Theoretical Framework

The researchers used Community Development Theory by Perkins (1982) and

Empowerment Model by Cattaneo and Chapman (2010) as the foundation for this study.
Community development is defined as the employment of community structures
to address social needs and empower groups of people (Tan, 2009). According to Tan,
the unique focus on the employment of community structures in the process of change
stems from Community Development Theorys roots in sociology, as opposed to the
psychology-based theories of micro level social work practice. When these structures
and the communitys people are appropriately engaged and empowered, the role of the
social worker in a Community Development framework lands heavily on the facilitator
side of the expert-facilitator continuum. Perkins (1982) speaks of the 3 Rs of
Community Development: Relocation, Redistribution, and Reconciliation. Relocation
refers to the physical relocation of the social worker or other change agent into the
community he or she seeks to serve. Redistribution, in turn, addresses the need for the
underclass to develop skills and businesses so that they might increase through hard
work and industry their capacity to enjoy the resources they have been given. Lastly,
the third tenet of Community Development speaks about forgiveness. Reconciled
helping relationships require careful consideration of counseling concepts like the
building of rapport, self-awareness, transparency, consistency, and trust.
In this particular study, social work and community extension services go hand in
hand because the social worker is the primary agent reaching out towards the
community, in short, students undergoing community development extension services
becomes the social worker. The theory helps to understand why community extension
services must let its agents physically relocate to the community he/she must serve,
redistribute the skills they acquired to the community, and lastly, help the people
acquire trust and self-confidence that they might develop from underclassmen to
empowered citizens of the community.
Thus this research has to know how empowerment becomes the leading force in
the success of community extension services. This paper cited Cattaneo and
Champans (2010) Empowerment Process Model because it represents the change that
CES programs and activities strive to see among its constituents. Empowerment,
according to the authors, is an iterative process in which a person who lacks power
sets a personally meaningful goal oriented toward increasing power, takes action toward
that goal, and observes and reects on the impact of this action, drawing on his or her
evolving self-efcacy, knowledge, and competence related to the goal. Social context
meanwhile influences all six process components and the links among them to make
the influence cyclical. The successful outcome of the process of empowerment is a
personally meaningful increase in power that a person obtains through his or her own
efforts.
The Empowerment Process Model, combined with Community Development
Theory, thereby guides the present study in answering the question of how does the
Community Extension Services held by ACCEV UNC-Ayala promote empowerment in
developing the community, specifically, Brgy. Concepcion Grande located inside Naga

City. Figure 1 shows the theoretical framework adopted by this study in order to
systematically know its impact, its influence, its emotional reach, and its meaningfulness
to the recipients of the project.

SO
CO CIAL
NT
EX
T

AL T
CI EX
SO NT
CO

Relocation

Self-efficacy
Knowledge
Competence
Redistribution
Reconciliation

SOCIAL
CONTEXT

Figure 1.
Theoretical Framework of the Study

References:
Perkins, J. (1982). With justice for all, quoted in Tan, Allisons (2009), Community
Development Theory and Practice: Bridging the divide between micro and macro
levels of social work, retrieved from:
https://www.nacsw.org/Publications/Proceedings2009/TanACommunity.pdf
Cattaneo, Lauren Bennett & Aliya R. Chapman (2010), The Process of Empowerment: A
Model for Use in Research and Practice, American Psychologist 65(7):646-59 October
2010.
Conceptual Framework
This presents the conceptual framework used by the researchers based from the
theories presented.
Figure 2 shows the framework that shows how we will realize a strategy to
improve the provision of Community Extension Services through the interpretation of its
impact based on perceptions of the recipients. The results of the study will be a
construct of a strategy that future CES activities/programs could adopt or adapt not only
in order to empower the individuals in the community but also to empower the social
worker or the agents of change into serving for the benefit of society. The strategy would
come from the interpretation of the perceptions based on important concepts in
empowerment models, which are: effect, influence, reasons for participation, and areas
for activity improvement.
The study is hoped to help community extension services, especially its agents
who are fellow students and researchers, in properly relocating, redistributing, and
reconciling with developing communities through the information and strategies we
could formulate.

Impact of Community Extension Services in Barangay

Concepcion Grande as an Adopted Barangay of the College of
Business and Accountancy, UNCAYALA S/Y 2016-2017

RECIPIENT
PERCEPTIONS ON

Proposed Strategy for

the Improvement of

Effect of CES:
the individual
and
the
community

Community Extension
Services at Barangay
Concepcion Grande,
Naga City S/Y 2017-

Influence

2018

Reasons for
Participation
Figure 2.
Areas Conceptual
of
Framework of the Study
Improvement