PAMANTASAN NG LUNGSOD NG MAYNILA

Gen. Luna corner Muralla Street, Intramuros, Manila | https://plm.edu.ph

COLLEGE OF HUMANITIES, ARTS, AND SOCIAL SCIENCES

DEPARTMENT OF SOCIAL WORK

PORTFOLIO

In Partial Fulfillment of the Requirements in

Social Work Field Instruction II – Community Organizing (SWK 4201-7)

Submitted by:

Kyla Marie T. Valdez

Submitted to:

Ms. Leonor M. Loor, RWS

Agency Supervisor

June, 2025
 Table of Contents

I. Acknowledgment
II. Introduction
III. Community Profile and Baseline
IV. Project Proposal
V. Integrative Paper
VI. Accomplishment Report
VII. References
VIII. Appendices
a. Placement Preference
b. Social Work Intern Profile
c. Learning contract
IX. Forms
a. Summary of hours
b. Monthly Log
c. Weekly Plan
d. Semestral Plan
e. Attendance Sheets
f. Pre and Post Evaluation
g. Lists of Volunteers
h. Feedback Report
i. Survey Questionnaires
j. Minutes of the Meetings
k. Community Organizing Experiences
 I. Acknowledgement

I would like to express my sincere gratitude to everyone who supported

me throughout my community organizing journey, which forms a significant part
of my social work field experience.

To my co-intern, thank you for the collaboration, shared dedication, and

teamwork that made our fieldwork more enriching and impactful.

To my friends and family, thank you for your unwavering support, love, and
understanding. Your words of encouragement during moments of doubt and your
belief in my abilities gave me strength and the motivation to persevere. You have
been my source of comfort and inspiration throughout this journey.

To my school supervisor, thank you for your academic guidance, constructive

feedback, and for ensuring that my learning experience remained aligned with the
values and principles of social work.

To the Pasay Social Welfare and Development Department (PSWDD), thank

you for the opportunity, trust and commitment to nurturing future social workers
created a learning environment that deepened my understanding of public service
and the importance of community-centered development.

To our agency supervisor, Ms. Leonor Loor, RSW, thank you for your steadfast
guidance, support, and encouragement throughout our placement. Your
professionalism, passion, and dedication to the field of social work have inspired
me to become a better practitioner. I am truly grateful for the knowledge and
skills you have imparted to us.

To my immediate supervisor, thank you for your constant mentorship and for
patiently guiding me through the many facets of community work. Your practical
advice, encouragement, and leadership have been instrumental in helping me
grow both personally and professionally during my time in the field.

To the Social Development Center (SDC), thank you for the warm welcome
you extended to us from the very beginning. Your kindness, openness, and the
way you embraced us as part of your family made our fieldwork experience even
more meaningful. You created a space where we felt safe, appreciated, and
motivated to serve. For that, I will always be grateful.

To the officials of Barangay 197, Zone 20, thank you for your cooperation and
support. Your openness to collaboration and your commitment to community
welfare made it possible for us to conduct our initiatives effectively and
respectfully. Your leadership was a crucial component in the success of our
community work.

To the residents of Barangay 197, Zone 20, thank you for welcoming us with
open arms and open hearts. Your active participation, stories, and willingness to
engage in the process were at the heart of our community organizing efforts. You
have shown us the true meaning of community, resilience, and solidarity.
 II. Introduction

The fourth-year Bachelor of Science in Social Work student of

Pamantasan ng Lungsod ng Maynila implemented a community-based initiative
in Barangay 197, Zone 20, Pasay City, as part of the academic requirements for
Social Work Field Instruction II – Community Organizing (SWK 4201-7). This
initiative was conducted under the guidance Prof. Jeaniffer Muyot, RSW of a
faculty member from the College of Humanities, Arts, and Social Sciences,
Department of Social Work.

The intern, Kyla Marie T. Valdez, was initially deployed in the

institutional setting, specifically at the Social Development Center under the
Pasay Social Welfare and Development Department (PSWDD). To fulfill the
community organizing requirement of the course, and through the support and
endorsement of the Social Development Center (SDC), the intern was referred to
Barangay 197 to carry out a community-based engagement initiative.

Titled “Green Task Force: Clean-Up Drive for a Sustainable Future,” the
project was developed through a participatory community study and
environmental assessment. These methods highlighted key opportunities for
community collaboration, especially in the areas of environmental care,
responsible waste management, and youth participation. Using tools such as
surveys, focus group discussions, and SWOT analysis, the intern and community
members identified shared goals and actionable plans.

Guided by the values of environmental stewardship, youth empowerment,

and civic responsibility, the project organized a group of committed youth
volunteers who formed task-based committees. These committees played an
active role in the planning and implementation of awareness activities and clean-
up drives, fostering community unity and sustainable practices.

This endeavor was made possible through the collaborative efforts of the
Barangay 197 officials, the PSWDD, SDC and the intern’s active engagement
with the community. Together, they created a supportive environment for
learning, service, and long-term impact.

This portfolio serves as a detailed documentation of the project’s journey

—from planning and development to implementation and reflection—and
illustrates how academic learning was transformed into meaningful and
empowering community action.
 III. COMMUNITY PROFILE AND BASELINE

Introduction

Pasay Social Welfare and Development Department (PSWDD)

The Local Government Code of 1991 was created to decentralize the

Philippine government and promote local autonomy. As part of this shift, the
Department of Social Welfare and Development (DSWD), originally a national
agency, devolved many of its services to local governments. In Pasay City, these
responsibilities were transferred to the Pasay City Social Welfare and
Development Department (PSWDD), which now oversees social welfare
programs for the city’s poor, vulnerable, and marginalized communities.

Over time, the DSWD evolved through several phases—starting as the

Social Welfare Administration, becoming a full department under President
Marcos, later a ministry during the parliamentary period, and eventually forming
the DSWD under President Aquino. Despite institutional and financial challenges
throughout the transition, the department has adapted and continued its mission
of service.

The PSWDD envisions a city where disadvantaged individuals, families,

and communities are protected, empowered, and enjoying a better quality of life.
Its mission is to design and implement social protection programs for those in
need. Its goals include ensuring gender-responsive and effective implementation
of welfare policies, empowering vulnerable sectors, and maintaining standards
that uphold the rights of the poor.

The department offers a wide range of programs and services for children
(e.g., early childhood care, rescue operations, and the Social Development
Center), youth (e.g., Pasay City Youth Home), women (e.g., support for VAW-C
victims), and families (e.g., 4Ps, emergency assistance, pre-marriage counseling).
It also extends support to persons with disabilities and senior citizens through
medical, financial, and burial assistance, as well as food and transportation help.
 One of the significant facilities managed under the PSWDD is the Social
Development Center (SDC), which plays a critical role in delivering direct
services to children in need of protection and care.

Social Development Center (SDC)

The Social Development Center (SDC) is a place that focuses on helping

children, especially those at risk or victims of abuse, by giving them a safe and
caring environment. The center aims to guide these children in becoming
responsible, moral, and productive citizens by offering shelter, education, life
skills training, and vocational programs. Working closely with the Pasay Social
Welfare and Development Department (PSWDD), the center provides support
through referrals and ensures children are prepared for reintegration into their
families and communities.
Social work interns are deployed at SDC because of its connection to
Pasay Social Welfare and Development Department (PSWDD), but since SDC is
an institutional facility rather than a community-based one, interns are assigned
to the nearest barangay. Even though this comes with some challenges, the
experience at SDC gives interns valuable hands-on knowledge of case
management and the inner workings of institutional care, helping them grow in
their professional skills.
Given the community-based requirement of the Community Organizing (CO)
method in social work, interns placed at the SDC are redirected to nearby
communities—particularly Barangay 197, Zone 20—to fulfill this crucial aspect
of their training

Barangay 197, Zone 20 – Pasay City

The vision of Barangay 197 Zone 20 is to become a progressive and

strong community that upholds the principles of good governance through
transparency and dedicated service to its residents. The mission is to fulfill this
vision by ensuring transparency, honesty, and efficiency in delivering essential
services, eliminating corruption, and promoting progress, development, peace,
and a healthy community. To support this, the barangay offers various programs
and services, including free optical missions and eyeglasses, particularly for
senior citizens, sports activities, free medicines and blood pressure testing, as
well as free printing and school supplies for students. These efforts aim to
improve the well-being of the community and foster a supportive environment for
all.
Since the Social Development Center (SDC) is an institutional facility
rather than a community-based setting, the center decided to assign the social
work interns to the nearest barangay—Barangay 197, Zone 20—to conduct
community organizing activities as part of academic requirements. This
opportunity allowed them to engage directly with the local community,
understand their needs, and apply the principles of community organizing in a
real-world setting. Working alongside barangay officials and participating in their
programs provided valuable experience and deeper insight into grassroots
governance and public service.
This practical engagement is also aligned with the academic guidelines of
the interns' institution, the Pamantasan ng Lungsod ng Maynila (PLM), which
mandates a strong community immersion component as part of its social work
field instruction.

Pamantasan ng Lungsod ng Maynila (PLM) – Department of Social work

A Social Work intern from the Pamantasan ng Lungsod ng Maynila has

been deployed to the Social Development Center (SDC) in Pasay City as part of
her academic requirement to complete 500 hours of fieldwork in Community
Organizing (CO). Given the community-based nature of CO, she has been
assigned to Barangay 197, Zone 20, one of the nearest barangays to the SDC, to
ensure accessibility and effective community engagement.

Through the collaborative framework established by PLM, PSWDD,

SDC, and Barangay 197, the student is provided with a well-rounded exposure to
both institutional care and community-based practice, reinforcing the real-world
application of social work principles and preparing her for future professional
responsibilities.

Methodology
To gather information for the project, we used a combination of data collection
methods to better understand the needs of the community. We began by
conducting surveys, which allowed us to collect primary data directly from
residents. Using the population data of approximately 2,812 obtained from the
City Planning Office, we applied Slovin’s formula to determine an appropriate
sample size. This resulted in a target of 100 participants, who were randomly
selected to ensure fair representation across the community.

To gain deeper insights beyond numerical data, we conducted two focus

group discussions (FGDs) with selected residents who formed part of the core
group. These sessions gave community leaders the opportunity to openly share
their thoughts, concerns, and experiences, which helped add depth to the survey
findings. We also carried out on-site observations during community visits to
better understand environmental practices, daily routines, and living conditions
within Barangay 197, Zone 20.

In addition to collecting primary data, we gathered secondary data from

barangay and city offices, including existing reports, statistics, and demographic
information. This combination of data sources provided a well-rounded
understanding of the community’s current issues and guided the direction of the
project.

We also utilized a SWOT analysis—a tool for identifying Strengths,

Weaknesses, Opportunities, and Threats—to enhance our participatory
assessment. This method aligned with the participatory approach, as it involved
the core group and other barangay officials in identifying factors affecting their
community. Through collaborative discussions, we identified strengths, such as
youth involvement and active barangay programs; weaknesses, like poor waste
disposal practices and limited resources; opportunities, including potential
partnerships and environmental campaigns; and threats, such as political
distractions and lack of community trust. This participatory SWOT analysis
empowered community members to take an active role in shaping the project,
fostering ownership.
 However, several challenges arose during the data-gathering process. One
significant issue was the political atmosphere, as the barangay chairman was
campaigning for a city council position during our fieldwork. This led to
scheduling conflicts and reduced the availability of barangay officials to support
our activities.

Another major challenge was securing participants for the surveys. Many
residents were unavailable due to personal responsibilities they were either
preparing for work, taking their children to school, going to the market, or
attending to other household tasks. Additionally, some were hesitant to answer
the survey questions out of fear that their responses might be reported to
barangay officials. To address this concern, we assured all participants that the
information they shared would be kept strictly confidential and used solely for
research and planning purposes.

Despite these difficulties, our mixed-method and participatory approach

including the use of SWOT analysis ensured that the resulting program was
inclusive, evidence-based, and relevant to the community’s actual needs. It also
helped strengthen community engagement and fostered a shared sense of
responsibility for improving local environmental conditions.
Findings

Location Map

Figure 1. Source: Google Maps – Map data. Retrieved from 2025.

Community Spot Map
Figure 2. Source: Barangay 197 community profile. Retrieved from 2025
Barangay Officials and their functions

Figure 3. Barangay 197 Organizational Chart. Source: Barangay 197 Community

Profile. Retrieved from 2024.
Core group structures/Organizational framework/Committees and their functions

Figure 4. Core Group Organizational Structure

COMMUNITY PROFILE

History Background

Pasay City is composed of 201 barangays, grouped into 20 zones and 2

districts, each designated by a number rather than a name. Barangay 197 was
established following Presidential Decree No. 557, which converted all barrios
into barangays.

According to former Barangay Kagawad Conrado Cuenco, the first

Barangay Captain of Barangay 197 was Mr. Villalon, also known as "Mang
Villa," appointed by Mayor Pablo Cuneta in 1972, followed by Mr. Felix
Abedejos.

In the 1982 barangay elections mandated by Batas Pambansa 222, Mr.

Rodolfo Abedejos was elected as Barangay Captain. However, after the 1986
EDSA Revolution, many officials were replaced, and Mr. Abedejos continued as
Officer-in-Charge. In 2007, Engr. Eleazar G. Garpa was elected Barangay
Chairman and served for three terms.
In 2018, Richard G. Anderson, cousin of the previous chairman, was
elected as Punong Barangay and continues to serve Barangay 197 with
dedication.

Physical Profile

Land Area
Barangay 197 has a total land area of approximately 20 hectares. It is
bounded by the following barangay:
North- Barangay 195
East – Barangay 183
West – Barangay 196
South – Barangay Vitalez
The barangay is composed of nine streets namely:
1. Baltao Road
2. Firemen’s Row
 3. Sampaguita A
4. Sampaguita B
5. 29 De Septiembre
6. 8 De Mayo
7. Riverside
8. San Miguel
9. Vitalez Street
Source: Barangay 197, Zone 20 – Community Profile

Type/Classification of Barangay:

Barangay 197 in Pasay City is an urban area characterized by its high

population density, access to public services, and presence of commercial
establishments and infrastructure. Situated in a highly urbanized city, Barangay
197 benefits from well-developed infrastructure, transportation networks, and
essential services, making it a vital part of Pasay’s growing metropolitan
landscape. The general description of the community is Residential; Commercial
and Government Establishments.

Transportation System

Barangay 197 has a diverse transportation system that includes traditional

and modern modes of transport such as jeeps, tricycles, e-tricycles, pedicabs,
motorcycles, bicycles, private vehicles, UV Express vans, and taxis. This variety
ensures accessible and flexible mobility for residents within and outside the
barangay.

Water Resources and Light System

Barangay 197 receives its water supply from Maynilad and a deep well.
In terms of Light system Barangay 197 utilizes a dual light system composed of
electric and solar-powered lights to ensure continuous and sustainable street
lighting. This system helps improve safety and visibility in the community,
especially in areas with limited access to reliable electricity.
Topography

Figure 5. Source: Source: Topographic Map.com

Name: Pasay topographic map, elevation, terrain.

Location: Pasay, Southern Manila District, Metro Manila, Philippines (14.50198
120.91032 14.56176 121.03474)
Average elevation: 9 m
Minimum elevation: -4 m
Maximum elevation: 68 m
SPOT MAP
Figure 8. Economic Opportunities, Sports and Educational Facilities of Barangay 197,
Zone 20, Pasay City.
Demographic Profile

Based on the CBMS – Pasay City census year 2018, the

population profile of Barangay 197 is recorded to be 2,812, consisting of
a nearly equal number of males and females. The age composition
indicates a high number of children and working-age adults, as well as
elderly persons. The household size and characteristics also account for
various family structures that are significant to socio-economic status.
The income data shows that 46 households (4.4%) are below the low-
income cut-off, and 17 households (1.6%) are below the food poverty
line, suggesting some level of difficulty. There are 85 unemployed
persons within the community, which is made up of both men and
women, and potentially contributes to economic precariousness. The
diverse sources of livelihood can be seen in the categories of overseas
Filipino workers (OFW), local employment, and small business.

Education is an important variable, with data suggesting children

ages 5 to 17 have noticeable gaps in school attendance, which may affect
future opportunity. Health and social welfare data informs the
demographic of the barangay, which includes the number of community
members with disabilities (PWD), which is indicated as 24, and 207
senior citizens, the majority with identification cards, allowing them
access to benefits. The economic factors and opportunities will influence
overall wellbeing of the community. The quantitative information about
the employed and underemployed, income, education, and vulnerable
populations, juxtaposed with qualitative insights into social structures and
cultural attributes gives an active insight into living conditions within
Barangay 197.
Population
The barangay 197 have an approximately 2,812
population based on barangay as of 2018.
Number of Population 2,812
Table 1. Source of Data:City Planning- CBMS-Pasay Census, Barangay 197,
Zone 20. Retrieved from 2018

Major Source of Livelihood

Local Employment
Overseas Filipino Workers (OFW)
Small Scale businesses
Table 2. Source of data: Barangay charter, Barangay 197, Zone 20, Pasay City,
NCR. Retrieved from 2024.

Distribution of Age and Sex

Table 3. Source of Data:City Planning Department-CBMS-Pasay Census,

Barangay 197, Zone 20. Retrieved from 2018.

