COLLEGEOFSCIENCEAND

TECHNOLOGY
CagamutanNor t
e,Leganes,I
loi
l
o-
5003Tel
.#( 033)396-2291;Fax:(033)
5248081
Emai
lAddress:svcst
_leganes@yahoo.com

COO–FORM 12

SUBJECTTI
TLE:NATIONALSERVI
CETRAI
NINGPROGRAM 1
I
NSTRUCTOR: JOHNREYD.ALMERI
A,LPT
SUBJECTCODE:PSYCH1

PRELI
M MODULE

Topi
c1:Anci
entt
oPost
-Moder
nPhi
losophy

LEARNI
NGOBJECTI
VES:

Att
heendofthistopi
c,thest
udentsar
eexpect
edto:
1. Defi
neNSTP.
2.Identi
fythepurposeofNSTP.
3. El
aborat
et heprogr
am i
mplementat
ionofNSTP.
4. EnumeratethecomponentsofNSTP.

NOTES:

1.
1. Def
ini
ti
onofNSTP

NSTP isaser vicerendered to one’

sown countr
ywi thi t
saim ofenhanci
ng civic
consci
ousnessanddef ensepreparednessintheyout
hbydev el
opingtheet
hicsofser
viceand
patr
iot
ism whil
eundergoingtr
aini
ngi nanyofitst
hreepr
ogram components(ROTC,CWTSand
LTS)inthePhili
ppi
nes.Itsvari
ouscomponent sarespeci
all
ydesignedtoenhancethey out
h’s
acti
vecontr
ibut
iont
ot hegeneralwelfar
e.

1.
2. Hi
stor
yandOr
igi
nofNSTP

TheNati
onalServi
ceTr ai
ningProgram (NSTP)wasimplementedbytheUniv
ersi
tyofthe
Phil
i
ppines(
UP)Dili
mani naccordancewi t
ht heRepubli
cAct(RA)9163,anActEst
abli
shi
ngThe
Nati
onalSer
viceTrai
ningProgram (NSTP)f orTert
iar
yLevelStudent
s,enabl
i
ngthegovernment
tocreat
eaprogram t
hatwillencourage

Page1of1
theyouthtoactiv
elypar ti
cipateinci v i
cwel f
ar eandlit
eracyinit
iati
vesaswel lasdef endthe
countr
yintimesofwar .Itwas,howev er, onl
yin2011t hatUPDi li
manpai dattent
iontounifyi
ng
thedi
ffer
entNSTPi ni
tiati
vesoft hev ariouscol legesandunits,af
terthecreat
ionoft heOffi
ceof
theDir
ectorofNSTP( system level
)andt heappoi nt
mentofanNSTPCoor di
natorforUPDi l
i
man.
TheNSTPDi li
manwasof fi
ciallyest abl
ishedbyv i
rt
ueofadeci si
onmadebyt heBoardof
Regentsduringit
s1288t hBORMeet ingonJune20,2013.I t
sf uncti
onsar etoadmi nist
er,
manage,andcoordinateal lNSTPof feringsandact i
vi
ti
esi nUPDi li
mani naccordancewi t
hRA
9163of2001andi t
sdul yappr ovedimpl ement i
ngr ul
esandr egul
ations.

I
n2016,foll
owingareor
ganizat
ionoft
heOf f
iceoft
heVi ceChancel
l
orf
orAcademic
Aff
air
s,theNSTPDi li
manwascr eat
edt obeheadedbyadirect
orandadeputydi
rect
orfor
Nati
onalSer
viceReser
veCor
ps(NSRC) .

1.
3. Vi
sion,
Missi
onandGoal
sofNSTPVi
sion

Recover
yoftheyouth’ssenseofpatr
iot
ism andnati
onalpri
de,valuesandhabi
tsofdisci
pli
ne
andhardwork,i
ntegr
ityandaccount
abil
i
tyfornati
onbuil
ding,vol
unteeri
ntheenhancementof
val
uableandeff
ectiv
emember softheNat i
onalSer
viceCor psoft heCi
vi
cWel f
areTrai
ning
Serv
ice.

Mi
ssi
on

Toconductcapabili
tyenhancementforci
vicwel fareservi
cesgearedtowar dsst
rengtheni
ngthe
val
uesandt rai
tsoft hey out
h,developsocialent repr
eneurs,vol
unteers,andsocioeconomic
mobili
zi
ngforce,ser
vingcommuniti
esasv alue-dr i
veninnovator
sforprogressanddev el
opment
whil
ewor ki
ngcloselywithanetworkoforgani zati
onswi thi
nandout si
det hehighereducat
ion
i
nsti
tuti
on.

GoalofNSTP:

Topr
omot eandi
ntegr
ateval
ueseducat
ion;
transf
ormati
onall
eadershi
p;andsust
ainabl
esocial
mobi
l
izat
ionfory
outhdevel
opment,
communi t
ybuil
ding,
nati
onalr
enewal,andgl
obalsol
idar
it
y.

Page2of
18
 1.
4. Pr
ogr
am I
mpl
ement
ati
on

NSTPActof2001–mandat
esal
ltheci
ti
zens,
bot
hmal
eandf
emal
e,t
oful
fi
ll
theci
vi
cdut
y.

Whatar
etheci
vi
cobl
i
gat
ionsofeachci
ti
zen?
 Abi
det
heconst
it
uti
on
 Def
endt
hest
ateast
hepr
imar
ydut
y
 Renderper
sonal
mil
i
tar
yorci
vi
lser
vice
 Cont
ri
but
etocount
ri
esdev
elopmenti
npr
eser
vat
ionofaj
ustandor
der
lysoci
ety
.

Inrespondtotheur gentneedsofourdev elopingcountr

ytodayandi nthefor
eseeabl
e
future,itisequall
yv i
taltodev el
opandenhancet heci vi
cconsciousnessamongt heyoung
gener at
iontoensurenationalsecuri
tyanddev el
opment .
The youthi sthe mostv aluabl
er esource oft he Fi
l
ipi
no nation,t
o be motiv
ated,
dev el
opedandut i
li
zedinr egardtot hei
rresponsibil
it
iesasagoodci ti
zensandfulf
il
mentof
theirciv
ilobli
gati
ons.

Commonweal
thActNo.1( TheNationalDef enseAct )
,1935
 Thei mpositi
onofnat i
onalprogr am forservi
ceandtraini
ngofthey outhbegani
n
t
hePhili
ppines.
 Itisalegi
slati
veactpr ovi
dingbasi stothenati
onaldefenseofthecountry.
 Thesamel aw t
hatr equir
edcol l
egest udent
s,especial
lymaletof ini
shedtwo
year
s( 4 Semester)ofmi li
taryt r
aini
ng asamodal ityofinsti
tuti
onali
zeand
r
eservi
stsystem ofNat i
onaldefense.

1980–Nat
ional
Def
enseActwasamendedt
ogi
veexi
stencet
oPr
esi
dent
ial
Decr
eeNo.1706.

Pr
esi
dent
ialDecr
eeNo.1706( Nat
ionalDefenseAct)
-Mandatednat
ional
ser
vicetoallFi
li
pinocit
izen

3Mai
nProgr
am Component s:
• Civ
icWel f
areServi
ce(CWS)
• LawEnf or
cementService(
LES)
• Mil
itar
yService(MS)

I
tisgi
vent
othest
udentasanopt
ioni
ncompl
i
ancewi
tht
heser
equi
rement
sint
hei
rter
ti
ary
l
evel
.

Page3of
18
I
n1986
Pr
esi
denti
alMemorandum No.1
-Theimpl
ementati
onofNSPwassuspendedexceptMi
l
itar
ySer
vicedur
ingt
hePr
esi
dent
Aqui
noregi
me,pavi
ngthewayofROTC.

R.
A No.7077–knownast heCit
izenAr
medFor
cesoft
hePhi
l
ippi
nesReser
vistLaw.ROTC
wasembodi
edef
fect
ivedur
ing1986–1987.

ROTC–aimedtoreal
izetheconst
it
uti
onalmandat
eofthedevel
opi
ngast
rongci
vi
li
anbaset
o
suppl
ementt
hepr
ofessi
onalmil
it
aryi
ntheNati
onalDef
enseSy
stem.

*Obj
ect
iveofROTC
Totrai
nallbodi
edt
ert
iar
yst
udent
sformi
l
itar
yski
l
lsi
ncaseofwar
.

UST–ROTCMarkWel sonChua
 Diedi
nal
legedanomali
esofsomeerr
ingROTCoffi
cial
sin2001def
eat
ingt
hepur
pose
uponwhi
cht hi
smil
it
arytr
aini
ngpr
ogr
am wasanchoredin.

2001-
2002
-ROTCwasonl
ymadeuponopt
ional
undert
heNSP(
Nat
ional
Ser
vicePr
ogr
am)

E–ROTC(Expanded–ROTC)-Of fer
ingalt
ernat
ivesl
ike:
 Civ
ilAuxi
li
aryservi
ce–helpsmaintai
norderandl aw,
assist
ingsoci
oeconomi
c
devel
opmentpr oj
ectsanddel
iver
yofbasichealthser
vices.

Thefol
l
owingComponent sofE–ROTC
 MS( Mil
i
taryServi
ce)
 CWS( Ci
vicWelfar
eServi
ce)
 LES(LawEnforcementServ
ice)

December2001
 TheNSTPActwasenv i
sionedtoaddr
esst
hepubli
ccl
amorf
orr
efor
msoft
heROTCand
NSP.
 Glori
aMacapagalAr
roy
osi gnedt
heNSTPActof2001

1.
5. Component
sofNSTP

1
. CWTS(Ci
vicWel
far
eTrai
ningSer
vice)–deal
swit
hnati
onali
ssuesandconcer
ns,case
st
udi
esofcommuni
tyor
ganizi
ng,
andconcept
sofpeopl
eempowerment.

Page4of
18
 2
. LTS(Li
ter
acyTrai
ningService)–itaimst ostr
engthentheknowledge,skil
l
sandv al
ues
oft
heyouthtomaket heyouthmor eresponsi
veinthepursui
tofpeaceanddev el
opment.
3
. ROTC(ReserveOff
icersTraini
ngCor ps)desi
gnedtoprov i
demili
tar
ytraini
ngtoterti
ary
l
evelst
udentsin orderto mot i
vate,trai
n,organi
zeand mobi l
izethem f ornat
ional
def
enseprepar
edness.

CWTSandLTS
 Thenon–mi
l
itar
ycomponent
sofNSTP
 Committ
edt ostrengt
heni
ngvaluesandtrait
s,improvi
ngski
l
lsandknowl edgeofthe
yout
hinthei
rfel
lowendeavor
,devel
opi
nginteresti
ncommunit
yser vi
ceandresponsi
ble
i
nobtai
ningpeacetoensur
eharmonytotheirFil
ipi
nocommuni
ties.

Exer
cises:

1
. Asanaccount
ancystudent,whatisthesigni
fi
canceofst
udy
ingNSTP?
2
. Howwouldyouapplyyourlear
ningsinNSTPt oyourcommunit
y?
3
. HowNSTPhelpourcount r
y?
4
. Whati
sthemostimpor t
antcomponent ?Why ?
5
. Whati
stherol
eofNSTPi nourdai l
yactiv
iti
es?

Ref
erences:

Del
aCruz,Soni
aG.2005.Nat i
onal Devel
opmentv iaNat
ional
Servi
ceTrai
ningPr
ogr
am (
CWTS
1)
.BooksAtbp.Publ
ishi
ngCor p.Mandal uyongCit
y.
ht
tps:
//www.of
fi
cial
gazett
e.gov.ph/2002/01/23/
republ
i
c-act
-no-
9163/

Page5of
18
Topi
c2:ThePhi
li
ppi
neConst
it
uti
on

LEARNI
NGOBJECTI
VES:

Att
heendoft histopi
c, t
hest udent
sar eexpect
edt o:
1.Identif
yt hedefini
tionofPhili
ppineConsti
tution.
2. Enumer atethediffer
entarti
clesinthePhil
ippineConst
it
uti
on.
3. Writ
edownt hepr eamble.
4. El
aborat etheimpor t
anceofPhi l
ippi
neconst i
tut
ion.

NOTES:

2.
1. Def
ini
ti
on of Phi
li
ppi
ne Const
it
uti
on The

Phi
li
ppi
neConst
it
uti
on
 Secti
on4, ArticleIIoftheConst i
tuti
onpr ovidesthatthepr imedut yoftheGov er
nmenti s
toserveandpr otectthepeople.TheGov ernmentmaycal lupont hepeopletodefendthe
Stateand int hef ul
fi
ll
mentt hereof,allci ti
zensmayber equired,underconditi
ons
provi
dedbyl aw, tor enderper
sonal mili
taryorci vi
lser
vice.
 Secti
on15ofBat asPambansaBi l
ang232pr ovi
desthati tisthedut yandresponsi
bil
ity
ofstudent
st opar ti
cipateact
ivelyi
ncivicaf fair
sandbei nvolv
edi nthepromot i
onofthe
generalwel fare oft he people particularl
yi nt he soci al
,economi c and cul
tural
developmentofhi scommuni tyandi nt heat tainmentofaj ust,compassionat
eand
orderl
ysociety .

Commonweal
thActNo.1-TheNat
ionalDef
enseAct
 Theimpositi
onofnat ionalprogram f
orserviceandt raini
ngoft heyouthbegani nthe
Phi
li
ppines.
 I
tisalegisl
ati
veactprov i
dingbasist
othenat i
onaldefenseoft hecountr
y.
 Thesamel aw thatrequiredcoll
egestudents,especi
allymal etofini
shedt woyears(4
Semester)ofmi l
i
tar
yt rai
ningasamodal i
tyofi nst
it
utionali
zeandr eserv
istsy
stem of
Nati
onaldefense.

Pr
esi
dent
ialDecr
eeNo.1706–t
heNat
ionalSer
viceLaw
 ThisDecr eeshallbeknownas“ TheNat i
onal Servi
ceLaw. ”
 Nationalserviceshallbeobli
gatoryforal lcit
izensoft hePhi li
ppi
nes.Asusedinthis
decree,“Nationalservi
ce”shallconsi
stoft hr eemainpr ogr amsnamel y
:civ
icwelf
are
service,
lawenf or
cementservice;andmi l
it
aryservice.
 Eachci t
izenshallrendernati
onalserv i
ceinanyoft het hreemai nprogramsst
atedin
Section2oft hisdecr
eeoracombi nat
ionthereof:Provi
ded, that

Page6of
18
 suchservi
ceshal
lbecredi
tedinhi
sfav
orf
ort
hepur
poseoff
ulf
il
li
ngeducat
ional
requi
rementsest
abl
ishedbylaw.

Republ
icActNo.7707–t
heCi
ti
zenAr
medFor
cesoft
hePhi
li
ppi
nesReser
vistLaw
 TheCiti
zenArmedForcesshal
lbepr ov
idedmaximum oppor
tuni
tytoparti
cipat
ein
saf
eguardi
ngt
hesecur
it
yoftheSt
ateandinassi
sti
ngi
nsoci
oeconomicdev
elopment.

TheRepubl
icAct9163–t
heNSTPActof2001
 I
tisdesi
gnedtodevel
opandenhanceconsci
ousnessanddef ensepr
epar
ednessamong
theFi
li
pinoy
outhbydevel
opi
ngtheethicsofservi
ce,nat
ionali
sm,andpatr
iot
ism whi
l
e
under
goingt
rai
ningi
nanyoft
hethreeprogr
am components.

2.
2. Pr
eambl
eoft
hePhi
li
ppi
neConst
it
uti
on

PREAMBLE

We, t
hesovereignFi l
ipi
nopeople,i
mplori
ngtheaidofAlmightyGod,i
nor dertobui
ldajustand
humanesoci ety,andest abl
ishaGov er
nmentthatshallembodyouri dealsandaspi rat
ions,
promotethecommongood,conser veanddev el
opourpatri
mony,andsecur etooursel
vesand
ourposter
it
y,thebl essi
ngsofindependenceanddemocracyundertheruleoflawandar egime
oftr
uth,j
usti
ce,freedom, l
ove,equal
it
y,andpeace,door
dainandpromulgatethisConsti
tuti
on.

