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TABLE OF CONTENTS

Module 1: Service Learning and Community Service 3

Unit 1: Service Learning Defined and its Importance 3
Unit 2: Outcomes for the Stakeholders 4
Unit 3: Community and Community Service Defined 5
Unit 4: Types and Examples of Community Service 5
Unit 5: Steps in a Successful Community Service Project 7

Module 2: Mental Health and Self-Awareness 14

Unit 1: Mental Health Defined 14
Unit 2: Risk Factors for Mental Health Conditions 16
Unit 3: Mental Illnesses and Treatments 17
Unit 4: World Health Organization and Response 22
Unit 5: Self-Awareness 23

Module 3: Gender and Development 32

Unit 1: Gender and Development: Definition and Overview 32
Unit 2: Gender Mainstreaming 35
Unit 3: Pertinent Laws of Gender and Development in Philippines 39
Unit 4: Focused Areas of Gender and Development 41

Module 4: Prohibited Drug Prevention and Drug Education 46

Unit 1: Drug and Drug Abused Defined 47
Unit 2: Commonly Abused Drugs 48
Unit 3: Symptoms of Drug Addiction 51
Unit 4: Helping Someone Struggling with Addiction 54
Unit 5: Pertinent Legislations on Drug Prevention and Drug 55

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 Module 1
SERVICE LEARNING AND COMMUNITY SERVICE

Overview:

Service Learning refers to those programs that have been developed to enable
students to gain experiences in serving others and to learn from those experiences. Service
Learning is excellent preparation for living a worthwhile life in society. In service learning,
students not only provide an important service to the community, they also learn about the
causes of problems in the community and how to communicate effectively to others as they
serve. They learn important skills and life lessons that they can use when they go out into the
world beyond school. It is training for life.

This module focuses on service learning and community service. In this module, we
will be aware of meaning & importance of service learning, outcomes for the stakeholders

Objectives:

At the end of this module, you should be able to:

• define service learning and know its importance;
• determine outcomes for stakeholders;
• define community and community service;
• identify types and examples of community service;
• apply the steps in a successful community service project.

Course Materials:

Unit 1: Service Learning Defined and Its Importance

Service Learning is a form of experiential education where learning occurs through a

cycle of action and reflection as students work with others through a process of applying what
they are learning to community problems, and at the same time, reflecting upon their
experience as they seek to achieve real objectives for the community and deeper
understanding for themselves.

It is a flexible pedagogy which can

be used in a variety of classroom and
community settings. Students, Community
Partners, and Instructors are key players in
developing effective service-learning
activities. Service learning is connected to
course content and is organized around
clear learning goals; service learning provides meaningful service activities which address

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real community needs as defined by the community; and service learning provides students
opportunities for critical reflection upon their service experiences.

Effective service learning practice supports

both student learning and community service goals.
Learning practices are grounded in objectives,
enhance disciplinary skills, engage students in well-
defined tasks, and allow for both formative and
summative assessment. Service activities meet
genuine community needs, provide meaningful tasks
for students, and promote communication and
collaboration with community members. further
discuss these goals.

Service learning provides students with opportunities to develop civic engagement

skills. By working with community members, students can enhance their group, organizational
and interpersonal skills. They also can gain important experience working with diverse
members of their communities.

Unit 2: Outcomes for the Stakeholders

Service Learning Outcomes for Learners

➢ Young people who serve ultimately gain much more in understanding than they give
in serving.
➢ Learning does not necessarily come from the experience of service alone, but from
reflection and creating meaning from that experience.
➢ Service learning can help young people grow from the natural dependence and
egocentrism of childhood into mature personal interdependence and engagement in
the community.
➢ Young people who serve learn wholistically. All functions of personality contribute to
development of the self.
➢ Students learn and grow as they feel and think about service experiences (i.e., through
behavior, affect, and cognition). Because learning begins with behavior, students gain
efficacy and self-direction.
➢ Service learning empower youth to become service-oriented citizens and youth
leaders.

Outcomes for Education: The Teacher

➢ The curriculum is broadened and deepened to create a richer context for learning.
➢ As students gain responsibility for their learning, teachers gain new roles as mentors
and guides as well as presenters of information.

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 ➢ Service learning holds the promise of partnership – quality relationships between
teachers and students.
➢ Service learning requires performance-based methods of evaluation.
➢ Staff collegiality improves as staff work together in an interactive learning environment.
➢ Mutually beneficial school/community partnerships are formed.

Outcomes for the Community

➢ Service learning contributes to community development and renewal.
➢ Recipients of service benefit from direct aid, human involvement, and personal
empowerment.
➢ Agencies receive an infusion of creativity and enthusiasm from participating youth.
➢ Service learning helps students become interested in their communities as
community-minded citizens.
➢ As youth contribute through service to the common good, they are seen to be one of
the community’s greatest resources.

Unit 3: Community and Community Service Defined

A community is a social unit (a group of living things) with commonality such as norms,
religion, values, customs, or identity. Communities may share a sense of place situated in a
given geographical area (e.g. a country, village, town, or neighborhood) or in virtual space
through communication platforms. It is a group of people with diverse characteristics who are
linked by social ties, share common perspectives, and engage in joint action in geographical
locations or settings.

Community service is the engagement of individuals or groups in an organized activity

that contributes to the local, national or world community. It is also known as volunteering
which is defined as the practice of people working on behalf of others or a particular cause,
without payment, for their time and services.

Unit 4: Types and Examples of Community Service

There are three types of community service and service-learning: direct, in-direct and
advocacy. Once a community need is identified, the project activities that are developed will
align with one or more of the types.

Direct. You can develop direct service activities where students interact with the
recipients of service or the physical environment they have targeted for improvement. You
and your chapter can volunteer at a food kitchen to serve community members in need or
perhaps you can work with your community senior center to create an adopt-a-grandparent
program that lasts for a week.

In-Direct. If you don’t have the ability to come in direct contact with the beneficiaries
of service, you can organize an indirect service activity where students channel resources to

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a problem but do not interact with those being served. This can include organizing a canned
food drive to donate to a food pantry in a neighboring community or participating in a
community beautification project.

Advocacy. It is important to always be an advocate for the issues that inspire you.
During advocacy service activities, students bring awareness to an issue and inspire others
to take action. Advocacy can also address the underlying causes of a social problem by
attempting to influence policymakers or elected officials.

Examples of Community Service

General Ideas

• Donate or raise money for your local Red Cross

• Organize a community blood drive
• For your next birthday, ask for charitable donations instead of gifts
• Read books or letters to a person who is visually impaired
• Contact a tree farm about donating Christmas trees to nursing homes, hospitals, or to
families who can't afford to buy their own
• Collect unused makeup and perfume to donate to a center for abused women
• Help register people to vote
• Organize a car wash and donate the profits to charity
• Help deliver meals and gifts to patients at a local hospital
• Write articles / give speeches advocating financial literarcy. First you should learn
about the topics themselves, like calculating housing costs, or understanding personal
loans, and then give presentations on these topics.

Helping Children and Schools

Tutor children during or after school

• Donate stuffed animals to children in hospitals
• Organize games and activities for children in hospitals or who are visiting
hospitalized relatives
• Knit or crochet baby blankets to be donated to hospitals or homeless shelters
• Collect baby clothes and supplies to donate to new parents
• Organize a Special Olympics event for children and teenagers
• Collect used sports equipment to donate to families and after-school programs
• Volunteer at a summer camp for children who have lost a parent
• Coach a youth sports team
• Put on performances for children in hospitals
• Give free music lessons to schoolchildren

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 • Organize a summer reading program to encourage kids to read
• Organize an Easter egg hunt for neighborhood children
• Create a new game for children to play
• Organize events to help new students make friends
• Babysit children during a PTA meeting
• Organize a reading hour for children at a local school or library
• Donate used children's books to a school library
• Volunteer to help with Vacation Bible School or other religious camps

Helping Senior Citizens

• Read to residents at a nursing home
• Deliver groceries and meals to elderly neighbors
• Teach computer skills to the elderly
• Host a bingo night for nursing home residents
• Host a holiday meal for senior citizens
• Make birthday cards for the elderly
• Donate and decorate a Christmas tree at a nursing home
• Organize a family day for residents of a retirement home and relatives to play games
together
• Ask residents of a retirement home to tell you about their lives
• Pick up medicine for an elderly neighbor
• Perform a concert or play at a senior center
• Help elderly neighbors clean their homes and organize their belongings
• Rake leaves, shovel snow, or wash windows for a senior citizen
• Deliver cookies to a homebound senior citizen

Unit 5: Steps in a Successful Community Service Project

Steps in a Successful Community Service Project

Step 1: Find Out What Is Needed in Your Community

Step 2: See What You Have the Ability to Do
Step 3: Choose a Project
Step 4: Develop a Plan
Step 5: Recruit Your Volunteers
Step 6: Make a Budget
Step 7: Make a Timeline
Step 8: Raise Money
Step 9: Do the Project
Step 10: Evaluate and Celebrate

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Step 1: Find Out What Is Needed in Your Community

There are many ways to do this. Start out by asking your friends and family members
if there are things that they have seen that need a solution. Talk to neighbors. Talk to
community officials (local government) and police officers, and speak with non-profit groups
in the area.

Once you have an idea of the issues present in your area, spend some time
researching them. What is the history of the issue? Is it a new thing or has it been around a
long time? What realistic steps can be taken to address it? What, if anything, have other
groups done in the past to fix the issue?

It’s also a good idea to research what kind of events have taken place in your
community in the past. What projects were successful? What sort of activities had nobody
show up? You can do this by talking to your local city government or local non-profit groups
that have held events. You may also know from personal experience of events that you have
attended. Which were the most engaging and resonated with your community?

Step 2: See What You Have the Ability to Do

It's time to start asking yourself the tough, specific questions. Remember to be honest and
realistic as you answer them:

✓ What skills and talents do you have?

✓ How many people do you realistically think you will be able to get to help you?
✓ What skills and talents will they have?
✓ How many hours per week can you devote to the project?
✓ How soon do you want to do the project?
✓ What is a realistic amount of money you will be able to raise for the project?
✓ Do you have any materials at hand that will be helpful?

Step 3: Choose a Project

List your activity ideas. If you have a group of people you're going to work with, allow
them to help you rank the ideas from most to least important. Vote on or decide which activity
you want to do. Make sure it is reasonable, within your means, and that you can actually make
an impact.

Be honest with yourself and your group when assessing how to make the most impact.
Be realistic with your expectations and honest about the best way to reach your end goal.

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Step 4: Develop a Plan

To start, write down exactly what you are hoping to accomplish. This will include a big-
picture goal as well as the specific smaller tasks that you will need to do in order to get to that
main goal.

You also need to go into the practicalities of the project. How much equipment will you
need? How many people will you need to successfully complete each part of the project? How
much time can each person commit to the project? How will you organize different volunteers?

Remember that you're responsible for the success of the project and one large part of
that is that it takes place safely and legally. Do some background work to check out your
liabilities and research the potential complications that can arise from the project you're
planning.

Step 5: Recruit Your Volunteers

If you don’t already have a group of people helping you, now is the time to get some
people involved. Also, ask friends and family if they know people who would like to be
involved.