The CBMS-Pasay Census (2018) for Barangay 197, Zone 20 reports a

population of 2,812 (1,461 males, 1,351 females) across 1,053 households with
an average size of 3

Children: 8.6% are aged 0-5 years, 9.7% are 6-11 years. Teens: 7.9% are
12-15 years, 3.6% are 16-17 years. Working-Age (10+ years): 82.7% of the
population and Labor Force: 47.1% of the population, 58.9% male participation
vs. 34.3% female.
Table 4. Source: City Planning Department-CBMS-Pasay Census, Barangay
197, Zone 20. Retrieved from 2018
*Senior Citizen with ID
**Number of Senior Citizen (60 years old above) with ID over number of senior
Citizen

This table presents data on senior citizens in Barangay 197, Zone 20 from
the CBMS-Pasay Census (2018). The total Senior Citizens: 207 (82 males, 125
females). The Senior Citizens with ID are 204 (98.55% of total seniors). 100% of
males and 97.6% of females have senior citizen IDs. This data says that almost
all seniors have Senior Citizen ID, which enables access to government benefits
and services.

a. Educational Background and Attainment

Table 5. Source of Data: City Planning Department-CBMs-Pasay Census,

Barangay 197, Zone 20. Retrieved from 2018

 The CBMS-Pasay Census (2018) shows high non-attendance rates in
senior high (49.5%) and junior high (20-23%) in Barangay 197, Zone 20.
Elementary non-attendance is 12-19%, while overall school non-attendance for 6-
17 years old is 4.5%.
The data says that education access challenges, especially in higher levels.

Social Services Available

Barangay 197 offers various community-focused programs and services,
including free optical missions and eyeglasses for senior citizens, sports activities
like basketball, free medicines and blood pressure monitoring, as well as free
printing and school supplies for students. These initiatives aim to support the
health, education, and well-being of residents.
City/Municipality Services
The city offers various services to residents of Barangay 197, including
birthday gifts for senior citizens, an annual free circumcision program, and the
Social Pension for Indigent Senior Citizens (SPISC). Support is also provided
through the Department of Social Welfare and Development (DSWD) and the
Social Security System (SSS). Additionally, an oil tank was donated by a
neighboring airline, Philippine Airlines (PAL), to support community needs.

Heath, medical and Nutrition Services

The barangay also provides health, medical, and nutrition services such as
free optical missions and eyeglasses, free medicines, blood pressure monitoring,
and access to three ambulances to respond to emergencies.

Government Social Services Available and Accessible

Government services such as Social Security Services and the Department
of Social Welfare and Development (DSWD) provide financial aid and welfare
programs to support individuals and marginalized groups.

Private or NGO’s Support Services and Facilities

Fraternities like Tau Gamma and Fraternal Eagles offer support services
and community assistance to their members and the public.
Source: Community Profile of Barangay 197, Zone 20.
Identified Priority Problems and Needs

To determine the most pressing issues in Barangay 197, Zone 20, a survey was
conducted among selected residents. The results highlighted key problems and needs
in the community, which will serve as the basis for planning appropriate social work
interventions.

Survey Results:

SOCIAL
Age Frequency Percentage
15 – 24 12 12%
25 - 35 18 18%
36- 45 11 11%
46 - 55 19 19%
56 - 65 23 23%
66 – 75 11 11%
76- 89 6 6%
Total: 100%
The age distribution shows that the largest group (23%) is aged 56-65, followed
by 46-55 (19%) and 25-35 (18%). Younger (15-24) and older (66-75) groups each make
up 11%, while the smallest group (6%) is aged 76-89. This suggests an aging population
with fewer younger individuals.

Gender Frequency Percentage

Babae 65 65%
Lalaki 35 35%
Total: 100%
The data shows a gender distribution of 65% female and 35% Male, indicating a
Female majority population.
 Members of the family Frequency Percentage
1. 5 17 17%
2. 4 16 16%
3. 6 16 16%
4. 3 15 15%
5. 2 11 11%
6. 7 8 11%
7. 11-15 5 5%
8. 8 4 4%
9 1 3 3%
10 9 2 2%
.
11 10 2 2%
.
12 21-25 1 1%
.
Total: 100
The family size distribution shows that most families have 5 members (17%),
followed by 4 or 6 members (16% each). Smaller families (1-3 members) make up 29%,
while larger families (7+ members) account for 22%, with a few very large households
(11-25 members at 6%). The data gathered in Surve is a mix of moderate to large family
sizes in the community.

Saan gawa ang bahay? Frequency Percentage

Mixed 51 51%
Bato 40 40%
Kahoy 9 9%
Total: 100%
Most houses are made of mixed materials (51%), followed by concrete (40%),
while 9% are made of wood. This indicates that majority of homes have durable
structures, but some still rely on weaker materials like wood.
Housing Frequency Percentage
Own 74 74%
Rent 26 26%
Total: 100%
Most people (74%) own their homes, while 26% rent, meaning more families have
their own houses than those who rent.
Registered Voters Frequency Percentage
Yes 87 87%
No 13 13%
Total: 100%
Most people (87%) are registered to vote, while 13% are not, meaning almost
everyone can vote.

Access on the Internet Frequency Percentage

Yes 72 72%
 No 28 28%
Total: 100%
Out of the total respondents, 72% have access to the internet, while 28% do not.
This means that most people have internet access.

Kadalas lumalahok sa Frequency Percentage

aktibidad sa komunidad
Buwan-buwan 40 40%
Araw-araw 20 20%
Halos hindi Kailanman 18 18%
Lingguhan 12 12%
Minsan 11 11%
Total: 100%
In terms of community involvement, 40% of people participate monthly, 20%
engage daily, 18% rarely participate, 12% are involved weekly, and 11% participate
occasionally.

Nag aaral sa pamilya Frequency Percentage

Wala 33 33%
1 31 31%
3 16 16%
2 10 10%
5 4 4%
6 3 3%
4 2 2%
7 1 1%
Total: 100%
In terms of family members who are studying, 33% have no one studying, 31%
have one person studying, 16% have three people studying, 10% have two people
studying, 4% have five people studying, 3% have six people studying, 2% have four
people studying, and 1% have seven people studying.

Ilan ang nakapag tapos sa Frequency Percentage

pag-aaral
Wala 44 44%
1 19 19%
2 19 19%
11 11 11%
6 4 4%
4 1 1%
7 1 1%
9 1 1%
Total: 100%
In terms of people who have completed their education, 44% have no one who
has finished their studies, 19% have one person who completed their education, 19%
have two people, 11% have eleven people, 4% have six people, 1% have four people, 1%
have seven people, and 1% have nine people. The total adds up to 100%.
 May scholarship Frequency Percentage
Wala 99 99%
Meron 1 1%
Total: 100%
In terms of scholarship ownership, 99% do not have a scholarship, while only 1%
have one.

Working Student Frequency Percentage

Wala 100 100%
Total: 100%
All respondents, 100%, are not working students.

Abilidad sa pamilya Frequency Percentage

Wala 53 53%
Pagluluto 18 18%
Kumanta 11 11%
Madiskarte 7 7%
Basketball 6 6%
Instruments 6 6%
Business 5 5%
Mekaniko 5 5%
Hanapbuhay 3 3%
Others 7 7%
Total: 100%
In terms of abilities within the family, 53% have no specific skills, 18% are
skilled in cooking, 11% can sing, 7% are resourceful, 6% are skilled in basketball, 6%
can play instruments, 5% have business skills, 5% are mechanics, 3% have other types of
livelihoods, and 7% have other abilities.

ECONOMIC

Kasalukuyang nag Frequency Percentage

tatrabaho
Hindi 68 68%
Oo 30 30%
Business Owner 14 14%
In terms of employment, most of people in the data are not working, making
up 68% of the total. About 30% have jobs, while 14% are business owners. This shows
that more people are unemployed compared to those who have jobs or businesses.

Ilan nag ta - trabaho? Frequency Percentage

1 31 31%
2 28 28%
3 18 18%
 0 6 6%
4 6 6%
In terms of the number of people working, most individuals 31% reported
that only one person in their household has a job. This is followed by 28% who have two
working members. About 18% have three people employed, while 6% have either none
or four working individuals. This suggests that in most households, only one or two
members are working.

Magkano kinikita sa iyong Frequency Percentage

trabaho
500 5 5%
16,000 3 3%
Wala 3 3%
15,000 3 3%
1,000 2 2%
In terms of income from work, the most common amount earned is ₱500,
reported by 5 people or 5% of the group. About 3% earn ₱16,000, another 3% earn
₱15,000, and 3% reported having no income at all. Lastly, 2% earn ₱1,000. This shows
that most of the reported incomes are on the lower end, with only a few earning higher
amounts.

Magkano ginagastos sa Frequency Percentage

pang araw-araw?
500 4 4%
600 4 4%
1,000 3 3%
300 3 3%
100 2 2%
In terms of daily expenses, the most common amounts spent are ₱500 and ₱600,
each reported by 4% of the group. About 3% spend ₱1,000, while another 3% spend
₱300. A smaller portion, around 2%, reported spending only ₱100 per day. This suggests
that most people have relatively low daily expenses, with only a few spending larger
amounts.

Transportasyon na Frequency Percentage

ginagamit
Jeep 70 70%
Tricycle 22 22%
Motorcycle 22 22%
Bus 9 9%
N/A (Naglalakad lang) 7 7%
In terms of transportation, the majority (70%) use jeeps as their main mode of
travel. Tricycles and motorcycles are also common, each used by 22% of the group.
Around 9% rely on buses, while a small portion (7%) do not use any transport and prefer
walking. This shows that public transportation, especially jeeps, is the most widely used
option.
Kabilang Sa 4ps Frequency Percentage
Hindi 97 97%
OO 3 3%
 Total: 100%
In terms of participation in the 4Ps program, the vast majority (97%) are not
beneficiaries, while only 3% are part of the program. This indicates that most people in
the group do not receive financial assistance from 4Ps.

May sariling Negosyo? Frequency Percentage

Wala 75 75%
Oo 25 25%
Total: 100%
In terms of business ownership, 75% of the respondents do not have their own
business, while 25% do. This shows that the majority rely on other sources of income
rather than running their own businesses

Mayroon SSS at GSIS Frequency Percentage

Wala 55 55%
Oo 45 45%
Total: 100%
In terms of SSS or GSIS membership, 55% of the respondents are not members,
while 45% are. This suggests that more than half of the group do not have social security
or government service insurance coverage.

Mayroong Health Frequency Percentage

Insurance
Wala 52 52%
Meron 48 48%
Total: 100%
In terms of health insurance, 52% of people don’t have it, while 48% have health
insurance.

Sa anong kumpanya ka nag Frequency Percentage

tatrabaho?
N/A 48 48%
Private 22 22%
Public 21 21%
Owned 8 8%
Nangangamuhan 1 1%
Total: 100%
In terms of employment, 48% of individuals are not working for a company
(N/A), while 22% are employed in private companies. About 21% work in public
companies, and 8% are employed in owned companies. Only 1% are self-employed or
working on their own.
POLITICAL

Serbisyong natatanggap sa Frequency Percentage

barangay?
Food Assistance 57 57%
Medical Assistance 53 53%
Financial Assistance 44 44%
Educational Assistance 24 24%
None 13 13%
In terms of the services received from the barangay, 57% of individuals receive
food assistance, while 53% benefit from medical assistance. Financial assistance is
provided to 44% of individuals, and 24% receive educational assistance. However, 13%
of individuals do not receive any services from the barangay.

Ang barangay ba ay bukas Frequency Percentage

sa pagpapagamit ng
kanilang pasilidad?
OO 100 100%
In terms of the availability of barangay facilities, 100% of individuals confirm that
the barangay is open to allowing the use of their facilities.

Gaano kadlas nag papatrol Frequency Percentage

ang tanong sa barangay
Madalas 86 86%
Madalang 14 14%
Total: 100%
In terms of patrol frequency by the barangay tanod, 86% of individuals report
that patrols happen frequently, while 14% say patrols occur rarely. The total adds up to
100%.

Mabilis ba ang paghahatid Frequency Percentage

ng serbisyo ng barangay sa
inyong komunidad?
Oo, Mabilis 100 100%
In terms of service delivery, 100% of individuals believe that the barangay
provides fast service to the community.

Naaasahan ba ang Frequency Percentage

barangay officials
Oo 99 99%
Hindi 1 1%
Total: 100%
In terms of reliability, 99% of individuals believe that barangay officials can be
trusted, while only 1% think they cannot be trusted.
 Madalas dumalo sa Frequency Percentage
pagtitipon
Oo 86 86%
Hindi Madalas 6 6%
Madalas 5 5%
Minsan 3 3%
Total: 100%
In terms of attendance at gatherings, 86% of individuals frequently attend, while
6% attend occasionally. About 5% attend regularly, and 3% attend only sometimes.

Nakikitaan ng matalinong Frequency Percentage

pag de desisyon ang
barangay chairman
Oo 98 98%
Hindi 2 2%
Total: 100%
In terms of decision-making, 98% of individuals believe that the barangay
chairman demonstrates wise decision-making, while 2% disagree.

Karakteristik ang nakikita Frequency Percentage

sa iyong barangay officials
Maaasahan 88 88%
Mabait 76 76%
Matulungin 54 54%
May pagkukusa 53 53%
Magalang 45 45%
In terms of the characteristics observed in the barangay officials, 88% of
individuals see them as reliable (Maaasahan), 76% view them as kind (Mabait), and 54%
find them helpful (Matulungin). Additionally, 53% believe they are proactive (May
pagkukusa), and 45% consider them polite (Magalang).

May Seminar ba na na Frequency Percentage

dinaluhan
Wala 67 67%
Meron 33 33%
Total: 100%
In terms of seminar attendance, 67% of individuals have not attended any
seminar (Wala), while 33% have attended a seminar.
 Problemang Frequency Percentage
napapansin/nakikita sa
komunidad?
Basura 44 44%
Tambay 41 41%
Pasaway na kapitbahay 35 35%
Pasaway na bata 33 33%
Dumi ng hayop 30 30%
In terms of the problems observed in the community, 44% of individuals notice
issues with garbage, 41% see problems with loitering, and 35% observe misbehaving
neighbors. Additionally, 33% see misbehaving children, and 30% report issues with
animal waste.

ENVIRONMENTAL

Naging bahagi sa programa Frequency Percentage

isinagawa sa local na
pamahalaana
Hindi 75 75%
Oo 24 24%
Minsan 1 1%
Total: 100%
In terms of participation in local government programs, 75% of individuals have
not been part of any programs (Hindi), 24% have participated (Oo), and 1% have
participated occasionally.

Paano pinamamahalaan ang Frequency Percentage

iyong basura?
Pagtatapon sa tamang lugar 95 95%
Segregasyon at pag recycle 15 15%
In terms of waste management, 95% of individuals dispose of their garbage in the
proper place, while 15% practice segregation and recycling.

Paano ninyo pinapanatili Frequency Percentage

ang kalikasan sa iyong
paligid?
Regular na paglilinis 97 97%
Pagtatanim ng halaman 11 11%
In terms of maintaining the environment, 97% of individuals keep their
surroundings clean through regular cleaning, while 11% contribute by planting plants.

Paano ninyo isinasama ang Frequency Percentage

edukasyon sa kalinisan sa
pagpapalaki ng iyong
anak?
 Pagtuturo ng tamang 93 93%
pagtapon ng basura
Pagsasama sa kanila sa 50 50%
environmental activities
Wala 2 2%
Hindi aktibong itinuturo 1 1%
ang tungkol sa kalikasan
In terms of incorporating education on cleanliness in raising children, 93% of
individuals teach their children the proper way to dispose of trash, while 50% involve
them in environmental activities. However, 2% do not teach their children about
cleanliness and 1% are not actively teaching them about nature.

Sanhi ng pahungahing Frequency Percentage

polusyon
Mga sasakyan 68 68%
Pagtatapon sa di tamang 60 60%
basurahan
Kanal 20 20%
Dumi ng hayop 14 14%
Ingay ng Tao 7 7%
In terms of the causes of ongoing pollution, 68% of individuals identify vehicles
as a major contributor, while 60% point to improper waste disposal. Additionally, 20%
mention clogged canals (Kanal), 14% cite animal waste, and 7% highlight noise from
people.

Sa iyong opinion, sapat ba Frequency Percentage

ang ginagawa ng iyong
barangay upang
mapangalagaan ang
kapaligiran
Sapat lang 90 90%
Sobra ang ginagawa 5 5%
Kulang 5 5%
Total: 100%
In terms of efforts made by the barangay to protect the environment, 90% of
individuals believe that the actions taken are sufficient, while 5% think the barangay is
doing more than enough, and another 5% feel that the efforts are lacking.

Araw-araw na ginagawa Frequency Percentage

upang makatulong sa
pangangalaga ng kalikasan
Pagtitipid ng tubig at 74 74%
kuryente
 Pag gamit ng eco-friendly 55 55%
na produkto
Pag recycle ng basura 45 45%
Paglakas o pag bibisekleta 25 25%
Pagtatanim 23 23%
In terms of daily actions to help protect the environment, 74% of individuals
practice conserving water and electricity, while 55% use eco-friendly products.
Additionally, 45% recycle waste, 25% engage in walking or biking, and 23% participate
in planting.

Sa tingin mong epektibong Frequency Percentage

paraan sa pagbabawas ng
polusyong sa komunidad
Pagbabawas ng paggamit 77 77%
ng plastic
Pag iimplementa ng mas 53 53%
mahigpit na batas laban sa
polusyon
Pag recycle 40 40%
Pagtatanim ng halaman at 35 35%
puno
Pagbabawas ng sasakyan 6 6%
In terms of effective methods to reduce pollution in the community, 77% of
individuals believe that reducing plastic use is the most effective, while 53% suggest
implementing stricter laws against pollution. Additionally, 40% support recycling (Pag
recycle), 35% recommend planting plants and trees, and 6% think reducing the number
of vehicles would help.

Ano kadalsasng sakit ang Frequency Percentage

nagiging problema ng
komunidad?
Ubo 58 58%
Sipon 50 50%
Dengue 29 29%
Trangkaso 25 25%
Leptos 25 25%
In terms of common health problems in the community, 58% of individuals report
that coughing (Ubo) is a frequent issue, while 50% mention colds. Additionally, 29%
face dengue, and 25% experience both flu, and leptospirosis.

