LESSON I

REVISED IMPLEMENTING RULES AND REGULATIONS OF THE

NATIONAL SERVICE TRAINING PROGRAM (NSTP)

Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the

National Service Training Program (NSTP) Act of 2001, the Commission on Higher
Education (CHED), Technical Education and Skills Development Authority (TESDA),
and Department of National Defense (DND), in consultation with concerned
government agencies, the Philippine Association of State Universities and Colleges
(PASUC), Coordinating Council of Private Educational Associations of the Philippines
(COCOPEA), Non-Government Organizations (NGOs) and recognized student
organizations, hereby jointly issue, adapt and promulgate the following implementing
rules and regulations in implement the provisions of the Act.

Rule I
GUIDING PRINCIPLES

Section 1. Guiding Principle. While it is the prime duty of the government to serve
and protect its citizens, in turn it shall be the responsibility of all citizens to
defend the security and promote the general welfare of the State, and in
fulfillment thereof, the government may require each citizen to render
personal military or civil service.

Section 2. Role of the Youth

a. In recognition of the vital role of the youth in nation building, the State
shall promote civic consciousness among them and shall develop their
physical, moral, spiritual, intellectual and social well-being. It shall
inculcate the ideals of patriotism, nationalism, and advance their
involvement in public and civic affairs.

b. As the most valuable resource of the nation, they shall be motivated,

trained, organized and involved in military, literacy, civic welfare
programs and other similar endeavors in the service of the nation.

Rule II
DEFINITION OF TERMS

Section 3. As used in this Implementing Rules and Regulations (IRR), the following
terms shall mean:

a. “National Service Training Program” (NSTP) – refers to the program

aimed at enhancing civic consciousness and defense preparedness in

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 the youth, by developing the ethics of service and patriotism while
undergoing training in any of the three (3) Program components,
specifically designed to enhance the youth ’s active contribution to the
general welfare;
b. “Reserve Officers’ Training Corps” (ROTC) – refers to the Program
component, institutionalized under Sections 38 and 39 of Republic Act
No. 7077, designed to provide military training to tertiary level students
in order to motivate, train, organize and mobilize them for national
defense preparedness;

c. “Literacy Training Service” (LTS) – refers to the Program component

designed to train the students to teach literacy and numeracy skills to
school children, out-of-school youths and other segments of society in
need of their services;

d. “Civic Welfare Training Service” (CWTS) – refers to the Program

component or activities contributory to the general welfare and the
betterment of life for the members of the community or the
enhancement of its facilities, especially those devoted to improving
health, education, environment, entrepreneurship, safety, recreation
and moral of the citizenry and other social welfare services;

e. “Program Component” – refers to the service components of NSTP as

defined herein;

f. “Clustering” – refers to the grouping of students enrolled to

different schools and taking up the same NSTP component into one (1)
group under the management and supervision of a designated school;

g. “Cross Enrollment” – refers to a system of enrollment were a student

is officially enrolled in an academic program of an origin school but is
allowed to enroll in the NSTP component of another accepting school;
and

h. “Non-Government Organization” (NGO) – refers to any private

organization duly accredited by CHED or recognized by TESDA.

Rule III
PROGRAM IMPLEMENTATION

Section 4. Coverage

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 a. All incoming first year students, male and female, starting School
Year (SY) 2002-2003, enrolled in any baccalaureate and in at least
two (2) year technical-vocational or associate courses, are required
to complete one (1) NSTP component of their choice, as a graduation
requirement.

The above provision, however, does not cover the following:

a.1 Students who finished or graduated from a baccalaureate
degree or two year technical-vocational or associate course and
pursuing or enrolled in another or additional baccalaureate
degree or two-year technical-vocational or associate course in
SY 2003-2004, and;

a.2 Students who completed any of the three NSTP components

but considered freshmen to the course where they transferred
or shifted.

a.3 Foreign students or aliens

b. All higher and technical-vocational education institutions

must offer at least one (1) of the NSTP components.

c. State Universities and Colleges (SUCs), shall offer the ROTC

component and at least one (1) other NSTP component.

d. The Philippine Military Academy (PMA), Philippine Merchant Marine

Academy (PMMA), and Philippine National Police Academy (PNPA)
are exempted from the NSTP in view of the special character of these
institutions. Other State Universities and Colleges of similar nature will
be exempted subject to approval of the Department of National
Defense.

e. Private higher and technical-vocational education institutions with at

least 350 student cadets, may offer the ROTC component and
consequently establish/maintain a Department of Military Science and
Tactics (DMST), subject to the existing rules and regulations of the
Armed Forces of the Philippines (AFP).

Section 5. Program Components

a. The NSTP shall have the following components which the students can
choose from as defined in Rule II, Section 3 hereof: The Reserve
Officers Training Corps, Literacy Training Service (LTS), and Civic
Welfare Training Service (CWTS).

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 b. All program components, the ROTC in particular, shall give emphasis
on citizenship training and shall instill patriotism, moral virtues, respect
for the rights of civilians and adherence to the Constitution.

c. The CHED, TESDA in consultation with the DND, and PASUC,

COCOPEA and other concerned government agencies, may design
and implement such other non-military training components as may be
necessary in consonance with the provisions of R.A. 9163.

d. Within thirty (30) days from the approval of this revised IRR, the CHED,
TESDA, and the DND shall jointly issue the minimum standards for the
three (3) NSTP components which shall form part of these guidelines.

Section 6. Duration and Equivalent Course Unit

a. Each of the aforementioned NSTP components shall be undertaken for

an academic period of two (2) semesters. It shall be credited for three
(3) units per semester, for fifty-four (54) to ninety (90) training hours
per semester.

b. A One (1) Summer Program (OSP) in lieu of the two (2) semester
program may be designed, formulated and adopted by the DND,
CHED and TESDA, subject to the capability of the school and the AFP
to handle the same.

c. Earned NSTP units shall not be included in the computation of Grade

Point Average (GPA) grades of college graduating students.

Section 7. Clustering and Cross-Enrolment

a. Clustering of students from different education institutions during

semestral or summer periods may be done for any of the NSTP
component, taking into account logistics, branch of service and
geographical locations. The host school shall be responsible in
managing the Program.

b. Schools that do not meet the required number of students to maintain

the optional ROTC and any of the NSTP components, or do not offer
the component chosen by the students, shall allow their students to
cross-enroll to other schools, irrespective or whether such school is
under CHED or TESDA; and in the case of students taking the ROTC
component, irrespective of whether the two semesters shall be taken
from different schools whose ROTC are administered/managed by
different branches of service of the AFP.

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 c. Students intending to cross-enroll shall be subject to the existing rules
and regulations of the school of origin and the accepting school.

Section 8. Monitoring and Evaluation

A. Management

1. The school authorities shall exercise academic and administrative

supervision over the design, formulation, adoption and
implementation of the different NSTP components in their
respective schools.

2. There should be an NSTP Office in each school or

college/university headed by an NSTP Director or its equivalent
position responsible for the implementation of the Program. Each
of the NSTP components is considered a distinct and/or separate
unit under the NSTP office, and the head of the unit shall report
directly to the NSTP Director or its equivalent position.

A functional chart of the NSTP Office shall be structured based on the

capability of the institution to sustain the component program being
offered based on the number of enrollees.

4. In the case of ROTC, the school authorities and DND, subject to the
policies, regulations and programs of DND on the military
component of the training, shall exercise joint supervision over its
implementation.

5. Schools which have contracted CHED-accredited or TESDA-

recognized NGOs to formulate and administer training modules for
any of the NSTP components shall jointly exercise such academic
and administrative supervision with those NGOs. Within forty-five
(45) days from approval and issuance of this IRR, the CHED,
TESDA and DND shall issue the necessary guidelines for the
accreditation of non-government organizations (NGOs) and training
modules to be utilized by these NGOs.

B. Monitoring

1. CHED Regional Offices, TESDA Provincial/District Offices and

DNDAFP (through the Major Service Reserve Commands), shall
oversee and monitor the implementation of the NSTP under their
respective jurisdiction, to determine if the trainings conducted are in

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 consonance with the Act. These Sub Offices shall submit periodic
reports to the Central Offices of CHED, TESDA and DND.

2. CHED deputized officials shall coordinate and conduct spot visits to

actual NSTP activities.

3. At the end of every school year the Higher Education Institution shall
submit an Annual Report to the CHED Regional Office copy
furnished the Office of Student Services in electronic template,
indicating the following:
3.1 names who finished under each NSTP component,
3.2 the programs, projects and activities undertaken with pictorials
and documentation as much as possible, and
3.3 financial statements on the funds collected, allocated and
utilized.

The annual report on NSTP by the university or college shall

be made available to faculty, students and the general public in the
NSTP Office.

In regions with universities and colleges having two or more

campuses, the university concerned shall consolidate the report
before submission to CHED Regional Offices.

4. In cases of violations of guidelines, warnings and/or sanctions

may be imposed to schools and accredited NGOs that
disregarded or grossly violated the provisions of this
implementing rules and regulations.

Rule IV
FEES AND INCENTIVES

Section 9. Fees.

a.
a. No fees shall be collected for any of the NSTP components
except basic tuition which should not be more than fifty (50%)
percent of the charges of the school per academic unit. NSTP tuition
collected shall constitute a Trust Fund, which shall be exclusively
used for the operation of the Program.

b. NSTP funds derived from NSTP-related operations shall serve as

augmentation to sustain un-programmed activities of NSTP.

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 c. The unexpended fund balance shall be carried over to the next
semester; provided, however, NSTP funds shall not be converted
into savings at the expense of the proper implementation of the
program

d. Subsidies from the government, any legal agency or institution

appropriated for NSTP shall be included in the preparation of the
program of expenditure and report on the utilization of funds.

e. Expenditures/disbursements shall be subjected to periodic audits by

the proper school authorities and concerned NSTP officers;

f. The NSTP Director or its equivalent shall submit a comprehensive

report on the utilization of the NSTP Funds by program component to
the school head, two weeks after the end of every semester.

g. Rental space of school and other similar expenses shall not be

charged to NSTP.

Section 10. Incentive, Insurance and Protection

A. Incentives

1. A program of assistance/incentives for ROTC students shall be

provided and administered by DND, in accordance with existing laws
and regulations and subject to the availability of funds.

2. A Special Scholarship Program and other forms of assistance and

incentives for qualified NSTP students shall be administered by CHED
and TESDA, with funds for the purpose to be included in the annual
regular appropriations of the two agencies, subject to the availability of
funds.

3. The college or university may provide scholarship and other forms of

assistance and incentives to qualified and deserving NSTP students,
the funding of which shall come from available NSTP funds of the
school.

4. Personnel involved in the NSTP shall be provided honorarium and

other incentives based on the standard policy set forth by the HEIs.

B. Insurance and Protection

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 1. School authorities concerned, CHED and TESDA shall ensure that
health and accident group insurances are provided for students
enrolled in any of the NSTP components.

2. Schools that already provide health and accident group insurance and
collect the necessary fees for the purpose from their students as of the
effectivity of this Rules, are deemed to have complied with this
requirement.

Rule V
ORGANIZATION OF NSTP GRADUATES

Section 11. Organization of NSTP Graduates

a. Graduates of the non-ROTC components of the NSTP shall belong to

the National Service Reserve Corps (NSPC) and could be tapped by
the State for literacy and civic welfare activities, especially in times of
calamities through the joint efforts of DND, CHED and TESDA, in
coordination with DILG, DSWD and other concerned
agencies/associations.

b. The CHED, TESDA and DND, in consultation with other concerned

government and non-government agencies, shall issue the necessary
guidelines for the establishment, organization, maintenance and
utilization of the National Service Reserve Corps.

c. Graduates of the ROTC program shall form part of the Citizen Armed
Force pursuant to RA 7077, subject to the requirements of DND.

Rule VI
MISCELLANEOUS PROVISIONS

Section 12. Certificate of Completion. Certificate of Completion with corresponding

serial number issued by CHED, TESDA or DND, shall be awarded to
students who have successfully complied with the program requirements.

Section 13. Information Dissemination.

The CHED, TESDA and DND shall provide information on these Act and
IRR to all concerned publics through different modes of disseminating
information.

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Section 14. Amendatory Clause

a. Section 35 of Commonwealth act No.1, Executive Order No. 207 of

1939, Section 2 and 3 of presidential Decree No. 1706,and Sections
38 and 39 of Republic Act No. 7077, as well as all laws,decrees,
orders, rules and regulations and other issuances inconsistent with the
provisions of the Act are hereby deemed amended and modified
accordingly.

b. This Rules may be amended, modified, or replaced jointly by CHED,

TESDA and DND, in consultation with PASUC, COCOPEA, NGOs and
recognized student organizations.

Section 15. Separability Clause. If any section or provisions of this IRR shall be
declared unconstitutional or invalid, the other sections or provisions not
affected thereby shall remain in full force and effect.

Section 16. Effectivity. This rules shall take effect 15 days after publication in a
newspaper of general circulation and shall remain in force and effect until
revoked or amended.

Adopted and Issued on ____ day of __________________ 2006.

________________ ____________________ __________________________

AVELINO CRUZ, JR. CARLITO S. PUNO, DPA Sec.AGUSTO “BOBOY”SYJUCO
Secretary, DND Chairman, CHED Director General, TESDA

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 Lesson II

SELF-AWARENESS LEADS TO SELF-DISCOVERY

AND SELF-ACTUALIZATION

 LEARNING OBJECTIVES

At the end of this lesson, the students should be able to:

1. Understand oneself better and can be express one ’s own ideas about the
meaning of self concept.

2. Identify his needs that can help him to discover more about himself. Express
what his/her needs are, their feeling of satisfaction for each need, and state how
the satisfaction or lack of satisfaction can affect the fulfillment of potentials within
the limits of their capability.

3. Assess himself if he possess the characteristics that will make him a self-
actualized person.

4. Be motivated to develop his strength and minimize his weaknesses through self-
discovery thus, acquiring traits that are socially desirable in order to become self-
actualizers.

MEANING OF SELF- CONCEPT

Self-concept is defined as the way one perceives himself, be it positive or

negative, high or low which is a result of one ’s belief and of other ’s belief.

Understand one’s self is a key to happiness as one would be able to identify his
weaknesses and strengths, thus, enabling him to undergo self improvement. The great
philosopher, Aristotle believes that knowing and understanding oneself can lead to the
true knowledge.

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 True knowledge is finding meaning to one’s existence, searching the path of his
direction and aiming to reach his destination.

In Roger’s theory, he coined the term “fully functioning persons ”. They are
people who strive to experience life to the fullest, who live in the here and now, and who
trust their own feelings. They are sensitive to the needs and rights of others but do not
allow society’s standards to shape their feelings or actions to an excessive degree. Fully
functioning people aren’t saints- they can and do lose their temper or act in ways they
later regret. But through life, their actions become increasingly dominated by
constructive impulses. They are in close touch with their own values and feelings, and
experience life more deeply than most other persons.