For each person, make sure that you have their contact information (email and phone
number), as well as what areas they are best able to help in (making food, publicity, etc.).

Get specific time commitments from your members. How much time can they
contribute every week? How much time can they contribute on the day of the event? Make
sure they are realistic and don’t commit more than their schedules will allow.

Step 6: Make a Budget

Now that you know your goals, you have to get specific with how much money is going
to be needed to make your plan come to life.

Make sure you list the type of items that you need – be specific! How many will you
need of each item? What is the cost per item? What is the total cost?

Don’t forget that your budget has to include more than just the physical items involved
in your project. If you need a license to have an event or if you are going to pay someone to
make an appearance, that will need to be factored into the budget as well.

Finally, be sure to consider practical needs, like the cost of transportation and food on
the day of the event for your volunteers.

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Step 7: Make a Timeline

You should already have a rough idea of how long your project will take, but now you
need to narrow it down to the specifics.

Pick an end date for your project that will give you enough time to put it together. Make
sure that the date is approved by all necessary authorities.

Make specific schedules for each of your volunteers based on how much time each
can contribute. This is important – you don’t want to end up having to do everything yourself
at the last minute because you assumed that people would be putting in more hours than they
actually can! Try to be realistic with your expectations of what can be accomplished every
hour.

Mark specific goals on your timeline. By a certain date, a certain amount of the project
should be completed, etc.

Step 8: Raise Money

There are a number of ways to raise money: street collection, organized events like
raffles or an auction, direct mail donations, asking for contributions through church
newsletters, and more.

You can also contact local businesses for sponsorship. Offer them some sort of
advertisement in return.

Whatever you choose to do, you will need to develop a strategy. Decide what your
plan of attack will be to raise the amount needed.

Step 10: Do the Project

Now it's time to execute all of your planning!

It may seem like the hard work is done at this point, but the actual event needs to go
off without a hitch!

Make sure that as much as possible every preparation is done and set up the day
before the event. Don’t stress yourself out more than you need to on that day. It’s also good
to send out lots of reminders the day before to volunteers, participants, media, and anyone
else who is important.

Make sure you have a detailed schedule for what you will do the day of the event.
Also, make a list of volunteer contact info, vendor contact info, and who will help in
emergencies. Keep this with you at all times.

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 Try to enjoy yourself, but stay on top of how things are progressing!

Don’t forget to take pictures and stay active on social media during the event.

Step 10: Evaluate and Celebrate

What to Do Afterward

Once your project is over, you hopefully have experienced and learned new things.
Take some time to reflect on this on your own and also get feedback from the volunteers and
participants.

What didn’t go to plan? Consider how you could have done things differently and
avoided problems. What went well? Why were those things successful? What have you
learned about yourself? This can be many things like teamwork, leadership, or planning skills.

Also, make sure you stop and consider if you actually were successful in your goals.
Did you help your target group? How can you tell that you have made progress and an
impact? Take notes of these things.

Finally, take some time to celebrate. You’ve just undertaken and accomplished
something that many people would shy away from.

ASSESSMENTS

Task 1:
Answer the following:
1. Define service learning and explain advantages to students, teachers, and
communities. Explain two advantages to each group.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Describe the three types of community service.

___________________________________________________________________
___________________________________________________________________

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 ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Explain why self-reflection is important to community service.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Task 2:

Create a plan for the community service you and your group have chosen. Identify a problem
in the community that you feel you could make a difference in solving if you could organize a
group of people to work on it. Who would be your beneficiaries? What would you need to do
in preparation for the activity? Who could be your teammates in the service? Could your
school implement the project? Prepare also the program for this activity.

REFERENCES

Bucao, A. et. al. Modules in National Service Training Program, PUP Sta. Mesa.

Definition of Community. Retrieved from

https://en.wikipedia.org/wiki/Community#:~:text=A%20community%20is%20a%20social,virtu
al%20space%20through%20communication%20platforms.

Definition of Community. Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1446907/

Definition of Community Service. Retrieved from

https://www.ffa.org/livingtoserve/types-of-service/

Definition of Service Learning. Retrieved from

https://serc.carleton.edu/introgeo/service/what.html

Examples of Community Service Projects. Retrieved from

https://www.ffa.org/livingtoserve/types-of-service/

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Importance of Service Learning. Retrieved from
https://serc.carleton.edu/introgeo/service/why.html

Steps in a Successful Community Service. Retrieved from

https://www.ffa.org/livingtoserve/types-of-service/

Types of Community Service. Retrieved from

https://www.ffa.org/livingtoserve/types-of-service/

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 Module 2
MENTAL HEALTH AND SELF AWARENESS

Overview:

Many people have mental health concerns from time to time. But a mental health
concern becomes a mental illness when ongoing signs and symptoms cause frequent stress
and affect your ability to function. A mental illness can make you miserable and can cause
problems in your daily life, such as at school or work or in relationships.

Fortunately, mental health concerns are now a global health issue. Unlike the old days,
countless researches, discussions, and movements have been initiated and developed
placing this into the spotlight.

In this lesson, we will find out how to define mental health, what are the different mental
health illnesses and their treatments, and why is it important to consider self-awareness.

Objectives:

At the end of this module, you should be able to:

• define mental health;
• identify the different types of mental illnesses;
• explain the importance of self-awareness;
• classify the treatments and strategies to cope with mental illnesses.

Course Materials:

Unit 1: Mental Health Defined

What is mental health?

Mental health refers to cognitive, behavioral, and emotional well-being. It is all about
how people think, feel, and behave. People sometimes use the term “mental health” to mean
the absence of a mental disorder. Mental health can affect daily living, relationships, and
physical health.

However, this link also works in the other direction. Factors in people’s lives,
interpersonal connections, and physical factors can all contribute to mental health disruptions.
Looking after mental health can preserve a person’s ability to enjoy life. Doing this involves
reaching a balance between life activities, responsibilities, and efforts to achieve
psychological resilience.

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 Conditions such as stress, depression, and anxiety can all affect mental health and
disrupt a person’s routine. Although the term mental health is in common use, many conditions
that doctors recognize as psychological disorders have physical roots. In this article, we
explain what people mean by mental health and mental illness. We also describe the most
common types of mental disorders, including their early signs and how to treat them.

Determinants of Mental Health

Multiple social, psychological, and biological factors determine the level of mental
health of a person at any point of time. For example, violence and persistent socio-economic
pressures are recognized risks to mental health. The clearest evidence is associated with
sexual violence.
Poor mental health is also associated with rapid social change, stressful work conditions,
gender discrimination, social exclusion, unhealthy lifestyle, physical ill-health and human
rights violations. There are specific psychological and personality factors that make people
vulnerable to mental health problems. Biological risks include genetic factors.

Key Facts about Mental Health

• Mental health is more than the absence of mental disorders.

• Mental health is an integral part of health; indeed, there is no health without mental
health.
• Mental health is determined by a range of socioeconomic, biological and
environmental factors.
• Cost-effective public health and intersectoral strategies and interventions exist to
promote, protect and restore mental health.

Mental health promotion and protection

Mental health promotion involves actions that improve psychological well-being. This
may involve creating an environment that supports mental health. An environment that
respects and protects basic civil, political, socio-economic and cultural rights is fundamental
to mental health. Without the security and freedom provided by these rights, it is difficult to
maintain a high level of mental health. National mental health policies should be concerned
both with mental disorders and, with broader issues that promote mental health. Mental health
promotion should be mainstreamed into governmental and nongovernmental policies and
programs. In addition to the health sector, it is essential to involve the education, labor, justice,
transport, environment, housing, and welfare sectors.

Specific ways to promote mental health include:

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 • early childhood interventions (e.g. providing a stable environment that is sensitive to
children’s health and nutritional needs, with protection from threats, opportunities for
early learning, and interactions that are responsive, emotionally supportive and
developmentally stimulating);

• support to children (e.g. life skills programs, child and youth development programs);

• socio-economic empowerment of women (e.g. improving access to education and

microcredit schemes);

• social support for elderly populations (e.g. befriending initiatives, community and day
centres for the aged);

• programs targeted at vulnerable people, including minorities, indigenous people,

migrants and people affected by conflicts and disasters (e.g. psycho-social
interventions after disasters);
• mental health promotional activities in schools (e.g. programs involving supportive
ecological changes in schools);

• mental health interventions at work (e.g. stress prevention programs);

• housing policies (e.g. housing improvement);

• violence prevention programs (e.g. reducing availability of alcohol and access to

arms);

• community development programs (e.g. integrated rural development);

• poverty reduction and social protection for the poor;

• anti-discrimination laws and campaigns;

• promotion of the rights, opportunities and care of individuals with mental disorders.

Unit 2: Risk Factors for Mental Health Conditions

Everyone has some risk of developing a mental health disorder, no matter their age,
sex, income, or ethnicity. Social and financial circumstances, biological factors, and lifestyle
choices can all shape a person’s mental health. A large proportion of people with a mental
health disorder have more than one condition at a time. It is important to note that good mental
health depends on a delicate balance of factors and that several elements of life and the world
at large can work together to contribute to disorders.

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The following factors may contribute to mental health disruptions:

Continuous social and economic pressure

Having limited financial means or belonging to a marginalized or persecuted ethnic

group can increase the risk of mental health disorders.

Modifiable factors for mental health disorders include:

• Socioeconomic Conditions, Such Whether Work Is Available In The Local Area
• Occupation
• A Person’s Level of Social Involvement
• Education
• Housing Quality

Nonmodifiable factors include:

• Gender
• Age
• Ethnicity

Biological factors

Researchers suggest that genetic family history can increase the likelihood of mental
health conditions, as certain genes and gene variants put a person at higher risk. However,
many other factors contribute to the development of these disorders. Having a gene with links
to a mental health disorder, such as depression or schizophrenia, does not guarantee that a
condition will develop. Likewise, people without related genes or a family history of mental
illness can still have mental health issues.

Unit 3: Mental Illnesses and Treatments

Mental health conditions such as stress, depression, and anxiety may develop due to
underlying, life-changing physical health problems, such as cancer, diabetes, and chronic
pain.

The most common types of mental illness are as follows:

• Anxiety Disorders
• Mood Disorders
• Schizophrenia Disorders
• Anxiety Disorders

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 According to the Anxiety and Depression Association of America, anxiety disorders
are the most common type of mental illness. People with these conditions have severe fear
or anxiety, which relates to certain objects or situations. Most people with an anxiety disorder
will try to avoid exposure to whatever triggers their anxiety.

Examples of anxiety disorders include:

1. Generalized Anxiety Disorder (GAD)

The American Psychiatric Association (APA) define GAD as disproportionate
worry that disrupts everyday living. People might also experience physical
symptoms, including restlessness, fatigue, tense muscles, and interrupted
sleep.

A bout of anxiety symptoms does not necessarily need a specific trigger in

people with GAD. They may experience excessive anxiety on encountering
everyday situations that do not present a direct danger, such as chores or
keeping appointments. A person with GAD may sometimes feel anxiety with
no trigger at all.

2. Panic disorders
People with a panic disorder experience regular panic attacks, which involve
sudden, overwhelming terror or a sense of imminent disaster and death.

