P J P L S O

A P A N G A L A N Y T

P L H M M M N Y L O E

A C A V B I N A M N K

G Q N R E L R P T A S

A E A Y O Y U A I L Y

R R N A S A Q A G I O

A I G L I B A N G D N

L P A N A N A W X A V

K A K A Y A H A N D M

MABUHAY LIBANG TAHANAN NASYONALIDAD

MAKAPAG-ARAL PANANAW PAMILYA PROTEKSYON

PANGALAN KAKAYAHAN KAPAYAPAAN LARO