This document provides details about a pilot programme and action research study conducted at Concepcion National High School in Busuanga, Philippines from June to November 2014. The study examined the impact of a mindfulness-based and community rebuilding intervention on learners affected by Typhoon Yolanda. 252 students and 25 teachers participated in a week-long intervention and were asked to complete workbooks and surveys over the following months. The study aimed to understand the issues faced by students, evaluate how community members responded to student-led change projects, and determine if the intervention helped develop students' emotional resilience.

1. HS
Pilot
Programme
&
Ac1on
Research
Study
Concepcion
Na+onal
High
School,
Busuanga,
Philippines,
June
2014

2. Invitation Letter
Dear
Teachers
and
School
Principals
!
Thank
you
for
a6ending
Concepcion
Na:onal
High
School’s
I
Can
Regrow,
Kaya
Ko
Teacher
Training
on
June
24
and
for
par:cipa:ng
in
the
Pilot
Interven:on
Programme
held
from
June
25-­‐28th.
We
hope
you
enjoy
the
photographs
in
the
Kaya
Ko
Concepcion
HS
Facebook
page,
set
up
especially
for
your
school!
There
are
albums
of
each
grade
learning
ways
to
release
nega:ve
emo:ons,
remember
blessings
and
using
seven
steps
to
regrow
the
community.
!
As
you
empower
your
students
to
con:nue
with
their
ac:on
projects
and
use
the
workbook
provided
in
your
Values
Educa:on
classes,
you
are
also
invited
to
par:cipate
in
an
Ac:on
Research
study.
All
that
is
required
is
for
you
to
sign
up
and
share
any
observa:ons,
photos
and
examples
of
student
outputs
from
workbooks
over
a
6
month
period.
These
can
be
done
via
our
Facebook
page
or
emailed
to
me
on
icanregrow@edusoil.com
by
the
dates
provided.
In
addi:on
to
this,
I
will
send
you
short
ques:onnaires
for
students,
teachers,
school
principals
and
parents
who
wish
to
par:cipate.
You
have
all
seen
and
learned
about
the
DFC
Mandala
containing
our
seven
steps
to
solving
problems.
(see
next
page)
In
this
study
it
is
also
a
par+cipatory
and
transforma+ve
Ac:on
Research
model
for
learners
and
teachers
guiding
Design
Thinking
and
reflec:ve
learning.
In
other
words,
the
learners
are
encouraged
to
use
the
workbooks
and
then
par+cipate
and
transform
their
community
with
ac:on
projects.
Examples
of
student
outputs,
combined
with
interviews
and
surveys
will
be
collected
and
presented
as
a
Research
Study
to
interna:onal
funders
and
local
authori:es
showcasing
your
school
as
the
DFC
Pilot
School
in
the
Philippines!
!
I
hope
you
will
par:cipate!
My
aim
is
to
support
you,
as
you
empower
the
students
to
grow
a
KAYA
KO
a^tude
and
to
solve
problems
that
affect
them
throughout
their
lives.
!
Warm
wishes
Juanita
Naidoo
Rea
(DFC
Philippines
Director,
eduSOIL
Educa:on
Founder)
!
July
1,
2014
!
!

3. Before
we
look
at
how
the
study
will
be
implemented,
let
us
review
the
DFC
Mandala
containing
our
seven
steps
to
solving
problems.
Remember,
it
is
also
a
par+cipatory
and
transforma+ve
Ac:on
Research
model
for
learners
and
teachers
who
are
using
Design
Thinking
to
solve
problems.
Next
we
explore
the
purpose
of
the
study,
how
it
will
work,
the
:meline
and
rewards
and
incen:ves
for
your
school
community!
Teacher Training Review