If all human beings are capable of becoming fully functioning, why, then, they
don’t succeed? Rogers contends that it lies in the anxiety generated when life
experiences are inconsistent with our ideas about ourselves - in other words, there is a
gap between self-concept and reality. For instance, a woman believes that she is very
likable, and that she makes friends easily. One day, she happens to overhear a
conversation between two other people who describe her as moody, difficult to get
along with, and definitely not very likable. She is crushed; here is an information that is
highly inconsistent with her self-concept. As a result of this experience, anxiety occurs,
and she adopts one or more psychological defenses to reduce it. The most common of
these is distortion; for example, the woman convinces herself that the people
discussing her do not really know her very well, or that they have misinterpreted her
behavior. Another defense is denial. Here, the woman may refuse to admit to herself
that she heard the conversation, or that she understood what the other people were
saying.

In the short run, such maneuvers are successful in the sense that they help
reduce anxiety; however, they produce a wider gap between an individual ’s self-concept
and reality. The larger the gap, the greater an individual ’s maladjustment and personal
happiness.

A distortion in the self-concept is common because most people grow up in an

atmosphere of conditional positive self-regard. That is, they learn that others, such
as their parents, will approve of them only when they behave in certain ways and
express certain feelings. As a result, individuals are forced to deny the existence of
various impulses and feelings and their self-concepts become badly distorted.

Now, in order to align the self-concept with reality the unconditional positive
self-regard will help the person to accomplish this goal. It is setting in which the
individual will realize that he can still be accepted by another person no matter what he
say or do. This found to be of great help to enhance people ’s level of personal
happiness and adjustment.

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 Maslow is another humanistic theorist who is well known for his Hierarchy of
Needs, ranging from physiological needs, safety and security needs, belongingness
needs, esteem needs and lastly the self-actualization needs. According to him, lower-
order needs in the hierarchy must be satisfied before we can turn to more complex,
higher-order needs.

Maslow did not only focus on the need hierarchy but also gave attention to the
study of people who are described as psychological healthy. These are individuals
who have attained high levels of self-actualization. What are such people like?

CHARACTERISTICS OF SELF-ACTUALIZED PEOPLE

1. They accept themselves for what they are.

2. They recognize their shortenings as well as their strengths.

3. Being in touch with their own personalities, they are less conformist or
inhibited than most of us.

4. They are well aware of the rules imposed by society but feel greater freedom
to ignore them.

5. They seem to retain their childhood wonder and amazement with the world.
For them, life continues to be an exciting adventure than humdrum routine.

6. They seem to achieve peak experiences in which they experience powerful

feelings of unity with the universe and tremendous waves of power and
wonder. Such experiences appear to be linked to personal growth, for after
them, individual’s report feeling more spontaneous, more appreciative of life,
and les concerned with the problems of everyday life.

To become self-actualized, we have to understand more our self-concept. Many

theorists have suggested that in several respects, our self-concept has two aspects;
self-esteem and self-monitoring (Baron, 1992).

SELF-ESTEEM: SOME EFFECTS OF FEELING GOOD OR BAD

Self-esteem is the extent to which our self-evaluation is favorable or

unfavorable.

Self-esteem is related to many forms of behavior. Persons who have high

self-esteem seem to report fewer negative emotions and less depression. They
can handle stress and experience fewer negative health effects. They are less
susceptible to influence, more confident of achieving their goals. While, high self-
esteemed individuals accept criticisms constructively, the low self-esteemed

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individuals seem to be easily affected with negative feedback and feel unworthy
and rejected.

SELF-MONITORING: PUBLIC APPEARANCE AND PRIVATE REALITY

Self- monitoring is the ability to adjust his actions to suit and produce
positive reactions from other people. High self-monitors can easily change to
match the current situation. Low self-monitors stick to their own values and
attitudes. Thus, they like people who are more or less resemble their own
behavior, beliefs and views.

HOW ACCURATE DO YOU KNOW YOURSELF?

(Adopted from Baron, 1992)

Directions: Rate yourself from 1-7 on the following traits: 4 is the middle of the scale.
Choose ten people who know you and ask them to rate you. Compare the result with
your own answer. Average their rating and find out if the difference is big.

1. Cautious Adventurous
1 2 3 4 5 6 7

2. Insensitive Sensitive
1 2 3 4 5 6 7

3. Calm Anxious
1 2 3 4 5 6 7

4. Cooperative Uncooperative
1 2 3 4 5 6 7

5. Irresponsible Responsible
1 2 3 4 5 6 7

6. Composed Excitable
1 2 3 4 5 6 7

7. Sociable Shy
1 2 3 4 5 6 7

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8. Suspicious Trusting
1 2 3 4 5 6 7

9. Imaginative Down-to-earth
1 2 3 4 5 6 7

10. Careless Careful

1 2 3 4 5 6 7
EXERCISE ON LESSON II

Name: ______________________________________________Score:_________________
Subject & Section:______________________ Instructor:_______________________
Course & Year: _____________________________________Date:__________________

Directions: Make an evaluation of yourself by answering the following questions and

write it in narrative form:

1. Who am I?

2. What are my strengths and weaknesses?

3. What are my goals and aspirations in life?

4. How can I achieve or maintain high self-esteem?

5. Can I be a self-actualized person?

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My Declaration of Self-Esteem
What I am is good enough if I would only be it openly.
Carl Rogers

I am Me.

In the entire world, there is no one else exactly like me. There are people who have
some parts like me but no one adds up exactly like me. Therefore, everything that
comes out of me is authentically mine because I alone choose it. I own everything about
me- my body, including everything it does; my mind including all my thoughts and ideas;
my eyes, including the images of all they behold; my feelings, whatever they might be
anger, joy, frustrations, love, disappointments, excitement; my mouth and all the words
that come out of it- polite, sweet, or rough, correct or incorrect; my voice, loud or soft;
and all my actions, whether they be to others or to myself, I own my own fantasies, my
dreams, my hopes, my fears. I own all my triumphs and successes, all my failures and
mistakes. Because I own all of me, I can become intimately acquainted with me. By so
doing, I can love me and be friendly with me in all my parts. I can then make it possible
for all for me to work in my best interest. I know there are aspects about myself that
puzzle me, and other aspects that I do not know. But as long as I am friendly and loving
to myself, I can courageously and hopefully look for the solutions to the puzzles and
ways to find out more about me. Whatever, I look and sound, whatever I say and do,
and whatever I and represents where I am at that moment in time. When I review later
how I looked and sounded, what I said and did, and how I thought and felt, some parts
may turn out to be fitting. I can discard that which is unfitting and keep which proved
fitting and invent something new for that which I discarded. I can see hear, feel, think,
say and do. I have the tools to survive, to be close to others, to be productive, to make
sense and order out of the world of people and things outside of me. I own me and
therefore. I can engineer me. I am ME and I am OK.

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Source: NSTP, Developing a Responsible Citizen Towards Community
Development, 2008

LESSON III

VALUES DEVELOPMENT

 Objectives:

At the end of the lesson, the students should be able to:

1. Cite different values and their application.

2. Discuss values in the light of one’s own experiences.
3. Conceptualize values and their importance.
4. Discuss common values and their importance to one ’s life.

Values are personal perceptions of one ’s own future, relatively of the

family, works, friendship, group, community and nation as a whole. They
converge in one culture and form sets of attitudes and behaviors observed
among members. Traditionally, these are practices which have become part and
parcel of our culture.

Values sprout anywhere as living example of one ’s culture and tradition. In

the Philippines, values for things held dear are sources of status symbol, like;
wealth, economic status, authority, politics, and even personal ambition. With
these in the background, self-enhancement should be lived and observed with
strong sense of honor and pride.

Our values are behind all our human goals. They are linked with all human
and basic needs. They emerge in the course of time through our exposure to
people and different life conditions. We may be conscious of our values, regularly
reflecting them or, we may be driven by unexpressed and unconscious desires.
We may be motivated by undertakings which offer short term benefits or driven
by momentary desires. Or, we may be purposely choosing the values that propel
our growth. The choices we make determine the quality of the life that we go
through.

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 THE CALL OF MORAL VALUE

There is truth to the experience of moral value as a “call ” ( “halika ”) or

“invitation” which demands a personal response. A face in the bus is already a
call to love that person. When the call of truth or justice or love is addressed to
us, we experience a certain “oughtness’ to give a free and loving response.
Value is like a call to become more of a human person. Sometimes the call of
value is weak, sometimes recurring, oftentimes very strong, but no matter how
strong the call of value, it never takes away my freedom. I can always say “yes ”
or “no”. But one thing is clear, if I do not freely and lovingly respond to the call of
value when it knocks at my door, it is not value that is destroyed but I myself; I
have become less of a human person. Moral values make a man, through his
actions, good simply as a human person.

BASIC VALUES

There are many human values that must be subscribed to and translated into
virtues for personal development. They are called the basic values.

Sincerity

A sincere person thinks, acts, and speaks according to the truth. He is one
who will never compromise the truth for the sake of personal convenience. He stands
firm for the truth. He is sincere primarily about himself. He knows his strengths and
limitations, and is able to discern the benefit or harm these can do for himself and
others.

Simplicity

It is another touchtone of character. A simple person reveals himself to others

the way he really is without any complications, and without the mixture of qualities that
show a character other than his own. A simple person is said to be as transparent as a
clear glass, through which one could perceive the true character of a man. He is
coherent. What he thinks, he speaks.

Prudence

It involves caution. A prudent person knows to weigh things, wait, and act only
when he is sure he is doing the right thing. When in doubt, he consults, because he is
aware of his own limitations.

Justice

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 It means rendering to others their due. A person is just when he is careful about
respecting the rights of others, and knows too, how to claim what rightfully deserves as
a consequence of fulfilling his duties.

Understanding and open-mindedness

A person who is understanding and open-minded recognizes the freedom of

others. He respects their opinions and is uncritical about them when conflicts arise
between them, He is receptive to corrections or criticisms that will help improve him.

Serenity

It speaks of maturity of character. A serene person maintains his composure

even in times of difficulty. Undaunted by hardships or trials he encounters in life. He
takes these calmly, allowing reason and not passion to rule over his decisions and
actions. He knows how to put his temper under the control of reason.

Staidness

It means being consistent with your own convictions. Don ’t be easily carried
away by trends-wherever the tide flows or the wind blows. You don ’t have to pay so
much attention to what people think or say about you. Be determined. Aim for noble
goals and pursue them completion.

Generosity

It involves a donation of the self to others. Be generous in extending personal

service to others, and never allow self-interest to overshadow such service. Be careful
also in passing judgments regarding the conduct of others.

Cheerfulness

It is an expression of optimism. Always maintain a positive outlook. Take every

contradiction in life as a challenge, and be convinced that every apparent difficulty or
obstacle that marks the path of life is providentially meant to draw some good.

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 THE GOOD CITIZENSHIP VALUES CLUSTER

I. Pagkamaka-Diyos

1. Faith in Almighty in Action

Participants may choose to integrate the value of Faith in God in their subject
areas/lessons, in their family life through the arrangement of stronger faith practices in
the home (e.g. praying before having meals, praying of the rosary, encouraging children
to develop a habit of prayer and reflection especially when faced with moral
discernment), and, in their daily lives by always attributing one ’s efforts to God and
making Him a part of the choices and decisions that one makes.

Personal Resolution

Considering the significance of prayer in my life and in my country ’s history, I am more

fully aware of the things I can accomplish when I live a life of faith. I have in me the
desire to do the right things, make moral decisions, and work to the best of my God-
given gifts. I shall strive to hold my moral ground when I am confronted with things that
undermine my values and those which may injure the well being of others.

My faith is a gift that strengths me in times of crisis and helps me arrive at conscientious
decisions. I am aware of its manifold benefits and I shall strive to nurture this gift
through prayer and reflection. I also understand that my faith in God can bring me to
appreciate myself, my family, friends and colleagues, my job and my people better.
Thus, I will do my best to be a discerning individual with God as my source of wisdom in
everything that I do. With my resolve to be a better person, I can go further by putting
my faith into action. I shall live a life that is based on the right values and serve as an
inspiration to others who may be struggling to strengthen their own faith in God.
 I have the gift of Faith in God;
 The gift of Faith in God in me needs to be nurtured;
 My lie is strengthened by my faith in God;

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  A strong faith in God, coupled with other important values, will improve my life
and those of others.

2. RESPECT FOR LIFE IN ACTION

Participants may choose to integrate the value of Respect for Life in their
subject areas/lessons, in their family life through a deeper personal reflection and
consciousness of practices in the home (e.g. instilling of disciple, recognition of the
uniqueness and worth of each member; role modeling of parents so that their children
may grow with dignity and right values; and in stressing the importance of health and
personal development and in their daily lives and communities by always recognizing
the dignity of others and appreciating the value of the life of every person. Participants
may choose to make a personal pledge to consciously uphold life in every circumstance
and shun violence as a means of achieving an end.

Life is precious, it has to be developed and protected;

 I am responsible for taking care of my body and to be mindful of how I affect the
health of others around me because I am aware that it is through my body that I
am able to appreciate my gift of life;
 Recognizing the dignity of others is a way of respecting life in itself;
 I am responsible for the rights of others as they are mine;
 Any form of violence to the sanctity of life is wrong.

3. ORDER IN ACTION

Some examples of how students may cultivate and encourage the value of
Order in their area of concern:

1. Develop a good set of study habits and zealously follow them though
everyday.
2. Develop your organization skills and train yourself to always practice good
grooming and gentlemanly / lady-like conduct.
3. Learn to manage your resources, studies and extra-curricular activities
well. Learn to identify your priorities. Remember that your main priority as
a student is to study well and work towards developing and perfecting your
talents and gifts.
4. Follow and respect rules and regulations in and outside the school. Know
that the rules are meant to keep things in order so that you may be
properly formed into a good citizen and person of worth.

Personal Resolution

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 As a good citizen, understand that the value of order is important in your quest
to improve yourself as a person and as a citizen. You shall strive to arrange your life in
a certain way that will allow you to be a more productive citizen. You shall inspire others
by your example to live peaceful and more meaningful lives by living the value of order
everyday.

4. WORK IN ACTION

Students may go into a period of personal reflection as to how they value the
work hard and have the right values and attitudes towards their works and dealings.
Students may also opt to evaluate their actual work attitudes, motivations and priorities.
This will allow them to direct themselves towards performing their work with a sounder
disposition, clearer understanding of their priorities and more meaningful motivations.
Teachers may inculcate the value of work-hard work, honest work and quality work in
their students by being more affirming, inspiring and appreciative of their students’
efforts toward achieving quality result in their schoolwork. Community leaders may
develop a more positive outlook and attitude towards the value of work among their
peers and subordinates by highlighting the importance of each other ’s unique
community function or assignments as well as the integral role each plays in the
success of community undertakings.