SPIRITUAL

Relihiyon na Frequency Percentage

kinabibilangan
Katoliko 99 99%
 Iglesia ni Cristo 1 1%
Total: 100%
In terms of religious affiliation, 99% of individuals belong to the Catholic faith
(Katoliko), while 1% are members of Iglesia ni Cristo.

Gaano kadalas nagsisimba Frequency Percentage

Isang beses sa isang linggo 60 60%
Minsan lang 19 19%
Isang beses sa isang buwan 15 14%
Maraming beses sa isang 7 7%
buwan
Total: 100%
In terms of church attendance, 60% of individuals attend mass once a week (Isang
beses sa isang linggo), 19% go occasionally (Minsan lang), 14% attend once a month
(Isang beses sa isang buwan), and 7% attend multiple times a month (Maraming beses sa
isang buwan).

Gaano napapalalim ng Frequency Percentage

inyong kinabibilangan na
relihiyon ang relasyon mo
sa Diyos na iyong
pinaniniwalaan
Malaki ang naitutulong 99 99%
Hindi napapalalim ang 1 1%
pananampalataya
Total: 100%
In terms of how one's religion deepens their relationship with God, 99% of
individuals believe that their religion significantly strengthens their faith (Malaki ang
naitutulong), while 1% feel that it does not deepen their faith (Hindi napapalalim ang
pananampalataya). The total adds up to 100%.

Nakatutulong ba ang iyong Frequency Percentage

relihiyon sa paglago mo sa
spiritual
Oo 99 99%
Hindi 1 1%
Total: 100%
In terms of spiritual growth, 99% of individuals believe that their religion helps
them grow spiritually, while 1% feel that it does not contribute to their spiritual growth.

May katungkulan sa Frequency Percentage

kinabibilangan relihiyon
Wala 91 91%
Meron 9 9%
Total: 100
In terms of holding a position in their religion, 91% of individuals do not have any
role or position, while 9% hold a position or responsibility.
 SWOT ANALYSIS
To analyze the data gathered SWOT Analysis highlights the community’s growth
and development.
Strength Weaknesses
 Identified Priorities  Some community members may not
- Observe the issues cooperate
- Presence of waste collection services  Enforcement of local rules and regulations.
and local governance  Lack of discipline
- Social Connectivity - The presence of complaints about
"pasaway na mga kapitbahay"
(unruly neighbors) and "chismosa"
(gossipy individuals)

Opportunities Threats
 Community Programs  Natural Disasters
 Policy Implementation  Health and Safety Risks
 Collaboration with Authorities  Increased Crime and Public Disturbances
 Education and Training

Table 1. SWOT Analysis

The image shows a SWOT Analysis of a community, which stands for Strengths,
Weaknesses, Opportunities, and Threats;
 Strength: The community of Barangay 197 has several strong points that
can support positive change. People in the area are aware of the problems
they face and have clearly identified their priorities. There are waste
collection services in place and the local government is actively involved,
which shows that basic services are functioning. One of the biggest
strengths is the strong connection among some residents. People know
each other, communicate, and often work together, which helps when
organizing community activities or solving shared problems.
 Weaknesses: At the same time, there are also some challenges within the
community. Not everyone is cooperative, which can make it hard to run
programs smoothly. Some rules and regulations aren’t being followed or
properly enforced. There's also a concern about discipline. Many residents
 mentioned issues with neighbors who are disrespectful or gossip too
much. These behaviors can create tension and make it difficult to build a
more peaceful and united community.
 Opportunities: Despite these issues, there are good opportunities for
improvement. The community can benefit from new or existing programs
that encourage involvement and provide support. Working closely with
local leaders and government agencies can help bring in more resources
and guidance. Offering training and educational activities, especially for
the youth, can also help residents become more aware, responsible, and
active in improving their surroundings
 Threats: However, there are outside risks that could slow down progress.
Natural disasters like floods or storms are always a threat and can damage
homes or public spaces. Health and safety are also concerns, especially
when waste is not managed properly. Lastly, there’s the risk of increased
crime or disturbances, which could make the community feel less safe and
discourage people from joining future projects.

This helps show what the community is doing well, what needs improvement, and
what challenges or chances there are for growth.
Priority Problem and Needs

The survey results reveal primary issues in the community, both related to
"Basura" (Waste), at 44% and "Tambay" (Loiterers), at 41%. Uncollected waste
is a health safety and environmental issue; waste can spur disease, produce
unpleasant odors, and may clog drainage leading to flooding. Because improper
waste disposal directly affects public health and sanitation, it is regarded as the
highest priority. Waste disposal can be effectively dealt with through stricter
policies on waste disposal, enhanced garbage collection services, and better
community awareness and behaviors around waste segregation. Associated with
the issue of

"Tambay" (loiterers). This continues to be a significant issue because it can often

lead to public disturbances and noise, and sometimes may even lead to criminal
 acts (theft, vandalism, graffiti, etc.) Loiterers may not cause a disturbance or
noise in every case; however, uncontrolled loitering in public areas can cause
either an unsafe or unwelcoming environment. This remains a moderate to high
significant issue, depending on the level of the disturbance. Therefore, suggested
remedial approaches to address these larger disturbance issues may include the
establishment of alternative engagements and stricter enforcement of local
ordinances to create a sense of peace and order in the community.

In prioritizing these concerns, factors such as urgency, feasibility, and

impact were considered. Garbage disposal takes precedence due to its immediate
effects on health and sanitation, as well as its environmental consequences.
Unruly neighbors (35%) were also noted as a significant issue, as they contribute
to social tensions within the community. Loitering follows as a priority, as it
affects safety and order but does not pose an immediate health hazard like
garbage does. Community validation is crucial in ensuring that solutions are
effective and widely accepted. By addressing these pressing concerns through
well-planned initiatives, the community can work toward a cleaner, safer, and
more harmonious environment.

SWOT ANALYSIS

The SWOT analysis was developed based on the data gathered from core

group meetings, focus group discussions, and community observations.

Strength Weaknesses

 Well-prepared and organized activity plan  No budget currently available for materials

 Active ad committed core group of youth and food

volunteers  Clean-up activity not yet implemented

 Barangay gave support through endorsement  Barangay officials are too busy to assist

 Community members are aware of directly

environmental issues  Possible drop in motivation due to delays

Opportunities Threats
 Chance to look for sponsors (NGOs, Local  Interest may fade if delayed too long

businesses)  Volunteers might lose energy or time due

 Use extra time to improve planning and to personal priorities

training  Weather conditions may affect future

 Build stronger community awareness and schedules

interest  Residents might not support fully without

 Potential partnerships environmental groups. seeing action soon.

Resources

The community of Barangay 197 has several available resources

and existing strengths that can be used to address identified needs and
support the goals of the project.

Local Government Programs and Services

Social Services Available in Barangay

Barangay 197 offers various community-focused programs and services,
including free optical missions and eyeglasses for senior citizens, sports activities
like basketball, free medicines and blood pressure monitoring, as well as free
printing and school supplies for students. These initiatives aim to support the
health, education, and well-being of residents.

City/Municipality Services
The city offers various services to residents of Barangay 197, including
birthday gifts for senior citizens, an annual free circumcision program, and the
Social Pension for Indigent Senior Citizens (SPISC). Support is also provided
through the Department of Social Welfare and Development (DSWD) and the
Social Security System (SSS). Additionally, an oil tank was donated by a
neighboring airline, Philippine Airlines (PAL), to support community needs.

Heath, medical and Nutrition Services

 The barangay also provides health, medical, and nutrition services such as
free optical missions and eyeglasses, free medicines, blood pressure monitoring,
and access to three ambulances to respond to emergencies.

Government Social Services Available and Accessible

Government services such as Social Security Services and the
Department of Social Welfare and Development (DSWD) provide
financial aid and welfare programs to support individuals and
marginalized groups.

Private or NGO’s Support Services and Facilities

Fraternities like Tau Gamma and Fraternal Eagles offer support
services and community assistance to their members and the public. This
groups assist with community support, events, and outreach.
Business and Economic Opportunities
The community has various small-scale business opportunities,
including sari-sari stores, bakeries, fresh markets, mini groceries, vendor
carts, food stalls, eateries, pedicab services, and pharmacies, which
contribute to local income and economic activity.

Educational Facilities

The barangay has a daycare center that supports early childhood

education and helps working parents by offering childcare services.

Community Groups and Individuals

Barangay 197 is supported by a diverse range of community

members, including local government officials, barangay staff and
leaders, youth volunteers, non-profit groups and fraternities, business
owners, and the general public, all contributing to community
development and cooperation.
Support from the Barangay

The interns formally sought permission from the Barangay

Captain to conduct a survey among the residents of Barangay 197. The
Barangay Chairman immediately agreed to the request and even offered
support by providing printed and photocopied copies of the survey forms.
The barangay also prioritized the interns’ safety and security by making a
public announcement throughout the community, informing residents that
individuals would be going around to conduct the survey. The chairman
reminded everyone to treat the interns respectfully and to answer their
questions sincerely and properly.

Furthermore, during each round of survey administration, the

barangay consistently assigned a representative to accompany the interns.
This was done to ensure the safety of both the interns and the residents,
and to promote an atmosphere of trust and cooperation throughout the
data-gathering process.
 Action Plan

GOAL: Establishing a core group to lead and organize the efforts and aims to
build a strong sense of responsibility, unity, and environmental awareness,
fostering a culture of cleanliness and cooperation in the community

Activities Objectives Outcomes Period of Status

Implementatio
n
Formation of To establish Established March 19, Accomplishe
effective leadership and
Core Group 2025 d
leadership and coordination
ensure smooth (Wednesday)
coordination Encouraged
within the Community
community. Participation
To encourage
active Assigned
participation, different roles
with a special in Core groups
focus on
engaging the Enhanced
youth.
Problem-
To assign and
organize Solving and
different
Decision-
committees,
clearly defining Making
roles and
responsibilities
for each
member.
To strengthen the
group’s capacity
for problem-
solving and
informed
decision-making.
Conducting To effectively Clear March 19 – Accomplishe
plan and design understanding
meetings and April 23, 2025 d
the activities by of the needs,
Focus Group gathering concerns, and
different priorities of
Discussion
perspectives, participants.
insights, and A
recommendation comprehensiv
s. e and
inclusive
activity plan
Improved
alignment and
coordination
among core
groups,
barangay
officials and
participants.
Exit To provide a Expressed May, 2025 Resolved
proper and appreciation to
Conference
respectful the barangay
and Turnover closure to the officials for
community their support
organizing and
engagement cooperation
To ensure throughout the
sustainability implementatio
through local n of the
ownership and project.
commitment and
turn over
responsibilities
and materials to
the core group
and barangay
officials
Orientation To educate Improved May, 2025 Turnover
participants on Waste
in (Saturday)
the Segregation
Environment environmental and Disposal
impact of waste Practices.
al Awareness
and pollution
Train Core Increased
members and
awareness of
volunteers on
proper waste environmental
segregation and
impact and
disposal methods
Promote purposes
community
engagement
though organized
 clean-up Drive
Green Task Encourage Enhanced May 2025 Turnover
community Community
Force: Clean-
involvement Participation
Up Drive for
Create a cleaner Improved
Sustainable
and safer
Quality of
Future environment
Encourage environment
productivity and
in residents’
purpose
Promote a surroundings
unique and
beautiful
barangay

Monitoring and Evaluation

The Green Task Force: Clean-Up Drive for a Sustainable Future has been
endorsed to the core group but has not yet been implemented due to a limited
budget and the busy schedules of barangay officials. Despite this delay, the
project is supported by a clear monitoring and evaluation plan that is ready to be
executed once implementation becomes possible.

As part of the preparation, a core group was formed consisting of

selected youth leaders and volunteers from Barangay 197. This group plays a
central role in leading and organizing the project. To ensure efficient execution,
the core group was structured into committees, each with specific roles and
responsibilities. This organized structure enhances coordination and ensures that
responsibilities are clearly defined across all aspects of the project. These
committees include:

 Core Leader and Assistant Leader – oversee the entire project and guide
the team.
 Logistics Committee – in charge of materials, tools, and venue setup.
 Volunteer Committee – handles recruitment, communication, and
mobilization of volunteers.
 Safety Committee – ensures protocols are followed to protect all
participants.
 Waste Management Committee – supervises waste segregation and proper
disposal during the clean-up.
  Sponsorship and Finance Committee – manages funds, donations, and
financial records.
 Refreshments and Welfare Committee – provides food and ensures the
well-being of volunteers during activities.

In forming the core group, the SWOT analysis provided valuable insights
into their strengths and areas that needed improvement. Based on the findings,
interventions such as assigning leaders, conducting planning meetings, and
establishing clear communication resources were put in place to strengthen the
group's coordination and overall effectiveness.

To ensure effective oversight, the core group has prepared a progress

checklist to monitor completed preparations such as volunteer recruitment,
training sessions, and logistics coordination. Attendance sheets will be used
during meetings and future activities to track participation, especially among the
youth. Pre- and post-activity evaluations will be administered to assess the
participants’ knowledge and development regarding environmental issues.

Core group members are encouraged to provide regular feedback during

and after each phase of the project. After the activity, short interviews and
feedback forms will help assess the project’s impact on community awareness
and environmental practices.

To review or explore these tools, you may refer to the respective annexes.
These tools support a participatory, inclusive, and adaptive approach to
community-based environmental action, ensuring the project remains relevant
and responsive to the needs of the people it serves. All monitoring and evaluation
tools are compiled in the IX. FORMS:
e. Attendance Sheets
f. Pre and Post Evaluation
g. Lists of Volunteers
h. Feedback Report
Recommendation

To ensure the sustainability and continuity of the project’s impact, it is

recommended that an exit conference be conducted with the barangay officials,

core group members, Interns and Agency Supervisor. This conference will serve

as a formal closure of the project, providing a platform to present its outcomes,

share key insights, and gather feedback from stakeholders. It will also serve as an

opportunity to express appreciation to the barangay officials for their support and

cooperation throughout the implementation of the project.

In addition, a formal turnover of responsibilities, materials, and project

documentation to the barangay should be carried out. Through this turnover, it is
hoped that the initiative will be continued and further developed by future Social
Work interns who may also be deploy in the same barangay. This will help
ensure that the project’s objectives are sustained, and that the spirit of
volunteerism, youth engagement, and environmental responsibility remains active
in the community.
Documents and Other Information

Community Profile

Introduction

Pasay Social Welfare Development Department

The Local Government Code of the Philippines was enacted in

1991 to address the problems associated with a highly centralized Philippines
bureaucracy. It was enacted to by the state to ensure the autonomy of the local
governments as contained in the Philippine constitution.

The Department of Social Welfare and Development (DSWD) was one of

National Government Agencies that were devolved almost immediately after
the enactment of the Code. Fifteen years after devolution, the DSWD
continues to identify and resolve the institutional and financial challenges that
it faces to fulfill its mandate under a devolved set-up. This tackles on the
devolution process that the Department went through in the past fifteen years
and the issues and challenges that it continues to face. The Philippine
Bureaucracy was highly centralized prior to the Code.

The DSWD was formerly called the Social Welfare Administration,

which was under the Office of the President. This highly centralized unit of
government attended to the social welfare needs of the country. In 1968, the
SWA became a department, called the Department of Social Welfare, under
former President Ferdinand Marcos. When the country shifted to
parliamentarism in 1978, it became the Ministry of Social Services
Department. In 1987, the office was renamed the Department of Social
Welfare and Development under former President Corazon Aquino.

It was in the said year of 1991, the Department of Social Welfare and
Development (DSWD) became Pasay City Social Welfare and Development
Department (PSWDD) Office under local government unit (LGU), since then,
all the programs and services render to each target clienteles such as children,
youth, women, families and communities, and special groups of individual
and older person, as well as all social workers under national government
were part of the Devolution.
 In 1991, Pasay City Social Welfare and Development office responded to
the programs and services through the initiative and leadership of City
Mayor, City Administrator and the active supports of all Department Heads.

 Vision
A city where the poor, vulnerable, disadvantaged individuals,
marginalized groups, families and communities are socially protected
empowered, well capacitated and enjoying a quality and improved life.

 Mission
To develop, provide, and implement social protection programs and
services for the poor, vulnerable and disadvantage.

 Goal
1. A just gender responsive and effective implementation of social
welfare development policies and plans as well as ensuring their
effective implementation
2. An efficient strategy in capacitating the poor, vulnerable and
disadvantaged sectors
3. A social welfare development standard to protect the right of the poor
the disadvantaged to quality services.

 Programs and Services

A. For Children

A.1. Early Childhood Care and Development (ECCD)

PSWD is rendering services to EARLY CHILDHOOD. Out of Two

Hundred One (201) barangay, ninety-three (93) barangays have Day Care
Centers, One Hundred Fourteen (114) Day Care teachers in one hundred
nine (109) Day Care Centers. Almost all of these Day Care Centers are
accredited by the Department of Social Welfare and Development
(DSWD) and passes the standard of operations as well as the Day Care
Centers Teachers. E-Learning services also replicate to additional learning
needs of the children.

PSWD conducting several activities to ensure the progress,

development and the foundation of these children will be properly
monitored and guided. These activities are as follows: 1) Supplemental
Feeding, 2) Socio Cultural activities, 3) Nutrition month, 4) Palig sining,
5) Family Day, 6). Field Trips, 7). United Nation Parade, 8). Kiddie King
& Queen, 9) Recognition.
 The school supplies, PE uniforms, school uniforms, school ID’s and
the ECCD checklists are being provided by the Pasay City Government at
this present Administration. Other partner institutions from CSO’s,
NGO’s, NGA’s & Faith Based are also hand in hand meeting each
other to ensure the rights and welfare of the children will be properly
given.