2.
3. Ar
ti
clesoft
hePhi
li
ppi
neConst
it
uti
on

ARTI
CLEI–Nat
ionalTer
ri
tor
y

 Thenat ionalt er
ri
torycompr i
sest hePhili
ppi
near chi
pelago,wi t
hal lthei slandsand
waters embr aced t herei
n,and al lotherter
ri
tor
ies overwhi ch the Philippines has
sovereigntyorj uri
sdi cti
on,consisti
ng ofitsterr
estri
al,fl
uv i
al,and aerialdomai ns,
i
ncluding i tst er
ri
torialsea,t heseabed,thesubsoi l
,thei nsularshelves,and ot her
submar ine ar eas.The wat er
s around,between,and connect i
ng the isl
ands oft he
archi
pel ago, r
egardlessoft hei
rbreadthanddimensions,form partoftheinternalwaters
ofthePhi l
ippi
nes.

ARTI
CLEI
I–Decl
arat
ionofPr
inci
plesandSt
atePol
ici
es

 Has28sectionsandisdi
videdi n2par
ts
 Fi
rstpar
tenumer at
esthepr i
ncipl
esofthest
atesuchasthedemocr
ati
candr
epubl
i
can
natur
eofthePhil
ippi
neState;theSupr
emacyoftheci
vi
li
an

Page7of
18
 aut
horit
yov ert
hemi li
tar
y;thepeople’
sdut ytodefendtheState;separat
ionofChur ch
andState;andrenunciati
onofwarasani nstrumentofpoli
cy.
 TheSecondpar tst
ipulat
estheSt at
epoli
ciessuchast hepromotionofani ndependent
for
eignpolicy;r
ecognit
ionoft hey
outhandwomen’ sroleinnat
ionbuildi
ng;promoti
onof
acompr ehensiveruraldevelopmentandagr ari
anrefor
m;andt hepr omotionofsoci al
j
usti
ce.

ARTI
CLEI
II–Bi
llofRi
ght
s

 I
tisa decl arat
ion and enumerati
on ofa person’
sri
ght
sand pr
ivi
l
egeswhich t
he
Consti
tut
ionisdesignedtoprotectagai
nstv
iolati
onbyt
hegov
ernment
,orbyi
ndiv
idual
orgroupsofindi
v i
dual
s.

ARTI
CLEI
V–Ci
ti
zenshi
p

 Rel
ationshi
pbetweenani ndi
vidualandastatetowhi chthei ndiv
idualandast
atet
o
whi
cht heindi
vi
dualowesall
egianceandi
nturnisentit
ledt
oitspr otect
ion.
 I
mpliesthestat
usoffreedom wit
haccompanyi
ngr esponsi
bil
i
ties.

ARTI
CLEV–Suf
frage

 Ri
ghtt
ovot
e

ARTI
CLEVI–TheLegi
slat
iveDepar
tment

 Accordi ngtot he1987Const it

uti
on,legi
slati
vepowershal lbevestedi ntheCongr essof
thePhi l
ippines,whichshallconsi
stofaSenat eandaHouseofRepr esentat
ives.
 TheSenat eshal lbecomposedoft went y-
fourSenat orswhoshal lbeel ect
edatl argeby
the qual i
fi
ed v oter
soft hePhili
ppines,as maybe pr ovided byl aw;the House of
Represent ati
vesshal lbecomposedofnotmor ethan250( unl
essot her
wisef i
xedby
l
aw) ,20per centofwhom mustbePar t
y-l
istrepresentat
ives.
 Congr essi sr esponsibl
ef ormaki ng enabling lawst o make sur et he spir
itoft he
constituti
oni suphel dinthecount r
yand,att i
mes,amendorchanget heconst i
tuti
on
i
tself
.I nor dertocr af
tlaws,thelegisl
ati
vebodycomesoutwi thtwomai ndocument s:
bil
lsandr esolutions.

ARTI
CLEVI
I–Execut
iveDepar
tment

 Execut
iveBranchofGovernment.Ar
ti
cleVI
I,Secti
on1,oft
he1987Const
it
uti
onv
est
s
execut
ivepoweronthePresi
dentoft
hePhil
i
ppines.The

Page8of
18
 Presi
denti
stheHeadofStat
eandHeadofGover
nment
,andfunct
ionsast
he
commander-i
n-chi
efoft
heArmedFor
cesoft
hePhil
i
ppi
nes.

ARTI
CLEVI
II–Judi
cialDepar
tment

 Judi
ci
alpoweri ncl
udesthedutyofthecourt
sofj usti
cet osett
leact
ualcont
rover
sies
i
nvol
vingri
ghtswhicharelegal
l
ydemandableandenforceable,
andtodeter
minewhether
ornottherehasbeenagr aveabuseofdiscr
etionamount ingtolackorexcessof
j
uri
sdict
iononthepartofanybranchori
nst
rumentali
tyoftheGovernment.

ARTI
CLEI
X–Const
it
uti
onalCommi
ssi
ons

A. CommonPr ovisi
ons
B. TheCi
vilServi
ceCommission
C. TheCommi ssi
ononElect
ions
D. CommissiononAudit

ARTI
CLEX–LocalGov
ernment

 TheCongr essshallenactal ocalgov er

nmentcodewhi chshallprovideforamor e
responsiveandaccount abl
el ocalgov ernmentstructureinst i
tut
edthroughasy stem of
decentrali
zati
onwi t
heffecti
vemechani smsofr ecall
,init
iativ
e,andr ef
erendum,all
ocate
amongt hedif
ferentl
ocalgov ernmentuni t
stheirpower s,responsibi
l
iti
es,andresources,
andpr ov i
defort hequalif
icati
ons,elect i
on,appointmentandr emov al
,ter
m,sal ari
es,
powersandf uncti
onsanddut i
esofl ocaloffi
cial
s,andal lothermat t
ersrel
ati
ngt othe
organizati
onandoper at
ionoft helocal uni
ts.

ARTI
CLEXI–Account
abi
li
tyofPubl
icOf
fi
cer
s

 Publi
cof fi
ceisapublict r
ust.Publ
i
cof fi
cer
sandempl oyeesmustatal lti
mesbe
accountabl
et ot
hepeople,servet
hem wit
hutmostresponsi
bil
i
ty,i
ntegr
it
y,l
oyal
ty,and
eff
ici
ency,actwi
thpat
ri
otism andj
ust
ice,
andleadmodestli
ves.

ARTI
CLEXI
I–Nat
ionalEconomyandPat
ri
mony

 Thegoalsofthenationaleconomyar eamor eequi

tabl
edistr
ibut
ionofopportuni
ti
es,
i
ncome, andwealt
h;asustainedincr
easeintheamountofgoodsandser vi
cespr
oduced
bythenationf
orthebenef i
tofthepeople;andanexpandingproduct
ivi
tyasthekeyto
rai
singt
hequali
tyofli
feforall
,especi
all
ytheunder
pri
vil
eged.

Page9of
18
ARTI
CLEXI
II–Soci
alJust
iceandHumanRi
ght
s

 TheCongr essshal lgi

vehi
ghestpr
ior
it
yt ot
heenactmentofmeasurest hatprot
ectand
enhancet herightofal lt
hepeoplet ohumandi gni
ty,r
educesocial,economic,and
poli
ti
calinequalit
ies,andr
emov ecul
turali
nequi
ti
esbyequitabl
ydiffusingwealthand
poli
ti
calpowerf orthecommongood.

ARTI
CLEXI
V–Educat
ion,
Sci
enceandTechnol
ogy
,Ar
ts,
Cul
tur
e,andSpor
ts

 TheStat
eshal
lprotectandpromot
etheri
ghtofallci
ti
zenstoqualit
yeducat
ionatal
l
l
evel
sandshal
ltakeappropr
iat
est
epstomakesucheducati
onaccessi
blet
oall
.

ARTICLEXV–TheFami l
y
 TheSt aterecogni
zest
heFil
i
pinof
amilyasthef
oundati
onofthenati
on.Accor
dingl
y,i
t
shal
lst
rengthenit
ssol
i
dar
it
yandacti
vel
ypromot
eitstot
aldev
elopment
.

ARTI
CLEXVI–Gener
alPr
ovi
sionsARTI
CLEXVI
I–

Amendment
sorRev
isi
ons

 Anyamendmentto,orrevi
sionof,
thisConst
it
uti
onmaybepr
oposedby
:
1. TheCongr
ess,uponav oteofthr
ee-f
ourt
hsofal
li
tsMember
s;or
2. Aconst
it
uti
onalconventi
on.

ARTICLEXVI II–Tr ansi

toryProvi
sions
 Thef irstelecti
onsofMember soft heCongressunderthi
sConstit
uti
onshal lbeheldon
thesecondMondayofMay ,1987.
 Thef irstl
ocalel ect
ionsshallbeheldonadat etobedeterminedbythePresident,whi
ch
maybesi multaneouswiththeel ect
ionoftheMember softheCongress.Itshalli
ncl
ude
theelecti
onofal lMembersoft hecityormunici
palcouncil
sintheMet r
opolitanManil
a
area.

2.
4. I
mpor
tanceoft
hePhi
l
ippi
neConst
it
uti
on

Theconstitutionoft hePhi
li
ppi
nesisthesupremel awoft helandasof1987.Pr evai
li
ng
themest hroughoutt hedocumentar epeaceandequalit
y.Adherencet oint
ernati
onallawisalso
i
mpor tant.Thest atehast heri
ghttopursueinter
nationalrelat
ionswi t
hot hernations,and
nuclearweaponsofanyki ndarerestr
ict
edfrom t
hePhi l
ippineisl
ands.Theconst i
tuti
onisalso
meantt o establ
ish gov ernmentauthori
tyand protectt he welfar
e oft he Fi
li
pino people.
Democr ati
cinstit
utions

Page10of
18
hav ebeensetup, suchasuni versalv oti
ngr ightsforpeople18y earsoldorol der.Thereareal so
j
udi ci
al,
executiveandcongr essional branchesofgov er
nance.
Cert
ainfreedomsar eaf fordedt ot heFi l
i
pinopeopl e,suchast heri
ghtt obesaf eand
securei ntheirpersons,asnot edi nAr ti
cleIII
,Section2ofi tsBillofRi ghts.Ot herfr
eedoms
securedareduepr ocessofl aw, fr
eedom ofspeechandpr ivateproper tyri
ghts.Theconst it
ution
alsostatesthatci vi
lianauthor i
tyov er r
idest hemi l
it
aryinal lfunctions.Ther oleoft hear med
forcesistobeapr otectoroftheFi li
pinopeopl eandthest ate.
Consti
tuti
oni sav eryimpor t
anti nstrumentinast ate.Itisther egulat
ionsacknowl edged
byt hepeopleofast atet opreserv eandmai ntai
npeaceandor derint hesociety.Wi t
houtt his,
thestatewi l
lbeinchaos.Thesov ereignpoweroft hestatewi lldeteri
or at
eandt hegov ernment
willnotbeabletof unctionwell.

Exer
cises:

1
. TheBil
lofRightsi
samaj orar
ti
clethroughoutthedi
ff
erentconst
it
uti
onsoft
hecount
ry.
Whyisitnecessar
y ?
2
. WhatistheimportanceofPhil
ippi
neConst it
uti
on?
3
. Whyisaconst i
tut
ionconsider
edas" highestexpr
essi
onofthelaw"?
4
. WhatistheessenceofPr eamble?
5
. Whatiscall
edConst i
tut
ion?

Ref
erences:

ht
tps:
//www.
off
ici
algazet
te.
gov
.ph/
const
it
uti
ons/
1987-
const
it
uti
on/

Page11of
18
 c3:Ci
Topi ti
zenshi
p

LEARNI
NGOBJECTI
VES:

Att
heendoft histopic,thestudentsar eexpectedt
o:
1. El
abor atethewor dci t
izenship.
2.Ident i
fythemodesi nacquiri
ngPhi l
ippi
neci
ti
zenshi
p.
3. Enumer atet hedutiesandobl igat
ionsofaFil
ipi
noci
tizen.
4. Classi
fycitizenship.

NOTES:

3.
1. Meani
ngofCi
ti
zenshi
p

Ci
ti
zenshi
p
 Rel at
ionshi
pbetweenani ndi
vidualandastatetowhi chthei ndiv
idualandast
atet
o
whichtheindi
vi
dualowesall
egianceandi
nturnisentit
ledt
oitspr otect
ion.
 I mpli
esthestat
usoffreedom wit
haccompanyi
ngr esponsi
bil
i
ties.

 Citi
zenshav ecertainr i
ghts,duties,andr esponsibil
it
iest hataredeni edoronlyparti
all
y
extendedtoal i
ensandot hernoncitizensresidinginacount r
y .
 Ingener al
,fullpol i
ti
calr i
ghts,includingther i
ghttov oteandhol dpublicoff
ice,are
predict
eduponci tizenship.
 Theusual responsibil
it
iesofci t
izenshipareal l
egiance,taxation,andmi l
it
aryser
vice.
 Iti
sgainedbymeet i
ngt helegalrequirement sofanat ional,state,orl
ocalgover
nment .A
nationgrantscertainrightsandpr ivil
egest oitsciti
zens.I nreturn,ci
ti
zensareexpected
toobeyt hei
rcount ry’
slawsanddef endi tagainstit
senemi es.

Thev al
ueofcitizenshipvari
esfrom nati
ontonat i
on.Insomecount ri
es,cit
izenshi
pcan
meanaci ti
zenhasther ighttovote,t
herightt
oholdgov ernmentoff
ices,andther i
ghttocoll
ect
unemploymentinsurancepay ments,tonameaf ewexampl es.
Li
vinginacount rydoesnotmeant hataper sonisnecessar
ilyaciti
zenoft hatcountry
.
Cit
izensofonecount r
ywhol i
veinaf or
eigncountr
yar eknownasaliens.Thei
rrightsandduties
aredeter
mi nedbypoli
ti
cal tr
eati
esandbyt helawsoft hecountr
yinwhichtheyst ay.

3.
2. Cl
assi
fi
cat
ionofCi
ti
zenshi
p

Page12of
18
Undert
he1987Phi
l
ippi
neConst
it
uti
on,
Art
icl
eIV,
Sect
ion1,
itst
atest
hat
:

Thefol
l
owingareci
tizensofthePhil
ippines:
1
. Thosewhoar eciti
zensofthePhi l
i
ppinesattheti
meoftheadopti
onofthi
sConsti
tuti
on;
2
. Thosewhosef ather
sormot hersar eci
ti
zensofthePhi
li
ppi
nes;
3
. Thosebornbef or
eJanuary17,1973, ofFi
li
pinomother
s,whoel
ectPhi
li
ppineci
ti
zenship
uponreachi
ngt heageofmaj or
ity;and
4
. Thosewhoar enatural
izedi
naccor danceoflaw

Whatar
ethemodesi
nacqui
ri
ngPhi
l
ippi
neci
ti
zenshi
p?

Ther
ear
etwo(
2)gener
all
yrecogni
zedf
ormsofacqui
ri
ngPhi
l
ippi
neci
ti
zenshi
p:

1
. Fil
ipinobybi rt
h
 Jussol i(
ri
ghtofsoi l
)whichisthel egalpr inciplethataper son’snat i
onal
it
yatbir
this
determinedbyt heplaceofbir
th( e.
g.t het errit
or yofagi v
enst ate)
 Jussangui ni
s( ri
ghtofblood)whi chist hel egalpr i
ncipl
et hat,atbirt
h,anindi
vi
dual
acquiresthenat i
onali
tyofhis/hernat uralpar ent/
s.ThePhi l
ippineadherestothis
pri
nciple.
2
. Fil
ipinobynat ur
ali
zationwhichist hej udici
alactofadopt ingaf oreignerandclot
hing
him wi ththepr i
vi
legesofanat ive-bornci ti
zen.I timpliesther enunciati
onofaf ormer
nationali
tyandt hef actofentrancei ntoasi milarr el
ationt owar dsanew bodypol iti
c
(2Am. Jur.561,
par.
188) .