3. Phobias

There are different types of phobia:

a. Simple phobias: These might involve a disproportionate fear of
specific objects, scenarios, or animals. A fear of spiders is a common
example.

b. Social phobia: Sometimes known as social anxiety, this is a fear of

being subject to the judgment of others. People with social phobia often
restrict their exposure to social environments.

c. Agoraphobia: This term refers to a fear of situations in which getting

away may be difficult, such as being in an elevator or moving train.
Many people misunderstand this phobia as a fear of being outside.

Other phobias:

Ablutophobia is a persistent and irrational fear of bathing, washing, or cleansing. It is

more common in women and children, especially with people who are extremely
emotional.

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 Barophobia -an intense and persistent fear of gravity. People suffering from the
phobia may experience anxiety or restlessness when they come across situations
involving escalators, fun rides, free fall, lifts, etc.

Cherophobia is an unusual rare fear of merriment, happiness or gaiety.

Venustraphobia is a rare but persistent fear of beautiful women.

Geniophobia is an irrational and unusual fear of chins.

Phobias are deeply personal, and doctors do not know every type. There could be
thousands of phobias, and what might seem unusual to one person may be a severe problem
that dominates daily life for another.

Obsessive-compulsive disorder (OCD)

People with OCD have obsessions and compulsions. In other words, they
experience constant, stressful thoughts and a powerful urge to perform repetitive acts, such
as hand washing.

Post-traumatic stress disorder (PTSD)

PTSD can occur after a person experiences or witnesses a deeply stressful or
traumatic event. During this type of event, the person thinks that their life or other people’s
lives are in danger. They may feel afraid or that they have no control over what is
happening.
These sensations of trauma and fear may then contribute to PTSD.

Mood disorders

People may also refer to mood disorders as affective disorders or depressive

disorders.
People with these conditions have significant changes in mood, generally involving either
mania, which is a period of high energy and elation, or depression. Examples of mood
disorders include:

a. Major depression: An individual with major depression experiences a constant

low mood and loses interest in activities and events that they previously enjoyed. They
can feel prolonged periods of sadness or extreme sadness.

b. Bipolar disorder: A person with bipolar disorder experiences unusual changes in

their mood, energy levels, levels of activity, and ability to continue with daily life.

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 Periods of high mood are known as manic phases, while depressive phases bring on
low mood.

c. Seasonal affective disorder (SAD): Reduced daylight triggers during the fall,
winter, and early spring months trigger this type of major depression. It is most
common in countries far from the equator.

Schizophrenia disorders

Mental health authorities are still trying to determine whether schizophrenia is a single
disorder or a group of related illnesses. It is a highly complex condition. Signs of schizophrenia
typically develop between the ages of 16 and 30 years, according to the NIMH. The individual
will have thoughts that appear fragmented, and they may also find it hard to process
information.

Schizophrenia has negative and positive symptoms. Positive symptoms include

delusions, thought disorders, and hallucinations. Negative symptoms include withdrawal, lack
of motivation, and a flat or inappropriate mood.

Early signs

There is no physical test or scan that reliably indicates whether a person has developed
a mental illness. However, people should look out for the following as possible signs of a
mental health disorder:
• Withdrawing from Friends, Family, And Colleagues
• Avoiding Activities That They Would Normally Enjoy
• Sleeping Too Much or Too Little
• Eating Too Much or Too Little
• Feeling Hopeless
• Having Consistently Low Energy
• Using Mood-Altering Substances, Including Alcohol and Nicotine, More Frequently
• Displaying Negative Emotions
• Being Confused
• Being Unable to Complete Daily Tasks, Such as Getting to Work or Cooking A Meal
• Having Persistent Thoughts or Memories That Reappear Regularly
• Thinking of Causing Physical Harm to Themselves Or Others
• Hearing Voices
• Experiencing Delusions

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Treatment

There are various methods for managing mental health problems. Treatment is
highly individual, and what works for one person may not work for another. Some strategies
or treatments are more successful in combination with others. A person living with a chronic
mental disorder may choose different options at various stages in their life. The individual
needs to work closely with a doctor who can help them identify their needs and provide them
with suitable treatment.

Treatments can include:

A. Psychotherapy, or talking therapies

This type of treatment takes a psychological approach to treating mental

illness. Cognitive behavioral therapy, exposure therapy, and dialectical behavior therapy are
examples. Psychiatrists, psychologists, psychotherapists, and some primary care physicians
carry out this type of treatment. It can help people understand the root of their mental illness
and start to work on more healthful thought patterns that support everyday living and reduce
the risk of isolation and self-harm.

B. Medication

Some people take prescribed medications, such as antidepressants, antipsychotics,

and anxiolytic drugs. Although these cannot cure mental disorders, some medications can
improve symptoms and help a person resume social interaction and a normal routine while
they work on their mental health. Some of these medications work by boosting the body’s
absorption of feel-good chemicals, such as serotonin, from the brain. Other drugs either boost
the overall levels of these chemicals or prevent their degradation or destruction.

C. Self-help

A person coping with mental health difficulties will usually need to make changes to
their lifestyle to facilitate wellness. Such changes might include reducing alcohol intake,
sleeping more, and eating a balanced, nutritious diet. People may need to take time away
from work or resolve issues with personal relationships that may be causing damage to their
mental health.

People with conditions such as an anxiety or depressive disorder may benefit from
relaxation techniques, which include deep breathing, meditation, and mindfulness. Having a
support network, whether via self-help groups or close friends and family, can also be
essential to recovery from mental illness.

21
 Mental health is an integral and essential component of health. The WHO constitution
states: "Health is a state of complete physical, mental and social well-being and not merely
the absence of disease or infirmity." An important implication of this definition is that mental
health is more than just the absence of mental disorders or disabilities.

Mental health is a state of well-being in which an individual realizes his or her own
abilities, can cope with the normal stresses of life, can work productively and is able to make
a contribution to his or her community. Mental health is fundamental to our collective and
individual ability as humans to think, emote, interact with each other, earn a living and enjoy
life. On this basis, the promotion, protection and restoration of mental health can be regarded
as a vital concern of individuals, communities and societies throughout the world.

Unit 4: World Health Organization and Response

The Burden of Mental Disorders in the Philippines

There is little epidemiological evidence on mental disorders in the Philippines;

however, some important data are available. For example, 14% of a population of 1.4 million
Filipinos with disabilities were identified to have a mental disorder (Philippines Statistics
Authority, 2010). The National Statistics Office identified that mental illness is the third most
prevalent form of morbidity, however the finding that only 88 cases of mental health problems
were reported for every 100 000 of the population (DOH, 2005) is likely an underestimate of
the true extent of these issues.

The 2005 WHO World Health Survey in the Philippines identified that, of 10 075
participants, 0.4% had a diagnosis of schizophrenia and 14.5% had a diagnosis of depression.
Of those with a diagnosis of schizophrenia, 33.2% had received treatment or screening in the
past 2 weeks, compared with 14% of those with a diagnosis of depression. Recent data from
the Philippine Health Information System on Mental Health identified that (from 14 public and
private hospitals surveyed from 2014 to 2016) 42% of the 2562 surveyed patients were treated
for schizophrenia.

Between 1984 and 2005, estimates for the incidence of suicide in the Philippines have
increased from 0.23 to 3.59 per 100 000 in males, and from 0.12 to 1.09 per 100 000 in
females (Redaniel et al, 2011). The most recent data from 2016 identified an overall suicide
rate of 3.2/100 000, with a higher rate in males (4.3/100 000) than females (2.0/100 000)
(WHO, 2018).
WHO supports governments in the goal of strengthening and promoting mental health. WHO
has evaluated evidence for promoting mental health and is working with governments to
disseminate this information and to integrate effective strategies into policies and plans.

22
 In 2013, the World Health Assembly approved a "Comprehensive Mental Health Action
Plan for 2013-2020". The Plan is a commitment by all WHO’s Member States to take specific
actions to improve mental health and to contribute to the attainment of a set of global targets.

The Action Plan’s overall goal is to promote mental well-being, prevent mental
disorders, provide care, enhance recovery, promote human rights and reduce the mortality,
morbidity and disability for persons with mental disorders. It focuses on 4 key objectives to:
• strengthen effective leadership and governance for mental health;
• provide comprehensive, integrated and responsive mental health and social care
services in community-based settings;
• implement strategies for promotion and prevention in mental health; and
• strengthen information systems, evidence and research for mental health.

Particular emphasis is given in the Action Plan to the protection and promotion of
human rights, the strengthening and empowering of civil society and to the central place of
community-based care.

In order to achieve its objectives, the Action Plan proposes and requires clear actions
for governments, international partners and for WHO. Ministries of Health will need to take a
leadership role, and WHO will work with them and with international and national partners,
including civil society, to implement the plan. As there is no action that fits all countries, each
government will need to adapt the Action Plan to its specific national circumstances.

Unit 5: Self-Awareness

The Teenage Years

Though difficulties and struggles are vital parts of every person’s life – teenage years
could very well be one of the most challenging phases of a person’s life. It is in this period
when one feels the strongest tug in his being to develop a sense of identity.

Noted adolescent cognitive development expert Erik Erikson says that the main task
of development is to form a sense of personal identity. In his so-called “psychological
moratorium” or what he calls as the gap between childhood security and adult autonomy,
Erikson explained that it is in this period that a young person starts to clamor for independence
especially if he/she has suffered the pain of being compared to another family member or a
peer who seems to be “a better individual” by other people’s standards

His/her hairstyle, the way he/she dresses, his/her habits, as long as it’s going to be
different from the person he/she is always being compared to, are subtle steps for him/her in
carving a niche for himself/herself. Sadly, even if the choices that he/she makes would take

23
him/her down the dangerous path, he/she would gladly tread it if it means getting out of the
shadow of the person he/she is being compared to.

Quest for Identity

Issues which are recurrent to the youth of different generations are about family
affirmation, physical appearance, criticisms, and failure are among the major issues that haunt
an individual. These issues will balloon into major ones should they go unchecked thus,
contributing to one’s dilemma of answering who he/she really is.

Internal identity dictates external lifestyle, just as nature dictates action. A bird flies
because it is a bird. Your identity dictates how you lead your life. Unfortunately, many people
live their lives not knowing who they really are. They have assumed an identity that was
“dictated” to them by their circumstance, people around them, or their culture.

Xavier Babista, one of the Campus Life Coaches of ENCM Philippines, stated in his lecture
with Life Classes on November 2010 the following Pitfalls of Not Knowing Your identity.

You won't know why you live. Not knowing your identity means not knowing your gift
area. You won’t know what to share to your family, your community, the nation and the world
as a whole. When you are operating outside your make-up and your purpose, you are more
prone to fatigue, you will be striving. For example, a chair was meant to be sat on. We might
be able to use the chair for other purposes- stack books on, serve as some sort of a ladder to
get something from a place you couldn’t reach, or use it to break someone’s back – but the
fact still remains that it functions best when it is sat on.

In the same way, a person whose passion is into arts but was forced to take over a
family business will struggle to find joy in the business world. You won’t know your worth, If
you don’t know who you really are, you’ll never realize just how special you are. You will never
realize that there are many things in this life that you are qualified to do. Not knowing your
value will directly affect how you treat and value yourself and eventually how you treat and
value others.