A.2. Case Management of Abused, Neglected and Exploited

Children

It is the policy of the state to promote the well-being and total

development of children and youth, and to protect them from exploitation,
abuse, improper influence, hazards and other circumstances prejudicial to
their physical, mental, emotional, social and moral development.

The Pasay City Multidisciplinary Team (MDT) from the different

local agencies is created as well as the Manual of Protocols on the Case
Management of Abuse, Neglected and Exploited Children. It was
supported by the City Mayor and the PSWD Department Head.

A.3. Social Development Center (SDC)

A center is a facility which provides temporary care to street

children. It is designated to keep the children safe from hazards of the
street as well as to provide them with meaningful group experiences and
activities while inside the center.

Under the provision of Child Care Worker and Social Worker, the
center also serves as a learning facility where alternative education
provided to a group of 25 and 30 children.

This center is an alternative to residential care as it maintains the

sanctity of the family, while their difficulties and problems are being
worked out through the provision of other support services either form the
Department of Social Welfare and Development (NCR) and other Non-
Government Organization (NGO’s).

A.4. Rescue Operation

The Rescue Operations is conducted on a regular basis with

the help of Pasay Police and Metropolitan Manila Development
Authority (MMDA). This is to facilitate the condition of the street
children, adult and families on the streets. Referral and disposition of
rescued clients to partner institutions are being processed as needed.

B. For Youth

The youth program caters 15-30 years old, socially productive and
relevant to country’s development and progress. A continuous increased
in the number of youths referred for educational assistance and skills
training by TESDA.

PSWD has special program for the youth. This youth group the
PAG-ASA YOUTHASSOCIATIONS OF THE PHILIPPINES INC.
Pasay City youth group becomes a federation.

B.1. Pasay City Youth Home

Children in Conflict with the Law (CICL) – a child who is alleged

as, accused of, or adjudged as, having committed an offense under
Philippine Laws;
- 15 years of age below 18 years old, male or female
- Offense committed in Pasay City regardless of their residency

Children at Risk (CAR) Children who are vulnerable to, and at

risk of, committing criminal offenses because of personal, family and
social circumstances such as being abused, abandoned or neglected;
coming from dysfunctional or broken family; being out-of-school youth;
being street children; being member of gang; or living in community with
high level of criminality or drug abuse.
- 13 – 17 years old, male/female

C. For Women

The Women Welfare Program is designed to address the light of

disadvantaged women against domestic violence, abuse and exploitation.
It aims to open opportunities for them to uplift their levels of well - being
through life skills enhancement. This service promotes and implements
RA 9262, Violence against Women and their Children.

C.1. Support Services to Victimes of VAW-C (Violence Against

Women and Children)

 Assist the victim in reporting/ filing the case.

 Refer the victim to concern agencies as needed
(PAO or any public legal assistance or center for
temporary shelter eg. Haven for Women).
 Conduct counseling and/ Parent Effectiveness
Seminar (PES).
 Issuance of Certificate of Indigency
 Skills /Livelihood Training for Women
 Extend Capital Assistance to Women

C.2. Organizing and Strengthening KALIPI Organization

 Is a national federation of women’s organization,
committed to respond to the need of organizing the women which
genuinely promotes women development and empowerment through
harnessing their strengths and developing their full potentials as human
being. It is a non-political, non-profit, non-stock and non-sectarian.

D. For Families and Communities

PSWD has twelve (12) Unit Offices together with CRISIS

INTERVENTION UNIT (CIU) that facilitates and assists volume of
Needy Adult. The CIU is designed to provide direct assistance and
intervention to families and individuals in crisis situation. It’s providing
emergency financial assistance or facilitates referral for free services to
concerned agencies.

SERVICES OFFERED:
 Medical/ Financial Assistance
 Food /Transportation Assistance/ Balik-Probinsya
 Funeral/ Burial Assistance

D.1. Pre-Marriage Counselling Nurturing the Marriage and Family

The Pre-marriage Counselors guide engaged couples in learning

about marriage. They discuss topics on the challenges of marriage such as
couple’s rights and obligations, and how to nurture the union and the
family that they will build.

D.2. Pantawid Pampamilyang Pilipino Program (4p’s)

The Pantawid Pamilyang Pilipino Program (4P’s) is a poverty

reduction strategy which provides cash grant to targeted poor families to
improve human capital through health and nutrition and education.

D.3. Emergency Assistance

It is the provision of timely and appropriate assistance to help

alleviate the conditions/situations/distressed displaced
individuals/families and those who are victims of Man Made and Natural
Disasters (fire, floods, and typhoon). National and Local Government
support each other to ensure the welfare of each individual and family
victims.

Services Offered:
 Provision of emergency feeding, clothing and other emergency
needs.
 Assistance in the transfer of victims to evacuation centers and safe
areas.
 Coordination with other agencies in integrated relief operations

E. For Person with Disabilities

 This group of clientele ensures that the social protection will be
given. Each of them has privilege ID’s and booklets for monitoring
purposes of the service received.

PWD SERVICES OFFERED:

 Medical/ Financial Assistance
 Food /Transportation Assistance/Balik-Probinsya
 Funeral/ Burial Assistance

F. For Older Person/Senior Citizen

These are services designed to assist the elderly, who need

physical, psychological and vocational services and who are physically,
socially and economically well off but do not have opportunities to share
their time, talents and resources. These services provide elderly persons
with opportunities for socializing, creative expression and self-
improvement.

Social Development Center

 Vision

Empowered and fully protected children, equipped with life-Skills who

are morally upright, socially and emotionally responsible, God – Fearing
and productive citizen of the country.

 Mission

Social Development Center is an institution dedicated to give the street

children, abused and exploited children a home-like environment where they
can feel love, care, and nurturance.

 Goal

To train, educate and rehabilitate children and youth to become self-

reliant and able to contribute to national development.

 Objectives

- To provide temporary shelter, basic needs and other support services

to children who are at risk and victims of abuse and exploitation
- To provide psychosocial session and counselling that would develop
their personality, to educate on how to express and protect themselves
against any person or the reoccurrence of abuse;
- To provide opportunities to on-house children and youth through
formal and informal education as well as involve them in skills
training and livelihood activities that would enable them to become
 self-reliant, morally and socially responsible in preparation for their
reintegration to family and community.
- To coordinate with NGOs and other child caring facilities to better
assist the in-house children with any legal, medication, and other
psychosocial needs through referral procedure.

 Clientele/Beneficiaries

The Center caters and provides case management and intervention to

minors whose ages ranges from seven (7) to seventeen (17) years age for
girls; and sev
en (7) to thirteen (13) years of age for boys under the following
categories:

- Street Children
- Victims of Physical and Emotional Abuse;
- Victims of Sexual Abuse such as but not limited to;
- Incest
- Rape
- Victims of Exploitation
- Victims of Trafficking and illegal recruitment
- Victims of Acts of Lasciviousness

 General Policies

- Criteria for Admission:

- Children who are in need of special protection falls under
clientele categories of this manual trough the following;
 Referral from Pasay Social Welfare and
Development Department (Field Officers
and Crisis Intervention unit)
 Law Enforcement Officers and Barangay
Officials
 Outreach operation-Conducted by PSWDD
and partner agencies.

- General Requirements for Admission:

 Referral Letter – Referrals coming from the

barangay shall be coursed through the
respective field officer or crisis intervention
Unit.
 Social Case Study Report or Case Summary
Report
 Medical Slip/Dental Assessment/Medical
Certificate
 In Case of Founding, Affidavit of finder,
Barangay Blotter and Police blotter with
Agency Logo
  Birth Certificate or Baptismal Certificate
 School Record
 Court Related Documents

 Programs and Services

- Home Services
Provision of Food, clothing and toiletries
- Health Services
- Spiritual Services
- Livelihood/Vocational Skills Training
- Psychological Activities
- Educational Services
- Counseling Services
- Life Skills Education

Barangay 197, Zone 20 – Pasay City

Vision

Make Barangay 197 Zone 20 a progressive and strong barangay

advocating the principles and practice of good governance through transparency in
serving my constituents to their satisfaction.

Mission

To actively carry out the mandate and ensure transparency, honesty, and
efficient in the delivery of our barangay frontline services to eliminate graft and
corruption in the smallest components of our government to achieve Progress,
Development, Peace and Healthy Community.

Programs and Services

- Free optical mission and eyeglasses (especially for senior citizens)

- Sports activities
- Free medicines and blood pressure testing
- Free printing and school supplies for students

IV. PROJECT PROPOSAL

Title of the Program: Green Task Force: Clean-Up Drive for

Sustainable Future

Location/Target Audience:
Target Area: Barangay 197
Target Group: Youth 16 years old up to 24 years old.

Program Description:

The Green Task Force: Clean-Up Drive for a Sustainable Future

is a comprehensive, community-driven initiative designed to cultivate
environmental consciousness, promote active volunteerism, and nurture
leadership skills among individuals of all ages. Rooted in the belief that
sustainable change begins with local action, the program empowers
community members to take direct responsibility for their environment
while fostering a spirit of unity and shared purpose.

The program serves as a platform for education, engagement,

and hands-on experience, offering a series of structured activities and
workshops aimed at instilling the values of environmental stewardship.
Participants will attend informative seminars and interactive training
sessions covering key topics such as ecological preservation, proper
waste segregation, recycling practices, climate change awareness, and
disaster risk reduction. These educational components are tailored to be
both accessible and practical, ensuring that all participants especially the
youth or background, can apply what they learn to their daily lives and
communities.

In addition to theoretical learning, the Green Task Force

emphasizes real-world application through organized clean-up
operations. These include the removal of litter from streets, and
waterways, the planting of native trees to support reforestation and
carbon capture efforts, and the implementation of community-based
recycling programs. Participants will work in teams, enabling them to
develop cooperation and interpersonal communication skills while
making a visible, positive impact on their surroundings.

Furthermore, the program integrates leadership and

volunteerism training that focuses on empowering individuals to take
 initiative, lead local environmental campaigns, and inspire others to join
the cause. By encouraging teamwork and engagement, the Green Task
Force cultivates a new generation of environmentally conscious leaders
who are equipped to advocate for sustainable living and community
resilience.

Overall, The Green Task Force: Clean-Up Drive for a

Sustainable Future is more than just a clean-up activity—it is a
transformative experience that equips individuals with the knowledge,
values, and motivation to become proactive contributors to
environmental sustainability. Through collective effort, participants not
only help create cleaner, greener neighborhoods but also lay the
foundation for a healthier and more sustainable future for all..

I. Rationale
Barangay 197 is a vibrant and developing community that
continues to grow in size and activity. However, like many other
communities, it faces persistent challenges related to waste management,
pollution, and general cleanliness. These environmental concerns go
beyond just the appearance of the barangay—they can negatively impact
public health, safety, and the overall quality of life of its residents.

Many community members, especially the youth, genuinely care

about their surroundings and want to help. However, they often lack the
proper guidance, knowledge, or opportunities to take meaningful action.
There is a clear need for a program that not only addresses these
environmental issues but also empowers residents to become active
contributors to positive change.

The Green Task Force: Clean-Up Drive for a Sustainable Future

is more than just a clean-up effort. It is an educational and action-based
initiative that aims to raise awareness, develop leadership skills, and
inspire a stronger sense of community responsibility. By involving
residents—particularly young people—in clean-up drives,
environmental workshops, and team activities, the program encourages
active participation and long-term commitment to sustainability.

This initiative seeks to promote values such as teamwork,

responsibility, and community pride. Through shared effort and
consistent involvement, residents will not only improve their
environment but also build stronger connections with one another.

With the support of the community and the proper use of

available resources, Barangay 197 can become a model for
environmental care—a cleaner, greener, and safer place for everyone,
now and in the future.
 II. Legal Bases

International Instruments/Law/Policies:

 United Nations Sustainable Development Goals (UN SDGs)

- Goal 11 of the United Nations Sustainable Development Goals (SDGs)
is aimed at making cities and human settlements inclusive, safe,
resilient, and sustainable. The challenges such as Increasing pollution,
waste management issues, environmental degradation threaten the
quality of life for the residents and can have long-term negative impacts
on human health and the environment. By focusing on sustainability,
inclusivity, and resilience, SDG 11 seeks to transform urban spaces into
places where people live in harmony with the environment and each
other.

 The UN Framework Convention on Climate Change (UNFCCC) 1992

- The United Nations Framework Convention on Climate Change
(UNFCCC) is an international environmental treaty aimed at
addressing the issue of climate change. Focus on reducing greenhouse
gas emissions, mitigating the impacts of climate change, and promoting
sustainable development aligns well with local efforts to clean up and
restore environments.

Local Instruments/Law/Policies:

 Philippine Ecological Solid Waste Management Act of 2000 (Republic

Act No. 9003)
- This law establishes a comprehensive policy and program for solid
waste management in the Philippines. It mandates the segregation,
collection and proper disposal of waste, as well as the reduction,
recycling, and reuse if materials. I also emphasize the importance of
community participation in solid waste management efforts

- Waste Segregation Program and Establishing the comprehensive

solid Waste Management Ordinance for the Purpose (R.A. 9003.
Ordinance No. 4300, Series, 2008) - Anti-Littering Ordinance is a
local law implemented by municipalities or cities to prevent and
penalize the improper disposal of trash and waste in public spaces. Its
primary aim is to promote cleanliness, reduce environmental pollution,
and enhance the quality of life for residents by maintaining a clean and
healthy environment. he ordinance prohibits the act of discarding waste,
including plastic bottles, cigarette butts, food wrappers, and other
forms of trash, in public places such as sidewalks, streets and riversides.

III. Goal and Objectives

A. Program Goal: Establishing a core group to lead and organize the
efforts and aims to build a strong sense of responsibility, unity, and
environmental awareness, fostering a culture of cleanliness and
cooperation in the barangay 197.

B. Program Objectives:

- To Establish Leadership and Coordination – Build strong leadership

skills and enhance coordination among the community members for
effective waste management and environmental initiatives
- Encourage Community Participation and volunteerism– Inspire and
involve local residents, particularly the youth, in community efforts to
keep the environment clean and sustainable
- Enhance Problem-Solving and Decision-Making – Develop
participants ability to think critically, solve problems and make informed
decisions regarding environmental challenges
- To Educate Participants on the Environmental Impact of Waste and
Pollution – Raise awareness about how waste and pollution harm the
environment, and empower individuals to take responsible actions.
- Promote Community Engagement – Foster a sense of ownership and
responsibility among community members to work together towards
shared environmental goals
- Create a Cleaner and Safer Environment – Ensure cleaner
surrounding and safer spaces by encourage proper waste disposal and
maintaining public areas free from pollution.

C. Expected Outcomes

By the end of the session of “Green Task Force: Clean-Up Drive for
Sustainable Future” program, the following outcomes are expected:
- Strong Leadership and Teamwork – Participants will develop
leadership skills and work together to organize and clean-up efforts
- Active Community Involvement – The program will encourage
residents to take part in cleaning activities and other environmental
initiatives
- Better Problem-Solving and Decision- Making skills – Participants
will learn to solve ussies and make smart choices when facing
environmental challenges
- Improved Waste Segregation and Disposal Practices – The
community adopted better habits for sorting and disposing of waste
properly
- Increased awareness of environmental impact and purposes –
Gained a deeper understanding of pollution affects the environment
- Cleaner and Safer Surrounding for Barangay 197 Residents – The
community enjoyed cleaner, safer public spaces
- Increased youth Participation – More young individuals will be
actively involved in environmental projects, and becoming leaders in the
future sustainability efforts
 D. Methods of Intervention
Activities Objectives Outcomes Period of
Implementation
Formation of Core  To establish  Established March 19, 2025
Group leadership and leadership and (Wednesday)
coordination coordination

 Encourage  Encouraged
Community Community
Participation special Participation
in youth
 Assigned different
 Assign Different roles in Core groups
committee to define
roles and  Enhanced Problem-
responsibility Solving and
Decision-Making
 Enhance Problem-
Solving and
Decision-Making
 Preparation  To effectively plan  Clear understanding March 19 – April 23,
- Conduct and design the of the needs, 2025
meeting activities by gathering concerns, and
s and different perspectives, priorities of
FGD insights, and participants.
recommendations.  A comprehensive
and inclusive
activity plan
 Improved alignment
and coordination
among core groups,
barangay officials
and participants.
Orientation in  To educate  Improved Waste May, 2025
Environmental participants on the Segregation and (Saturday)
Awareness environmental impact Disposal Practices.
of waste and pollution
 Train Core members  Increased awareness
and volunteers on of environmental
proper waste impact and purposes
segregation and
disposal methods
 Promote community
engagement though
organized clean-up
Drive
Green Task Force:  Encourage  Enhanced May 2025
Clean-Up Drive for community Community
Sustainable Future involvement Participation
  Create a cleaner and  Improved Quality of
safer environment environment in
 Encourage residents’
productivity and surroundings
purpose
 Promote a unique and
beautiful barangay

This program helps bring the community together to care more about the environment
and get involved. It builds a small group of leaders, especially encouraging young people to step
up, take on roles, and help with decision-making. There’s also a part where everyone learns
about how waste and pollution affect the environment, and how to properly sort and dispose of
trash. People get involved in clean-up activities too, making the area cleaner, safer, and more
enjoyable for everyone. It’s all about working together, learning, and taking pride in the
community while creating a safer environment for all.

E. Staffing and Administration

Community Facilitator (Intern): This person will help lead and manage the
project. They’ll be in charge of planning the activities, organizing resources, and
making sure everything runs smoothly and meets the goals of the project.