Iam anaturalbornFili
pinowhowasnat uralizedi nanot hercountry;canIr e-acquiremyFi li
pino
ci
ti
zenshi
pwi thoutlosingcur r
entmyci ti
zenshi p?
 For mernat ural
-born Fi l
i
pino who has been nat ural
ized in anothercount rywho
wishestor etainorr e-
acqui r
ethei rPhili
ppi neciti
zenshipmayappl yf orRetention/Re-
acquisi
ti
onofPhi l
ippineCi ti
zenshi ppur suantt oRA9225.
CanIincl
udemydependent sformyappl i
cationofRA9225?
 Chi l
drenbel ow18y earsofagemaybei ncludedasdependent stoy ourappl i
cation
forRA9225.
Iam afor
eignnat i
onal withaFi li
pinoparent ;canIappl yforaFili
pinocitizenship?
 For ei
gnnat ionalswhower ebor nout si
deoft hePhi l
i
ppinest oaFi l
ipinopar ent(Not e:
theparent/smustbePhi l
i
ppineci t
izen/ satt hetimeoft heappl icant’
sbi rt
h)may
applyforRecogni tionasaFi l
ipinoci ti
z en,withoutlosingt hecur r
entcitizenshipof
theappli
cant .

3.
3. Dut
iesandObl
igat
ionsofCi
ti
zenshi
p

Page13of
18
 Thepr imedut yoft hegov ernmentisf ori t
sciti
zenst oserveandprot
ectinturnitshal
lbe
obli
gati
onoft heent ireciti
zentodot hei
rdut iesandr esponsibi
l
iti
esasaFili
pinocit
izensofthe
countr
yasl istedbel ow:
1. Defendourcount ryfrom enemi esandi nvaders.
2. Payhi s/ hertaxeswi l
li
nglyandpr ompt l
y .
3. Bel oyal toourcount ry.
4. Takecar eandconser veournat uralresour ces.
5. Helpourcount ryforgrowt handdev elopment .
6. Keepoursur roundingsclean.
7. Studywel landbecomeapr oducti
vei ndividual
.
8. Obeyt hel awsandmai ntainpeaceandor derinthecommuni t
y.
9. Preserv et heFili
pinocult
ur eandi dentity.10.Parti
cipat
e
acti
velyinv ariousgov ernmentpr ograms.
11.Votewi selyandchosecandi dateswhocanser v ethepeopleandourcountr
y.12.Respectt
he
ri
ghtsofot hers.

Themor
eimpor
tantdut
iesandobl
i
gat
ionsofev
eryci
ti
zeni
nademocr
ati
csoci
etyar
ethe
fol
l
owi
ng:

1
. TobeloyaltotheRepubl ic.
2
. TodefendtheState.
3
. Tocontri
butetothedev elopmentofwelfar
eoftheStat
e
4
. ToupholdtheConst i
tuti
onandobeyl aws.
5
. Tocooperatewit
hdul yconst i
tut
edauthori
ti
es.
6
. Toexerci
seright
sr esponsibil
i
tyandwithdueregar
dforther
ight
sofot
her
s.
7
. Toengageingainfulwor k.
8
. Toregi
sterandvote.

Exer
cises:

1
.Inwhatar t
icl
ei nthePhil
ippinesconsti
tuti
oncanwef i
ndciti
zenshi
p?
2
. Asidefrom whati sstat
edf r
om abov estatements,whatshouldbeincl
udedi
nbasi
sof
Phil
ippinecit
izenship?
3
. Whatar ethedut i
esandobl i
gationsofFili
pinocit
izen?
4
. Whati sthediffer
encebet weenciti
zensandci t
izenshi
p?
5
. Exampl eofciti
zenship.

Ref
erences:
Del
aCruz,
SoniaG.2005.Nati
onalDevel
opmentv
iaNat
ional
Ser
viceTr
aini
ngPr
ogr
am (
CWTS
1)
.BooksAtbp.Publ
i
shingCorp.Mandal
uyongCi
ty.
ht
tps:
//i
mmi
grat
ion.
gov
.ph/
faqs/
cit
izenshi
p

Page14of
18
Topi
c4:Bi
llofRi
ght
s

LEARNI
NGOBJECTI
VES:

Att
heendofthi
stopi
c,thest
udent sar
eexpectedto:
1.Identi
fyt
hepurposeofBillofRi
ghts.
2. Wri
tedowntheimportanceofBil
lorRight
s.
3. Anal
yzetheBi
l
l ofRi
ghts.

NOTES:

4.
1. Def
ini
ti
on

BI
LLOFRIGHTS
 Art
icl
eIIIofthePhi l
ippineConst itut
ion
 Oneoft hemostpol iti
calachiev ement soft heFil
i
pinos
 I
tisa decl arati
on and enumer at
ion ofa per son’sright
sand pr i
vil
egeswhich the
Consti
tuti
oni sdesignedt opr otectagai nstviol
ati
onbyt hegovernment,orbyi
ndivi
dual
orgroupsofindividuals.
 I
tisachar t
erofliberti
esf orthei ndi
v i
dual andalimit
ati
onupont hepoweroftheStat
e.
 I
tisthepeopl eshieldagainstt hegov ernmentabuse
 I
tisaconst i
tuti
onalenumer at i
onoft her ightsandpriv
il
egesguaranteedbythestat
et o
al
lthepersonswi thinitsterr
itory.

4.
2. Pur
pose

 Abill
ofr i
ghtsgiveformal recogni
ti
ontocertainf
undamentalhumanr ight
s.
 Abill
ofr i
ghtsgivefurtherlegalpr
otect
iontocert
ainminor
iti
esandt hemostvulnerable
i
noursoci et
y.
 A bi l
l of r i
ghts pr otect soci et
y f r
om r ogue politi
cians and ar bit
rar
y
governmentactions.
 Abill
ofr i
ghtsserveasami ni
mum standar
df ort
heformat
ionofl awsandadmini st
eri
ng
ofgov er
nmentpol i
cies.
 Abill
ofr i
ghtsserveasani mageboosterforthecountr
yvi
s-à-v
isinter
nati
onal
communi ty.

Page15of
18
 4.
3. Cont
ent

Ri
ght
spr
ovi
dedont
heAr
ti
cleI
IIoft
he1987Phi
li
ppi
neConst
it
uti
on

Sect
ion1:
Nopersonshal
lbedepr
iveofl
i
fe,
li
ber
tyorpr
oper
tywi
thoutduepr
ocess.

Sect
ion2:
Theright
sofpeopl
etobesecur
e,t
hei
rhouses,
paper
sandef
fect
sagai
nstunr
easonabl
e
sear
ches.

Secti
on3:
a. Thepr
ivacyofcommunicat
ionandcor
respondenceshall
beinvi
olabl
e.
b. Anyev
idenceobtai
nedshal
lbeinadmi
ssibl
eforanypurposeinanyproceedi
ngs.

Sect
ion4:
Nolawshall
beabr
idgi
ngt
hef
reedom ofspeech,
ofexpr
essi
onort
hepr
ess.

Secti
on5:
Nolawshall
bemader
espect
inganest
abl
i
shmentofr
eli
gionpr
ohi
bit
ingt
hef
reeexer
cise
ther
eof.

Sect
ion6:
Therightofl
ibert
yguarant
eedbytheconst
it
uti
oni
ncl
udest
her
ightt
oexi
standt
her
ightt
ofr
ee
fr
om personalrest
rai
nedorser
vit
ude.

Sect
ion7:
Therightofpeopl
etoi
nfor
mat
iononmat
ter
sofpubl
i
cconcer
ns

Sect
ion8:
Therightofpeopl
ethoseempl
oyedi
npubl
i
candpr
ivat
esect
ort
ofor
m uni
on.

Sect
ion9:
Publ
icproper
tyshal
lnotbet
akenf
orpubl
i
cusewi
thoutj
ustcompensat
ion.

Sect
ion10:
Nolawimpair
ingt
heobl
i
gat
ionofcont
ract
sshal
lbepassed.

Section11:
Freeaccessoft
hecour
tsandquasi
-j
udi
cial
bodi
esandadequat
elegal
assi
stanceshal
lnotbe
denied.

Page16of
18
Secti
on12:
a. Theri
ghttor emainsil
ent
.
b. Notort
ure,force,
viol
entorothermeanswhi
chvit
iat
ethef
reewi
l
l
c. Anyconfessionshall
beinadmissi
ble
d. Thepenalandci v
icsancti
onsshall
beprovi
ded

Section13:
Allpersons,exceptthose charged wi
th off
enses puni
shable byrecl
usi
on per
petua when
evi
denceofguilti
sst r
ong.Ther i
ghtt
obailshal
lnotbeimpairedevenwhenthepri
vil
egeofthe
writofhabeascorpusissuspended.

Secti
on14:
Noper sonshallbeheldtoanswerforacriminalof
fensewithoutdueprocessofl
aw.Inal
l
cri
minalprosecut
ion,t
heaccusedshal
lbepresumedinnocentunti
lthecont
raryi
spr
ovedand
shal
lenjoytheri
ghttobeheardbyhi
m andcouncil
.

Secti
on15:
Thepriv
il
egeoft
hewr i
tofhabeasofcorpusshal
lnotbesuspendedexcepti
ncasesofi
nvasi
on
orrebel
li
onwhenthepubl
icsafet
yrequi
resit
.

Secti
on16:
Allpersonshal
lhavetherighttoaspeedydi
sposi
ti
ont
othei
rcasesbef
oreal
ljudi
cial
,quasi
-
j
udicial
,oradmi
nist
rat
ivebodies

Sect
ion17:
Nopersonshal
lbecompel
l
edt
obeawi
tnessagai
nsthi
msel
f.

Sect
ion18:
a. Nopersonshallbedetai
nedsol
elybyr easonofhispoli
ti
cal
beli
efsandaspi
rat
ions.
b. Noinvolunt
aryser
vit
udeinanyform shallexi
stexceptasapuni
shmentforacri
mewher
eof
t
hepar t
yshallhav
ebeendulyconvicted.

Secti
on19:
a. Excessivef
inesshal
lnotbeimposed, norcruel
,degr
adingori
nhumanpunishmenti
nfl
ict
ed.
b. Theempl oymentofphy si
cal,psychological
,ordegradi
ngpunishmentagai
nstanypri
soner
ordetaineeort heuseofsubst andard orinadequatepenalfaci
l
iti
esundersubhuman
condit
ionsshall
bedealtwithbylaw.

Sect
ion20:
Nopersonshal
lbei
mpr
isonf
ordebtornon-
pay
mentofapol
ltax.

Page17of
18
Sect
ion21:
Nopersonshal
lbet
wiceputi
njeopar
dyofpuni
shmentf
ort
hesameof
fense.

Sect
ion22:
Noexpostfact
olaworbi
l
lofat
tai
ndershal
lbeenact
ed.

Exer
cises:

1
. Whataret
hesi gnifi
canceofBillofRights?
2
. Whatdoesreclusionper pet
uameans?
3
. Doyouthi
nkall cit
izensshouldhavet hesamer i
ghts?
4
. What,
toyou,ist hemosti mport
antrightforacit
izentohaveinafreecount
ry?
5
. Ar
ethereanyrightst hatwedon'tnecessari
lyhavethatyoubeli
eveweshould?

References:
htt
ps://www.of
fi
cial
gazett
e.gov.ph/
constit
uti
ons/the-
1987-consti
tuti
on-of
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 COLLEGE OF SCIENCE AND TECHNOLOGY
Cagamutan Norte, Leganes, Iloilo - 5003
Tel. # (033) 396-2291 ; Fax : (033) 5248081
Email Address : svcst_leganes@yahoo.com

COO – FORM 12

SUBJECT TITLE: CIVIC WELFARE TRAINING SERVICE

INSTRUCTOR: ALMERIA, JOHN REY D., LPT
SUBJECT CODE: NSTP1

MIDTERM MODULE

Topic 1: Values Education

LEARNING OBJECTIVES:

At the end of this topic, the students are expected to:

1. Define value education.
2. Identify the objectives for value education.
3. Elaborate the types of values and value conflict.
4. Differentiate Nationalism and Patriotism.

NOTES:

1.1. Introduction

Value education is the process by which people give moral values to each
other. It can be an activity that can take place in any human organization during
which people are assisted by others, who may be older, in a condition experienced
to make explicit our ethics in order to assess the effectiveness of these values and
associated behavior for their own and others' long term well-being, and to reflect
on and acquire other values and behavior which they recognize as being more
effective for long term well-being of self and others. There is a difference between
literacy and education.
One definition refers to it as the process that gives young people an initiation
into values, giving knowledge of the rules needed to function in this mode of
relating to other people and to seek the development in the student a grasp of

Page 1 of 1
certain underlying principles, together with the ability to apply these rules
intelligently, and to have the settled disposition to do so.

The objectives for value-education may be taken up as follows:

1. Full development of child’s personality in its physical, mental, emotional and
spiritual aspects,
2. Inculcation of good manners and of responsible and cooperative citizenship.
3. Developing respect for the dignity of individual and society.
4. Inculcation of a spirit of patriotism and national integration.
5. Developing a democratic way of thinking and living.
6. Developing tolerance towards and understanding of different religious faiths.
7. Developing sense of brotherhood at social, national and international levels.
8. Helping pupils to have faith in themselves and in some supernatural power
that, is supposed to control this universe and human life.
9. Enabling pupils to make decisions on the basis of sound moral principles
10.Evolving the evaluation criteria on value-education.
11.Suggesting measures for better utilization of value-education.
12.Finding out the interests of pupils in relation to different aspects and
activities of value-education.
13.Clarifying the meaning and concept of value-education.

1.2. Types of Values

There are three types of values they explore in order to create a strategy for
success. The three types of values that encourage students to explore are:

 Character Values
Character values are the universal values that you need to exist as a good
human being. They are also the core characteristics that employers look for
when hiring. Examples of character values include: commitment, loyalty,
positive attitude, and respect.
 Work Values
Work values are values that help you find what you want in a job and give
you job satisfaction. It is especially important to understand what your work
values are in order to thrive professionally. Examples of work values are:
hands-on, public contact, prestige, and stability.
 Personal Values
Personal values are values that help you define what you want out of life and
will assist you in being happy and fulfilled. They are the guiding principles of
your life. Examples of personal values are: family life, popularity, health, and
appearance.

Page 2 of 37
 1.3. Types of Values Conflict

Value conflicts are caused by perceived or actual incompatible belief

systems. Values are beliefs that people use to give meaning to their
lives. Value disputes arise only when people attempt to force one set of values on
others or lay claim to exclusive value systems that do not allow for divergent
beliefs.

Conflict is classified into the following four types:

 Interpersonal conflict refers to a conflict between two individuals. This

occurs typically due to how people are different from one another. We have
varied personalities which usually results to incompatible choices and
opinions. Apparently, it is a natural occurrence which can eventually help in
personal growth or developing your relationships with others. In addition,
coming up with adjustments is necessary for managing this type of conflict.
However, when interpersonal conflict gets too destructive, calling in
a mediator would help so as to have it resolved.
 Intrapersonal conflict occurs within an individual. The experience takes
place in the person’s mind. Hence, it is a type of conflict that is psychological
involving the individual’s thoughts, values, principles and emotions.
Interpersonal conflict may come in different scales, from the simpler
mundane ones like deciding whether or not to go organic for lunch to ones
that can affect major decisions such as choosing a career path. Furthermore,
this type of conflict can be quite difficult to handle if you find it hard to
decipher your inner struggles. It leads to restlessness and uneasiness, or can
even cause depression. In such occasions, it would be best to seek a way to
let go of the anxiety through communicating with other people. Eventually,
when you find yourself out of the situation, you can become more
empowered as a person. Thus, the experience evoked a positive change
which will help you in your own personal growth.
 Intragroup conflict is a type of conflict that happens among individuals
within a team. The incompatibilities and misunderstandings among these
individuals lead to an intragroup conflict. It is arises from interpersonal
disagreements (e.g. team members have different personalities which may
lead to tension) or differences in views and ideas (e.g. in a presentation,
members of the team might find the notions presented by the one presiding
to be erroneous due to their differences in opinion). Within a team, conflict
can be helpful in coming up with decisions which will eventually allow them
to reach their objectives as a team. However, if the degree of conflict
disrupts harmony among the members, then some serious guidance from a
different party will be needed for it to be settled.

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  Intergroup conflict takes place when a misunderstanding arises among
different teams within an organization. For instance, the sales department of
an organization can come in conflict with the customer support department.
This is due to the varied sets of goals and interests of these different groups.
In addition, competition also contributes for intergroup conflict to arise.
There are other factors which fuel this type of conflict. Some of these factors
may include a rivalry in resources or the boundaries set by a group to others
which establishes their own identity as a team.