Personal Resolution

I am person who has been endowed with gifts that allow me to continually work
for a better life. I shall continually strive to develop my talents and gifts and learn to be
self-reliant. I am productive member of society and I do my share in improving the
quality of life of the people I serve and those whom I indirectly affect. I believe in the
value and benefit of hard work, quality work and honest work. Hence, I shall strive to
always use sound moral principles in my dealings and apply my God-given gifts in my
work and settle for nothing less than excellent results. I am a discerning individual
whose priorities are motivated by an unwavering faith and conviction in doing what is
moral, honest and just.

5. CONCERNS FOR THE FAMILY AND FUTURE GENERATIONS IN ACTION

Students may choose to evaluate their own family life more deeply. They can
specifically look into how their own family cultivates love, understanding and mutual
respect. They can also assess and appraise their role in the family and devise ways to
become better family members.

Personal Resolution

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 My family is great source of strength and inspiration and I understand that in
the midst of a harsh world, it is constantly confronted with things that tend to destroy its
values and sense of unity. I also know that my family is fragile. An uncaring, unloving
and irresponsible child can easily destroy it; the temptations presented by a world
obsessed with material gratification and convenience can just as easily obliterate its
values and virtues; and that my own complacency and indecision to be better family
member can lead to the destruction of unity, harmony and the prospect of prosperity for
my family. I shall make it a point to spend quality time with my family, enjoying the
beauty of the love, unity and faith that bind us as we face the challenges of the world
together.

I hereby make a personal promise to be a loving and responsible family

member and work towards strengthening the bonds that unite my family. I shall strive to
be responsible in my studies and in my role as a member of my family. I shall give my
elders due respect and appreciate their sacrifices by exhibiting hard work in my tasks. I
shall be prudent in my ways and discerning when I face the realities of the world. I shall
honor my parents and elders in their old age and continue to be inspired by their
example. As a person, I shall be an advocate of life and vanguard of its preservation. I
shall resist any proposal or intent that potentially undermines the sanctity and value of
the family.

 The family is constantly challenged by the demands, trends and ills of the world.
Every person should strive to defend and preserve it;
 The family is a person’s best refuge, source of love and good values in a world
constantly assailed by immortality, violence and materialism;
 Every member of the family has a role to play, the duty and right to give and
receive love respect;
 The strength of the family lies in its values and the commitment of its members to
responsibility, hard work and morality.

II. Pagkamakatao

1. LOVE IN ACTION

The students may be encouraged to evaluate the way they regard and express
the value of love with the people around them (family, elders, friends, ordinary people,
etc.) in their own respective capacities, encourage participants to perform little acts of
love and by being a good example of generosity, genuine concern, compassion and
integrity to their fellowmen. The participants may also be reminded of the benefits of our
people’s love for freedom and democracy and how such love never fails to unite our
people and work against injustice and tyranny as proven by our own history at EDSA.
As the acts of loving starts with a person ’s commitment to his personal resolution and
personal evaluation, the participants may be encouraged to reflect on their daily acts
and how they affect the lives of the people around them in the course of performing their
duties.

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Personal Resolution

I am mindful of the fact that my life is made more meaningful by the value of
love. I shall not be a believer of violence, unkindness and greed. I shall make every
effort to avoid resources that tend to harm others or cause them undue inconvenience. I
shall appreciate my fellowmen and recognize the beauty that each of them bears. I shall
be vanguard of truth, justice and democracy because I love my country and fellowmen. I
shall act on my personal resolution to perform acts of kindness and compassion as
testament of my commitment to be a loving person for others.

 From love springs other values that draw the best of every person;
 When people love, people start resorting to violence, thus, curing the ills that
violence causes to our nations;
 When people love, they are able to form more harmonious communities where
everyone shares the prospect for progress and personal growth;
 When people love, they become happier and develop a sense of moral and civic
purpose.

2. FREEDOM IN ACTION

Students may be discouraged to be responsible for their freedom. Thus, they

should learn to develop more mature notion of freedom. That is, that real freedom is one
that does not allow itself to be used to further one ’s vested interest or impede others
from practicing their own freedom. Instead, every person should perceive freedom as
one that allows him to be responsible, conscientious and charitable so that trough it he
may grow to be a better citizen and person for others. They will also have to be more
vigilant of how their freedom and that of others are treated and upheld by society. They
constantly remind themselves that “freedom suppressed somewhere is freedom
suppressed anywhere”. In this aspect for freedom to be reality in our nation and not just
merely a dream, every citizen must be a “keeper ” of others ’ freedom. It is only through
mutual respect and regard that people will get to appreciate their own freedom and that
of others. To be truly free, each one of us should strive to be well informed of issues
that are crucial to the defense and preservative of freedom. We can only act on a cause
of freedom by not remaining complacent to relevant issues but rather, become
enlightened by his own knowledge and emboldened to fight for freedom as our heroes
and martyrs did during their lifetime.

Personal Resolution

As a citizen, I believe that the price of freedom is eternal vigilance and

responsibility on my part. I recognize its importance and the ultimate sacrifices that my
ancestors gave to secure it so that I may enjoy its fruits during my lifetime. I shall carry
my freedom with dignity and responsibility, ever mindful that my own freedom does not
trample those of others. I hereby pledge to defend freedom boldly and unwaveringly so
that I may be able to share its legacy to future generations. I shall make myself an

23
informed individual so that I may remain vigilant of the way freedom in my country is
treated. Lastly, I shall honor my country’s heroes and martyrs by doing my utmost to be
a citizen of worth so that I may truly set my country and myself free from the bondage of
immortality, injustice and complacency.

3. PEACE IN ACTION

Participants may be encouraged to reflect on how they have cultivated the

value of peace in their families, work and dealings, as well as in the manner by which
they tackle issues that affect them. They may also be inspired to take a more conscious
effort to highlight the value of peace in their lives by establishing order in their affairs
and having the will to stick by it amidst challenges of resorting to what is convenient
though contrary to the value of peace. They may be encouraged further to review their
stand on certain issues that may be cited as worth pondering: the War on Terror, the
Oakwood Mutiny, the Mindanao Insurgency, the Government ’s Campaign Against
Corruption, and the Israeli-Palestinian Conflict.

Personal Resolution

I am a person of peace, a builder of harmony among my fellowmen. I recognize

my own obligation as a person and citizen and do my best to fulfill them. I shall not
make unreasonable demands on others and myself. I am aware of my rights and that of
my fellowmen. As I am ardent in the preservation of my rights and well being, I am
further resolved to preserve the rights and well being of the people around me. I shall
strive to foster in me the value of peace in all my personal endeavors so that I may able
to promote harmony and friendship in my community. I abhor all violence. I further
understand that the value of peace may only be present in my life of order so I can
cultivate and reap the value of peace.

4. TRUTH IN ACTION

Some examples of how students may cultivate and encourage the value of
Truth in their area of concern:

1. Preparing well for school in terms of accomplishing assignments and

requirements.
2. Never considering cheating as an option.
3. Enthusiastically and sincerely performing one ’s tasks and role as a student
guided by a sound and prudent set of priorities.

Personal Resolution

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 I am a person of integrity and the truths strengthen my character. I shall always
recognizes its value and thus be truthful in all my dealings. I see myself as a defender of
truth. Hence, I shall not participate in any activity (corruption, deceit, etc.) that runs
contrary to this special role. I shall be steadfast in my faith that in the good fight for
righteousness, the Truth will set me free and it will always prevail.

5. JUSTICE IN ACTION

Participants may put the value of justice into action in their lives by nurturing an
attitude of vigilance and understanding of situations that tend to undermine justice in
their relationships and in the community. They may develop a renewed consciousness
of being mindful of the rights and dignity of others and maintain a high level of respect
for every individual. They may further promote the value of social justice by seeking
ways of reaching out of those who may less fortunate in life (through volunteer or
charitable works) and give them justice by helping them live with dignity and with a
renewed hope so that a justice system that is just, loving and secure will not remains as
a mere dream of the oppressed, but, a reality to be enjoyed by all.

Personal Resolution

I recognize the inherent right of every person to live in dignity and liberty,
secure from oppression and any form of abuse. As a good citizen, I shall be ever
mindful that I do not trample the rights and dignity of others and further ensure my
fellowmen of my vigilance in the protection of their rights. I shall be fair and charitable in
all my dealings. I shall do my best to help others whose lives may be unjustly affected
by the times and by practices that undermine their dignity as persons. I shall continue to
have faith in the value of justice and act conscientiously in seeking and rendering it.

III. Pagkamaka-bayan

1. UNITY IN ACTION

Some examples of how the value of unity may be cultivated and encouraged:

1. Be united with the nation.

Listen and / or read the news. Make a unified stand with the rest of the country
especially with regards to issues that affect the rights of our people, protection
of justice and the fight against the various social ills that beset our country.

2. Be united with your people.

Know your people’s plight. Know what impedes their progress and happiness.
In your own ways, give them hope and make them understand that you are
there for them in any way you can, as a responsible and loving countryman.

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 3. Be united with your local community.
Have a more active and dynamic involvement in your community. Be faithful
advocate of good values and civic duty.

4. Be united with your organization of Work.

Share in the mission of your organization by being a competent worker who
constantly aims for excellence. Be a dynamic and productive worker and share
in the success of your organization.

5. Be united with your family.

Be a loving and faithful family member. Look at your responsibilities with hope
and enthusiasm. Look after your family and ensure that it is strengthened only
with the right and good values.

Personal Resolution

As a citizen, I recognize my role to foster unity among my fellowmen. I

believe that I am an integral member of my country and that I can contribute to its
success, answering the call for every Filipino to be united especially at this time when
our country is assailed by my ills. I shall stand by my countrymen in the defense of
peace and justice and further commits myself to be united in the goal of our leaders to
build a country based on good values, integrity and peace and real freedom from
poverty, graft corruption, injustice and violence.

2. EQUALITY IN ACTION

1. Treat your classmates kindly and fairly. Don ’t bully those who are weak
among you. When confronted with such a temptation, reflect by putting
yourself on the other person’s place. Be charitable instead to those who are
less-fortunate than you are. Let the weakness of others be you inspiration to
help and serve them so that they feel adequate and blessed by your loved
and concern for them.

2. Learn to judge every person based on his / her own uniqueness and
giftedness. Know that no one is perfect but that each one has the capacity
to feel and the ability to love. Be patient with people and be able to
appreciate the beauty in each one. If you live in this principle, you are bound
to experience the joys of the true friendship and harmony with the people
around you.

3. Encourage others to live out the value of equality by being a good and
consistent example to them. Teach others to be fair and discerning in their
judgments, decisions, and actions.

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Personal Resolution

I believe that all men are created equal. I further believe that every person
has the right to be treated fairly for the interest of love and justice. I therefore pledge to
refrain from judging people subjectively. I shall treat everyone with respect as part of
their inherent gift of dignity as persons. I shall be more charitable in my thoughts and
deeds so that I may not trample the rights and dignity of my fellowmen. I promise to be
of service to everyone, especially the less-fortunate, the poor, abused and abandoned
so that they may share in the promise of a brighter future. I shall act conscientiously and
decisively to protect each person’s right to equality which is most essential in
establishing a community of happy, loving, caring and peaceful people.

3. RESPECT FOR LAW AND GOVERNMENT IN ACTION

Students:
1. Develop a conscious habit of abiding by rules and regulations
starting with those in school and your home.
2. Seek to understand fully the laws and roles of the government
as well as your own role as a citizen.
3. Be a good example for your friends and family by being law-
abiding and by respecting the work of the government.

Personal Resolution

I believe that the laws and the government are meant to serve my own
interests as a citizen. I shall seek ways to understand the laws more so that I may be
able to follow them more knowingly. I shall also strive to understand the government
and its functions so that I can contribute to their efforts of improving the lives of our
countrymen. In my own capacity as a citizen I shall always be law-abiding. I shall not
allow my values to be compromised by illegal acts and practices. I shall strive to take
more critical stand in making a decision to follow laws and appreciate the work of
government. I shall perform my patriotic duty of always maintaining a sense of respect
for her duly constituted right and authority to promote order and peace for the sake of all
citizens.

4. PATRIOTISM IN ACTION

Some examples of how students may cultivate and encourage the value of
Patriotism in their area of concern:

1. Love your country. Be vigilant and ready to defend it from internal and
external threats.

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 2. Patronize your country and her works. In the dawn of globalization, do
not disregard your country’s products and good works. Be proud of what
your country produces and support these in the midst of formidable
foreign commercial competition.
3. Uphold and live good values so that you may serve as an inspiration to
your fellowmen to strive to become good citizens themselves.
4. Be proud of your personal and national identity. Be proud of your
heritage. Learn and understand your history.
5. Be a vigilant and proactive citizen. Be informed of the issues affecting
your country.
6. Be a law-abiding citizen. Respect and uphold the constitution and all the
other laws of the land.
7. Do simple acts of service to your fellowmen.
8. Be a good worker and make your country proud. Perform your duties as
you should and with a high level of competence, aiming always for
excellence.
9. Be kind and compassionate to others who may not be as fortunate as
you are in terms of material wealth. Share your blessings with your
fellowmen.
10. In your undertakings, bear in mind the integrity and welfare of your
country. Do not go into undertakings that tend to go against national
interest.
11. Carry yourself as a Filipino with dignity and pride. Do not be dissuaded
by material temptations. Know that it is a person ’s integrity that sets him
apart from other men.
12. Be a responsible voter. Choose according to your conscience as well as
candidates’ personal values and integrity.
13. Be true to yourself and faithful to your family and country.

Personal Resolution

I am a Filipino, proud and true. I honor my heritage and take pride in my

commitment to be a good citizen in my daily life. I shall, from hereon, dedicate myself to
perform simple acts of heroism that will have the positive effects in the lives of my
countrymen. I shall always be mindful of my country ’s interest in my dealings; that I may
not harm her by going into affairs on illegal activities. I shall strive to be vigilant so that I
may fulfill my duty as a citizen in upholding her laws, preserving her dignity and
promoting her welfare.

5. PROMOTION OF THE COMMON GOOD IN ACTION

Some examples of how students may cultivate and encourage the value of
patriotism in their area of concern:

28
 1. Learn to think beyond yourself. In the conduct of your decision and
action, consider the effects to your family members, friends and
classmate’s teachers, and people around you.
2. Lean to reach out to the many people who are not fortunate as you are.
Develop compassion and concern towards them. Be inspired to move
into action by helping them in any way you can through simple acts of
charity, kindness and sincere understanding.
3. Be ready to render volunteer service in times of emergencies, disaster
and occasions when your gifts as a youth may be required in helping
other people.
4. Actively participate in immersion, outreach and social exposure activities
so that you can be informed of the plight of people around you and so
that you can initiate actions that may benefit them.

Personal Resolution

I understand that I live in a community of people sharing in the same

pursuit for happiness and dream for peace. I promise to be more charitable and
concerned for the welfare of my fellowmen in the course of life. I shall do my best to
work along the principle of serving interest of the common good before serving my own.
By this truly heroic act, I hope to inspire others to develop in themselves as well a
genuine concern and love for others so that we may all truly live in a world of love,
harmony, understanding, and progress. I shall steadfastly remain vigilant and dedicated
to the preservation and promotion of the common good and shall foster this value in my
own lifetimes.