You reduce your identity to the sum or your upbringing and your environment. Studies
propose that identity is constructed by the factors surrounding a person growing up. Though
the people around you and the circumstances you’ve encountered, you form a set of beliefs
through which you define yourself, which then forms your self-concept or who you say you
are. Take the case of Mike Tyson—the youngest heavyweight champion at the age of 20 in
1986. Mike Tyson earned $140 million at the height of his career, got hooked in drugs and
alcohol, sexual immorality and failed marriages along the way; has nothing but this to say
today, “I don't know who lam. That might sound stupid. I really have no idea. All my life I’ve
been drinking and drugging and partying, and all of a sudden this comes to a stop.”

24
 Even his therapist, Marilyn Murray, stated that Tyson exhibits a pattern typical of
people who were traumatized at an early age by circumstance and environment. Hailing from
the Brooklyn slums, he grew up watching his alcoholic mother being beaten up by multiple
boyfriends, and was in a juvenile detention center by age 12. Because he grew up in a
destructive and dysfunctional environment, he also has been leading a destructive and
dysfunctional lifestyle.

Although the influence of our upbringing and environment is very real and not
negligible, there is much more to our identity than that. Since we live in a flawed world, with
flawed people, basing our identity on that gives us a flawed self-concept. Hence, it is important
that you are confident on who you are. This starts with a deeper understanding of your
emotions so that you would be able to manage them well, resulting in a healthy response to
your circumstances.

Understanding Your Emotions

Emotions are often misconstrued. We have grown up in a society where “survival of

the fittest” is required, thus, showing emotions is often considered weakness. This module will
not nullify this point of view, but we should also give proper acknowledgment to human
emotions for they are important. Emotion, addressed in a healthy way, is a great ally especially
in dealing with our fellow human beings. Fear keeps us from walking in the middle of a busy
street thus, we avoid getting hit by vehicles. Anger against injustice motivates loaders like
Benigno “Ninoy Aquino Jr. to fight for social reform. Grief might have even be the driving force
why his widow, Former President Corazon C. Aquino ran for public office after Ninoy’s
assassination, won, and went on to become a valiant champion of democracy.

Both positive and negative emotions are meant to be tools which will help us navigate
life. But oftentimes, the problem lies in the way we handle them. We must always remember
that anything taken excessively is not good. Even positive emotions can have disastrous
results when taken in the wrong context. Love can border on obsession; too much happiness
can affect our being watchful.

The human mind and the human heart are battlefields where struggle with issues such
as frustration, stress, lack of self-confidence, fear, feelings of inadequacy and inferiority, and
the inability to cope with circumstances we do not like are fought. Yet we need not be defeated
by these issues. Again, emotions, when properly managed, may serve as catalysts that will
bring out the best in every person.

Our minds are greatly conditioned by our culture, belief system, and the values of the
family we grew up in. According to bestselling author and acclaimed psychologist Harold
Sala, in the struggle between will and emotions, emotion wins out only when you disregard
the power of your own will, because your emotions are controlled by and are subject
response to your will. When we focus on positive thoughts, it brings in healthy emotional
response. When you choose to let emotions control your behavior, you will have, as an act

25
of your will, decided to bypass your intellect and often your knowledge of right and wrong.
Either your thinking will control your emotions, or your emotions will control your thinking.

You will never be able to fully control your environment, and you cannot break away
with the culture you grew up in. The weather wont always suit you. Neighbor may not please
you. But you will along be in the position to choose your emotional response to your
environment and this knowledge is liberating (Sala 64).

Negative Emotions and Proper Responses

In his book, Making Your Emotions Work for You, Dr. Sala listed tips in handling some of the
negative emotions (109).

Anger. Anger often stems from stress, frustration, personal affronts, violation of rights or
simply seeing situations that counter one’s value system.

Proper Response:
1. Avoid stressful situations as much as you can. If you easily get irritated by a heavy
traffic and you hate being late, try to leave the house earlier. You can also come up
with creative ways to distract yourself from the heavy traffic. One girl who’s really fond
of the game Word Factory whiles her time away during a heavy traffic forming words
out of the combined letters in the vehicle plate numbers that she sees.
2. Put the circumstances in check. When people and circumstances start to get to you,
take time out to ask yourself, “will my losing temper over this situation be worth it? If
the answer is no, then don’t do it. Divert your emotions so that anger will not breed in
your heart.
3. Be angry for the right cause. Feeling anger when we see injustice happening is a
normal reaction but we have to choose the right method in seeking justice. If it needs
the intervention of the law then leave it in the hands of the authorities but support those
who have been victimized by the injustice.
4. Be angry for the right duration of time. This is one of the most difficult steps to
undertake but there is truth in the saying do not let the sun go down on your anger lest
it becomes a foothold of the devil. Unforgiveness that has been carried for too long in
the heart builds walls even between family members and friends. We should make the
decision to forgive even before the feeling to forgive comes along.
5. Be angry on the right way. We should direct the anger to the problem, not the person.
Misplaced anger is often the cause of domestic violence. Just check out the news in
the local television. Every day, cases of men hitting their wives/children are featured.
The men involved are oftentimes angry with other things or people and they just vent
it out on their families who are considered under his authority.
6. Pray.

26
Worry.
Worry is the result of anxiety blown out of proportion. Results of a research on the adverse
effects of worry showed that worry is unrealistic. The panel of psychologists concluded that
40 percent of the things people worry about never happens, 30 percent are about past events
which cannot be changed, 12 percent are needless health concerns, 10 percent involve trifling
things of absolutely no consequence. Only 8% are valid areas of concern (Sala, 129)
According Dr. Paul Carlson, there is no scientific evidence that worry is part of everyone’s
nature however, some individuals are more prone to worry than others by virtue of their
emotional and psychological make-up which was shaped by various circumstances in their
families and the environment they grew up in (Sala, 131)

Proper response:
1. Know the difference between concern and worry. The former prompts are to act on a
situation whereas worry paralyzes.

2. Accept that there are some things that we cannot change despite our best efforts.

Fear. No one is exempted from fear. Some types of phobia could range from the funny to the
bizarre as listed in the first pages of this modules.

Funny as it may seem to others, the people experiencing fear wouldn’t find anything to smile
about when it comes to the thing or situation which makes him/ her afraid. We’re all afraid-just
for varying reasons.
However, fear could sometimes be helpful. It’s what holds us back when we are about to do
something bad. It drives us to exercise caution when dealing with decisions concerning our
health, family, career or whatever things we cherish or treasure.

Proper Response:
1. Admit that you’re afraid. Fear takes on gigantic proportions when hidden. It paralyzes
action. Take it out in the open with someone who can help you face your fear. Assess
its strength. One girl was told by two of her friends that they dreamt about her. One
friend dreamt that she was being chased and was consequently raped by a group of
men on her way home from school. The other friend dreamt that she was in a coffin.
The girl and her mother were so overcome with fear that they practically altered the
way they live their lives. They rearranged the furniture in their house to block every
entrance at night and the girl took another route to school even if it means a longer
travel time not to mention an exhausting one for her. It was only when the girl had a
talk with a teacher who got concerned about her hollowed eyes that she learned that
her fear is unfounded.

2. Confront your fear. The aforementioned girl went back to her usual routine. Though
still feeling afraid, she faced her fears head but took little precautionary measures like
not going home late and always going home with a group.

27
 3. Act on your fear. If the feeling of fear has a valid cause, take time out to know what
steps could be done to help alleviate the fear. One woman has a history of breast
cancer in her family. One day, she felt a large lump in her right breast. At first, she was
so overcome with thoughts of dying of the disease but eventually she decided to act
on her fear and had herself checked up. She was diagnosed with the same disease
that brought many members of her family to their demise. But she made a resolve to
face her fear and bravely underwent the necessary treatment. With the support of her
husband and the medical team of the hospital, she is now cancer-free and was even
able to breast-feed the baby born to her after her battle with the disease.

For a country aiming to make it big, it is necessary that its future leaders gain a sound
understanding of who they are. Imagining the Nation being inhabited by young men and omen
who have concrete ideas of who they are and what they can be, can give every Filipino hope
for a brighter tomorrow.

ASSESSMENTS

1. What is mental health? Why does it matter to advocate and address mental health
issues?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. Ask someone to share a story, experience, or circumstance in his/ her life. It can be about
his/her family, studies, friends, or self. Afterwards, answer the following questions.

a. How do you feel about the story you just heard? What was your first reaction? How
about as the story unfolded?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

28
______________________________________________________________________
______________________________________________________________________

b. What were your thoughts regarding the signs and symptoms of this mental health
issue? Have you experienced any of these yourself or in someone you know?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

c. How would you react if you noticed these in someone you care about?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

d. How might taking action benefit you and the person you care about?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

e. What actions could you take to help someone who is exhibiting these signs and
symptoms?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

f. What do you believe is important for anyone to be aware of if they know someone with
this mental health issue?

29
 ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

g. What experiences have you had that are related to this story? What was similar?
What differed?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. With all the lessons you have learned from this modules and stories you have heard from
your interview, enumerate the methods and strategies that you have to prioritize in keeping
your mental health well and stable.

Mental
Health
.

30
 REFERENCES

Teves, L. et. al. CWTS Module, PUP Sta. Mesa.

Bucao, A. et. al. Modules in National Service Training Program, PUP Sta. Mesa.

Holthaus, J (2020). Importance of Mental Health Awareness. Retrieved from:

https://www.pinerest.org/mental-health-awareness-blog/

Lally, J; Tully, J; & Samaniego, R. (2019). Mental Health Services in the Philippines.
BJPsych International. Retieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6646843/

What is Mental Health (2020). Medical News Today. Retrieved from:

https://www.medicalnewstoday.com/articles/154543#treatment

31
 Module 3
GENDER AND DEVELOPMENT

Overview:

The concept of GAD stems from the realization that unless one understands the
differences between men and women and the way men and women interact then one cannot
work towards ensuring that development instruments achieve the set purpose because one
does not have a clear picture of reality.

Having a gender perspective means to be aware that for cultural, class, legal and/or
other reasons men and women generally have different roles to fulfil, different access to and
control over resources, different needs and priorities and as a result different constraints and
opportunities and bargaining power in the way they relate.

These differences between men and women in a household, community and society
vary according to the area and target group considered. It is therefore necessary to check the
local reality before designing a development tool such as microfinance and related services.

This module highlights the role of gender in development. The purpose of the module
is to introduce students to the major debates in the field of gender and development. It
examines various developments in the concepts of gender and development and how they
have been adopted into theory and practice of feminism and development in general. Thus,
the module fundamentally introduces students to the main critical perspectives to study and
implement development issues and projects from a gender lens.

Objectives:

At the end of this module, you should be able to:

• understanding the role of gender and development;
• discuss the basic concepts of gender mainstreaming;
• discuss the pertinent laws anchored to gender and development;
• recognize the current gender situation and gender concerns in the Philippines; and
• identify focused areas of gender and development.

Course Materials:

Unit 1: Gender and Development: Definition and Overview

Why Gender?

Gender is a development issue (Momsen, 2010) and development is a gender issue.

