USAPANG MAG-ANAK:

Usapang Magulang at Anak

Learning Trail on Parent-Teen Communication

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Introduction
Communication between parents and their children is critical to adolescent

sexuality and reproductive health. Often, teens turn to other sources of information

because their parents are most likely uncomfortable to discuss concerns about sex,

sexuality and romantic relationships. This creates a dangerous setting for inaccurate

knowledge and adoption of risky behaviors.

In the Philippines, it is widely accepted that parents should be the primary provider

of information on sexuality education. However, a recent study showed that Filipino

parents still feel ill equipped to engage their teens in a non-threatening discussion of

preventing teen pregnancies and sexually-transmitted infections (CHSI, 2016).

A systematic review of related literature on parenting in the Philippines stresses the

need to put into context an understanding of Filipino parenting styles and child

development outcomes (Ochoa & Torre, 2015). The researchers recommended that

intervention programs should focus on “facilitating communication between parent and

child, training parents to communicate in a non-confrontational manner, while also giving

children an opportunity to express their thoughts and feelings.”

The Learning Package on Parent Education on Adolescent Development (LPPEAD)

has helped parents in the Philippines to engage their teens in discussions about sex and

sexuality. The LPPEAD is composed of five modules. Each module is estimated to run for

an average of one hour. A full-blown LPPEAD is conducted in three days. However, because

of the inability of parents to dedicate three days to a complete LPPEAD experience,

POPCOM has looked into the possibility of developing alternative platforms for LPPEAD.

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 With funding support from the World Health Organization (WHO), the Commission

on Population embarked on a learning experiment to translate key modules from the

LPPEAD into an engaging and interactive Parent Trail, patterned after the successful U4U

(You-for-You) Teen Trail campaign, supported by the United Nations Population Fund

(UNFPA).

In June 2017, POPCOM tasked the Center for Health Solutions and Innovations

Philippines, Inc. (CHSI) to facilitate a one-week content development workshop for the

Parent Trail. As a health education platform, the Trail is imagined as a two to four hour

affair in which parents and teens separately and simultaneously move from one learning

session to another.

Baseline Study
The Information Management and Communications Division (IMCD) of POPCOM

conducted a survey among parents and local population officers who had been part of a

training program on LPPEAD in Quirino Province in Region 2. The survey assessed the

effectiveness of individual LPPEAD modules and inquired about the knowledge, attitudes

and practices of parents related to communicating with their teen children about

adolescent sexuality and reproductive health.

Content Development Workshop

CHSI facilitated a five-day workshop for selected POPCOM officers and staff who

have led in the roll-out of LPPEAD. The objective of the workshop was to design and test

the content and methodology of short interactive learning sessions for parents using the

LPPEAD modules.

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Workshop Design
1. Opening Program. POPCOM Executive Director welcomed the participants and

underscored the critical role of parent education in adolescent health and

development.

2. Positive Parenting. Participants underwent a series of structured learning

exercises to set the tone, appeal and content of the proposed Parent-Teen Trail.

a. Most Positive Word. Participants recalled the most positive advice that

his/her parent/s gave when he/she was still a teenager. They drew an

illustration or symbol of these “words of wisdom.”

b. Negative to Positive. Participants recalled the most negative remark

they got from their parents. They attempted to translate this negative

remark into a positive remark.

3. Sticky Messaging. Participants were grouped into four teams. Each team was

assigned one LPPEAD module and topics under the module. Using the KnowFeel-

Do structure, participants prepared learning objectives on knowledge, attitude

and practice related to their module and topics. They translated these objectives

into a sticky key message.

4. Blended Learning. Participants prepared learning sessions using the structure

called RAISE. RAISE stands for Release, Activity, Insight, Synthesis and

Encouragement. Groups were given challenges to guide their design. The first

challenge was to use a particular shape as part of the session: circle, square,

heart, smiley face. The second challenge was to use one communication medium

as part of the session: television, mobile phone, newspaper, radio/music. Each

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 group prepared two sets of learning sessions: parents and teens. The groups also

developed job aids for their respective sessions.

5. Pre-test. POPCOM National Capital Region invited 10 couples and their teen

children to undergo the trail. Because of lack of space, the sessions had to be

done one after the other, instead of a simultaneous, trail concept. There were

several children below 10 years who accompanied their parents. The facilitators

for the Teen learning sessions had to adjust the content and delivery of the

sessions. After the four sessions, participants prepared short letters, dedicated

either to a parent or to a child. The closing session was emotional as parents

volunteered to read their leaders to their children, and vice-versa. Parent

participants answered a short post-session evaluation to determine their

feedback about the learning experience.

6. Post-trail Feedback Survey. Nineteen parent respondents completed the post-

trail survey, evaluating each learning session based on comprehensibility,

appropriateness, delivery, clarity and logic. They rated evaluation statements

using a Likert scale of “1” being “not true” and “5” being “very true.” Overall, the

participants rated the whole experience as extremely effective with a mean score

of 4.82.

7. Branding and Positioning. Participants performed a series of Word Association

tasks. The exercises resulted in a list of words the participants associated with

the Parent-Teen Trail. “The Parent-Teen Trail is a fun and relevant program for

parents and their teens on the importance of communication about adolescent

sexuality in achieving happy and healthy relationships at home.”

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Proposed Parent-Teen Trail: Usapang Mag-Anak (Magulang at Anak)

Introduction
“Usapang Mag-anak (Magulang & Anak)” is POPCOM’s Trail on Parent-Teen

Communication. It makes use of relevant modules, concepts and messages from the

Learning Package on Parent Education on Adolescent Development (LPPEAD). POPCOM

envisions Usapang Mag-Anak as a fun and relevant learning journey for parents and their

teens on the importance of communication about adolescent sexuality in achieving happy

and healthy relationships at home.

Recommended Operational Plan

Description
Usapang Mag-Anak is a four-hour interactive learning experience for at least 10 couples

and at least one of their teen children (20 adults and 10 teens). The maximum number of

participants can be 30 couples (60 adults) and 30 teens. A short opening program will

serve as an orientation about the activity. During the simultaneous sessions, participants

will be divided into four groups. After the four learning sessions, participants will be

convened for a closing program. There will be parallel sessions for the parents and the

teens. The estimated duration of the Parent-Teen Trail is four hours.

Design Intent
The overall communication experience will be about conversations. Symbols about

conversations like dialogue balloons and quotation marks will be used to highlight the

important message of parent-teen communication. Job aids like three-panel narratives will

be used to underscore the role of communication in a parent-teen relationship.

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Participants
Participants to the Usapang Mag-anak are parents and their teens from C-D-E

income households. Parents are aged 30-55 and from both urban and rural areas. Their

children are between 10-19 years old.

Trail Facilitators
Facilitators may include POPCOM program and information officers, LGU

population officers, local health service providers, community health workers, school

teachers and parent leaders. Teen facilitators may include youth leaders who are either

students or out-of-school. They will be trained for one day before the actual conduct of

the trail.

Setting
Trail venue may include a covered court or gymnasium, government conference

halls or school classrooms. The trail may be promoted as part of the following

programs:

1. Family development sessions by the local Social Welfare and Development

Offices;

2. Community assemblies of barangays;

3. Parent-Teacher conference meetings;

4. Faith-based meetings

Budget
It is estimated that a conduct of a trail can cost between P 10,000 to P 20,000,

depending on the number of participants.

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Overview of Trail

Duration in
Minutes Parents Teens

30 Opening Program
30 Opening Session
30 Usapang Magulang Usapang Anak
30 Usapang Tungkulin Usapang Karapatan
30 Usapang Pagbabago Usapang Pagbabago
30 Usapang Dapat Pag-usapan Usapang ‘Di Pinag-uusapan
30 Closing Session

Opening Program

It is essential to start the program on a highly participatory manner. Ensure that

the preliminary program is short. Avoid having long speeches by local officials.

Acknowledge each family. Explain how the trail works.

1. Registration

2. Bring Me
2.1 Before the start of the program, play a Bring Me game.
2.2 Look for items related to being a family: family picture, PhilHealth card,
school ID, oldest unit of mobile phone

3. Opening Prayer

4. National Anthem

5. Welcome Remarks

6. Keynote Speech

7. Orientation about the Trail

7.1 Recognize all the participants by calling family names.
7.2 Divide participants into four groups.
7.3 Explain the mechanics of the trail.
7.4 Set ground rules.
7.5

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Session Guides: Magulang Track

Opening Session: Rediscovering the Journey of Adolescence

Detailed Syllabus:

1. Flashback (15 minutes)

1.1 Welcome the participants and introduce the title of the session.
1.2 Ask the participants to recall their adolescence and describe this journey,
whether that season is like:

Riding a Rollercoaster
Climbing a Mountain
Walking on a Hanging Bamboo Bridge
Going through a Long, Dark Tunnel

1.3 Introduce the activity by saying:

Adolescence is like taking a journey. Let us look back and try to capture for
ourselves what the period of adolescence feels like to each one of us.

1.4 Give the following instructions:

Just like your adolescent children, all of you have undergone the period of
adolescence. Looking back when you were younger and adolescent, how did
you generally feel during this time? Which of these four (4) illustrations best
capture your experiences as an adolescent?
Once the participants have made their choices, ask four participants (one
from each illustration/panel) to share among themselves the reason why
they chose this particular illustration. Ask them to focus on feelings and
experiences which they feel highlight what the period of adolescents
was/is like for them.

