Nature of Self and Self-Awareness

 knowing your motivation, preferences, personality and understanding how these

factors influence your judgment, decisions and interactions with other people

 comprises the feelings and thoughts, interests, strengths and limitations, values,
skills, goals, abilities, leadership orientation and preferred communication style.

 starting point for effectiveness at work

 As John Maxwell said, “I have to know me to grow me.”

The benefits of self-awareness are:
 Understanding yourself in relation to others.
 Developing and implementing a sound self-improvement program.
 Setting appropriate life and career goals.
 Developing relationship with others.
 Understanding the value of diversity.
 Managing others effectively.
 Increasing productivity.
 Increasing your ability to contribute to organizations, your community and family.

How to Gain Self-awareness Self-analysis

 the examination of oneself after experiencing a particular situation or event

 requires a person to reflect on the negative impact that may have influence
behaviors, attitudes, thoughts or interactions.

Self-discovery
 process of forming an accurate, realistic view of yourself which is necessary to
take charge of your future

 Six components of the process of self- discovery which comprise of the

following:
a. Characteristics – it pertains to your qualities.
b. Interest – it is what you enjoy doing.
c. Aptitudes – what are you good at.
d. Values – things that are important to you.
e. Needs – what do you need to have a satisfying life.
 f. Choices – it pertains to your priorities.

Behavior
 defined as the way we carry ourselves – the way in which we act.

 influenced by our feelings, judgements, beliefs, motivations, needs, experiences,

and opinion of others

 Patterns of behavior develop through our reactions to events and actions over a
period of time.

 Four components of behavior

1. Motivation – is what makes you act in order to gain satisfaction. It could be intrinsic
or extrinsic in nature. Having been aware of your core drivers, those things that motivate you –
positively and negatively – can help you understand the roots of your behavior and make
adjustment as necessary to modify your behavior.
2. Modes of thinking –is the way your brain process the information it receives and
make judgement. You may process the information through reflective thinking and out loud
talking. How you take in and make sense of information can help you understand how you make
judgements and decisions.
3. Modes of acting – is the course of action that you apply in a given situation. It is
how you react with respect to stimuli, events, news, people, thoughts and feelings. Knowing
your mode of acting can help you choose alternatives when situation arise.
4. Modes of interacting – is the way you communicate and share ideas, opinions
and feelings with others. Whom or what are you comfortable with? Knowing your
preference of interaction can help you deal with your environment effectively and
productively.

Importance of Self- awareness

Knowing yourself better can
help you understand why you view
yourself as you do. The better you
understand yourself, the better you
can work well with others. Self-
awareness can help you identify
your potentials and improve your
weaknesses.
The Johari Window has four quadrants that represents oneself. These are:
Quadrant 1. The Open Self. The area of free activity, or open area. This refers to what you and
others know about you.
Quadrant 2. The Blind Self. The blind area refers to your description based from others
assessment which you are completely unaware.
Quadrant 3. The Hidden Self. The hidden area refers to the things that we want to be kept
hidden to others.
Quadrant 4. The Unknown Self. This is the part of ourselves which neither you nor others
know. As times go by and in different situation, we may realize that these characteristics are
existing and are actually influencing us.
Values
 defined as a principle or belief that a person prizes and publicly affirms with conviction,
acts on consistently, and chooses from among the alternatives. Values are shaped
through school, work place, religious affiliation, mass media and the person’s upbringing
from the family and friends.
Values formation is a continuous process. It may be divided into three categories which
comprised the following:
 Choosing. Values must be chosen freely. The person makes a free choice and is totally
accountable for the choice he makes. It must be chosen from alternatives, hence, if there
are no alternatives, there would be no free choice, so the person must face squarely the
situation. A choice which are made impulsively, without thought, would not constitute a
valuing process.

 Prizing. A value that has been chosen should be prized and cherished. It should
be affirmed and the person should admit it publicly.

 Acting. Values should be reflected by our actions. There must be commitment –

in- action which would change one’s behavior.
Values may be classified in terms of the following:
Personal Values – self- respect, health, privacy, peace of mind, independence

Family Values – close family ties, family happiness

Spiritual Values – religious commitment, personal relationship with God
Work Values – competence in the workplace, industry, resourcefulness
Career Values – personal growth, professional advancement
Social and Humanitarian Values – service to others, patriotism and nationalism
Cultural Values – utangnaloob, pakikisama, giving high regard to authorities

Personal Development Plans

  a plan designed to achieve your personal and professional goals considering a
priority. It is based on the “HOW” and the tools to use. It is NOT a career plan
oriented to progress on a hierarchy or salary related.

Roots of Filipino Character

The strengths and weaknesses of Filipino character was influenced by the following
factors as identifies by Shahani (1993) which comprised:
1. Family and home environment - Filipinos are known to have a very close family tie. Parents
believe on the notion that the more children they will have, the bigger the chance they can
alleviate their life from poverty. Child rearing is also encouraged by the church, however, as the
condition of living becomes harder, Filipinos are now practicing family planning to control the
population. Too much closeness of the family leads to high nurturance, over- protecting and low-
discipline.
2. Social Environment - The social environment of the Filipino is characterized by a feudal
structure with great gaps between the rich minority and the poor majority.
3. Culture and language – Language and culture cannot be separated. As an archipelago, the
Philippines has a very rich cultural structure, beliefs, dialects and traditions that are both
beneficial and challenging at times.
4. History – We are the product of our colonial history, which is regarded by many as the
culprit behind our lack of nationalism and our colonial mentality. Colonialism developed a mind-
set in the Filipino which encouraged us to think of the colonial power as superior and more
powerful.
5. Educational system- Aside from the problems inherent in the use of a foreign language in our
educational system, the educational system leads to other problems for us as a people. The lack
of suitable local textbooks and dependence on foreign textbooks, particularly in the higher school
levels.
6. Religion – Religion is the root of Filipino optimism and its capacity to accept life's hardships.
However, religion also instills in the Filipino attitudes of resignation and a preoccupation with
the afterlife. We become vulnerable also to being victimized by opportunism, oppression,
exploitation, and superstition.
7. Economic environment- Many Filipino traits are rooted in the poverty and hard life that is
the lot of most Filipinos. Our difficulties drive us to take risks, impel us to work very hard, and
develop in us the ability to survive.
8. Political environment – The Philippine political environment is characterized by a
centralization of power. Political power and authority is concentrated in the hands of the elite and
the participation of most Filipinos often is limited to voting in elections.
9. Mass media - It is the primary means of communication used to reach the vast majority of the
general public.
10. Leadership and Role Model - Filipinos look up to their leaders as role models. Political
leaders are the main models, but all other leaders serve as role models as well. Thus, when our
leaders violate the law or show themselves to be self-serving and driven by personal interest--
when there is lack of public accountability--there is a negative impact on the Filipino.

Filipino Character
1. Pakikisama – Is giving to the will of the bulk merely so to acquire along with everybody and
avoid marks of struggle.
2. Bahalana Attitude – Leaving matters/ things as they are because nature will take it class.
3. Bayanihan or Team Spirit – This is the Filipino value of chumminess or assisting one
another in clip of demands.
4. UtangnaLoob or Reciprocity/ Debt of Gratitude – Portrays our true individuality based on
concern and response to others particularly in our pattern of pagpapakatao and pakikipagkapwa –
tao.
5. Bukas-loobnaPagtanggap or Hospitality – It is a welcoming attitude which is a strong
Filipino trait where they open their Black Marias to aliens and visitants and offer them the best in
their places.
6. Gulong ng Palad – Life’s ups and downs.
7. Tsamba – Undeserved success brought about by fortune.
8.Tadhana – Decried by destiny.
9. Swerte or Buenas – Good fortune.

10. Faith and Religiosity – Faith in God and having a high regard to religious institution and
doctrine.

Nationalism and Patriotism Program and

Good Citizenship

Nationalism
 means love, care for, preservation and patronage of one’s native land and
everything in it—the country of birth of a national, whether it be Filipino or
otherwise.

 an attitude of mind that values and places the welfare of the country over that all
of others.

Patriotism
  the willingness and determination to lay down one’s life for the fatherland— the
constant resolve to sacrifice one’s life and limb for the preservation of the State.
 the total realization of that love for the country, which is nationalism

The Filipino Civic Code General

1. Faith in Divine Providence – guides the destinies of men.
2. Patriotism – love of country.
3. Love of fellowmen – love fellowmen as brother or companion in life’s journey.
4. Respect for Parents and Elders – Honor your parents and elders, serve them dutifully.
5. Reverence for heroes – venerate the memories of nation’s heroes.