1.4. Core and Related Values

Core values are a set of fundamental beliefs, ideals or practices that inform how
you conduct your life, both personally and professionally. Businesses can also have and
maintain core values. These can help an organization determine how to allocate
resources, make important decisions and grow.

Common core values for the workplace with descriptions

Autonomy
The ability to work in a way that is most conducive to performing at your best is
something both you and the company may value. As an employee, you may want
to feel empowered to make decisions and take action. Many companies prefer to
give you the flexibility to work at your own pace and in your own way as long as
you continue to meet satisfactory performance standards.

Integrity
Valuing integrity in the workplace means that you strive to do the right thing, even
when you think no one is looking. You may also value honesty, transparency and a
commitment to doing what’s best for your clients, customers, teammates and
company.

Innovation
Challenge yourself to see what’s possible to better meet the needs of your team,
your customers and your company. You are a work in progress, striving to improve
and do better. Think of creative ways to solve tough problems. Take calculated
risks. Finding new ways to solve a problem moves the company

Growth
Many people and companies believe that the growth of a company comes with the
professional growth of the team. Valuing growth means that you have to drive to
continuously improve both yourself and the business. Growth is based on mutual
success. If you value growth in the workplace, you might want to look for a
company then develops their staff and provides an environment that fosters
personal and professional development.

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Service
Being service-minded or customer-oriented means that you care about providing a
quality experience to the clients you serve. This value can also extend to include
supporting your community and your team. Valuing service means that you aim to
provide a meaningful experience to the people you serve and support.

How to identify your personal core values

If you’re unsure about what your core values are, it might be helpful to take
time to reflect on what’s important to you. It might take many moments of
reflection over time to clearly identify your core values, so be patient and attentive
to what motivates and drives your thoughts and decisions.
To get an idea of what your core values might be, consider your answers to
the following questions:

 What kind of culture do you want to work in?

 What environment, settings or resources are necessary for you to do your
best work?
 What qualities do you feel make strong, healthy relationships?
 What qualities do you admire most in your role models?
 What motivates you?
 What qualities do you wish to develop in yourself professionally and
personally?
 What are your future goals? What qualities will it take to achieve them?

Consider these and other questions that might inform what key values you
want to prioritize in your job search, on the job and in your life. You can use them
as a guideline to work toward your goals and advance your career.

Core Values of a Great Leader

What are leadership values?

Leadership values are the core beliefs and principles that guide us in our personal
and professional lives. Your values can be defined as the things you believe are
most important to achieving your goals and being happy. Leadership values are
closely connected to both your personal core values and the values of your
company.
List of leadership values
Here is a list of core leadership values:

 Influence
 Vision
 Honesty
 Passion

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  Integrity
 Dedication
 Empathy
 Personal development
 Service
 Respect
 Resilience
 Adaptability
 Authenticity

1.5. Patriotism and Nationalism

From the Philippines, its stronghold, nationalism is a devotion of love for

one’s country. Nationalism means to give more importance to unity by way of a
cultural background.
Patriotism is a devotion to one’s country for no other reason than being a
citizen of that country. It is a common virtue that pertains to the love of a nation,
with more emphasis on values and beliefs. One who is patriotic will be ready to
make any sacrifice for his country.
Nationalism and Patriotism are often used interchangeably, meaning one for
the other. There is, however, a wide distinction between nationalism and patriotism
as political concepts.
Nationalism, etymologically, means love, care for, preservation and
patronage of one’s native land and everything in it. On the other hand, patriotism is
taken from the Latin term pater, which literally means “father”. Patriotism is the
willingness and determination to lay down one’s life for the fatherland.

Exercises:

1. What is values education and its importance?

2. What is the aim of values education?
3. Can you describe the values education in the Philippines?
4. What are the expected goals of values education for the students?
5. Why moral values are important for students?

Page 6 of 37
Topic 2: Crime Prevention

LEARNING OBJECTIVES:

At the end of this topic, the students are expected to:

1. Identify the ways in minimizing crime..
2. Enumerate the do’s and don’ts to prevent crime.
3. Elaborate the importance of crime prevention

NOTES:

2.1. Introduction

One essential element in improving police effectiveness is reducing

response time through developing command-and-control systems for
metropolitan departments, installing police callboxes for public use, and creating
single telephone numbers for each large department. Philippine courts would
become more efficient in processing criminal cases with the establishment of a
second Grand Jury. Stricter gun control laws, juvenile delinquency prevention
programs, and general police-initiated crime prevention efforts could reduce the
opportunities for crime. While the Philippine correctional system differs greatly
from that in the United States, there is a growing movement toward rehabilitation
of adult and juvenile offenders.
Crime prevention is defined as the total of all private initiatives and state
policies, other than the enforcement of criminal law, aimed at the reduction of
damage caused by acts defined as criminal by the state

Key Terms

 Community Safety - Community safety is realized through an integrated

consideration of diverse harms to the public, and 'refers to the likely absence
of harms from all sources, not just from human acts classifiable as crimes.
 Crime Prevention - Crime prevention involves any activity by an individual or
group, public or private, which attempts to eliminate crime prior to it
occurring or before any additional activity results.
 Crime Reduction - Crime reduction is concerned with diminishing the number
of criminal events and the consequences of crime.
 Crime Control - Crime control considers that crime has already happened and
that some management of these criminal activities is required to ensure that
it does not spiral out of control. It points to the need for maintenance of a

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 problem, one where crime is kept to a tolerable level, and not to a situation
where crime can be prevented.

2.2. Ways in Minimizing Crime

 Treat violence as a public health concern: We need to use campaigns

and technology to reach every child and family in these countries. We need
to develop those tools to make sure that everybody feels important and
cared for through parenting interventions, family interventions, wellbeing
campaigns, and early childhood education.
 Localize programs
 Focus on hotspots: We’ve got scientific evidence that a focus on hotspots
and ‘hot people’ can prevent or reduce violence. But we need also
accompany this with other measures – urban upgrading, better urban
planning, situational prevention – especially early childhood intervention.
 Look at the whole picture: While people are aware that there are high
levels of lethal violence, this is often misrepresented by national and
international media as a simple cops vs robbers dynamic – a
misrepresentation that more often than not criminalizes poverty. Much more
work needs to be done on understanding the official and unofficial social,
political and economic structures that sustain these high levels.
 Create well-targeted programs: If the goal is to reduce homicides, then
program selection should be located in hotspot areas and focused on the
population group most likely to commit violence crimes.
 Focus on prevention: Prison populations are overflowing, crime is high and
violence is a culture. The focus needs to be on preventing the conditions that
draw people into violent or criminal behavior.
 Avoid repressive policies: Many countries have approached the problem of
violence from a crime and security angle, focusing their action on law-
enforcement only.
 Be proactive: You have to systematically invest in protective factors.
Supporting proactive community associations and schools to activate their
involvement has also demonstrated positive results.
 Don’t forget about male violence: There are lots of interventions that are
focused on women’s rights. These are noble. But the vast majority of killings
I have seen around the world are by men on men.
 But treat male and female violence as the same issue: Male and female
dimensions of violence are connected. We need to look at these issues
comprehensively rather than a divide and conquer approach.
 Move away from the focus on poverty: Criminalizing certain areas or
groups makes it harder for people to actually coexist, and the emphasis on
poverty is a misleading one.
 Focus on gun control: Where there are no guns, there are no gun deaths.

Page 8 of 37
  Understand that violence is going virtual: Cyberspace is a new domain
for violence. This ranges from the use of social media to project force (videos
showing assassinations, torture, threats), to recruit would-be members of
extremist groups (digitally savvy marketing campaigns, online chat sites), for
selling product (deep web), and also for more banal but no less important
forms of intimidation and coercion (bullying).
 Intervene early: We know that a better understanding of the drivers of
violence is essential, and that starting interventions early.
 Learn from history: A lot of human rights violations of massive proportions,
such as slavery and dictatorship, were never really dealt within a transitional
or reconciliation process.
 Keep in mind the impact of drugs: The global “war on drugs” is a massive
driver of crime, violence and insecurity, not only in the Americas but
increasingly globally.
 Target inequality: We need to address economic inequality which is central
to reducing crime and violence in the long run.
 Be smart: We believe that targeted investments in income de-concentration,
primary and secondary education, early family support, and the rest can
prevent violence but not if conducted in a blanket approach.

2.3. Do’s and Don’ts to Prevent Crime

What works?
 For infants: Frequent home visits by nurses and other professionals.
 For preschoolers: Classes with weekly home visits by preschool teachers.
 For delinquent and at-risk preadolescents: Family therapy and parent
training.
 For schools: —Organizational development for innovation.
—Communication and reinforcement of clear, consistent norms.
—Teaching of social competency skills.
—Coaching of high-risk youth in “thinking skills.”
 For older male ex-offenders: Vocational training.
 For rental housing with drug dealing: Nuisance abatement action on
landlords.
 For high-crime hot spots: Extra police patrols.
 For high-risk repeat offenders:
—Monitoring by specialized police units.
—Incarceration.
 For domestic abusers who are employed: On-scene arrests.
 For convicted offenders: Rehabilitation programs with risk-focused
treatments.
 For drug-using offenders in prison: Therapeutic community treatment
programs.

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What doesn’t work?
 Gun “buyback” programs.
 Community mobilization against crime in high-crime poverty areas.
 Police counseling visits to homes of couples days after domestic violence
incidents.
 Counseling and peer counseling of students in schools.
 Drug prevention classes focused on fear and other emotional appeals,
including self-esteem.
 School-based leisure-time enrichment programs.
 Summer jobs or subsidized work programs for at-risk youth.
 Short-term, nonresidential training programs for at-risk youth.
 Diversion from court to job training as a condition of case dismissal.
 Neighborhood watch programs organized with police.
 Arrests of juveniles for minor offenses.
 Arrests of unemployed suspects for domestic assault.
 Increased arrests or raids on drug market locations.
 Storefront police offices.
 Police newsletters with local crime information.
 Correctional boot camps using traditional military basic training.
 “Scared Straight” programs whereby minor juvenile offenders visit adult
prisons.
 Shock probation, shock parole, and split sentences adding jail time to
probation or parole.
 Home detention with electronic monitoring.
 Intensive supervision on parole or probation (ISP).
 Rehabilitation programs using vague, unstructured counseling.
 Residential programs for juvenile offenders using challenging experiences in
rural settings

Exercises:
1. What is the meaning of prevention of crime?
2. What is the important of crime prevention?
3. As a student, how can you help in preventing crimes?
4. How do police prevent crimes?
5. What is the best way to reduce crime?

Page 10 of 37
Topic 3: Calamity and Disaster Preparedness

LEARNING OBJECTIVES:

At the end of this topic, the students are expected to:

1. Establish knowledge regarding calamities and disaster preparedness.
2. Increase awareness of the calamities and disasters.
3. Internalize concepts related to disaster preparedness.

NOTES:

3.1. Introduction

The Philippines is oftentimes subjected to different natural disasters and

calamities because we are surrounded by water. It is considered as an Archipelago
because our country is composed of 7,107 islands.
Disaster is an event, natural or man-made, sudden progressive, which
impacts with such severity, that the affected community has to respond by taking
exceptional measures.

Common Types of Disaster

Earthquake
Volcanic eruption
Tsunami
Tropical cyclone (typhoon or hurricane)
Flood
Landslide
Bushfire (Wildfire)
Drought
Epidemic
Major accident
Armed conflict and civil unrest

General Effects of Disaster

 Loss of life
 Injury
 Damage to and destruction of property
 Damage to and destruction of subsistence and cash crops
 Disruption of production
 Disruption of lifestyle
 Loss of livelihood
 Disruption of essential services

Page 11 of 37
  Damage to national infrastructure and disruption of governmental systems
 National economic loss
 Sociological and psychological after-effects

With the different calamities, there is a need for calamity and disaster
preparedness so that the people will be aware of how they will, at least manage
their families accordingly during these calamities.

Classifications of Natural Hazards:

1. Geographical – natural earth process or phenomena in the biosphere.
Example: Earthquake, Tsunamis, Volcanic Activity
2. Hydro-meteorological – natural process or phenomena at atmospheric,
oceanographic nature
Example: Flood, Debris, and Mud Flow, Tropical Cyclone, Storm Surge
3. Biological – those conveyed biological vectors, including the exposure of
pathogenic microorganism.
Example: outbreak of epidemic diseases; plant or animal
4. Technological – danger originating form technologies or industrial accidents
Example: Industrial Pollution, Toxic Waste
5. Environmental Degradation – induce by human behavior and activities
Example: land degradation, climate change, pollution

The Philippines is vulnerable to almost all types of natural hazards because of

its geographical location.
1. Located within the Circum-Pacific belt of fires and along typhoon path, the
Philippines becomes exposed to natural perils like earthquakes, volcanic
eruptions, typhoons and their resultant effects like tsunami, landslides, floods
and flash floods.
2. As an archipelago with 7107 islands, the threat of tsunami affecting the
country’s coastal areas is not far-fetched.
3. Yearly, the country experiences an average of 20 typhoons, half of these are
destructive, is a host to 300 volcanoes, 22 of which are active as well as
active faults and trenches that are potential sources of earthquakes.
4. The country has also its episodes of human-made disasters such as urban
fires, air, land and sea mishaps, and complex emergency, mostly in Southern
Philippines because of the seccionist movement, coupled with its vulnerability
to floods and other natural hazards.

3.2. Earthquake

An earthquake is what happens when two blocks of the earth suddenly slip
past one another. The surface where they slip is called the fault or fault plane. The
location below the earth’s surface where the earthquake starts is called

Page 12 of 37
the hypocenter, and the location directly above it on the surface of the earth is
called the epicenter.
Sometimes an earthquake has foreshocks. These are smaller earthquakes
that happen in the same place as the larger earthquake that follows. Scientists
can’t tell that an earthquake is a foreshock until the larger earthquake happens.
The largest, main earthquake is called the mainshock. Mainshocks always
have aftershocks that follow. These are smaller earthquakes that occur afterwards
in the same place as the mainshock. Depending on the size of the mainshock,
aftershocks can continue for weeks, months, and even years after the mainshock!

What causes earthquakes and where do they happen?

The earth has four major layers:
the inner core, outer core,
mantle and crust. The crust and the top
of the mantle make up a thin skin on the
surface of our planet.
But this skin is not all in one piece – it is
made up of many pieces like a puzzle
covering the surface of the earth. Not
only that, but these puzzle pieces keep
slowly moving around, sliding past one
another and bumping into each other.
We call these puzzle pieces tectonic
plates, and the edges of the plates are
called the plate boundaries. The plate
boundaries are made up of many faults,
and most of the earthquakes around the
world occur on these faults. Since the
edges of the plates are rough, they get
stuck while the rest of the plate keeps
moving. Finally, when the plate has
moved far enough, the edges unstick on
one of the faults and there is an
earthquake.

3.3. Fire Prevention

Fire accidents don’t just happen. They are caused by a lot of factors. If
you start a fire out of negligence and accidentally burn your neighbor’s
property, you could be liable for all the damages.

So let us reiterate these simple precautions:

Page 13 of 37
  Check electrical connections. One of the top causes of a house fire is
faulty electrical wiring.
 Unplug items when not in use. Another major cause of fire incidents is
neglected home appliances or devices.
 Avoid plugging several devices into an extension cord. Maximizing
the use of an extension cord may cause the sockets to overheat and could
possibly cause a fire.
 Never leave an open stove unattended. If you’re cooking, make sure
that you keep an eye on them at all times.
 Check your LPG. As a rule of thumb, always close your Liquefied
Petroleum Gas (LPG) after use.
 Secure lighted candles. When using candles, always keep them within
your sight and secure them on a candle holder. Place them where they
can’t be knocked over by anyone, especially children and pets.
 Store flammable items in a safe location. Any flammable substance
(kerosene, paint, thinner, bleach, and alcohols) and objects (matches,
lighters, and igniters) should always be placed out of children’s reach.
 Clear out dried things. Clearing out dried things like woods and leaves
from your surroundings, and even on your roof, could save you from an
open flame.

