mWhat is Life Skills?

EDUCATION TO FIGHT POVERTY

AND VULNERABILITY
WHO
(1997)
" t h e a b i l i t i e s f or a d a p t i v e a n d
p o s i t i v e b e h a v i o r t hat enabl es
i ndi vi dual s t o deal eff ect i vel y wi t h
t he demands and challenges of
everyday life"

UNICEF (2001) "Vulnerability" is the probability of

"life-skills based education is
 behavior change or behavior
development
approach
 designed to address a
balance of three areas:
o knowledge,
o attitude, and
o skills.
SIGNIFICANCE OF LEARNING LIFE
SKILLS
•To be able to explore alternatives
•Weigh pros and cons
•Make rational decisions
•Communicate effectively
•To say "No"
•Be assertive
WHY LIFE-SKILLS EDUCATION?
 Early identification of problems,
early intervention and support at
key moments fives of young
people is vital
 Development needs & aspirations
of the Individuals
 Development of psychosocial
abilities
 To enhance capabilities and
enlarge choices
 To build different dimensions of
well-being; by building self-image
& self-worth, which in turn help
individuals to be less vulnerable
to the variations within a given
context.
having
one's situation worsen when facing a
dramatic
World Education Forum, 2000
Dakar Frainework For Action
"the human right to benefit from an
education that will meet their(youth's) basic
learning needs in the best and fullest sense
of the term, an education that includes
learning to know, to do, to live together and
to be"
Life Skills Approach - strengthens the
ability of an
individual to evolve, developing self-
confidence
and power to act, without being restricted to
a
single hands-on skill.
What are the "Life Skills"?
 Problem-Solving
 Decision Making
 Critical Thinking
 Creative Thinking
 Communication Skills
 Self-Awareness
 Stress Management
 Empathy
 Interpersonal Relationship
LEARNING TO KNOW: DEVELOPING
REASONING - It relates to cognitive life
skills such as critical thinking, problem
solving and decision-making skills. It thus
refers to both the acquisition of knowledge
as well as the use of knowledge.
LEARNING TO BE: ENHANCING
AGENCY - it relates to self-management
life skills related to self-awareness, self-
esteem & self-confidence, and coping skills

LEARNING TO LIVE TOGETHER:

BUILDING POTENTIAL THROUGH
SOCIAL CAPITAL - It relates to
communication skills, Negotiation skills,
Refusal skills, Assertiveness skills,
Interpersonal skills, Co-operation skills &
Empathy skills
LEARNING TO DO: FUNCTIONING
AND CAPABILITIES - It refers to central
human functional capabilities of "Life",
"Bodily Health", "Bodily integrity" and
"Control over one's Environment"
HOW 'LIFE SKILLS' LEAD TO
PRIMARY PREVENTION OF HEALTH
PROBLEMS?
Knowledge
Attitudes
Values
Life Skills
Behavior reinforcement or change
Positive Health Behavior
Prevention of Health Problems
PROBLEM-SOLVING SKILL
 AIlows to solve an issue, problem or
conflict without anger, intimidation,
insubordination, aggressive force or
behavior
 Devising a plan in order to solve a
problem
 Examining a related problem
 Adjustment to a situation
PROBLEMS if left unresolved -------
MENTAL & PHYSICAL STRESS
DECISION MAKING
• Abilities to assess available options
• Relating current situation to past
similar situation
• To foresee the consequences of
different decisions (actions/non-
actions)
• No decision is also a decision
RESPONSIBLE DECISION MAKING
Making decision after examining the choices
&
consequences in view of one's values and
goals is Responsible Decision Making
STEPS FOR RESPONSIBLE DECISION
MAKING
• Identify/Define the problem
• Consider the consequences or
outcomes
• Consider family and personal
values
• Choose one alternative
• Implement the decision
CRITICAL THINKING
• Ability to analyze information and
experiences in an objective manner
• Helps adolescents to recognize and to
assess the factors influencing attitude &
behavior values, pressures (peer,family)
• Key to form right attitudes towards life
• Assists in developing responsible
behavior.
CREATIVE THINKING
• •Enables to explore available alternatives
and consequences of actions or non-
actions
• Openness to experience
• Helps adolescents to respond adaptively
and with flexibility to the daily life
situations
SELF-AWARENESS
• Body movement and gestures
• Taking responsibility for own behavior
• Being able to stand up for one's own
values and needs
• Awareness of mental process
• Knowing one's thought, feelings and
actions
COPING WITH EMOTIONS & STRESS
• Recognizing effects of emotions on
others and ourselves
• Being aware of how emotions influence
behaviors
• Able to respond to emotions
appropriately
EMPATHY
• Ability to understand and accept others
• To put oneself in other person's shoes
• Being nurturing and tolerant
• Encourages a positive behavior toward
people in need or difficulty
INTERPERSONAL SKILLS
• To be able to develop & nurture
supportive networks
• To be able to end relationships
constructively
EFFECTIVE COMMUNICATION
• To express ourselves verbally & non-
verbally
• To express opinions, desires, needs &
fears also
• To ask for advice and help
TAKE PLEASURE & PRIDE IN
SAYING NO
WHEN ONE WANTS TO SAY "NO"
• Ways to say NO
• Polite refusal
• Give reason
• Repeat refusal
• Walk away
— Ignore the person
• Avoid the situation
• Find others' support
• Talk about your own feelings
LIFE SKILLS EDUCATION
• Dynamic teaching & Dynamic
learning
• Working in small groups & pairs
• Brainstorming
• Role-plays
• Experiential learning
• Games & debates
• Home assignments, to further discuss
and
practice skills with family & friends.
THEREFORE, THE ADOLESCENTS
SHOULD KNOW ABOUT 'LIFE
SKILLS' BECAUSE
• Empowers them to take positive actions
to protect themselves and to promote
health and positive social relationships.
• Utility in Other areas
• Environment Education
• Consumer Education
• Peace Education
• Social Cultural Issues
DECISION MAKING
• A decision is a choice made between two
or more available alternatives. Decision
making is the process of choosing the
best alternative for reaching objectives.
• Decision making can be defined as a
process of choosing between alternatives
to achieve a goal. It is the process by
which an individual chooses one
alternative from several to achieve a
desired objective.
MAKE EFFECTVE DECISIONS
 Perception
 Priority
 Acceptability
 Risk
 Resources
 Goals
 Values
 Demands
 Style
 Judgement
SIX C’s OF DECISION MAKING
1. Construct a clear picture of precisely
what must be decided.
2. Compile a list of requirements that
must be met.
3. Collect information on alternatives
that meet the requirements.
4. Compare alternatives that meet the
requirements.
5. Consider the "what might go wrong"
factor with each alternative.
6. Commit to a decision and follow
through with it.
7.
TYPES OF DECISIONS
 calculation and distribution o
1. Basic Decision or Strategic Decisions bonus is an operating decision
2. Administrative Decisions which taken as the lower levels.
3. Organizational or Personal Decisions
4. Policy of Decisions INDIVIDUAL & GROUP
5. Individual & Group Decisions DECISIONS
6. Routine Decisions
7. Adaptive Decisions  The decisions taken by an individual
in the organization is known as
individual decisions

 Group decisions refer it the decisions

which are taken by a group
BASIC DECISION OR STRATEGIC organizational member (board
DECISIONS directors, committer of experts
 All basic decision is strategic
decisions involving large range
commitments and large ROUTINE DECISIONS
investments.
 Slight or small mistakes in these  The type of decisions made when
decisions would seriously injure problems are relatively well defined
the entire organizations. and com mon & when established
rules, policies and procedures can be
ADMINISTRATIVE DECISIONS used to solve them.
Herbert Simon had classified all
decisions in two classes;
 Programmed decision: It involves
organizations which an develop
specific process for handling these
decisions
o E.g. standing operating
procedures policies.

 Non - Programmed Decisions: They

relate to general problem s process.
They involve judgment, intuition
creativity.