Individual
1. Honor – value your honor as you value your life.
2. Devotion to truth – being truthful and honest
3. Fortitude – bear suffering with fortitude.
4. Self – reliance – confidence in your own capability
5. Humility – accepting your faults and weaknesses
6. Self- Control – controlling your temper
7. Frugality – living within your means.
8. Purposeful Living – always live with honorable purpose
9. Perseverance – being persistent
10. Punctuality – doing work on time
11. Cleanliness – cleanliness in mind, heart, words, spirit
12. Appreciation of the Beautiful – learning to appreciate beauty in nature or art

Social
1. Industry – being productive.
2. Interest in Education – developing faculties through study without departing from the
path of virtue.
3. Respect for Law and Authority – always obey the laws and rules of the land
4. Sense of Duty and Responsibility – contribute to the common good.
 5. Justice and Righteousness – striving to be fair and just
6. Civic Courage – vigilant against oppression or injustice
7. Judicious Imitation – internalize good customs and practices
8. Sportsmanship – observe rules of sportsmanship in any field.
9. Good Breeding – treat everybody with courtesy.
10. Tolerance – respect the opinions, beliefs and ways of others.

Filipino Citizens’ Loyalty

Filipinos may differ in their physique but are bound by their love
for the country. They are proud of their heritage and also to belong to a
race of people known for their courage and love of freedom.

Loyalty must be inspired by the respect and faith in the cause to

which we subscribe. It is based on love for country, respect for superiors,
belief in the cause and principle, reverence for national symbols and
loyalty to one’s word of honor.

Good Citizenship Values based on 1987

Constitution
The Patriotic Oath (PanatangMakabayan) tells it all.
1. Pagkamaka- Diyos– Faith in the Almighty, respect for life,
order, work, concern for the family and future generations.
2. Pagkamaka- Tao – Love, freedom, peace, truth, justice.
3. Pagkamaka – Bayan – Unity, equality, respect for law and
government, patriotism, promotion of the Common Good.
4. Pagkamaka- kalikasan– concern for the environment.

Concepts and Elements of Volunteerism

Volunteer Act of 2007 or RA 9418
 it is the intend of the law to promote the participation of the
various sectors of the Filipino society, and as necessary,
international and foreign volunteer organizations in public and
civic affairs, and adopt and strengthen the practice of
volunteerism as a strategy in order to attain national development
and international understanding

Volunteerism
 refers to an act involving a wide range of activities, including
traditional forms of mutual aid and developmental interventions
 that provides an enabling and empowering environment both on
the part of the beneficiary receiving and the volunteer rendering
the act, undertaken for reasons arising from socio-developmental,
business or corporate orientation, commitment or conviction for
the attainment of the public good and where monetary and other
incentives or reward are not the primary motivating factors

Volunteering
 giving, contributing and helping other individuals and the
community
 means working with others to make a meaningful contribution to a
better community
Volunteer
 refers to an individual or group who for reasons arising from
their socio- developmental, business and corporate orientation,
commitment or conviction, contribute time, service and
resources whether on full-time or part time basis to a just and
essential social development cause, mission or endeavor in the
belief that their activity is mutually meaningful and beneficial
to public interest as well as to themselves

Volunteer Service Organization

 refers to a local or foreign group that recruits, trains, deploys
and supports volunteer workers to programs and projects
implemented by them or by other organizations or any group
that provides services and resources, including but not limited
to, information, capability building, advocacy and networking
for the attainment of common good. (Source: RA No. 9418)

Community Volunteering
 the way in which a group of individuals from a community partake
in social, charitable and environmental activities on a voluntary
basis

Importance and benefits of Volunteerism

 helps counteract the effects of stress, anger, and anxiety
 can have a profound effect on one’s psychological well-being
 increases self-confidence
  provide a healthy boost to your self-confidence, self-esteem, and life satisfaction
 It provides a natural sense of accomplishment when doing good
for others and the community
 can also give a sense of pride and identity

Some Tips on Volunteerism

 Get involved in doing direct hands-on service like caring for the sick
and the dying, or even street kids at a community shelter.
 If you have talent in public relations, you may want to conceptualize
and implement fund- raising projects to support the cause you have
chosen. What is important is to immerse yourself first until you find
that unique role where you can contribute.
 Make a self-inventory from time to time and evaluate your own
efforts. In what areas have you contributed so far? In what other ways
can you serve? This will definitely lead to getting to know yourself
deeply.
 Cultivate your potential to be more effective as a volunteer worker.
Every gift or talent you possess has a potential receiver.
 For more encouragement, call on others to work with you. Get others
involved – your family, friends and even those you do not know but
may have the same desire to serve as you do.
 Be creative. Think of different ways to serve.

TIPS for Youth Volunteers

1. Choose a job that interest you
 Pick a volunteer job that enjoy or one where you can do
something important to you and more fulfilling.
 Choose what kind of job would be right for you
2. Be realistic about your time
 Figure out how much time you have, when you are available.
 It is a good idea to start with small commitment.
3. Consider transportation
 Your volunteer job needs a transportation to get there. Do you
plan to walk? Drive? Take bus? etc.
4. Explore your options
 Find organization that will take you as volunteer in the community project.
 The more people you ask; the more options you’re going to have.
5. Call some organizations
 Call up some organizations that are interesting. Tell them that
you want to join as volunteer implementers.
 Introduce yourself telling yourself that you are interested in
learning about volunteer opportunities.
6. Check things out first
 You are not obligated to work at an organization just because you call up.
 You should see the place first before you make a commitment.
7. Make a decision
  After you visit an organization, decide whether you want to work there. If you do
set up a date and time to start.

What do you want from Volunteering?

Here are eight (8) of the things people frequently say they hope to get from volunteering:

1. A chance to make a difference

2. A chance to use a skill or talent
3. Professional experience or contacts
4. A way to express religious faith
5. A chance to meet people
6. Personal growth and self-esteem
7. A more balanced life
8. A chance to give something back

Here are ten (10) things that will help make your volunteer experience a good one.

1. Make it a commitment
2. Get a job description
3. Ask for feedback
4. Be aware of your own boundaries
5. Create a support system
6. Expect an adjustment
7. Be realistic
8. Pace yourself
9. If it doesn’t work out… “Don’t be a martyr.”
10. Recognize when it’s time to move on

Types of Volunteerism

Service-Based Volunteerism
  provides manpower resources to a social service agency to complement the
practitioners
 Examples: befriending and mentoring, Seniors' Activity Centers and for programs
for youths-at-risk, persons with disabilities (PWD) and caregiver support.

Skills-Based Volunteering
 professionals use their talents, experiences and resources to strengthen the
capabilities of social service agencies
 Examples: medical professionals teaching first aid, teachers teaching out-of-school
youths

Events-Based Volunteering
 Volunteering at one-time activities
 Examples: fundraising events, fun runs or bringing service users for an outreach activity

FIVE categories of volunteer work

1. Formal
 structured and supervised
 long term programs that also involve long term, regular attendance from the
volunteers
 usually have managers or coordinators that recruit, train, supervise, and check
volunteers’ work outcomes
 have a strong emphasis on policies, procedures, and quality management of
services being delivered.
 Example positions: Tour guide or docent, hospital volunteer, or fundraiser for
large charities.
 Sample activities: Greeting visitors, giving directions, serving meals to patients,
printing out and mailing letters.

2. Governance
 provide leadership and direction to an organization
 help in the planning and decision-making involved in various aspects of an
organization’s operations
 Those who fit in this type of work usually have career experience or
advocacy related to the organization’s main focus.
 volunteers often carry high levels of responsibility and accountability,
having specific systems and procedures to follow in terms of transparency
and reporting to stakeholders
 Example positions: Member of the Board of Directors of a not-for-profit,
member of a parish administration board, treasurer for the PTA
 Sample activities: attending regular meetings, taking minutes of the
meeting, basic accounting.
 3. Non-formal
 usually done in local communities in unfunded and unstructured settings.
 Those who join non- formal programs often think of themselves as members
or friends rather than volunteers.
 occurs in a range of settings, but predominantly transpires in local
communities to address specific social needs
 example positions: Guest instructor, member of a neighborhood safety patrol
or street clean-up.
 Sample activities: Teaching arts and crafts, going with a group around the
neighborhood to keep it safe, picking up trash.

4. Social action
 joined together by common advocacy or goal
 can have structure, for example having a coordinator or leader, but some do
not.
 Volunteers do not usually have regular hours of volunteer time. But volunteers
make up for it since they are usually very passionate and motivated about the
cause and work hard towards achieving specific social change.
 Example positions:lobbyist for political groups, campaigner for
environmentalism, advocate for research/studies on a certain illness or disease.
 Sample activities:Attending rallies, talking to people about issues, making
placards, gathering signatures, making phone calls.

5. Project based
 volunteers provide their services for projects that have defined time frames
 This requires volunteers to have specific skills to contribute to clearly defined
goals to be delivered at defined schedules
 Project-based work can exist within a formal program or can be a standalone
project. It can have leaders or coordinators but they are not expected to
manage the volunteers but work with them.
 Example positions: member of a committee planning the anniversary of your
town
 Sample activities: Welcoming visitors, drafting a communications plan,
soliciting advertisers for a commemorative book.