IV- Pagkama-kalikasan

1. CONCERN FOR THE ENVIRONMENT IN ACTION

Some examples of how students may cultivate and encourage the value of
the Concern for the Environment in their area of concern:

1. Develop a more conscious and consistent habit of keeping your

surroundings clean as well as using environmental resources such as
water and electricity wisely and prudently.
2. Have a deeper understanding of the dire state of the environment and in
your own capacity contribute to the work of preserving it.

Personal Resolution

29
 I am a steward of creation. I understand that my very existence and that of
generations after me are threatened by the destruction of the environment. I pledge to
be more discerning individual by using all environmental resources properly and
prudently. I shall develop a conscious effort to preserve and protect the environment
from further degradation. I shall treat the environment as though it were my own
masterpiece, giving great care and priding myself of its wonders and beauty. I shall ever
be thankful of the grace of God and the dedication of people in their work to ensure that
my family and I have clean air to breath, clean water to drink, clean oceans to launch
adventures and above all, a life that’s healthy and a future worthy to be shared to the
next generations.

VALUES

Activity 1. Group Reflection and Sharing

1. Divide the class into group.

2. Sit straight, feet flat on the floor, hands on the lap, shoulders relaxed,
eyes closed. Let silence come.
3. Recall your past experience, your attitude towards others ( the good and
the bad attitudes).
4. Share your experiences with the members of the group.

Activity 2.

Let the students draw an “Ideal Me” and present this to the class.

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Source: NSTP Handbook (revised 2007), RAIN XI

LESSON IV

LEADERSHIP AND TEAM BUILDING

Leadership

Leadership is defined as the “ability to influence others towards desired

goals. It also means “doing the right things’

 It is a call to everyone….
 It is the process of influencing the activities of a person or a group to
achieve a goal in a given situation.
 “any attempt to influence the behavior of another individual or group ”
according to Paul Hersey.
 “actual change in behavior is needed for successful leadership
according to Bernard Bass.

SERVANT LEADERSHIP

The following are ten characteristic of a servant leader:

1. ONE WHO LISTENS – Communication and decision-making skills of a leader

are enhanced by listening deeply to other.
2. ONE WHO CAN EMPATHIZE – People need to be accepted and recognized for
special and unique spirits. Thus, servant leaders strive to understand and
empathize with those they serve.
3. ONE WHO HEALS – Servant leaders need to recognize that they have an
opportunity to help make whole “the broken spirits of those with they come
contact with.
4. ONE WHO IS AWARE – General Awareness (particularly self- awareness) is
essential. It aids understanding issues of ethics and values.

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 5. ONE WHO CAN PERSUADE – Servant leaders use persuasion rather than
positional authority in making decision within an organization. Convincing, rather
coercing others, is the goal.
6. ONE WHO CAN CONCEPTUALIZE – Servant leaders nurture the ability to
“dream great dreams” and are able to think beyond day-to-day realities in
problem solving.
7. ONE WHO HAS FORESIGHT - Foresight is a quality rooted in an intuitive mind.
Servant leaders understand the lessons of the past, the realities of the present,
and the likely consequences of decisions for the future.
8. ONE WHO CAN BE STEWARD – Servant leaders hold institutions in trust the
greater glory of society.
9. ONE WHO IS COMMITTED TO THE GROWTH OF PEOPLE – Servant leaders
nurture the personal, professional and spiritual growth of those around them.
10. ONE WHO CAN BUILD COMMUNITIES – Servant leaders recognize the
importance of community especially large institution, and strive to help foster
community development.

BRANDON SAWYER formulates these 10 commandments of Servant Leadership:

1. Thou shall not plug thy ears. Which means communication and decision-
making may come from suggestions and participation not by your instinct alone.
2. Thou shall not condescend. Means you should accept and acknowledge the
other’s unique individuality they have the right to be accepted or treated as
people.
3. Thou shall not deny treatment. You should treat colleagues fairly and justly
after all they are also part of the organization.
4. Thou shall not force compliance. Big decisions are most effective when you
persuade others to believe in your position and consensus within the group.
5. Thou shall not avert thy eyes. General awareness, especially self- awareness,
strengthens your ethical understanding enabling you to deal with complex issues
more effectively.
6. Thou shall not be shortsighted. You must consider the past situation for it will
help you see the bright side of things and eventually will help you see the
consequence in the future.
7. Thou shall not be thick. Nurture your ability to dream great dreams, thinking
beyond day-to-day management realities.
8. Thou shall not thwart humanity. Be committed to the true value of people
beyond their tangible contribution as workers.
9. Thou shall not plunder. Remember that you hold your institution in trust for the
greater good of society, and along with everyone else; you are a steward of the
organization.
10. Thou shall not divide and conquer. Develop a greater sense of community
among all members of the organizations.

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TEAMWORK
Teamwork – work done by several associates with each doing a part but all
subordinating personal prominence to the efficiency of the whole group/team to
achieve the common goal.

CHARACTERISTICS OF AN EFFECTIVE TEAM

1. Clear purpose The vision, mission, goal or task of the

team has been defined and is now
accepted by everyone. There is an
action plan.
2. Informality The climate tends to be informal,
comfortable, and relaxed. There are no
obvious tensions or signs of boredom.

3. Participation There is much discussion and everyone

is encouraged to participate.

4. Listening The members use effective listening

techniques such as questioning,
paraphrasing, and summarizing to get
out ideas.

5. Civilized disagreement There is disagreement, but the team is

comfortable with this and shows no
signs of avoiding, smoothing over, or
suppressing conflict.

6. Consensus decisions For important decisions, the goal is

substantial but not necessarily
unanimous agreement through open
discussion of everyone’s ideas,
avoidance of formal voting, or easy
compromises.

7. Open communication Team members feel free to express

their feelings on the tasks as well as on
the group’s operation. There are few
hidden agendas. Communication takes
place outside of meetings.

8. Clear roles and work There are clear expectations about the
roles played by each team member.

33
 When action is taken, clear assignments
are made, accepted and carried out.
Work is fairly distributed among team
members.

9. Shared leadership assignments While the team has a formal leader,

leadership functions shift from time to
time depending on the circumstances,
the needs of the group, and the skills of
the members.

10. External relations The team spends time developing key

outside relationships, mobilizing
resources, and building credibility with
important players in other parts of the
organization.

11. Style diversity The team has a broad spectrum of

team-player types including members
who emphasize attention to tasks, goal
setting, focus on process, and questions
about how each team is functioning.

12. Self-assessment Periodically, the team stops to examine

how well it is functioning and what may
be interfering with its effectiveness.

EFFECTIVE TEAMWORK THROUGH COOPERATION, TRUST, AND

COHESIVENESS

Cooperation
Individuals are said to be cooperating when their efforts are systematically
integrated to achieve a collective objective. (The greater the integration, the greater
the degree of cooperation.) Cooperation can be encouraged by reward systems that
reinforce teamwork along with individual achievement. Cooperation can be
encouraged by literally tearing down walls, or not building them in the first place.
Cooperation diminished as the health care became larger. Managers need to restrict
the size of work teams if they desire to facilitate cooperation.

Trust
Trust is defined as reciprocal faith in others ’ intentions and behaviors. Trust
involves a “cognitive leap” beyond the expectations that reason and experience
alone would warrant.”

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 How to Build Trust

1. Communication. Keep team members and employees informed by explaining

policies and decisions and providing accurate feedback. Be candid about one ’s
own problems.
2. Support. Be available and approachable. Provide help, advice, coaching, and
support for team members’ ideas.
3. Respect. Delegation, in the form of real decision-making authority, is the most
important expression of managerial respect. Actively listening to the ideas of
others is a close second. (Empowerment is not possible without trust.)
4. Fairness. Be quick to give credit and recognition to those who deserve it. Make
sure all performance appraisals and evaluations are objective and impartial.
5. Predictability. Be consistent and predictable in your daily affairs. Keep both
expressed and implied promises.
6. Competence. Enhance your credibility by demonstrating good business sense,
technical ability and professionalism.

Cohesiveness

Cohesiveness is a process whereby “a sense of ‘we-ness’ emerges to

transcend individual differences and motives. Members of a cohesive group stick
together and are reluctant to leave the group because of the following reasons: 1) they
enjoy each other’s company or 2) they need each other to accomplish a
common goal.

TEAM BUILDING
Team building is a catch all term for a whole host of techniques aimed at
improving the internal functioning of work groups. Team building workshops strive for
greater cooperation, better communication, and less dysfunctional conflicts. Experiential
learning techniques such as interpersonal trust exercises, conflict-handling role-play
sessions, and interactive games are utilized.

EIGHT ATTRIBUTES OF HIGHT PERFOMANCE TEAMS

1. Participative leadership. Creating interdependence by empowering, freeing up,

and serving others.
2. Shared responsibility. Establishing an environment in which all team members
feel as responsible as the manager for the performance of the work unit.
3. Aligned on purpose. Having a sense of common purpose about why team
exists and the function it serves.

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 4. High communication. Creating a climate of trust and open, honest
communication.
5. Future focused. Seeing change as an opportunity for growth.
6. Focused on task. Keeping meetings focused on results.
7. Creative talents. Applying individual talents and creativity
8. Rapid response. Identifying and acting on opportunities.

The eight attributes effectively combine many of today’s most progressive ideas on
management, among them being participation, empowerment, service ethics,
individual responsibility and development, self-management, trust, active
listening and envisioning.

LESSON V

DRUG ABUSE AND ITS PREVENTION

One of the problems that continuously increasing all over the world is the rampant use
of illegal drugs. This social problem seems to be universal and which victimizes all
people, young or old, rich or poor and intelligent or not. It is but apt that we gain
information on drugs and how we can prevent it. Let ’s look at the basic concepts of drug
abuse.

BASIC CONCEPTS IN DRUG ABUSE

DRUG DEPENDENCE

Drug Dependence is the ultimate disastrous consequence of drug abuse. The World
Health Organization (WHO) defines drug dependence as “a state, psychic or also
sometimes physical, resulting from the interaction between a living organism and a
drug, and characterized by behavioral and other responses that always include a
compulsive desire or need to use the drug on a continuous basis in order to experience
its effects and/or avoid the discomfort of its absence ”.

Simply stated, drug dependence is the situation or condition a person finds himself in
which he uses or abuses a drug to the point that the drug becomes the main focus of
his life. Taking a drug has become a compulsion, a necessary habit. He must have the
drug, regardless of the cost to his health or to his life. A drug abuser who has reached
this condition is called a drug dependent.

Drug dependence may either be physical or psychological or both.

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PHYSICAL DEPENDENCE

Certain psychoactive drugs – alcohol, heroin and cocaine, to mention a few- cause a
change in the body chemistry when make frequently in large doses over along period of
time. The human body becomes used to the presence of the drug.

Having gotten used to the drug, the body begins to need it as much as it needs food. If
the use of the drug is stopped or withdrawn, the body reacts by showing what are
known as withdrawal symptoms. The ill effects that a drug abuser feels when he stops
using the drugs to which he has become accustomed are called withdrawal
symptoms.

The typical withdrawal symptoms include trembling, hallucinations, nausea and

vomiting. These symptoms may be more or less severe depending on the drug to which
the body has been accustomed and the level or extent of the dependence. In the case
of some drugs like barbiturates, withdrawal can lead to death unless the withdrawal is
done with the help of or under the supervision of a doctor.

Another term for physical dependence is drug addiction. A drug user who has reached
the stage of physical dependence in his drug use is said to be a drug dependent.

Drugs that produce physical dependence are called drugs. Not all drugs, however, are
addictive; many are non-addictive. Consequently, not all drugs abusers are drug
dependents.

PSYCHOLOGICAL DEPENDENCE

Some drugs do not produce physical dependence. In other words, the body does not
need the drugs nor crave for them.

But why does the drug abuser keep on taking the drug? This is because the drug
abuser is convinced in his mind that he needs the drug. It is more of a mental or
emotional need. The drug abuser feels he cannot be happy or satisfied without the drug,
which has become a very important part of his life.

This kind of dependence is known as drug habituation or psychological dependence.

Examples of drugs that produce this kind of dependence are hallucinogens and
nicotine.

There are some drugs; however that can produce both physical and psychological
dependence. A classic example of such a drug is alcohol.

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PHASES OF DRUG DEPENDENCE

There are four basic steps that teenagers take on the road to drug dependence:

1. Experimentation Phase. Here, the new user experiments with or tries a drug for
the first time in his life although he has heard that people who use drugs
experience a “high” or pleasure, the first time often produces a negative
experience. But the first-time user does not always experience this. Instead, he
may experience some ill effects. The first-time smoker, for instance, is likely to
cough. The cigarette smoke brings tears to his eyes. He finds the basic of the
cigarette unpleasant. In the case of some drugs, the beginner may even
experience some vomiting. The unpleasant effects often turn off many beginning
drug users. They stop using drugs.

2. Occasional or Social Use. Some teeners, assured by their drug using friends
that the unpleasant effects are normal and would pass away, decide to continue
using drugs. The ill effects are no longer experienced. In fact, he starts to
experience the pleasure of drug use although in a moderate way. However, his
use of drugs is still infrequent. He uses drugs only when they are made available
to him. Usually, this happens when he is with his druggie friends. At this stage,
he does not have a craving yet for drugs. He does not go out of his way to look
fro drugs. If drugs are made available to him, he can use drugs and stop any time
he wants to.

3. Regular Use. In this stage, he actively, seeks the drug of abuse of his choice. He
tries to make sure that he has a ready supply of the drug or that he can readily
obtain it. The craving for the drug develops. A change in his behavior becomes
noticeable. In time, the craving for the drug increases. The use becomes more
and more frequent with the result that the user ’s tolerance greatly increases, too.

4. Drug Dependence. In this stage, he no longer just takes the drug every now and
then but uses them day-by-day. The drug has become a major part of his life. He
has to have the drug at all cost. Given the choice, the teen drug user will buy
drugs rather than food. He has to have the drug, regardless of the cost to his
health, or to his life. The teener has become a drug dependent. His life and his
future ruined, he has nothing to look forward to except drugs and more drugs.

PRIMARY CAUSES AND CONTRIBUTORY FACTORS TO DRUG ABUSE

FAMILY

1. Escape from strict and domineering parents;

2. Parents lack of communication with children;

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 3. Parents are frequently quarreling in their presence;

4. Overprotective parents;

5. Neglected children;

6. Parents are busy in their work and have no time for the children; and

7. Children prefer to be with peer group (barkada) because they feel nobody wants
them at home.

BIOLOGICAL FACTORS

1. Some individual health conditions such as fatigue, chronic cough, insomnia,

physical distress and mental disorders are usually relieved with the use od drugs.
The improper use of drugs will then lead to drug abuse.