ORGANISATIONAL OR
PERSONAL DECISIONS
 Organizational decisions reflect
company policy. They can be
delegated of transferred to others.
 While personal decisions refer to
those made by a manager as an
individual and these can't be
delegated.
POLICY OF DECISIONS
 Policy decisions are taken by the top,
management.
o e.g. the declaration of bonus in
a company is a policy matter
which is to be decided by the
top rnanagement while
ADAPTIVE DECISIONS
 The type of decisions made when
problems and alternative solutions are
somewhat unusual and only partially
understood.
CHARACTERISTIC OF DECISION-
MAKING PROCESS
 From various courses of action, it is a
process of choosing a particular course of
action.
 It is a human process which involves the
application intellectual abilities.
 It is a rational process which is
proceeded by deliberation and reasoning.
It may also be called as end process.
 It is always related to situation in
which a manager may take one
decision in a particular set of
circumstances and another in a
different set of circumstances.
 This involves certain specific purpose
in which these may just be decisions
not to decide.
PHASES OF DECISION-MAKING
 Intelligent Activity
 Design Activity
 Choice Activity
TECHNIQUES OR BASIS OF
DECISION
MAKING
1. INTUITlON: Decision making by
intuition is characterized by inner feeling of
the person. He takes a decision as per the
dictates of his conscious
2. FACTS: lt is considered to be the best
basis of decisions making. Such decisions
will be sound and proper.
3.EXPERIENCE: Past experience of a
person becomes a good basis for taking
decisions. When a similar situation arises,
the manager can rely on his past decisions
and takes similar decisions.
4.OPERATIONS RESEARCH: It helps
managers by providing scientific basis for
solving organized problems involving
interaction of components of the
organization.
5.VALUES: Being confused and unclear
about one's values may affect decision-
making ability. Overcoming a lack of self-
awareness through values clarification
decreases confusion.
6.INDIVIDUAL PREFERENCE:
Overcoming this a rea of vulnerability,
involves self-awareness, honesty and risk
taking.
ETHICAL DECISION-MAKING
MODEL
Identify the problem
Determine why the problem is an ethical
one.
Identify the people involved in the
ultimate decision. Define the role of
decision maker.
Consider the consequences of each
alternative. Make the decision.
Compare the decision with the philosophy
of the decision makers ethics.
Follow-up on the results of the decision
SUCCESSFUL STRATEGIES FOR
DECISION MAKING
 Building extensive networks of
ndividuals and groups who could
provide them with resources.
 Searching the nursing, hospital and
business literature
 Being knowledgeable and involved in
the politics
 Communicating regularly and
repeatedly about decision activities to
organization members
 Directing the majority of their time
and energy towards the
accomplishment of their plan.
COMMUNICATION
WHAT IS COMMUNICATION?
 Communication is the transmission of
an idea or feeling so that the sender
and receiver share the same
understanding.
 Communication is not a mysterious
process.
WHAT ARE THE MOST COMMON
WAYS TO COMMUNICATE?

1. Spoken Word
2. Visual Images
3. Written Word
4. Body Languages

COMMUNICATION PROCESS  Language Differences

IMPORTANCE OF EFFECTIVE  Information Overload

COMMUNICATION  Inattention
 Time Pressures
 Effective communication helps to  Distraction/Noise
understand a person or situation in a  Complexity in Organizational
better way. Structure
 Poor Retention
 It enables us to solve the differences,  Inaccurate Interpretation
build trust and respect in the  Perceptual Differences
organization.  Linguistic Impact on Language
 Semantics
 Sometimes our message is  Physical
misunderstood or we misunderstand  Emotional & Psychological
the received message. Effective  Gender
communication helps us to resolve  Culture
problems from both points of view.

 Effective communication helps us to

connect well with colleagues, COMMON BARRIERS OF
teachers. parents. etc. EFFECTIVE COMMUNICATION

 It helps us in decision making.  Emotional barriers and taboos.

 Lack of attention, interest,

WHAT MAKES COMMUNICATION distractions, or irrelevance to the
INEFFECTIVE? receiver.