Adolescence is a tumultuous time, full of changes and transformations.

According to research, the teen brain remains under construction. Cognitive
processes such as reasoning, planning, and judgment, develop last. This
“neurohighway” interconnection is completed somewhere between ages 25 and
30.1 This might be responsible for immature and impulsive behavior and
neurobehavioral excitement during adolescent life.

The foundation for future task accomplishment among adolescents rests on the
successful performance of their developmental tasks. The essence of these
developmental tasks among adolescents are captured in the four (4) “I”.
These are - Identity, Independence, Intimacy, and Individuality. The concept
of 4Is are explained in detail but the facilitator must discuss this using keywords
so that the discussion will be brief but insightful.

1
Debra Bradley Ruder, 2008, “The Teen Brain: A Work in Progress”, Harvard Magazine (reprint).
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 1) IDENTITY – Identity becomes a central concern especially in adolescence. This is
primarily due to puberty, which makes adolescents aware that they are
becoming a ‘new someone’ while feeling confused about which path to take.

One needs to feel unique but wants to belong with peers. Exploration,
experimentation and trying on varied roles, being curious, constantly changing
interests, preferences are all part of the struggle to define one’s identity.

2) INDEPENDENCE - Adolescents want to be able to make own decisions, choose

friends, plan activities, and dream their own dreams. This quest for newfound
freedom and independence is most always played out in the home setting.
Focus shifts from family to friends as adolescents gravitate towards their
friends and spend more time with them. Movement towards independence
involves wanting to have a clearly defined space.

3) INTIMACY - Adolescents have a strong urge to develop close, personal

relationships with peers and other non-family members. Having a special friend
or being “on” with someone, makes them feel “in.” These intense feelings are
partly due to hormonal and other changes going on in their bodies. Adolescents
look for intimate relationships because they feel that others their own age are
going through similar experiences and will be able to relate with what they are
going through.

4) INDIVIDUALITY - As adolescents move through middle and late adolescence, the

tendency to submit to peer pressure declines. They begin to have a life of their
own. They no longer want to be seen as being like other people. They want to
be recognized as unique individuals.

1.6 Give about 5 minutes for individual reflection. Introduce the closing activity
by asking participants to complete the following statements.
— I learned that…
From now on:
— I will continue …
— I will start …
— I will stop …

Close the activity by stating that, “Responding to the needs of your adolescents require
a deeper understanding of what they are going through at their present stage. It is
only by having an open mind to their behaviors, their dreams and passions, and all
the things that they are going through at their current stage of development that you
as parents would know and better understand them. Thus, you would become their
partners in their development. It is, therefore, worthwhile to discover or rediscover
the journey of adolescents towards development. “
As parents you need to show to your adolescent that you CARE:
C connect and communicate with their adolescent children
A advice their adolescent that it is natural to feel confused, awkward and strange.
R reassure them that these changes are normal and part of growing up.
E encourage adolescent to talk about their feelings and ask questions about whatever
bothers and concerns them.

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Session 1: Usapang Magulang
Description:
Usapang Magulang introduces participants to four common styles of parenting. They
identify their strengths and weaknesses as a parent.

Learning Objectives:
At the end of the session, participants will be able to:

1. Identify his or her most dominant parenting style.

2. Accept his or her most positive and negative trait as a parent.
3. Prepare a single, doable action (SDA) to address negative trait.
Overview:

Minutes Activity Resources

5 I Like It! Cut-out of Facebook’s Like Icon
15 Ano’ng Style Mo? Pizza with various parenting style
10 My Pledge Note cards/Small pieces of paper

Detailed Syllabus:

1. I LIKE it! (5 minutes)

1.1 Welcome the participants and introduce the title of the session.
1.2 Show and read one dia logue balloon: (I love you, anak.).
1.3 Instruct participants to raise their Like Icon if he/she has ever said this
to his/her child.
1.4 Show and read the next dialogue balloon: (Hindi puwede!)
1.5 Show and read the next dialogue balloon: (Bahala ka.)
1.6 Show and read the next dialogue balloon: (Sorry anak.)
1.7 Read the take-home message: “May ibig sabihin ang sinasabi at di mo
sinasabi.” Ask participants for a concrete example of this message.

2. Ano’ng Style Mo? (15 minutes)

2.1 Read a situation and ask one volunteer to choose his/her response from
the choices given:

“Nagpapa-alam ang anak mo na gagawa ng homework sa bahay ng

kaklase niya. Ano ang iyong sasabihin?”

A. Sige anak. Pero kailangang tapusin niyo hanggang 6 pm. Susunduin

kita para may kasama ka pauwi at para makilala ko rin ang iyong
kaklase.

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 B. Hindi puwede. Mag-usap na lang kayo sa phone. Tapos!

C. Sige anak. Dalhin mo ang susi ng bahay para kapag ginabi ka, wag mo
na akong gisingin.

D. Bahala ka sa buhay mo.

2.2 Encourage the volunteer to explain his/her choice.

2.3 Show to the group the “Parenting Style Pizza.” Explain the different types
of “pizza” : A: Let’s Do It the Fun Way ; B: Let’s Do It My Way; C: Let’s Do
It the Right Way; and D: Let’s Do It the Easy Way

PARENTING STYLE CHARACTERISTICS

Fun Way Masayahin, positibo ang pananaw sa
buhay, madaldal, makakalimutin,
madaling magalit, paulit-ulit
My Way Mapilit sa kagustuhan, determinado,
prangka magsalita, diretso magsalita kahit
nakakasakit, laging nasusunod, mainitin
ang ulo
Right Way Laging nag-aalala, detalyado, mahusay
makiramdam, laging nagsususpetsa,
madaling masaktan
Easy Way Maluwag, malungkutin, tagapamayapa,
tagapakinig, mahiyain, walang direksyon

2.4 Show and read list of traits per parenting style.

2.5 Discuss the Five Languages of Love: (1) Words of affirmation, (2) Quality
time, (3) Receiving gifts, (4) Acts of service, and (5) Physical touch.

Love How to Actions to Things to Avoid

Languages Communicate take
Words of Encourage, affirm, Send an Non-constructive
Affirmation appreciate, unexpected criticism, not
empathize, listen note, text, or recognizing or
actively card. appreciating effort
Encourage
genuinely and
often
Physical Non-verbal Hug, kiss, hold Physical neglect,
Touch gestures: use body hands, show long stints without
language and physical intimacy, receiving
touch to affection affection coldly
emphasize love regularly
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Gift Giving Thoughtfulness, Give thoughtful Forgetting special
make your gifts and occasions,
children a priority, gestures. unenthusiastic gift
speak purposefully Small things receiving
matter in a big
way.
Express
gratitude when
receiving a gift.
Quality Time Uninterrupted and Create special Distractions when
focused moments spending time
conversations, together, take together,
one-on-one time is walks and do long stints without
critical small things one-on-one time
with your
adolescent
teens.
Have some
weekend
getaways.
Acts of Service Use action phrases Do chores Making the
like “I’ll help…” together or requests of others a
They want to know cook them higher priority,
you’re with them, breakfast, lacking follow-
partnered with lunch or through on tasks,
them. dinner. Go out big and small.
of your way to
help alleviate
their daily
workload or
studies.

Based from the “5 Languages of Love” by Gary Chapman.

Say, “Bawat isa sa atin ay may iba’t ibang paraan kung paano natin
maipapakita ang pagmamahal natin sa ating asawa o sa ating mga
anak. May mga “expressive,” at mayroon ding hindi. May mas
naipapakita ang pag-ibig sa pamamagitan ng aksyon at may iba
naman sa pamamagitan ng emosyon.”

2.6 Show picture of small bird that lies on a hand. Explain what will
happen to the small bird if the hands are hardly or lightly pressed on it.
Say, “Walang perpektong magulang. Wala ding perpektong anak.
Maaari tayong magpaiba-iba ng ugali depende sa sitwasyon at
pagkakataon.”

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3. My Pledge (10 minutes)
3.1 Give each participant a dialogue balloon.
3.2 Ask participants to write down negatives traits that they can identify and
how they will improve it.
3.3 Ask volunteers to share what they wrote on the cards.
3.4 Then, ask participants to complete the following statement:

I give love by __________________________________________.

I receive love through_________________________________.

3.5 Ask a volunteer to share how he/she gives and receives love.
3.6 Thank all participants for sharing their insights.
3.7 Share and repeat the take-home message.

Reminders to the Facilitator/s:

1. Let participants discover their own parenting style. Avoid dictating or appointing
the style.
2. Listen attentively to the responses of participants.

References:

Baumrind, D. (1967). Child care practices anteceding three patterns of preschool

behavior. Genetic Psychology Monographs, 75(1), 43-88.

Ochoa, D. & Torre, B. (2016). Parenting research in the Philippines: A review of the
literature from 2004 to 2014. Quezon City: Philippine Educational Theater Association.

https://www.parentingforbrain.com/4-baumrind-parenting-styles/
https://psychcentral.com/quizzes/parenting-style.htm

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Session 2: Usapang Tungkulin

Description:
Usapang Tungkulin discusses the threats to Filipino teens and the responsibilities that
parents have in giving their children the best quality of life possible within their means.