2. With the use of a certain drug, the body works actively, but with the continued
improper use of such drug it will result in physical dependency.

PSYCHOLOGICAL FACTORS

1. Low Self-Esteem and Poor Self-Image. This easily contributes to drug abuse.

2. Need for Acceptance or Belonging. To some young people, using drugs

provided by their friends and using them together are ways of winning friends’
acceptance and of compensating for having no one to associate with.

3. Feeling for More Freedom and Autonomy. Drug users feel that their freedom
and independence are very much suppressed. They want to be free in making
decisions. To prohibit them is to make them do it.

4. Escape from Reality. The drug user simply wants to get away from reality.

5. Mental Problem. Illegal drug use has been associated with a variety of
psychiatric problems such as depression and anxiety. It is viewed as an
expression of personality deficiency or symptom of psychotic disturbance.

6. Attention Getting. Using drugs is a way to get the attention of either their
parents or loved ones; thus, to become the center of attraction in the family.

39
PARENTAL NEGLIGENCE

1. Over domineering parents;

2. Lack of parental concern and closeness;

3. Parental permissiveness;

4. Rejection by the parents;

5. Abuse by the parents;

6. Family instability and disorganization;

7. Harsh physical punishment; and

8. Childhood stress and trauma.

EFFECTS OF DRUG ABUSE

I. Effect to the Person ( User)

A. Medical and Physical deterioration

1. Respiratory Diseases – Asthma, Bronchitis, Bronchiectasis,

Tuberculosis, Lung abscess, Emphysema, Lung cancer

2. Digestive System Diseases – Peptic ulcer, Gastritis, Hepatitis

3. Infection

4. Anemia

5. Physical Condition – Fatigue, muscle wasting, loss of weight,

weakness, insomnia, poor muscular coordination.

B. Personality Deterioration

1. Witty and manipulative

2. Negative attitudes

3. Selfish and demanding

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 4. Low frustration tolerance

5. Poor relation to parents and his siblings

6. Non-trustworthiness

7. Usually depressed

8. Self-centered

9. Absence of good manners and right conduct

10. Association to known drug users

11. Losses of so many things at home and at times from neighbors, at

school and at work

C. Mental Deterioration

1. Loss of interest to any productive activities

2. No productive and gainful work

3. Emotionally immature

4. No initiative for self-improvement

5. Low IQ and usually drop-out from the school at work

6. Inability to concentrate

7. Easily forgets

8. Suffering from withdrawal symptoms

9. Nervous imbalance

10. Irritable

11. Agitated

12. Irresponsible

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 13. Psychosis

D. Spiritual Deterioration

1. Drug abusers are godless.

2. No spiritual belief and no spiritual obligation nor religious.

II. Effect to the Family

1. Intense feeling of humiliation and guilt are felt by family members.

2. Self-esteem are generally low among the members of the family

3. The spirit of togetherness or unity are broken

4. Occurrence of domestic violence

5. Loss of money or valuables

6. Loss of unity among family members

III. Effect to the Community

1. Increase of petty crimes in the community (Physical injuries, rape,

hold-upping, bag snatching, stealing by “akyat-bahay gang ” and
“bukas kotse gang”, and others)

2. Increase of drug dependent and drug pusher especially at night

3. Fear of community residents to drug dependent especially at night

4. Neighborhood association becomes inactive

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 IV. Effect to the Society

1. Increase of heinous or anti-social crimes

2. Increase of immortality and loss of moral fiber of the society

(prostitution, pedophilia, child abuse)

3. Downfall of social values of the country

4. Limited movement of people especially at night time for fear of the

drug dependent

WEAPONS TO COMBAT THE DRUG MENACE

WHAT PARENTS CAN DO

As always, prevention is better than cure. The best thing that parents of young children
can do to prevent a drug problem occurring is to set as an example of good behavior
themselves. This means not just instilling a positive attitude with the child. If the
emphasis in the home is always “ you can do it ” rather than “ you ’ll never do it ” there is
a greater chance that the child will grow up with an inner, unshakeable core of self-
confidence, will never turn to drugs, and easy, open relationship with the parents based
on mutual trust and understanding will also help a lot.

Parents and relatives must give all the love and understanding they can. Do not
condemn drug dependents, for they are helpless, sick people and have no power over
their disease.

To sum up, here are the most important Do’s and Don ’ts with regard to parental
attitudes over drug taking:

1. Before condemning any drug habit, make sure you are setting the very best
example yourself. It is more likely that teenagers will take drugs if they see
adults around them being dependent on alcohol or tobacco.

2. Become knowledgeable. Talk with other adults – your spouse or your partner,
teachers at school – about how you would react if your child is discovered taking
drugs.

3. Talk to your son or daughter – not just about drugs, but about their hopes for
the future, and let them know you are always around if they need a helping hand
or shoulder to cry on.

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 4. Don’t be unduly suspicious. Keep a watchful eye, without going through
drawers, personal belongings or bags. This destroys trust, and may well
encourage a drug habit to take hold,

DRUG ABUSE AWARENESS AND EDUCATION

Prevention programs provide a basis for teaching young people to develop healthy
behavioral patterns that do not include drug taking, and for instilling in them a sense of
responsibility.

Drug abuse education should be fully integrated into public and private, religious or
secular, school curricula, with emphasis on the destructive effects of drug use, the
encouragement of excellence in teaching, health and overall personal well-being.

Reference:

NATIONAL SERVICE TRAINING PROGRAM (Developing a Responsible Citizen

Towards Community Development)

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 LESSON VI

ENVIRONMENTAL PROBLEM

Global Warming and Greenhouse Effect

Global warming is the rise in temperature of the earth ’s atmosphere

primarily due to the so called “greenhouse effect. ” According to the Hadley Center for
Climate Prediction and Research in the UK, when there is a change in the world ’s
ocean temperature, typhoons and cyclones will become more frequent and more
severe. Countries with winter season will experience longer and colder seasons than
before. Moreover, the world’s mean water level is predicted to rise up by 15-95
centimeters by the year 2100 due to the melting of the ice in the polar region, resulting
to the disappearance of many smaller islands.
Global warming, as an issue for global concern, started in the 19 th century
with the news about the thinning of the ozone layer, the earth ’s natural shield from the
sun’s direct radiation, being a direct result from this phenomenon. The badly affected
areas are countries in the tropics, subtropics and developing countries. It is expected to
bring heavy rainfall in dry months and more frequent tropical cyclones in the area.

The El Niño and La Niña Phenomena

The term “El Niño” was first used by fishermen in Peru in the late 1800s to
describe the warm current appearing off the western cost of Peru during December. “El
Niño” means little boy in Spanish. Today, just like a little child, this phenomenon refers
to the disruption of the ocean-atmospheric system in the tropical Pacific that brings
increased rainfall and heavy flooding in one part of the world while drought and wild
fires in the other.

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 “La Niña”, a term that means “little girl ”, is known as El Viejo, Anti-El Niño
or simply, a “cold event or episode”. This was felt during December, 1998 when a cold
tongue was felt, cooler by 3 degrees centigrade. The cold La Niña sometimes follows a
hot El Niño.

Earthquake

One of the most frightening and destructive lashes of mother earth is severe
sudden movement of the earth’s crust, caused by an abrupt release of strain that has
accumulated for a long time. Earthquakes are uncontrollable and unpredictable; thus,
present a great hazard to life and property. Scientists today are working 24/7 to come
up with a way to possibly predict the location and likelihood of an earthquake, as well as
new designs for various structures that hopefully, will withstand a strong tremor.
Earthquakes may be tectonic, volcanic, collapse or explosion. The type
depends on the geological make-up of a region. The most common are
tectonic earthquakes that are caused by the movement of the earth ’s tectonic plates.
Volcanic earthquakes are caused by cavern or mines. Explosion earthquakes are
caused by the explosion of nuclear and chemical explosive devices.
Earthquakes beneath the ocean sometimes generate immense sea waves
or more popularly known as “tsunami” as high as 20-40 meters.

Flooding

Floods often occur after continuous heavy rains. When it rains, some of the
water are retained by the soil, some are absorbed by vegetation, some evaporate, and
the remainder, which reach river channels, are called run-off.
Today, every time that there is a heavy downpour, many streets in Metro
Manila and in other parts of our country became flooded. Floods are a yearly problem
that we have to face. This condition brings a lot of problems —schools, government
offices, factories, and even the transport system have to suspend their operations
because of the flood. There are days when 50% of Metro Manila is submerged in water
due to continuous rain and high tide. The clogged drainage system due to indiscriminate
garbage disposal, irregular collection of garbage trucks in some areas and the shanties
like mushrooms along the creeks and esteros contribute to floods that usually recede
after a long time.

Deforestation

This is also a serious national problem. Some causes of deforestation are

the following:

1. Illegal Logging. This is a problem which the government cannot succeed to

solve. If this cannot be stopped, our forest will get denuded.

46
 2. Charcoal Making. This is not being paid attention to but sometimes this is worse
than illegal logging. In illegal logging, only the big trees are cut down to be
burned into charcoal.
3. Kaingin System. This practice is worse than the first two. In this practice, the
hillsides or mountainsides are cleared thoroughly. All the trees, big and small, are
cut down and burned. This place is then planted with rice, corn or vegetables.
After two or three years, the cleared hillsides or mountainsides become barren
wastelands. This is so because the fertile surface has been washed downed by
rain. The kaingero leaves the barren hillside and finds another hillside to clear.
This is the reason why the hillsides and mountainsides that we see from the
lowlands are barren.

Negative Effects of Deforestation

1. Flash Floods. Flash floods in deforested areas occur whenever there are
heavy rains, resulting in the destruction of crops and loss of lives. Very
little vegetation in the hillsides and mountainsides can hold the rainwater from
onrushing to the lowlands. An example is the flash flood that occurred in Ormoc,
Leyte killing many people.
2. Air Pollution. It is a scientific fact that trees function as effective “air filters ”, as
well as “temperature regulators.” As they need carbon dioxide for food
production, they “clean” the air and help maintain cool, fresh breeze for humans
to enjoy.
3. Eyesore. Green is a color that is associated with freshness and life. Without
trees, the colors brown and black will dominate the surrounding, making one feel
old and exhausted.
4. Ecological Imbalance. Birds and squirrels will lose their dwelling places. People
are going to miss the shade and fruits they get from trees and children will have
no place to play their fun games.

Pollution

Pollution is an unfavorable change in the environment that makes it less fit

for human, plant and animal life. It poses health, social, economic, and aesthetic
problems. Much pollution is caused by humans, whose population has greatly increased
over time. The demand for a higher standard of life has also contributed greatly to such
environmental pollutants.

a. Air Pollution
This kind of pollution results from any change in air quality which causes
many adverse effects to living organisms. The air pollution problems we are
experiencing at present are caused by 1) excessive emission of pollutants (urban vs
rural areas) and insufficient dispersal which depends on air motion.

47
 Some Sources of Air Pollution Effects on Living Things

Burning of Farm/ Household  Unhealthy breathing that may

trigger asthma and other
respiratory diseases.
 Global Warming
Motor Vehicles  Difficulty in breathing; may result to
cardiac arrest for those who have
heart diseases.
 Mental retardation
 Behavior disorders
Industrial Plants  Respiratory disorders
 Both are source of acid rain
 Cause eye irritations, throat and
respiratory tracts
Combustion of coal, fertilizers, rubber,  Damage of the central nervous
plastic, paints system
 Leukemia
 Behavioral disorders
 Promotes lung disorder
 Kidney and Lung Disorder
 Distress and nausea
Radioactive emissions  Cancer

b. Water Pollution
This kind of pollution is perhaps the most universally recognized form of
environmental pollution, and one that people have been concerned about for the
longest period of time. It is defined as any change in natural water, caused by
organic and inorganic substances, which may impair their beneficial use because of
the alteration of the water’s physical, chemical, and biological properties.

Some Sources of Water Pollution Effects on Living Things

Physical discharges such as  Depressed oxygen supply

garbage/biological such as sewage
Chemical discharges
 Eutrophication of water system
 Algal bloom that results to red tide
 Impure water made unfit for drinking
 Fish kill
 Water system becomes toxic
 Source of various diseases
 Genetic disorders
 Dermatitis

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  Leukemia
Agricultural run offs  Toxic effect
 Genetic disorders and cancer
Oil Spill  Destruction of water
Discharge of waste heat  Changes water temperature
 Killing of marine life

c. Noise Pollution
Noise is annoying sound or an unwanted sound. However, sound is relative
because what is pleasant sound to someone is noise to the other such as ringing
bells or music from a radio.
Sound is measured in decibels (dB). A soft whisper is measured 30 dB. A
conversation is 60 dB. A loud noise is measured 90 dB. A rock concert is 120 dB.
A constant loud noise such as sound of a heavy truck makes temporary
deafness. Just one exposure of the ear to noise that measures 120 dB may result to
permanent deafness because the tympanic membrane in the middle ear collapsed.
Noise can also be the source of quarrel. As Filipinos, it is part of our
discipline not to make noise during sleeping time, which is in the middle of the night,
early in the morning and during siesta.

Sources of Sound Description

Large rocket engine (nearby)
Jet takeoff (nearby)
Pneumatic riveter, Machine gun
Rock concert with amplifiers; Pain threshold
Jet takeoff (60m)
Construction noise (3m)
Subway train
Noisy office machines; Constant exposure endangers hearing
Average factory
Busy traffic
Normal conversion (1m)
Quiet office Quiet
Library
Soft whisper (5m)
Rusting leaves
Normal Breathing Barely Audible
Hearing Threshold

d. Land Pollution
This kind of pollution is signaled by the presence of any solid waste matter,
in such quantities that are already injurious and detrimental to humans, animals,
plants and property.

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 Some Sources of Solid Waste Effects on Living Things
Litters  Eyesore
Kitchen debris  Offensive odors
 Shelter population of rats and other
pests
Industrial waste  Same effects above
 Chromosome defect

What is R.A No. 9003?

Republic Act No. 9003 or the “Ecological solid Waste Management Act”
provides the legal framework for the country ’s systematic, comprehensive, and
ecological solid waste management program that shall ensure protection of public
health and the environment. It underscores, among other things, the need to create the
necessary institutional mechanisms and incentives, as well as imposes penalties for
acts in violation of any of its provisions.
The implementing rules and regulations of R.A. No. 9003 are contained in
DENR Administrative Order No. 2001-34.