Before learning to communicate effectively,  Physical disabilities such as hearing

we should learn which are the barriers of problems or speech difficulties.
communication that make communication
ineffective:  Physical barriers to non-verbal
communication
  Language differences and the
difficulty in understanding unfamiliar
accents. use of jargon
 Expectations and prejudices which
may lead to false assumptions or
stereotyping.
 Differences in perception and
viewpoint, cultural differences.
THE 7C’s OF EFFECTIVE
COMMUNICATION
1. Completeness
2. Conciseness
3. Consideration
4. Clarity
5. Concreteness
6. Courtesy
7. Correctness
COMPLETENESS
 Message is complete when it contains all
facts the reader or listener needs for
the reaction you desire.
 Communication senders need to assess
their message through the eyes of the
receivers to be sure they have included
all relevant information.
 Provide all necessary information.
 Answer all questions asked.
 Give something extra when desirable
CONCISENESS
 Eliminate wordy expressions.
 Include only relevant statements
 Be focused.
 Shorten & avoid long explanations.
 Avoid gushing politeness,
 Avoid unnecessary repetitions:
o Use short forms for the second
time.
o Use pronouns.
CONSIDERATION
 Consideration implies "stepping into
the
shoes of others": know the audience's
viewpoints, background, mind-set.
Education level. etc.
 Make an attempt to envisage your
audience, their requirements,
emotions as well as problems.
 Ensure that the self-respect of the
audience is maintained and their
emotions are not at harm
EMPHASIZE
 Emphasize one specific message, goal
or idea at a time.
 Avoid vagueness,
 Avoid technical terms which may be
hard to understand.
 Avoid the possibility of
misinterpretation. As much as
possible, your audience shouldn't have
to “read between the lines”.
CONCRETENESS
 Be precise in presenting facts and
figures.
 Use active voice more than the
passive.
 Use action verbs to make idea clear.
 Use of image building words where
necessary
COURTESY
 Courtesy in a message implies that the
message should show the senders
expression as well as respect the
receiver
  The sender's message should be
sincerely polite, judicious, reflective
and enthusiastic.
CORRECTNESS
 At the core of correctness is proper
grammar. punctuation and spilling.
 The term correctness, as applied to
effective communications also mean
three characteristics:
-› Use the right level of
language.
-› Check the accuracy of
figures, facts and words
-› Maintain acceptable writing
mechanics.
STRATEGIES TO APPLY SEVEN C'S
OF COMMUNICATION
Emotions should be managed in a
conversation. If you are getting angry,
you have to calm yourself by:
 Speaking to the other person as if you
were not angry.
 Avoid the use of the word "you" - this
avoids blaming.
 Nod your head to assure the other
person that you heard him.
 Maintain eye contact with him.
RESPONSIBLE DATING
ERIKSON’S DEVELOPMENTAL
STAGES FOR YOUNG ADULTS IS:
INTIMACY VS. ISOLATION
TYPES OF INTIMACY
1. Emotional
2. Intellectual
3. Social
4. Recreational
5. Sexual
WAYS TO ESTABLISH INTIMACY
1. Sharing Leisure Activities
2. Effective Communication Skills
3. Positive Conflict Resolution Skills
4. Personality Compatibility
5. Relationship Building Skills
6. Shared Spiritual Values
7. Consensus on Roles
8. Financial Management Skills
9. Shared Attitudes about Children
and Parenting
10.Sexual Relations
COMPARING TWO FUNNELS
1. The SPEED down each funnel varies.
2. Girls are usually more interested in
pushing down the COMMITMENT
funnel, guys control how and how
FAST.
3. Guys are usually more interested in
pushing down the INTIMACY funnel,
girls control how far and how FAST.
4. Girls and guys will use one funnel to
bargain for the other. Girls give SEX
to get LOVE, guys give LOVE to get
SEX.
5. The earlier in age one enters the
funnel, the LONGER one is faced
with the problem of fighting gravity
down the funnel.
6. The more you DATE one person, the
MORE SLIPPERY the funnel
becomes.
7. It is easier to break off a
RELATIONSHIP than it is to back up
the funnel.
8. Once you have gone down the funnel,
future funnels are more SLIPPERY.
 9. Going down the INTIMACY funnel
gives girls a different reputation than
guys.
FACTORS THAT INFLUENCE GIRLS
AND GUYS TO HAVE SEX
1. Going Steady
2. Begin dating at an early age
3. Whether friends are SEXUALLY
active or not
4. Alcohol and/or Drugs
5. Lack of involvement in RELIGION.
6. Parents and Family:
A. Very PERMISSIVE or very
STRICT.
B. Lack of family VALUES.
C. Divorced or SINGLE parents.
D. OPPORTUNITY presented
. relationship?
7. How you feel about SCHOOL.
8. Dating OLDER guys/girls.
9. Feeling UNLOVED.
10.Media
11.Pressure from your PARENTS.
WHAT ARE SOME QUESTIONS YOU
CAN ASK YOURSELF WHEN
MAKING DECISIONS ABOUT
SEXUAL INVOLVEMENT?
 Will it conflict with my:
1) Values
2) Standards
3) Religious Beliefs
 Do I understand the Risks
1) Pregnancy
2) Sexually Transmitted Disease
 Will anyone/thing be hurt?
1) Myself- Reputation, Future
2) My Partner – Reputation, Future
3) Our Families
4) Possible offspring
WHAT ARE SOME WRONG REASONS
FOR BECOMING SEXUALLY
INVOLVED?
 To Keep the relationship Together
 To Prove You are an Adult
 To Rebel
 To be Accepted/Popular
WHAT QUESTIONS SHOULD YOU BE
PREPARED TO ANSWER, SHOULD
YOU BECOME A PARENT BECAUSE
OF SEXUAL INVOLVEMENT?
 How will a baby affect my future?
(Education, Career)
 How does my Partner feel about the
Pregnancy?
 Am I willing to take on the
responsibilities of Parenting?
 How will parenting affect our
 Do I have the necessary parenting
skills?
 Can I financially support a child on
my own if I have to?
IDENTIFY SOME STD’S THAT MAY
OCCUR BECAUSE OF SEXUAL
INVOLVEMENT?
 Chlamydia – Most common
 P.I.D. – usually from untreated
chlamydia
 Gonorrhea
 Syphilis
 Herpes – No Cure
 Aids – No Cure
LET’S SAY YOU’VE DECIDED NOT
TO HAVE SEX. HOW CAN YOU
STICK TO THIS DECISION WITHOUT