Learning Objectives:
At the end of the session, participants will be able to:

1. Identify the threats and challenges affecting Filipino teens;

2. Feel confident to fulfil responsibilities as parents to their teen children;
3. Commit to apply coping mechanisms to overcome these threats and challenges.
Overview:
Minutes Activity Resources
5 Heartless Headlines News headlines
10 Pamilya Patrol Questions
10 Rights and Responsibilities Illustrations of children’s rights
5 Tribute Short film, Parangal (Jollibee)

Detailed Syllabus:

1. Heartless Headlines (5 minutes)

1.1 Welcome the participants and introduce the title of the session.
1.2 Show the headlines and ask participants to read them aloud like a
newscaster:
- 1 sa 10 batang babae (15-19), Buntis na
- 30 kaso ng HIV/AIDS, dagdag kada araw
- No Parent Around (NPA), dumadami
- Drugs, Talamak pa rin kahit may tukhang
- Dalaga inAbuso ng tambay
1.3 From the headlines, show that some letters are in bold capital form. These
letters form the word: B-A-N-T-A. Elaborate shortly the headlines and
explain that these are the threats that may affect the future of Filipino
teens.

THREAT
Rising incidence of early
sexual involvement and
teen pregnancy
EXPLANATION
-Too early sexual involvement may cause
guilt and anxiety that will result to damaging
effects on the adolescents’ self-image and
self-esteem.
-Pregnancy for an adolescent, especially if
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 unwed, is extremely stressful and
emotionally devastating (negative reaction
of family and friends, unwillingness of the
father to assume responsibility of the
unborn child, fear of scandal and being
ostracized, shame or guilty, leave schooling,
greater health risks, and others)
-When faced with this situation, parents
should listen to what their adolescent child
is saying or not saying.
HIV/AIDS -Sexually transmitted infections (STIs) are
infections spread through sexual activity.
There are many kinds of STIs. One of the
most serious infections that people can
acquire through sex is HIV, the virus that
causes AIDS. Nowadays we have a high rate
of HIV infection among our young people.
-The surest way to avoid getting or
transmitting an STI is not to have sex.
Everyone has the right to refuse unsafe sex
or sex that is unwanted for any reason.
- HIV (human immunodeficiency virus) is a
virus that attacks and breaks down a
person’s immune system. When the immune
system becomes weak from HIV, the body
can no longer fight off illness and may
develop serious, often life-threatening,
infections and cancers. This condition is
known as AIDS (acquired immune deficiency
syndrome). People with HIV may also be
diagnosed with AIDS if their blood tests
show that their cells that fight diseases have
fallen below a certain number.
- HIV is present in the bodily fluids of
persons infected with the virus. A person
who is HIV positive can pass the virus to
others through their semen (including the
pre-ejaculate), vaginal secretions, breast
milk, or blood. The virus is most commonly
transmitted through the exchange of semen
and vaginal secretions during sex. HIV is
transmitted not only through vaginal or anal
sex between a man and a woman; it can also
be transmitted through anal sex between
two men. HIV can also be passed to others
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 by transfusion of infected blood or by
sharing needles with an infected individual
for drug or steroid use, body piercing, or
tattooing. HIV can also be passed from an
HIV-positive mother to her baby during
pregnancy, delivery, or breastfeeding. Oral
sex also carries some risk for HIV
transmission.
Parental Absenteeism -The emerging trend of parents working
abroad or away from their children for the
financial stability of their family has caused
enormous problems in the family. It may be
an opportunity to solve poverty but it keeps
the family apart.
Substance Abuse/ -Substance abuse refers to continued use of
Addiction substances that affect the way a user
functions physically and socially. It results in
social or occupational impairment.
-The negative effects of drug use are:
damage to the central nervous system and
brain, inclination to commit crime,
depression, lack of sleep, and fatigue to
name a few.
Violence Violence takes place inside and outside of
the house. Some of the violence are: rape,
incest, sexual harassment, spouse battering,
and physical, verbal, psychological, and
economic abuse.
Other threats -Exposure to environmental hazard and
degradation poses a real threat to present
and future generations, in terms of food
security. Health, and safety from natural
calamities.
-Economic difficulties result to children
being malnourished, cannot go to school and
instead work for the family to cope with
daily living.
-Too much use of television and social media
leads to exposure to violent crimes and sex.
It also threatened family time.
SOURCES:
LPPEAD Module 2 and SHAPE Module 2

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2. Pamilya Patrol (10 minutes)
2.1 Let participants work in pairs or trios. Assign them their topic for the
tableau (Effect of the threats to them and their families).
2.2 Ask them to paint a picture through bodily gestures and facial expressions
rather than words. They will create a picture to capture and communicate
the meaning of the concept.
2.3 Then, ask for two volunteers who will be Guest Resource Persons to
elaborate the topic on your “Talk Show.”
2.4 Focus on the topic of the interview: “Maagang Pagbubuntis” or Teen
Pregnancy.
2.5 Begin the interview by asking about the participants’ respective families.
2.6 Ask the following questions and make the discussion short but lively like
in a radio or TV interview:
2.6.1 (Top of mind awareness) --- Ano ang unang pumapasok sa iyong
isip kapag narinig mo ang tungkol sa (topic, for example, maagang
pagbubuntis)?
2.6.2 (Knowledge about the topic) --- Ano ang karaniwang nangyayari sa
buhay ng isang kabataan kung siya ay mabuntis o makabuntis?
2.6.3 (Personal reflection) --- Kung ito ay mangyari sa iyong sariling
anak, ano ang una mong sasabihin sa kanya? Ano ang gagawin mo?
2.6.4 (Recommended prevention) --- Ano ang maipapayo mo sa ibang
mga magulang para mailigtas ang kanilang anak mula sa maagang
pagbubuntis?
2.7 Encourage other participants to give “phone-in” questions.
2.8 Conclude the interview by thanking the guests and give your parting
message: “Kayang kaya ang mga pagsubok sa buhay kung ang
pagmamahalan sa loob ng pamilya ay wagas.”

3. Right to a Loving and Caring Family (10 minutes)

3.1 Show video (produced by POPCOM Region IX, “Mi Familia, Mi Advocacia”)
about the rights of a child.
3.1.1 Right to be protected from abuse, neglect and violence
3.1.2 Right to a loving and caring family
3.1.3 Right to be educated
3.1.4 Right to have good health
3.1.5 Right to be heard
3.2 Divide the participants into five groups. Each group will discuss one right
and talk about their responsibilities as parents.
3.3 After five minutes, each group will recite this responsibility: Bilang
magulang, tungkulin namin na ______________________________.

3. Tribute (5 minutes)
3.1 Watch the short film, “Parangal.”
3.2 Get reactions from the participants about the film.
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 3.3 Give your take-away message: “Tungkulin ng magulang na
igalang ang karapatan ng anak. Tungkulin ng anak na igalang
ang kanyang magulang.”

Reminders to the Facilitator/s:

1. Be conscious of time limit. Avoid giving a lengthy lecture on rights and

responsibilities.
2. Encourage participants to write down comments.
3. Use a parking wall for discussion points not covered by the topic of the session.

References:
UNFPA. (2014). The power of 18 billion: Adolescent, youth and the transformation of
the future. New York: UNFA. Accessed at
https://www.unfpa.org/sites/default/files/pub-pdf/EN-SWOP14-
Report_FINALweb.pdf
https://www.unicef.org/crc/

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Session 3: Usapang Pagbabago

Description:
Usapang Pagbabago brings participants to a basic understanding of puberty and all the
critical physical and physiological changes that happen to a teenager’s body.

Learning Objectives:
At the end of the session, participants will be able to:

1. Discuss the various physical and physiological changes that an adolescent will
undergo;
2. Express confidence in discussing comfortably the various changes;
3. Respond to queries and explain information that are scientific and age-
appropriate.
Overview:
Time Activity Resources
10 #THROWBACK Rectangular placards with labels (AKO YAN at HINDI AKO
YAN)
10 Metahuman Life-size newspaper cut-outs of male and female silhouette,
rectangular metacards with labels of physical and
physiological changes, masking/scotch tape, pentel pen or
scissors, envelopes/box for the labels
10 Bakit U4U Bakit videos

Detailed Syllabus:

1. #THROWBACK (10 minutes)

1.1 Welcome participants and introduce the session:

“Tulad ng inyong mga anak, kayo rin ay dumaan sa pagbibinata at pagdadalaga.

Kumusta kaya tayo noon? Mayroon akong babasahin tungkol sa mga nangyari
noong tayo ay binata at dalaga pa. Kung ang binasa ko ay tungkol sa iyo, pumili ka
dito sa AKO YAN. Kung hindi naman, pumila ka dito sa HINDI AKO YAN.

1.2 Show the two rectangular placards with AKO YAN and HINDI AKO YAN
labels,
1.3 Read the statements one by one:
• Nung ako ay unang niregla/wet dreams, nagsabi ako kay nanay at
tatay.
• Nung may tano ng ako sa usaping sex, lumapit ako kay nanay at
tatay.
• Nung akoý nanligaw/ naligawan, ipinakilala ko siya kay nanay at tatay.