Volunteers (8 Core Group Members): A group of young people who are

passionate about helping the community. They’ll support the project by joining
activities and helping out whenever needed according to their assigned
committee.

Committees and Support Team (Core Leaders, Intern & Barangay

Officials): This team, made up of the core leaders, the intern, and barangay
officials, will take care of getting and managing materials and equipment,
making sure the activities go as planned, and giving full support during events.
They’ll also be on the ground to help organize and guide everything during the
project.

IV. Evaluation Procedure

To check if the project is successful, the team will use several simple tools. A
pre- and post-evaluation form will be given to participants to measure what they
know before and after the activities, helping to see how much they learned. Since
Attendance is a must Attendance records will be kept to track who joined and how
many people were involved in each activity. After the events, the team will collect
feedback/Evaluation from all participants through short surveys or interviews to
understand what they liked, what could be improved, and how they felt about the
project. All this information will be reviewed by the team and included in a report to
help make future projects even better.

V. Budget Proposal
 Orientation (May, 2025)
Items Quantity Amount
For the Guest Speaker
Certificate 1 50
Food 1 200
Token of Appreciation 1 250
Food and Water
Burger 60 2,100
Water 60 900
Sub Total: 3,500

Clean-up Drive (May, 2025)

Items Quantity Amount
Materials
Gloves 60 200
Dustpan 5 500
Coconut Broom 5 325
Sacks 10 Free
Food and Water

Burger 60 2,100
Zest-o 60 480
Sub Total: 3,605
Grand Total: 7,105

VI. Conclusion

`In conclusion, the program Green Task Force: Clean-Up Drive for a Sustainable
Future united the community of Barangay 197 in promoting environmental awareness,
teamwork, and leadership. One of the key achievements of the project was the formation
of a core group, which is set to lead and sustain future clean-up efforts. This group aims
to strengthen the sense of responsibility, unity, and care for the environment within the
barangay.

Through community involvement and strong youth participation, the project helped raise
awareness about the importance of maintaining a clean and healthy environment. It also
gave participants the opportunity to gain hands-on experience and develop valuable
skills. With support from volunteers, barangay officials, and local leaders, the planning
phase of the project was successfully carried out.

The facilitator has already presented and endorsed the project to the core group,
implementation has not yet begun. Nonetheless, this endorsement represents a significant
step forward signaling strong community support and laying the groundwork for long-
term sustainability.

Notably, the barangay chairperson—who is currently running for public office—has

expressed a clear intention to incorporate the project into the upcoming barangay budget.
According to the chairperson, the initiative holds great promise, particularly in supporting the
development of youth in the community.

In addition, the project has also received approved and guided, further reinforcing its
relevance and alignment with local educational goals. While the facilitator may not be physically
present at all times, the core group have assured me that facilitator will continue to be actively
involved and regularly updated. They also intend to retain the facilitator as the project's
facilitator, reflecting their trust in continued contribution and the project's overall value.

V. INTEGRATIVE PAPER

My Field Instruction II experience at the Social Development Center (SDC) was truly a journey

of growth, challenge, and fulfillment. The SDC is an institution that caters to street children and

those who have experienced abuse, offering psychological, educational, and livelihood services

that help in their healing and personal development. These programs are designed to help children

recover, overcome their struggles, and enjoy life despite being away from their families.

At first, I honestly didn’t want to be assigned to Pasay because it was far from my home. I had

difficulty adjusting to the new environment, especially after coming from a medical setting in

Field Instruction I, which I was already comfortable with. As someone who is introverted and has

trust issues, it was hard for me to connect with others. I tend to only open up to those I feel

comfortable with.

When I was given a client’s case folder, I found it emotionally overwhelming. I am someone who

cries easily and is soft-hearted, so reading about the traumatic experiences of others was painful.

Although I knew such situations existed and could cause trauma, I didn’t expect to read or witness

such raw and heartbreaking realities. Initially, it was very difficult for me, but over time, I

gradually became used to it. I also continued reminding myself not to be too emotionally affected.

I was advised by the social workers I worked with that social workers are strong people, but they

must also have a heart that cares, especially for those in need.
Eventually, I grew to love the SDC. I used to dream of becoming a teacher, and through this

experience, I was able to fulfill that dream little by little. At the center, we were given the

opportunity to teach and guide the children. We taught them important things such as faith, good

values, and their rights as children and as human beings. It made my heart happy because SDC

gave me such a great opportunity to pursue my dream—to teach and share my experiences and

knowledge with children.

I also slowly built meaningful relationships with the children and staff. There were times when I

felt alone at the SDC, as if I was the only one doing things. But that led me to become closer to

the children and to my immediate supervisor, Ma’am Janet—whom I fondly called “Mommy

Janet.” She made my experience so much better. Beyond giving me life advice—like explaining

the difference between stress, anxiety, and depression when I opened up to her—she also cared

for me like a mother. She made sure I was fed, gave me things she knew I’d appreciate, and most

importantly, shared many laughs and happy moments with me. Being in the office with her helped

me forget my stress and feel light despite all the pressures around me. Of course, this includes the

other staff members as well.

Mommy Janet also gave me the opportunity to go on a home visit and help locate a client’s family

in a faraway place. During that time, I truly felt like a real social worker. These are the kinds of

situations I used to only see on TV, and now I was experiencing them firsthand. Aside from her,

my agency supervisor, Ma’am Leonor—whom we called Ma’am L—also helped me greatly while

I was at the SDC. She was one of the people who opened my eyes to the course I’m pursuing and

gave me motivation to continue. I was deeply moved and inspired by her words during our

meetings. She was very considerate, open-minded, and understanding. Most of all, she always

focused on the positive side of people and situations. During my time at the SDC, there wasn’t a

day when the guards and children didn’t greet me with a warm “Good morning.” Especially when

the children would say things like, “Good morning, Mommy,” or “Take care, Mommy,” it made

my heart feel light and full. It motivated me to continue the work I was doing. Looking at the

totality of my experience in the center, I can say that every single day was valuable—especially
the times we shared lunch and dinner when some were on duty. It felt so good to feel like I was

one of them, that I truly belonged.

When it comes to our entry into the community, I was initially overjoyed the day we were

assigned to a barangay. I finally got the answer to my question of how I could do community

organizing since SDC is an institution. With the help of Ma’am Leonor and Ms. Abigail—who we

jokingly called “Daddy Abby”—we were assigned to a trusted barangay that ensured our safety. I

was happy when my fellow intern and I got to speak with the barangay chairperson because it felt

like our community organizing was truly happening.

We were given a tour of the barangay by Mr. Edward, one of the barangay security officers. It felt

great to be in a community that offered strong support. There were times, however, when the

barangay became too busy because the chairman, Mr. Andreason, was running for a counselor

position in Pasay. This became a challenge for me. Still, I’m thankful because through his help,

we were able to interview and survey his constituents. I was even surprised when they announced

over the barangay’s radio system that “two college students from PM will be conducting a

survey.” Their support and efforts to ensure our safety are things I will always treasure.

I also spoke with the SK (youth council) chairperson, thanks to Chairman Andreason’s support.

With SK Steve’s help, we formed a core group. Even though he couldn’t always attend our

meetings, his support was still felt—especially in helping us get a meeting room approved by the

chairman. He was one of those who made the “Green Task Force: Clean-Up Drive for a

Sustainable Future” possible. SK Steve knew that not all youth would participate easily, so I

suggested aligning the clean-up project with a basketball screening. During our brainstorming

sessions, we successfully built a core group. Although we couldn’t implement the project right

away, the barangay had good plans for it. They promised to inform me of any updates, and I

promised to attend and continue serving as a facilitator.

 Overall, my Field Instruction II experience was meaningful and deeply fulfilling. I didn’t just

learn new theories, skills, and techniques—I also gained self-awareness, built valuable

relationships, and discovered a stronger sense of purpose in this profession. I entered with doubts

and emotional struggles, but I’m leaving with more confidence, strength, and love for social

work. The knowledge, skills, and values I gained through SDC and my community organizing

experience shaped me not only as a student but as a future professional ready to serve with heart

and integrity.

VI. ACCOMPLISHMENT REPORT

ACCOMPLISHMENT REPORT

I. PROJECT SUMMARY INFORMATION

Project Title: Preparation and Planning- Green Task Force: Clean-Up Drive for
sustainable Future
Main Proponent: Core Group
Members: Redricks Reducto (Core Leader)
Alfonso Mones III (Assistant Leader)
Matthew Reyes (Logistic Committee)
Edrei Jester (Volunteer Committee)
Allan Ivan Mone (Safety Committee)
Travis James Daborbor (Waste Management Committee)
Mark Tiangson (Sponsorship and Finance Committee)
Bench Toby Ortiguerra (refreshments and Welfare committee)

Partners: Barangay 197, Zone 20 - Pasay CIty

Participants: Barangay 197- Youth- (ages 15 – 24 years old)
Supervisor: Ms. Leonor M. Loor, RSW – Agency Supervisor
Prof. Jeaniffer L. Muyot , RSW, MSW – School Supervisor
Date of Implementation and May,2025 Every Saturday in the morning
Actual Time:
Venue: Barangay 197, zone 20

II. INTRODUCTION:

Pamantasan ng Lungsod ng Maynila (PLM) officially endorsed its Social Work interns
to Hon Mayor Emi Calixto-Rubiano in January 2025 through the Pasay Social Welfare and
Development (PSWDD), led by Ms. Mary Cris Balictar, RSW, Department Head.
 Ms. Loor conducted a comprehensive orientation for the interns to prepare them for
their field work responsibilities . the students were then deployed to various PSWDD
units, with Kyla Valdez assigned specifically to the Social Development Center (SDC).

Ms. Valdez was formally introduced to Hon. Richard Anderson, the Bgy Chairman, to
present the purpose and objectives of her internship. A positive response was received,
expressing support and encouragement for the community organizing initiative.
As part of the preparatory phase, an environmental scanning activity was meticulously
conducted using random sampling over two weeks. This process effectively identified and
prioritized key community issues that will guide the direction of the internship program.

As a result of the environmental scanning and the collaborative efforts between the
social work interns and the local community, the project titled “Green Task Force: Clean–up
Drive for Sustainable Future “was conceptualized and implemented in Barangay 197
particularly engaging the youth aged 16 to 24 and aims to gather at least 60 volunteers or
participants. This initiative emerged as a proactive response to the identified environmental
concerns, particularly waste management and community cleanliness. Spearheaded by the
interns with the support of the PSWDD and active participation from residents, the clean-up
drive aimed to promote environmental awareness, civic responsibility, and sustainable
practices at the grassroots level. The project not only fostered community engagement but
also served as a concrete step toward creating a cleaner and healthier living environment.

III. ATTAINMENT OF PROJECT OBJECTIVES:

As of the date of this report, the project has been successfully endorsed and planned, although full
implementation is scheduled for May 2025. Initial objectives such as establishing a core group, preparing
educational materials, coordinating with barangay officials, and conducting community planning sessions
have been achieved. The formation of a strong, youth-led leadership team indicates that the project is on
track to meet its objectives in leadership development, community engagement, and environmental
education. Endorsement from the barangay chairperson and support from both the community and
institutional supervisors further affirm the project's alignment with its goals.

IV. HIGHLIGHTS OF ACTIVITIES:

A. Significant portions of the activity/project/program.

• Formation of a core group consisting of youth leaders and volunteers. The group is
structured into specific committees to ensure organized planning and execution.
These include:

a. Core Leader
b. Assistant Leader
c. Logistics Committee
d. Volunteer Committee
e. Safety Committee
f. Waste Management Committee
 g. Sponsorship and Finance Committee
h. Refreshments and Welfare Committee

• Coordination meetings and focus group discussions were conducted for effective
planning, identification of community concerns, and assignment of roles.
• Environmental orientation sessions focused on proper waste management, pollution
control, and sustainability practices to raise awareness and motivate behavioral
change among participants.
• An upcoming community-wide clean-up drive involving the youth and barangay
officials, aiming to foster collective responsibility and environmental stewardship.

B. Observation
From planning through initial implementation, strong community
support was evident. Youth participation was enthusiastic, and barangay
officials showed commitment to supporting the initiative. During planning,
challenges such as scheduling conflicts and material sourcing were
encountered. These were addressed through early coordination. Clear role
delegation within the core group enhanced planning efficiency and
preparedness.

C. Critical Incidents during the implementation.

Incident* Proposed Solutions Action/s Taken Status

Difficulty Adjust meeting times Meetings rescheduled Resolved

aligning to to
schedules for core accommodate evenings/weekends
group students and also
meetings barangay
officials

Limited budget for Seek Donation in Prepared a solicit Letter Unresolved

materials and City Office
refreshments
Concerns Strengthen Participants assigned to Resolved
over youth engagement through specific committees
commitment and role
turnout assignment and
trust
Limited Maintain regular Core group agreed to Ongoing
presence of communication and keep facilitator
facilitator during updates informed remotely
implementation

D. Actual Expenses

The following table presents the actual expenses for the day, detailing the
budget allocation for various items to ensure the event’s success.
Quantity Particulars Cost Amount
1 Certificate (Speaker) ₱50 ₱50
1 Food (Speaker) ₱200 ₱200
1 Token of Appreciation ₱250 ₱250
60 Burgers (Orientation) ₱35 ₱2,100
 60 Water (Orientation) ₱15 ₱900
Total Amount 3,500

E. Summary of Evaluation

The evaluation aims to measure knowledge gained, level of participation, and overall satisfaction
among the participants. Tools used include pre- and post-activity surveys, attendance records, and
feedback forms. During the initial meetings and orientation, participants showed enthusiasm and
demonstrated a foundational understanding of environmental issues. The post-event evaluation—
tentatively scheduled for May, or depending on the availability of the core group and barangay officials—
will offer deeper insights into the program’s effectiveness and areas for improvement. Early feedback
indicates that the initiative is well-organized, strongly supported by the community, and shows promising
signs of sustainability, particularly with its alignment to the barangay’s upcoming budget.

V. RECOMMENDATION:

- To ensure the stability and continuity of the “Green Task Force: Clean -Up Drive for a
Sustainable Future “project, it is strongly recommended to move forward with the actual
implementation phase, as groundwork has already been established. Despite the initial lack of full
implementation, the organized core group and the completion of the project proposal demonstrate
a strong foundation for sustainability. These elements reflect both readiness and commitment.

- For long-term impact, the project should be institutionalized within the barangay ‘s regular
programs. This can be achieved through partnership with local government units, civic
organizations, and educational institutions, assigning focal persons or local youth leaders to
oversee activities and integrating the clean-up drive into existing barangay initiatives (ex., clean
and green program) will help maintain momentum. Regular monitoring, capacity - building
workshops, and capacity-building workshops, and ensuring small-scale funding (either through
barangay funds or external grants) are also key to sustaining community involvement and
ensuring that the goals of environmental awareness and action continue to thrive.
 VII. REFERENCES

United Nations. (n.d.)- Sustainable Development Goals: Goal 11 – Sustainable Cities and Communities.
United Nations. Retrieved from: https://sdgs.un.org/goals/goal11

United Nations Framework Convention on Climate Change (UNFCCC). (1992). Retrieved from:
https://unfccc.int/

Republic of the Philippines. (2001, January 26). Republic Act No. 9003: Ecological Solid Waste
Management Act of 2000. Retrieved from
https://www.officialgazette.gov.ph/2001/01/26/republic-act-no-9003/

Republic of the Philippines Sanguguniang Panlungsod, Pasay City, Metro Manila (2008).Waste
Segregation Program and Establishing the comprehensive solid Waste Management Ordinance
for the Purpose R.A. 9003. Ordinance No. 4300, Series, 2008. Retrieved from
https://www.pasaycitysecretariat.com/_Public/ordinancelist.aspx
 VIII. APPENDICES

a. Placement Preference Form

FIELD INSTRUCTION II
PLACEMENT PREFERENCE
FORM

Name Kyla Marie T. Valdez

Current 1274 Santiago St., Paco, Manila
Residence
Address
Permanent 1274 Santiago St., Paco, Manila
Residence Address
Mobile Number & Email 09687627008 & [email protected]
address
Father’s Name Jessie P. Valdez
Mother’s Name Incarnacion T. Valdez
Guardian’s Name
Contact Number In case 09183811915 - Mother
of Emergency
Field Instruction I Ospital ng sampaloc
Placement (1st
Semester)

Preferred Placement

No. Placement Reasons/Justification

1. Manila Department of Social Welfare
(MDSW)
 ● Manila Boys Town Center
(Applicable for 1st Semester
Only)
● Manila Youth Reception
Center (Applicable for 1st
Semester Only)
● District Welfare Office
(Specify the District Number)
2. Quezon City Social Services and
Development Department
3. Pamantasan ng Lungsod ng Maynila-
Center for University Extension
Services
4. Non-Government Organizations Since I’m not familiar with these non-
● Bahay Tuluyan Foundation, government organization except in
Inc (Malate, Manila) Kanlungan sa ER-MA, that’s why my first
● Charity First Foundation Inc. choice is Kanlungan sa ER- Ma because in
(Quezon Avenue, Quezon City) my 3rd year, we held a groupwork there
● Community and Families and it was a great experience I had in my
Services International, Inc. 3 years in college. The second choice that
(Pasay City) I want is in Friendship Home, because I
● Friendship Home, Fr. Luis heard a lot of good feedback because
Amigo (Malate, Manila) some of my friends was assigned there in
● Kanlungan Sa Er-Ma Ministry their 1st semester and They said that they
Inc. (Malate, Manila) felt like it was a real home and had a
● Our Lady of Sorrows Outreach great experience because they treated
Foundation Inc. (OLSOFI) Pasay each other like family and I want to
City experience what they experienced. The
● Sigla Tala Children and Youth last one that I choose is Sigla Tala since it
Center (Sampaloc, Manila) was located also in Sampaloc and I think I
● Tondo Community Initiatives near to Ospital ng Sampaloc which where
(Tondo, Manila) I assigned in my FI 1. I’m not familiar in
● Virlanie Foundation Inc. Makati Sigla tala but I am curious on how they
(Makati City) handle their children or other scenarios
that they encountered.
5. Other Suggested Licensed Social
Welfare Agency (Provide contact person-
must be a Registered Social Worker and
contact number)
6 Other Government Organizations
with community-based practice and
a Registered Social Worker (Provide
contact person-must be a Registered
Social
Worker and contact number)