4. Research problem and purpose
Research
Problem
Disaster
relief
ini:a:ves
do
not
provide
sufficient
mindfulness-­‐based,
healing
and
community
rebuilding
strategies
that
empower
children
and
youth
to
take
ac:on
on
the
issues
that
affect
them
in
typhoon
affected
areas.
!
To
address
this
issue
eduSOIL/DFC
Philippines
has
created
workbooks
to
empower
teachers
and
students
to
heal
themselves
and
their
community.
In
this
study
we
track
the
impact
of
our
pilot
programme
in
Concepcion,
Busuanga
detailed
below.
!
Name
of
School:
Concepcion
Na+onal
High
School
!
Pilot
interven+on
date:
June
23-­‐28th,
2014
!
Teacher
Training
par+cipants:
-­‐25
(teachers,
school
principals,
local
officials)
-­‐All
par+cipants
received
the
Teacher
Toolkit,
with
Learner
Submission
forms
and
Learner
Workbook.
!
Learner
Interven+on:
-­‐252
students
from
Grade
7-­‐4th
Year.
-­‐All
students
received
the
Learner
Workbooks
-­‐Five
groups
who
par+cipated
in
the
Day
of
Ac+on
received
the
Learner
Submission
Form
!
Proposed
pilot
programme,
to
track
progress:
June-­‐November,
2014
!

5. Research Questions
a) What
issues
are
children,
youth
and
teachers
affected
by
in
a
typhoon
affected
area
in
the
Philippines?
Which
of
these
issues
do
children
and
youth
take
ac:on
on?
Data
collected
by
facilitator
and
teachers
from
June
22-­‐28th
!
!
!
!
!
!
!
During
week-­‐long
interven1on
a) How
do
community
members
feel
ager
children
and
youth
take
ac:on
and
lead
community
change
in
a
typhoon
affected
area?
Students
and
teachers
to
ask
parents
and
school
principal
aXer
students
present
ac+on
projects.
!
b) What
impact
does
a
mindfulness-­‐based,
healing
and
community
rebuilding
interven:on
have
on
learners
in
Typhoon
Yolanda
affected
areas?
Facilitator
to
collect
data
from
teachers
survey
and
student
workbooks
from
June-­‐November
!
c) Do
mindfulness-­‐based,
healing
strategies
help
learners
who
live
in
typhoon
affected
areas
to
develop
emo:onal
resilience?
Facilitator
to
collect
data
from
teachers
survey
and
student
workbooks
from
June-­‐November
!
!
!
During
six
month
pilot

6. Implementation
Data
collec1on
a)
ISSUES:
Learners/teachers
independent
responses,
collated,
grouped,
plo6ed
on
a
graph
!
b)
COMMUNITY
RESPONSE:
Teachers,
parents,
principal,
learners
interviews,
survey
!
c)
IMPACT:
Learners
observa:ons,
survey,
workbook
responses
!
d)
EMOTIONAL
RESILIENCE:
Learners
observa:ons,
survey,
workbook
responses
!
!
!Par1cipants
TEACHERS:
25
teachers
a6ended
the
Teacher
Training
on
the
first
day
of
the
interven:on.
5-­‐10
teachers
are
invited
to
par:cipate
in
the
Ac:on
Research.
!
LEARNERS:
252
learners
par:cipated
in
the
interven:on.
3-­‐5
learners
per
sec:on
are
invited
to
par:cipate.
!
SCHOOL
PRINCIPALS:
All
principals
are
asked
to
complete
a
survey
!
PARENTS:
5-­‐10
parents,
per
school
are
invited
to
interviews,
surveys
!
!
!

7. Timeline & Outcomes
Timeline
of
interven1on
and
data
collec1on
phases
INTERVENTION:
5
days,
June
24-­‐28th,
2014
!
DATA
COLLECTION
PHASES:
Phase
One:
During
interven:on,
June
24-­‐28th,
2014
Phase
Two:
Two
weeks
ager
interven:on,
July
12th
Phase
Three:
One
month
ager
interven:on,
July
26th
Phase
Four:
Two
months
ager
interven:on,
August
23rd
Phase
Five:
Four
months
ager
interven:on,
September
27th
Phase
Six:
Six
months
ager
interven:on,
November
22nd
!
!
!Outcomes
1. Data
to
be
collated,
analysed
and
published
as
part
of
DFC
Global
Research
Studies
!
2. Schools
that
sustain
student-­‐led
ac:on
projects
for
a
six
month
period
gain
status
of
being
a
DFC
Philippines
Pilot
School
!