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 • Nung ako ay may problema o pinagdadaanan, kay nanay o tatay ako
lumalapit.
• Noong ako ay may gigimik with friends, nagpapaalam ako kay nanay at
tatay?

1.4 Ask one or two participant/s to explain their answer/response every after
each statement and
1.5 Process the activity by discussing who their sources of information were
when they were growing up and had questions about the changes in their
body.

2. Metahuman (5 minutes)
2.1 Introduce this activity as a race between two groups;
2.2 Post the life-size images of male and female;
2.3 Tell the participants that they will be divided into two groups. One group
will be assigned to work on the male and the other on the female;
2.4 Provide each group with a box filled with rectangular cards printed with
different physical and physiological changes that occur during puberty on
both male and female;
2.5 Instruct each group to pick appropriate cards and post it to the
corresponding body part where these changes happen. They have 60
seconds to do it.
2.6 Assign one reporter per group to present their output and
2.7 The group with the most number of correct placements wins the game.

Physical Changes (Relate to the development of an adolescent)

BODY PART GIRLS BOY

Skin Skin becomes oily sometimes with Skin becomes oily sometimes with
pimples and acne pimples and acne

Hair Hair increases on legs, underarms Hair increases on legs, chest, face,
and pubic area underarms and in pubic area

Breast Enlargement of the nipple, breasts Enlargement of the nipple, breasts

grow grow
Body Size Roundness of hips, shoulders Shoulders and chest broaden,
broaden, weight and height increase muscles become stronger, weight
and height increase growth of
Adam’s Apple
Perspiration Perspiration increases and body Perspiration increases and body
odor may be experienced odor may be experienced

Voice Voice deepens slightly Voice deepens and may crack

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Physical Changes

BODY PART GIRLS BOY

Sexual Organs Period of menstruation begins Nocturnal emissions of wet dreams

(menarche – first menstruation)
Note to facilitator: Highlight menstruation and wet dreams as start of fertility. If sexual
intercourse happens during this time, the female can get pregnant and the male can
impregnate a woman.
Physiological Changes for both boys and girls
• Mood swings
• Prefers to be with friends/peers
• Obsession about appearances
• Trying on different roles and identities
Differences between sex and gender
• Sex is a term referring to the biological difference between women and men. It
focuses on the physical attributes of an individual’s body contours, features,
genital hormones, genes, chromosomes, and reproductive organs. It associates an
individual to the female or male attribute. It is unchangeable and universal.
• Gender is a social construct. It classifies individuals as either being masculine or
feminine. A person’s gender may change over time. Feminine and masculine
traits often differ across societies and cultures.

3. Bakit? (15 minutes)

3.1 Ask the participants how they felt while undergoing the activity (Was it
easy? Difficult? Why?)
3.2 Process the activity by identifying all the physical and physiological
changes happening during adolescence;
3.3 Ask participants which change they think their teens are eager to know
about.
3.4 Show them a metacard with the big word: BAKIT? Put the metacard near
a change on the human paper.
3.4.1 Bakit may regla ang babae?
3.4.2 Bakit may Adam’s apple ang lalaki?

3.5 Ask participants which question about changes would be most difficult for
them to answer (if asked by their teens).
3.6 Show the short animated videos, “Bakit matigas pag umaga?” and “Bakit
girls lang ang may regla?”

3.7 Link the insights from this activity to the session saying:
“Lahat tayo ay nagbinata at nagdalaga. Sabayan natin ang ating mga
anak sa kanilang paglalakbay bilang kanilang gabay.”

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Reminders:

1. Observe culture and gender-sensitivity.

2. Avoid double-meanings and toilet humor.
3. Use correct terms in identifying body parts and other sexuality-related concepts.
4. Always ask the participants how they felt and what they learned from the
previous session.
5. Be mindful of the time allotted for each activity.

References:

• Learning Package on Parenting Education on Adolescent Health and

Development (LPPEAHD)
• 1st Ed of Sexually Healthy and Personally Effective (SHAPE)

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Session 4: Usapang Dapat Pag-usapan

Description:
Usapang Dapat Pag-usapan helps participants identify teachable moments. Teachable
moments are opportunities at home when they can begin talking to their teens about
sex and sexuality in a non-threatening fashion.

Learning Objectives:
At the end of the session, participants will be able to:

1. Identify concrete teachable moments to discuss sex and sexuality with their teens;
2. Express willingness to initiate this conversation with their teens;
3. Choose a single doable teaching moment.

Overview:

Minutes Activity Resources

5 Kumustahan Emoticons
10 Kaya Ko Yan 1-2-3 Chairs marked with numbers 1 to 3
15 Time to Talk videos Infomercials/videos

Detailed Syllabus:

1. Kumustahan (5 minutes)

1.1 Pick an emoticon (happy, sad, angry, fear, and neutral or poker) that
describes the status of parent-adolescent relationship.
1.2 Ask for volunteers to share their emoticons.
1.3 Process the sharing.
1.4 Proceed to the next activity.

2. Kaya Ko Yan 1-2-3-4-5 (10 minutes)

2.1 Welcome participants and introduce the session.

2.2 Show the five chairs with the corresponding numbers and labels.
2.2.1 Chair 1: Wala
2.2.2 Chair 2: Gusto
2.2.3 Chair 3: Kayang-kaya
2.3 Ask participants to line up behind the chair that describes their own
capacity in relation to a given conversation setting.
2.3.1 Kausapin ang aking anak tungkol sa kanyang crush.
2.3.2 Kausapin ang aking anak tungkol sa kanyang love life.
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 2.3.3 Kausapin ang aking anak kung paano nabubuntis ang isang babae.
2.3.4 Kausapin ang aking anak kung paano nakukuha ang HIV.
2.4 Let participants line up properly after each situation.
2.5 Ask one or two participants after each situation.
2.6 Synthesize the process by discussing:
2.6.1 Ano’ng kwentuhan ang kayang-kaya nang gawin? Bakit?
2.6.2 Ano’ng kwentuhan ang hindi pa nangyayari? Bakit?

3. Time to Talk (15 minutes)

3.1 Show the video: Tang #WeAreHomemade: Homemade Hero (Efren
Peñaflorida’s true-to-life story)
3.2 Ask the following questions:
3.2.1 Ano ang naramdaman pagkatapos mapanood ang video?
3.2.2 Paano pinayuhan ng nanay ang kaniyang anak?
3.3 Show the video: Lucky Me! "HapagUsapan" Commercial #faMEALy
#HapagUsapan
3.3.1 Ano ang naramdaman pagkatapos mapanood ang video?
3.3.2 Ano ang nagagawa kapag hindi nakakausap ng maayos ang anak
tungkol sa problema o pinagdadanan nila?
3.4 Process the activity by asking:
3.4.1 Ano ang ginagawa nila noong sila ay nagkukuwentuhan?
3.4.2 Anu-ano pang mga eksena sa bahay at sa buhay niyo ang
puwedeng maging pagkakataon na makapag-usap kayo ng iyong
anak tungkol sa kanyang:

• Crush o love life

• Kasarian
• Pagbabago sa katawan
• Sex at pagbubuntis
3.5 Divide the participants into four groups. Each group will think of this
“teachable moment” and discuss how they will start this conversation,
what important information they need to share.
3.6 Have each group share to the whole class their teachable moment.
3.7 Close the session by saying that, “Mahirap maging magulang lalo na
kung wala kang pakialam. Ikaw ang pangunahing tagapagturo
tungkol sa sekswalidad ng iyong anak.”

A sk your adolescent what they think about things, issues, happenings, trends
or anything they want to talk about. Take the initiative to start a conversation.
R ecognize/Find “teachable moments”.
T ake time to remind your adolescent that you are there for them if they ever
have any questions about anything. When they approach you, always make
time for them to answer patiently and truthfully.

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Reminders to the Facilitator/s:

1. Avoid toilet humor to reinforce the message that talking about sex and sexuality
should be done in a non-threatening, non-malicious setting.

References:
https://www.youtube.com/watch?v=RjmVnjCStoM
https://www.youtube.com/watch?v=o6AhFsmQtB8

Closing Session: #LifeGoals (15 minutes)

1. Wrap up the sessions by enumerating the highlights of the previous activities.

2. Ask the participants how they feel after all the activities/inputs have been
provided. Choose an emoticon that represents their feeling.
3. Emphasize the importance of providing time for chat time.
4. Proceed to the final activity, #LifeGoals.
5. Open the activity by stating, “Bilang magulang, mayroon tayong mga
pangarap para sa ating mga anak at pamilya. Mahalaga ang pagpaplano
upang makamit ang mga ito.”
6. Ask them to fill up a vision board, by answering the following Guide Questions:
What is my dream for my children and my family?
What will I do to achieve my dream?
7. Process the activity by stating that, “Your dream depends on the choices that
you make today. Every decision, whether big or small, will lead to a future
that you dream of.” (“Ang katuparan ng inyong pangarap ay naka-depende
sa mga desisyong inyong gagawin sa kasalukuyan.”)

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Session Guides: Anak Track

Opening Session: The Journey of Adolescence

Detailed Syllabus:

1. #ATM (15 minutes)

1.1 Welcome the participants and introduce the title of the session.
1.2 Ask the participants to recall their adolescence and describe this journey,
whether that season is like:

Riding a Rollercoaster
Climbing a Mountain
Walking on a Hanging Bamboo Bridge
Going through a Long, Dark Tunnel

1.3 Introduce the activity by saying:

Adolescence is like taking a journey. Let us look back and try to capture for
ourselves what the period of adolescence feels like to each one of us.