Other Types of volunteering

Internship year or gap year volunteering and volunteerism
 These types of volunteer work are usually geared for students or young people who
want to experience working for a non-profit or for an NGO
 Volunteers are expected to work within a specific time frame during which they
are given the opportunity to experience local culture while providing services like
teaching a language or assisting the organization in various tasks

Online volunteering
  can range from mentoring to helping design websites or assisting in social media
campaigns
Micro volunteering
 consists of small actions done online that support a cause.
 Examples are donating through crowdfunding sites or joining campaigns by
providing your digital signature via email or social media

Four Pillars of the International Year of Volunteers (IYV)

o Recognition
o Facilitation
o Networking
o Promotion

Role of the Youth in Strengthening

Volunteerism
1. Youth volunteerism as an asset for peace and development
2. The contributions of youth volunteerism to peace and security
3. Ownership, Innovation and Influence
4. The role of youth in influencing
5. Addressing drivers of Conflict
6. Fostering Trust and Cohesion
7. Building Networks, Platforms and Relationships Across Groups
8. Prevention and Protection
9. An Enabling Environment for Youth Volunteerism
10. Empowerment
11. Inclusion
12. Volunteerism
13. Support Structures
14. Transforming Governance

Peace Education

Peace - defined as the presence of harmony, understanding, tranquility, social justice,

respect, and tolerance for the enhancement of life.

Peace should be viewed at different levels:

1. Personal level – it refers to the development of inner harmony or inner integration

characterized by such qualities as self-respect, self-confidence, ability to cope with
negative feelings and developing positive attitudes such as cheerfulness and optimism.

2. Interpersonal level – It is manifested by the relationship of an individual with one

 another.

3. Social/national level – This is concerned with addressing issues that affect society and
its social, political, and economic components. For example, addressing the issue of
social injustice such as land grabbing, forest degradation, water pollution, and others that
have a societal impact.

4. Global level – It is similar to the social and national level of peace. Global level peace is
concerned with attaining related issues that have global impact such as unfair trade
relations, racial discrimination, terrorism, environmental degradation and among others.

Peace education is a holistic response as it is concerned with the issues and problems
including militarization, structural violence, human rights, cultural solidarity, environmental
care, and personal peace (Toh, 1997). It promotes understanding, tolerance, and friendship
among all nations, racial, or religious groups. Peace education aims to develop international
understanding and universal unity.

Peace education aims to develop among the students the values of:

1. understanding multi-cultural society;

2. inculcating peace to the youth and promoting peace among nations;
3. resolving conflict peacefully;
4. love for other persons;
5. self-esteem, cooperation, communication, environmental concerns, and multi-cultural
and global awareness; and
6. attaining inner peace.

Peacekeeping- generally involves police or military action and strives to achieve peace through
strength and force.
Peacemaking - involves communication skills like conflict resolution and mediation strategies
for interacting non-violently with others.
Peacebuilding - is a more proactive approach that uses peace education as a means of creating a
more stable and peaceful culture, thereby preventing violent incidents from occurring.

Objectives
1. Appreciate the Concept of Peace
2. Address Fears
3. Provide Information about Security
4. Understand War Behavior
5. Develop Intercultural Understanding
6. Explore the Long-Range View

Strategies to facilitate the progress and integration of peace education in all sectors
involved.

1. Constant dialogue among all sectors, institutions, and agencies on the meaning and
 purpose of peace education, informed by the willingness to learn from the experience
of institutions, NGOs, and community organization which may provide lessons from
their experiences

2. Coordinating the expansion of peace education programs with adequate training and
orientation of decision makers, administrators, citizens, and educators in a holistic
framework

3. Improving coordination mechanisms between government agencies, NGOs, and other

institutions seeking to integrate peace education into their activities

4. Setting up of opportunities for sectoral advocates and educators to dialogue and

explore the relevance of a holistic peace education framework to their specific work.

Role of Schools in Promoting Values of Peace

1. Peaceful pedagogies or strategies in teaching

2. Disarmament education, discourage parents from buying war toys.
3. Avoid sexist education, language curriculum
4. Encourage student’s cooperative/collaborative activities rather than competitive one
5. Encourage students to discuss the roots of conflict so that they can propose alternative
ways of solving them peacefully
6. Encourage students to undertake activities that promote intercultural dialogue to develop
intercultural understanding and tolerance.

Here are 10 ways to include peace in the curriculum or classroom:

1. Start by defining the word “peace” with students. You can ask them what they think it
means; their answers will probably be very enlightening. They are often surprised to
realize that peace can be found many places. It doesn’t just refer to “world peace”. They
can have a hand in creating a peaceful environment wherever they are.

2. Declare the classroom a “peace zone”. Do not tolerate any kind of bullying. Lay down ground
rules at the beginning of the year that are posted for everyone to see. Have all the students agree
to the ground rules (even signing the list of rules) and hold them accountable.

3. Teach conflict resolution skills. One way (that students enjoy very much) is through role-
playing. Choose a time when everyone is together and there are no unresolved conflicts. Role-
play different situations that you notice amongst the children. Talk about peaceful ways to
resolve the conflict. You can define and discuss compromise, taking turns, and listening skills.

4. If you have an annual event, like a poetry recitation, a musical, or other performance,
choose “Peace” as the theme every so often. Challenge the students to find stories,
poems, and songs about peace. They may also want to draw or paint pictures of “peace”
and what it means to them. Again, much insight can be gained by looking into their
responses.
 5. Peace education can vary by age; older students will naturally be able to get into the
history of peace and conflict by studying different countries and cultures. They can
participate at a higher level by researching and writing about peace and peace education.

6. Have students participate in the care of their environment, showing respect for the
materials, pets, plants, and other students.

7. When studying geography, history, culture and other social science courses, emphasize
respect for the diversity of traditions and customs found around the world.

8. Consider having your school named an international peace site.

9. Be a good example. Don’t argue with parents, your spouse, or other teachers in front of
the students. Speak respectfully about other people. Don’t gossip. Show kindness. It can
be easy to forget that students are watching your every move, and learn more from what
you do than what you say.

10. Establish special holidays and rituals for your school or home. These can include joyful
celebrations as well as sad occasions (like the loss of a pet). Everyone can share in the
planning, decorating, and celebrating.

Health: Medical and Dental

Public health - the science and art of preventing disease, prolonging life and promoting
health through the organized efforts
 and informed choices of society, organizations, public and private, communities and
individuals.

There are two distinct characteristics of public health:

1. It deals with preventive rather than curative aspects of health.

2. It deals with population-level, rather than individual-level health issues

Health as "a state of complete physical, mental and social well-being and not merely the
absence of disease or infirmity."[

Environmental health - the branch of public health that is concerned with all aspects of
the natural and built environment that may affect human health; Those aspects of the human body
human health and disease that are determined by factors in the environment. It also refers to the theory
and practice of assessing and controlling factors in the environment that can potentially affect health.

Behavioral health - refers to the reciprocal relationship between human behavior,

individually or socially, and the well-being of the body, mind, and spirit, whether the latter are
considered individually or as an integrated whole

Occupational health and safety - cross-disciplinary area concerned with protecting the
safety, health and welfare of people engaged in work or employment. The goal of all
occupational health and safety programs is to foster a safe work environment.

Dental public health - non-clinical specialty of dentistry. Dental public health is

involved in the assessment of dental health needs and improving the dental health of populations
rather than individuals.
Health Care at Home and in Community

There are ten (10) ways to stay healthy at home with your family.

1. Immunize – Immunization are the best bargain in Health Care. When you immunize, you
prevent illness for your family and help prevent epidemics in your community.
2. Keep moving – Fitness is essential to good health. Exercise makes a huge difference both
in how you and your family feel and what illnesses you get.
3. Eat right – Eating a well-balanced, low-fat diet wholesome food will keep your family
energetic and free of many illnesses.
4. Control Stress – Even with a hectic and hurried lifestyle, your family prevent stress from
undermining their health.
5. Be smoke-free – Smokers who quit gain tremendous health benefits so do people who
avoid second-hand smoke.
6. Avoid drugs and excess alcohol. When you say ‘no’ to drugs and limit what you drink,
you prevent accident and illness and avoid a lot of problem for yourself and family.
7. Put safety First – Safety at home, safety at work, safety at play, Safe driving, firearm
safety, and safe sex will all keep you and your family healthy.
8. Pursue healthy pleasures. Take a nap, relax during meals, play with kid, care for a pet
they all can add to your health.
9. Think well yourself – A good Self-image is the foundation of good health
 10. Promote Peace – Peace on earth begins at home. Seek nonviolent ways of resolving
conflicts at home, at work, and in your community.

Vital Signs

There are four (4) ways to take body temperature:

1. Orally (in the mouth)
2. Rectally (in the anus)
3. Axillary (under the armpit)
4. Using an electronic oral or ear thermometer or temperature strip

1. Oral temperatures are recommended for adults and children ages six years and older.

2. Rectal temperatures are recommended for children younger than six years or anyone
who cannot hold the thermometer in the mouth. Use only a rectal thermometer for this
procedure.

3. Axillary temperatures are less accurate and about 0.60C or 10F lower than oral.

4. Electronic thermometers are convenient and easy to use. They are quite accurate but
some are expensive.

Taking a Pulse Rate

The pulse is the rate at which a person’s heart is beating. As the heart forces blood
through the body, a throbbing sensation can be felt in the arteries whenever they come close to
the skin surfaces. The pulse can be taken at the wrist, neck or upper arm.