KYLA MARIE T. VALDEZ

Printed name and Signature of Student Date
 b. Social Work Intern Profile

KYLA MARIE T. VALDEZ

1274 Santiago St. Paco, Manila 09687627008
[email protected]

PERSONAL DATA

Sex : Female
Civil Status : Single
Date of Birth : September 24. 2002
Age : 22
Place of Birth : Manila
Citizenship : Filipino
Religion : Roman Catholic
Height : 5’0 ft
Weight : 53kg
Father’s Name :
Jessie P. Valdez
Mother’s Name :
Incarnacion T. Valdez
Language/Dialect :
Filipino/English

EDUCATIONAL BACKGROUND

TERTIARY : PAMANTASAN NG LUNGSOD NG MAYNILA

General Luna St., cor. Muralla St. Intramuros, Manila, Philippines
• Dean's Lister 2022-2025

2021 - Present Bachelor of Science in Social Work

SECONDARY : JESUS REIGNS CHRISTIAN ACADEMY

811 Julio Nakpil, Malate, Manila, 1004 Metro Manila

2019 - 2021 SENIOR HIGH SCHOOL

-Accountancy. Business and Management
• With High Honors 2019 - 2021

MANILA HIGH SCHOOL

Muralla St, Intramuros, Manila, 1002 Metro Manila

2015 - 2019 JUNIOR HIGH SCHOOL

• Graduated 2nd Rank in Class 2018 - 2019

PRIMARY : FERNANDO MA. GUERERRO ELEMENTARY SCHOOL

Pedro Gil St, Paco, Manila, Metro Manila 2009 - 2015

EDUCATIONAL BACKGROUND

* KKK: Kapakanan at Kinabukasan pasa sa Kabataan

• Communication Manager
- KAMUSTA KAIBIGAN? Pagbubukas ng mata at pagpapalawak ng kaisipan tungkol sa
kalusungang mental at hamon ng ating manggagawang panlipunan
• Organizer
- DEAR ME: Prioritizing Personal Well-being in Hygiene and Sexual Safety
• Program Committee Member
- Junior’s Social Workers Association of the Philippines
• Member, Present

WEBINARS AND SEMINARS

- Advocating for Justice: the role of social workers in court setting University of the Philippines -
Diliman, College of Social Work and Community Development

- JJWA 101: Understanding the Juvenile Justice and Welfare Act Juvenile Justice and Welfare
Council 2023

- World Social Work Day: Katuwang sa Pagbuo ng Eko-sosyal na Mundo - Walang Maiiwan,
Lahat ay Kabilang Webinar - Pamantasan ng Lungsod ng Maynila - PLM JSWAP, March 25, 2022

- In Focus: GENDER EQUALITY and SUSTAINABILITY Webinar - Pamantasan ng Lungsod ng

Maynila - College of Humanities and Social Science, March 30, 2022

- Transcending Borders: Exploring Human Rights in Social Work Within and Beyond Philippines
Webinar- University of the Philippines - Diliman Campus, November 29, 2022

- The Future of Labor Migration: Navigating Emerging Issues and Challenges of Overseas Contract
Workers (OCWs) in the 4th Industrial Revolution (4IR) Webinar - University of the Philippines -
Diliman Campus, December 03, 2022

- Locus of Social Work Practice: The Context of Helping Process in Local and International Set up
Webinar - Pamantasan ng Lungsod ng Maynila, December 10, 2022

- Orientation on the Salient Features and Implementation of the Juvenile Justice and Welfare Act -
Juvenile Justice and Welfare Council (JJWC), November 30, 2023

- Breaking Stigma: The Impact of Social Work in HIV/AIDS Awareness Seminar- Pamantasan ng
Lungsod ng Maynila, May 10, 2024

- Kumusta Kaibigan?: Pagbubukas ng mata at pagpapalawa ng kaisipan tungkol sa kalusugang

mental at hamon ng ating Manggagawang Panlipunan Seminar - Pamantasan ng Lungsod ng Maynila,
May 10, 2024

- Kulay Yarn?: Weaving Rainbows into the Fabric of Social Work Seminar -Pamantasan ng
Lungsod ng Maynila, May 17, 2024
- Breaking Chains: Understanding, Preventing, and Combatting Human Trafficking Seminar
Seminar - Pamantasan ng Lungsod ng Maynila, May 17, 2024

- Spirituality in Social Work: Bridging the Gap Between Faith and Practice Seminar - Pamantasan
ng Lungsod ng Maynila, May 21, 2024

- Fair Flare: Igniting the Flame of Equality Seminar - Pamantasan ng Lungsod ng Maynila, May
21, 2024

- Behind Bars: What Goes Beyond Closed Gate Seminar - Pamantasan ng Lungsod ng Maynila,
May 24, 2024
- REDI PDL: Restoring Dignity for Person Deprived of Liberty Seminar - Pamantasan ng Lungsod
ng Maynila, May 28, 2024

- SHIELD: Safeguarding Health, Integrity, and Empathy of Little Defenders Seminar - Pamantasan
ng Lungsod ng Maynila, May 28, 2024

WORK EXPERIENCE

Alorica TechZone Building, Malugay Makati- Part-Time Customer Service Representative (Sales
Account)
September - February 2024

Social Work Intern

Pasay Social Welfare and Development Department – Social Development Center January – May
2025

Ospital ng Sampaloc Medical Social Service Unit – August – December 2024

CHARACTER REFERENCE

Lani Grace Barboza

Public Science Teacher
No. 09081630336
[email protected]

Natalia D. Sali, PhD

Department of Social Work
College of Social Work and Community Development
University of the Philippines Diliman, QC
No. 09166238343
[email protected]
 c. Leaning Contract

Learning Objectives: What do you want to learn?

Examples of activities/tasks you may engage in to learn your learning objective:

 To conduct a meeting with community members to build a relationship and

understand all angle of concerns.
 Research resources and demographics to inform organizing strategies and to
have a successful cases study in community organizing.
 Participate and have initiatives in team discussion about community
dilemmas and collaborative approaches to address their needs
 Observe community organizers and leaders in meeting and other
opportunities to gain and learn effective strategies
 Conduct surveys or interviews while building rapport in residents in the
community to gain their experiences and insights in the community and also
to know possible resources about their needs
 Participate and attending community meetings, training, seminars to
understand the processes and decision-making dynamics
 Develop creativity skills to know how to engages the community, record
meetings, community feedbacks to monitor and evaluate efforts
 Study the articles and guides on community organizing

 Seek a supervisor feedback and guidance on challenges encountered

How will you measure what you have learned?

 Examples of ways you may increase your learning process:

 By using supervision feedback to reflect progress towards learning objectives

 Engagements in community and public speaking to improve practice skills
 Participate in group discussion or share insights and suggestions that could
help to have effective and successful community organizing.
 Prepare and deliver a delightful presentation to share your experiences, findings
and to proposed your solution to community problems
 Use debriefing to evaluate all organizer contributions and learnings to each
other’s experiences
 Use supervisor’s feedback as a motivation and strengths for a area for growths
and improvements

Provide readings and resources

Learning Objectives: What tasks and learning activities How will you measure what
will you engage in at the agency you have learned?
to reach your learning objective?
What do you want to learn?

Social Work as a Profession Attend Training or seminars that

talks about social work ethics and
1. Understand the core principles, read fundamental texts Write a journal that stated
principles of social work on social work theories and most everything that I learn and needs
2. Develop client- important observe to improve
centered communication experienced practitioners
skills
3. Advocacy and Practice active listening and
empowerment strategies interview techniques and engage
in direct client interactions

Participate in community
advocacy projects and attend
seminars focused on community
needs, and collaborate with clients
to identify resources
Organizational Context of Initiative to read agency’s policy Develop an organizational chart.
Practice manual and organizational Receive feedback from team
1. Understanding Agency procedures. members supervisors on
Policies and Procedures collaboration experiences
2. Building Attend meeting related to an
Interdisciplinary agency’s policies and
Collaboration skills organizational structures

3. Learning Resources
Managements and
Utilization
Community Context of Evaluate personal
Practice effectiveness in building
1. Develop skills in engaging relationship and contributing to
with diverse community Conduct an interview and community initiatives
attend community events to
groups to understand their needs learn on how to build a rapport
2. Gain competencies in and to gather insights into Reflects on lessons learned and
community needs to identify community identify areas for improvements
the gaps in resources and in future community work
services Use a surveys and observation
3. To deepen knowledge of to collect data on community
community-based practices needs
for promoting sustainable
development and Work and collaborate with the
empowerment community to contribute in
interventions addressing
problems and solutions

Assessment
Analyze data collected from
1. Develop skills in needs surveys or conduct interviews
assessment with community members Discuss and submit summarizing
2. Understanding Risk results of assessment finding
Improving critical thinking Participate in case conference
to evaluate community
members

Diversity
Engaged and collaborate in Write a reflective essay to reflect
1. Enhancing Cultural community events, diverse a cultural lesson learned
Competency groups to build cultural
2. Building Inclusive practices awareness
3. Addressing Implicit bias
Communication Skills Practice reflective listening in
1. Developing Active listening meetings and focusing on
skills listening and understanding
2. Improving Professional Reflect on communication
writing skills Collaborate with organizing feedback of supervisors or clients
3. Enhance public speaking members on writing projects
and also drafting reports, case
notes

Practice presentation in front of

peers or colleagues
Knowledge and Use of Self
Always reflects on your Document personal growth and
1. Understanding personal performance, seek peer strategies for improvements
strengths and limitations feedback and always appreciate
2. Maintaining professional yourself in everyway
boundaries
3. Apply self-care strategies

Planning and Intervention

Collaborate with clients and
1. Gain competencies in supervisor to design detailed
3. Explore evidence-based practices Use a case documentation to
for an effective intervention in tract the effectiveness of
different settings interventions and make
improvements

Closure and Evaluation

Plan and communicate closure Create closure plans and seek f
1. Increase knowledge of timelines with clients to ensure feed backs
strategies for effective case proper referral when in needs
closure while maintaining
professional boundaries
2. Develop skills in conducting Conduct interviews and follow-
evaluations to assess client’s up interviews to assess and Complete final evaluation repo
outcomes and service monitor the impacts of summarizing client’s outcomes
effectiveness intervention and lessons learned
3. Explore ethical Participate in group discussion Debrief with supervisors or pee
considerations and to reflect challenges, lessons to discuss emotional and
emotional aspects involved from the case and professional aspects of closure
in case closure improvements
Understanding Social Problems Conduct research on historical
and origins of specific social Write a reflective report on
1. Analyze root cause of problems and always engage in identified causes and potential
social issues discussion that help to solutions
2. Understanding the impact understand a lived experiences
of inequality explore of clients or community
community members
perspective on problems
Observe interactions between
client and agencies to see
inequalities influences

Social Policy and Social Research existing social Discuss a policy implication an
Change policies related to agency strategies of their policies in
supervision
1. Understand policy Collaborate with
development and advocacy organizations or coalition on
2. Promoting systemic working and develop initiatives
change addressing social challenges
 IX. FORMS

a. SUMARY OF HOURS

Summary of Field Activity Log

Student: Kyla Marie T. Valdez
Agency: Social Development Center

Documents No. of Hours Accumulated

Activities
Submitted Jan Feb Mar Apr May Total # Hour

 Agency Supervision -Feedback 13 hrs, 6 hrs, 2 hrs, 2 hrs, 1 hr

Reports 26 mins 24 20 35 mins
mins mins
 School Supervision -Weekly logs 10 hrs 12 hrs 6 hrs 3 hrs
-Journals
-Weekly Plan
-Monthly Logs
-Community
Case study
Report
-Project
Proposal
 Trialogue/Case -Feedback 2 hrs 3 hrs 4 hrs
Presentations Report
-Community
Case study
Report
 Preparation of Project -Project 4 hrs,
Proposal Proposal 30 mins
 Case Conference -Case 1 hr
Proceedings
 Reintegration -Case 8 hrs,
Proceedings 30 mins
 Planning with the 2 hours 6 hours,
clients 40 mins
 Interviewing -Baseline 3 hrs 2 hrs, 2 hrs
intake sheets 20
mins
 Focus Group -Minutes of 8 hrs,
Discussion the Meeting 20 mins
 Preparation of FDG 30 mins
 Arranging Client’s 59 hrs, 26 hrs,
Case Folders 34 mins 50 mins
 Preparation of Group 33 mins 5 hrs, 13 3 hrs,
Activity 15 hrs, 35 mins
mins 47
mins
 Conduct of Group -Activity 2 hours 20 hrs, 13 6 hrs,
Activity Feedback 30 hrs, 30 mins
Report mins 20
mins
 Supervision of Client’s -Feedback 3 hrs, 2 hrs,
 activities Report 46 and
mins 10
mins
 Consultation with Case 20
studies mins
 Consultation with 1 hr, 3 hrs, 1 hr,
Immediate supervisor 55 51 10
mins mins mins
 Meeting with SDC 1 hr 2 hrs, 4
Staff/ Clients 20 mins hrs,
15
mins
 Preparation of Meeting 1 hr, 1 hr,
presentation 30 24
mins mins
 Preparation in CO 1 hour 10
hrs,
57
mins
 Community Survey -Survey 11 hrs,
Questionnaires 15
mins
 Community Visit 3 hrs, 5 hrs,
10 25
mins mins
 City Office visit -Endorsement 2 hrs
letter
 Community Meeting -Minutes of 3 hrs,
the meeting 10
mins
 Community Tour 1 hr,
10
mins
 Attending Seminars -Feedback 10
report hrs,
30
mins
 Meeting with Co-Intern 1 hr
 Assisting Client in the 6 hrs,
hospital 30
mins
 Technical Reports 5 Hrs 1 hrs, 1 hr 4
and 5 35 hrs,
Mins mins 40
mins
 Feedback Report 3 hrs, 4 hrs
40
mins
 Survey forms 10 hrs,
50
mins
 Tally survey forms 7 hrs, 6 hrs,
15 18
mins hrs
 Community Profile/ -Baseline Data 6 hrs, 29 11 hrs, 13
Revising and compiling 30 hrs, 55 mins hrs,
Community Case Study mins 37 10
mins mins
 Progress reports 1 hr, 4 hrs,
20 27
mins mins
  Behavioral observation 4 hrs,
30
mins
 Process Recordings 2 hrs,
20
mins
 Case Summaries 3 hrs,
50
mins
 Filing and encoding 7 hrs, 11 10
Client’s Case folders 6 mins hrs, hrs,
18 20
mins mins
 Assisting Clients in 1 hrs, 3 hrs, 40
Dormitory 15 45 mins mins
mins
 SDC Activities -Feedback 4 hrs, 5 hrs, 2 hr,
Report 25 35 mins 50
mins mins
 Career Talk 20 hrs,
30 mins
Totals for the semester 87 hours 157 160 132 42
and 33 hours hour hours hour 581 hours and 6 m
minutes and s and and 13 s
34 47 minutes and
minut minu 59
es tes min
uts

b. MONTHLY LOG

Monthly Field Log

Student: Kyla Marie

T. Valdez Agency: Social
Development Center Month:
January,
2025
No. of Hours Accumulated
Activities Week Week Week Total
2 3 4
Januar Janua Janua
y ry ry
16-17 20-24 27-30
Direct Practice
 Individuals
o Planning with the client 2 hours 2hours
o Doing client’s case 32 27hour, 59 hours
folders hour 8 34
s, minute minutes
s
 26
minutes
 Groups or Families
o Preparation of Group activity 33 33
minu minutes
tes
o Conduct of Group 2 2 hours
Activity hour
s
Formal Supervision
 Agency 13 13 hours
hours and 26
and 26 minutes
minute
s
 School 7 hours 3 10 hour
hour
s
Total for the month 87 hours an
minutes
 Monthly Field Log
Student: Kyla Marie T. Valdez
Agency: Social Development Center
Month: April, 2025

Activities No. of Hours Accumulated

Week 1 Week 2 Week 3 Week 4 Total
April 2 – April 7 – April 15 - April 21 –
 4 11 16 25
Direct Practice
 Individuals
o Interviewing 2 hours 2 hours
o Planning with the client 2 hours, 3 hour, 50 6 hours, 40 mi
50 mins mins
 Groups or Families
o Focus Group Discussion 4 hours, 3 hours 30 8 hours, 20 mi
50 mins mins
o Preparation of Group activity 3 hour, 35 3 hours, 35 mi
mins
o Preparation of Focus Group 30 mins 30 mins
discussion
o Conduct of Group Activity 5 hours 1 hour, 30 6 hours, 30 mi
mins
o Case Preparation 2 hours 1 hour 3 hours
o Case Conference 1 hour 1 hour
o Meeting with SDC staff (MTG) 2 hour, 2 hours, 20 mi
20 mins
o Preparation of Meeting 1 hour, 30 1 hour, 30 min
mins
 Field Work
o Home visit 8 hours, 8 hours, 30 mi
30 mins
Formal Supervision
 Agency 1 hour, 20 1 hour, 15 2 hours, 35 mi
mins mins
 School 3 hours 3 hours
 Career Talk 20 hours, 20 hours, 30 m
30 mins
Recordings, Documentation and Preparation of Technical Reports
 Reflective Journal 1 hour 1 hour
 Community Case Studies/Community 8 hours, 1 hour, 2 hours 11 hours, 55 m
Profile 25 mins 30 mins
 Preparation of Project Proposal 4 hours 4 hours, 30 mi
and 30
mins
 Organized client’s case folders 2 hours, 18 hours, 4 hours, 1 hour, 30 26 hours, 50 m
30 mins 40 mins 10 mins mins
Other Related Tasks Performed
 Prepared birthday materials for Ma’am 4 hours, 4 hours, 35 mi
Leonor 35 mins
 Celebrate Ma’am Leonor’s birthday 1 hour 1 hour
 Prepare checklist forms 1 hour, 1 hour, 20 min
20 mins
 Assisting SDC clients/rooms 3 hours, 20 mins 3 hours, 45 mi
25 mins
Totals for the month 134 hours, 15 min
 c. WEEKLY PLAN

WEEKLY PLAN
January 16 -17, 2024
For the period (start- end)

Day & Time Activity/ies Remarks

THURS AM Trialogue at Pasay City Hall with Ms.
Leonor and Sir Con
PM Familiarization of Social Development
Center (SDC) Manual
FRI AM Meeting with SDC social workers,
administrative staff and center Head
Ms. Leonor
PM Familiarization in SDC policies
Arranging and completing missing
documents in client’s case folders

WEEKLY PLAN
January 20 - 24, 2024
For the period (start- end)
 Day & Time Activity/ies Remarks
MON AM Continuing Task in Client’s case folders
Get to know the children and other
staff in SDC
PM Arranging Client’s case folders

TUES AM Meeting with school supervisor Ms.