HURTING YOUR PARTNER’S
FEELINGS?
 Explain your feelings, thoughts and
Needs -LISTEN
 Don’t send mixed messages
 Avoid situations that may set you up for
failure
DOMESTIC VIOLENCE
 Domestic violence as “A pattern of
abusive behavior in. any relationship that
is used by one partner to gain or.
maintain power and control over
another intimate partner.  FAMILY FACTORS
 Domestic violence can be
 physical,
 sexual,
 emotional,
 economic, or
 psychological actions or
 threats of actions.
According to the 2017 National
Demographic and Health Survey
conducted by the Philippine Statistics
Authority, one in four Filipino women age
15-49 has experienced physical, emotional
or sexual violence by their husband or
partner. It is indeed alarming that despite
efforts to address the concern, VAW
persists.
In the Philippine, violence against
women is a well-known crime that
continuously exists even with the laws
implemented by the government such as
R.A. 9262 or the Anti-Violence against
Women and their Children Act of 2004 as
reported by the Philippine Commission on
Women (PCW). According to the National
Statistics Office (NSO), the number of
women abuse in the country decreased from
year 2005 to 2006. However, it increased for
about 500% in the year 2013 as stated in the
report of the Philippine National Police
(PNP).
• Forms of Violence against Women
To fully assess violence against women
and its concepts, it is best to identify and
understand its elements. There are different
forms of abuse that falls to violence against
women in the world including
 domestic violence,
 sexual abuse,
 sexual harassment,
 psychological violence,
 sexual exploitation,
 sexual trafficking,
 female genital mutilation,
 femicide, dowry crelated abuse,
and
 acid-throwing
FACTORS OF VIOLENCE AGAINST
WOMEN IN THE PHILIPPINES
This factor refers to the violence that
occurs within the family. There are many
reasons why violence occurs at home
namely: family at or below poverty line,
marital instability and marital conflict.
ECONOMIC FACTORS
Economic Factor is the most common
factor of violence against women based on
the cases that the informants have
encountered. It involves the financial aspect
of women as well as her family and financial
support by the head of the family. In the
R.A. 9262, economic is defined as the acts
that make or attempt to make a woman
financially dependent.
SOCIAL FACTORS
According to the representative of
Gabriela, violence against women is one
form of gender discrimination. In our
society, companies offer bigger
opportunities to those who have higher
educational attainment. Because there are a
lot of women who are not a priority to be
educated because of gender inequality, it
hinders the opportunity of having a decent
job.
SOCIO-CULTURAL FACTORS
The researchers labelled religion
under the sociocultural factors affecting
violence against women. According to the
Chief of Women and Children Protection
Services of the Manila Police District,
religion can contribute to violence. It
promotes violence on women in the form of
prohibition of using contraception. There are
health considerations for women, as
explained by the consultant on women’s
affair and prohibiting them in using
protection and contraceptives that might
lead to infections and other diseases
SOCIO-POLITICAL FACTORS
Socio-political is also a factor for
violence against women. This exists in
government aspects. According to the
consultant on women’s affair, citizens of the
country prioritize male leaders than female
ones. They eye it as discrimination for
women most especially if it is in national
position.
WHAT IS SEXUAL HARASSMENT
Sexual harassment is an unwelcome
sexual advance, unwelcome request for
sexual favors or other unwelcome conduct
of a sexual nature which makes a person feel
offended, humiliated and/or intimidated,
where a reasonable person would anticipate
that reaction in the circumstances.
EXAMPLES OF SEXUALLY
HARASSING BEHAVIOUR INCLUDE:
• unwelcome touching;
• staring or leering;
• suggestive comments or jokes;
• sexually explicit pictures or posters;
• unwanted invitations to go out on
dates;
• requests for sex;
• intrusive questions about a person's
private life or body;
• unnecessary familiarity, such as
deliberately brushing up against a
person;
• insults or taunts based on sex;
• sexually explicit physical contact; and
• sexually explicit emails or SMS text
messages.
MARRIAGE AND FAMILY
NATURE AND DEFINITION OF
MARRIAGE
Humankind's most basic and oldest
social unit is the family. It is a social
institution primarily established by society
to ensure its continuity and to regulate the
sexual behavior of its members.
FAMILY
is the primary group where the child
is initially socialized and initiated in the
ways of life Of his group. The family
provides the child's social, psychological,
and emotional needs — warmth, intimacy,
affection, love, nurturance, care and
security.
MARRIAGE
is another human construction to insure the
continuity of the family and the eventual
perpetuation of the human species.
THE NEW FAMILY CODE OF THE
PHILIPPINES,
which became effective on August 3, 1998,
defines Marriage as a special contract of
permanent union between a man and a
woman entered into in accordance with law
for the establishment of conjugal and the
family life.
ACCORDING TO LIGHT AND
KELLER (1985) defines marriage as a
socially recognized union between two or
more individuals that typically involves
sexual and economic rights and duties.
They further elucidated their view of
marriage.
"Marriage is a business partnership as much
as a romantic fairytale; it involves
compromises, division of labor,
specialization, financial arrangement, and
communication systems.
ASPECTS OF MARRIAGE:
First, the legal point of view posits that
marriage is a contract.
Second, religious point of view posits that
marriages a sacrarnent.
"What God has put together let no man put
asunder.