1.4 Give the following instructions:

As an adolescent, how did you generally feel during this time of your journey?
Which of these four (4) illustrations best capture your experiences as an
adolescent?
Once the participants have made their choices, ask four participants (one
from each illustration/panel) to share among themselves the reason why
they chose this particular illustration. Ask them to focus on feelings and
experiences which they feel highlight what the period of adolescents
was/is like for them.

Adolescence is a tumultuous time, full of changes and transformations.

According to research, the teen brain remains under construction. Cognitive
processes such as reasoning, planning, and judgment, develop last. This
“neurohighway” interconnection is completed somewhere between ages 25 and
30.2 This might be responsible for immature and impulsive behavior and
neurobehavioral excitement during adolescent life.

The foundation for future task accomplishment among adolescents rests on the
successful performance of their developmental tasks. The essence of these
developmental tasks among adolescents are captured in the four (4) “I”.
These are - Identity, Independence, Intimacy, and Individuality. The concept
of 4Is are explained in detail but the facilitator must discuss this using keywords
so that the discussion will be brief but insightful.

2
Debra Bradley Ruder, 2008, “The Teen Brain: A Work in Progress”, Harvard Magazine (reprint).
Page 27 of 50
 5) IDENTITY – Identity becomes a central concern especially in adolescence. This is
primarily due to puberty, which makes adolescents aware that they are
becoming a ‘new someone’ while feeling confused about which path to take.

One needs to feel unique but wants to belong with peers. Exploration,
experimentation and trying on varied roles, being curious, constantly changing
interests, preferences are all part of the struggle to define one’s identity.

6) INDEPENDENCE - Adolescents want to be able to make own decisions, choose

friends, plan activities, and dream their own dreams. This quest for newfound
freedom and independence is most always played out in the home setting.
Focus shifts from family to friends as adolescents gravitate towards their
friends and spend more time with them. Movement towards independence
involves wanting to have a clearly defined space.

7) INTIMACY - Adolescents have a strong urge to develop close, personal

relationships with peers and other non-family members. Having a special friend
or being “on” with someone, makes them feel “in.” These intense feelings are
partly due to hormonal and other changes going on in their bodies. Adolescents
look for intimate relationships because they feel that others their own age are
going through similar experiences and will be able to relate with what they are
going through.

8) INDIVIDUALITY - As adolescents move through middle and late adolescence, the

tendency to submit to peer pressure declines. They begin to have a life of their
own. They no longer want to be seen as being like other people. They want to
be recognized as unique individuals.

1.6 Give about 5 minutes for individual reflection. Introduce the closing activity
by asking participants to complete the following statements.
— I learned that…
From now on:
— I will continue …
— I will start …
— I will stop …

Close the activity by stating that, “As adolescents you need to have a deeper
understanding of what you are going through at their present stage. It is only by
having an open mind to what you are going through at this current stage of
development that you would know yourself better and understand this journey.“
As adolescents, you need to remember that you CARE:
C consider the stages that you are going through and understand that it is a normal part
of growing up
A acknowledge that it is natural to feel confused, awkward and strange.
R be reassured that these changes are normal.
E you are encouraged to talk about your feelings and ask questions about whatever
bothers and concerns you.

Page 28 of 50
Session 1: Usapang Anak
Description:
Usapang Anak introduces participants to four common styles of personality. They
identify their strengths and weaknesses as an adolescent.

Learning Objectives:
At the end of the session, participants will be able to:

1. Identify the most dominant personality type;

2. Accept the most positive trait;
3. Prepare a single, doable action (SDA) to address negative traits.
Overview:

Minutes Activity Resources

5 I Like It! Cut-out of Facebook’s Like Icon
15 Ano’ng Style Mo? Pizza with various personality traits
10 My Pledge Note cards/Small pieces of paper

Detailed Syllabus:

1. I LIKE it! (5 minutes)

1.1 Welcome the participants and introduce the title of the session.
1.2 Show and read one dialogue balloon: (I love you, nanay/ tatay.).
1.3 Instruct participants to raise their Facebook’s Like Icon if he/she has ever
said this to his/her parents.
1.4 Show and read the next dialogue balloon: (Ayaw ko!)
1.5 Show and read the next dialogue balloon: (Bahala kayo.)
1.6 Show and read the next dialogue balloon: (Sorry.)
1.7 Read the take-home message: “May ibig sabihin ang sinasabi at di mo
sinasabi.” Ask participants for a concrete example of this message.

2. Ano’ng Style Mo? (15 minutes)

2.1 Read a situation and ask one volunteer to choose his/her response from
the choices given:

“Hindi ka pinayagan ng magulang mo na umalis kasama ang iyong

barkada. Ano ang iyong sasabihin o gagawin?”

Encourage the volunteer to explain his/her choice.

Page 29 of 50
2.2 Show to the group the “Personality Style Pizza.” Explain the different
types of “pizza” : A: Let’s Do It the Fun Way ; B: Let’s Do It My Way; C:
Let’s Do It the Right Way; and D: Let’s Do It the Easy Way

PARENTING STYLE CHARACTERISTICS

Fun Way Masayahin, positibo ang pananaw sa
buhay, madaldal, makakalimutin,
madaling magalit, paulit-ulit
My Way Mapilit sa kagustuhan, determinado,
prangka magsalita, diretso magsalita kahit
nakakasakit, laging nasusunod, mainitin
ang ulo
Right Way Laging nag-aalala, detalyado, mahusay
makiramdam, laging nagsususpetsa,
madaling masaktan
Easy Way Maluwag, malungkutin, tagapamayapa,
tagapakinig, mahiyain, walang direksyon

2.3 Show and read list of traits per personality types.

2.4 Ask also what parenting style their respective parents may have.
2.5 Discuss the Five Languages of Love: (1) Words of affirmation, (2) Quality
time, (3) Receiving gifts, (4) Acts of service, and (5) Physical touch.

Love How to Actions to Things to Avoid

Languages Communicate take
Words of Encourage, affirm, Send an Non-constructive
Affirmation appreciate, unexpected criticism, not
empathize, listen note, text, or recognizing or
actively card. appreciating effort
Encourage
genuinely and
often
Physical Non-verbal Hug, kiss, hold Physical neglect,
Touch gestures: use body hands, show long stints without
language and physical intimacy, receiving
touch to affection affection coldly
emphasize love regularly
Gift Giving Thoughtfulness, Give thoughtful Forgetting special
make your gifts and occasions,
children a priority, gestures. unenthusiastic gift
speak purposefully Small things receiving
matter in a big
way.

Page 30 of 50
 Express
gratitude when
receiving a gift.
Quality Time Uninterrupted and Create special Distractions when
focused moments spending time
conversations, together, take together,
one-on-one time is walks and do long stints without
critical small things one-on-one time
with your
adolescent
teens.
Have some
weekend
getaways.
Acts of Service Use action phrases Do chores Making the
like “I’ll help…” together or requests of others a
They want to know cook them higher priority,
you’re with them, breakfast, lacking follow-
partnered with lunch or through on tasks,
them. dinner. Go out big and small.
of your way to
help alleviate
their daily
workload or
studies.

Say, “Walang perpektong magulang. Wala ding perpektong anak.

Maaari tayong magpaiba-iba ng ugali depende sa sitwasyon at
pagkakataon. Mahalaga na mahalin at igalang natin ang isa’t isa.
Kailangan na maayos na pag-usapan ang mga bagay at di
pagkakaunawaan.”

3. My Pledge (10 minutes)

3.1 Give each participant a dialogue balloon.
3.2 Ask participants to write down negatives traits that they can identify and
how they will improve it.
3.3 Ask volunteers to share what they wrote on the cards.
3.4 Then, ask participants to complete the following statement:

I give love by __________________________________________.

I receive love through_________________________________.

3.5 Ask a volunteer to share how he/she gives and receives love.
3.6 Thank all participants for sharing their insights.
Page 31 of 50
 3.7 Share and repeat the take-home message.

Reminders to the Facilitator/s:

1. Let participants discover their own parenting style. Avoid dictating or appointing
the style.
2. Listen attentively to the responses of participants.

References:

Baumrind, D. (1967). Child care practices anteceding three patterns of preschool

behavior. Genetic Psychology Monographs, 75(1), 43-88.

Ochoa, D. & Torre, B. (2016). Parenting research in the Philippines: A review of the
literature from 2004 to 2014. Quezon City: Philippine Educational Theater Association.

https://www.parentingforbrain.com/4-baumrind-parenting-styles/
https://psychcentral.com/quizzes/parenting-style.htm

Page 32 of 50
Session 2: Usapang Karapatan

Description:
Usapang Karapatan discusses the rights of Filipino children. Participants are also
encouraged to do their part by identifying their obligations and responsibilities as
children in their respective families.