Measuring Blood Pressure

Blood pressure is the force of the arteries. The pressure when the heart beats is called the
systolic pressure (the first number in blood pressure readings). The pressure between the beats,
when the heart is at rest is called diastolic pressure.

Family Planning
Family planning is having the number of children you want, if you are raising a family.
Different partners have different reasons for wanting to limit the size of their family.

Husbands and wives should decide together and share responsibility for the method/s that
they may adopt. Difference ineffectiveness, safety, convenience, availability and cost should be
considered in choosing and using a birth control method.

Birth Control Methods

1. The “pill method” is one of the most effective methods for avoiding pregnancy. This
should be given by health workers, midwifes, or other trained medical professionals. The
pills usually come in packets of 21 to 28 tablets. They are less expensive depending on
the brand.

2. The condom is a narrow rubber or latex bag that the man wears on his penis while having
 sex. Usually, it works in preventing pregnancy. It also helps prevent the spread of
venereal diseases, but it is not a complete safeguard.

3. The diaphragm is a shallow cup made of soft rubber that a woman wears in her vagina
while having sexual intercourse. It should be left inside her for at least six hours
afterwards. It should be used together with a contraceptive cream or jelly. Check the
diaphragm regularly for holes and get new one each year. This is not expensive method.
4. The contraceptive foam comes in a tube or can. The woman puts inside her vagina with a
special applicator.
5. The intrauterine device (IUD) is a plastic (or metal) object that a specially-trained health
worker or midwife places inside the womb.
6. The rhythm method is not very sure to prevent pregnancy, but it does not cost anything.
This method is effective to women with regular menstrual cycle or regular period which
comes more or less once every 28 days. Usually, women have a chance of becoming
pregnant only during eight days of her monthly cycle – her fertile days.
7. The mucus method is a variation of the rhythm method that is espoused by some religious
groups. It works fairly well for some people. It is not considered to be very effective but
is cost nothing to practice it every day. During her period, the woman should take a little
mucus from her vagina with a clean finger. Then, she has to examine the mucus by
making it stretch between her thumb and forefinger.
8. Withdrawal or pulling out is a method in which the man pulls his penis out of the woman
before the sperm comes out. This is disturbing to the couple and does not always work,
because some sperm cells escape or often leak out ahead of time, which can cause
pregnancy.

HIV Infection and AIDS

1. AIDS (acquired immune deficiency syndrome) is caused by the human

immunodeficiency virus (HIV). HIV destroys the human immune system, which makes
it impossible for the body to fight off diseases or even minor illnesses. AIDS is the last
phase in the HIV disease when the body is unable to fight a disease or infection.
2. A person is said to be HIV-positive if antibodies to the virus are detected in his/her blood.
It may take up t six months after infection for antibodies to appear. Someone who is
HIV-positive may appear to be healthy for ten years or longer before symptoms of AIDS
develop.
3. HIV is not spread by getting bitten by mosquitoes, from toilets, being coughed on by an
infected person, or having casual contact with someone who is HIV-positive or who has
AIDS.
4. HIV is spread only when blood, semen, or vaginal fluids from an infected person enters
someone else’s body. The specific behaviors that spread HIV include:
 Sharing injection needles and syringes with someone who is HIV-positive.
 Unprotected (without a condom) rectal entry intercourse (anal sex) with someone
who is HIV-positive.
 Unprotected vaginal or oral sexual activity with someone who is HIV-positive.
 Babies born to or breastfed by women who are HIV-positive are also high risk of
contracting the virus.
5. Being touched, hugged, or lightly kissed by someone who is HIV-positive will not
transfer the virus.
Prevention
 Practice monogamy or sexual abstinence
1. If you are beginning a sexual relationship, take time before having sex talk about HIV
and other sexually transmitted diseases (STDs). Find out if your partner has been exposed
to or infected by STDs, or if your partner’s behavior puts him or her at risk for HIV
infection. Remember that is it possible to be infected without knowing it.
2. Use condoms with any new partner until you are certain that the person does not have any
sexually transmitted disease and you are certain that neither of you will have unprotected
sexual contact with anyone else while your relationship lasts.

Entrepreneurship

Entrepreneur - the one who organizes, manages and assumes the risk of a business/enterprise or
community business.

Characteristics of entrepreneur:

 self-confident

 optimistic

 dynamic leader

 creative, innovative, versatile, flexible and receptive to the changes in their dealing
with the environment

 initiative and resourceful

An entrepreneur is also:
 Aggressive Industrious
 Competitive Innovative
 Customer-Oriented Optimistic
 Determined Patient
 Discipline Productive
 Efficient Reputable
 Enthusiastic Resilient
 Energetic Resourceful
  Flexible Self-Confident
 Happy Self-Motivated
 Hardworking Self-Reliant
 Healthy Tactful
 Helpful Tenacious
 Humble Versatile
 Trustworthy Thrifty
Visionary
Entrepreneurship - the capacity for innovation, investment and expansion in new market,
products and techniques.

Stages of Community-Based Enterprises Growth ( Revita-Arriola et.al 1996)

First Stage: Augmenting income and setting the stage for enterprise creation. This
involves interventions that aim to promote self-reliance; enabling beneficiaries of
program to start becoming participants who can shape their own future.

Second Stage: Promoting the growth of community based enterprise. This answer the
need for greater and multiplies effects of livelihood programs and project. This is a
crucial to organized group of poor people engaged in business to increase to stabilize and
start the business operations. The second stage has following sets of interventions.

 Strengthening of organization as business undertaking, through training and

organizational development, etc.

 Financial intermediation. This is concerned with the financing schemes and

other training interventions package of assistance to build the organizations’
capacity to engage in business undertakings.

 Entrepreneurship development, produce development and promotion.

This set of interventions aims to upgrade entrepreneurial skill of those who will
be directly involved in managing the business. This will include training and consulting
services on entrepreneurship, technology transfer and linkages, etc.

Third Stage: The final stage is mainstreaming of Community based enterprises.

Mainstreaming is the crucial stage for development organizations. This is a process of
self-reliance based on internally achieved stability.

This is when the community-based enterprises become mature, self-reliant and

dynamic business enterprises. The third stage has the following sets of interventions:

 Upgrading of leadership and management skills

 Development of capital markets
 Market and Product Diversification
 Divestment of processing center
 Magna Carta for Small Enterprises: Primer
R.A. 6977, otherwise known as the Magna Carta for Small Enterprises is an Act
to promote, develop, and assist small and medium enterprises through the creation of a
Small and Medium Enterprise Development Council and establishment of a Small
Business Guarantee and Finance Corporation, the mandatory allocation of credit
resources to small enterprises and the rationalization of government assistance program
and agencies concerned of the development of SMEs.

Small-Medium Enterprises Skill Training Program - program provides a continuing training of

would-be small and medium business entrepreneurs to improve and develop the production
processes and conduct forum for exchange of experience among small and medium entrepreneur
with expert and consultants from private and government agencies.

Determinants of Successful Entrepreneurship (Feliciano R. Fajardo, 1994)

The entrepreneur must have the following Managerial skills for him/her to
succeed in business enterprise.

 Ability to conceptualize and plan

 Ability to manage others
 Ability to manage time and to learn
 Ability to adopt to change

Recreation and Other Social Welfare Concerns

Physical Activities as Recreation
Values of Recreation
1. Psychological aspects – recreation has been recognized as an important tool in the
prevention of mental illness and in the rehabilitation of mentally ill patients.

2. Physical aspects – recreation in the form of sports, games, and moderately

strenuous outdoor pastimes can make an important contribution to the physical
well-being.

3. Social aspects – recreation can provide the opportunity for group experiences that
meet fundamental human needs

Discontinuous Sports
Most game sports such a basketball, volleyball, and tennis are discontinuous sorts.
During the paly, the intensity of exercise varies: one moment you are sprinting for the ball, the
next moment you are standing still. The fitness benefits from these on/off style exercise are not
comparable to those of continuous sports.

Continuous Sports
Continuous sport is one that demands steady, continual muscular action. Running,
cycling, and swimming are prime example. These sports are very time-efficient where
expending 300 calories may take only 20-30 minutes. The main advantage of continuous sports
is the control of exercise intensity.

Organizing Sport Tournament in the Community

There is a lot of fun and challenges in organizing and sponsoring a sport competition in
the community level. Coordination with the barangay chairperson must be properly negotiated
and established. Organizing basketball team and volleyball teams of out-of- and in—school
youth, and adults is not so difficult since there are existing teams already organized in the
community.

Social Welfare

Social welfare programs were created to organize resources and focus attention on
specific problem areas or to help prevent the deterioration of conditions necessary for the
successful functioning of individuals, families and communities.

Developmental social welfare is a pro poor strategy which strives to promote a welfare
system that facilitates the development of human capacity and self-reliance within a caring and
enabling socio-economic environment.

Social welfare program, any of a variety of governmental programs designed to protect

citizens from the economic risks and insecurities of life. The most common types of programs
provide benefits to the elderly or retired, the sick or invalid, dependent survivors, mothers, the
unemployed, the work-injured, and families. Methods of financing and administration and the
scope of coverage and benefits vary widely among countries.