What are the salient features of R.A. No. 9003?

a. Creation of the National Solid Waste Management commission (NSWMC),
the National Ecology Center (NEC) and the Solid Waste management
Board in every province, city and municipality in the country. The NSWMC
shall be responsible in the formulation of the National Solid Waste
Management Framework and other policies on solid waste, in overseeing
the implementation of solid waste management plans and the
management of the solid waste, in overseeing the implementation of solid
waste management plans and the management of the solid waste
management fund. The NEC, on the other hand, shall be responsible for
consulting, information, training, and networking services relative to the
implementation of R.A No. 9003. The Solid Waste Management Board of
provinces, cities and municipalities shall be responsible for the
development of their respective solid waste management plans.
b. Formulation of the National Solid Waste Management framework; 10-year
solid management plans by local government units consistent with the
National Solid Waste Management Framework;
c. Mandatory segregation of solid waste to be conducted primarily at the
source such as household, institutional, industrial, commercial and
agricultural sources;
d. Setting of minimum requirements to ensure systematic collection and
transport of wastes and the proper protection of the health of garbage
collectors;
e. Establishment of reclamation programs and buy-back centers for
recyclable and toxic materials;

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 f. Promotion of eco-labeling in local products and services;
g. Prohibition against the use of open dumps;
h. Establishment of Materials Recovery facility in every barangay or cluster
of barangays;
i. Prohibition against the use of open dumps;
j. Setting of guidelines/criteria for the establishment of controlled dumps and
sanitary landfills;
k. Provision of rewards, incentives both fiscal and non-fiscal, financial
assistance, grants and the like to encourage LGU ’s and the general public
to undertake effective solid waste management; and
l. Promotion of research on solid waste management and environmental
education in the formal and non-formal sectors.

Reference:

National Service Training Program (Civic Welfare training Service 1: A Worktext)

By Eric L. Estañol, Little Jones B. Espelata et.al

LESSON VII

SAFETY, FIRST AID AND DISASTER PREPAREDNESS

Public safety involves the prevention of and protection from events that could
endanger the safety of the general public from significant danger, injury/harm, or
damage, such as crimes or disasters (natural or man-made).

This protection is typically provided by emergency service organizations such as

police, fire, and emergency medical services (EMS).

Additional organizations and job titles may include consumer protection, the
emergency telephone number system, animal control officers, security officers,
parking enforcement officers, police dispatchers, prosecutors, code enforcement
officers, various utility inspectors, health inspectors, and others.

Public security
To meet the increasing challenges in the public security area, responsible public
institutions and organisations can tap into their own intelligence to successfully
address possible threats in advance. They optimise their internal structures, use
synergies, and carefully balance costs and benefits of their measures.

Public security is the function of governments which ensures the protection of citizens,
organizations, and institutions against threats to their well-being – and to the
prosperity of their communities.

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 Organized crime and international terrorism are hardly deterred by geographical,
linguistic, or financial barriers. Competence and administrative hurdles play into their
hands. The latter has largely contributed to public security becoming an important
political and economic issue, nationally as well as internationally. Politics, public
organizations and businesses closely collaborate to guarantee public security and
maintain a stable environment for economic prosperity. Although public security
significantly contributes to the attractiveness of a location, the productivity of its
people, and hence the overall success of an economy, the sector frequently suffers
from low budgets, limited resources, and inadequate information systems. Large
events, pandemics, severe accidents, environmental disasters, and terrorism attacks
pose additional threats to public security and order. The police, federal police and
border authorities nonetheless need to warrant the security of the country as a
fundamental prerequisite for the domestic political ability to act. The quality and scope
of potential threats have changed significantly, and the tasks and general framework
for the police, federal police and border authorities have changed accordingly.

First aid

Definition

First aid is an assessments and interventions that can be performed by a bystander

(or by the victim) with minimal or no medical equipment. A first aid provider is
defined as someone with formal training in first aid, emergency care, or medicine
who provides first aid. First aid assessments and interventions should be medically
sound and based on scientific evidence or, in the absence of such evidence, on
expert consensus. Administration of first aid must not delay activation of the
emergency medical services system or other medical assistance when required. It is
recognized that certain conditions can be treated with first aid may not require EMS
involvement or assistance by other medical professionals. First aid should be
universal: everyone can learn first aid and everyone should. It is not purely scientific
and is related to both training and regulatory issues. The definition of scope is
therefore variable, and it should be defined according to circumstances, need, and
regulatory requirements.

The goals of First Aid were to reduce morbidity and mortality due to emergency
events and to analyze the scientific evidence that answers the following questions:
What are the most common emergency conditions that lead to significant
morbidity and mortality?
In which of these emergency conditions can morbidity or mortality be reduced by
the intervention of a first aid provider?
How strong is the scientific evidence that interventions performed by a first aid
provider are safe, effective, and feasible?

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First aid guidelines in terms of;

Seizures
The general principles of first aid management of seizures are to (1) prevent injury,
(2) ensure an open airway, and (3) ensure that the airway remains open after the
seizure has ended.
The victim of a seizure must be protected from injury. Protect the head with a pillow
or other soft material. Do not restrain the victim during a seizure or place any object
in the victim’s mouth. Restraining the victim may cause musculoskeletal or soft-
tissue injury. Placing an object in the victim ’s mouth is futile because most tongue
biting occurs at the onset of seizure activity and attempts to insert an object may
cause dental damage or aspiration or may injure the rescuer ’s fingers. To prevent
aspiration of secretions and maintain an open airway, place the victim in a recovery
position after the seizure stops. It is not unusual for the victim to be unresponsive or
confused for a short time after a seizure.

Bleeding
Control of bleeding is one of the few actions by which you can critically influence
outcome. Control external bleeding by applying pressure over the bleeding area until
bleeding stops or S rescuers arrive. The important factors in successful control of
bleeding are to apply pressure firmly and for a long time.

Methods of applying pressure include

● Manual pressure on gauze or other cloth placed over the bleeding source. If
bleeding continues, do not remove the gauze; add more gauze on top and
apply more pressure.
● An elastic bandage firmly wrapped over gauze to hold it in place with pressure.

Wounds and Abrasions

Irrigate wounds and abrasions with clean running tap water for 5 minutes or until
there appears to be no foreign matter in the wound. If running water is unavailable,
use any source of clean water. Wounds heal better and with less infection if an
antibiotic ointment or cream is used and triple antibiotic ointment appears to be
superior to single antibiotic ointment or cream. Apply antibiotic ointment or cream
only if the victim’s wound is an abrasion or is superficial.

Snakebite
⁸
Do not apply suction as first aid for snakebite. Suction does remove some venom,
but the amount is very small, suction has no clinical benefit, and it may aggravate
the injury. In case of an elapid (eg, coral) snakebite, wrap a bandage snugly
(comfortably tight but loose enough to slip or fit a finger under it) around the entire
length of the bitten extremity, immobilize the extremity, and get definitive medical
help as rapidly as possible. Wrapping the extremity slows dissemination of venom by

53
slowing lymph flow. There is a paucity of studies evaluating whether pressure and
immobilization bandage are effective in bites by nonelapid snakes.

Drowning

Drowning is a major cause of unintentional death. It can be prevented with isolation

fencing around swimming pools (gates should be self-closing and self-latching),
wearing personal flotation devices (life jackets) while in, around, or on water, and
never swimming alone.
Outcome following drowning depends on the duration of the submersion, the water
temperature, and how promptly CPR is started. Case reports have documented
intact neurologic survival in small children following prolonged submersion in icy
waters. Remove the victim rapidly and safely from the water, but do not place
yourself in danger.

If you have special training, you can start rescue breathing while the victim is still in
the water if it does not delay removing the victim from the water. There is no
evidence that water acts as an obstructive foreign body, so don ’t waste time trying to
remove it. Start CPR with two effective ventilations and continue with 5 cycles (about
2 minutes) of chest compressions and ventilations before activating EMS. If two
rescuers are present, send the second rescuer to activate EMS immediately.

Animal bites
If an animal bites you or your child, follow these guidelines:
 For minor wounds. If the bite barely breaks the skin and there is no danger
of rabies, treat it as a minor wound. Wash the wound thoroughly with soap
and water. Apply an antibiotic cream to prevent infection and cover the bite
with a clean bandage.
 For deep wounds. If the animal bite creates a deep puncture of the skin or
the skin is badly torn and bleeding, apply pressure with a clean, dry cloth to
stop the bleeding and see your doctor.
 For infection. If you notice signs of infection, such as swelling, redness,
increased pain or oozing, see your doctor immediately.
 For suspected rabies. If you suspect the bite was caused by an animal that
might carry rabies — including any wild or domestic animal of unknown
immunization status — see your doctor immediately.

Doctors recommend getting a tetanus shot every ten years. If your last one was
more than five years ago and your wound is deep or dirty, your doctor may
recommend a booster. You should have the booster within 48 hours of the injury.

Human bites

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 Human bites can be as dangerous as or even more dangerous than animal bites
because of the types of bacteria and viruses contained in the human mouth. If
someone cuts his or her knuckles on another person's teeth, as might happen in a
fight, this is also considered a human bite.

If you sustain a human bite that breaks the skin:

1. Stop the bleeding by applying pressure.

2. Wash the wound thoroughly with soap and water.
3. Apply an antibiotic cream to prevent infection.
4. Apply a clean bandage. If the bite is bleeding, apply pressure directly on the
wound using a sterile bandage or clean cloth until the bleeding stops.
5. Seek emergency medical care.

If you haven't had tetanus shot within five years, your doctor may recommend a booster. In
this case you should have the booster within 48 hours of the injury.

Disaster Preparedness

Guidelines in Case of Disaster

Earthquake

Because earthquakes can happen anytime, you should act immediately once there is
ground shaking. Earthquake drills are very important to help you react immediately
and properly. During an earthquake drill, you should be able to follow your teacher ’s
command.

You will:
1. Immediately TAKE COVER under desks, tables, or in a strong doorway. TURN
AWAY from windows, shelves, and heavy objects and furniture that may fall.
2. Stay under shelter until shaking stops.
3. Be silent and listen to instructions.
4. Leave the building quickly, calmly and orderly only after ground shaking stops.
5. Go to the designated open-space assembly area outside the school building.

What To Do During an Earthquake?

55
1. Don’t Panic! Stay inside the house or building, don ’t go out. The best thing to do is
to protect you from falling debris by hiding under a strong table or structure. Stay
away from glass windows for they might break and cut you.
2. Stay indoors until the shaking stops and you're sure it's safe to exit.
3. If you are outside, stay outside. Proceed to an open place away from falling electric
wires, trees or walls. Drop to the ground until the shaking stops.
4. Don’t turn on the gas tank in case of a leak.
5. Use the stairs instead of the elevator.
6. If you are inside a car, avoid passing on an overpass or bridge. They may be
damaged by the quake and collapse. Keep the car on a safe open place while
waiting for help to come. Be careful of overhead hazards such as power lines or
falling building debris. Stay inside the car until the shaking stops.
7. If you live near the sea, remember that an earthquake can cause a tsunami,
evacuate right away to a higher place.
8. If you are inside a crowded building like a movie house, don ’t race out. Don ’t panic
and avoid falling objects.
9. If you have pets, don't try to hold your pet during a quake. Animals instinctively
want to hide when their safety is threatened. If you get in their way, even the nicest
pets may hurt you.

Typhoon
 Stay indoors and keep calm.
 Monitor TV and radio reports.
 Secure your home.
 Trim trees near dwelling.
 Keep roads clear for emergency vehicles.
 If your house is a flood prone area, go to the nearest designated evacuation
center.
 Have a flashlight and radio handy, with fresh battery.
 Stock up on food, potable water, kerosene, batteries, and first aid supplies.
 In case of flooding, turn off the main sources of electricity, gas and water in
your home.
 Stack furniture above the expected flood level. Keep appliances, valuables,
chemical, toxic substances and garbage beyond reach of floodwaters.
 Avoid low-lying areas, riverbanks, creeks and coastal areas, slopes cliffs
and foothills. Rains can trigger landslides, rockslides or mudslides.
 Avoid wading through flooded areas. Do not attempt to cross flowing
streams.
 Do not operate any electrical equipment.
 Do not use gas or electrical appliances that have been flooded.

56
References:

Espiritu EI, Javier ER, Ignacio JC, Co; National Service Training Program, Developing a
Responsible Citizen Towards Community Development; Mutya Publishing House, Inc; 2008

Primer on Natural Disaster Preparedness and Coping Mechanisms;United Nations Educational,

Scientific and Cultural Organization Bangkok, Thailand and University of the PhilippinesNational
Institute for Science and Mathematics Education Development; 2005

http://www.gov.ph

http://www.firstaidweb.com

http://www.wikipedia.com

http://www.cdera.org

http://www.redcross.org

LESSON VIII

OTHER RELEVANT SOCIAL CONCERNS

VIOLENCE AGAINST WOMEN

Violence

Physically violent forms of family interactions have been a growing concern over
the last decade. It is believed that family violence and neglect occur mostly in sick
families, families in slums, or families that characterized by some pathology such as
drugs, alcohol, or mental derangement. But obviously, since few families are conflict
free, family violence also occurs in most “normal families ”. To this family the absolute
behavior is regarded as a form of discipline not violence.
Family violence maybe seen in beatings, choking, severe spanking, stabbing or
even killing. One of the common forms of family violence is the violence between
husband and wife. This has been acknowledged to exist from some time and to a
certain degree tolerated as part of married life. Usually the wives are the frequent
victims but violence is also tolerated to children. Spouse abuse has been a social issue
of concern. Studies show that a high incidence of violence is due to spouse abuse. It is

57
taken for granted that part of the cultural norm is for marital partners to be in conflict
with each other and these norms imply that a legitimate license is also a hitting license.
A woman who had been abused, beaten or assaulted by her husband usually tolerates
him, because of her socializations and belief in the traditional women ’s role.
Violence is a pervasive feature of our society. It occurs in all levels of society.
Sociologist Murray Straus contends that as one ’s levels of verbal aggression increase
drastically violence they occur. Evidently, verbal aggression is used to justify a pattern
of violence already present in the family.

Sociological Explanation of Violence

1. Resource of William J. Goode. Family members, like members of a social

system, use a variety of means to gain advantage. Hence, violence will be used
to achieve the desired goal. For example, they may desire to get money, love,
respect, and status.
2. Culture of Violence Theory. The lower class encourages toughness,
masculinity and aggression. In other word, violence among the poor is a way of
life. Physical abuse among the lower classes is due to alleviating life conditions.
3. Frustration Aggression Theory. That violence is an outcome of frustrating life
experiences. Example, a father who is unemployed and unskilled lower-class
member may react violently to the misbehavior of children.
4. Victim Precipitated Violence. This theory asserts that the victim encourages his
own physical abuse. A typical situation may arise from argument over
unreasonable jealousy. Frequently the husband will assault the wife and she will
retaliate by shooting or bludgeoning the husband to death or vise versa.

To have and to hold… to love and to cherish … “Be it ever so humble, there ’s no
place like home.” These sentiments reflect the feelings of most people towards
marriage, home and family-but not all. The surprising reality is that a lot violence,
bringing fear and pain is reported almost every day in the newspapers about
battered women across the archipelago.

A woman who has been abused over a long period of time is always afraid. Not
only is she afraid that she, herself, is seriously hurt, but if she has children, she also
fears for their safety. A battered woman may feel guilty, even though she has not
done wrong. She may feel responsible for her husband ’s violence because in some
way, she may have provoked him. She has placed at the same and blame on herself
instead of on the abusive husband. The longer she does noting to avoid or prevent
the abuse, the less she likes herself. Along with the feeling of being a failure, both as
a single woman and in her marriage, may come a real feeling of being trapped and
peerless, and consequently, there is no way out.