3.4. Landslide

Landslides pose a recurrent hazard to human life and livelihood in most parts
of the world, especially in some regions that have experienced
rapid population and economic growth.
The Philippines is prone to various natural hazards, i.e. typhoon and
earthquakes, thus, occurrence of landslides is inevitable. Awareness and
preparedness are the most effective prevention and mitigation measures against
possible threats of landslide in the community.
Slides are caused by water, gravity and generally a layer of clay that lets
loose.
To prevent shallow slides, you can do a few things on slopes that are on your
property:
1. Do not put yard waste on the slope.
2. Do not add additional water from downspouts to slopes from storm water
runoff being directed to a hillside.
3. Do not have an irrigation system on a hillside.
4. Don’t locate swimming pools near a slope.
5. Maintain as much vegetation as possible on the slope to help retain the soil.

Page 14 of 37
 3.5. Drought

A drought is a period of abnormally dry weather that persists long enough to

produce a serious hydrologic imbalance, causing, for example, crop damage and
shortages in the water supply. The severity of a drought depends on the degree of
moisture deficiency, the duration, and the size of the affected area. Drought can be
defined four ways:

 Meteorological Drought—when an area gets less precipitation than normal. Due to

climatic differences, what is considered a drought in one location may not be a
drought in another location.
 Agricultural Drought—when the amount of moisture in the soil no longer meets the
needs of a particular crop.
 Hydrological Drought—when the surface and subsurface water supplies are below
normal.
 Socioeconomic drought —when water supply is unable to meet human and
environmental needs can upset the balance between supply and demand.

Water Restrictions
In communities where drought conditions exist, officials may recommend
water conservation measures to restrict use of water. These recommendations may
include such procedures as watering lawns and washing cars on odd or even days
of the week, at night, or on weekends. The restrictions may limit hours or prohibit
use of water, or require use of hand watering instead of using sprinkler systems
that use much more water. You should check with your local authorities or water
utility for information on water restrictions that may be imposed for your area.
Conserving water is particularly important when drought strikes, but it’s also a good
habit to be in at all times for environmental reasons. Try to do at least one thing
each day to conserve water

3.6. Tropical Cyclones

A hurricane, or tropical cyclone, is an organized system of clouds and

thunderstorms that rotates around a well-defined center and originates over
warm tropical waters.
Hurricanes can produce many destructive hazards, such as heavy rains,
storm surge, destructive winds and tornadoes. Although hurricanes can be
dangerous killers, planning ahead and being prepared can reduce the chances of
injury and major property damage.

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 Make sure you’re prepared with this hurricane preparedness checklist
below.

Before a hurricane/tropical cyclone

 Check out FLASH Hurricane Strong for do-it-yourself ways to strengthen

your homes against flooding, high winds and lightning.
 Review your family preparedness plan.
 Establish a family communications plan.
 Assemble a hurricane survival kit or review your hurricane supply list.
 Have a family evacuation plan in place.
 Secure your property:

o Cover windows. If storm shutters are unavailable, use 5/8-inch

exterior-grade or marine plywood cut to fit each window. Use
screws to attach them.
o Trim trees and shrubs around your home so that they are more
wind-resistant.
o Clear loose and clogged rain gutters and downspouts.
o Reinforce garage doors so wind doesn’t enter and cause structural
damage.
o Bring in outdoor objects (furniture, toys, tools, etc.), anchor objects
that cannot be brought inside, and remove outside antennas.
 Know the difference between a hurricane watch and a
hurricane warning:

o Hurricane watch: Hurricane conditions are possible. Stay tuned to

a National Oceanic and Atmospheric Administration weather radio
or TV for information. Be prepared to evacuate if necessary.
o Hurricane warning: Hurricane conditions are expected or
occurring. Take shelter or evacuate immediately.

During a hurricane/tropical cyclone

 Listen to a NOAA weather radio or TV for updated information.

 Be prepared to evacuate, and do so immediately if necessary.
 Keep valuables and important documents with you in a waterproof
container. Consider scanning and sending copies of documents to yourself
via email so that you have an electronic version available after the storm.
 Turn off utilities if instructed to do so. Turn the re frigerator thermostat to
its coldest setting, and keep its doors closed. If you suspect flooding, duct
tape your refrigerator shut.
 If electricity is lost, turn off appliances to avoid power surge when
electricity is restored.
 Fill the bathtub and other large containers with water to ensure a supply
for sanitary purposes.
 Take refuge in a small interior room (closet/hallway/bathroom) on the
lowest level and away from windows and glass doors.

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After a hurricane/tropical cyclone

 Continue listening to a NOAA weather radio or TV for updated information.

 Avoid damaged areas, stay off roads and remain on firm ground.
 Avoid floodwaters. The water may be contaminated.
 Return home only after local officials declare it is safe. Enter your home
with extreme caution. Do not enter if floodwaters remain.
 Inspect your home:
o Leave the house if you smell gas or chemical fumes.
o Check for damage to walls, the foundation, the electrical system
and water lines.
o Clean up spilled medicines, bleaches or other flammable liquids
immediately.

o Notify your insurance company if your home is damaged.

 Help injured or trapped people. Do not move seriously injured people

unless they are in immediate danger of death or further injury. Call for
help.
 Open windows and doors to help dry the house.
 Check food supplies and drinking water. Anything that has come in
contact with floodwater may be contaminated and should be thrown out.
 Clean and disinfect everything that got wet.
 Watch out for snakes and other animals. Use a stick to poke through
debris.
 Avoid making phone calls except in serious emergencies.

3.7. Surviving A Disaster

Natural disasters are messy. They are unpredictable. They are

unstoppable. They take possessions, homes, and lives without regard for age,
class, gender, race, or any of the other methods of categorizing people. And yet
millions of people have lived through natural disasters, often against high
odds. These people are usually met with the same question at some point following
their experience.

Most survivors of the earthquake and tsunami credited their survival to at least one
of the following:
1. Having a plan
Many people who survived 3/11 did so because they followed a pre-arranged
plan. Each town had its “own anti-disaster measures department”
2. Listening to alarms and alerts
Communication was vital for the survival of many. Tsunamis do not occur
after every large earthquake, so many people did not automatically assume
that one would follow the earthquake on 3/11. For many of those who did
not assume that there was going to be a tsunami, tsunami warning alarms

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 and radio alerts gave them enough warning to reach safety before the
tsunami reached their town.
3. Good Samaritans
4. Listening to their instincts
Instincts played a large role in the survival of many during the disaster.
5. Supernatural help
Others credit their survival to supernatural forces.

So what can be learned from these experiences? Can we combine these five
different elements and create a foolproof plan for surviving a disaster? Of course
not. We can, however, identify certain factors that could increase the likelihood of
survival during natural disasters in the future:
1) A local and national government that is proactive and conscientious about
natural disasters
2) Open channels of communication broadcasting emergency information
3) Individual awareness of basic survival strategies, such as heading to high
ground during a tsunami, for natural disasters
4) Awareness of one’s neighbors and community
5) Together these factors might be able to increase the survival rates of natural
disasters.

Exercises:
1. As a student, how can you promote disaster preparedness?
2. How can you be of help to your community during a disaster?
3. What is the difference between a risk and a disaster?
4. What are your suggestions to enhance community preparedness?
5. Give and explain one common types of disaster.

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Topic 4: Health Education

LEARNING OBJECTIVES:

At the end of this topic, the students are expected to:

1. Identify the purpose of health education.
2. Enumerate the contagious disease.
3. Analyze the importance of nutrition
4. Discuss the importance of health education.

NOTES:

4.1. Introduction

Health education is a social science that draws from the biological,

environmental, psychological, physical and medical sciences to promote health and
prevent disease, disability and premature death through education-driven voluntary
behavior change activities. Health education is the development of individual,
group, institutional, community and systemic strategies to improve health
knowledge, attitudes, skills and behavior. The purpose of health education is to
positively influence the health behavior of individuals and communities as well as
the living and working conditions that influence their health.
Health education builds student's knowledge, skills, and positive attitudes
about health. Health education teaches about physical, mental, emotional and
social health. It motivates students to improve and maintain their health, prevent
disease, and reduce risky behaviors.
Health education curricula and instruction help students to learn skills so that
they will use to make healthy choices throughout their lifetime.
Health education is vital for students as it builds their knowledge and
attitudes about health. Health education does not only concentrate on being
healthy. It also focuses on emotional, mental and social health too. Educating
students on the importance of health builds their motivation. As a result, they strive
to maintain good health, prevent diseases and avoid risky behavior. Instilling the
importance of good health in schools, helps students to make healthy life choices
when they grow older and continue doing so throughout their lives. It helps them
understand the dangers of using illicit drugs, smoking and drinking alcohol. It helps
prevent various injuries, diseases, such as, obesity and diabetes, and sexually
transmitted diseases.
Health education is important to teach children awareness about living a
healthy lifestyle. Health education encompasses social, mental, physical and social
health.

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 Health education teaches people of all ages about how diet and exercise
contribute to a healthy lifestyle. It also encourages positive changes in behaviour
and lowers the risk of addiction to drugs, alcohol and unsafe sexual practices. The
majority of schools around the country have courses aimed at teaching health
education to students. These courses often revolve around the body, healthy
eating, sex and exercising. Some students are taught basic health and physical
fitness early on. More in-depth courses are designed for middle and high school
students.
Many are the blessings of imparting health education. Health education
enables a person to remain physically fit and in proper health.
A healthy person can enjoy life fully. He can carry out his duties in a
responsible manner. He is an asset to the family, the society and to the entire
nation. He is always full of energy. He lives a long and happy life. A healthy peasant
is happier than a monarch without health.
Health education encourages a person to make healthy choices. They are
instructed to avoid unhealthy habits. In fact, a sickly student with all his talents and
abilities lags behind in the race of life.
Health education also teaches about the emotional and mental health of the
student. A healthy person is the happiest person in the world.

4.2. Purpose
Health education is a social science that draws from the biological,
environmental, psychological, physical and medical sciences to promote health and
prevent disease, disability and premature death through education-driven voluntary
behavior change activities. Health education is the development of individual,
group, institutional, community and systemic strategies to improve health
knowledge, attitudes, skills and behavior. The purpose of health education is to
positively influence the health behavior of individuals and communities as well as
the living and working conditions that influence their health.

4.3. Nutrition

Nutrition is a critical part of health and development. Better nutrition is

related to improved infant, child and maternal health, stronger immune systems,
safer pregnancy and childbirth, lower risk of non-communicable diseases (such as
diabetes and cardiovascular disease), and longevity.
Healthy children learn better. People with adequate nutrition are more
productive and can create opportunities to gradually break the cycles of poverty
and hunger.
Malnutrition, in every form, presents significant threats to human health.
Today the world faces a double burden of malnutrition that includes both
undernutrition and overweight, especially in low- and middle-income countries.

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Explaining Organ Functions

 Lungs: provide oxygen to blood

 Heart: circulates blood throughout the body
 Stomach: helps digest food
 Intestines: absorb nutrients from food
 Liver: removes toxins from blood and processes nutrients from food
 Kidneys: filter blood of waste and extra fluid

Explaining Nutrition
Nutrition is how food affects the health of the body. Food is essential—it
provides vital nutrients for survival, and helps the body function and stay healthy.
Food is comprised of macronutrients including protein, carbohydrate and fat that
not only offer calories to fuel the body and give it energy but play specific roles in
maintaining health. Food also supplies micronutrients (vitamins and minerals) and
phytochemicals that don't provide calories but serve a variety of critical functions to
ensure the body operates optimally.

Explaining Macronutrients: Protein, Carbohydrate and Fat

Protein: Found in beef, pork, chicken, game and wild meats, fish and
seafood, eggs, soybeans and other legumes included in traditional Central America
cuisine, protein provides the body with amino acids. Amino acids are the building
blocks of proteins which are needed for growth, development, and repair and
maintenance of body tissues. Protein provides structure to muscle and bone,
repairs tissues when damaged and helps immune cells fight inflammation and
infection.
Carbohydrates: The main role of a carbohydrate is to provide energy and
fuel the body the same way gasoline fuels a car. Foods such as corn, chayote,
beans, plantains, rice, tortilla, potatoes and other root vegetables such as yucca,
bread and fruit deliver sugars or starches that provide carbohydrates for energy.
Fat: Dietary fat, which is found in oils, coconut, nuts, milk, cheese, meat,
poultry and fish, provides structure to cells and cushions membranes to help
prevent damage. Oils and fats are also essential for absorbing fat-soluble vitamins
including vitamin A, a nutrient important for healthy eyes and lungs.

Explaining Micronutrients: Vitamins and Minerals

Vitamins and minerals are food components that help support overall health
and play important roles in cell metabolism and neurological functions.
Vitamins aid in energy production, wound healing, bone formation,
immunity, and eye and skin health.

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 Minerals help maintain cardiovascular health and provide structure to the
skeleton.
Consuming a balanced diet including fruits, vegetables, dairy, protein foods
and whole or enriched grains helps ensure the body has plenty of nutrients to use.
Providing a few examples of specific micronutrient functions can enhance the
effectiveness of nutrition education:

 Vitamin A helps the eyes to see

 Calcium and magnesium help muscles and blood vessels relax, preventing
cramps and high blood pressure
 Vitamin C helps wounds heal and the body’s ability to fight off germs
 Iron helps the blood transport oxygen throughout the body and prevents
anemia

Explaining the Concept of Nutrients as Building Blocks

Building blocks include protein for growing babies in utero, for child and
adolescent growth, and for repairing damaged skin, blood, and other body parts in
adults who aren't growing. Some parts of the body are replaced regularly, like
blood and skin, so even adults are building new body parts regularly. Calcium is
also a building block for building bones. Iron is a building block for blood. Since
blood cells only last a few months, the body constantly needs more iron and protein
to make new blood.

Using Metaphors to Explain Nutrition

According to registered dietitian nutritionists with experience teaching nutrition in
developing areas of Central America, metaphors and simple concepts are useful in
teaching basic nutrition. An example of this could be conveying foods rich in
carbohydrate as "go" foods, protein-rich foods as “grow” foods and colorful produce
as "glow" foods. Health educators should emphasize that good nutrition requires
eating at least one serving of these three types of food at each meal:

Foods Simple Concept of Function

Carbohydrate-rich foods Fuel
Protein-rich foods Building blocks
Fruits and Vegetables Helpers and protectors

4.4. Contagious Disease

Contagious diseases like Ebola and bird flu frequently make headlines. As
scary as they seem, there are other illnesses you’re more likely to encounter. What
are they, and how can you keep yourself safe? Keep these eight highly contagious
diseases on your radar and find out how to prevent them.

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1. COVID-19
The COVID-19 pandemic began with a 2019 outbreak of a
novel coronavirus (SARS-CoV-2) in Wuhan, China, and had reached 175 countries
and regions by March 2020. This respiratory infection is mild in most patients, but
for high-risk groups, including the elderly or those with chronic conditions, COVID-
19 can lead to life-threatening complications such as pneumonia. Washing your
hands thoroughly and practicing social distancing--limiting trips outside the house
and maintaining a 6-foot distance from others--can help reduce your risk of
infection and slow the spread of COVID-19 in your community.

2. Norovirus (“Stomach Flu”)

Often referred to as “food poisoning” norovirus causes inflammation in your gut,
resulting in pain, nausea, diarrhea or vomiting. You can become infected if you
come into contact with stool or vomit from an infected person or consume food or
drinks contaminated with the virus. Always wash your hands with soap and water
after using the bathroom and before preparing or handling food.

3. Influenza
Known simply as “the flu,” the influenza virus causes symptoms, such as
fever, chills, cough, sore throat, runny or stuffy nose, body aches, headache,
and fatigue. The flu virus spreads through droplets from an infected
person’s cough or sneeze. You can also get sick by touching a surface that has the
virus on it and then touching your mouth, eyes or nose. The best ways to prevent it
are getting a flu vaccine each year, washing your hands often, and avoiding
touching your face.

4. Meningitis
Meningitis is inflammation of the protective membranes around the brain and spinal
cord. Symptoms include nausea, vomiting, sensitivity to light, and confusion.
Bacterial meningitis is the most contagious of the several types of meningitis. Some
of these bacteria spread through saliva and mucus, so you can get it by kissing
someone with meningitis or sharing utensils. Antibiotics can help treat bacterial
meningitis and there are vaccines to prevent it. Although most people recover
fully, meningitis can cause serious complications, such as brain damage and
hearing loss, so visit your doctor as soon as you notice symptoms.