Social Welfare System

A social welfare system provides assistance to individuals and families in need. The types
and amount of welfare available to individuals and families vary depending on the country. The
benefits that an individual or family receives as part of a social welfare system will vary by state,
as will the eligibility requirements.

Social welfare systems provide assistance to individuals and families through programs
such as health care, food stamps, unemployment compensation, housing assistance, and child
care assistance. In the Philippines, a barangay health worker or social service worker is assigned
to each individual or family applying for benefits to determine and confirm the applicant's needs.

Benefits of Social Welfare Systems

 Available benefits usually (in the forms of cash and other services) here in the
Philippines generally cover assistance for food, housing, child care, and medical
care. These funds may be used for cash assistance, allowing a household to spend
the funds as it deems necessary to meet its needs and obligations.
 housing benefits go beyond locating suitable and affordable properties and
providing housing cost assistance
 Benefits around health and nutrition can include access to affordable medical care.
Food and nutrition programs may supply funds, to provide easier access to basic needs like food
in general. Additional nutritional assistance through the Women, Infants and Children (WIC)
program provides food-specific benefits to ensure pregnant women and young children have
access to healthy food options to promote growth and development.
  disaster relief assistance, educational assistance, agricultural loans, and services
specifically for veterans.

Emergency Response Training

Emergency Medical Services – This is a system consists of a team of health care professionals,
who, in each area of jurisdiction, are responsible for and provide emergency care and
transportation to the sick and injured.

Levels of Training for Emergency Medical Services

1. Emergency Medical Responder (EMR)
2. Emergency Medical Technician (EMT)
3. Advanced Emergency Medical Technician (AEMT)
4. Paramedics

Components of the EMS System

1. Access – easy access in an emergency is essential.
2. Communication – information provided by a caller.
3. Human Resources – concept is to encourage the EMS system that provides an
environment where talented people want to work and turn their passion into a rewarding
career.
4. Medical direction and control – each EMS must have a medical director.
5. Legislation and regulation – EMT practices must conform to the EMS legislation, rules,
regulations, and guidelines adopted by each country.
6. Integration of health services – Pre-hospital care that is being administer is coordinated
with the care administered at the hospital.
7. Evaluation – it is needed to determine ways to limit or eliminate human error.
8. Information system – allows EMS providers to document the care that has been done.
9. System finance – all EMS departments need funding system that allows them to continue
to provide care.
10. Education system – the instructors who are responsible for coordinating and teaching the
EMT course and continuing education courses are approved and licensed by the country.
11. Prevention and public education – prevention and public education are aspects on EMS
where the focus is on public health.
12. EMS research – tools and techniques that EMS providers use are borrowed from the other
health care setting without ant research proving their effectiveness.

The STAR of LIFE

1. Early detection
2. Early reporting
3. Early response
4. On scene care
5. Care in transit
6. Transfer to definitive care
 Source:pinterest.com

Roles and responsibilities of the EM Responders and Technicians

1. Personal safety
2. Patient assessment
3. Lifting and moving patient safely
4. Transport and transfer of care
5. Record keeping/data collection
6. Patient advocacy/confidentiality

First Aid Safety Guides and Measures

1. Animal Bites

Snakebites
First aid
 Get victim away from the snake. Snakes have known to bite more than once.
 Keep the victim quite. Do not allow victim to increase the heartbeat rate – if
possible, carry a victim during transportation. If alone, walk very slowly to help.
 Gently wash bitten area with soap and water.
 Quickly transport all snakebite victims to a medical facility for antivenin (must be
given within hours)
 Do not apply cold on a snakebite.
 Do not use electric shock on a snakebite.
 Do not apply a tourniquet.
 Do not cut since damage to underlying structure (i.e., blood vessels, tendons and
nerves) can result.
 Do not use suction.

Spider Bites
First aid
 If possible, catch the spider to confirm its identity. Even the body is crushed, save
it for identification.
 Clean bitten area with soap and water or alcohol.
 Place an ice pack over the bite to relieve the pain.
 Keep the victim quiet and monitor the airways, breathing and circulation (ABCs).
 Seek immediate medical attention. An antivenin for black widow bites is
available.

Scorpion Sting –
First aid
 Monitor the ABCs.
 Clean the sting site with soap or ribbing alcohol.
 Apply an ice pack over the sting site.

2. Burns
First degree burns – It involves only the outer layer of the skin. The skin is dry, painful,
and sensitive to touch. Cold water from most faucets is usually cold enough. Ice is not
needed. The time recommended for cold applications varies from 10 minutes to 30
 minutes or until the pain does not recur after cold is stopped. Frostbite can happen when
excessive cold is used.
First aid
 Do not apply ice directly to the burn area
 Protect the skin by wrapping the ice in a cloth.
Second degree burns – (small area) Its involves several layers of skin. The skin
becomes swollen, puffy, weepy or blistered.
Firs aid
 Apply cold as you would for a first-degree burn.
 Do not break any blisters.
Third degree burns – (large second degree burns) It involves all layers of skin and any
underlying tissues or organs. The skin is dry, pale, white or charred black, swollen, and
sometimes it breaks open. Nerves are destroyed or damaged, so there may be little pain
except on the edge where there is a second-degree burn.
First aid
 Check ABCs immediately. Give rescue breathing and CPR if necessary.
 Treat shock by elevating the legs 8 to 12 inches and keeping the victim warm.
 Do not open any blisters (they offer an infection-free cover) or remove pieces of
tissue from the burned skin.
 Do not apply cold to a third degree burn, since cold may induce hypothermia.
 Apply sterile dressing or, if they are not available, clean cloths.
 Elevate burned arms or legs to reduce swelling and pain.
 Seek medical attention.

Chemical burns
First aid
 Quickly flood the skin with large quantities of water if burned with liquid acids,
alkalis, and caustic chemicals.
 Remove contaminated clothing to take any absorbed chemicals away from the
skin. Do this while washing the victim.
 Brush off a dry or solid chemical substance before flushing the skin with water.
 When a chemical agent gets wet, it becomes activated and will cause more
damage to the skin than when it is dry.
 Do not attempt to neutralize a chemical because heat may be produced, resulting
to more damage.
 Call a poison control officer to find out other first aid procedures and seek
medical attention.
 If the chemical is in the eye, flood with more water than seems necessary. Use
very low pressure. Remove any contact lenses.

3. Electrical Injuries
First aid
 Check and treat the ABCs.
 Check for burns and treat for shock by elevating the legs 8 to 12 inches and
keeping the victim warm. Most of the electrical burns are third-degree burns, so
cover them with sterile dressing and elevate the part.
 All victims of electrical shock should receive immediate attention.
4. Heat-related Emergencies

Heat Stroke – This is true emergency. If normal temperature is not quickly restored, the
victim will die or be permanently disabled.
Signs and symptoms
 Unresponsive
 Hot-skin – may be dry or wet
 High blood temperature
 Rapid pulse and breathing
 Weakness, dizziness, headache

First aid
 Move the victim to a cool place. Remove heavy clothing; light clothing can be
left in place.
 Immediately cool the victim by any available means. Because ice is rarely
available, an effective method is to wrap the victim in wet towels or sheet, and fan
him or her. Keep the cloths wet with cool water.
 Ice packs can also be placed at areas with abundant blood supply (e.g., neck,
armpits, and groin).
 Monitor the ABCs and treat accordingly
 If seizures occur, care for them.
 All heat stroke victims need immediate attention. Take them to a hospital as fast
as possible.
 Continue cooling en route.

Heat Exhaustion
Signs and symptoms
 Heavy sweating
 Weakness
 Fast pulse
 Normal body temperature headache and dizziness
 Nausea and vomiting
First aid
 Move the victim to a cool place.
 Keep the victim lying down with straight legs elevated 8 to 12 inches.
 Cool the victim by applying cold packs or cold wet towels or cloths. Fan the
victim.
 Give the victim cool water or a sports drink if he or she is fully responsive.
 If no improvement is noted within 30 minutes, seek medical attention.

Heat Cramps – Heat cramps are painful muscle spasms usually in the arms, legs, or
abdomen caused by an excessive amount of body fluid loss through sweating.
Signs and symptoms
 Severe cramping
First aid
 Move the victim to a cool place.
 Rest the cramping muscle.
 Give victim a lot of cool water or commercial sports drink.
  Gently stretch the affected area.