The varied modes of and efforts at development across the society pre- and post-globalization

32
and liberalization have affected women and men differently. Increasingly, with betterment in
technology and modernization of agriculture, traditional livelihood forms have further
exacerbated the status of women in the processes of development today. With restricted (and
many times denied) access to and control over productive resources and increasing exclusion
from newer modes of production, women are being left out of the positive impacts of
development. Unequal gender relations are thus facing newer pressures which are playing
crucial role in the results of development.

Gender relations as the socially constructed form of relations between women and
men are unequal and usually favor men in terms of access to power, resources and status.
Scholars, for long, have been examining the ways in which development processes affect and
are affected by the gender relations in a society. And it has been long established that there
is a strong and significant relationship between women’s status and the level of development
in any society.

The Magna Carta of Women (Republic Act No. 9710) defines Gender and
Development Program (GAD) as the development perspective and process that is
participatory and empowering, equitable, sustainable, free from violence, respectful of human
rights, supportive of self-determination and actualization of human potentials. It seeks to
achieve gender equality as a fundamental value that should be reflected in development
choices and contends that women are active agents of development, not just passive
recipients of development. GAD focuses on Gender Mainstreaming or a strategy for:

• making women’s as well as men’s concerns and experiences an integral dimension of

the design, implementation, monitoring, and evaluation of policies, programs and
projects in all social, political, civil, and economic spheres so that women and men
benefit equally.

• assessing the implications for women and men of any planned action, including
legislation, policies or programs in all areas and at all levels

Goal of GAD

As a development approach, GAD seeks to equalize the status and condition of and
relations between women and men by influencing the process and output of policy-
making, planning, budgeting, implementation and monitoring, and evaluation so that they
would deliberately address the gender issues and concerns affecting the full development of
women.

Gender Equity

Gender Equity means giving more opportunities to those who have less and those who
are historically and socially disadvantaged based on their needs for them to operate on a level

33
playing field. “Focusing on the needs of women does not mean discriminating against men or
putting them at a disadvantage”

UN–CEDAW (United Nations Convention on the Elimination of All Forms of

Discrimination Against Women) recognized the need to remove the biases against and
provide special attention to women through affirmative action. It is a temporary measure that
will be discontinued when the objectives of equality of opportunity and treatment have been
achieved.

How Gender and Development started in the Philippines

Gender and Development was developed in the 1980’s as an alternative to the Women
in Development (WID) approach.

Unlike WID, the GAD approach is not concerned specifically with women, but with the
way in which a society assigns roles, responsibilities, and expectations to both men and
women. GAD applies gender analysis to uncover the ways in which men and women work
together, presenting results in neutral terms of economics and competence.

GAD focus primarily on two major frameworks, Gender Roles and Social Relations
Analysis. Gender role focus on social construction of identities within the household, it also
reveals the expectations from ‘maleness and femaleness’ in their relative access to resources.
Social relations analysis exposes the social dimensions of hierarchical power relations
imbedded in social institutions; also it’s determining influence on ‘the relative position of men
and women in society. In an attempt to create gender equality, (denoting women having same
opportunities as men, including ability to participate in the public sphere) GAD policies aim to
redefine traditional gender role
expectations.

Society before the Gender

and Development
Gender stereotypes are
generalizations about the
roles of each gender. Gender
roles are generally neither
positive nor negative, they
are simply inaccurate
generalizations of the male
and female attributes. Since
each person has individual
desires, thoughts, and
feelings, regardless of their

34
gender, these stereotypes are incredib ly simplistic and do not at all describe the
attributes of every person of each gender.

Unit 2: Gender Mainstreaming

Gender equality as the goal; gender mainstreaming as the strategy.

Gender Mainstreaming or Gender and Development (GAD) mainstreaming is the

major global strategy for ensuring that the government pursues gender equality in all aspects
of the development process to achieve the vision of a gender-responsive society where
women and men equally contribute to and benefit from development. Its importance has been
extensively discussed since governments committed to this concept in the Beijing Platform for
Action during the Fourth United Nations World Conference on Women in 1995.

It endeavors to look more comprehensively at the relationship between men and

women in their access to and control over resources, decision making, and benefits and
rewards within a particular system—it may be an organization, a government or an entire
society.

The process of gender mainstreaming necessitates the transformation of institutional

structures, culture and practices wherein gender concerns become central instead of
remaining as peripheral issues and concerns.

What is the Mainstream?

The “mainstream” is an inter-related set of dominant ideas, values, practices,

institutions and organizations that determine “who gets what” within a society. The ideas and
practices with the mainstream tend to reflect and reinforce each other and thus provide a
rationale for any given allocation of societal resources and opportunities.

Becoming part of the mainstream means:

• women and men have equitable access to resources, including opportunities and
rewards. It implies equal participation in influencing what is valued in shaping options
within society.
• sharing equitably in the benefits of development.
• offers the opportunity to influence who does what in a society, who owns (and can
own) what, who has access to jobs and income, who controls the society’s resources
and institutions, who makes decisions, who sets priorities.

35
Entry Points of Gender Mainstreaming

GAD mainstreaming requires interventions from different stages of development

planning processes, from planning to programming, budgeting, implementation, monitoring
and evaluation. There are four critical entry points to GAD mainstreaming, namely: policies,
programs and projects, people, and enabling mechanisms. These are not in any order of
importance. A government agency has the option on what entry point to use first. They may
opt to adopt strategies that characterize more than one entry point.

Policies

These refer to the official statements and pronouncements of support for gender
mainstreaming issued by the organization. These may be in the form of department orders,
special orders, administrative orders, memoranda, and executive orders that spell out the
commitment of an organization to pursue gender mainstreaming. It also includes national and
sectoral plans, specific guidelines, manual of implementation and the GAD
Framework/Strategic Plan. Through these issuances, the organization expresses its
recognition and acceptance of gender mainstreaming as a critical and legitimate concern,
even in broad or general terms.6

People

These refer to the relevant stakeholders who assume the task of gender
mainstreaming. The following are critical to the success of gender mainstreaming: GAD
champions among top management who actively support the gender mainstreaming program;
recognition of GAD Focal Point System and staff members as GAD experts; internal and
external clients who are able to participate in the planning, implementation, monitoring and
evaluation of programs, activities and projects.7

As an entry point, people shares four complementary and distinct roles8:

The Sponsor. “The individual or group who has the power to sanction or legitimize
change.” Sponsors consider the potential changes facing an organization and assess the
changes and opportunities. They decide which changes will happen, communicate the new
priorities to the organization, and provide the proper reinforcement to assure success. They
are also “responsible for creating an environment that enables these changes to be made
on time and within budget.”

In gender mainstreaming, the sponsors are the heads of the organizations. They
express support to gender mainstreaming by issuing policies or installing the necessary
enabling mechanisms such as approving the organization’s GAD Plan and Budget. They also
set the direction of the overall gender mainstreaming efforts of the organization

36
 The Change Agent. “The individual or group who is responsible for actually making
the change. The agent’s success depends on the ability to diagnose potential problems,
develop a plan to deal with these issues, and execute the change effectively.”

The primary change agents are usually the GAD Focal Point System Members
because they facilitate the implementation of gender mainstreaming in the organization.

The Target. “The individual or group who must actually change or those who will
benefit from development.”
The term “target” is used because these people are the focus of the change effort and
play a crucial role in the short- and long-term success of an organization’s gender
mainstreaming efforts.

To increase the likelihood of success, they must be educated to understand the

changes that are expected to accommodate. They must also be involved in the
implementation process. The targets of gender mainstreaming are people in the bureaucracy,
the field workers and the clients of the different organizations. The officials and members of
the bureaucracy are given GAD capability programs to engage in the gender mainstreaming
efforts.

The Advocate. “The individual or group who wants to achieve change but lacks the
power to sanction it.” The presence of GAD advocates determines the success rate of
sustaining GAD mainstreaming initiatives. The presence of GAD advocates helps lay a solid
foundation built on appreciation of GAD as a rights-based approach to development. Rights-
based approach means achieving a positive transformation of power relations among the
different development actors.

Programs and Projects (PAPs)

These refer to the flagship programs or activities and projects that serve as a strategic
entry point to gender mainstreaming in an organization. It is the most practical entry point
since it involves the actual implementation of the mandate of an organization. PAPs can be
review and issuance of revised GAD policies, application of gender analysis tools, and
conduct of GAD advocacy and regular updating of GAD mechanisms such as the GAD
database.

Enabling Mechanisms

These refer to the systems and mechanisms installed in the organization and the funds
allocated for GAD activities such as the GAD Focal Point System and Knowledge
Management System.

The success of any gender mainstreaming efforts depend, to a large extent, on the
resources allocated and the mechanisms that are institutionalized to implement it.

37
 Enabling mechanisms can be GAD Funds Audit of the Commission on Audit, which
greatly helped in ensuring the institutional compliance to the minimum 5% utilization of the
GAD budgets of government agencies and local government units.

In the course of implementing gender mainstreaming, an organization may progress through

the following levels:

Level 1: Foundation Formation

This is the initial stage, where the level of gender awareness of an organization is
heightened through raising people’s awareness and generating support for gender
mainstreaming. The challenge at the onset of any change effort is getting people to
understand, appreciate and imbibe the need for change. This level also sets the tone for
appreciating value-added in committing to GAD as one of the priority thrusts of the
organization.

Level 2: Installation of Strategic Mechanisms

This marks the transition of the organization toward gender mainstreaming. Some of
the enabling conditions created and established by top management to support GAD are:

• Putting key people, necessary policies, support structures, systems and mechanisms
in pace to facilitate and sustain gender mainstreaming.

• Initial application of GAD concepts and tools

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Level 3: GAD Application

This is the period where GAD-related activities are already institutionalized within the
organization. Interventions are usually based on a strategic GAD agenda that guides GAD
planning and budgeting implementation. The GAD planning and budgeting have become
more strategic in terms of applying gender analysis in regular programs that result in either
increased attribution of the GAD budget and/or more gender responsive programs

Level 4: Commitment Enhancement and Institutionalization

In this level, the organization has already institutionalized gender mainstreaming and
is focused on sustaining its efforts. It also challenges other organizations to continuously
evaluate and improve their efforts. After all, the long-term goal is to improve the government’s
ability to respond to gender issues and concerns on a sustained basis.

Level 5: Replication and Innovation

When an organization reached this level, it means that GAD has been fully
mainstreamed into its mandate and is being recognized by others as a model in gender
mainstreaming. The GAD Focal Person System members of the organization do not only
serve as internal experts but are also invited by other organizations as GAD technical
assistance providers. GAD-related mechanisms established by the organization are also
certified as learning hubs by national and/or international organizations

Unit 3: Pertinent Laws of Gender and Development in the Philippines

Executive Order No. 273 – Approving and Adopting the Philippine Plan for Gender-
Responsive Development (PPGD) 1995-2025

Executive Order (EO) 273, issued on September 9, 1995 and signed by President
Fidel V. Ramos, adopted the Philippine Plan for Gender Responsive Development IPPGD)
1995-2025. The PPGD 1995-2025 is a 30-year perspective plan that outlines the policies,
strategies, programs and projects that the government must adopt to enable women to
participate in and benefit from national development while EO 273 directs all government
agencies, departments, bureaus, offices and instrumentalities, including government owned
and controlled corporations, at the national level, sub-national and local levels to:

• To take appropriate steps to ensure the full implementation of the policies/strategies

and programs/projects outlined in the Plan;
• To institutionalize Gender and Development (GAD) efforts in government by
incorporating GAD concerns, as spelled out in the Plan, in their planning, programming
and budgeting processes, but specifically to:

1. Include/incorporate GAD concerns in the:

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 1.1. formulation, assessment and updating of their annual agency plans;
1.2. formulation, assessment and updating of their inputs to the medium/long-
term development plans, and
1.3. preparation of their inputs to sectoral performance assessment reports,
public investment plans and other similar documents.