8. Rewards and Incentives for Teachers and Students
!
!
!
Be
the
Change
Conference,
India
The
winning
group
must
nominate
a
group
leader
who
will
become
the
DFC
Philippines
Ambassador
and
receive
a
$500
travel
fund
to
a6end
the
conference,
as
well
as
hotel
accommoda:on,
with
an
accompanying
teacher/mentor/parent
for
3
days.
I
CAN
Publica1on
Each
year
DFC
Global
publishes
a
collec:on
of
stories
of
change
from
all
over
the
world.
The
winning
story
or
a
selected
story
will
be
submi6ed
for
the
publica:on.
A
selec:on
of
10-­‐15
stories
will
be
selected
for
a
DFC
Philippines
KAYA
KO
Publica:on,
in
which
stories
are
welcome
in
any
dialect.
KAYA
KO
Outstanding
Award
Learners
who
submit
the
most
outstanding
story
of
change
receive
this
award
and
are
automa:cally
invited
to
a6end
the
annual
Be
the
Change
Conference
in
India,
each
September.
!
!
!
DFC
Philippines
Pilot
School
Examples
of
student
outputs,
combined
with
interviews
and
surveys
will
be
collected
and
presented
as
a
Research
Study
in
my
current
M.Ed
study
and
to
interna:onal
funders
and
local
authori:es,
showcasing
your
school
as
the
DFC
Philippines
Pilot
School.

9. 1. Week
of
Ac1on:
Following
the
pilot
from
June
23-­‐28,
it
is
suggested
that
the
founding
members
of
the
Kaya
Ko
club
be
given
:me
to
meet
during
their
daily
Values
Ed
class
:mes
from
4:20-­‐5:00
each
day
to
con:nue
with
their
ac:on
projects.
Each
day
the
groups
should
record
their
stories
on
the
submission
forms
that
they
received
(also
found
in
Teacher
Toolkit)
and
on
the
coloured
story
maps
that
they
can
post
on
the
school
bulle:n
board.
!
2. Submit
the
stories:
When
they
complete
the
submission
form,
it
can
be
posted
to
the
address
provided
to
reach
me
by
July
8.
OR
if
stories
are
completed
later,
it
can
s:ll
be
posted
or
emailed
to
icanregrow@edusoil.com
!
3. Kaya
Ko
Club:
This
is
the
club
we
ini:ated
on
June
28th
and
is
comprised
of
the
five
groups
who
took
ac:on
on
the
following
issues:
Bad
A^tudes/Bullying,
Condi:on
of
CR,
Family
separa:on/figh:ng,
No
place
for
biodegradable
waste,
No
trash
bags
plas:c
waste.
These
groups
are
encouraged
to
hold
weekly
mee:ngs
and
ac:on
days
as
they
have
made
the
most
progress
in
the
programme
thus
far.
!
!
!
!
!
Suggested plan of action for Concepcion National High School
A) Submit the stories, empower your learners to be leaders!
In
order
to
encourage
the
programme
to
be
con:nued
and
the
rewards
and
incen:ves
to
be
actually
received
by
the
learners
at
this
school,
follow
this
suggested
plan
of
ac:on:

10. B) Support student leaders with managing and organizing their Kaya Ko Club
1.
Weekly
KAYA
KO
Mee1ngs:
Aim:
To
con:nue
working
on
ac:on
projects
that
all
learners
have
iden:fied.
These
are
displayed
in
each
classroom,
with
the
seven
steps.
Strategy:
Each
week
the
Kaya
Ko
club
could
support
the
other
learners
to
work
on
their
ac:on
projects.
They
can
use
a
vo:ng
system
to
decide
which
winning
idea
to
take
ac:on
on.
They
can
also
use
the
peer
presenta:on
system
to
decide
with
groups
are
ready.
2-­‐3
Groups
should
sign
up
to
par:cipate
in
a
Weekly
Day
of
Ac:on,
which
can
be
held
each
Saturday
morning.
Time:
This
mee:ng
could
be
held
at
least
twice
a
week.
!
2.
Weekly,
KAYA
KO
Day
of
Ac1on:
Aim:
To
take
ac:on
on
selected
issues,
suppor:ng
a
few
groups
at
a
:me.
Strategy:
The
2-­‐3
groups
who
sign
up
each
week
could
be
given
:me
to
take
ac:on.
Time:
Saturday
from
8-­‐11:45
to
take
ac:on,
then
they
can
present
to
the
school
ager
lunch
or
at
the
end
of
the
school
day.
!
3.
Monthly
KAYA
KO
Celebra1ons:
Aim:
To
celebrate
the
ac:ons
of
the
learners,
to
raise
community
awareness,
to
teach
learners
and
teachers
from
other
school
about
Kaya
Ko.
Strategy:
Each
month
a
group
can
arrange
a
community
sharing,
invite
other
schools,
parents,
barangay
officials
Time:
To
be
decided
by
the
group,
school
principal
and
advisors
!
!
!
!

11. C) Teach the KAYA KO lessons during Values Education
1.
Use
the
materials
as
your
Values
Ed.
resource
All
teachers
and
principals
who
have
received
the
Teacher
Toolkit
and
Learner
Workbooks
are
equipped
with
the
tools
to
sustain
the
programme,
using
the
workbooks
as
a
Values
Educa:on
resource,
during
scheduled
lessons.
!
a)
Teach
the
3
parts
(Release,
Remember,
Regrow)
Using
the
workbook,
teachers
can
teach
strategies
to
RELEASE
nega:ve
emo:ons
and
REMEMBER
God’s
blessings.
Aim
to
do
one
Release
ac:vity
per
week
and
choose
blessings
once
every
week.
There
is
no
set
order
for
choosing
Release
ac:vi:es
and
Blessings.
Invite
the
children
to
choose
what
they
are
interested
in.
!
b)
Teach
the
7
steps
(Feel,
Imagine,
Do,
Share,
Reflect,
Enjoy,
Sustain)
Using
the
Teacher
Toolkit
and
the
REGROW
sec:on
of
the
workbook,
teach
one
step
at
a
:me,
star:ng
with
feel.
Only
move
onto
next
steps
when
learners
have
completed
all
ac:vi:es-­‐as
they
need
it
to
proceed.
!
3.
Use
Facebook
for
Ac1on
Research
Teachers
who
par:cipate
in
the
Ac:on
Research
Study
from
Concepcion
Na:onal
High
School
can
upload
photos
of
learners
in
ac:on
and
selected
lessons
from
workbooks
on
the
Facebook
page.
This
data,
as
well
as
other
documenta:on
will
be
analyzed
and
presented
as
part
of
Design
for
Change
Global
Research.
!
Aim:
To
provide
a
Values
Ed
workbook
for
all
learners
at
the
school,
to
collect
data
about
the
programme
impact
Strategy:
Teachers
to
use
workbooks
to
teach
Values
Educa:on
and
to
select
student
outputs
for
research
study
Time:
Teaching
can
happen
weekly
at
the
teachers
discre:on,
Data
Collec:on
would
occur
in
set
phases

12. Empower your learners to take action
and turn their ideas into reality. Use our
seven steps to enable children & youth
to regrow their community.
!
Join our
Challenge and Action Research Study
Record the story. Send it to us.
Participate in the pilot study.
!
Contact me: Juanita Naidoo Rea
Email: icanregrow@edusoil.com,
Facebook: KAYA KO CONCEPCION HS
Text: 09179167803 before July 9, 2014