5. Fractures – A fracture is a broken bone. In open fractures the overlying skin is

lacerated. In the more common closed fracture the skin is not cut.
Signs and symptoms
 Deformity. This is not always obvious, so always compare the injured part
with the opposite, uninjured one.
 Open wound with bone protruding
 Tenderness or pain. The victim usually can point to the sire of pain. Pain is
usually severe and constant and increases if the injured part is moved.
 Swelling and discoloration. Caused by bleeding from disrupted blood vessels.
Initially, the area will be red, with bruises appearing several hours afterward.
 Loss of use. The victim cannot move or refuses to move the injured part.
Sometimes movement is possible but produces severe pain.
First aid
 Treat for shock.
 Determine what happened and the location of the injury.
 Gently remove clothing covering the injury. Do not move the injured area unless
necessary. Cut clothing at seams if necessary.
 Control bleeding and cover all wounds before splinting. In dealing with open
fractures, do not attempt to push bone ends back beneath the skin surface; cover
them with a sterile dressing.
 If victim’s hand or foot on an injured extremity is cold, pale, and pulseless, seek
immediate medical attention.
 Splint all fractures before moving the victim. Immobilize the joints above and
below the injury site. Keep the fingers and toes exposed in order to check
circulation.
 Severely deformed fractures should be realigned before splinting if a pulse is
absent. This helps preserve or restore circulation. If the victim shows increased
pain or resistance, splint the extremity in the deformed position. Do not
straighten dislocations or any fractures involving the spine, shoulder, elbow,
wrist, knee or hip.
 Cover a wound with a clean dressing and apply the appropriate splint.
 Immobilize the spine with rolled blankets or similar objects placed on either side
of the neck and torso.
 If in doubt, splint and treat as if treat as if there were a fracture
 Seek medical attention.

6. Spinal Injuries – All unresponsive victims should be treated initially as though they
have spinal injuries. All responsive victims sustaining severe injuries (e.g., falls, diving
incident, auto collision) should be carefully checked for spine injuries before moving
them.
Other signs include numbness, tingling, or burning sensation in arms or legs, and
inability to move arms and/or legs. If not sure about a possible spinal injury, assume that
the victim has one proven otherwise.
First aid
 Check and monitor the ABCs. Do not use the head-tilt because it would move the
neck. Instead, jut the jaw forward by placing the fingers on the corners of the jaw and
 pushing forward (knows as the jaw thrust). Keep the head and neck still.
 First aiders should normally wait for the Emergency Medical Service (EMS)
personnel to transport the victim because their training and equipment may be
necessary.
 Stabilize the victim against any movement. Do not move the neck to reposition it.
Only move the victim when danger is present. Bring help to the victim, not the
victim to the help.
 Tell the victim not to move. Place objects on either side of the head to prevent it
from rolling from side to side.
 Victims in water with potential neck or back injury must be floated gently to shore.
Before removal from the water, the victim must be secured to a backboard.

7. Muscle injuries – Remember the initial RICE

First aid
 R – Rest. This mean stop moving the injured part.
 I – Ice. Methods of applying cold include using crushed ice as an ice pack or
immersion in cold water. The application should continue for 20 minutes, three to
four times during the first day, and if possible, the second day.
Place the ice or cold packs over the injured area. Constant use of an ice pack is
not necessary because the lasting effect of cold to body tissue.
 C – Compression. Compression (elastic) bandage limits internal bleeding and should
be worn continuously for 18 to 24 hours, but loosened at night. Elastic bandages may
be applied too tightly. Leave fingers and toes exposed so that changes in color and
temperature may be seen. Other signs that an elastic bandage is too tight are pain, numbness
and tingling.
 E – Elevation. Elevating the injured area above the heart or on the same level limits
circulation to that area and helps control internal bleeding.

8. Seizure – An uncomplicated seizure is not a medical emergency, even though it looks

like one. After a few minutes it stops naturally, without ill effects. The Epilepsy
Foundation suggests the following procedures for seizures:

First Aid
 Cushion the victim’s head with something soft. Do not hold the victim down; Do not
put anything between victim’s teeth during the seizure.
 Loosen any tight clothing.
 Turn the victim onto side.
 Look for a medic alert tag. (bracelet or necklace).
 As seizure ends, offer help. Most seizures in people with epilepsy are not medical
emergencies. They end after a minute or two without harm and usually do not require
medical attention. Do not embarrass the victim – clear away bystanders.
 Call EMS when any of these exist:
 A seizure happens in someone who does not have epilepsy. It could be a sign
of a serious illness.
 A seizure that lasts more than 5 minutes.
 There is no “epilepsy” or “seizure disorder” identification.
 Slow recovery, a second seizure, or difficult breathing afterwards.
  Any signs of injury or illnesses.

First Aid Skills

 Bandaging
Dressing control bleeding and prevent contamination. They become in many
forms. Sterile gauze is most commonly used. When this cannot be found, apply a
nonsterile but clean substitute, such as a towel or handkerchief.
Bandages hold dressings in place. Self-adhering and form fitting bandages have
become popular, but other types also work well.
Do not apply bandages too tightly or too loosely. If they are too tight, bandages
restrict blood flow. If they are too loose, they fail to hold dressings in place. Signs that a
bandage is too tight include pain, skin color change, numbness, and tingling.

 Splinting
Splinting immobilizes broken bones to prevent or reduce pain, bleeding, tissue
damage, and restricted blood flow. Whenever in doubt, splint.

 Moving and rescuing

Usually you do not have to move severely injured victims. Provide the necessary
first aid and, in most cases, wait for the emergency medical service (EMS) system or first
aiders to respond. However, if there is an immediate danger, move the victim
immediately, for example, if:
 There is a fire or danger of fire.
 Explosives or other hazardous materials are involved.
 The accident scene cannot be protected.
 It is impossible to gain access to other victims needing life-saving care.

Analyzing Community Needs Assessment

Community needs assessment - the process wherein problems, issues and
concerns of the community are identified through the use of several tools for assessment.
It encourages the participation of the community, as they are the stakeholders, to the
findings in the assessment.

Importance of Needs Assessment

1. Gather information about citizen’s attitudes and options in order of importance.

2. Determine how citizens rank issues, problems and opportunities in order of

importance or urgency.
3. Give citizens a voice in determining policies, goals and priorities.
4. Evaluate current programs and policies.
5. Provide speculations about what people are thinking.
6. Provide speculations about what people really want.
Importance to be included in assessing community needs

1. Historical Development – this refers to data on how the community became what
it is today and provides insights into the kind of resources to collect and weed.

2. Geographical and Transportation Information – this includes information on

the community’s patterns and population contributions.

3. Political and Legal Functions – this includes strategies for community based
selection (or this may include strategies that community uses for selecting players
in the political sphere).

4. Demographic Data – this includes data on age characteristics, size, race, and
transience of population.

5. Economic Data – this refers to the economic base, social, cultural, educational,
recreational organizations. This includes the values and social pattern.

Methods in collecting data for Community Needs Assessment

1. Focused Group Discussion (FGD) with key Informants. The key informants of
the community are people who hold socially responsible positions such as
educators, public officials, clergy and business representatives or those who are
active in community events. These are the people who can provide good
information that will guide and give you better understanding on historical issues
needed by the community.

2. Community Forum/Assembly. This involves holding of group events that may

include the entire community. It gives visibility to the leaders and raises the status
of the community but it requires lots of planning and publicity. This meeting can
be venue where people can express their needs and be immediately validated by
the rest of the attendees; Participator action research effectively uses this method.

3. Public records. Public records like national census will provide data for social
and demographic indicators of the community. Data included are age, gender,
educational level, locality, etc. that tend to contribute to library use.

4. Survey. Survey and questionnaires involve asking individuals in the community

about their everyday needs. This can be implemented through the following:
 a. Mailing questionnaires to randomly selected members of the community;
b. Performing telephone survey;
c. Handing out surveys while people are in an assembly; and
d. Posting questionnaires on your public access computer catalog.
*An example of this is the Minimum Basic Needs (MBN) Form of the DSWD

Steps in Conducting Needs Assessment

1. Establish a working committee to solicit citizen and community involvement and

develop a plan of action.
2. List important aspects that are needed to be looked upon. This may also mean
identifying the surveyors’ own capability and strength.
3. Identify the population to be surveyed. This also includes making
communications with community leaders and authorities of the identified
population to facilitate other procedures.
4. Determine the information that is needed. It may be existing information which
must be collected or it may be information gathered using a survey. Information
like demographic profile may be readily gathered from the barangay, municipal or
city records office.
5. Select a random sample of person to survey. A good number of representative
population to be surveyed will contribute to the validity of the information.
6. Develop and pretest a questionnaire. Afterwards, if the questionnaire was found to
be a valid tool for measurement of data, proceed to distributing the questionnaire
for community use.
7. Collate the information.
8. Analyze the data. This may be done together with the core group members of the
community. Community participation in analyzing gathered data is also important
so that they can feel the ownership of the issues and concerns in their community.
9. Go back to the community for validation of information. This may be done
through a community assembly or simple community group discussion.
10. Finalize the document. Make sure there are corresponding recommendations for
the issues and concerns found.

Social Mobilization

Social Mobilization and its Importance

Community Organization is a mass coalition of all those residents of the

barangay whose continuing economic and social interest are best served by organizing
themselves as a group.

The ultimate goal is social change through empowerment

Social mobilization - is the process of engaging all sectors of society to act and
work towards a common goal.
  is a broad scale movement to engage people’s participation in achieving a
specific development goal through self-reliant efforts.

The Concept of Social Mobilization

Social Mobilization as an approach in the implementation of NSTP/CWTS

requires working hand-in-hand with individual (students), school and communities who
can forge a collective identity to achieve common goals. This approach involves planned
actions and processes to reach, influence and involve all relevant segments of society
across all sectors from the national to community levels in order to effect positive
behavior and social change.