5. Hand, Foot and Mouth Disease (HFMD)

HFMD is a contagious illness caused by several different viruses. Symptoms
progress from fever and sore throat, to painful mouth sores, to a skin rash on the
hands, feet, knees, elbows and buttocks. You can catch HFMD by coming into
contact with an infected person’s saliva, stool, or blister fluid, or by touching

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objects that have the virus on them. Although there’s no specific treatment, over-
the-counter medications can relieve symptoms like pain and fever.

6. Pertussis
Also known as whooping cough, pertussis is a highly contagious respiratory disease
caused by the bacterium Bordetella pertussis. The infection causes uncontrollable
coughing fits that result in a “whooping” sound and make it difficult to breathe. It’s
most common in infants and can be deadly, especially in babies younger than one.
The best way to prevent pertussis is by getting immunized. Most healthcare
providers recommend a booster every 10 years because the vaccine fades over
time.

7. Sexually Transmitted Infections (STIs)

STIs are passed through sexual contact. In the United States, about 19 million new
infections occur every year. There are many different types of STIs,
including chlamydia, genital herpes, gonorrhea, hepatitis B, HIV/AIDS, syphilis, and
others. STIs can be serious: They can lead to cancer,
infertility, pregnancy complications, infections in other parts of the body, and even
death. Using condoms for all types of sexual contact can protect you against STIs.

4.5. Alcoholism and Smoking

Growing up, many children may view drinking and smoking as privileges of
adults and therefore ‘cool’ activities to engage in. Media portrayal of smoking and
alcohol use has certainly helped to perpetuate the appeal of these social habits. The
importance of public awareness about the dangers of heavy smoking and drinking
has never been greater.

The danger of smoking

Cigarettes contain more than 4,000 chemical compounds and 400 toxic
chemicals that include tar, carbon monoxide, DDT, arsenic and formaldehyde. The
nicotine in cigarettes, in particular, makes them highly addictive. There are so
many diseases caused by smoking that it’s hard to decide where to begin.
Any amount and type of smoking is bad for your health. Besides being a
notorious risk factor for lung cancer, coronary artery disease, heart attack and
stroke, smoking can damage almost any organ in our body, leading to leukemia
and cancers of the kidney, pancreas, bladder, throat, mouth and uterus. It can
damage the airways and air sacs of our lungs to cause chronic bronchitis and
breathing difficulties. It can also raise our blood pressure and cholesterol levels,
reduce bone density in women and increase the risk of infertility, preterm delivery,
stillbirth and sudden infant death syndrome.

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The danger of heavy drinking: How much alcohol is too much?
Most people like to have a drink or two, be it beer, wine or spirits. Light
drinking is acceptable and may even be beneficial for the heart. Heavy and binge
drinking, on the other hand, can lead to serious medical problems.
Drinking 7 or more drinks per week is considered excessive drinking for
women, while 15 drinks or more per week is deemed to be excessive for men.
A healthy limit for drinking is usually no more than 2 drinks (3 units of
alcohol) a day for men and 1 drink (2 units) a day for women. Binge drinking
means having 5 or more drinks for men and 4 or more drinks for women on one
occasion.
Certain groups of people should not drink alcohol at all. These include young
people under the age of 18, pregnant women, people with certain health conditions,
patients on medication that will interact with alcohol, recovering alcoholics, and
people who intend to drive or do activities that require attention and coordination.
Heavy drinking can lead to many serious health conditions. Binge drinking can
cause immediate problems such as acute intoxication, nausea and vomiting, blurred
vision, impaired judgment and alcohol poisoning.
In the long term, heavy alcohol consumption can cause high blood pressure,
gastric problems, liver cirrhosis, liver cancer, pancreatitis, memory impairment,
alcohol dependence and various psychological conditions. Excessive alcohol drinking
can also result in accidental injuries and even death. Pregnant women who drink
heavily can harm their babies.

Effects of smoking and drinking on the heart

Both tobacco and alcohol can affect the heart. While the deleterious effect of
smoking on the risk of cardiovascular disease is well-recognized and straightforward
(the risk of heart disease increases with the amount of smoking), the impact of
drinking is more complex.
Some evidence suggests that moderate drinking (3 – 14 drinks a week) may
be associated with a lower risk of heart attack, while heavier drinking may well
increase the risk of heart attack, heart failure, stroke and high blood pressure.
As smoking is also common among alcohol drinkers and smokers and
drinkers frequently share similar behavioral and lifestyle patterns, it is currently
unclear whether it is the combined or independent effects of smoking and alcohol
that greatly raises cardiovascular risk.
Nonetheless, the health problems associated with excessive smoking and
drinking are extensive. Public health efforts to minimize the dangers of both
smoking and drinking may significantly improve the well-being of society.

Benefits of kicking the habit

It is important to realize that quitting smoking can improve your quality of
life – physically, emotionally and financially. It can help you and those around you
breathe better and live longer.

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 People who stop smoking generally have an improved sense of smell and
taste, feel less stressed and become more energetic. They will usually have
younger looking skin and improved fertility. Their loved ones will be healthier as
passive smoking is reduced.
For people who drink too much, alcohol tolerance can lead to false
reassurance that they are drinking within limits, since they do not feel drunk.
Health benefits of reducing alcohol intake include weight loss, a reduced risk of
many forms of cancer, less anxiety, clearer skin, no hangovers and better self-
esteem.

Withdrawal symptoms of smoking

While you’re trying to quit smoking, you will experience some withdrawal
symptoms. These symptoms are usually the worst in the first week and then
gradually improve. Common physical symptoms to expect include:
 Appetite increase. You will feel hungry more often as the effects of chemicals
from cigarettes are no longer present.
 Nicotine cravings. Each craving will only last about 15 – 20 minutes but it will
happen often and throughout the quitting process.
 Cough. This may last for a few weeks as your respiratory system cleans itself.
 Mild headaches and dizziness. These are often the first withdrawal symptoms to
appear but they also resolve quickly.
 Tiredness. In the absence of nicotine, which is a stimulant, you will likely feel
tired, restless, and might have insomnia.
 Constipation. This may occur in the first month of quitting.
 Mental and emotional symptoms. These include anxiety, depression, irritability,
and mental fog.

How to quit: Smoking cessation

Smoking cessation means abstaining from cigarettes and/or other tobacco
products for at least 6 months, but preferably for a year. This can be a challenging
attempt as the nicotine in tobacco is addictive and cause dependence. You will
experience several unpleasant short-term effects and withdrawal symptoms as you
embark on this effort. Nevertheless, smokers can and do quit smoking for good.
Smokers who quit smoking with support are more likely to succeed than those who
do it on their own. Hence, it is helpful for those trying to stop to consult a health
professional on engage a smoking cessation program.
For regular, very heavy drinkers, stopping alcohol consumption abruptly can
be dangerous. They should therefore consult their doctors to manage the
withdrawal symptoms.
Always remember that our health is important to us and our families, and we
should take care to safeguard it.

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Exercises:
1. What is health education and its importance?
2. What is nutrition and its function?
3. What foods are good for nutrition?
4. What are the main causes of contagious disease?
5. Discuss the effects of smoking and drinking to our body.

Topic 5: Drug Education

LEARNING OBJECTIVES:

At the end of this topic, the students are expected to:

1. Understand and learn the nature and effects of drugs.
2. Synthesize accurate information on the health, legal and social consequences
of drugs.
3. Examine how a drug impacts the person who uses the drug, and his family,
friends, and community.

NOTES:

5.1. Definition of Drugs

Drugs
- A chemical substance that brings about physical, emotional or behavioral
change in a person taking it.

How drugs can be taken?

 Ingestion
 Inhalation
 Injection
 Used as suppository
 Applied topically

All of us are very much aware of the nature of the drug problem. It has been
condemned by government all over the world and billions in resources have been
spent to contain it, yet drug trafficking and/or drug abuse is still here.
In fact, it is today’s the most profitable underground business which has
spawned, yet considered as another crime and source of money laundering on a
global scale. The Vienne-based International Narcotics Control Board (INCB) points

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out that “No country, rich or poor, large or small, equipped with sophisticated
machinery to fight money-laundering or not, can consider itself safe from money-
laundering activities”.
The Philippines situation is not any different from other countries of the world
that are affected by drug problem and is in fact following the trends in other
countries. In 1978, there were only about 20,000 drug users in the country.
Three major abused drugs dominate the drug scene in the country. The first
is Shabu, which is the main drug used by drug users. The second is. According to
some sources, the Philippines has become the world’s second biggest source of
marijuana after Mexico, producing about 1.4 billion worth each year. The third is
ecstasy, which is now sweeping the elite market.

5.2. Types of Drugs

Drugs that are commonly abused, depending on pharmacological effects,

may be classified into:
1. Stimulants- drugs which increase alertness and physical disposition
Examples: (amphetamine, cocaine, nicotine)
2. Hallucinogens- drugs which affect sensation, thinking, self-awareness and
emotion. Changes in time and space perception, delusions (false beliefs) and
hallucinations may be mild or overwhelming, depending on dose and quantity
of the drug.
Examples: (Mescaline, Marijuana)
3. Sedatives- Drugs which may reduce anxiety and excitement
Examples: (Barbiturates, non- barbiturates, tranquilizers, alcohol.)
4. Narcotics- Drugs that relieve pain and induce sleep
Example: (Opium and its derivatives such as, Morphine, Heroin, Codeine)

Commonly Abused Drugs

1. Shabu (Methamphetamine Hydrochloride)
o Most popular abused drug in the country today.
2. Ecstasy- (Methylenedioxymethampheramine) (MDMA)
o It is the fast making felt in the country
o Is a synthetic drug that act simultaneously as a stimulants and act as
hallucinogens
o It is strongly linked to music and dance culture and has a growing user
based among the elites.
3. Marijuana
o Marijuana abounds in the Philippines. But since the early nineties, it
has seized to be the drug of choice. Most of it is produced locally
intended for foreign markets.
o Philippines have been identified as the major marijuana producer and
exporter.

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 5.3. Harmful Effects of Drugs

Different types of drugs affect your body in different ways, and the effects
associated with drugs can vary from person to person. How a drug effects an
individual is dependent on a variety of factors including body size, general health,
the amount and strength of the drug, and whether any other drugs are in the
system at the same time. It is important to remember that illegal drugs are not
controlled substances, and therefore the quality and strength may differ from one
batch to another.
Drugs can have short-term and long-term effects. These effects can be
physical and psychological, and can include dependency.
You may act differently, feel differently and think differently if you have
taken drugs. And you may struggle to control your actions and thoughts.
You might begin to use drugs without thinking about any harm to your body.
You might think drugs won't become a problem because you are only a casual user.
The more you take a drug, the more likely you are to build up a tolerance to its
effects. This can lead to the need to take larger doses to obtain the effects of the
drug. For this reason, evidence suggests that after prolonged use, many drugs can
cause dependence. Drug dependence can quickly begin to affect your psychological
and physical health, and can also affect your work and social life.
It is important to remember that there is no safe level of drug use. Be careful when
taking any kind of drug.

Different drugs, different effects

Drugs affect your body's central nervous system. They affect how you think,
feel and behave. The three main types are depressants, hallucinogens and
stimulants:
 Depressants slow or 'depress' the function of the central nervous system.
They slow the messages going to and from your brain. In small quantities
depressants can cause a person to feel relaxed and less inhibited. In large
amounts they may cause vomiting, unconsciousness and death. Depressants
affect your concentration and coordination, and slow your ability to respond
to situations. It is important to not operate heavy machinery while taking
depressants. Alcohol, cannabis, GHB, opiates (heroin, morphine, codeine)
and benzodiazepines (minor tranquillizers) are examples of depressants.
 Hallucinogens distort your sense of reality. You may see or hear things that
are not really there, or see things in a distorted way. Other effects can
include emotional and psychological euphoria, jaw clenching, panic, paranoia,
gastric upset and nausea. Ketamine, LSD, PCP, 'magic mushrooms' and
cannabis are examples of hallucinogens.
 Stimulants speed or 'stimulate' the central nervous system. They speed up
messaging to and from the brain, making you feel more alert and confident.
This can cause increased heart rate, blood pressure and body temperature,
reduced appetite, agitation and sleeplessness. In large amounts stimulants
may cause anxiety, panic, seizures, stomach cramps and paranoia. Caffeine,
nicotine, amphetamines (speed and Ice), cocaine and ecstasy (MDMA) are
examples of stimulants.

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Risk factors for drug-related harm
The effects of a drug, and how long they last, depend on a number of
factors:
 the type and strength of drugs that you use
 how the drug was made -- substances manufactured in home labs may
contain bacteria, dangerous chemicals and other unsafe substances, and
have an unknown strength. Even one dose may cause an overdose that leads
to brain damage or death
 your physical characteristics (including height, weight, age, body fat and
metabolism)
 the dose that you take
 how often and for how long you have been using drugs
 how you ingest the drug (by inhalation, by injection or orally). Compared
with swallowing a drug, inhalation and injection are more likely to lead to
overdose and dependence. If you are injecting drugs, sharing injecting
equipment will increase your risk of contracting serious diseases such as
hepatitis and HIV. It will also increase your risk of serious infection
 your mental health, mood and environment (that is, whether you are in a
secure, happy place or an unsafe place) can affect the experience you have
when taking drugs. If you have a mental health condition, drugs may
exacerbate or complicate the symptoms of that condition
 whether you mix drugs, including alcohol. In particular, alcohol use may lead
to high risk behaviour (such as drink driving) which can result in the serious
injury or death of yourself or others.

Physical harms from drug use

Drug use can affect short- and long-term health outcomes. Some of these
health outcomes can be serious, and possibly irreversible.

Drug use can lead to risky or out of character behaviour. When affected by
drugs:
 You are more likely to have an accident (at home, in a car, or wherever you
are).
 You may be vulnerable to sexual assault or you may engage in unprotected
sex. Either of these could lead to pregnancy and sexually transmitted
infection.
 You could commit a sexual assault or other violent act.
 You may find it hard to sleep, think, reason, remember and solve problems.

Drug use can also result in long-term health outcomes that include:
 harm to organs and systems in your body, such as your throat, stomach,
lungs, liver, pancreas, heart, brain, nervous system
 cancer (such as lung cancer from inhaling drugs)
 infectious disease, from shared injecting equipment and increased incidence
of risk-taking behaviors
 harm to your baby, if you are pregnant
 acne, or skin lesions if the drug you are taking causes you to pick or scratch
at your skin

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  needle marks and collapsed veins, if you inject regularly
 baldness
 male pattern hair growth in women, such as facial hair
 jaw and teeth issues due to clenching and grinding your teeth; or bad breath,
teeth cavities and gum disease
 mood swings and erratic behavior
 addiction
 psychosis (losing touch with reality)
 accidental overdose
 higher risk of mental illness, depression, suicide and death.

Effects of common drugs

Cannabis (hash, pot, dope, weed, grass, skunk, marijuana)

 may cause relaxation and altered perception
 can lead to increased heart rate and low blood pressure
 can make you feel relaxed and happy, but can also cause lethargy, anxiety,
paranoia, and psychosis in extreme cases. A history or family history of
mental illness may increase the possibility of more extreme psychotic
reactions
 is linked to mental health problems such as schizophrenia and, when
smoked, to lung diseases such as asthma, chronic bronchitis and lung,
throat, mouth and tongue cancer
 affects how your brain works. Regular use can make it hard for you to
concentrate, learn and retain information
 reduces your fertility
 when mixed with tobacco, is likely to increase the risk of heart disease and
lung cancer.

Cocaine (powder cocaine, coke, blow, Charlie, crack)

 gives you increased energy
 makes you feel happy, awake, confident and less inhibited, but has a nasty
'come down' that makes you feel depressed and unwell. (Using depressant
drugs to help with the severity of come downs can increase the chances of
the development of negative cycles of dependence.)
 can overstimulate the heart and nervous system and lead to a seizure, brain
haemorrhage, stroke or heart attack (people have died from cocaine-induced
heart failure)
 reduces your pain perception and may result in injury
 carries greater risk if mixed with alcohol or other stimulants, especially if you
have high blood pressure or if you have an existing heart condition
 can harm your baby during pregnancy, and may cause miscarriage
 can increase the risk of mental health issues such a s anxiety, paranoia and
psychosis
 if snorted, can cause damage to the lining of the nasal passage and nose
 if injected, can cause vein collapse and increased risk of HIV and hepatitis
infection.