2. Incorporate and reflect GAD concerns in their:

2.1. agency performance commitments contracts indicating key result areas for
GAD as well as in their annual performance report to the President, and
2.2. annual Agency Budget Proposals and work and financial plans

Republic Act No. 8760 – General Appropriations Act (GAA) On Programs/Projects

Related to Gender and Development (GAD)

Section 27:

“All concerned government entities shall submit their GAD plan to the National Commission
on Women for review. They shall likewise submit annual reports to Congress, the Department
of Budget and Management (DBM), National Commission on Women (NCW), indicating the
accomplishments and amounts utilized to implement programs/projects/activities addressing
gendere issues and women empowerment. The evaluaton of agencies utilization of the GAD
budget shall be performance based.”

Republic Act No. 9710 – An Act Providing for the Magna Carta of Women

Section 36: Gender Mainstreaming as a Strategy for Implementing the Magna Carta of
Women

“All government departments, including their attached agencies, offices, bureaus, state
universities and colleges, government owned and controlled coporations, local government
units and all other government instrumentalities shall adopt gender mainstreaming as a
strategy to promote women’s human rights and eliminate gender discrimination in their
systems, structures, policies, programs, processes and procedures.

Section 36-B: Creation and/or Strengthening of the GAD Focal Points (GFP)

“All concerned government agencies and instrumentalities mentioned above shall establish
or strengthen their GAD Focal Point System (GFPS) or a similar GAD mechanism to catalyze
and accelerate gender mainstreaming within the agency.”

In addition to Joint Circular 99-4 issued by the National Economic and Development Authority
(NEDA), the DBM and NCRFW, additional sets of guidelines, as deemed necessary, shall be
formulated, for the implementation of GAD-related programs/projects/activities.

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Unit 4: Focused Areas of Gender and Development

Education and GAD

Education improves the quality of life by enabling literate people to promote health,
expand access to paid employment, increase productivity in market and non-market work,
and facilitate social and political participation. As such, it is a basic human right that should
be equally accessible to all.

Why prioritize this sector?

Educating women is imperative because it enables women to participate in the labor

force and allows them to sustain herself and the needs of her family. This stems from the fact
that in modern Filipino families, both husband and wife should engage in productive work to
earn enough for their family’s needs.

Education has been a facilitating factor towards women’s economic empowerment. A

mother’s level of education has been found to create positive educational outcomes for her
children since she is primarily assigned in rearing of children. Educated women build smaller
families, with lower rate of children dying in infancy; hence, surviving children are given better
access to education. Furthermore, educated mothers lead a better-quality life for their
children.

Environment and GAD

The Philippines is the:

• 3rd riskiest country in the world when it comes to natural disasters (2017 World Risk
Report)
• 13th most climate-vulnerable country (2016 Climate Change Vulnerability Index)
• 5th most affected country by weather-related loss events from the period of 1997-
2016 (2018 Global Climate Risk Index)

Why prioritize this sector?

The threat of climate change and other climate hazards is not gender neutral.
Prevailing inequalities, including gender inequalities, are magnified by climate-related events
and often neglected is the fact that it has more devastating effects on women and girls.

Gender-based discrimination in this sector is experienced by women and girls in

different ways: insecure land and tenure rights; lack of access to and control of economic and
natural resources; limited opportunities to participate in environmental decision-making; lack

41
of access to markets, capital, training and technologies; multiple burden of women being the
primary caregivers of affected family members, additional income earners, and community
workers; exposure to contracting diseases due to limited reproductive health services and
facilities and unhygienic water and lack of private spaces for personal hygiene needs; and
gender-based violence risks in the form of physical abuse, rape and sexual harassment in
evacuation centers and sexual exploitation in the form of sex trafficking and post-disaster
prostitution.

This sector focuses on addressing and eliminating the prevailing inequalities that exist
for women and girls in the areas of biodiversity, climate change and disasters, and other
environment-related areas through the adoption of international strategies: Convention on the
Elimination of all Forms of Discrimination Against Women (CEDAW), Beijing Declaration and
Platform for Action (BPfA), Sustainable Development Goals (SDGs), among others, and
strategic actions aligned with the Gender Equality and Women Empowerment (GEWE)
indicators of concerned sectoral bodies. It is also endeavored to ensure the promotion of
women as agents of change and leaders in the environmental arena, as well as the equal
participation of women and men in decision-making at all levels on environmental issues.

Access to Justice and GAD

The Philippine Development Plan 2017-2022, specifically on Chapter 6: Pursuing Swift

and Fair Administration of Justice underscores some issues and challenges of this sector that
still need to be addressed. These are as follows:

• fragmentation of the justice system.

• backlogs in resolving cases and delays in case development procedures continue to
increase, and penal facilities are occupied way beyond capacity.
• lack of public awareness, trust and investor confidence underscores the people’s low
appreciation of the country’s justice system.
• limited resources of relevant agencies cause inefficiency and slow delivery of justice

Why prioritize this sector?

Access to justice is a fundamental right and an essential factor for women’s

empowerment and gender equality, especially for the vulnerable and the marginalized sectors
including women and girls. Addressing the promotion and protection of women’s human rights
in the pursuit of access to justice should be a paramount goal of every Filipino. However,
discriminatory justice systems can undermine this women’s human rights and when such
systems cannot ensure equal access to justice for all, the vulnerable and marginalized like
women and girls become even more disadvantaged, and their human rights are placed at risk.

Access to justice initiatives should be geared towards one ultimate goal – to empower
the vulnerable and marginalized women and bring them to the sense of “justice” they request
and demand.

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 The women victims of violence are the ones who often experience various difficulties
and barriers in accessing justice. The 2017 National Demographic and Health Survey shows
that 1 in 5 women or 20% has ever experienced emotional violence, 14% has ever
experienced physical violence, and 5% has ever experienced sexual violence by their current
or most recent husband or partner.

Data from the Department of Justice in 2017 alone revealed that violence against
women and their children has 16,343 cases with 675 convictions, rape has 10,892 cases with
1,759 convictions, and human trafficking has 426 cases with 39 convictions. Reports gathered
by the Philippine National Police from 2004 to 2017 showed a drastic increase in violence
against women cases – the highest percentage reported was violence against women and
their children accounting to more than 85% of the cases. Other cases such as rape and acts
of lasciviousness were also alarmingly high. Gender-based violence against women continues
to be one of the most prevalent social problems in the country and the impact of the justice
system to these women victims poses specific challenges.

ASSESSMENTS

Task 1:
4. Discuss awareness campaign, activities, and implementation of programs/projects of
Gender and Development in your:
4.1. Community
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4.2. School
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4.3. At home
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

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 5. How important is institutionalizing Gender and Development?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

6. In the present era where GAD has been given spotlight, what do you think is still
lacking in the implementation or mainstreaming of GAD.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Task 2

Instructions: From the three focused areas of Gender and Development namely GAD and
Education, GAD and Environment, and GAD and Access to Justice, select one area, create
or come up with an artwork based on your own interpretation and representation. Provide a
short caption or narrative why you have come up with that artwork.

Note: Any medium is allowed. Just make sure to create an artwork that you can attach in this
module for submission purposes.

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 REFERENCES

Gender and Social Work. Retrieved from

http://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_content/S000032SW/P001714/M021053/
ET/150910255316-GADIntroduction-Text.pdf

Integrating a Gender Perspective in Microfinance in ACP countries. Retrieved from

https://www.gdrc.org/icm/wind/binns-3.html

Philippine Commission on Women. Retrieved from https://pcw.gov.ph/

RA 9262: Anti-Violence Against Women and Their Children Act of 2004. Retrieved from
http://www.lawphil.net/statutes/repacts/ra2004/ra_9262_2004.html

RA 9710: Magna Carta of Women. Retrieved from

http://pcw.gov.ph/sites/default/files/documents/laws/republic_act_9710.pdf

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 Module 4
PROHIBITED DRUG PREVENTION AND DRUG EDUCATION

Overview:

The prevalence of illegal drug use in the Philippines is lower than the global average,
according to the United Nations Office on Drugs and Crime (UNODC). Two of the most used
and valuable illegal drugs in the country are methamphetamine hydrochloride (known locally
as shabu) and marijuana. In 2012, the United Nations said the Philippines had the highest
rate of methamphetamine use in East Asia, and according to a U.S. State Department report,
2.1 percent of Filipinos aged 16 to 64 use the drug based on 2008 figures by the Philippines
Dangerous Drugs Board. As of 2016, the United Nations Office of Drugs and Crime report
that 1.1 percent of Filipinos aged 10 to 69 use the drug. In Metro Manila, most barangays are
affected by illegal drugs.

The drug situation in the country may have similarities with other countries. However,
there are also distinct problems in the country which may need distinct solutions. It is,
therefore, vital to carefully look into the drug situation in the country.

Drug user profile indicates that majority of drug dependents in the country are poly-
drug users or users who use several types of illegal drugs. More often than not, the abuse is
done mainly for pleasure. There are also cases where illegal drugs are used by individuals to
cope with the demands of their work, like those working in graveyard shifts, or working for
long hours and the like. The availability of illegal drugs encourages them to take illicit drugs.
Methamphetamine hydrochloride or shabu remains to be the most abused drug in the country,
followed by marijuana or cannabis sativa and methylenedioxymethamphetamine (MDMA) or
ecstasy. Ecstasy, well known for being a “party drug,” which is commonly used in parties and
nightlife, is considered as the most expensive drug in the market. Solvents and other inhalants
are also a preference and are usually abused by street children.

Drug education enables children, youth and adults to develop the knowledge, skills,
and attitudes to appreciate the benefits of living healthily (which may or may not include the
use of psychoactive substances), promote responsibility towards the use of drugs and relate
these to their own actions and those of others, both now and in their future lives. It also
provides opportunities for people to reflect on their own and others' attitudes to various
psychoactive substances, their use, and the people who use them.

The Dangerous Drugs Board (DDB), with the help of various implementing agencies
and organizations in the Philippines, has a range of educational programs and services
designed to cater to the needs of every sector of society. It has programs that engage the
youth, address the needs of parents, and provide employers, educators, health professionals,
policymakers, and other sectors with information on the prevention and control of drug use.

46
 This module focuses on drug abuse and drug education. In this module, we will be
aware of commonly abused drugs, symptoms of drug addiction, ways of helping someone
with addiction, and legislations pertaining to drug prevention and drug education.

Objectives:

At the end of this module, you should be able to:

• define drug and drug abuse;
• identify commonly abused drugs;
• determine the symptoms of drug addiction;
• identify ways of helping someone with addiction;
• be aware of the legislations pertaining to drug prevention and drug education.