Muyot and Ms. Dadula with their
assigned students at PLM

WED AM Completing client’s case folders

PM Arranging missing files in case folders

Planning for a movie watching to the
children
Screening Movies
THURS AM Trialogue with school and agency
supervisors at PLM
PM Continue movie screening and
completing case folders
FRI AM Movie screening
Arranging document files accordingly
and finalize case summaries
PM Conference at Taft Ave. Ermita

WEEKLY PLAN
January 27- 31, 2024

Day & Time Activity/ies Remarks

MON AM Discussion about SDC policies to the
children after flag ceremony
PM Community profiling

TUES AM Planning for a community profiling

PM Meeting with School supervisor at PLM

WED AM Planning for an activity

PM Community profiling

THURS AM Community profiling

PM Drafting brief Agency supervisor’s

profile
FRI AM Community profiling

PM Completing school requirements

 January 3 - 7, 2025

Day & Time Activity/ies Remarks

Mon AM - Flag Ceremony
- Activity for SDC Children
- Cleaning and arranging Activity Hub
PM Class Supervision
Tue AM Preparing for accreditation
PM - Continuing updating active case folders
-- Planning for groupwork session activities for Accreditation
Wed AM - Accreditation Day 1
- Livelihood Activity (Dishwashing Liquid Making)
- Groupwork session (Art activity)
PM - Movie Screening for Thursday’s activity
- Continuing Client’s case folders
Thurs AM - Accreditation Day 2
- Reflection and evaluation session in art activity
- Pouring dishwashing liquids and attach stickers in the bottles
PM Moving watching
Fri AM - Continuing updating client’s case studies and other documents in their
case folder
- Endorsement at Barangay 195 for CO
PM Planning for community profiling for next week

WEEKLY PLAN
February 10- 17, 2025

Day & Time Activity/ies Remarks

Mon AM SDC flag ceremony

Values formation
PM Class supervision
Tue AM Endorsement at barangay 195 for CO
PM Courtesy call for the barangay
Wed AM Make a tour in the entire barangay or community
PM Familiarized to their goals, mission, vision and vulnerable sectors
in their area.
Thurs AM Community profiling
PM Planning to choose a sector in coordinated with Barangay leaders
and supervisors
Fri AM Have a meeting with barangay leaders and all official officers
PM Start to conduct a survey for each chosen sector
Sat Livelihood activity

WEEKLY PLAN
 February 17 – 22, 2025

Day & Time Activity/ies Remarks

Mon AM - Flag ceremony

- Activity for SDC Children (values formation

PM - Class supervision

Tue AM - Courtesy call for the barangay

PM - Make a tour in the entire barangay or community

Wed AM - Familiarize to their goals, missions and vision

PM - Community profiling

Thurs AM - Meeting with the barangay officials about the community

PM - Completing baseline data

Fri AM - Conduct a survey for each sector with the approval of

PM Chairperson

Sat - Livelihood activity

WEEKLY PLAN
February 24 – 28, 2025

Day & Time Activity/ies Remarks

Mon AM Tally all the survey answers

Discussion for a values formation
PM Class supervision
Tue AM Start drafting a community case study
PM Help SDC in educational activities
Wed AM Meeting about the barangay officials about the results of the
survey
PM Choose a vulnerable sector in the help of survey results and
barangay officers
Thurs AM Conduct a survey in a chosen sector
PM Supervision with Agency supervisor
Fri AM Start doing a community case study
PM Facilitate a movie watching with SDC children
Sat Livelihood activity

WEEKLY PLAN
March 3 - 7, 2025

Day & Time Activity/ies Remarks

Mon AM Values formation (Child protection)
PM Class supervision
Tue AM Community visit for updates
PM Present the results in survey together with agency
supervisor
Wed AM Community meeting
PM Creating of core groups
Thurs AM Consultation with school supervisor about the updates in
CO
PM Meeting with core groups
Fri AM Meeting with core leaders
PM SDC activity in child protection with DSWD
Sat
Livelihood activities

WEEKLY PLAN
March 10 – 14, 2025

Day & Time Activity/ies Remarks

Mon AM Values formation

PM Class supervision
Tue AM Create a core group in youth sector and meeting
with SK officers
PM Designing isolation room
Wed AM Preparation of results of surveys, plans with
chosen sector
PM Meeting with Barangay chairman and other
barangay officials and Ms. Leonor
Thurs AM Meeting with Core leaders
PM Meeting with core members
Fri AM Starting drafting a community case study
PM Movie watching with SDC Children
Sat Livelihood Activities

WEEKLY PLAN
March 17 – 21, 2025

Day & Time Activity/ies Remarks

Mon AM Values Formation in SDC

PM Class Supervision
Tue AM Meeting with SK Chairman
Helping in Decorating and planning for SDC client’s 18th birthday
PM Create a core group together with SK Chairman and council
Hosting a debut of SDC client
Wed AM Meeting with Created Core Group
PM Meeting with Core members
Thurs AM City office visit to get requested data in City Planning
PM Community visit and updating about the data requested in City
 Planning Department
Fri AM Completing Community Case study
PM Facilitating Movie watching for SDC boys/girls

WEEKLY PLAN
March 24 – 28, 2025

Day & Time Activity/ies Remarks

Mon AM Discussion of Values Formation

PM Class Supervision
Tue AM Solicitation
Revising Community Case Study Report
PM Review community Case Study Report
Wed AM Preparing for Mid-Trialogue
PM Mid Trialogue
Thurs AM Home visit and Locating client’s relatives
PM
Fri AM Completing Missing forms in Client’s case
folders
PM Facilitate Movie Watching
Sat Livelihood Activity

WEEKLY PLAN
March 31 – April 4, 2025

Day & Time Activity/ies Remarks

Mon AM - Values Formation

- Designing of Activity Hub

PM Class Supervision
Tue AM Holiday – Eid al-Fitr
PM
Wed AM Preparing for Ms. Leonor’s Birthday Celebration
PM Revising of Community Case study Report
Thurs AM Locating the relatives of one of the SDC Client
PM
Fri AM - Revising Community Case Study Report
- Meeting with Core group and SK
Chairman of Barangay 197

PM Helping Ms. Janet in Client’s Case folders

WEEKLY PLAN
April 7 – 11, 2025

Day & Time Activity/ies Remarks

Mon AM Values Formation

PM Class Supervision
Tue AM Meeting with Core group
PM Activities in SDC
Wed AM Revising Community Case study
PM Agency Supervision
Thurs AM Revising action plan and discuss with core group
PM Zumba Activity in SDC
Fri AM Arrange Client’s case folders
PM Facilitate movie watching with SDC clients

WEEKLY PLAN
April 14 – 18, 2025

Day & Time Activity/ies Remarks

Mon AM Values Formation

PM Class Supervision
Tue AM Compiling Client’s Case Folders
PM Revise Community Case Study
Wed AM Continue Compiling Client’s Case folders
PM Facilitate and Assist SDC Activities

WEEKLY PLAN
April 21-25, 2025

Day & Time Activity/ies Remarks

Mon AM Career Talk

PM
Tue AM Career Talk
PM
Wed AM Assisted in SDC clients Livelihood activities
PM Job Fair
Thurs AM Job Fair
PM
Fri AM Job fair
PM
 WEEKLY PLAN
April 28 – May 2, 2025

Day & Time Activity/ies Remarks

Mon AM
PM
Tue AM
Capacity Building for Tara Basa
PM
Wed AM
PM
Fri AM
PM

WEEKLY PLAN
May 05, 07 – 09, 2025

Day & Time Activity/ies Remarks

Mon AM Capacity Building for Tara Basa

PM
Wed AM Revising of Community case study
PM - Revising of Project Proposal
- Facilitating Zumba

Thurs AM Organizing Client’s Case Folders

PM Fire and Earthquake Drill
Fri AM Continue Organizing and completing the client’s
case folders

WEEKLY PLAN
May 13 – 16, 2025
 Day & Time Activity/ies Remarks

Tue AM Values Formation

PM Meeting with Agency Supervisor
Wed AM Preparing the presentation for the Trialogue
PM Finalizing the community case study, project proposal
Thurs AM Preparing for the tools and materials for the Trialogue
PM Trialogue/Exit
Fri AM Revising Community Case study and other papers
PM Continuing completing client’s case folders

d. SEMESTRAL PLAN

SEMESTRAL PLAN OF ACTION

Overall Goal: The social work intern will be able to improve and
enhance managing on how to have a successful community organizing
by developing competence in problem-solving bringing together needs
and resources in the assign unit/barangay.
 Objectives Activities Indicators Time Frame Means of
Verification

To ensure Orientation Completion of Week 1 Copies o

absolute all required completed
deployment documents
process and and submitted
requirements
completing Documentations
needed during
requirements orientation
for FI- 2
To Agency Confirmation Week 2 Signed agenc
visit/Endorseme endorsement
establish nt of agencies/ letters or MOA
familiarization placement Agency
for interns
by visit
conducting documentation
agency visit
and have a
partnership

by providing
proper
endorsement
to
align the
deployment
requirements

and goal
To familiarize Orientation/ Discussion on Week 3 Minutes of
the Agency’s meeting with the agency’s the
policies, policies, meeting
mission and Center mission and Attendance
vision. manager and vision sheets
social workers Documentation
To improve Completing Completion Week 4-5 Checks on
skill on of samples of case
handling a and arranging folders
case folder documents of case Consultation
each client’s
case folder folders with social
workers Checklis
within a
set of
timeframe documents
required in each
case folder
 PAMANTASAN NG LUNGSOD NG MAYNILA
Gen. Luna corner Muralla Street, Intramuros, Manila | https://plm.edu.ph

COLLEGE OF HUMANITIES, ARTS, AND SOCIAL

SCIENCES
Department of Social Work
Community Establish Identification of Week 6-8 Documentation
integration contact community of initial
with needs based on interview Surveys
the initial
community contacts or feedback from
leaders and the community
families
Conduct or barangay
initial
community
assessment
To prepare Conducting Social Week 9-10 Observation
social work community and
interns work interns feedbacks form
for or barangay develop clear supervisors
Community orientation plans or
Organizing proposal Reflective journal
for from interns
engaging with about their
the community
and to have an learning
active experiences in
participation the community
To gather Community Clear Week 11-13 Data collection
data on profiling identification tools such
demographic, of
socioeconomi Gather existing as
c, and cultural community questionnaires,
in surveys, issues and interview
the interviews, needs guides
community observation Completed and
and to know surveys,
interviews observation
the checklists
community's and Verification
common observations from
problems, that accurately community
needs to represents leaders on the
be community accuracy of the
effective members
intervention perspectives. profiles
strategies collected
Formation Assist in The Week 14 – 17 Documentation
organization organization
of community community has established to report
organization members a clear, organizational
mission, goals of the
for advocacy vision community
Conduct
workshops on and operational
leadership goals
 PAMANTASAN NG LUNGSOD NG MAYNILA
Gen. Luna corner Muralla Street, Intramuros, Manila | https://plm.edu.ph

COLLEGE OF HUMANITIES, ARTS, AND SOCIAL

SCIENCES
and Department of Social Work
organization Engagements

in advocacy
activities

Mobilization
of
organization
to
address

the
community
needs and
issues
To Final case The Week 18 Reports
presentation
establish Submitting community well
successful individual and organization detailed
community group outputs is communit
organizing effectively y
formed with initiatives
clear goals.
Leadership
and the
active organizatio
participation n has
implement
Evidence ed or
planning
of increased
community Feedbacks
involvement from
in organizing
activities supervisor
s

in agency
and school
on the
quality of
the
presentati
on

Document
ation of
final
 PAMANTASAN NG LUNGSOD NG MAYNILA
Gen. Luna corner Muralla Street, Intramuros, Manila | https://plm.edu.ph

COLLEGE OF HUMANITIES, ARTS, AND SOCIAL

SCIENCES
Department of Social Work presentati
on

Submissio
n of
individual
reports

Attendance Sheet
Date:
No Name Signature
.
 PAMANTASAN NG LUNGSOD NG MAYNILA
Gen. Luna corner Muralla Street, Intramuros, Manila | https://plm.edu.ph

COLLEGE OF HUMANITIES, ARTS, AND SOCIAL

SCIENCES
Department of Social Work

e. ATTENDANCE SHEETS

f. PRE AND POST EVALUATION FORM

Pre-Evaluation Form

Name: ___________________________ Age:____ Address:__________________________

Panuto: Basahin ang bawat tanong at sagutin ng “Oo” kung sumasang-ayon ka o “Hindi” kung hindi.
Lagyan ng ✔ ang iyong sagot.
No Mga Tanong Oo Hindi
.
1. Alam mob a ang kahuluigan ng pangagalaga sa kalikasan?
2. Alam aism na may epekto sa kalikasan ang maling pagtatapon ng
basura?
3. Nakilahok kana ba dati sa isang Clean-up drive o katulad na aktibidad?
4. Alam mob a ang kaibahan ng nabubulok at di-nabubulok aism oa?
5. Sumusunod ka bas a tamang paghihiwalay ng basura sa inyong bahay o
paaralan?
6. Naniniwala ka ba na mahalaga ang papel ng bawat isa sa pagprotekta
sa kalikasan?
7. Alam aism ang mga simpleng paraan para makatulong sa kapaligiran
tulad ng Pag re-recycle?
8. Nag-aalala ka bas a kalagayan ng kapaligiran sa inyong lugar?
9. Naism o bang matutunan kung paano maging responsible sa kalikasan?
10. Inaasahan mo bang magiging kapaki-pakinabang ang gaganaping
orientation?
 PAMANTASAN NG LUNGSOD NG MAYNILA
Gen. Luna corner Muralla Street, Intramuros, Manila | https://plm.edu.ph

COLLEGE OF HUMANITIES, ARTS, AND SOCIAL

SCIENCES
Post-Evaluation Form Department of Social Work
Name: ___________________________ Age:____ Address:__________________________
Panuto: Basahin ang bawat tanong at sagutin ng “Oo” kung sumasang-ayon ka o “Hindi” kung hindi.
Lagyan ng ✔ ang iyong sagot.
No Mga Tanong Oo Hindi
.
1. May bago ka bang natutunan tungkol sa kalikasan at tamang
pamamahala ng basura?
2. Mas malinaw na aism’yo ngayon kung ano ang dapat i-recycle at
hindi?
3. Mas naiintindihan mo na ba ngayon kung bakit mahalaga ang Clean-up
Drive?
4. Mas handa ka na bang makilahok muli sa mga aktibidad ukol sa
kalikasan?
5. Sa palagay aism ay kaya mong mag-ambag sa pangangalaga ng
kalikasan sa araw-araw?
6. Mas may malasakit ka ba ngayon sa kalikasan kaysa dati?
7. aism o bang ibahagi sa iba ang iyong natutunan mula sa orientation?
8. Balak mo bang magsimula ng simpleng hakbang gaya ng tamang pag
sesegregate ng inyong basuea sa inyong bahay?
9. Mas naiintidihan mo na ba ang epekto ng basura sa ating kalikasan?
10. Ire-rekomenda mob a ang ganitong orientation sa iyong mga kaklase,
kaibigan lalo na sa iyong mga kapitbahay?
g. LIST OF VOLUNTEERS

Name Phone no. Email/FB Name Signature

 PAMANTASAN NG LUNGSOD NG MAYNILA
Gen. Luna corner Muralla Street, Intramuros, Manila | https://plm.edu.ph

COLLEGE OF HUMANITIES, ARTS, AND SOCIAL

SCIENCES
Department of Social Work

Supervised by:

Core Leader

h. FEEDBACK FORM

Name: ______________________ Age: ____ Gender: _____ Address:

_________________________

Panuto: Sagutan ang bawat katanungan batay sa inyong karanasan sa isinagawang Clean-Up Drive at
Orientation. Lagyan ng tsek (✔) ang bilang na tumutugma sa inyong saloobin:

1- Lubos na Hindi Sang-ayon

2- Hindi Sang-ayon
3- Wala akong panig
4- Sang-ayon
 PAMANTASAN NG LUNGSOD NG MAYNILA
Gen. Luna corner Muralla Street, Intramuros, Manila | https://plm.edu.ph