Page 31 of 37
Mephedrone (meow meow, m-cat, plant food, bubble, meph)
 can induce feelings of happiness, euphoria and confidence, but can also
cause anxiety and paranoia
 causes vomiting, sweating and headaches in some users
 can overstimulate your heart and nervous system
 can cause periods of insomnia
 can lead to fits and agitated and hallucinatory states
 if used in large amounts, can cause tingling of the hands and feet, seizure
and respiratory failure
 has been linked to a number of deaths
 if injected, can cause vein collapse and increases the risk of HIV and hepatitis
infection.

Ecstasy (MDMA, pills, E, eckies)

 can make you feel alert, warm and chatty
 can make sounds and colours seem more intense
 may cause anxiety, confusion, paranoia and even psychosis
 is linked (in cases of long-term use) to memory loss, depression and anxiety
 can lead to overheating and dehydration
 tends to stop your body producing enough urine, so your body retains fluid.
Speed (amphetamine, billy, whizz)
 can make you feel alert, confident and energetic
 can reduce appetite
 may make you agitated and aggressive
 may cause confusion, paranoia and even psychosis
 can make you very depressed and lethargic for hours or days, when used a
lot
 can cause high blood pressure and heart attacks
 is more risky if mixed with alcohol, or if you have blood pressure or heart
problems
 puts you at risk of overdose, vein and tissue damage, and infectious disease
(such as hepatitis C and HIV), if you inject speed.

Ice (crystal meth, shabu, crystal, glass, shard, P):

 may create feelings of pleasure and confidence
 can make you feel alert and energetic
 can cause you to repeat simple things like itching and scratching
 can cause enlarged or dilated pupils and a dry mouth
 may make you grind your teeth
 can cause excessive sweat
 can increase your heart rate and breathing
 may reduce your appetite
 may increase your sex drive
 puts you at risk of infectious diseases (such as hepatitis B, hepatitis C and
HIV) if you inject it
 can damage your nasal passages and cause nose bleeds if you snort it.

Page 32 of 37
Effects of a 'come down'
A 'come down' is your body's reaction to the substances that you have taken,
after the initial reaction. In other words, it is the after effect.
How long it lasts, and how bad it is, depends on the type of drug (stimulant or
depressant) and your age, sex and tolerance.
Common after effects are flatness, depression and exhaustion. Or you may feel:
 shaky, dizzy, sweaty
 headache
 nauseous
 fatigued
 not hungry
 sleepy or unable to sleep.

Topic 6: Drug Education

LEARNING OBJECTIVES:

At the end of this topic, the students are expected to:

1. Discuss the characteristics of drugs.
2. Analyze the reasons why people take drugs.
3. Make a personal commitment to remain drug free.

NOTES:

6.1. Characteristics of Drugs

The drugs produce changes in the central nervous system. These substances act
on the nerve cells, called neurons, altering their functioning. In general, these
changes are translated in a series of pleasant sensations in the organism that are,
in most occasions, those that induce to repeat the consumption of these products.
As it is consumed, the three phenomena that characterize the drug addiction
process take place:
 Dependency: defined as the urgent necessity to consume a substance that is
rated as the most important thing for the life of a drug user.
 Tolerance: the need for increasing doses of the drug so that it produces the
desired effects.
 Addiction: it is the need for the drug so the person can be either physically or
psychologically “fine”. The intensity of this phenomenon depends on the
addictiveness of each drug.

Page 33 of 37
 6.2. Reasons Why People Take Drugs

Why People Turn to Drugs?

 They believe that drugs can cure or solve problems
 Wide spread access to various drugs
 To peer pressure
 They believe to the notion that drugs give enjoyment to users and in the
context that it is used as an alcoholic substitute.

Foremost Reason Why Youth Turn on to Drugs

 Maybe parents are too busy with their jobs, giving less time to their family
 Parents have not finished schooling, making them less informed and less
aware to the effects of drugs.
 The type of discipline of the parents includes physical violence, thus, in most
cases in the Philippines; drives away the kid from home.

Most Pre-Dominant Reasons

 Adolescence is the period where want exceeds necessities.

 Teenagers spent more time with friends or peers than family.
 Drug addict is generally emotionally unstable individual before he/ she
acquires the habit to take drugs.
 Drug abuse is a predator, a monster that preys on innocent, curious mind of
teenagers.

What is Drugs Abuse?

Drug abuse is the use of chemical substance licit or illicit, which results in an
individual’s mental, physical, or social impairment. It may refer to any of the
following practices.
o Using without benefit or prescriptions, useful drugs which have the capacity
to alter mood or behavior;
o Using of drugs and substance for a purpose different from the one for which
the drug has been prescribed; and
o Using drugs and substances having no legitimate medical application for
purposes or medicine other than research.

What is drug Abuser?

 Anyone can be a drug abuser. Drug abuse is no respecter of age, sex and social
status. It is very difficult to come up with an accurate profile of a drug abuser
that can be applied to all because people are different in many ways.

Page 34 of 37
How Can You Tell When One is Abusing Drugs?
A lot of changes in behavior, in appearance and in mood – occur in a person
who is abusing drugs. Sudden changes in the person’s disposition from pleasant to
unpleasant.
Thus, he:
Is often associated with known drug abusers;
Is irritable, discourteous, defiant, and aggressive;
Is untrustworthy and lacks self-confidence
Is unhealthy and unconcerned with good grooming
Has low frustration tolerance
Lacks interest in his studies/work
Blames everybody but not himself for his problems
Develops changes in normal capabilities in school/work; and
Borrows money and at times steals various items unusually.

Other Products Being Abuse

Substances like glue, paint thinners, gasoline and other volatile (breathable)
solvents that have a dangerous chemical substance.

6.3. Importance of Drug Education

Why is drug education important? Understanding the impact of alcohol and other
drugs is undoubtedly an invaluable strength. Knowing how drugs impact the body,
the long and short-term effects of substance abuse, and the possible risk factors
involved are all key in the prevention strategy. Research continues to provide
substance abuse experts with more material to help educate community members
on the dangers of illicit substances and drug misuse. Life-saving skills can develop
from newer, evidence-based research and educational materials.
Drug education is not just for teachers or drug-free advocates and counselors.
Everyone can benefit from the knowledge obtained from addiction researchers and
specialists. It can help create safe and effective treatments as well as reduce the
potential for increased substance abuse rates throughout a community.
Beyond providing help in substance abuse prevention, drug education is a large
proponent of providing safe and healthy resources that promote healthy living. For
example, it may raise awareness of community needs, such as a lack of available
gyms, lack of proper community health facilities or addiction treatment options, and
a lack of safe and healthy recreational activities. Drug education shows what
resources may be missing in an affected community and can increase awareness
and safety in the community.

Page 35 of 37
Drug Education Program

 Program for the youth which is significant undertaking to free them from the
danger of drugs.
 The youth comprise the most vulnerable group affected by drugs.
 Drug user start at their teenage life. Particularly susceptible to drugs
experience. Because adolescence is the period of experimentation and
exploration.

Drug Abuse Prevention

 Is done through problem awareness, education and strategy implementation

 Vital process in controlling and stopping drug abuse.
Positive behavior, including constructive handling of feelings and responsibilities
should be installed and encouraged in our own families during the early life of
young family members and carried on up to the later stage of life.

10 Ways to Say “NO” to Drugs

Be vocal, just say “NO” and mean it!
Project an image of clean living for yourself.
Get into sports.
Choose your friends and influence them positively.
Get involved in community-based projects.
Join organizations (church, school, community or social) or youth clubs or
form your own drama group.
Learn how to manage stress.
Join seminars on anti-drug abuse prevention.
Talk to your family, listen to the problems of your brothers and sisters.
Enhance your talents or skills by taking part in workshops, training or
seminars.

Page 36 of 37
Exercises:
1. Are you in favor of drug testing in college and universities? Why?
2. Give 5 characteristics of a person who take drugs.
3. What can you do as a student of NSTP to prevent drugs?
4. What are the reasons why people turn to drugs?
5. Give and explain one commonly used drugs.

References:
Dela Cruz, Sonia G. 2005. National Development via National Service Training
Program (CWTS 1). Books Atbp. Publishing Corp. Mandaluyong City.
https://www.indeed.com/career-advice/career-development/leadership-values
https://mb.com.ph/2021/03/04/8-fire-prevention-tips-for-your-home/
https://www.eatrightpro.org/practice/practice-resources/international-nutrition-
pilot-project/how-to-explain-basic-nutrition-concepts
https://www.mountelizabeth.com.sg/healthplus/article/how-smoking-and-drinking-
affects-the-body
https://www.redcross.org/get-help/how-to-prepare-for-emergencies/types-of-
emergencies/drought.html#:~:text=Plant%20native%20and%2For%20droug
ht,retain%20moisture%20in%20the%20soil

END OF MIDTERM MODULE

Page 37 of 37
 COLLEGE OF SCIENCE AND TECHNOLOGY
Cagamutan Norte, Leganes, Iloilo - 5003
Tel. # (033) 396-2291 ; Fax : (033) 5248081
Email Address : svcst_leganes@yahoo.com

COO – FORM 12

SUBJECT TITLE: Civic Welfare Training Service

INSTRUCTOR: ALMERIA, JOHN REY D., LPT
SUBJECT CODE: NSTP1

FINALS MODULE

Topic 1: First Aid

LEARNING OBJECTIVES:

At the end of this topic, the students are expected to:

1. Know who the first aider is.
2. Elaborate the qualities of a good first aider.
3. Classify where the duty of a first aider starts and ends.
4. Analyze the importance of a first aider.

NOTES:

1.1. Definition

At any moment, you or someone around you could experience an injury or

illness. Using basic first aid, you may be able to stop a minor mishap from getting
worse. In the case of a serious medical emergency, you may even save a life.

Definition of first aid

When you provide basic medical care to someone experiencing a sudden

injury or illness, it’s known as first aid.
In some cases, first aid consists of the initial support provided to someone in
the middle of a medical emergency. This support might help them survive until
professional help arrives.

Page 1 of 1
 In other cases, first aid consists of the care provided to someone with a
minor injury.

Who is a first aider?

A first aider is someone who has been trained to give immediate medical help
in an emergency. He or she would have completed training appropriate to what is
needed in their workplace. They will have a certificate of competence in either first
aid at work, emergency first aid at work or another equivalent qualification.

1.2. The Qualities of a Good First Aider

Millions of people are hurt or killed from injuries every year because
adequate and timely assistance is not provided. Effectively, first aid reduces deaths,
injuries and impact during disasters and daily emergencies.

Ten Qualities of a Good First Aider

1. Good communicator. Communications is important for emergency

management/ managers to fully prepare, and respond in a timely manner.
Communications is the key to effective mitigation, preparedness, response
and recovery.
2. Quick and Smooth. First aid providers have to be very quick in their
actions.
3. Controlled and calm. Without showing any panic, you should be able to
perform in front of the people and the victim.
4. Intelligent and decisive. You should be able to decide the course of
treatment within seconds. Depending on what is there in front of you, you
should take an immediate yet a wise call, and keep the injured person stable
till help arrives.
5. Resourceful. Your first aid kit should, at all times, have the required
material without fail. In case you don’t have it, you should make immediate
arrangement or look for the right alternatives off what is available.
6. Reassuring and sympathetic. It is your duty as a first aider to reassure
the victim that you are there to take care of him and that help is on its way.
The victim needs reassuring words.
7. Skilled. A first aider has the basic medical skills. You are trained to perform
these skills under pressure. You should have the right skills to judge the
problem depending on the symptoms and make quick calls.
8. Efficient. You should be able to start the first aid without the victim feeling
too much pain or without increasing his pain anymore.
9. Team Player. Teamwork is an essential and integral part of the successful
management of sudden mass casualty incidents and disasters. A good first

Page 2 of 14
 aider must be able to work with other first aiders and medical staff to reduce
deaths, injuries and impact during disasters and daily emergencies.
10.Confident. As a first aid provider, you must have faith in yourself and your
actions before you start first aid on the victim.

1.3. The Need for First Aid

Any of the skills you learn could equip you with the knowledge you need
to save a life, as well as improve the outcomes for someone who has had an
accident.
1. First aid saves lives. Basic first aid can mean the difference between life
and death.
2. First aid reduces recovery time. First aid can have a huge impact on
someone’s chances of recovery.
3. First aid reduces hospital time. Early intervention with first aid can reduce
the length of time the patient needs to stays in hospital .
4. First aid prevents medical situations deteriorating. Knowing the basics
of first aid can prevent a bad situation from getting worse.
5. First aid can reduce unnecessary visits to hospital. Not every accident
ends up in hospital but still needs medical attention.
6. Competent first aid can reduce the amount of pain experienced by
casualties. Knowing how to respond helps you stay calm in an emergency
situation.
7. Crucial communication for emergency services. Staying with the patient
until the emergency services arrive to take over means you can convey vital
information about how the patient sustained the injury or information about
their condition.
8. First aid increases awareness and reduces your susceptibility to
accidents. Learning first aid and becoming alert to potential hazards and
medical issues increases our health awareness and allows us to take better
care of ourselves, our friends and families.
9. First aid makes you feel empowered. Learning first aid will give you the
confidence to act appropriately when an accident occurs. It is vitally
important to deal with any life-saving injuries before reaching for the phone
to call for an ambulance.
10.Be prepared for anything. First aid also equips you to deal with bleeding,
burns, breathlessness, bites, shocks stings, splints and fainting so whatever
medical situation life throws at you, you can respond effectively.

Page 3 of 14
 1.4. Where the duty of the First Aider starts and ends

First aider’s duty includes the following:

1. Assess the situation quickly and calmly to get an understanding of what
happened. This involves determining whether anyone is in danger, the cause of
the situation, and how many people are affected.
2. Comfort, reassure, stay calm and take charge. You should introduce
yourself to the casualty, explain what’s happening and why, and explain what
you’re going to do before you do it.
3. Protect yourself and the casualty from any danger. You should always
protect yourself first and only move the casualty if leaving them would cause
more harm.
4. Prevent infection between you and them. You should wash your hands or
use hand sanitizer, wear disposable gloves, and not cough or sneeze over a
casualty.
5. Assess the casualty. If there are multiple casualties, you must help those with
life-threatening injuries or conditions first.
6. Give first aid treatment, such as CPR or applying pressure to bleeding
wounds. Life-threatening injuries and conditions must be prioritized before
giving treatment to less serious cases.
7. Arrange for the right kind of help. Call for an ambulance if it’s serious, or
take/send them to a hospital if it’s serious but unlikely to get any worse. For less
serious conditions, suggest they see a doctor if they are concerned or if the
condition worsens. You should always stay with them until you can leave them
in the right care.

This duty of care ends only when one of the following occurs:

1) The casualty recovers and no longer needs help

2) A Paramedic or other medical professional takes over from you.
3) It becomes dangerous for you to continue
4) You have become Physically incapable of continuing care due to fatigue

 It is important that a First Aider does not attempt to provide care that is
beyond their level of training.

Exercises:

1. What are some basic first aid skills?

2. What are the skills needed to be a first aider?
3. Why is first aid important in our life?
4. As a student, how can you help if there’s an accident?
5. Give an example of first aid.

Page 4 of 14
Topic 2: Family Planning and Good Parenting

LEARNING OBJECTIVES:

At the end of this topic, the students are expected to:

1. Identify
NOTES:

2.1. Introduction

Family planning is "the ability of individuals and couples to anticipate and

attain their desired number of children and the spacing and timing of their births. It
is achieved through use of contraceptive methods and the treatment of involuntary
infertility. Family planning may involve consideration of the number of children a
woman wishes to have, including the choice to have no children and the age at
which she wishes to have them. These matters are influenced by external factors
such as marital situation, career considerations, financial position, and any
disabilities that may affect their ability to have children and raise them. If sexually
active, family planning may involve the use of contraception and other techniques
to control the timing of reproduction.
Family planning has been of practice since the 16th century by the people
of Djenné in West Africa. Physicians advised women to space their children, having
them every three years rather than too many and too quickly. Other aspects of
family planning include sex education, prevention and management of sexually
transmitted infections, pre-conception counseling and management,
and infertility management. Family planning, as defined by the United Nations and
the World Health Organization, encompasses services leading up to
conception. Abortion is not a component of family planning, although access to
contraception and family planning reduces the desire for abortion.
Family planning is sometimes used as a synonym or euphemism for access to
and the use of contraception. However, it often involves methods and practices in
addition to contraception. Additionally, many might wish to use contraception but
are not necessarily planning a family (e.g., unmarried adolescents, young married
couples delaying childbearing while building a career). Family planning has become
a catch-all phrase for much of the work undertaken in this realm. However,
contemporary notions of family planning tend to place a woman and her
childbearing decisions at the center of the discussion, as notions of women's
empowerment and reproductive autonomy have gained traction in many parts of
the world. It is usually applied to a female-male couple who wish to limit the
number of children they have or control pregnancy timing (also known as spacing
children).
Family planning has been shown to reduce teenage birth rates and birth
rates for unmarried women.