THE MEANING OF MARRIAGE AND
THE FANNILY ISSUE
a. The most traditional social norms
 views marriage as a sacred phenomenon;
that is, the family and the marriage are
divine and holly institutions created and
maintained by God or some supreme
being greater than human beings.
b. A second traditional norms
 views the meaning of marriage and
family as centering primarily on social
obligations.
c. A third meaning
 of marriage suggest that families and the
marital relationship exist for the
individual.
IMPORTANT LEGAL MATTERS ON
MARRIAGE
A. ESSENTIAL REQUISITES FOR
MARRIAGE
Family Code of the Philippines provides:
Art. 2: No marriage shall be valid, unless
these essential requisites are present:
1. Legal capacity of the contracting parties
(18 yrs. or upwards), who must be a male
and female; and
2. Consent freely given in the presence of
the solemnizing officer.
B. FORMAL REQUISITES OF
MARRIAGE
Art.3. the formal requisites of marriage
are:
1. Authority of solemnizing officer;
2, A valid marriage license except in cases
provided in chapter 2 of this title; and
3. A marriage ceremony which takes place
with the appearance of the contracting
parties before the solemnizing officer and
their personal declaration that they take each
other as husband and wife in the presence of
not less than two witnesses of legal age:
Art-4. The absence of any of the essential
or formal requisites shall render the
marriage "void ab initio" (void from the
beginning) except as stated in Article 35
.
C. ANNULMENT OF A MARRIAGE
ANNULMENT
refers to hr legal process of filing a petition
in the appropriate court seeking a judicial
declaration of making marriage null and
void ab initio or from the beginning as if no
marriage took place.
Art.45.Enumerates the grounds for
annulment of marriage, as follows:
1. One of the contracting parties is 18 yrs.
of age or over but bellow 21 and without
parental consent;
2. Either party was of unsound mind;
3. Consent of either party was obtained by
fraud, force and intimidation;
4. Either party was physically incapable of
consummating the marriage with the
other; and
5. Either party was afflicted with a sexually
transmissible disease found to be serious
and incurable.
D. LEGAL SEPARATION
Legal Separation— refers to the legal
process of filling a petition in the
appropriate court seeking a judicial
declaration of legal separation for married
couples.
Art-55. A petition for legal separation may
be filed on any of the following grounds:
1. Repeated physically violence or grossly
abusive conduct directed against the
petitioner;
2. Physical violence or moral pressure to
compel the petitioner, apolitical
affiliation;
3. Attempt of respondent to corrupt r
induce the petitioner, a common child, or
 a child of the petitioner, to engage in
prostitution, or connivance in such
corruption or
4. Final judgment sentencing the respondent
to imprisonment of more than six years;
even if pardoned;
5. Drug addiction or habitual alcoholism of
the respondent;
6. Lesbianism or homosexuality of the
respondent;
7. Contracting by the respondent of a
subsequent bigamous marriage, whether
in the Philippines or abroad;
8. Sexual infidelity or perversion;
9. Attempt by the respondent against the
life of the petitioner; or
10. Abandonment of petitioner by
respondent without justifiable cause for
more than one year.
NORMS OF MARRIAGE ON THE
SELECTION OF POTENTIAL
MARRIAGE PARTNERS
Endogamy-is a rule that requires a person to
marry someone from within his or her own
group—tribe, nationality, religion, race
community, or any other social grouping.
Exogamy-is a rule that requires a person to
marry someone from outside his/her own
group.
Sororate-prescribes that a widower marries
the sister or nearest kin of the decease wife.
Levirate-prescribes that widows marry the
brother nearest kin of the deceased husband.
FORMS OF MARRIAGE
1. Monogamy - marriage between one man
and one woman.
2. Polygamy or plural marriage- has three
forms:
a. Polygyny - one husband and two or
more wives
b. Polyandry- one wife and two or
more husbands
c. Group marriage- two or more
husbands and two or more wives.
DEFINITION AND NATURE OF
FAMILY
The family is the basis social institution
and the primary group in society.
 Burgess and Locke (1963) - define the
family as a group of persons united by
ties of marriage, blood or adoption,
constituting a single household,
interacting and communicating with each
other in their respective social roles of
husband and wife, mother and father, son
daughter, brother and sister, creating and
a culture.
 Light (1985) - defines the family as a
group of people who are united by ties of
marriage, ancestry, or adoption and who
are recognized by the cornrnunity as
constituting a single household and as
having the responsibility for rearing
children.
 Murdock (1949) - defines the family as
a social group characterized by common
residence, economic cooperation and
reproduction.
THEORIES OR PERSPECTIVE ON
THE FAMILY
Three Theories:
1. THE FUNCTIONALIST
PERSPECTIVE
Functionalist says that if a society is to
survive and maintain itself across time,
certain essential functions must be
performed.
Functions:
a. Regulation and sexual behavior;
b. Reproduction;
c. Biological maintenance;
d. Socialization;
e. Care and protection function
f. Social placement or group status;
g. Social control.
2. THE CONFLICT PERSPECTIVE