Effective social mobilization involves community organizations, harnessing the

potential and efforts of government, non-government sectors and citizens to work towards
sustainable social, economic and political development.

Characteristic Features of Social Mobilization

1. Broad scale movement – it engages mobilizing large numbers of people in

action for achieving development goal.

2. Planned Process – it seeks to facilitate change and development.

3. Accountability – it takes into account the felt needs of the people; embraces
critical principle of community involvement, seeks to empower individuals to
action.

4. Problem recognition – it begins with conscious recognition of problems and

seeking for the probable solutions to solve the problems.

5. Problem solving advocacy – building consensus to solve problems of those

affected and those who have the solution of the problems for decision making,
including allocation of adequate resources.

6. Decision-making – initiations, discussion and decision-making for political

will, action and resource commitment.

7. Acceptance/commitment – it generates acceptance of new ideas, attitudes and

technologies.

8. Communication resources – it uses all available and potential communication

resources for effective networking and active mobilization of information.

9. Network for institutional sustainability – sustains awareness, cooperation,

commitment and action to achieve the common goal leading to the attainment
of community Vision-Mission-Goal (V-M-G) for the establishment of self-
sufficiency.
 Social Mobilization’s 5 Key Avenue and Goals

Key Mobilization Avenue Goals

1. Political To win political and policy commitment for major
goals and source allocation.
2. Government To enlist cooperation of service providers.
3. Corporate To secure support or resources or endorsements
communications.
4. Community To gain commitment to local, political, religious,
social leaders and local organizations.
5. Beneficiary To inform and motivate to take appropriate action.

Elements and Processes of Social Mobilization

Advocacy
It is the element of social mobilization which is focused on various actors who
could create/initiate the advocacy program or service delivery.

Information, Education and Communication (IEC)

These are sets of accurate and consistent information on programs and services as
a timely response by those in direct contact with the communities. The information
materials include brochures, posters, handouts, newsletters and audio-visual materials.

Community Organization
This is the process of uniting all inter-sectoral allies to plan for building the
organization to raise people’s awareness of and demand for a particular development
program; assist in the delivery of resources and services to individuals and community
groups to get a sense of what they can do themselves to improve their situation-building
and joining coalitions.

Capacity Building
This refers to people’s power or a community’s power by doing something from
them that they can and ought to do for themselves or for the community. Social
mobilization can be attained if the network of advocates and mobilizers are continually
expanded through Capacity Building or Coalition Building.

Key Elements of Social Mobilization

1. Organizational development – This is a process of community member, especially the
poor from their own organizations based on the interests and needs that are best
served by organizing themselves as a group.

2. Capital Formation for development through Community Savings – Capital formation

through mobilization of savings enhances a community power to realize its full
potential. The saving generated by individual members are the assets of the
community organization and are the first step towards their self-reliance.
Accumulated savings can be used for internal credit with interest for the members
 borrower to engage in income generating activities. The savings can be serve as the
basis for access to external services as micro-finance, which is essential in localities
where government capacity to address all social needs of a community are very
limited.

3. Training for Human Resource Development – Communities members can maximize

their potentials by organizing themselves and upgrading their skills to better manage
new business, communities’ initiatives and establish effective linkage with local
government and other agencies through ‘change agent’ that supports direct training
programs. The training programs include organizational development leadership,
saving and credit programs, agriculture, natural resource management, etc.

4. Socio-economic development – Socio-economic development initiatives are great

incentive for community members to organize themselves. These initiatives provide
supports in the form of grants or access to credit, marketing and other services that
will lead to tangible. Improvements on social economic conditions within the
community. This will empower people and their organizations. The program helps
improve local conditions, increase the institutional capacity, enhanced social status
and voice of disadvantaged people, women, the poor and the youth. This results in
motivating people to remain organized and enjoy benefits of collective action that
influences change in their communities.

Social Mobilization Continuum

1. Political Sector-Policy maker

First column of Social Mobilization continuum names some policy makers.
Advocacy with leaders in this group helps foster the commitment that will clear the way
for action, and build consensus with sound data, create a knowledgeable and supportive
environment for decision-making. This includes the allocation resources.

2. Governmental Sector – Bureaucrats and Technocrats

This sector includes desperate groups, each with its own agenda, conflicting interest
and concerns. Harmonizing the desperate units is a greatest challenge in development.
Policy makers have failed to recognize how difficult to foster unity among government
units, the bureaucrats, technical groups, the technocrats, and the service professionals in
decision making and implementing the programs.

3. Non-governmental Sector
This sector covers a multitude of interest. This includes the non-government
organizations (NGO’s) for special purposes, social institutions/associations to represent
organized support; religious groups with their ideological bends; commerce and industry
that operate on a profit basis, and professional groups for the advancement of their
interest. These are important partner and allies to mobilize the civil society for various
sound objectives.

4. Community Groups (schools, churches and grass roots groups)

 Involvement of the communities, schools, churches, mosques leaders and grassroots
groups are critical in terms of its participation. It is much needed to help transform
development goal into action. None-the-less agencies or groups are often given a voice in
identifying and designing solutions to their respective problems.

5. Families (households and individuals)

Individual actions are ultimate pay-off to the family problems. There is a need to
have a deliberate action to inform and educate individual in the household as to affirm its
participation in the community.

Formulating Plan for Community Based Projects

Project management encompasses project planning, implementation and monitoring and
evaluation.

Project Planning
 must take into consideration the needs of the target clients
 must assist the community in identifying, analyzing and prioritizing the needs, and
concerns they must consider
 Based on the identified needs, projects must be made through a proposal to assess its
feasibility, contributions, rationale, and basis for funding and support.
 provide the proper opportunity to prepare right data and direction in the implementation of
their plans while doing the actual tasks of the projects
 situation analysis, problem identification, definition of the goal, formulating strategies,
designing a work plan, and budgeting

Preparing Project Proposal

- a guide for both the trainers and student-trainee in attaining tasks while they are in
community immersion. It serves as a basis of designing program of activities and key
inputs in monitoring and evaluation the projects to be undertaken in the community.

Purposes of making project proposal

 Its guides trainers and student-trainees in designing a program for their project clientele.
 It facilitates implementation, monitoring and evaluation of the projects.
 It serves as database in making reports as a requirement to the course.
 It makes work easier for it serves as reference for student-trainees’ to give the right
information needed for the project.
 It serves as a ready source of data for research work.

Parts of Project Proposal for NSTP Community Projects

1. Title of the Project – It must be catchy to the readers and capture the need of the clientele

2. Location – The specific place where the project will be implemented.

3. Duration / Time of Implementation – Specify when the project will start and when it
will be finished. Specify the days, weeks and months needed to complete the project.
4. Type of Community Extension Services
A. Capability Building Training
1. Livelihood/Technical/Vocational Skills Training
2. Literacy/Professional Development
3. Technology Transfer
B. Food, Health and Sanitation
C. Collaborative Manpower Development
D. Community Needs Assessment
E. Environmental/Ecological Program
1. Environmental Management
2. Solid Waste Management
F. Disaster Risk Reduction Management
For example:
Disaster Risk Reduction Management: Disaster Preparedness through Signages

5. Department /College Involved – This parts identifies the name of the department or
college to be involved in the implementation of the project.

6. Project Proponents – It includes the list of project leaders, coordinators and names and
their respective designation, collegeandcontact information

7. Cooperating Agencies / Partners – This includes the list of possible partner agencies
inside or outside the educational institutions.

8. Beneficiaries – The primary and secondary beneficiaries are determined in this section.
These could be the children, out-of-school youths, person with disability (PWDs) senior
citizens, among others.

9. Total Cost of the Project–The total cost of the proposed expenditures of the project must
be presented here.

10. Rationale of the Project – the reasons behind why the project will be conducted in the
specified community, how will the beneficiaries will benefit from the project.

11. Objectives (General and Specific) – the intent on how to solve the identified problems
related to the proposed project; describe what you want to address in relation to the
underlying problem within a certain period of time.

12. Description of the Project - This includes several paragraph describing the background
of the project, benefits derived from the projects and coverage of the project.

13. Strategies and Methods / Plan of Action–This part describe the strategies and
methodologies that should be undertaken in order to attain the objectives of the project.
It should also describe the activities to be undertaken by the proponents and the
cooperating partners such as their responsibilities and obligations relative to time
reflected in the plan of action.
Plan of action are the specific activities to be undertaken by the proponents and
the other participants which include date of implementation, specific activities, person/s
 involved.

14.Financial Plan and Proposed Expenditures –budgetary requirement of the project, how
to finance the activities and where the financial resources or support will be derived.

15. Monitoring and Evaluation Mechanics– The monitoring activities to be undertaken by

the proponents must be considered to ensure guided implementation of the activities
listed in the plan of action. Scheme of periodic assessment or evaluation must be
undertaken while implementing the project. This should be done by the proponents.
Documentation process should be considered in this activities

16. Plans for Ensuring the Sustainability of the Project – This includes the plans on how
to make the project be sustainable or maintained after the project has been completed on
its prescribed duration.