Page 5 of 14
 2.2. Advantages of Family Planning

Preventing pregnancies that are unintended and births that are unplanned means:
 Improving maternal health and child survival. Helping women avoid
becoming pregnant too early, too late or too often benefits them and their
children. Meeting the unmet need for contraceptives would further reduce
global rates of maternal mortality by 35%, and a three-year interval between
births in developing countries would further lower rates of infant mortality by
24% and rates of child mortality by 35%.
 Reducing the number of abortions overall, especially unsafe
abortion. Closing the gap in the unmet need for contraceptives would
further reduce the number of abortions worldwide by 64% each year. More
than half of all abortions occurring in developing countries are unsafe, and
fewer unsafe abortions would lead to fewer maternal deaths and injuries.
 Preventing sexually transmitted infections (STIs), including
HIV/AIDS. Improved access to condoms, both male and female, reduces
the rate at which STIs, including HIV, are spread. Moreover, to the extent
that HIV-positive women are better able to prevent unplanned pregnancies
and births, they are also helping to reduce the rate of new HIV infections.
 Empowering women. Women who can control the number and timing of
their children can take better advantage of educational and economic
opportunities, improving their own future and that of their families.
 Promoting social and economic development and security. High
population growth hampers poor countries’ economic development as their
expanding populations compete for limited resources such as food, housing,
schools and jobs. Rapid and unsustainable population growth renders
societies more unstable and can lead to greater civil unrest.
 Protecting the environment. Since so many women worldwide want fewer
children than their mothers did, increasing their access to voluntary family
planning services will further slow population growth rates. Rapidly growing
population exacerbates environmental degradation and strains the world’s
resources.

2.3. Methods of Family Planning

It has been years since former President Benigno S. Aquino III signed the
Reproductive Health (RH) Law. As of 2019, contraceptive use in the Philippines
stands at 40%, which is still a long way to go from the government’s goal of 65%
by 2020. To reach this milestone, health and medical professionals must educate
the public about family planning and responsible parenthood.

Page 6 of 14
 For the road to parenthood to go smoothly, family planning is a must. The
guide below will discuss 18 family planning methods available today.
 Abstinence – Pregnancy cannot happen without intercourse. Complete
disengagement from all forms of sexual activity is the most straightforward
measure of avoiding it.
 Birth Control Implant – The birth control implant is administered by a health
professional. The doctor will inject hormones called progestin into the arm of
the woman to prevent pregnancy for a few years.
 Birth Control Pills – These are packs of hormone medication ingested by
females daily. Available in pharmacies, these hormone-filled pills are
designed to stop fertility.
 Birth Control Patch – It is a wearable contraceptive that contains estrogen
and progestin. Once worn and absorbed by the body, the hormones thicken
the mucus of the cervix to hinder ovulation.
 Birth Control Shot – A series of hormonal injections that prevent ovulation
and thicken cervical mucus; these shots will only be effective if they are
administered every three months.
 Birth Control Sponge – A soft plastic inserted inside the vagina before
intercourse; the sponge covers the cervix and prevents the sperm from
reaching the egg.
 Birth Control Vaginal Ring – It is a small flexible ring inserted inside the
vagina that stops sperm cells from merging with an egg.
 Breastfeeding – Due to the secretion of specific hormones, women who are
breastfeeding generally do not ovulate. Engaging in intercourse during this
period under certain conditions will prevent unplanned pregnancies.
 Cervical Cap – It is a small and soft device made out of silicone inserted
inside the vagina.
 Diaphragm – Similar to the cervical cap, the diaphragm is a cup-shaped
device designed to cover the cervix.
 Internal/Female Condom – It is a soft and elastic pouch inserted inside the
vagina that creates a barrier against sperm. The outer ring covers the
vaginal opening.
 Intrauterine Device (IUD) – It is a tiny, T-shaped plastic device inserted in
the uterus and is one of the most effective contraceptive methods. This
device impairs the movement of sperm cells within the vaginal canal and
prevents them from reaching the ovary.
 Male Condom – This thin, elastic, and stretchable cover is one of the most
common and widely available contraceptives. This is worn on the penis
during intercourse to prevent the sperm from meeting the egg.
 Rhythm Method – Also known as the calendar method, this requires couples
to abstain from sexual activity during fertile periods of the female.

Page 7 of 14
  Spermicide – It comes in the form of a gel or cream that is applied to the
vagina before intercourse. Usually paired with other devices such as a
cervical cap, this product contains properties that eliminate sperm.
 Sterilization – It is a surgical procedure performed on females that can
temporarily or permanently close the fallopian tubes to prevent ovulation.
 Vasectomy – A surgical operation performed on a male that cuts tubes inside
the scrotum; this permanent contraception for men prevents sperm from
leaving the body.
 Withdrawal – It is the process of pulling out the penis from the vagina before
ejaculation, preventing sperm from reaching the egg during intercourse.

2.4. Definition of Responsible Parenthood

Responsible parenthood simply means the responsibilities of father and

mother to their children. It also means tasks on parents to ensure the proper
upbringing of their children. Parenthood is defined within the concept of family.
Responsible Parenthood is the will and ability of parents to respond to the
needs and aspirations of the family and children. It is a shared responsibility of the
husband and the wife to determine and achieve the desired number, spacing, and
timing of their children according to their own family life aspirations, taking into
account psychological preparedness, health status, socio-cultural, and economic
concerns.

2.5. Parenting

As a parent you give your children a good start in life—you nurture, protect
and guide them. Parenting is a process that prepares your child for independence.
As your child grows and develops, there are many things you can do to help your
child. These links will help you learn more about your child’s development, positive
parenting, safety, and health at each stage of your child’s life.

2.6. Three Aspects of Parenting

Parenting is a topic that drives deep emotion, raises key questions and
unique to every family. To different people, parenting means different things. While
there are no set rules, official handbooks, school or special classes that teach
parents about good parenting skills, it is a skill that can be learned and mastered.
Parenting skill is not something you discover or you are good at, it is more of
practicing your responsibility as a parent in a loving but practical means.
Good parenting skills play the biggest role in the development of a child. It
officially starts when you gave birth to your child. As a parent, your best teacher is
actually your daily experiences. Most parents would agree that raising children
require a lot of patience, trustworthiness, nurturing, humor and guidance. However,

Page 8 of 14
how and when to apply these skills is something most parents learn through
practice.
Parenting skills also differ. Some are very innovative and caring while others
are firm and total disciplinarian. It is important to also know that a parenting skill
that works for one child may not work for another as every child is unique, and
moods and situations change on daily basis. You don’t have to worry. Parenting
skills do take time and are not developed and/or enhanced overnight. As your child
grows, you also grow in dealing with them. However, there are some parenting
skills that are very crucial in an effective and good parenting. They include:
 SELF CONTROL
Showing self-control before a child does two different things: It shows a child
how to manage their emotions and act accordingly; It protects a child from possible
abuse that occurs when short-tempered emotions drive a parent’s actions. By
learning to control your personal behaviors, you are already giving the child the
tools they need to ascend to a responsible adulthood.
 FOCUS
With lots of distractions in our world of today, parenting a child requires
focus. As a parent, we need to pay attention to our children, know their
whereabouts, address their needs, wants and also assure their safety. By so doing,
we can recognize those things that ought to be done to effectively raise them.
 YOU MUST BE INVOLVED
Parenting is a social behavior, and the most significant social interaction you
can have is with your child. Be involved with their life, know their friends and talk
to them on daily basis. Doing this in a positive way makes the child understand that
you truly care about them. Although teenagers, in particular may dislike your
interference, but do not stop. Always tell them that love them and that your
interest in everything they do is your parental responsibility. By developing the
above important parenting skills, you can adapt your unique parentin g approach to
every child.

2.7. Duties and Responsibilities of Parents

The following outline provides eight essential responsibilities that parents must
adhere to in order to foster their child's physical and/or emotional well-being:

 Provide an environment that is SAFE.

o Keep your child free from physical, sexual, and emotional abuse.
o Keep unsafe objects locked up or out of reach of your child.
o Get to know your child's caregivers (get references or background
checks).
o Correct any potential dangers around the house.
 Provide your child with BASIC NEEDS.
o Water

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 o Plenty of nutritious foods
o Shelter
o A warm bed with sheets, blankets, and a pillow
o Medical care as needed/Medicine when ill
o Clothing that is appropriate for the weather conditions
o Space (a place where he or she can go to be alone)
 Provide your child with SELF-ESTEEM NEEDS.
o Accept your child's uniqueness and respect his or her individuality.
o Encourage (don't push) your child to participate in a club, activity, or
sport.
o Notice and acknowledge your child's achievements and pro-social
behavior.
o Encourage proper hygiene (to look good is to feel good, or so they say!).
o Set expectations for your child that is realistic and age-appropriate.
o Use your child's misbehavior as a time to teach, not to criticize or ridicule.
 Teach your child MORALS and VALUES.
o Honesty
o Respect
o Responsibility
o Compassion
o Patience
o Forgiveness
Generosity
 Develop MUTUAL RESPECT with your child.
o Use respectful language
o Respect his or her feelings
o Respect his or her opinions
o Respect his or her privacy
o Respect his or her individuality
 Provide DISCIPLINE which is effective and appropriate.
o Structured
o Consistent
o Predictable
o Fair
 Involve yourself in your child's EDUCATION.
o Communicate regularly with your child's teacher(s)
o Make sure that your child is completing his or her homework each night.
o Assist your child with his or her homework, but don't DO the homework.
o Talk to your child each day about school (what is being studied, any
interesting events, etc.).
o Recognize and acknowledge your child's academic achievements.
 Get to KNOW YOUR CHILD.
o Spend quality time together.

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 o Be approachable to your child.
o Ask questions.
o Communicate. Communicate. Communicate.

Exercises:

1. What does family planning do?

2. How Filipino parents raise their child?
3. As a student, what do you think is the hardest thing about raising children?
4. In what way a family planning can help our country?
5. What is the most important role of parents in society?

Topic 3: Leadership

LEARNING OBJECTIVES:

At the end of this topic, the students are expected to:

1. Define leadership.
2. Explain the role of a leader.
3. Elaborate the types and traits of a leader.

NOTES:

3.1. Introduction

Leadership can be defined as one’s ability to influence and motivate others to

bring the best out in them. It focuses on encouraging individuals to add more to the
overall effectiveness of an organization.
Leadership is often defined as a process wherein an individual, influences and
encourages others to achieve the organizational objectives and directs the
organization so that it becomes more coherent and cohesive to work.
Moreover, a person who can bring out the change is the one who possesses
the ability to be a leader. A good leader is the one who always looks out after
others before himself and is proactive. Proactive refers to a leader’s tendency of
being three steps ahead of others, thinking of all the possibilities of a scenario.
Leadership is all about developing people, in turn helping them to reach their
maximum potential. In the simplest of terms, Leadership is an art of motivating the
people to help achieve a common goal.

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 3.2. Functions of Leadership

Leadership is an essential component required where a group of people are working to

achieve the common goal.

Here are seven functions a leader needs to perform:

1. Setting goals
A leader's most important function is to set goals for team members to
encourage them to work confidently and enthusiastically. They also then
make strategies to achieve those goals. Their motive is to create a roadmap
for their team members to how to direct them on the right path and help
them achieve the set goals.
2. Organizing
A leader's other important function is to organize the group of people
into a task which they can perform effectively. They should know how to
assign the roles to the individuals as per their ability to bring out the best
from them. Thus, this function is vital to increase the team's and individual's
productivity.
3. Take initiatives
One of the important functions of leaders is to take initiatives in the
team's interest or the organization. Leaders should be confident to share
their new ideas and also encourage others to do the same. They should also
ensure that each individual in the group feels comfortable sharing their
innovative ideas with them.
4. Cooperation among employees
Leaders have to work to align the interests of the individuals with the
organization. A leader's approach plays a vital role in doing the same. They
have to ensure the individuals of the group voluntarily cooperate to work
towards the common objectives.
5. Motivation and direction
Motivating and showing the right direction to the team or the
individual is the primary function of the leader. They need to motivate the
team members to work towards achieving their goals and guide them when
they face difficulties during working in that direction. They also constantly
encourage them by appraising their work and supporting them when
required.

3.3. Types of Leadership

The total pattern of leaders’ actions as perceived by their subordinate is called

leadership style. It represents the leaders’ philosophy, skills and attitudes in
practice.

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Positive and Negative Leaders
1. Autocratic or Authoritarian leadership
An autocratic leader centralizes power and decision-making in himself. He
gives orders, assigns tasks and duties without consulting the employees. The leader
takes full authority and assumes full responsibility.
Autocratic leadership is negative, based on threats and punishment.
Subordinates act as he directs. He neither cares for their opinions nor permits them
to influence the decision. He believes that because of his authority he alone can
decide what is best in a given situation.

2. Democratic or Participative leadership

Participative or democratic leaders decentralize authority. It is characterized
by consultation with the subordinates and their participation in the formulation of
plans and policies. He encourages participation in decision-making.
He leads the subordinates mainly through persuasion and example rather
than fear and force. Sometimes the leader serves as a moderator of the ideas and
suggestions from his group.

3. The Laissez-faire or Free-rein leadership

Free-rein leaders avoid power and responsibility. The laissez-faire or non-
interfering type of leader passes on the responsibility for decision-making to his
subordinates and takes a minimum of initiative in administration. He gives no
direction and allows the group to establish its own goals and work out its own
problems.
The leader plays only a minor role. His idea is that each member of the group
when left to himself will put forth his best effort and the maximum results can be
achieved in this way. The leader acts as an umpire. But as no direction or control is
exercised over the people, the organization is likely to flounder.

4. Paternalistic leadership
Under this management style the leader assumes that his function is fatherly
or paternal. Paternalism means papa knows best. The relationship between the
leader and his group is the same as the relationship between the head of the family
and the members of the family. The leader guides and protects his subordinates as
members of his family.

3.4. Traits and Characteristics of a Leader

You’ve probably heard the expression “born leader.” The phrase implies that
the qualities that make a good leader are innate—you’re either born with the skills
it takes to be a leader, or you’re not .

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Five Qualities of Effective Leaders

1. They are self-aware and prioritize personal development.

Effective leaders focus on developing their emotional intelligence. Leaders
that work to refine this quality are more adaptive, resilient, and accepting of
feedback from others. They are also effective listeners and open to change.
2. They focus on developing others.
This leadership quality builds on the principles of the situational leadership
theory, which suggests that effective leaders adapt to whether an individual or
group is ready, willing, and able to take specific action. Delegating, coaching, and
mentoring are important tasks for situational leadership
3. They encourage strategic thinking, innovation, and action.
As a leader, you have to look forward. You have to think about where the
organization is going. Leaders must consider internal organizational factors, as well
as external factors, when making strategic decisions.
4. They are ethical and civic-minded.
Strong leaders consider the ethical consequences of the decisions that they
make.
5. They practice effective cross-cultural communication.
Respected leaders are able to clearly communicate with individuals, business
units, the entire company, and to stakeholders outside the organization. In an
increasingly global economy, leaders must also acknowledge and respect different
communication traditions.

Exercises:

1. What makes an effective leader?

2. What do think is/are the difficulty of being a leader?
3. Do you have to be smart to be a leader?
4. Describe a time when you disagreed with someone in a leadership position.
What did you do?
5. How can a leader fail? Give an example of that.

References:
https://www.makatimed.net.ph/news-and-exhibits/news/responsible-parenthood-
18-family-planning-methods-you-should-know-about
https://www.publichealth.com.ng/10-qualities-of-a-good-first-aider/
https://www.northeastern.edu/graduate/blog/top-5-leadership-qualities/

END OF FINALS MODULE

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