Course Materials:

Unit 1: Drug and Drug Abuse Defined

A drug is any chemical substance, natural or manmade (usually excluding nutrients,

water, or oxygen), that - by its
chemical nature - alters
biological structure or
functioning when administered
and absorbed. It is a chemical
substance that brings about
physical, emotional or
behavioral change in a person
taking it. They are taken through
the following – ingestion, inhalation, injection, as suppository or applied topically.

Drug abuse or substance abuse refers to the use of certain chemicals for the purpose of
creating pleasurable effects on the brain. There are over 190 million drug users around the
world and the problem has been increasing at alarming
rates, especially among young adults under the age of 30.
Moreover, drug abuse is the use of chemical substance,
licit or illicit, which results in an individual’s physical,
mental, or social impairment. It may refer to any of the
following process:

• Using, without benefit or prescription, useful

drugs which have the capacity to alter mood or behavior;
• Using drugs and substances for a purpose
different from the one for which the drug has been
prescribed; and

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 • Using drugs and substances having no legitimate medical application for
purposes other than research.

Any drug may be harmful when taken in excess. Some drugs can also be harmful if
taken in dangerous combinations or by hypersensitive (allergic) person in ordinary or even
small amounts.

Unit 2: Commonly Abused Drugs

Drugs that are commonly abused, depending on the pharmacological effects, may
be
classified into:

1. Depressants. Sometimes called “downers.” They are also referred to as sedatives.

Depressants cause depression of the brain’s faculties. These drugs come in
multicolored tablets and capsules or in liquid form. Some drugs in this category, such
as Zyprexa, Seroquel and Haldol, are
known as “major tranquilizers” or
“antipsychotics,” as they are supposed
to reduce the symptoms of mental
illness. Depressants such as Xanax,
Klonopin, Halcion and Librium are often
referred to as “benzos” (short for
benzodiazepines1). Other depressants,
such as Amytal, Numbutal and
Seconal, are classed as barbiturates—drugs that are used as sedatives and sleeping
pills.

Alcohol is also considered as a depressant. Since alcohol is a depressant, it can slow

motor skills and impair the user's ability to make clear judgments. Additionally, a
woman who uses alcohol while pregnant puts her unborn child at risk for fetal alcohol
syndrome, a condition that can cause mental retardation, impaired vision, and other
lifelong problems.

Depressants cause depression of the brain’s faculties.

2. Stimulants. Stimulants are a class of drugs that speed up the messages between the
brain and the body. They can make a person feel more awake, alert, confident or
energetic.

These cause stimulation of the brain, giving rise to alertness and increased bursts of
activity. A rapid heart rate, dilated pupils, raised blood pressure, nausea or vomiting

48
and behavioral changes such as agitation, and impaired judgment may also result. In
severe cases, there may be delusional psychosis which can occur with the use of
cocaine and amphetamines.

Large doses of stimulants can cause over-stimulation, causing anxiety, panic,

seizures, headaches, stomach cramps,
aggression and paranoia. Long-term use
of strong stimulants can also cause a
number of adverse effects. Stimulants
include caffeine, nicotine,
amphetamines, and cocaine.

a. Amphetamines. Amphetamines are

psychostimulant drugs, which means
they speed up the messages travelling
between the brain and the body.

Some types of amphetamines are legally prescribed by doctors to treat conditions such
as attention deficit hyperactivity disorder (ADHD) and narcolepsy (where a person has
an uncontrollable urge to sleep). Amphetamines have also been used to treat
Parkinson’s disease. Other types of amphetamines such as speed are produced and
sold illegally. Amphetamines have been also been taken as performance
enhancement drugs. The most potent form is crystal methamphetamine (ice).

The appearance of amphetamines varies. These drugs may be in the form of a

powder, tablets, crystals and capsules. They may be packaged in ‘foils’ (aluminium
foil), plastic bags or small balloons when sold illegally.6

b. Methylenedioxymethaphetamine (MDMA) is a drug that comes either in tablet or

capsule form (known as ecstasy, zoom, scrap), as powder or crystal. It is a stimulant
drug that is chemically related to mescaline and amphetamine and is used illicitly for
its euphoric and hallucinogenic effects.

c. Cocaine is made from the leaves of the coca shrub. It is a stimulant not normally
prescribed therapeutically for its stimulant properties, although it sees clinical use as
a local anesthetic, particularly in ophthalmology.

The leaf extract is processed to produce three different forms of cocaine:

• Cocaine hydrochloride: a fine white powder with a bitter, numbing taste.

Cocaine hydrochloride is often mixed, or ‘cut’, with other substances such as
lidocaine, talcum powder or sugar to dilute it before being sold.
• Freebase: a white powder that is more pure with less impurity than cocaine
hydrochloride.

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 • Crack: crystals ranging in colour from white or cream to transparent with a pink
or yellow hue, it may contain impurities.

d. Caffeine is a drug that is found

naturally in coffee, tea, and to a small
extent cocoa. is also found in many
softdrinks particularly energy drinks.
Caffeine stimulates the body,
increasing heart rate and blood
pressure, and alertness, making
some people feel better and able to
concentrate.

e. Nicotine is an alkaloid found in the nightshade family of plants (Solanaceae),

predominantly in tobacco, and in lower quantities in tomato, potato, eggplant
(aubergine), and green pepper.

Tar and carbon monoxide (a toxic

gas) are also released when tobacco is
burned, such as when it’s smoked.
Products such as cigarettes, cigars, pipe
tobacco, chewing tobacco, and wet and
dry snuff and the dried leaves from the
tobacco plant all contain nicotine.
Electronic cigarettes (also known as E cigarettes) do not contain dried tobacco leaves,
but they may still contain nicotine.

3. Hallucinogens. Hallucinogens cause hallucinations and an "out of this world" feeling

of dissociation from oneself. Hallucinogens may cause distorted sensory perception,
delusion, paranoia and even depression. Examples include mescaline and LSD (an
abbreviation of the German words for "lysergic acid diethylamide")

Under the influence of hallucinogens,

people see images, hear sounds, and
feel sensations that seem real but do not
exist. Some hallucinogens also produce
rapid, intense emotional swings.
Hallucinogens cause their effects by
disrupting the interaction of nerve cells
and the neurotransmitter serotonin.
Distributed throughout the brain and
spinal cord, the serotonin system is

50
 involved in the control of behavioral, perceptual, and regulatory systems, including
mood, hunger, body temperature, sexual behavior, muscle control, and sensory
perception.

Hallucinogens are among the oldest drugs, substances naturally occur in mushrooms,
cacti and a variety of other plants.

4. Narcotics. Narcotics are also

known as “opioids,” the term
“narcotic” comes from the Greek
word for “stupor” and originally
referred to a variety of substances
that dulled the senses and relieved
pain. Though some people still refer
to all drugs as “narcotics,” today
“narcotic” refers to opium, opium
derivatives, and their semi-synthetic
substitutes. A more current term for these drugs, with less uncertainty regarding its
meaning, is “opioid.” Examples include the illicit drug heroin and pharmaceutical drugs
like OxyContin, Vicodin, codeine, morphine, methadone, and fentanyl.

Unit 3: Symptoms of Drug Addiction

Drug addiction is a chronic brain disease that affects millions of people worldwide. In
addition to its physical aspects,
dependency on drugs affects mood,
shapes perception, and changes
behavior. The emotional and
psychological aspects of drug addiction
are every bit as powerful and life-altering
as the physical effects of substance
dependence, and all must be accounted
for if treatment is to succeed. Fortunately,
treatment for drug addiction can be highly
effective, if recovering addicts are willing
to accept the challenges involved in overcoming a troublesome and persistent behavioral
health condition.

Physical Symptoms of Drug Addiction

Drug addiction is a brain disease that causes changes in neurological structure and action.
These alterations inhibit or deform brain functioning and are responsible for some of the direct

51
physical characteristics of drug addiction. In addition to the neurological side effects, a slow
decline in overall physical health is one of the inevitable characteristics of drug abuse.

Some of the telltale physical signs of drug addiction include:

• Cravings and withdrawal. Addicts go from wanting drugs to needing them in order to
feel well, and if those needs are frustrated they will begin to experience withdrawal
symptoms within a few hours of their last dosage. Those symptoms can include panic
attacks, insomnia, elevated heart rate, shakiness or weakness, headaches, nausea,
muscle cramps, and extreme anxiety or nervousness.
• Growing tolerance. As their dependency progresses, drug addicts must consume
larger quantities of their drugs of choice to experience the same effects. High tolerance
can prompt drug addicts to consume dosages that put them at significant risk for
overdose.
• Changes in appearance. Some of the outward signs of drug abuse include
excessively dry or bloodshot eyes, dilated pupils, tooth decay, significant weight loss,
pale skin, hair loss, and the presence of sores that won’t heal.
• More frequent illnesses. Drug abuse damages immune system functioning and
alters body chemistry in multiple ways. This makes addicts more prone to colds, flus,
pneumonia, allergy attacks, bacterial infections, and a host of other potential illnesses
or diseases.
• Chronic physical health conditions. Long-term drug abuse can increase risk for
numerous physical ailments and conditions, including heart disease, high blood
pressure, stroke, high cholesterol, liver or kidney disease, chronic respiratory troubles,
skin disorders, and insomnia. Those who inject drugs and share needles are at
elevated risk for hepatitis and HIV/AIDS.

Psychological and Emotional Signs of Drug Addiction

Drug addiction alters perception, can distort thinking, creates emotional imbalances,
and leaves sufferers with a damaged sense of self-esteem.

The psychological and emotional characteristics of drug addiction include:

• Abrupt changes in mood. As chemical imbalances develop, drug addicts can

experience feelings of depression, anxiety, irritability, hostility, and paranoia that seem
to come from nowhere.
• Decrease in ability to enjoy formerly pleasurable activities. Drugs sap emotional
energy, leaving little room for other types of enjoyment or pleasure.
• Rationalization and denial. People addicted to drugs erect walls of denial to protect
themselves from the truth, and the attempts of loved ones to break through those walls
will bring a string of excuses and rationalizations, which the drug abuser will actually
believe.

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 • Stronger symptoms of mental illness. In 2016, 43.3 percent of people with drug
abuse problems also suffered from some form of mental illness, and the symptoms of
mental disorders are likely to intensify when complicated by substance dependence.
• Impulsivity. As time passes drug addicts may lose their inhibitions and suffer from
impaired judgement, which leads them to make rash and questionable decisions that
may seem completely out of character.
• Feelings of guilt and shame. People with addictions often feel deeply ashamed
because of their inability to stop using drugs, and they also feel guilty about the pain
their behavior causes for loved ones.
• Hallucinations and delusions. At the extreme edges of addiction, people who abuse
drugs repeatedly may begin to lose touch with reality, to the point where immediate
medical intervention is required.

Behavioral Indicators of Drug Dependency

The inner feelings of drug addicts may be somewhat difficult to decode, but their
behavior will show clear signs of their drug dependency, and of the desperation and chaos it
is creating in their lives.