Jetse Sprey (1979), agree with the
functionalists' position that the family
institution and other groups in society are
organized systems of species survival.
3. THE SYMBOLIC INTERACTIONIST
PERSPECTIVE
The symbolic interationist direct
considerable attention to the symbolic
environment in which people carry out their
daily activities.
PATTERNS OF FAMILY
ORGAIZATION BASED ON
INTERNAL ORGANIZATION OR
MEMBERSHIP
 Nuclear Family - is composed of a
husband and his wife and their children
in a union recognized by the other
members of the society.
The family of the orientation — is the
family into which a person is born and
where he is reared or socialized.
The family of procreation — is the
family that such person established
through and consists of a husband, a
wife, a sons and daughter.
 Extended Family — is composed of two
or more nuclear families, economically
and socially related to each other.
Linton (Murdock 1949)
TWO TYPES OF FAMILY
Conjugal family - corresponds to the
nuclear family where priority is given to
marital ties
Consanguineal family - corresponds to the
extended family where priority is given to
blood ties.
B. BASED ON DESCENT
Descent - implies family genealogical ties of
a person with a particular group of kinsfolk.
1. Bilateral descent- involves the
reckoning of descent through both the
father's and mother's families
1. Patrilineal descent- involves the
reckoning of descent through the father's
family only.
2. Matrilineal descent- involves the
reckoning of descent through the
mother's family only.
C. BASE ON RESIDENCE
1. Patrilocal- the married couple live with
or near the husband's family.
2. Matrilocal - the husband leaves his
family and sets up housekeeping with or
near his wife's family.
3. Neolocal- the married couple establish a
new home; they reside independently of the
parents of either groom or bride.
4. Bilocal- it gives the couple a choice of
staying with either the groom's parents or
the bride's parents.
FAMILY PLANNING
 experts define family planning as the
process by which responsible and mature
couples, if they wish, determine by
themselves the timing, proper spacing
and number of the children born to them.
FAMILY PLANNING INVOLVES
THREE MAIN ASPECTS:
1. Responsible parenthood
2. Proper spacing of children
3. Birth control
Family planning involves the rational
utilization of effective contraceptive
methods by married couples so they space
and limit their children to a desirable size in
order for them to attain quality life.
Contraceptive means prevention of
unwanted pregnancy, while responsible
parenthood means responsible pro-creation
and socialization of children. As responsible
parents, married couples are prepared for the
responsibility of rearing a child who can be
properly fed, clothed and educated.
NORMS ON FAMILY PLANNING 5. Psychological Norms

