The Batong Bulilit School: A history of its program development and implementation.

• Main Author: Briones, Zachele Marie M.
• Format: text
• Published: Animo Repository 2007
• Subjects: Alternative education—Philippines; Sick children—Education—Philippines; Education
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/5841
• Institution: De La Salle University

The Batong Bulilit School (BBS) was envisioned as an alternative education program set up by the Department of Pediatric Nephrology, National Kidney and Transplant Institute in 1996. It was seen as a “support arm of the Department, part of a complete healing of a child,” (Rosel, 2007). The school’s existence is to enhance children’s holistic growth and development despite their illness as well as to make the hospital a “friendlier place to be” (Rosel, 2007). In-patient and out-patient children, where most fall within ages 5 to 11, are identified as target beneficiaries. Through individual instruction, volunteer teachers provide activities that are geared towards learning basic academic skills (reading, writing, arithmetic). Interruptions in operation of the BBS occurred around the year 2000 to 2002 due to space relocation and lack of volunteers to operate the program. In 2002, Kythe Foundation sought partnership with NKTI to implement its child life program (CLP), where a memorandum of agreement was signed by both parties. During negotiations with the department. Kythe executive director Ms. Fatima O. Garcia reported that NKTI, through Dr. Myrna B. Rosel, agreed that the banner identity of the program be name as the “NKTI Batong Bulilit-Kythe Child Life Program,” as the CLP seemed to espouse similar goals as the Batong Bulilit School. The program, currently known as NKTI Batong Bulilit-Kythe Child Life Program, began operations in January 2003. Good Practices Overall, the NKTI Batong Bulilit-Kythe Child Life Program promotes children’s growth and development activities that the Kythe child life specialist and volunteers conduct, which includes the integrated reading program, education about illness, therapeutic play, medical preparation, among others. These activities also serve as avenue for children to gain knowledge as well as manifest their talents and skills. Moreover, anecdotal reports from physicians, parents and volunteers describe that children cope better either when undergoing medical procedure or while confined in the hospital setting (Garcia, 2007; Jimenez, 2007; Marbella, 2007; Rosel, 2007) Challenges and Recommendations The concept of the NKTI Batong Bulilit-Kythe Child Life Program is noteworthy but there exists numerous gaps and challenges in its implementation and sustainability. Examining these factors critically can illuminate factors that contribute to program success. The following recommendations, further expounded in the report, are offered by the researcher, physicians, and staff interviewed for the study. Overall review of the memorandum of agreement (MOA) and objectives of the NKTI Batong Bulilit-Kythe Child Life Program Conduct a planning session for program implementation for the entire year Conduct regular team meetings between the Department and Kythe to promote better coordination and collaboration. The presence of a Kythe representative during case conferences is encouraged. Conduct needs assessment research to investigate the actual needs of the target beneficiaries (child patients and their parents) and compare such to the Department’s and Kythe’s perceived needs of their identified beneficiaries. Maintain documentation of meetings, activities and detailed outlines of expected outputs. Enumerate roles and responsibilities of personnel involved in the program. Create written guidelines regarding the program. Recognize the partnership through orientation sessions. Submit monthly or quarterly reports. Evaluate program implementation. Review overall goals of the Batong Bulilit School and conduct needs assessment study.