COLLEGE OF HUMANITIES, ARTS, AND SOCIAL

SCIENCES
5- Lubos na Suma sang-ayon Department of Social Work

Mga Tanong Lubos na Hindi Wala Sang- Lubos na

Hindi Sang- akong ayon Suma
Sang-ayon ayon (2) panig (4) Sang-
(1) (3) ayon (5)
Naiintindihan ko ang mga
paksang tinalakay
Nadagdagan ang aking
kaalaman tungkol sa mga
isyung pangkalikasan
Ang tagapagsalita ay mahusay
at malinaw magpaliwanag
Ang mga presentasyon ay
nakatulong sa aking pag-unawa
Nais kong ibahagi sa iba ang
aking natutunan sa orientation
Malinaw ang layunin ng
isinagawang clean-up Drive
Maayos ang naging paghahanda
at koordinasyon ng aktibidad
Ako ay aktibong lumalahok sa
paglilinis ng kaaligiran
Naging epektibo ang
pagtutulungan ng mga kalahok
Nakita ko ang kahalagahan ng
pagiging responsible sa
kalaligiran
 i. SURVEY QUESTIONNAIRES

Barangay 197 Community Survey Form

Pangalan: _________________________________(Optional) Kasarian:

__________________ Edad: _______

Kapanganakan: _______________ Lugar ng kapanganakan:

_______________________

Numero ng Telepono: _______________

Kasalukuyang Tirahan: __________________________________________

Katayuan sa buhay: ☐ Singlel ☐ Married ☐ Common Law ☐ Widowed

Pinakamataas na Antas ng Edukasyon:

☐ Elementary ☐ High School ☐ College ☐ Undergraduate ☐ Vocational

Nakarehistro ka ba sa barangay? ☐ Oo ☐ Hindi, _____________

ASPETONG SOCIAL

1. Ilan ang Miyembro ng pamilya? _____

2. Saan gawa ang bahay? ☐ Bato ☐ Kahoy ☐ Mixed: Kahoy at Bato

3. Ikaw ba ay may sariling tahanan o nangungupahan: ☐ May sariling bahay ☐

Nangungupahan

4. Nakarehistro ka ba sa barangay? ☐ Oo ☐ Hindi, _____________

5. Ilan ang rehistrado? ________________ at hindi? ________________

6. Ikaw ba ay may access sa internet sa bahay? ☐ Oo ☐ hindi

7. Gaano kadalas kang lumalahok sa mga aktibidad sa iyong komunidad:

☐ Araw-araw
☐ Lingguhan
☐ Buwan-buwan
☐ Halos hindi kailanman

8. Ilan ang nag aaral sa pamilya? _________

9. Ilan ang nakatapos na sa pag-aaral?_________

10. Kasalukuyan bang may scholarhip o tulong pinansyal pang edukasyon ang mga
mag-aaral sa pamilya?
☐ Meron kung “meron” ano/saan iskolar?

☐ Wala
11. Mayroon bang working student sa inyong pamilya? ___________

12. Ano ang mga abilidad na mayroon ang iyong pamilya? ________________

ASPETONG ECONOMIC

1. Kasalukuyan ka bang nag tatrabaho? ☐ Oo ,Trabaho:_______________

☐ Hindi, Kasalukuyang pinagkakkaitaan __________

2. Ilan ang nag tatrabaho sa pamilya? ___________

3. Magkano ang kinikita mo sa iyong trabaho? __________

4. Magkano ba ang ginagastos sa pang araw-araw ng pamilya? __________

5. Ano-anong uri ng trasportasyon ang iyong ginagamit sa pang araw-araw?

Pumili

☐ Jeep ☐ Tricycle ☐ Bus ☐ Tren (MRT/LRT) ☐ Motorcycle ☐ Taxi

☐ E-tricycle

6. Kabilang ba ang iyong pamilya sa pamilya sa Pantawid Pamilyang Pilipino

Program (4ps)

☐ Oo , Ilang anak ang nakakatangap ng benepisyo: __________

☐ Hindi, Ibang programa/serbisyo sinalihan: ____________

7. May sariling ka bang Negosyo?

☐ Meron, Uri ng Negosyo: ___________ ☐ Wala

8. Ikaw ba ay mayroong SSS o GSIS?

☐ Meron ☐ Wala

9. Mayroon ka bang health insurance

☐ Meron ☐ Wala

10. Sa anong kompanya ka nagtatrabaho? ☐ Private ☐ Public ☐ Others: ________

ASPETONG POLITICAL

1. Ano-ano ang mga programa at serbisyong iyong natatanggap mula sa barangay?

☐ Financial Assistance
☐ Medical Assistance
☐ Food packs
☐ Burial Assistance
☐ Educational Assistance
☐ Iba pa: ____________
2. Ang barangay ba ay bukas sa pagpapagamit ng kanilang pasilidad

☐ Oo ☐ hindi

3. Gaano mo kadalas nakikita mag patrol ang tanod sa iyong barangay?

☐ Madalas
☐ Madalang
☐ Hindi Madalas

4. Mabilis ba ang paghahatid ng serbisyo ng Barangay sa inyong komunidad?

☐ Oo, Mabilis ang paghahatid ng serbisyo

☐ Hinid, Mabagal ang paghahatid ng serbisyo

5. Naaasahan ba ang barangay officers sa tuwing may gulo o away sa iyong

barangay?

☐ Oo ☐ Hindi

6. Madalas ka bang dumadalo sa mga pagtitipon/assesmbly or meeting ma

idinaraos ng barangay?

☐ Oo ☐ Madalas

7. Nakikitaan mo ba ng matatalinong pag dedesisyon ang iyong barangay chairman

pagdating sa mga problemang kinakaharap ng iyong komunidad?

☐ Oo ☐ Hindi

8. Ano- anong mga karakteristik bilang pipuno ang nakikita mo sa iyong mga
barangay officers?

☐ Maasahan ☐ May Malasakit

☐ Mabait ☐ May Pakialam
☐ Matulungin ☐ May Pagkukusa
☐ Magalang
☐ Matapat
☐ May Prinsipyo

9. May mga seminars o training ka bang dinadaluhan na isinasagwa mismo ng

iyong barangay?

10. Ano ang kadalsang nakikita o napapansin mong problema ng iyong komunidad?

ASPETONG ENVIRONMENTAL

1. Naging bahagi ka na ba ng mga programang isinasagawa ng local na

pamahalaan?

☐ Oo, Mga programang sinasalihan ☐ Hindi

2. Paano Ninyo pinamamahalaan ang inyong basura?

☐ Segregasyon at pag- recycle

☐ Pagtatapon sa tamang lugar
☐ Hindi kami aktibong namamahala ng aming basura

3. Paano ninyo pinapanatili ang kalinisan sa inyong paligid?

☐ Regular na paglilinis
☐ Pagtatanim ng halaman
☐ Hindi kami masyadong nag-aalaga sa kalinisan

4. Paano ninyo isinasama ang edukasyon sa kalinisan sa pagpapalaki ng iyong

mga anak?

☐ Pagtuturo ng tamang pagtatapon ng absura at pag-recycle

☐ Pagsama sa kanila sa mga environtal activities
☐ Pagbibigay ng mga libro at materyales tungkol sa kalikasan
☐ Hindi naming aktibong itinuturo ang tungkol sa kalikasan

5. Ano ang pangunahing sanhi ng polusyon sa inyong komunidad?

☐ Mga saskyan
☐ Pagtatapon ng basura
☐ Iba pa: ________

6. Sa iyong opinion, sapat ba ang ginagawa ng iyong barangay upang

mapangalagaan ang kapaligiran

☐ Sobra ang ginagawa ☐ Sapat lang ☐ Kulang ☐ Walang

ginagawa

7. Ano sa tingin mo ang pinakaepektibong paraan upang mabawasan ang

polusyon sa iyong komunidad?

☐ Pagbabawas ng paggamit ng plastic ☐ Pagre-recycle

☐ Pagtatanim ng halaman’/puno ☐ Pag implementa ng mas mahigpit na
batas laban sa polusyon
☐ Iba pa: __________________________

8. Ano ang iyong ginagawa sa araw-araw upang makatulong sa pangangalaga ng

kalikasan?

☐ Pagtitipid sa tubig at kuryente ☐ Pagtatanim ng

halaman o puno
☐ Paggamit ng eco-friendly na produkto ☐ Iba pa:
____________________
☐ Pag-recycle ng basura
☐ Paglakad o pagbibiseikleta kaysa gumamit ng sasakyan

9. Anong kadalasang sakit ang nagiging problema ng komunidad?

___________________
ASPETONG SPIRITUAL

1. Anong relihiyon ang iyong kinabibilangan?

☐ Katoliko
☐ Islam
☐ Iglesia Ni Cristo
☐ Born again
☐ Iba pa: _____________

2. Gaano kadalas ka dumadalo ng pagtitipon sa inyong simbahan?

☐ Isang beses sa isang linggo

☐ Isang beses sa isang buwan
☐ Maraming beses sa isang buwan:_________

3. Gaano napapalalim ng iyong kinabibilangan na relihiyon ang relasyon mo sa

diyos na iyong pinaniniwalaan?

☐ Malaki ang natutulong ng aking relihiyon sa relasyon sa akin ng Diyos

☐ Hindi napapalalim ng aking relihiyon ang pagbuo ng aking
pananampalataya sa Diyos

4. Nakakatulong ba ang iyong relihiyon sa paglago mo sa spiritual

☐ Oo, Lubos ang aking paglago ng spiritual sa relihiyon na kinabibilangan ko

☐ Hindi ko nakikitaan ng paglago spiritual ang aking sarili sa kinabibilangan
kong relihiyon

5. Ikaw ba ay may katungkulan sa iyong kinabibilangan kongregasyong

pananampalataya? (e.g. Youth leader, ministry leader, committee, etc.)

☐ Oo, ______________________ ☐ Hindi

Lagda: ______________________________________

j. MINUTES OF THE MEETING

March 19, 2025

I. Attendees
Name: Position
Kyla Marie T. Valdez Facilitator/Social Work Intern
Redrick Reducto Core Leader
Alfonso Mones III Assistant Leader
Matthew Reyes Core member
Allan Ivan Mones Core member
Bench Toby Ortiguerra Core member
 Travis James Daborbor Core member
Edrei Jester Cruz Core member

II. Call to order

The meeting was called to order at 5:30 in the evening,

presided by Kyla Marie T. Valdez, Project Facilitator/Social
Work Intern.

III. Agenda Proper

Agenda Issues and Concerns Agreements Updates

Online Group Discussion Forming committees The core group
composed of core consisted of 8
members and assigning members
responsibilities"
The assigned
committees were
The facilitator formed through a
presented the data voting process, and the
collected from recent following are their
surveys, which served designated positions
as the basis for and committee
identifying the youth assignments:
sector as a core group.
Core Leader –
According to the Redricks Reducto
survey results, the two
main problems Assistant Leader –
highlighted by Alfonso Mones III
respondents in the
community were poor Logistic Committee –
waste management Matthew Reyes
("basura") and the
presence of idle or Volunteer Committee
loitering individuals – Edrei Jester
("tambay"). In response
to these concerns, the Safety Committee –
facilitator proposed Allan Ivan Mones
organizing a clean-up Waste Management
drive as an initial Committee – Travis
activity for the youth, James Daborbor
along with an
orientation session on Sponsorship and
environmental Finance Committee –
awareness and Mark Tiangko
responsibility.
Refreshment and
 Welfare Committee -
Bench Toby Ortiguerra

The youth core group

expressed agreement
with the initial plans,
as they were already
aware of the identified
community problems.
The meeting was adjourned at 6:40

MINUTES OF THE MEETING

March 23 2025

I. Attendees
Name: Position
Kyla Marie T. Valdez Facilitator/Social Work Intern
Redrick Reducto Core Leader
Alfonso Mones III Assistant Leader
Matthew Reyes Logistic Committee
Allan Ivan Mones Safety Committee
 Bench Toby Ortiguerra Refreshment and Welfare
Committee
Travis James Daborbor Waste Management Committee

II. Call to order

The meeting was called to order at 2:30 in the afternoon,
presided by Kyla Marie T. Valdez, Project Facilitator/Social
Work Intern. An opening prayer was led by Redricks Reducto.

III. Agenda Proper

Agenda Issues and Concerns Agreements Updates

Focus Group The meeting started with a The core group
Discussion "kamustahan" (catching up) and recognized the value
self-introductions among the core of the project and
group and attendees. agreed to absorb it as
their own.
– The facilitator asked about
current community needs. – The project will be
aligned with
– Identified concern: lack of upcoming youth
discipline in proper waste disposal, initiatives.
despite weekly garbage collection.
– The SK Chairman
– Difficulty in encouraging youth will be updated to
participation; many youths expect ensure proper
compensation (e.g., food or alignment and
money). support.

– Most youth-focused activities – The group agreed to

are limited to sports; few involve assist in
community/environmental implementation
engagement. despite funding
issues.
– The project lacks sufficient
funds, which is why it was – The facilitator will
endorsed to the core group. be regularly updated
on progress.
The meeting was adjourned at 4:30 pm.
k. COMMUNITY ORGANIZING EXPERIENCE

STEPS IN CO

1) Immersion

My journey in community organizing began unexpectedly — over a simple meal

in a small eatery. As I walked through the streets, I observed the vibrancy of the area:
food stalls, vendors, local businesses, and bustling activity. It felt overwhelming at
first, but I was eager to begin my community work.
 Initially, I had concerns since I was assigned to the Social Development Center
(SDC), which is an institutional setting. I wondered how I could fulfill my community
organizing duties in such a context. While waiting for clarity, I focused on case
management, which was needed at the time.

Still, I made it a point to walk through Barangay 197 with a smile, telling myself,
"What if someday, the people I see here become part of my core group?" That thought
motivated me to build connections and stay open-hearted. As I walked around the
streets, I became more aware of pressing environmental concerns — particularly
improper waste disposal and the presence of idle individuals or loiterers. This
immersion helped me understand both the strengths and the challenges of Barangay
197, setting the stage for a participatory and respectful organizing process.

2) Social Investigation

I was genuinely excited to begin data gathering and interact with the residents. It
was a new experience for me, especially since I was assigned to a hospital setting
during my first field instruction.

We started with a courtesy call and requested the community profile from the
barangay office, which provided valuable baseline data. It was a bit challenging at
first because we weren’t familiar with the area, so we had to explore and familiarize
ourselves with the surroundings.

Conducting the survey brought unexpected difficulties. We assumed it would be

easy because the streets always seemed full of people — but many residents were
busy with personal responsibilities and some were hesitant to participate. We
conducted short interviews alongside the surveys and also met with barangay
officials, whose insights were essential in understanding the community better.

3) Problem Identification and Analysis

Using the surveys, interviews, FGDs, and existing resources, we were able to
identify the key issues affecting the community. The most critical was improper waste
disposal, which posed direct threats to public health and safety. Another was the
prevalence of loitering, which contributed to feelings of insecurity among residents.

Our SWOT analysis revealed that while the barangay had solid waste management
systems in place, lack of discipline, cooperation, and delayed enforcement limited
their effectiveness. These findings guided our focus and priorities moving forward.
 4) Core Group Formation
To initiate real action, we formed a Core Group composed mostly of local youth
volunteers who had shown interest during the FGDs. We divided the group into
committees:

 Leadership
 Logistics
 Waste Management
 Safety
 Finance & Sponsorship
 Refreshments & Welfare

This phase of the project was particularly exciting for me. Every meeting brought joy
because I saw young people — just like me — committed to making a difference in
their community. They showed initiative, often bringing their own materials and
volunteering willingly for clean-up activities.

My heart was full each time I was with them. Their respect for me was deeply
touching — they called me “ate” (big sister), looked out for me, and even walked
with me when I went around or bought food. Coming from a small family with just
one brother, I felt like I suddenly had a dozen younger siblings who looked up to me.
This connection made the organizing process even more meaningful.

5) Planning

Planning was difficult — especially at the beginning, as I was working alone. But
through the help of the SK Chairman, my core group, and the support of my agency
supervisor, we brought our ideas together to form a cohesive plan.

There were moments when I overthought everything: "What about the budget?
Will people volunteer? Will the project turn out well? Will the barangay support us?"
I was filled with doubts and "what ifs." But I’m incredibly grateful for the strong
support system I had.

This phase taught me the importance of collaboration, communication, and

coordination in effective planning. Thanks to my dedicated and hardworking core
group, and the guidance of my supervisors, we were able to create a project plan that
we hoped would be impactful and sustainable.

6) Turnover

Although the actual implementation was endorsed to the core group due to timing
and constraints, I initially felt sad knowing I might not be there during the full
 execution of the project. However, I was happy — and proud — when my core group
embraced the project and took ownership of it.

They were eager and willing to see it through, even without me. That showed me
that the spirit of the project would live on in them — and that’s more important than
my physical presence.

Overall, Community Organizing in Barangay 197 was a transformative

experience for me. I witnessed how the core principles of social work —
empowerment, participation, and inclusivity come to life in real-world settings.

The journey was not without challenges, limited budget, time constraints, and
motivational hurdles. But the overwhelming sense of community spirit, cooperation,
and hope outweighed them all.

This project and experience reminded me why social work matters.

Community engagement, collective action, and sustainability are not just theories they
are living, breathing processes that require heart, effort, and truth. And I’m thankful I
was able to take part in them and for this kind of extraordinary experience of FI-II.

Prepared by:

KYLA MARIE T. VALDEZ

Social Work Intern

Noted by:

JEANIFFER L. MUYOT RSW, MSW

School Supervisor

LEONOR M. LOOR, RSW

Agency Supervisor