Some of the most common behavioral characteristics of drug abuse include:

• Lying and manipulative behavior. People trapped by drug addiction will habitually
lie about their actions and whereabouts. They also won’t hesitate to manipulate others
to get what they want (which is more drugs). But over time, they tell so many lies or
half-truths that eventual exposure is inevitable.
• Blaming others for life problems. Unable to see through their own rationalizations,
people dependent on drugs will usually blame others, or bad luck, or life
circumstances, for their troubles. They become experts at making excuses to deflect
responsibility and protect themselves from exposure.
• Neglectfulness. As drug addiction deepens sufferers will begin to neglect their
responsibilities, as parents, family members, friends, employees, students, and
citizens. Drugs become their priority, and the physical and emotional toll of their drug
abuse can make it difficult to manage—or even remember—their personal
responsibilities.
• Drugs take over. Addicts will spend enormous amounts of time using drugs, thinking
about them, trying to obtain them, or attempting to manage the fallout from their
prodigious drug consumption.
• Involvement in criminal activity, as perpetrator and/or victim. Much of it may
involve stealing, either drugs or the money to buy them. But addicts often become
impulsive and lose their capacity to make wise decisions, which leads them into other
kinds of trouble as well (i.e., driving while intoxicated, getting involved in fights or
incidents of domestic violence, choosing dangerous and untrustworthy companions,
visiting high-crime districts in search of drugs, etc.).

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Unit 4: Helping Someone Struggling With Addiction

Helping a friend or loved one struggling with drug addiction is often a long and
heartbreaking journey. At times, it can be so overwhelming that ignoring the situation may
seem like an easier solution. However, sweeping the issue under the rug can be damaging to
you, your family and the person you’re concerned about. As painful as it may be, it’s important
that you take the time to encourage your loved one to get the help they need.

Helping a loved one who is struggling with substance use isn’t easy, and there’s no
magic formula that will get your loved one to stop using. However, here are some suggestions
on how to help a loved one get treatment for their drug addiction:

• Educate Yourself About Addiction. You see what you know. Until you have
knowledge about addiction and the symptoms of drug abuse, it’s easy to miss the
signs that are right in front of you. Addiction is complex, and it’s okay if you don’t know
everything right away. However, taking the time to understand your loved one’s
disease and how it affects them is incredibly beneficial to both you and your loved one.
It also helps you be more aware of the signs that your loved one needs help.

• Offer Your Support. People with addiction don’t always understand how much their
family and friends love them. Talk to your loved one about your concerns, and don’t
wait for them to hit rock bottom to speak up. Let them know that you’re going to support
them on their journey to recovery.

• Encourage Them to Get Help. As with other diseases, the earlier addiction is treated,
the better. However, don’t be surprised if you’re met with denial or excuses as to why
they can’t or won’t seek treatment. Be persistent about how important it is that they
enter treatment for their addiction, but avoid making them feel guilty or ashamed in the
process. Another option is to hold an intervention for your loved one. Although these
are often difficult to do, an intervention may be exactly what your loved one needs if
they’re deep into their addiction. Consider bringing in an intervention specialist to help
you navigate this process.

• Support Recovery as an Ongoing Process. Once your loved one decides to enter
treatment, it’s essential that you remain involved. Continue supporting their
participation in ongoing care, meetings and recovery support groups. Be the support
system that they need, and show them that you’ll be there every step of the way.

• Take Care of Yourself. Although you may see this as selfish, it’s incredibly important
that you’re able to be there for others and make the best decisions possible. Make
sure your own needs are met by getting enough sleep, exercising and eating well.

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 Don’t be afraid to go to therapy to get help if you find yourself struggling due to your
loved one’s drug addiction.

What to Avoid When Talking to a Loved One About Addiction

When talking to a loved one about getting treatment for their addiction, here are some things
to avoid:

• Preaching, lecturing, threatening or moralizing your loved one

• Emotional appeals that may increase the feelings of guilt and the compulsion to use
drugs
• Lying or making excuses for their behavior
• Taking over their responsibilities — doing this protects them from the consequences
of their behavior
• Enabling their behavior by covering up the abuse or giving them money for drugs
• Arguing with your loved one when they’re using drugs — during this time, your loved
one won’t be able to hold a rational conversation and likely won’t be open to what you
have to say
• Feeling guilty or responsible for their behavior — it’s not your fault

Unit 5: Pertinent Legislations on Drug Prevention and Drug Education

REPUBLIC ACT NO. 9165

An Act Instituting the Comprehensive Dangerous Drugs Act of 2002, Repealing

Republic Act No. 6425, Otherwise Known as the Dangerous Drugs Act of 1972, as
Amended, Providing Funds Therefor, and for Other Purposes

The Act shall be known and cited as the “Comprehensive Dangerous Drugs Act of
2002”.

It is the policy of the State to safeguard the integrity of its territory and the well-being
of its citizenry particularly the youth, from the harmful effects of dangerous drugs on their
physical and mental well-being, and to defend the same against acts or omissions detrimental
to their development and preservation. In view of the foregoing, the State needs to enhance
further the efficacy of the law against dangerous drugs, it being one of today’s more serious
social ills.

Toward this end, the government shall pursue an intensive and unrelenting campaign
against the trafficking and use of dangerous drugs and other similar substances through an
integrated system of planning, implementation and enforcement of anti-drug abuse policies,
programs, and projects. The government shall however aim to achieve a balance in the
national drug control program so that people with legitimate medical needs are not prevented

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from being treated with adequate amounts of appropriate medications, which include the use
of dangerous drugs.

It is further declared the policy of the State to provide effective mechanisms or

measures to re-integrate into society individuals who have fallen victims to drug abuse or
dangerous drug dependence through sustainable programs of treatment and rehabilitation.

Instruction on drug abuse prevention and control shall be integrated in the elementary,
secondary and tertiary curricula of all public and private schools, whether general, technical,
vocational or agro-industrial as well as in nonformal, informal and indigenous learning
systems. Such instructions shall include: (1) Adverse effects of the abuse and misuse of
dangerous drugs on the person, the family, the school and the community; (2) Preventive
measures against drug abuse; (3) Health, socio-cultural, psychological, legal and economic
dimensions and implications of the drug problem; (4) Steps to take when intervention on behalf
of a drug dependent needed, as well as the services available for the treatment and
rehabilitation of drug dependents; and (5) Misconceptions about the use of dangerous drugs
such as, but not limited to, the importance and safety of dangerous drugs for medical and
therapeutic use as well as the differentiation between medical patients and drug dependents
in order to avoid confusion and accidental stigmatization in the consciousness of the
students otherwise known as the Comprehensive Dangerous Drugs Act of 2001.

EXECUTIVE ORDER NO. 218

Strengthening the Support Mechanism for the Philippine Drug Enforcement Agency

By virtue of the Comprehensive Dangerous Drugs Act of 2002 ( Republic Act (R.A.)
No. 9165), the Philippine Drug Enforcement Agency (PDEA) was created for the efficient and
effective law enforcement of all the provisions on dangerous drugs and/or precursors and
essential chemicals as provided in R.A. No.9165;

Pursuant to R.A. No. 9165, the Dangerous Drugs Board (DDB) is the policy-making
and strategy-formulating body in the planning and formulation of policies and programs on
drug prevention and control.

R.A. No. 9165 provides for the abolition of the drug enforcement units of the
Philippines National Police (PNP), the National Bureau of Investigation and Bureau of
Customs; also provides that the personnel of the abolished units shall continue to perform
their task as detail service with the PDEA until such time that the PDEA is fully operational
and is able to recruit a sufficient number of new personnel to do the task themselves;

The PDEA, as the lead agency tasked to enforce R.A. No.9165, is still in its transition
period and still has to develop its institutional capabilities to be able to accomplishment its
mandated task;

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 Other agencies of the Government have trained drug enforcement personnel who can
help PDEA fulfill its tasks.

There is an urgent need to pursue a forcefull, intensive and unrelenting campaign

against drug trafficking and the use of illegal drugs whether syndicated or street-level.

REPUBLIC ACT NO. 7624

An Act Integrating Drug Prevention and Control in the Intermediate and Secondary
Curricula as Well as in the Non-Formal, Informal and Indigenous Learning Systems
and For Other Purposes

There shall be integrated in the intermediate and secondary curricula whether in public
or private schools as well as in the non-formal, informal and indigenous learning programs the
ill effects of drugs abuse, drug addiction, or drug dependency.

ASSESSMENTS

Task 1:
Answer the following:
7. Discuss the four commonly abused drugs and the effect to one’s body.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

8. Describe the manifestations of drug dependency in terms of the following:

a. Physical
b. Psychological and Emotional
c. Behavioral
Describe only two from each.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 9. Explain why the youth must be educated on the matter of illegal drugs.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

Task 2:

Instructions: Prepare a brochure to be used for awareness campaign on drug addiction and
prevention. This will be distributed to schools and barangays.

REFERENCES

Alcohol and Drug Foundation. Definition of Amphetamines and Their Effect. Retrieved from
https://adf.org.au/drug-facts/amphetamines/

Alcohol and Drug Foundation. Definition of Cocaine. Retrieved from

https://adf.org.au/drug-facts/cocaine/

Alcohol and Drug Foundation. Definition of Nicotine. Retrieved from

https://adf.org.au/drug-facts/nicotine/

Alcohol and Drug Foundation. Definition of Stimulants and Their Effect. Retrieved from
https://adf.org.au/drug-facts/stimulants/

Characteristics and Symptoms of Drug Addictions. Retrieved from

https://www.altamirarecovery.com/drug-addiction/characteristics-symptoms-drug-addictions/

Definition of Depressants. Retrieved from

https://www.drugfreeworld.org/drugfacts/prescription/depressants.html

Definition of Drug. Retrieved from

https://sites.uni.edu/walsh/pharm.pdf

Definition of Drug Abuse. Retrieved from

https://www.news-medical.net/health/What-is-Drug-Abuse.aspx

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Definition of Drug Education. Retrieved from
https://en.wikipedia.org/wiki/Drug_education

Definition of Hallucinogens and Their Effect. Retrieved from

https://www.medicinenet.com/hallucinogen/definition.htm

Definition of Methylenedioxymethamphetamines and Their Effect. Retrieved from

https://www.vocabulary.com/dictionary/methylenedioxymethamphetamine

Definition of Narcotics and Their Effect. Retrieved rom

https://www.dea.gov/taxonomy/term/331

Depressants. Retrieved from

https://www.everydayhealth.com/addiction/commonly-abused-drugs.aspx

Executive Order No. 218. Retrieved from

https://pdea.gov.ph/laws-and-
regulations#:~:text=WHEREAS%2C%20by%20virtue%20of%20the,No.

How do I Help Someone Struggling with Drug Addiction? Retrieved from

https://www.therecoveryvillage.com/drug-addiction/related-topics/help-someone-drug-
addiction/

Philippine Drug Situationer. Retrieved from

https://en.wikipedia.org/wiki/Illegal_drug_trade_in_the_Philippines
https://pdea.gov.ph/images/AnnualReport/2012AR/2012PhilippineDrugSituation.pdf

Preventive Drug Approaches. Retrieved from

https://www.cnb.gov.sg/aseanpde/who-we-are/preventive-drug-education-
approaches/philippines

Republic Act No. 7624. Retrieved from

https://www.chanrobles.com/republicactno7624.htm#.YBv2Fugzbcc

Republic Act No. 9165. Retrieved from

https://www.officialgazette.gov.ph/2002/06/07/republic-act-no-9165/

Teves, L. et. al. CWTS Module, PUP Sta. Mesa.

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