Violence and various types of abuse against women still remain a problem in the
Philippines. Despite the signs of progress and women ’s groups apparently
advocating their rights and status, it seems that “women have remained basically
inferior and subordinate to men”. In a recent report in the Filipino family from the

58
Women’s Crises Center (WCC) of violence against women, it was cited at
“predominant Christian religious beliefs have helped maintain a sexiest attitude
towards women that keep them passive and submissive to men. “ According to
Cecille Hoffman of the Coalition against Trafficking in Women- Asia, the church
seems to emphasize that a woman can only have an identity within the family
context.”

Battered Women on a Surge

It has been inferred that wife battering is perhaps as old as history. However,
battered woman living in terror have been caught by the media because more and
more cases start to surface. Experts theorized that some battered women where
“asking for it”- somehow masochistically provoking abuse from their men. Mercifully,
that idea has now been discredit. But researchers say that women are less
educated, unemployed, young and poor may be more like to have abusive
relationships than others. Pregnant women seem to make particular targets:
according to one survey, approximately one in six is abused. There are common
characteristics, e.g., background in an abusive family, alcohol and drug abuse,
passivity in relationship, dependency, isolation and a high need for approval,
attention and affection. The more risk factors a woman has, the more likely she is to
become a “candidate”. What are the factors?

Previous domestic violence is the highest risk factor for future abuse. The risk
factors are:

1. Male is unemployed.
2. Male uses illicit drugs at least once a year.
3. Male and female have different religious backgrounds.
4. Male saw father hit mother.
5. Male and female cohabit and are not married.
6. Male has blue-collar occupation, if employed.
7. Male did not graduate from high school.
8. Male is between 18 and 30 years old.
9. Male or female use severe violence toward children at home.
10. Total family income is below the poverty line.

Why do men abuse their wives? This question certainty needs an answer.
Instances of wife abuse have been going on for many years, but it is only now
that it arouses public concern. Generally, public opinion supports traditional
family relations and male authority. The battering syndrome is both cause and
effect of stereotyped roles and the unequal power relations between men and
women. No social class is exempt. Wife abuse occurs in wealthy, as well as in
poor families. Over the years, it has been tolerated by those who govern

59
community affairs, the courts, medicine, psychiatry, police, schools and the
church.

There are certain factors why men abuse their partners. Today, violence in the
movie, on TV and in the newspapers is familiar and accepted. Many husbands
who abuse their wives have learned that violence, especially on woman is okay.
They often were abused themselves as children or saw their mother abused. The
battered wife most likely grew up in a similar environment. Studies reveal that
there are often psychological reasons why wife abusers manifest these hostile
behaviors: the aggressive partner is filled with anger; resentment, suspicion and
tension. He feels insecure and hopeless. He may also use violence to give vent
to the bad feelings he has about himself. He believes that the home is a place
where he can express those feelings without punishment to himself. In the office,
if he was angry with his boss and struck him, he would pay the price, but often,
he gets away without penalty when he beats his wife that becomes the target of
his vengeance.

Patterns of Wife Abuse

There are familiar patterns of wife abuse and these often develop in three stages:
the tension-building stage, the explosion or the actual beating stage, and the
loving stage. When tension stage builds a series of petty occurrences such as
wife’s request for money, her refusal to do the household chores without her
husband’s help, her serving a meal or breakfast not pleasing to him, or having
sexual relation even when she does not fell well. What follows is inevitable. She
becomes the object of any or all of the following assaults – punching with fists,
choking, slamming against a wall, kicking, throwing to the floor or pushing down
the stairs. In some cases, even treats with a gun have been reported. When the
beating is over, the couple moves into the third stage. The batterer feels guilty
about what he has done. He is sorry and may become very loving towards the
wounded partner. He assures his wife that he will never do anything violent or
hurt her again. At that moment, the wife may believe him and hopes that he will
change. There are several studies on the forms of battering against women and
were categorized into four groups.

1. Physical
This type of battering may consist of a single, manual act or a series of
different acts, or a combination of assault with the use of weapons. Specific
methods include slapping, kicking parts of the victim ’s body including her belly
even when pregnant, strangling and shoving her on the floor, banging her head
against a wall, throwing hard object at her pouring boiling water over her body,
poking victim’s eyes with fingers, burning the victim ’s flesh with cigarette, hitting
her with the butt of a gun, and forcibly, injecting her with drugs.

2. Psychological

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 This type of battering consists of various threats, intimidations and all sorts
of verbal abuse. These include threat to kill, physical harm through lethal
weapon, abandonment, ordering her out of the house, use of degrading words,
public humiliation by accusing her infidelity, openly sliding relatives against her
forcing her to bear children or to have an abortion and withdrawing affection.

3. Sexual
This type of battering includes demanding sex regardless of her condition,
forcing her to perform an unacceptable sex act, forcing her and his mistress to
live and sleep with him together.

4. Economic
This type of battering includes denial or withdrawal of financial support or
prohibiting her for handling money, husband ’s total control over conjugal financial
resources, even controlling the woman ’s earning and using the household money
foe gambling drinking or drugs.

From these various forms of battering, it seems that very Filipina could really
claim that she is totally free from theses ruthless offenses.

The Abuser

Based on various researches, the finding reveals that women express a

variety of circumstances that trigger the incidents that they perceived as the
causes for being battered. These are; the assailant ’s jealousy, the wife ’s
suspicion of the assailant’s having an extra-marital affair, one of the partner ’s
desires for separation, the assailant’s vices, particularly drinking and gambling,
his being jobless and the victim’s nagging request for money, the petty marital
disagreement over domestic matters, and in some extreme cases, the assailant ’s
hopelessness over failures in family business.
Psychologies define abusers into three behavioral types, the majority of
men who hit their wives do so frequently and their violence doesn ’t escalate.
They look ordinary and they are most likely to feel remorse after an attack.
Usually, when they use violence, it reflects some lack of communication skills,
combined with dependence on the wife.
A second group of men are intensely jealous of their wives and have fear
for abandonment. Most likely, they grew up with psychological and sexual abuse.
A third group, the smallest and most dangerous are men with antisocial
personality disorder. These men are those like criminals who beat up anybody
else when they are not getting what they want.
They are certain methods of avoiding abuse that battered women can
used to end severe spousal violence by threatening to leave him call the police
and physically fight back. If your life is in danger, run and make a scene to attract
attention. The public seem to care for anyone whose life is being threatened.

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Why Women Stay in Abusive Relationships

There are some intriguing questions why battered women still stay in spite
of the abusive relationships. Some women who have been in terror because of
terrifying relationships say it isn’t that easy because of the children, the financial
and emotional bonds are difficult to break. One battered wife said “ I know when I
took my marriage vows, I meant for better of for worse. ” Many abusers can be
charming, and abused women often fall in live with their softer side. After the
battering, the abuser listens to his partner, pays attention, buys flower and
become the ideal guy. At this part of the relationship, they make love and keep
them going. “Whom God hath put together, let no man put asunder. ” Battered
housewives have these words in mind so they stick to their husbands. Another
reason is that a woman that loves her partner very much believes that his
behavior will change, she may remain in the relationship to avoid the social tigma
of being separated or to avoid disapproval from her family and friends who are
likely to blame the battered woman..
A related problem is that abused women and their families often have
nowhere to go (Mchugh, et al. 1993). Furthermore, there is ample evidence that
trying to live in an abusive relationship may participate brutal attacks or murder.
Despite the many difficulties of leaving abusive relationships, attention is still
focused of why a lot of women stay rather than why men batter and on what
interventions will prevent the battered women from being brutalized or even killed
when they do leave.
The repeated cycles wear women down until some are so physically and
mentally exhausted that leaving the man is almost impossible. The man gradually
and eventually control of the woman ’s psyche and destroys her ability to think
clearly “You can’t underestimate the terror and brainwashing that takes in
battering relationships.” She really comes to believe that she deserves the
abuse.

Agencies that Protect Women from Violence

 Departement of Social Welfare

 Women’s Crises Center
 Kababaihan LAban sa Karahasan (KALAKASAN)

Potential Wife Beater

The KALAKASAN foundation a women’s NGO’s believes that violence

against women are deep and widespread. The best way to deal with this problem
is to inform young women of the rights to be respected.
Here are some pieces of advice on how a potential women beater. While it
has been said that abusive men are weak and have a sign of immaturity,
KALAKASAN enumerates the men who possess any of these traits.

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 He hurts you on purpose. He hits you, twist your arm, pulls your hair, and
breaks your favorite things.
He has scary temper. He blows up at the slightest provocations, picks
fights with waiters or security guards.
He cuts you down. He tells you nobody else will want because you ’re ugly
and undesirable.
He cuts you off from your friends. He gains control by isolating you from
others.
He swings back and forth from sweet to mean, and then back again. He ’s
nice and sweet one day, tough and means the next.
He blames you from his anger. He doesn ’t take responsibility for his hurtful
actions. If he slaps or kicks you, it’s always not his fault, but of some mistake that
you made.
He panics at the idea of breaking up. He breaks down and cries when
your about to end the relationship. It ’s a tool he used to make women emotional
prisoners.
He encourages you not to enjoy life. He doesn ’t want you around other
people, which why he will ask you to stop going to the gym, and stay home.
He checks up on you. He’s extremely jealous and suspicious. He keeps
track of where you are and whom you hang out with.
He calls you names. He lashes out of you and calls you cruel names in
private or in front of other people.
Whether you’re already into a relationship or considering entering one, it ’s
still best to look into the man you ’re dating. How is his family? How does the
woman in his life- mother, sisters, and grandma?
Of your boyfriend hits you, curses or shames you in public, stops you from
seeing your friends and wants to control you, forces to have sex with him, and
you don’t like it, even just once, drop him.
Before you get into a relationship, don’t just think once, think ten times.

CHILD ABUSE

Child abuse is a phenomenon that has existed for a very long time but is
virtually unknown to many. At present, child abuse is considered as a serious
problem not on only in developed countries like in the US but also in most
developing and underdeveloped countries (Salcedo, et.al 1999).
Child abuse, intentional acts that result in physical or emotional harm to
children. The term child abuse covers a wide range of behavior, from actual
physical assault by parents or other adult caretakers to neglect of a child ’s basic
needs. Child abuse is also sometimes called child maltreatment./

TYPES

There are several different types of child abuse, and some children
experience more than one form. Physical abuse includes deliberate acts of

63
violence that injure or even kill a child. Unexplained bruises, broken bones, or
burn marks on a child may be signs of physical abuse. Sexual abuse occurs
when adults use children for sexual gratification or expose them to sexual
activities. Sexual abuse may begin with kissing or fonding and progress to more
intrusive sexual acts, such as oral sex and vaginal or anal penetration. Emotional
abuse destroys a child’s self-esteem. Such abuse commonly includes repeated
verbal abuse of a child in the form of shouting, threats, and degrading or
humiliating criticism. Other types of emotional abuse are confinement, such as
shutting a child in a dark closet, and social isolation, such as denying child
friends.

The most common form of child abuse is neglect. Physical neglect

involves a parent’s failure to provide adequate food, clothing, shelter, or medical
care to a child. It may also include inadequate supervision and a consistent
failure to protect a child from hazards or danger. Emotional neglect occurs when
a parent or caretaker falls to meet a child ’s basic needs for affection and comfort.
Examples of emotional neglect include, behaving in a cold, distant, and
unaffectionate way toward a child, allowing a child to witness chronic or severe
spousal abuse, allowing a child to use alcohol or drugs, and encouraging a child
to engage in delinquent behavior. Another form of neglect involves failing to meet
a child’s basic education needs, either to enroll a child in school or by permitting
a child to skip school frequently.

Causes

Many people have difficulty understanding why any person would hurt a
child. The public often assumers that people who abuse their children suffer from
mental disorders, but fewer than 10 percent of abusers have mental illnesses.
Most abusers love their children but tend to have less patience and less mature
personalities than other parents. These traits make it difficult to cope with the
demands of their children and increase the likelihood of physical or emotional
abuse.

However, there is no single explanation of child maltreatment. Child abuse

results from a complex combination of personal, social and cultural factors.
These may be grouped into four primary categories1) intergenerational
transmission of violence, (2) social stress, (3) social isolation and low community
involvement, and (4) family structure.

A, International Transmission of Violence

Many children learn violent behavior from their parents and then grow up
to abuse their own children. Thus, the abusive behavior transmitted across

64
generations. Studies show that some 30 percent of abused children become
abusive parents, whereas only 2 to 3 percent of all individuals become abusive
parents. Children who experience abuse and violence may adopt this behavior
as a model for their own parenting.

However, the majority of abused children do not become abusive adults.

Some experts believe that an important predictor of later abuse is whether the
child realizes that the behavior was wrong. Children who believe they behaved
badly and deserved the abuse become abusive parents more often than children
who believe their parents were wrong to abuse them.

B. Social Stress

Stress brought on by a variety of social conditions raises the risk of child

abuse within a family. These conditions include unemployment, illness, poor
housing conditions, a larger-than-average family size, the presence of a new
baby or a disabled person in the home, and the death of a family member. A
large majority of reported cases of child abuse come from families living in
poverty. Child abuse also occurs in middle class and wealthy families, but it is
better reported among the poor for several reasons. Wealthier families have an
easier time hiding abuse because they have less contact with social agencies
than poor families. In addition, social workers, physicians, and others who report
abuse subjectively label children from poor families as victims of abuse more
often than children from rich families.
Alcohol and drug use, common among abusive parents, may aggravate,
stress and stimulate violent behavior. Certain characteristics of children, such as
mental retardation or physical or developmental disabilities can also increase the
stress of parenting and the risk of abuse.

C. Social Isolation and Low Community Involvement

Parents and caretakers who abuse children tend to be socially isolated.

Few violent parents belong to any community organizations, and most have little
contact with friends or relatives. This lack of social involvement deprives abusive
parents of support systems that would help them deal better with social or family
stress. Moreover, the lack of community contacts makes these parents less likely
to change their behavior to conform to community values and standards.
Cultural factors often determine the amount of community support a
family receives in cultures with low rates of child rates of child abuse; child care
is usually considered the responsibility of the community. That is, neighbors,
relatives, and friends help with child care when the parents are unwilling or
unable. In the United States, parents often shoulder child-care demands by
themselves, which may result in a higher risk of stress and child abuse.

D. Family Structure

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 Certain types of families have an increased risk of child abuse and
neglect. For example, single parents are more likely to abuse their children than
married parents. However, single-parent families usually earn less money than
other families, so this may account for the increased risk of abuse. Families with
chronic marital discord or spousal abuse have higher rates of child abuse than
families without these families. In addition, families in which either husband or
wife dominates in making important decisions- such as where to live, what jobs to
take, when to have children, and how much money to spend on food and
housing—have higher rates of child abuse than families in which parents share
responsibility for these decisions.