Project Implementation
- actual execution of the plans
- making the final arrangement with the target clients/community partners, officials
involved in the activities, right schedule of each event, day to day activities and needs
of the clients, manpower each day of the program, monitoring and evaluation plan
and other requirements like social and recreation activities and the culminating
activities of the project.
- mobilization, utilization and control of resources and project operation

To ensure the success of the community service projects and programs performed by the
trainees during their immersion time, the following must be considered:

1. program must be responsive to the needs of the clients;

2. contribute to the upliftment of the living conditions of the clients;
3. maximize the resources available in the community;
4. tap the potentials of the clients and give due recognition;
5. objectives must be SMART with tangible results that touch the lives of the clients;
6. project must be done systematically to ensure significant contributions from pre-
planning, planning stages, implementation and evaluation;
7. complete documentation must be observed as basis for reporting and for future studies;
8. projects must be within the capacity and concern of the trainees that will allow them to
gain the knowledge, skills and encourage reflective action; and
9. develop shared commitment among the trainees.

The following flow of activities will guide the student trainees or the implementers in the
implementation of the project;

 Preparation of project proposal based on community needs

 Approval of the proposal
  Once the project is approved, the trainees will prepare all
immersion requirements.
a. Letter of request regarding their immersion to the community is the
partner agency signed by the trainer/coordinator and approved by
the NSTP Director.
a. Pre-immersion
b. Community responds to the request by signifying their acceptance
through a letter.
c. Trainees, based on the identified needs, submit a project design to
the community for approval.
d. Once approved, trainees will submit a detailed program schedule
of action.
 Based on the detailed program approved, the student- trainees will
implement the specifics of the activities as designed. The actual
immersion time will last for 8-10 meetings with the clients or
partner community. It may also depend on the design of the
project.
b. Actual  In the course of the actual work, coordination, monitoring and
community evaluation is done to give immediate actions to problems
immersion encountered and make necessary adjustments if needed.
 During this stage, trainees are required to make and complete
their journal of events which serves as a reference in finalizing
their tasks. Pictorials are also required to support the activities
undertaken.
 Each group of trainees will make a narrative report. The
c. Presentation of
presentation of documents during the post evaluation of the
community
program is about the community service activities conducted
service outputs
during the immersion time.
d. Monitoring  Continuously done to measure effectiveness of activity.
 Each group will be rated as part of the final rating given to them.
e. Evaluation  Implementation of the project ends by the time all requirements
have been satisfactorily done.

Project Monitoring
 process of periodically gathering pertaining to the status and formation at the extent of
project/program implementation
 designed primarily to provide the information concerning the project implementation and
to compare the previous accomplishments with the earlier set goals.
 periodic and continuing process of data collection and information gathering throughout
the life cycle of a program or a project.

Purposes of monitoring the plan are;

a) To provide a systematic method of collecting data on the implementation of plan as

implementation is taking place
b) To generate information that can be used for evaluation of the plan
c) To detect problem of implementation as they occur for proper corrective measures.
Project Evaluation?
 time-bound exercise that attempts to assess as systematically and objectively as possible
what has taken place in order to improve future work
 measures the relevance, performance, and impact of on-going or completed programs and
projects in the light of its stated objectives and goals.
 the process through which the effectively of services are gauged against the goals which the
agency sets out to achieve.
 It is the heart of program development process and provides a direction for future courses of
action.

Evaluation also needs to be done at

- the end of learning events
- at key points in a group, at least once a month
- at regular time in a project

The value of evaluation includes:

- seeing the successes of the program/project implementation
- assessing the weakness of the implementation
- clarifying what needs to be changed, strengthened/improved

Importance of evaluation
1. It provides trainers/trainees and other people an idea of the activities’ progress and
accomplishments and how they fare well in the achievement of goals.
2. Results serve as basis for empowerment in carrying out activities.
3. It provides an avenue of making program revision and adjustments.
4. It provides opportunity for the trainees to experience and develop skills in conducting
evaluation.

Classification of Evaluation
a) Participatory evaluation – is a process of involving participant in program to reflect
critically on their own project, program, aims and leadership. It is a participant-centered
evaluation.

b) Non-participatory evaluation – evaluation is done by non-participating parties usually

the disinterested persons. If evaluation is biased, then it does not reflect or give the real
evaluative results.
Kinds of Evaluation
a) Ongoing evaluation – evaluation conducted while the workshop/program is still in progress.
 Provides an opportunity to make any changes
 Provides ongoing feedback to the trainer
 Gives the participants an opportunity to integrate what they have learned.
 Gears towards identity whether participants are learning from the workshop or program
and enjoying themselves.

b) Concluding evaluation – it is a final concluding evaluation. It is essential to evaluate a

workshop or program at its end.

c) Methods of Evaluation
 Written evaluation
 Informal oral evaluation
 Structures interview
 Group discussion method
 Observation
 Survey
 Case study
 Slides, photos or drawings

National Service Reserve Corps

Section 11 of RA 9163 or the National Service Training Program Act of 2001

specifically provides for the creation of a National Service Reserve Corps (NSRC), composed
of graduates of the non-military components of NSTP: Civic Welfare Training Service
(CWTS) and Literacy Training Service (LTS). Members of the Corps may be tapped by the
State for civic welfare and literacy activities through the join efforts of DND, CHEd and
TESDA.

Mission
To provide a trained and motivated manpower pool that can be tapped by the State for
civic welfare, literacy and other similar endeavors in the service of the nation.

Functions
1. To assist in the disaster preparedness, mitigation, response and rehabilitation
programs.
2. To serve as an auxiliary to the disaster coordinating council response units.
3. To assist in the promotion of civic welfare activities.
4. To assist in the implementation of literacy programs.
5. To assist in socio-economic development programs.
6. To assist in environmental protection activities.
7. To perform other similar endeavors.
Composition
The NSRC shall be composed of the graduates of CWTS and LTS components of NSTP.

Organization
The NSRC is organized under the umbrella of the National Disaster Coordinating
Council (NDCC). It shall have a national, regional, provincial, and city/municipal level of
organization parallel to the Disaster Coordinating Council (DCC) structures at all levels. The
DCC centers shall serve as the headquarters of the NSRC at the respective level organization. Its
national center shall be based at the NDCC Disaster Preparedness center, Camp General
Aguinaldo, Quezon City. A secretariat at all levels shall be organized and composed of
representatives from CHEd and TESDA.
For purposes of understanding better the organization of NSTP graduates, it is also
significant to consider the provision in the IRR of the RA 9163 which states as follows:

Rule V. section 11. Organization of NSTP Graduates

Paragraph a. “Graduates of the non-ROTC components of the NSTP shall belong to the
National Service Reserve Corps (NSRC) and could be tapped by the State for literacy and civic
welfare activities, through the join efforts of DND, CHEd and TESDA, in coordination with
DILG, DSWD and other concerned agencies/association.”

Duties and Responsibilities

1. NDCC through shall:

a. act as lead agency in the administration, training, organization, development,
maintenance, and utilization of the NSRC members;
b. maintain an official master list of registered NSRC members;
c. coordinate with concerned agencies for the efficient and proper administration,
training, organization, development, maintenance, and utilization of NSRC members;
d. conduct performance assessment of NSRC members mobilized for the purpose, and
furnish the three implementing agencies with the result thereof;
e. formulate specific guidelines for the administration, training, organization,
development, maintenance, and utilization of NSRC members; and
f. do related work.

2. CHED/TESDA
a. Central Office shall
 provide secretariat services for the NSRC;
 prepare consolidated national master lists of officially registered CWTS and
LTS graduates per school year;
 submit official national master list of registered MSRC members, with
corresponding centrally-determined serial numbers to NDCC through DND
per school year;
 assist in the administration, training, organization, development, maintenance,
and utilization of the NSRC members;
 coordinate with NDCC through DND regarding NSRC concerns and
activities; and
 do related work.

b. Regional offices shall

  Prepare consolidated regional list of CWTS and LTS graduates from HEIs,
and in the case of TESDA from the Provincial Office to the schools, for
submission to CHED/TESDA Central offices;
 Coordinate with RDCC (OCD RCs) on matters relative to NSRC concerns;
 Maintain a directory of CWTS and LTS graduates for reference;
 Prepare report as may be required; and do related work.

c. Higher Education Institutions/TESDA Provincial Office and Schools

 prepare and submit a certified master list with complete addresses and contact
numbers of CWTS and LTS graduates to respective regional offices. In case
of TESDA, the same shall be submitted through its Provincial Offices
 provide information on CWTS and LTS graduates as may be officially
requested by the authorized concerned agencies;
 coordinate with PCDD/CDCC/MDCC/BDCC, as the case may be on matters
relative to NSRC; and
 do related work.

d. NSRC Members shall

 report to the call of NSRC for training and respond immediately for utilization
in cases of disasters/calamities and other relevant socio-economic service
concerns as the needs arise, through its centers
(RDCC/PCDD/CDCC/MDCC/BDCC) nearest the member’s residence and/or
workplace at the time of the call; and
 register at the said center and get instruction/briefing for specific duties and
responsibilities.