Learning Objectives:
At the end of the session, participants will be able to:

1. Identify the threats and challenges affecting Filipino teens;

2. Feel confident to fulfil responsibilities attached to their rights as teens;
3. Commit to perform one responsibility to the best of their abilities.
Overview:
Minutes Activity Resources
5 Heartless Headlines News headlines
10 Pamilya Patrol Questions
10 Rights and Responsibilities Illustrations of children’s rights
5 Tribute Short film, Parangal (Jollibee)

Detailed Syllabus:

1. Heartless Headlines (5 minutes)

1.1 Welcome the participants and introduce the title of the session.
1.2 Show the headlines and ask participants to read them aloud like a
newscaster:
- 1 sa 10 batang babae (15-19), Buntis na
- 30 kaso ng HIV/AIDS, dagdag kada araw
- No Parent Around (NPA), dumadami
- Drugs, Talamak pa rin kahit may tukhang
- Dalaga inAbuso ng tambay
1.3 From the headlines, show that some letters are in bold capital form. These
letters form the word: B-A-N-T-A. Elaborate shortly the headlines and
explain that these are the threats that may affect the future of Filipino
teens.

THREAT
Rising incidence of early
sexual involvement and
teen pregnancy
EXPLANATION
-Too early sexual involvement may cause
guilt and anxiety that will result to damaging
effects on the adolescents’ self-image and
self-esteem.
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 -Pregnancy for an adolescent, especially if
unwed, is extremely stressful and
emotionally devastating (negative reaction
of family and friends, unwillingness of the
father to assume responsibility of the
unborn child, fear of scandal and being
ostracized, shame or guilty, leave schooling,
greater health risks, and others)
-When faced with this situation, parents
should listen to what their adolescent child
is saying or not saying.
HIV/AIDS -Sexually transmitted infections (STIs) are
infections spread through sexual activity.
There are many kinds of STIs. One of the
most serious infections that people can
acquire through sex is HIV, the virus that
causes AIDS. Nowadays we have a high rate
of HIV infection among our young people.
-The surest way to avoid getting or
transmitting an STI is not to have sex.
Everyone has the right to refuse unsafe sex
or sex that is unwanted for any reason.
- HIV (human immunodeficiency virus) is a
virus that attacks and breaks down a
person’s immune system. When the immune
system becomes weak from HIV, the body
can no longer fight off illness and may
develop serious, often life-threatening,
infections and cancers. This condition is
known as AIDS (acquired immune deficiency
syndrome). People with HIV may also be
diagnosed with AIDS if their blood tests
show that their cells that fight diseases have
fallen below a certain number.
- HIV is present in the bodily fluids of
persons infected with the virus. A person
who is HIV positive can pass the virus to
others through their semen (including the
pre-ejaculate), vaginal secretions, breast
milk, or blood. The virus is most commonly
transmitted through the exchange of semen
and vaginal secretions during sex. HIV is
transmitted not only through vaginal or anal
sex between a man and a woman; it can also
be transmitted through anal sex between
Page 34 of 50
 two men. HIV can also be passed to others
by transfusion of infected blood or by
sharing needles with an infected individual
for drug or steroid use, body piercing, or
tattooing. HIV can also be passed from an
HIV-positive mother to her baby during
pregnancy, delivery, or breastfeeding. Oral
sex also carries some risk for HIV
transmission.
Parental Absenteeism -The emerging trend of parents working
abroad or away from their children for the
financial stability of their family has caused
enormous problems in the family. It may be
an opportunity to solve poverty but it keeps
the family apart.
Substance Abuse/ -Substance abuse refers to continued use of
Addiction substances that affect the way a user
functions physically and socially. It results in
social or occupational impairment.
-The negative effects of drug use are:
damage to the central nervous system and
brain, inclination to commit crime,
depression, lack of sleep, and fatigue to
name a few.
Violence Violence takes place inside and outside of
the house. Some of the violence are: rape,
incest, sexual harassment, spouse battering,
and physical, verbal, psychological, and
economic abuse.
Other threats -Exposure to environmental hazard and
degradation poses a real threat to present
and future generations, in terms of food
security. Health, and safety from natural
calamities.
-Economic difficulties result to children
being malnourished, cannot go to school and
instead work for the family to cope with
daily living.
-Too much use of television and social media
leads to exposure to violent crimes and sex.
It also threatened family time.
SOURCES:
LPPEAD Module 2 and SHAPE Module 2

Page 35 of 50
2. Pamilya Patrol (10 minutes)
2.1 Let participants work in pairs or trios. Assign them their topic for the
tableau (Effect of the threats to them and their families).
2.2 Ask them to paint a picture through bodily gestures and facial expressions
rather than words. They will create a picture to capture and communicate
the meaning of the concept.
2.3 Then, ask for two volunteers who will be Guest Resource Persons to
elaborate the topic on your “Talk Show.”
2.4 Focus on the topic of the interview: “Maagang Pagbubuntis” or Teen
Pregnancy.
2.5 Begin the interview by asking about the participants’ respective families.
2.6 Ask the following questions and make the discussion short but lively like
in a radio or TV interview:
2.6.1 (Top of mind awareness) --- Ano ang unang pumapasok sa iyong
isip kapag narinig mo ang tungkol sa (topic, for example, maagang
pagbubuntis)?
2.6.2 (Knowledge about the topic) --- Ano ang karaniwang nangyayari sa
buhay ng isang kabataan kung siya ay mabuntis o makabuntis?
2.6.3 (Personal reflection) --- Kung ito ay mangyari sa iyong sariling
anak, ano ang una mong sasabihin sa kanya? Ano ang gagawin mo?
2.6.4 (Recommended prevention) --- Ano ang maipapayo mo sa ibang
mga magulang para mailigtas ang kanilang anak mula sa maagang
pagbubuntis?
2.7 Encourage other participants to give “phone-in” questions.
2.8 Conclude the interview by thanking the guests and give your parting
message: “Kayang kaya ang mga pagsubok sa buhay kung ang
pagmamahalan sa loob ng pamilya ay wagas.”

3. Right to a Loving and Caring Family (10 minutes)

3.1 Discuss: Paano ba pinapakita ng magulang ang pagmamahal sa anak?
3.2 Show video (produced by POPCOM Region IX, “Mi Familia, Mi Advocacia”)
about the rights of a child.
3.2.1 Right to be protected from abuse, neglect and violence
3.2.2 Right to a loving and caring family
3.2.3 Right to be educated
3.2.4 Right to have good health
3.2.5 Right to be heard
3.3 Divide the participants into five groups. Each group will discuss one right
and talk about their responsibilities as parents.
3.4 After five minutes, each group will recite this responsibility: Bilang anak,
karapatan naming ________________ at tungkulin namin na
______________________________.

Page 36 of 50
 4. Tribute (5 minutes)
4.1 Watch the short film, “Parangal.”
4.2 Get reactions from the participants about the film.
4.3 Give your take-away message: “Tungkulin ng magulang na
igalang ang karapatan ng anak. Tungkulin ng anak na igalang
ang kanyang magulang.”

Reminders to the Facilitator/s:

4. Be conscious of time limit. Avoid giving a lengthy lecture on rights and

responsibilities.
5. Encourage participants to write down comments.
6. Use a parking wall for discussion points not covered by the topic of the session.

References:
UNFPA. (2014). The power of 18 billion: Adolescent, youth and the transformation of
the future. New York: UNFA. Accessed at
https://www.unfpa.org/sites/default/files/pub-pdf/EN-SWOP14-
Report_FINALweb.pdf
https://www.unicef.org/crc/

Page 37 of 50
Session 3: Usapang Pagbabago

Description:
Usapang Pagbabago brings participants to a basic understanding of puberty and all the
critical physical and physiological changes that happen to a teenager’s body.

Learning Objectives:
At the end of the session, participants will be able to:

1. Discuss the various physical and physiological changes that an adolescent will
undergo;
2. Express confidence in discussing comfortably the various changes;
3. Identify information they wish their parents will provide to them.
Overview:
Time Activity Resources
10 #THROWBACK Rectangular placards with labels (AKO YAN at HINDI AKO
YAN)
10 Metahuman Life-size newspaper cut-outs of male and female silhouette,
rectangular metacards with labels of physical and
physiological changes, masking/scotch tape, pentel pen or
scissors, envelopes/box for the labels
10 Bakit U4U Bakit videos

Detailed Syllabus:

1. #THROWBACK (10 minutes)

1.1 Welcome participants and introduce the session:

“Kayo ay dumadaan sa pagbibinata at pagdadalaga. Kumusta kaya tayo?

Mayroon akong babasahin tungkol sa mga nangyari ngayong kayo ay binata at
dalaga na. Kung ang binasa ko ay tungkol sa iyo, pumili ka dito sa AKO YAN. Kung
hindi naman, pumila ka dito sa HINDI AKO YAN.

1.2 Show the two rectangular placards with AKO YAN and HINDI AKO YAN
labels,
1.3 Read the statements one by one:
• Nung ako ay unang niregla/wet dreams, nagsabi ako kay nanay at
tatay.
• Nung may tano ng ako sa usaping sex, lumapit ako kay nanay at
tatay.
• Nung akoý nanligaw/ naligawan, ipinakilala ko siya kay nanay at tatay.

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 • Nung ako ay may problema o pinagdadaanan, kay nanay o tatay ako
lumalapit.
• Noong ako ay may gigimik with friends, nagpapaalam ako kay nanay at
tatay?