ALCOHOLISM

History reveals that the consumption of wine, beer and other intoxicating
beverages has been a subject of moral concerns. Aristotle, Plato and Socrates
considered intoxication as debasing the dignity of man. Today, the use of alcohol
represents a conflict of values. A society that is impersonal, competitive,
individualistic and stratified has an effect on the excessive drinking of individual
members. This society and all of its maladjusted persons ( Ronquillo, et. al.,
1989).

Alcoholism is a disease or disorder of behavior characterized by

repeated drinking of alcoholic beverages (Gasilla-dela Cruz, 2005). It is
characterized by a compulsion to take alcohol or an inability to control one ’s
drinking in behavior. Alcoholism is a social problem because it causes personal
misery, family split, loss of wages, and deterioration of health. It leads to many
expensive hospital treatments, court cases and other crimes and jail
imprisonment.
An alcoholic person is a person who indulges in heavy uncontrolled
drinking to the detriment of the person’s health and personality.

DISADVANTAGES OF ALCOHOL

1. He has less interes in life and no more ambition.

2. He has slower reaction.
3. He is pessimistic.
4. He has lower capacity for creative work and thought.
5. He is no longer aware of what is happening in his surroundings.

ADVANTAGES OF TAKEN IN MODERATION

1. A person can have a good appetite.

2. He can have a sound sleep at night.
3. He can have more energy for creative work.

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 ALCOHOLC BEVERAGES

1. Wine- contains 10-20% alcohol

2. Beer- lower alcohol content – contains 3-5% alcohol
3. Whisky, brandy, gin, rum, vodka and liquors have a much higher alcohol
content usually 40-55% alcohol.

Alcohol in the Body

The alcohol once taken in the body is circulated to the veins and mixes
with the blood. It is not digested; the blood receives or absorbs it without any
change. The rate of absorption speeds up greatly as alcohol enters the intestine
at the lower end of the stomach. When alcohol is mixed with food, the rate of
absorption is reduced. The blood delivers alcohol to the brain, liver, muscles, and
other body tissues.

Alcohol and the Diet

The alcoholic person has no appetite, since alcohol irritates the lining of
the lining of the stomach and upsets its normal activities. Hence ulcer may result. An
alcoholic actually starves himself or herself during long periods of excessive drinking.
The brain is the primary target of alcohol and the alcoholic may have the
following symptoms: severe headache, inability to sleep and irritability. These are not
recognized as being due to drinking. The chronic alcoholic who has a long history of
drinking large amounts of alcohol has irreversible brain damage.
Another target of alcohol is the digestive system. A person may have a
complain of inflammation of the esophagus, stomach or chronic diarrhea.
The whole discussion on alcoholism maybe summed up in the statement
of Rev. Williams Wall as cited by Ronquillo et.al (1989) who said “…prevention starts
where drinking starts with our young men in the 18-25 age groups prevention means
only one things; education and as far as drinking is concerned the best teachers are the
parents and the best classroom is home. The best textbook is good example and the
best introduction medium to drinking should be a beverage of moderation.

POVERTY

Poverty can be explained in individualistic, cultural, or structural terms.

The framework that is applied influences people ’s about how poverty might be reduced
individual explanations for poverty view of poverty as the result of attitudinal and
motivational problems that cause individuals to be poor or the amount of human capital
that a person possesses (Rank 1994). Attitudinal and motivational explanations focus
on the United States as the “land of opportunity ” and suggest that people who do not
succeed have no one to blame but themselves for their lack of motivation, laziness or
other flaws (Feagin 1975). In contrast, human capital explanations of poverty highlight
the individual’s lack of human capital —assets specialized knowledge or skills (Becker,

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1964). Those favoring human capital explanations of poverty have noted, for example,
that the introduction of new workplace technologies has resulted in many people having
limited human capital to bring to the job market. To many sociologist, however,
individual explanations of poverty amount to blaming the victim- a practice used by
people who view a social problem as emanating from within the individual who exhibits
the problem (Ryan, 1976).

POVERTTY (also called Penury)

- is deprivation of those things that determine the quality of life

including food, clothing, shelter and safe drinking water, but
also “intangibles” such as the opportunity to learn and to
enjoy the respect of fellow citizens.

Although poverty is generally considered to be undesirable due to the pain

and suffering it may cause, in spiritual contexts “voluntary poverty ” involving the
renunciation of materials goods, is seen by some as virtuous.
Poverty may affect individuals or groups and is not confined to the
developing nations. Poverty in developed countries is manifest in a set of social
problems including homelessness and the persistence of “ghetto ” housing
clusters.

CONSEQUENCES OF POVERTY

Poverty statistics are more than just a snapshot of who is poor and how
the poor live. These statistics are predictors. As such, they tend to predict a grim future
for individuals who live below the poverty line and for the entire nation (Gleick,1996). A
s one social analyst has noted, “poverty narrows and closes life chances.. Being poor
not only means economic insecurity, it also wreaks havoc on one ’s mental and physical
health.” (Ropers, 1991:25)

Types of Poverty

Different people think about poverty in different ways. Some people think that
poverty is about being able to buy and sell but people think about getting a fair share of
education and health care or about given respect and having some influence over what
happen in their life. Because of these differences it is useful to think about two main
types of poverty-income poverty and non-income poverty.

Income Poverty- This happens when a household takes in less than seventy five pesos
per day. This means that people will have enough food or medicine and they will have
poor clothes and houses. Income poverty is due to people not having access to money
or other assets. If people do not have any other assets like land to grow their own food,
then income poverty can result in stunted growth and early death.

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 The best way to reduce income poverty is to encourage and support the
development of effective businesses (small, medium and large) which make good use
of our natural resources and talents to create wealth jobs.

Non-Income Poverty- This happens when people may have a little bit of money but
otherwise the quality of their life is not good. They do not have access to affordable
social and physical services (schooling, health care, medicines, safe water, good
sanitation, good transport) and they may not feel safe in their homes either because
they cannot trust the authorities or because they belong to some particularly vulnerable
group.

The best way to reduce non-income poverty is to make sure that people have
access to affordable and good quality social services and infrastructure, that they feel
secure in their homes, that they trust the authorities and, if they are vulnerable, that
there are safety net programes to protect them.

Causes of Poverty

1. Warfare: The material and human destruction caused by warfare is major

development problem. For example, from 1990 to 1993, the period
encompassing Desert Storm, per capita GDP in Iraq fell from $3500 to $761. The
drop in average income, while a striking representation of the drop in the well-
being of the average Iraqi citizen in the aftermath of the war, fails to capture the
broader affects of damages to the infrastructure and social services, such as
health care and access to clean water.

2. Agricultural Cycles: People who rely on fruits and vegetables that they
produce for household food consumption (subsistence farmers) often go through
cycles of relative abundance and scarcity. For many families that rely on
subsistence production for survival, the people immediately prior to harvest is a
‘hungry period’. During these periods or scarcity, many families lack sufficient
resources to their minimal nutritional needs. Being familiar with these cycles has
enabled development practitioners to anticipate and prepare for periods of acute
need for assistance.

3. Droughts and Flooding: Besides the immediate destruction caused by natural

events such as hurricanes, environmental forces often cause acute periods of
crisis by destroying crops and animals.

4. Natural Disasters: Natural disasters such as hurricanes and earthquakes have

devastated communities throughout the world. Developing countries often suffer
much more extensive and acute crises at the hands of natural disasters, because
limited resources inhibit the construction of adequate housing, infrastructure, and
mechanisms for responding to crises.

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5. Colonial Histories: One of the most important barriers to development in poor
countries is lack of uniform, basic infrastructure, such as roads and means of
communication. Some development scholars have identified colonial history as
an important contributor to the current situation. In most countries with a history
of colonization, the colonizers developed local economies to facilitate the
expropriation of resources for their own economic growth and development.

6. Centralization of Power: In many developing countries, political power is

disproportionately centralized. Instead of having a network of political
representatives distributed equally throughout the society, in centralized systems
of governance one major party, politician, or region is responsible for decision-
making throughout the country. This often causes development problems. For
example, in these situations politicians make decisions about places that they are
unfamiliar with, lacking sufficient knowledge about the context to design effective
and appropriate policies and programs.

7. Corruption: Corruption often accompanies centralization of power, when

leaders are accountable to those they serve. Most directly, corruption inhibits
development when leaders help themselves to money that would otherwise be
used for development projects. In other cases, leaders reward political support by
providing services to their followers.

8. Social Inequality: One of the more entrenched sources of poverty throughout

the world is social inequality that stems from cultural ideas about the relative
worth of different genders, races, ethnic groups, and social classes. Ascribed
inequality works by placing individuals in different social categories at birth, often
based on religious, ethnic, or ‘racial’ characteristics. In South Africa history,
apartheid laws defined a binary caste system that assigned different rights (or
lack thereof) and social spaces to Whites and Blacks, using skin color to
automatically determine the opportunities available to individuals in each group.

Effects of Poverty

The effects of poverty may also be causes, thus creating a “poverty cycle ”
operating across multiple levels, individual, local, national, and global. Those living in
poverty and lacking access to essential health services, suffering hunger or even
starvation, experience mental and physical health problems which make it harder for
them to improve their situation. One third of deaths- some 18 million people a year
or 50000 per day – are due to poverty-related causes; in total 270 million people,
most of them woman and children, have died as a result of poverty since 1990.
Those living in poverty suffer lower life expectance. Every year nearly 11 million
children living in poverty die before their fifth birthday. Those living in poverty often
suffer from hunger. 800 million people go to bed hungry every night. Poverty
increases the risk of homelessness. There are over 100 million street children
worldwide. Increased risk of drug abuse may also be associated with poverty.

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 Diseases of poverty reflect the dynamic relationship between poverty and poor
health; while such infectious diseases result directly from poverty, they are
perpetuate and deepen impoverishment by sapping personal and national health
and financial resources. For examples, malaria decreases GDP growth by up to
1.3% in some developing nations, and by killing tens of millions in sub-Saharan
Africa, AIDS alone threatens “the economies social structures, and political stability
of entire societies.

Suggested Solutions for Poverty

Most individual and cultural solutions focus on the importance of work. Individual
perspectives suggest that people should work harder. Cultural perspectives suggest
enhancing people’s cultural capital to make them better prepared for employment.
Structural perspectives are based on the assumption that society can reduce poverty
by creating jobs and training programs and investing in people through provision of
child care, health care, and affordable housing.

Juvenile Delinquency

Juvenile delinquency deals with children, minor or youth below twenty-one years
of age who break the law or fail to do what the law requires. The Child and Youth
Welfare Code, President Decree No. 603 defines youthful offender as one who is
nine years but under twenty-one years of age at the time of the offense. A child nine
years of age or under at the time of the offense shall be exempt from criminal liability
and shall be committed to the care of his father or mother or nearest relative or
family friend in the discretion of the court and subject to its supervision (Jarapa,
Perez & Segarra, 2000).

Delinquency can be divided into different classes (Jarapa, Perez & Segarra, 2000)

1. Environmental Delinquents. They are occasional lawbreakers.

2. Maladjusted delinquents. These emotionally maladjusted delinquents are

chronic lawbreakers who make lawbreaking a habit they cannot avoid or escape
from.

3. Psychiatric delinquents. These psychiatric delinquents are related to serious

emotional disturbances in the family or metal ill-health. When a person becomes
delinquent due to mental illness, he is classified as a psychiatric delinquent.

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CAUSES OF JUVENILE DELINQUENCY

There are various factors that contribute to juvenile delinquency as phenomenon

(Zulueta & Luwag, 2005):

1. Social disorganization. This is characterized in a society where diverse cultural

standards flourish with little interaction among the members, and community
solidarity is utterly wanting. The desire for power, wealth and prestige, the
atmosphere where fear hate, antagonism and hostility are prevalent are elegant
manifestations of social designation. This social disorganization is exemplified in
the slum areas, where families come from different places of the country speak
different languages, and people are constantly on the move to survive becomes a
breeding place for delinquents.

2. Poverty. This is a condition that is said to exist when people lack the necessary
means to satisfy their basic needs. It is assumed that extreme poverty may lead
to juvenile delinquency. A number of researches on juvenile

3. Broken Homes. This is a condition characterized by the separation of husband

and wife brought about by warm migration imprisonment or employment outside
the country. Permanent broken homes refer to separation of spouses caused by
marital discord, bickering, animosity, infidelity and lack of trust that consequently
lead to legal separation.

According to Sametz and Streib (2006) there are many theories

concerning the causes of juvenile crime which either or the individual suggest
that children engage in criminal behavior because they were not sufficiently
penalized for previous delinquent acts or that they have learned criminal behavior
through interaction of others. A person who becomes socially alienated may be
more inclined to commit a criminal act. Theories focusing on the role of society in
juvenile delinquency suggest that children commit crimes in response to their
failure to rise above their socioeconomic status, or as a repudiation of middle-
class values.
In addition, most theories of juvenile delinquency have focused on children
from disadvantaged families, ignoring the fact that children from affluent homes
also commit crimes. The latter may commit crimes because of the lack of
adequate parental, delays in achieving adult status, and hedonistic tendencies.
All theories, however, are tentative and are subject to criticism.

TREATEMENT OF OFFENDERS

The juvenile justice system tries to treat and rehabilitate youngsters who
become involved in delinquency. The methods according to Sametz and Streib
(2006) can be categorized as:

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 1. Community Treatment. This involves placing the child on probation.
When the child is not believed to be harmful to others, he or she is placed
under the supervision of an officer of the juvenile court and must abide by
the specific rules that are worked out between the officer and the child. In
some instances community treatment also takes the form of restitution, in
which the child reimburses the victim either through direct payment or
through some from of work or public service.

2. Residential Treatment. This generally takes place in a group home

where the juvenile is provided with psychological and vocational
counseling. Other forms of residential treatment include rural programs
such as forestry camps and work camps.

3. Nonresidential community treatment. Youngsters placed in

nonresidential community-based treatment programs do not reside at the
facility. Instead they live at home and receive treatment from mental health
clinics and similar services.

4. Institutionalization. This is the most severe form of treatment for juvenile

offenders. The child is incarcerated in a secure facility and denied freedom
to come and go in the community. The institution is responsible for the
child’s counseling, education, recreation, room and board, and other daily
activities.

No specific treatment has been proven the most effective form. Effectiveness is
typically measured by recidivism rates- that is, by the percentage of children treated
who subsequently commits additional criminal acts. The recidivism rates for all forms
of treatment, however, are about the same. That a large percentage of delinquent
acts are never discovered further complicates this measurement. Thus, an absence
of subsequent reported delinquent acts by a treated child may mean nothing more
than that the child was not caught.

REFLECTION

Complete the following sentences:

1. If I would be a victim of any form of violence, I would

______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________

2. Drinking too much alcohol is

______________________________________________________________

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______________________________________________________________
______________________________________________________________
__________________________________________________________

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