1. Sociological  Family planning has psychological

bearing on problems which confront
 Family planning is the process whereby, the young today brought about by
through interaction, married couples their development stage and the
arrive at an intelligent decision in the sexual revolution in the present times.
number of children they could provide Marlyn Benoit, Executive Director of
with quality life. the Devereux Children's Center in
Washington, D.C. agrees that changes
2. Medical Norms in society and family structure have
led to more sexual activity among
 Family planning through the use of teenagers.
contraceptives provides protection
against unwanted pregnancies.
Contraceptives work to prevent the
meeting of the egg sperm. Family
planning is concerned with the regulation
of human reproductive capacity. It
involves the prevention of unwanted
births by contraceptive techniques, or by
reducing the length of exposure to
pregnancy in order to protect the well-
being of the mother, of the family, or of
the larger population.

3. Legal—Juridical Norms

 Government support of family planning

is reflected in Article XV, Sec. 10 of the
Philippines Constitution to achieve and
maintain population levels most
conducive to the national welfare.
Measures to assure its implementation
have been made in law and practice. The
Labor Code of the Philippines requires
the employer of more than 200 workers
to provide for family planning services to
their employees and their spouses (Sec.
11, Rule VII, Book 111 of the
Implementing Rules)

4. Ecclesiastical Norms

 All the major religions of the world

believe in the guiding principle that a
couple has a right to limit family size.

 The Roman Catholic Church is not

against family planning but categorically
condemns the use of artificial methods as
they are against the natural laws. The
Catholic Church only accepts the
withdrawal, abstinence, and rhythm or
calendar method.