1.4 Ask one or two participant/s to explain their answer/response every after
each statement and
1.5 Process the activity by discussing who their sources of information were
when they were growing up and had questions about the changes in their
body.

2. Metahuman (5 minutes)
2.1 Introduce this activity as a race between two groups;
2.2 Post the life-size images of male and female;
2.3 Tell the participants that they will be divided into two groups. One group
will be assigned to work on the male and the other on the female;
2.4 Provide each group with a box filled with rectangular cards printed with
different physical and physiological changes that occur during puberty on
both male and female;
2.5 Instruct each group to pick appropriate cards and post it to the
corresponding body part where these changes happen. They have 60
seconds to do it.
2.6 Assign one reporter per group to present their output and
2.7 The group with the most number of correct placements wins the game.

Physical Changes (Relate to the development of an adolescent)

BODY PART GIRLS BOY

Skin Skin becomes oily sometimes with Skin becomes oily sometimes with
pimples and acne pimples and acne

Hair Hair increases on legs, underarms Hair increases on legs, chest, face,
and pubic area underarms and in pubic area

Breast Enlargement of the nipple, breasts Enlargement of the nipple, breasts

grow grow
Body Size Roundness of hips, shoulders Shoulders and chest broaden,
broaden, weight and height increase muscles become stronger, weight
and height increase growth of
Adam’s Apple
Perspiration Perspiration increases and body Perspiration increases and body
odor may be experienced odor may be experienced

Voice Voice deepens slightly Voice deepens and may crack

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Physical Changes

BODY PART GIRLS BOY

Sexual Organs Period of menstruation begins Nocturnal emissions of wet dreams

(menarche – first menstruation)
Note to facilitator: Highlight menstruation and wet dreams as start of fertility. If sexual
intercourse happens during this time, the female can get pregnant and the male can
impregnate a woman.
Physiological Changes for both boys and girls
• Mood swings
• Prefers to be with friends/peers
• Obsession about appearances
• Trying on different roles and identities
Differences between sex and gender
• Sex is a term referring to the biological difference between women and men. It
focuses on the physical attributes of an individual’s body contours, features,
genital hormones, genes, chromosomes, and reproductive organs. It associates an
individual to the female or male attribute. It is unchangeable and universal.
• Gender is a social construct. It classifies individuals as either being masculine or
feminine. A person’s gender may change over time. Feminine and masculine
traits often differ across societies and cultures.

3. Bakit? (15 minutes)

3.1 Ask the participants how they felt while undergoing the activity (Was it
easy? Difficult? Why?)
3.2 Process the activity by identifying all the physical and physiological
changes happening during adolescence;
3.3 Ask participants which change they think their teens are eager to know
about.
3.4 Show them a metacard with the big word: BAKIT? Put the metacard near
a change on the human paper.
3.4.1 Bakit may regla ang babae?
3.4.2 Bakit may Adam’s apple ang lalaki?

3.5 Ask participants which question about changes would be most difficult for
them to answer (if asked by their teens).
3.6 Show the short animated videos, “Bakit matigas pag umaga?” and “Bakit
girls lang ang may regla?”

3.7 Link the insights from this activity to the session saying: “Magtanong.
Magusap. Matuto.”

Say, “Always communicate with your parents particularly on matters

about sexuality and the physical and physiological changes you
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 experience so that you will be well-informed and guided in your
journey as adolescents. “

Reminders:

1. Observe culture and gender-sensitivity.

2. Avoid double-meanings and toilet humor.
3. Use correct terms in identifying body parts and other sexuality-related concepts.
4. Always ask the participants how they felt and what they learned from the
previous session.
5. Be mindful of the time allotted for each activity.

References:

• Learning Package on Parenting Education on Adolescent Health and

Development (LPPEAHD)
• 1st Ed of Sexually Healthy and Personally Effective (SHAPE)

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Session 4: Usapang Dapat Pag-usapan

Description:
Usapang Dapat Pag-usapan helps participants identify teachable moments. Teachable
moments are opportunities at home when parents can begin talking to their teens about
sex and sexuality in a non-threatening fashion. From a child’s perspective, he or should
feel comfortable to listen to his/her parents during a teachable moment.

Learning Objectives:
At the end of the session, participants will be able to:

1. Identify concrete moments to discuss sex and sexuality with their parents;
2. Express willingness to initiate this conversation with their parents;
3. Choose a single doable ready-to-listen moment.

Overview:

Minutes Activity Resources

5 Kumustahan Emoticons
10 Kaya Ko Yan 1-2-3 Chairs marked with numbers 1 to 3
15 Time to Talk videos Infomercials/videos

Detailed Syllabus:

1. Kumustahan (5 minutes)

1.1 Pick an emoticon (happy, sad, angry, fear, and neutral or poker) that
describes the status of parent-adolescent relationship.
1.2 Ask for volunteers to share their emoticons.
1.3 Process the sharing.
1.4 Proceed to the next activity.

2. Kaya Ko Yan 1-2-3-4-5 (10 minutes)

2.7 Welcome participants and introduce the session.

2.8 Show the five chairs with the corresponding numbers and labels.
2.8.1 Chair 1: Wala
2.8.2 Chair 2: Gusto
2.8.3 Chair 3: Kayang-kaya
2.9 Ask participants to line up behind the chair that describes their own
capacity in relation to a given conversation setting.
2.9.1 Kausapin ang aking anak tungkol sa kanyang crush.
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 2.9.2 Kausapin ang aking anak tungkol sa kanyang love life.
2.9.3 Kausapin ang aking anak kung paano nabubuntis ang isang babae.
2.9.4 Kausapin ang aking anak kung paano nakukuha ang HIV.
2.10 Let participants line up properly after each situation.
2.11 Ask one or two participants after each situation.
2.12 Synthesize the process by discussing:
2.12.1 Ano’ng kwentuhan ang kayang-kaya nang gawin? Bakit?
2.12.2 Ano’ng kwentuhan ang hindi pa nangyayari? Bakit?

3. Time to Talk (15 minutes)

3.1 Show the video: Tang #WeAreHomemade: Homemade Hero (Efren
Peñaflorida’s true-to-life story)
3.2 Ask the following questions:
3.2.1 Ano ang naramdaman pagkatapos mapanood ang video?
3.2.2 Paano pinayuhan ng nanay ang kaniyang anak?
3.3 Show the video: Lucky Me! "HapagUsapan" Commercial #faMEALy
#HapagUsapan
3.3.1 Ano ang naramdaman pagkatapos mapanood ang video?
3.3.2 Ano ang nagagawa kapag hindi nakakausap ng maayos ang anak
tungkol sa problema o pinagdadanan nila?
3.4 Process the activity by asking:
3.4.1 Ano ang ginagawa nila noong sila ay nagkukuwentuhan?
3.4.2 Anu-ano pang mga eksena sa bahay at sa buhay niyo ang
puwedeng maging pagkakataon na makapag-usap kayo ng iyong
anak tungkol sa kanyang:

• Crush o love life

• Kasarian
• Pagbabago sa katawan
• Sex at pagbubuntis
3.5 Divide the participants into four groups. Each group will think of this
“teachable moment” and discuss how they will start this conversation,
what important information they need to share.
3.6 Have each group share to the whole class their teachable moment.
3.7 Close the session by saying that, “Ang magulang mo ang iyong unang
guro. Makinig sa kanila para matuto.”

References:
https://www.youtube.com/watch?v=RjmVnjCStoM
https://www.youtube.com/watch?v=o6AhFsmQtB8

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Closing Session: #LifeGoals (15 minutes)
1. Wrap up the sessions by enumerating the highlights of the previous activities.
2. Ask participants how they feel after all the activities/inputs have been provided
3. Choose an emoticon that represents their feeling.
4. Emphasize the importance of providing time for chat time.
5. Proceed to the final activity, #LifeGoals.
6. Open the activity by stating, “Bilang kabataan, kadalasan mayroon tayong
#RelationshipGoals, #SquadGoals, ngunit hindi natin dapat kalimutan na iplano
din ang ating #LifeGoals. “
7. Ask them to fill up a vision board, by answering the following Guide Questions:
What is my dream?
What will I do to achieve my dream?
What is the role of my parents to achieve my dream?
8. Process the activity by stating that, “Your dream depends on the choices that
you make today. Every decision, whether big or small, will lead to a future
that you dream of. Your parents are the guiding posts that would make
your dream a reality.” (“Ang katuparan ng inyong pangarap ay
nakadepende sa mga desisyong inyong gagawin sa kasalukuyan. Ang
inyong mga magulang ang inyong gabay para matupad ang mga ito.”)

Reminders to the Facilitator/s:

1. Avoid toilet humor to reinforce the message that talking about sex and sexuality
should be done in a non-threatening, non-malicious setting.

References:
https://www.youtube.com/watch?v=RjmVnjCStoM
https://www.youtube.com/watch?v=o6AhFsmQtB8

Closing Activity
1. Letter-writing (Simultaneous Session)

1.1 Let the teens join their parents in four separate groups.
1.2 Give participants a piece of paper and a pen.
1.3 Ask them to write a short letter for their parent/teen.
1.4 After seven minutes, ask for volunteers who are willing to read the letter
out loud to the recipient.
1.5 Synthesize this session by reminding participants on the importance of
talking to each other, particularly about adolescent sexuality. Say,
“Communication is the art of listening and the key to understanding.
(Ang pag-uusap ng magulang at anak ang susi sa isang magandang
samahan.)”

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2. Closing Plenary

2.1 Gather all participants to a closing ceremony.

2.2 Have one mother/father sing a song dedicated to her/his child.
2.3 Have one child sing a song dedicated to her/his parents.
2.4 If possible, prepare a photo slideshow of the Trail.

3. Take-away Messages
3.1 Ask volunteers to read aloud the Key Messages in balloon dialogues:
3.1.1 “May ibig sabihin ang sinasabi at di mo sinasabi.”
3.1.2 “Mahirap maging magulang na walang pakialam. Mahirap maging
magulang sa anak na pasaway.”
3.1.3 “Bawat oras, ligtas basta may pagmamahal na wagas.”
3.1.4 “Tungkulin ng magulang na igalang ang karapatan ng anak. Tungkulin
ng anak na igalang ang kanyang magulang.”
3.1.5 “Sa pagbabago, maging gabay sa paglalakbay.”
3.1.6 “Magtanong. Mag-usap. Matuto.”
3.1.7 “May panahon ang bawat pagkakataon.”

4. Parental Consent
4.1 Introduce the Parental Consent form.
4.2 Give the forms and encourage parents to sign if they believe that their teen
children have the right to gain access to information and services on adolescent
health.

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Pre-test Survey (Magulang)
Pangalan Edad
Kasarian Babae / Lalaki Bilang ng mga anak

1. Bilugan ang bilang na naglalarawan sa iyo bilang isang magulang:

1 2 3 4 5
Madalas Minsan Hindi masabi Minsan magiliw Madalas magiliw
masungit masungit

1 2 3 4 5
Madalas Minsan maangas Hindi masabi Minsan Madalas
maangas malambing malambing

1 2 3 4 5
Madalas pabaya Minsan pabaya Hindi masabi Minsan may Madalas may
pakialam pakialam

1 2 3 4 5
Madalas Minsan waluwag Hindi masabi Minsan strikto Madalas strikto
maluwag

1 2 3 4 5
Madalas Minsan Hindi masabi Minsan may Madalas may
nagagalit nagagalit pasensiya pasensiya

2. Basahin ang mga sumusunod na pangungusap tungkol sa iyo at iyong anak na binata o
dalaga. Bilugan ang bilang na kumakatawan sa iyong pagsang-ayon sa pangungusap.
Talagang
Bilang isang hindi Hindi Di Talagang
Sangayon
magulang, sumasangayon sumasangayon matiyak sumasangayon

Naglalaan ako ng
panahon upang
1 2 3 4 5
maka-usap ang
aking anak.
Sa loob ng
nakaraang 7 araw,
1 2 3 4 5
nagkausap kami ng
aking anak.
Nakapag-usap na
kami tungkol sa
1 2 3 4 5
mga pagbabago sa
kanyang katawan.
Nakapag-usap na
1 2 3 4 5
kami tungkol sa
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kanyang crush.

Nakapag-usap na
kami tungkol sa
1 2 3 4 5
usaping boyfriend o
girlfriend.
Nakapag-usap na
kami tungkol sa
pag-iwas sa 1 2 3 4 5
maagang
pagbubuntis.
Nakapag-usap na
kami tungkol sa 1 2 3 4 5
HIV/AIDS at STI.

3. Gaano kalaking banta ang mga sumusunod sa kalagayan ng iyong anak? Bilugan ang
bilang ng iyong sagot.
Mga banta sa kalagayan ng Talagang Maliit Malaki Talagang
Di ko
aking anak maliit na itong itong malaking
matiyak
banta banta banta banta
Maagang pagbubuntis 1 2 3 4 5
STI tulad ng tulo o syphilis 1 2 3 4 5
HIV at AIDS 1 2 3 4 5
Bawal na gamot 1 2 3 4 5
Pang-aabuso ng ibang tao 1 2 3 4 5
Kahirapan ng buhay 1 2 3 4 5

4. Gaano kahalaga ang mga sumusunod na gawain upang mailayo sa panganib o banta ang
iyong anak. Bilugan ang bilang ng iyong sagot.
Talagang
Mga gawaing maglalayo sa Hindi Di ko Talagang
hindi Mahalaga
panganib o banta mahalaga matiyak mahalaga
mahalaga
Pakikipag-usap sa anak 1 2 3 4 5
Pag-alam kung sino ang
1 2 3 4 5
kanyang mga kaibigan
Pag-alam ng mga hilig o interes
1 2 3 4 5
ng anak
Kuwentuhan tungkol sa mga
1 2 3 4 5
pangarap sa buhay
Pagkakaroon ng mga gawaing
pampamilya tulad ng 1 2 3 4 5
samasamang paglalaro
Kuwentuhan sa hapag-kainan 1 2 3 4 5
Pagsisimba o pagsasamba 1 2 3 4 5
Sabay na pagdarasal 1 2 3 4 5

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 5. Gaano ka kahanda na kausapin ang anak tungkol sa mga sumusunod na paksa? Bilugan
ang bilang ng iyong sagot.
Talagang Hindi Di ko Talagang
Paksa Handa
hindi handa handa matiyak handa
Pagbibinata o pagdadalaga 1 2 3 4 5
Mga pagbabago sa katawan 1 2 3 4 5
Pagkakaroon ng relasyong
1 2 3 4 5
romantiko sa ibang tao
Kasarian bilang babae o lalaki 1 2 3 4 5
Sex o pakikipagtalik 1 2 3 4 5
Pag-iwas sa maagang
1 2 3 4 5
pagbubuntis
Sexually transmitted infection 1 2 3 4 5
HIV at AIDS 1 2 3 4 5

6. Gaano kaangkop ang mga sumusunod na pagkakataon upang magamit na panahong

makausap ang iyong anak tungkol sa mga paraan ng pag-iwas sa maagang pagbubuntis?
Bilugan ang bilang ng iyong sagot.
Talagang
Hindi Di ko Talagang
Pagkakataon hindi Angkop
angkop matiyak angkop
angkop
Nanonood ng palabas sa
telebisyon na may kuwentong 1 2 3 4 5
pag-ibig
Nakakita ng isang kakilala na
1 2 3 4 5
buntis
Nakikipaglaro sa isang sanggol 1 2 3 4 5
Naghuhugas ng pinggan 1 2 3 4 5
Naglalaba o nagpaplantsa 1 2 3 4 5
Naglilinis ng bahay 1 2 3 4 5

7. Basahin ang mga sumusunod at alamin ang iyong antas ng pagsang-ayon. Bilugan ang
bilang ng iyong sagot.
Talagang
hindi Hindi Di Talagang
Sangayon
sumasangayon sumasangayon matiyak sumasangayon

Maaring maka-usap
ng aking anak ang
kanyang guro kung
1 2 3 4 5
may tanong siya
tungkol sa
pagbubuntis.

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Bibigyan ko ng
pahintulot na
pumunta ang aking
anak sa health
center para sa 1 2 3 4 5
impormasyon at
serbisyong
pangkalusugang
sekswal.
Pipirma ako ng
isang kasulatan
bilang patunay ng
aking pagbibigay ng
pahintulot na
makakuha ng
1 2 3 4 5
impormasyon at
serbisyong
pangkalusugang
sekswal ang aking
anak mula sa health
center.

Page 49 of 50
Acknowledgment
The content of these sessions is taken from the outputs of a Content Development

workshop held on June 26-30 at the Bayleaf Hotel, Intramuros, Manila. The World

Health Organization provided funding for the workshop. POPCOM contracted the Center

for Health Solutions and Innovations Philippines, Inc. (CHSI) to facilitate the workshop.

Session 1:

• Reynaldo Wong, Regional Director- POPCOM Region IX

• Marilyn Ogaya, Planning Officer IV-POPCOM Region IV
• Mylene Mirasol C. Quiray, Information Officer IV-POPCOM IMCD
• Theresa C. Soriano, Information Officer III-POPCOM Region II
• Maria Cristina Martinez, Information Officer II- POPCOM Region I
• Kevin Suela, Information Officer II- POPCOM IMCD

Session 2:

• Magdalena Abellera, Regional Director- POPCOM Region V

• Eleanor Cura, Regional Director- POPCOM Region III
• Susana Codotco, Division Chief, POPCOM IMCD
• Myrna Alaba, Information Officer III – POPCOM Region VII
• Rommel David, Information Officer III – POPCOM IMCD
• Grace dela Cruz, Information Officer III – POPCOM IMCD
Session 3

• Lourdes Nacionales, Division Chief, POPCOM AD

• Elban Iglupas, Information Officer II- POPCOM Region XII
• Dominie Busacay, Information Officer II- POPCOM NCR
• Anne Kristine Ochavo
• Edelene Ann Fernandez
Session 4

• Lyra Gay Ellies Borja, Planning Officer III-POPCOM PMED

• Bai Agnes Sampulna, OIC-RD, POPCOM ARMM
• Melanie Alberto, Planning Officer IV, POPCOM Region VIII
• Moises Villacorta, Information Officer III – POPCOM Region XI
• Ann Sumalpong, Planning Officer II-POPCOM Region X
• Leanna Marie Gonzales, Librarian
• Jean Veriel Bulasa, Graphic Artist

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